Discovering the Life Span, 5th edition

Robert S. Feldman
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This page is intentionally left blank
 PRESCHOOL PERIOD
(3 to 6 years)
Height and weight continue to increase rapidly.
The body becomes less rounded and more
muscular.
The brain grows larger, neural interconnections
continue to develop, and lateralization emerges.
Gross and fine motor skills advance quickly.
Children can throw and catch balls, run, use forks
and spoons, and tie shoelaces.
Children begin to develop handedness.
Children show egocentric thinking (viewing world
from their own perspective) and "centration," a
focus on only one aspect of a stimulus.
Memory, attention span, and symbolic thinking
improve, and intuitive thought begins.
Language (sentence length, vocabulary, syntax,
and grammar) improves rapidly.
Children develop self-concepts, which may be
exaggerated.
A sense of gender and racial identity emerges.
Children begin to see peers as individuals and form
friendships based on trust and shared interests.
Morality is rule-based and focused on rewards and
punishments.
Play becomes more constructive and cooperative,
and social skills become important.
Preoperational stage
Initiative-versus-guilt stage
Phallic stage
Preconventional morality level
MIDDLE CHILDHOOD
(6 to 12 years)
Growth becomes slow and steady. Muscles
develop, and "baby fat" is lost.
Gross motor skills (biking, swimming, skating,
ball handling) and fine motor skills (writing, typing,
fastening buttons) continue to improve.
Children apply logical operations to problems.
Understanding of conservation (that changes
in shape do not necessarily affect quantity) and
transformation (that objects can go through many
states without changing) emerge.
Children can "decenter"-take multiple
perspectives into account.
Memory encoding, storage, and retrieval improve,
and control strategies (meta-memory) develop.
Language pragmatics (social conventions) and
metalinguistic awareness (self-monitoring) improve.
Children refer to psychological traits to define
themselves. Sense of self becomes differentiated.
Social comparison is used to understand one's
standing and identity.
Self-esteem grows differentiated, and a sense of
self-efficacy (an appraisal of what one can and
cannot do) develops.
Children approach moral problems intent on
maintaining social respect and accepting what
society defines as right.
Friendship patterns of boys and girls differ. Boys
mostly interact with boys in groups, and girls tend
to interact singly or in pairs with other girls.
Concrete operational stage
Industry-versus-inferiority stage
Latency period
Conventional morality level
 ADOLESCENCE EARLY ADULTHOOD
(12 to 20 years) (20 to 40 years)

PHYSICAL • Girls begin the adolescent growth spurt around
DEVELOPMENT age 1 0, boys around age 12.
• Girls reach puberty around age 1 1 or 1 2, boys
around age 13 or 1 4.
Primary sexual characteristics develop (affecting
the reproductive organs), as do secondary
sexual characteristics (pubic and underarm
hair in both sexes, breasts in girls, deep voices
in boys).
Physical capabilities peak in the 20s, including
strength, senses, coordination, and reaction
time.
• Growth is mostly complete, although some
organs, including the brain, continue to grow.
For many young adults, obesity becomes a
threat for the first time, as body fat increases.
Stress can become a significant health threat.
In the mid-30s, disease replaces accidents as
the leading cause of death.

COGNITIVE • Abstract thought prevails. Adolescents use formal • As world experience increases, thought
DEVELOPMENT logic to consider problems in the abstract. becomes more flexible and subjective, geared to
Relative, not absolute, thinking is typical. adept problem solving.

• Verbal, mathematical, and spatial skills improve.
• Adolescents are able to think hypothetically, divide
attention, and monitor thought through meta­
cognition.
Intelligence is applied to long-term goals
involving career, family, and society.
Significant life events of young adulthood may
shape cognitive development.

Egocentrism develops, with a sense that one is

always being observed . Self-consciousness and
introspection are typical.
• A sense of invulnerability can lead adolescents
to ignore danger.

SOCIAL/ • Self-concept becomes organized and accurate
PERSONALITY and reflects others' perceptions . Self-esteem
DEVELOPMENT grows differentiated.
Defining identity is a key task. Peer relationships
provide social comparison and help define
acceptable roles. Popularity issues become
acute; peer pressure can enforce conformity.
• Adolescents' quest for autonomy can bring
confiict with parents as family roles are
renegotiated.
• Sexuality assumes importance in identity
formation. Dating begins.
Forming intimate relationships becomes
highly important. Commitment may be partly
determined by the attachment style developed
in infancy.
Marriage and children bring developmental
changes, often stressful. Divorce may result,
with new stresses.
Identity is largely defined in terms of work, as
young adults consolidate their careers.

