Life Span Human Development 2th

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viii CO NTENTS

Mechanisms of inhentance _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 76
Genetic abnormaht1es and disorders 78
Prromrion and treatment ofgeneric C()ndirions .... 81

3.2 Genes and environment conspiring 82

Study,ng genetic and environmental influences 82
The hentab1llty of different traits 85
How genes and environment work together 85
! r.t,, Earl>•expm·enceandgeneexpnrssion .. ... .... .... .... .... .... ... .... .... .... .... .... ... . 88

3.3 Prenatal development 89

Prenatal stages _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 89
The prenatal enV1ronment - - - - - - - - - - - - - - - - - - - - - - - - 94
• Pmnaturity, low birrJi tmght and foetal mortality .... .... .... .... . .. 101

3.4 The perinatal environment I 02

Ch1ldb1rth 102
ldent1fy1n9 at·risk newborns 104
IL ,(, 13' Childbirth and culture .. .... ... .... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 105

3.5 The neonatal environment I 06

Breast or bottle? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 106

Penpartum depression 107

Risk and resilience 107

v ~ pN,U CC Postering self-righting pathu,ays ..... .... .... ... .... .... .... .... .... . .. 109

HYSICAL GROWTH
4.1 Building blocks of growth and health 114
The endocrine system _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 115
The brain and nervous system 117
Pnnetptes of growth 118
A bfe span developmental model of heatth I 19

v a r,11 • CC A strengrJis.based approach to health .. 120

4.2 The infant 120

Rapid physical growth _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 121
The infant brain 121
Newborn capabil1t1es 122
Infant motor milestones 125
Health and wellness 1n infancy 128

4.3 The child 130

Steady physical growth - - - - - - - - - - - - - - - - - - - - - - - - - 130
Brain laterat1sat1on 131
Physical capab1bt1es 131
Health and wellness 1n childhood 132
)l.1j' lndigenouschildrrn's health ..... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 133
 CONTENTS ix

4.4 The adolescent 136

The adolescent growth spurt _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 136

Puberty 137
The adolescent brain 14 1

• Adolescent risk.taking behaviour... .... .... ... .... .... . .. 142

Can brain developmenl explain wh>• adolescenls rake more
risks than adults? ... .... .... .... .... .... ... .... .... .... .... .... ... .... .... . 142
Teen health and wellness _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 143
Ilairing the obesily 'brain drain' .... .... .... .... .... .... ... .... .... .... .... .... ... .... . .. 144

4.5 The adult 145

Changes in appearance and physical functioning - - - - - - - - - - - - - - - - - l 45
The changing brain 147
The changing reproductive system 148
Ageing or disease. disuse or abuse? 150

_t,,11'1 " " "' Longevity quiz ... ... .... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... ... .... .... 15.l

5.1 Piaget's Cognitive Developmental Theory 158

Processes of intellectual and cogn1hve development 158
Ptaget: Contributions and challenges 160
-,W 'ti<, 1j' Are Pinger ',stages cross-<ulturally universal?.. .. 161
Neuroconstruchvasm 162

5.2 Vygotsky's Sociocultural Theory 163

Culture and thought 164
Social interaction and thought 164
Tools of thought 165
Evaluatong Vygotsky 166
Improving children S cognilivt funaioning .. 167

5.3 Fischer's Dynamic Skill Theory 167

Comparison to Piaget and Vygotsky 168
~ ~ LG J\ ru,ruringsrudentsuccess..... .... .... .... ... .... .... .... .... .... ... .... . .. 169
v

5.4 The infant 169

Sensonmotor th1nk1ng _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 169
The development of obJect permanence 170
The emergence of symbols l 72

5.5 The child 173

Preschoolers: Symbolic th1nk1ng _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 173
v' , .. Can there really be a Santa Claw? ... ..... .... .... .... ... .... .... .... .... .... ... .... .... 175
School-aged children: Logical th,nk,ng - - - - - - - - - - - - - - - - - - - - l 77

5.6 The adolescent 178

Emergence of abstract and systematic th1nk1ng - - - - - - - - - - - - - - - - - l 78
x CONTENTS

Progress toward mastery of formal thought - - - - - - - - - - - - - - - - - - 180

n, Ilow u..,ell do you understand Piaget's siages? .. 181
Implications of formal thought _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 182

5.7 The adult 183

L1m1tat1ons 1n adult cogn1trve performance - - - - - - - - - - - - - - - - - - - 183
Growth beyond format thought 184
Ageing and cognitive growth 186

6.1 The information processing approach to cognition 192

Sensation. perception and attention _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 192
Memory 192
Problem solving 195

6.2 The infant 196

Sensory·perceptuat abilities 196
"" Aiding children with hearing impainnents.. .... .... .... .... ... .... .... .... .... .... . .. 202
Early memory ab1l1t1es 206

6.3 The child 208

Advances 1n attention 208
Explaining memory development 209
Autob1ographocat memory 213
IL, )(:1t Cullure and autobiographical """""'Ji .. .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 215
Developments in problem solving 216

6.4 The adolescent 218

Attention _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 218
Improvements 1n memory and problem solving 218
n,11 lmprovt your meniory! . ..... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 219

6.5 The adult 220

Sensory-perceptual changes _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 220
Adull visual impairment .. . .. 223
v' , .. Ageing drivers. .. 223
Memory. problem solving and ageing _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 225
Explaining autob1ograph1cal memory 229

v 'Lo ,V,. "' l.C Selective optimisation with compensation in pradice .... .... . .. 230

7 INTELLIGENCE AND CREATIVITY 235

7.1 Defining and measuring intelligence and creativity 236
The psychometric view of intelligence - - - - - - - - - - - - - - - - - - - - 236
II
a.. r'J" ... LC Administering intelligence tests . .. 239
Gardner"s theory of multiple intelligences 240
Sternberg's tnarchic theory of intelligence 24 1
 CONTENTS xi

Creati\/ity _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 243
n... Are you crearit:e? .... .... .... .... .... . .. ... .... .... .... .... .... ... .... .... .... .... .... ... .... .. . 244

7.2 Factors that influence intelligence and creativity 245

The Ftynn etfect _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 246
Genes and 1ntell19ence 246
Environment and intelligence 247
.,.1(A.I ~ ~ Explainingcullural differences in IQ rest scores .. 249
Genes. environments and creatrvity 250

7.3 The infant 250

Developmental quotients _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 250
Infant 1ntell1gence as a predictor of later 1ntell1gence 251
• J\ru,rming devtl0pment in early learning programs ... .. 252

• Parlicipalion in early childhood education..... .. . 25.l

7.4 The child 254

The stability of 10 scores during childhood - - - - - - - - - - - - - - - - - - - 254
The emergence of creativity 255

7.5 The adolescent 256

Intellectual change and cont1nu1ty _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 256
10 and school achievement 257
Fostenng creativity 257

7.6 The adult 258

Changes in 10 with age - - - - - - - - - - - - - - - - - - - - - - - - - 258
'
v , .. Cogniliw enhanctmenl for ageing adults ..... .... .... ... .... .... .... .... .... ... .... .. . 260
10. wealth and heatth _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 261
Potential for Wisdom 263
Creative endeavours 263

7.7 The extremes of intelligence 265

Intellectual d1sab1lity _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 265
Giftedness 267

7.8 Integrating cognitive perspectives 268

LANGUAGE
8.1 The language system 274
Describing language: Basic components 274
Explaining language: Nature and nurture 275

8.2 The infant 278

Developing language 278
Mastery motivation 283
Early Leaming 283

8.3 The child 286

Expanding language skills 286
xii CONTE NTS

Learning to read _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 287

Fostering academic success 289

~~ n, Wha1Syourmotiuationstyle?.. ..290
~ The summer learning effect... .. 293
~ l\1aking inclusion u.()rk.. .... .. .. 294

v '\o ,V,. "' l.C Cooperative learning .. . . . 295

8.4 The adolescent 296

Academic achievement _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 296
lnt•grat1ng school and work _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 297
it., j(, 1t lnt.emational differences in achievemen1 test scores. .. 298
Pathways to adulthood 299

8.5 The adult 300

Language: Continuity and change _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 300

Adult lit•racy 301

Adult education 301
Par1icipa1ion in adull tducarion. .. 302
Theoretical contnbuhons to learning and education - - - - - - - - - - - - - - - - 302

9 SELF AND PERSONALITY 307

9.1 Conceptualising the self and personality 308
Basic concepts and theones of self and personality _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 308
t,,11"" "' A bmf peTSOTialily scale ..... .. . . 309
)u ' Wit Culture and self-conceptiom ..... .. .. 311
S•x. g•nd•r and sexual ity 312
"" Treating disorders ofsex developmenl .... .... .... .... .... .... ... .... .... .... .... .... . .. 313