THEORIES Jean
& Piaget Formal operations stage
THEORISTS
Erik
Erikson Identity-versus-confusion stage Intimacy-versus-isolation stage
Sigmund
Freud Genital stage
Lawrence
Koh Iberg Postconventional morality level may be reached
MIDDLE ADULTHOOD
(40 to 65 years)
Physical changes become evident. Vision declines
noticeably, as does hearing, but less obviously.
Height reaches a peak and declines slowly.
Osteoporosis speeds this process in women.
Weight increases, and strength decreases.
Reaction time slows, but performance of complex
tasks is mostly unchanged because of lifelong
practice.
Women experience menopause, with unpredictable
effects. The male climacteric brings gradual
changes in men's reproductive systems.
Some loss of cognitive functioning may begin in
middle adulthood, but overall cognitive competence
holds steady because adults use life experience
and effective strategies to compensate.
Slight declines occur in the efficiency of retrieval
from long-term memory.
People in middle adulthood take stock, appraising
accomplishments against a "social clock" and
developing a consciousness of mortality.
Middle adulthood, despite the supposed "midlife
crisis," usually is tranquil and satisfying. Individuals'
personality traits are generally stable over time.
Although marital satisfaction is usually high, family
relationships can present challenges.
The view of one's career shifts from outward
ambition to inner satisfaction or, in some cases,
dissatisfaction. Career changes are increasingly
common.
Generativity-versus-stagnation stage
LATE ADULTHOOD
(65 years to death)
Wrinkles and gray or thinning hair are marks of
late adulthood. Height declines as backbone disk
cartilage thins. Women are especially susceptible to
osteoporosis.
The brain shrinks, and the heart pumps less blood
through the body. Reactions slow, and the senses
become less acute. Cataracts and glaucoma may
affect the eyes, and hearing loss is common.
Chronic diseases, especially heart disease,
grow more common. Mental disorders, such as
depression and Alzheimer's disease, may occur.
Cognitive declines are minimal until the 80s.
Cognitive abilities can be maintained with training
and practice, and learning remains possible
throughout the life span.
Short-term memory and memory of specific life
episodes may decline, but other types of memory
are largely unaffected.
Basic personality traits remain stable, but changes
are possible. "Life review," a feature of this period,
can bring either fulfillment or dissatisfaction.
Retirement is a major event of late adulthood,
causing adjustments to self-concept and self­
esteem.
A healthy lifestyle and continuing activity in areas of
interest can bring satisfaction in late adulthood.
Typical circumstances of late adulthood (reduced
income, the aging or death of a spouse, a change
in living arrangements) cause stress.
Ego-integrity-versus-despair stage
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 Discovering
the Life Span
Fifth Edition

Robert S. Feldman
University of Massachusetts Amherst

@Pearson
 To Alex, Miles, Naomi, Lilia, Rose, and Marina

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Library of Congress Cataloging-in-Publication Data

Names: Feldman, Robert S. (Robert Stephen).
Title: Discovering the life span/Robert S. Feldman, University of
Massachusetts, Amherst.
Description: Fifth edition. I New York, NY : Pearson Education, Inc.,
[2021] I Includes bibliographical references and index.
Identifiers: LCCN 2019021013 I ISBN 9780135710869 (paperback)
Subjects: LCSH: Developmental psychology. I Life cycle, Human. I Human
growth.
Classification: LCC BF713 .F46 2021 I DDC 155-dc23
LC record available at https://lccn.loc.gov/2019021013

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ISBN 10: 0-13-5685 37-0
ISBN 13: 978-0-13-568537-2
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ISBN 10: 0-13-571086-3
ISBN 13: 978-0-13-571086-9

Instructor's Review Copy

ISBN 10: 0-13-570677-7
ISBN 13: 978-0-13-570677-0
Brief Contents

1 Introduction 1 6 Adolescence 258

Module 1.1 Beginnings 3 Module 6.1 Physical Development in Adolescence 259

Module 1.2 Theoretical Perspectives on Lifespan Module 6.2 Cognitive Development in Adolescence 274
Development 11 Module 6.3 Social and Personality Development
Module 1.3 Research Methods 25 in Adolescence 284