9.2 The infant 315

Th• •m•r91ng s•lf _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 315
v' , .. &If-recognition around the u.:orld ... .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 316
T•mp•ram•nt _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 317

9.3 The child 319

Th• evol\/lng self and p•rsonality _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 319
Acquiring gender rotes 3 22
Childhood s•xuabty 325

9.4 The adolescent 326

Forging a sense of self and 1dent1ty _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 326

Ad~ng ~ ~ - - -
v a p1la.( CC ldrntity and wellbeing.. .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 331
Adolescent sexuality 331

9.5 The adult 333

Ag•1ng and setf-•st••m - - - - - - - - - - - - - - - - - - - - - - - - - 333
Cont1nu1ty and d1scont1nu1ty 1n personabty 334
Enkson1an psychosocial personality growth 336
Changes 10 gender roles and sexuality 337
Vocational 1dent1ty and development 339
 CONTENTS xiii

I 0.1 Social cognition 348

Oevelop,ng a theory of mind - - - - - - - - - - - - - - - - - - - - - - - - 348
~~ n, Do you havt a theory of mind? . .. ... .... .... .... .... .... ... .... .... .... .... .... ... .... .. . 351
Perspechve lak,ng - - - - - - - - - - - - - - - - - - - - - - - - - - - 353
Social cogn1hon 10 adulthood 353

I 0.2 Perspectives on moral development 355

Moral emotion, Psychoanatyt,c theory and beyond - - - - - - - - - - - - - - - - 355
Moral reasoning; Cognitive developmental theory 356
Moral behaviour: Social cogn1trve theory 359
The functions of morality: Evolutionary theory 360

I 0.3 The infant 361

Empathy and prosot,al behaviour _____________________ 361
Early antisocial behaviour 362
Early moral training 363
Marshmallows and the life span rignficance ofself-control ... .... .... ... .... .. . 363

I 0.4 The child 364

Moral understandings - - - - - - - - - - - - - - - - - - - - - - - - - - 364
Moral socialisation 366

I 0.5 The adolescent 367

Moral ident,ty _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 367
Changes in moral reasoning 368
Antisocial beha\llour 368
Juvenile crime rares . 369
Stopping the lmllies .... .... .... . .. 374
r,11 :.C CC Responding to bullying..... .. .. 375

I 0.6 The adult 376

Changes in moral reasoning - - - - - - - - - - - - - - - - - - - - - - - 376
..,.1W ~ ~ iW<>raliry, culture and gender.. . .. 377
Retig,on and spmtuality _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 378

11.1 Emotional development 386

First emotions and emotion regulation 386
Emotional learning in childhood 389
Adolescent moods 389
Emotions and ageing 390

11.2 Perspectives on relationships 391

Changing social systems across the life span 391
l louseholds and families. .. 39.l
Attachment theory 394
xiv CONTENTS

11.3 The infant 396

An attachment forms 396
Ouat1ty of attachment 397
IL, jt, 1j' Arrachnuml and culture . . .. ... .... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... . . . 401
Implications of earty attachment 401
First peer relations 404

11.4 The child 405

The caregrver-ch1ld relationsh•P - - - - - - - - - - - - - - - - - - - - - - 405
A new baby arnves 407
Peer networks 408

11.S The adolescent 410

Balancing autonomy and attachment to parents - - - - - - - - - - - - - - - - - 4 tO
Changing peer relationships 411

11.6 The adult 413

Evolving social relat1onsh1ps _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 413
Family relationships 414
Adult attachment styles 418
rlil Identifying internal working mode& ofauachment .. 419

11.7 Family violence and child abuse 421

Why does child abuse occur? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 422

II
a.. r'J" ... LC Responding to famjly violence ..... . .. 422
! r.t,, The intergenerational lransmission of parenting. .. 423
What problems do abused children display? 424
How do we stop the violence? 425

l'Teumling child abuse. ..... .... .... .... .... ... .... .... .... .... .... ... .... .... .... .... .... . .. 425

12.1 What makes development abnormal? 432

D1agnost1c guidelines and cntena _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 432
Developmental psychopathology 433

12.2 The infant 437

Autism spectrum disorder IASDJ - - - - - - - - - - - - - - - - - - - - - - 437
Depression in infancy? 442

12.3 The child 443

Externalising and 1nternabs1n9 problems 443
"" Reducing risks to mental heallh when Tiatural disasters srri.ke.. . . 444
Attention deficit hyperact1v1tyd1sorder (ADHD) 445
Childhood depression 447

12.4 The adolescent 449

Storm and stress? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 449
Eating disorders 450
t,. t'J4 Explaining the gender difference in earing disorders..... ... .... .... .... .... .... . .. 4 51
Substance use disorders _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 453
 CONTENTS xv

Depression and su1c1datity _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 456

pit C ,C KICK-ing the rumination habit ... . .. 457

Suicide rates .... .... .... .... . .. 458

Is someone you know suicidal? ..... . . 459

12.5 The adult 460

.,.1 (A.I ~ ~ Ethnic differences in rates ofpsychological di.stress.. . .. 460
Depression 1n adulthood _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 461
Ageing and dementia 462

HE F. NAL CHALLENGE: DEATH AND DY: NG

13.1 Matters of life and death 470
What,sdeath? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 470

Communicating with patU!TII.S wiJh unresponsive wakefulness syndrome .. . 4 71

~~ 1, rlil Life and death: \\!hat are your views? .. . 47.l
]!wtlt1<, 1j' Grief. mourning and culture .. . .. 474
• Lif<exp«tancy .. .. 475
What kills us and when? - - - - - - - - - - - - - - - - - - - - - - - - - 475
Theories of ageing: Why do we age and die? 477

13.2 The experience of death 480

Perspectrveson dying - - - - - - - - - - - - - - - - - - - - - - - - - - 481
Perspectrves on bereavement 482

13.3 The infant 485

13.4 The child 485

Grasping the concept of death _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 485
Expenences with death 487

13.5 The adolescent 489

Advanced understandings of death _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 489
Experiences with death 489

13.6 The adult 491

Death 1n the family context _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 491

13.7 Coping with death 494

Challenges to the grief work perspective - - - - - - - - - - - - - - - - - - - 494
Who copes and who succumbs? 496
Bereavement and pos1t1ve growth 497
Supporting the dying and berea,ed 498

-~ !l" C
v ,C Being a p<rson and a professional.. .. 499
Supporring rJ,• bmavttl family ... ... .... .... .... .... . . 500
Taking our leave _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 500

(;Jossary ...................... SOS

References. . . . . . . . . . . . . . . . . . . . 516
Name index . . . . . . . . . . . . . . . . . . . 563
Subject index . . . . . . . . . . . . . . . . . 569
 This book is about the development of human beings - from their days as fertilised eggs to their dying days. It
highlights regularities as well as differences in development, and it asks fundamental questions about why we
humans develop as we do.
This second Australian and New Zealand edition of Life Span Human Development incorporates many
exciting changes to ensure the book is relevant to students studying in the Australian and New Zealand contex~.
yet it retains four core features of the original text that ha,., been valued by students and instructors over the
years: (1) the unique integrated topical-dlronological approach, (2) a presentation that is both research·
based and applied, (3) an emphasis on the different theoretical perspectives that guide thinking about human
development and research; and (4) an in-depth exploration throughout of nature and nurture contributions to
developn1ent as ,vell as the universality and diversity surrounding hun1an developn1ent .

TOPICAL AND CHRONOLOGICAL APPROACH

The most distinctive feature of this book is its unique integrated topical-dlronological approach. lvlost other
life span development textbooks adopt a chronological or ·~age· approach, carving the life span into age
ranges and describing the prominent characteristics of individuals within ead1 age range. In contrast, we adopt
a topical approad1 for the overall organisation of the book and after three introductory chapters we blend a
topical approach with a chronological approach within chapters. Each blended chapter focuses on a domain
of development, such as physical growth, cognition or personality, and incorporates major sections on infancy,
childhood, adolescence and adulthood to trace the developmental trends and influences in that domain from
infancy to old age.