2 The Start of Life 40 7 Early Adulthood 309

Module 2.1 Prenatal Development 42 Module 7.1 Physical Development in Early

Module 2.2 Prenatal Growth and Change 59 Adulthood 311

Module 2.3 Birth and the Newborn Infant 70 Module 7.2 Cognitive Development in Early
Adulthood 319
Module 7.3 Social and Personality Development
3 Infancy 94 in Early Adulthood 330

Module 3.1 Physical Development in Infancy 96

Module 3.2 Cognitive Development in Infancy 116 8 Middle Adulthood 353
Module 3.3 Social and Personality Development
Module 8.1 Physical Development in Middle
in Infancy 137
Adulthood 354
Module 8.2 Cognitive Development in Middle

4 The Preschool Years 155 Adulthood 367

Module 8.3 Social and Personality Development
Module 4.1 Physical Development in the in Middle Adulthood 373
Preschool Years 157
Module 4.2 Cognitive Development in the
Preschool Years 165 9 Late Adulthood 395
Module 4.3 Social and Personality Development
Module 9.1 Physical Development in Late Adulthood 397
in the Preschool Years 181
Module 9.2 Cognitive Development in Late Adulthood 412
Module 9.3 Social and Personality Development
5 Middle Childhood 202 in Late Adulthood 418

Module 5.1 Physical Development in

Middle Childhood 204 10 Death and Dying 440
Module 5.2 Cognitive Development in
Module 10.1 Death and Dying Across the Life Span 441
Middle Childhood 215
Module 10.2 Confronting Death 448
Module 5.3 Social and Personality Development
in Middle Childhood 235 Module 10.3 Grief and Bereavement 455

vii
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Contents

Preface xvn The Contextual Perspective: Taking a Broad

About the Author xxx Approach to Development 19
THE BIOECOLOGICAL APPROACH TO DEVELOPMENT •

ASSESSING THE BIOECOLOGICAL APPROACH •

1 Introduction 1 VYGOTSKY'S SOCIOCULTURAL THEORY • ASSESSING
VYGOTSKY'S THEORY
Module 1.1 Beginnings 3 Evolutionary Perspectives: Our Ancestors'
An Orientation to Lifespan Development 4 Contributions to Behavior 21

Characterizing Lifespan Development: ASSESSING THE EVOLUTIONARY PERSPECTIVE

The Scope of the Field 4 Why "Which Approach Is Right?" Is the
TOPICAL AREAS IN LIFESPAN DEVELOPMENT • AGE Wrong Question 22
RANGES AND INDIVIDUAL DIFFERENCES • THE LINKS Review, Check, and Apply 23
BETWEEN TOPICS AND AGES
Module 1.3 Research Methods 25
Cohort and Other Influences on Development:
Theories, Hypotheses, and Correlational Studies 25
Developing with Others in a Social World 6
Theories and Hypotheses: Posing Developmental
Cultural Dimensions How Culture, Ethnicity,
Questions 25
and Race I nfluence Development 7
Choosing a Research Strategy: Answering Questions 26
Key Issues and Questions: Determining the
Correlational Studies 26
Nature-and Nurture-of Lifespan Development 8
THE CORRELATION COEFFICIENT • TYPES OF
Continuous Change Versus Discontinuous Change 8 CORRELATIONAL STUDIES • ETHNOGRAPHY AND QUALITATIVE
Critical and Sensitive Periods: Gauging the Impact of RESEARCH • PSYCHOPHYSIOLOGICAL METHODS
Environmental Events 8 Experiments: Determining Cause and Effect 29
Lifespan Approaches Versus a Focus on The Basics of Experiments 29
Particular Periods 9 INDEPENDENT AND DEPENDENT VARIABLES •

The Relative Influence of Nature and Nurture on CHOOSING A RESEARCH SETTING

Development 9 Theoretical and Applied Research: Complementary
Review, Check, and Apply 1O Approaches 32