Why topical?
Like many other instructors, we have typically favoured topically organised tex~books when teaching child·,
adolescent· or adult.cJevelopn1ent courses. As a result, it seen1ed natural to use that sru11e topical approach
in introducing students to the whole life span. Besides, chronologically organised texts often have to repeat
themselves as they remind readers of where development left off in an earlier age period that was covered in a
previous cl1apter.
1vlore in1ponant, a topic-by· topic organisation conveys the Ro\\, of developn1ent in each area - the
systematic, and often dramatic, transfon11.ations that take place as ,veil as the developn1ental continuities. The
topical approach also helps us emphasise the processes behind development.
Finally, a predominantly topical approach is more compatible with a life span perspecti,,e, whid1 views each
period oflife in relation to what comes before and what is yet to come. In chronologically organised tex~books,
many topics are described only in connection ,vith the age group to ,vhich they seen1 n1ost relevant- for exan1ple,
anachn1ent in relation to infancy, or sexuality in relation to adolescence and adulthood. A topical organisation
stin1ulates us to ask intriguing questions \\le n1ight othenvise not ask, such as these about attachn1ent relationships:
What do infants' anacl1n1ents to their parents have in comn1on ,vith, and ho,v do they differ from,
attachments between childhood friends or between adult romantic partners?
Do securely attached infants later have a greater capacity to form and sUstain friendships or romantic
partnerships tl,an infants whose early social experiences are less favourable?
Wl1at are the consequences at different points in the life span oflacking a close relationship?
Attachments are important tl,roughout the life span, and a topical organisation helps make tl1at clear.

xvi
 PREFACE xvii

Why chronological?
We also appreciate the strengths of the chronological approach, particularly its ability to portray the whole
person in each period of the life span. For this reason, we integrated the a~tage approach with the topical
organisation, aiming to ha,,e the best of both worlds.
Each topical chapter contains major sections on infancy, childhood, adolescence and adulthood. The
existence of these sections is proof that the chapters consider development in each of the domains covered
across the whole life span. These age-<atage sections call attention to the distinctive qualities of each phase of
life and make it easier for students to find material on an age period of particular interest to them. In short, we
believe that our integrated topical-dlronological approach allows us to convey the flow oflife span development
in particular areas and the factors influencing it while highlighting the major physical, cognitive and psychosocial
developments within any particular developmental period.

Adaptability of the integrated topical-chronological approach

Even though links among chapters are noted throughout the book, instructors who are teaching short courses or
who are otherwise pressed for time can omit a chapter without fear ofrendering other chapters incomprehensible.
For example:
A cognitively oriented course might omit one or more of the socially-oriented chapters (Chapters 9--13).
A socially oriented course might omit one or more of the cognitively-oriented chapters (Chapters 5-8).
Moreover, the topicah:hronological approach of the text gives instructors the flexibility to cover infancy,
childhood and adolescence in a course, if they prefer, and to save the material on adulthood for another course.

RESEARCH-ORIENTED AND RELEVANT COVERAGE

We have worked hard to create a text that is rigorous yet readable - research-oriented yet 'real' to students.
Life Span Human Development tackles complex theoretical controversies and presents the best of both classic
and contemporary research fron1 multiple disciplines in a \vay that is acc~ible and relevant to students' life
experiences and career developn1ent.
We believe that it is critical for students to understand ho\\' \Ve ki10,v ,vhat ,ve ki.10,v about developn1ent -
to appreciate the research process. With that in mind, ,ve describe illustrative studies and present their data in
graphs and tables, and we cite the authors and dates of publication for a large number of books and articles, all
fully referenced in the reference section at the end of the book. Some students may wonder why they are there.
It is because \\le are comn1itted to the value of systen1atic research, because \Ve are bound to give credit ,vhere
credit is due and because \Ve ,vant students and their instructors to have the resources they need to pursue their
interests in hun1ru1 developn1ent during and after the course.
We also appreciate that solid scholarship is of little good to students unless they want to read it, can
understand it ru1d see its relevance. We n1aintain that even the n1ost complex issues in hun1an development
can be made understandable through clear and organised writing. To make the material more 'real' , we clarify
developmental concepts through examples and analogies, connect topics in the te~'t to topics in the news
and highlight the practical implications of research findings. We also incorporate applied material relevant to
students' current and future roles as parents, teachers, psychologists, educators, social workers, occupational
therapists and other allied health and human service professionals. And""' help students see that major theories
of human de,,elopment do not jusr guide researchers but can help anyone analyse issues that ""' all face -
including such practical matters as raising and educating children, working with troubled adolescents or coping
with Alzheimer's disease or death in the family.

THEORETICAL GROUNDING
Theories are critical in any science, telling scientists ,vhat to study, ho\\' to study it and ho,v to interpret their
findings. \Ve want students to leave the srudy of life span human development with more than facts alone; we
,vant then1 to appreciate the major i$ues of interest to developn1ental scientists and ho,v the leading theories
in the field have shaped our thinking about development. Most important, we want students to learn to use
these theoretical perspecti,,,,. to guide their thinking and action when they encounter a question about human
developn1ent outside the course.
With this in mind, we have devoted Chapter 2 to laying out in broad strokes the psychoanalytic, lea.ming,
hun1anistic, cognitive ru1d systen1s perspectives on hun1an development, sho\\ring \\rhat they say, ,vhere they
xviii PREFACE

stand on key developmental issues and how they would explain developmental phenomena such as school
refusal and teenage pregnancy. We delve deeper into these and other perspectives and show how they have
been applied to the study of SpECific aspects of development in later chapters; see, for example, a treaunent
of the dj11amic systems view of motor development in Chapter 4; a comparison of Jean Piaget's cognitive
developmental and Lev Vygotsky's sociocultural perspectives in Cl1apter 5; an application of the infom1ation·
processing perspective in Chapter 6; alten1ative vie,vs of intelligence in Chapter 7; nativist, learning and
interactionist theories of language de,,elopment in Chapter 8; alternative theories of personality development
and gender role in Cl1apter 9; theories of moral development in Chapter 10; attachment theory in Chapter 11;
models and theories relating to various disorders in Chapter 12; and perspectives on dying and berea,,ement in
Chapter 13.

NATURE-NURTURE AND UNIVERSALITY-DIVERSITY THEMES

Finally, we want students to gain a deeper understanding of inffuence of nature and nurture and of the many
interacting forces affecting the developing person that contribute to both similarities (universalities) and
differences (diversity) in hun1an developn1ent. We ,vant srudents to appreciate that human developn1ent is an
incredibly complex process that grows out of transactions between a changing peison and a changing world
and out of dynamic relationships among biological, psychological and social inffuences. No contributor to
developn1ent - a gene, a ten1peran1ent, a parent, a culture - acts alone and is unaffected by other influences on
development.
\Ve introduce nature and nurture and the universality and diversity of development in Cl1apter I and give it
ex'tended treatn1ent in Cl1apter 2 ,vhere ,ve explore the developn1ental issues that underpin theories and also in
Chapter 3 where we focus on genes and environment. Each subsequent chapter includes many examples of the
intemvined contributions of nature and nurture to developn1ent and the ,vays in ,vhich hun1an developn1ent is
both similar from person to person and culture to culture, but also diverse from person to person and culture
to culture. Along the way, we describe some exciting studies that compare individuals with and ,vithout
particular genes and with and ,vithout particular life experiences to bring home what it means to say that genes
and environn1ent interact to influence developn1e:nt - as ,vhen genes predisposing an indi,~dual to depression
combine with stressful life events to produce depression. \Ve also illustrate the many ways in which genes and
environn1ent are intemvined and affect one another - for instance, ,vays in ,vhich genetic n1akeup influences
the experiences an individual has, and ,vays in ,vhich experience influences ,vhich of an individual's genes are
activated or expressed. In this book we provide coverage not only ofgenes, honnones, brain functions and other
biological forces in development but also of ways in which ethnicity, social class, community and the larger
cultural context n1odify developn1ent. Most in1portant, \\le illun1inate the con1plex interrelationships bet\,..-een
biological and environmental inffuences that are at the hean of the developmental process.
The adapting author would like to thank Carol K. Sigelman and Elizabeth A. Rider for allowing adaptation of
their original work for the Australian and New Zealand first and second editions. Thank you also to the editorial
team at Cengagc Learning Australia for their suppon in the development of this textbook.

Reviewers
The authors and Cengage Learning would like to thank the following reviewers for their time, expertise and
consouctive criticisn1:
Annette Henderson, University of Auckland
Karen Waldie, University of Auckland
Brooke Andrew, Queensland University ofTechnology
Nicole Brown.James Cook University
Jennifer Canmel, Griffith University
Jacki Henderson, University of Canterbury
Claire Henderson-Wilson, Deakin University
Nenagh Ken1p, University ofTasn1ania
Mandy Kienhuis, ~'VIIT University
Natasha Loi, University of New England
Carmen Naivalu, Charles D.uwin University
Mark Oliver, University ofSouthem Queensland
Rob Ranzij, University of South Australia
as \\"ell as several other anonyn1ous revie\vers.

Every effort has been made to trace and acknowledge copyright. However, if any infringement has occurred,
the publishers tender their apologies and invite the copyright holders to contact them.
Carol K. Sigelman is professor of psychology and, until recently, the associate vice president for research and
graduate studies and tl1en graduate studies and academic affairs at The George Washington University. She
earned her bachelor's degree from Carleton College and a double,major doctorate in English and psychology
from George Peabody College for Teachers. She has also been on the faculty at Texas Tech University, Eastern
Kentucky University (where she won her college's Outstanding Teacher Award) and tl1e University of Arizona.
She has taught courses in child, adolescent, adult and life span development and has published research on
sud, topics as tl1e communication skills of individuals ,vith developmental disabilities, the development of
stigmatising reactions to children and adolescents who are different and children's emerging understandings of
diseases and psychological disorders. Through a grant from the National Institute of Child Health and Human
Development, she and her colleagues studied children's intuitive theories ofAIDS and developed and evaluated
a cuniculum to correct their n1isconceptions and convey the facts of HIV infection. With a similar grant fron1
the National Institute on Drug Abuse, she explored children's and adolescents' understandings of the effects
of alcohol and drugs on body, brain and behaviour. For fun, she enjoys hiking, biking, discovering good movies
and comn1uning ,vith her cats.

Elizabeth A. Rider is professor of psychology and associate academic dean at Elizabethtown College in
Pennsylvania. She has also been on the faculty at the University of North Carolina at Asheville. She ean1ed her
undergraduate degree from Gertysburg College and her doctorate from Vanderbilt University. She has taught
courses on child and life span development, women and gender issues, applied developmental psychology and
genetic and environmental influences on development. She has published research on children's and adults'
spatial perception, orientation and ability to find their way. Through a grant from the Pennsylvania State System
for Higher Education, she studied factors associated ,vith academic success. The second edition of her text on
the psychology of women, Our Voices, was published by John Wiley & Sons in 2005. When she is not working,
her life revolves around her son and a fw1,loving springer spaniel.

Linda De George-Walker is senior lecturer in psychology at Central Queensland University. She ean1ed a Bachelor
degree and Master in &lucational Psychology from the University of Queensland, and a PhD from Griffith
University. She has worked as a psychology practitioner and has been a university academic since 2002, teaching
courses in life span development, educational psychology, developmental disabilities, special education and
psychological assessment. Linda's research interests have centred on older adults and their engagement ,vith
digital technologies and also learning and teaching in higher education where she has published on topics such
as blended and mobile learning, first year experience and graduate qualities. Whenever she can, she likes to get
her hands dirty out in her food garden.
 As you read this text you will find a number of features in every
chapter to enhance your study of human development and help
you understand how the theory is applied in the real world.

Chapter opening features

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xxii GUIDE TO THE TEXT

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GUIDE TO THE TEXT xxili
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Discover current research articles and
try out the end-of- chapter activities by
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xxiv GUIDE TO THE TEXT

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For the instructor
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produced no other interest than would have arisen from the appearance of a
gull, or any other aquatic bird.

[9] When the steward was informed of his sentence, he asked Comstock
how long a time he would give him to make his peace with God?
—"Fourteen seconds!" was the reply.

[10] Tamon, High Chief.

[11] Called the Reef Chain Tide Islands.

[12] Lay witnessed the execution of a man during his residence at the
Mulgraves. I do not remember the nature of his offence. He was not bound,
or in any way confined; but, after it was determined that he should die,
several men attacked him with spears and stones. He fought desperately to
the last, although his situation was altogether hopeless, freely bestowing
upon his enemies the epithets of cowards and murderers. Even when he
could no longer resist, his spirit was unconquered,—and he breathed his
last, with expressions of scorn and hatred on his lips.

[13] Lay frequently saw the people, who performed the execution I have
mentioned in a former note, throw away portions of their food, as an
offering to the spirit of him they had slain.

[14] Crimacu, as it is pronounced by the natives. The missionaries write his

name Karaimoku.
*** END OF THE PROJECT GUTENBERG EBOOK JOURNAL OF A
CRUISE OF THE UNITED STATES SCHOONER DOLPHIN,
AMONG THE ISLANDS OF THE PACIFIC OCEAN; AND A VISIT
TO THE MULGRAVE ISLANDS, IN PURSUIT OF THE MUTINEERS
OF THE WHALESHIP GLOBE ***

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