Module 1.2 Theoretical Perspectives From Research to Practice Using Lifespan

on Lifespan Development 11 Developmental Research to I mprove Public Policy 32

The Psychodynamic, Behavioral, and Cognitive Measuring Developmental Change 33

Perspectives 12 LONGITUDINAL STUDIES: MEASURING

INDIVIDUAL CHANGE • CROSS-SECTIONAL
The Psychodynamic Perspective: Focusing on
STUDIES • SEQUENTIAL STUDIES
the Inner Person 12
Ethics and Research 35
FREUD'S PSYCHOANALYTIC THEORY • ERIKSON'S
PSYCHOSOCIAL THEORY • ASSESSING THE Development in Your Life Thinking
PSYCHODYNAMIC PERSPECTIVE Critically About "Expert" Advice 36
The Behavioral Perspective: Focusing on Review, Check, and Apply 37
Observable Behavior 14 Chapter 1 Summary: Putting It All Together: Introduction 38
CLASSICAL CONDITIONING: STIMULUS SUBSTITUTION •
OPERANT CONDITIONING • SOCIAL-COGNITIVE LEARNING
THEORY: LEARNING THROUGH IMITATION • ASSESSING THE 2 The Start of Life 40
BEHAVIORAL PERSPECTIVE
Module 2.1 Prenatal Development 42
The Cognitive Perspective: Examining the Roots of
Understanding 16 Earliest Development 42
PIAGET'S THEORY OF COGNITIVE DEVELOPMENT • Genes and Chromosomes: The Code of Life 42
ASSESSING PIAGET'S THEORY • INFORMATION MULTIPLE BIRTHS: TWO-OR MORE-FOR THE GENETIC
PROCESSING APPROACHES • ASSESSING INFORMATION PRICE OF ONE • BOY OR GIRL? ESTABLISHING THE SEX
PROCESSING APPROACHES • COGNITIVE NEUROSCIENCE OF THE CHILD
APPROACHES • ASSESSING COGNITIVE NEUROSCIENCE
The Basics of Genetics: The Mixing and
APPROACHES
Matching of Traits 44
The Humanistic, Contextual, and Evolutionary Perspectives 18
TRANSMISSION OF GENETIC INFORMATION • POLYGENIC
The Humanistic Perspective: Concentrating on TRAITS • THE HUMAN GENOME AND BEHAVIORAL GENETICS:
Uniquely Human Qualities 18 CRACKING THE GENETIC CODE • INHERITED AND GENETIC
ASSESSING THE HUMANISTIC PERSPECTIVE DISORDERS: WHEN DEVELOPMENT DEVIATES FROM THE NORM

ix
x Contents

Genetic Counseling: Predicting the Future from Cultural Dimensions Overcoming Racial and
the Genes of the Present 48 Cultural Differences in Infant Mortality 84
PRENATAL TESTING • SCREENING FOR FUTURE PROBLEMS POSTPARTUM DEPRESSION: MOVING FROM THE HEIGHTS
The Interaction of Heredity and Environment 50 OF JOY TO THE DEPTHS OF DESPAIR

The Role of the Environment in Determining the The Highly Competent Newborn 85
Expression of Genes: From Genotypes to Phenotypes 50 Physical Competence: Meeting the Demands of a
INTERACTION OF FACTORS • STUDYING DEVELOPMENT: New Environment 86
HOW MUCH IS NATURE? HOW MUCH IS NURTURE?
Sensory Capabilities: Experiencing the World 86
From Research to Practice When Nurture Becomes Nature 51 CIRCUMCISION OF NEWBORN MALE INFANTS
Genetics and the Environment: Working Together 53 Early Learning Capabilities 88
PHYSICAL TRAITS: FAMILY RESEMBLANCES • INTELLIGENCE: CLASSI CAL CONDITIONING • OPERANT
MORE RESEARCH, MORE CONTROVERSY • GENETIC AND CONDITIONING • HABITUATION
ENVIRONMENTAL INFLUENCES ON PERSONALITY: DO WE
Social Competence: Responding to Others 90
INHERIT OUR PERSONALITY?
Review, Check, and Apply 91
Cultural Dimensions Cultural Differences in
Chapter 2 Summary: Putting It All Together: The Start of Life 93
Physical Arousal: Might a Culture's Phi losophical
Outlook Be Determined by Genetics? 56

PSYCHOLOGICAL DISORDERS: THE ROLE OF GENETI CS

AND ENVIRONMENT 3 Infancy 94
Can Genes Influence the Environment? 58 Module 3.1 Physical Development in Infancy 96
Review, Check, and Apply 58
Growth and Stability 96
Module 2.2 Prenatal Growth and Change 59 Physical Growth: The Rapid Advances of Infancy 96
The Prenatal Period 60 The Nervous System and Brain: The Foundations of
The Moment of Conception and the Onset of Development 98
Development 60 SYNAPTIC PRUNING • ENVIRONMENTAL INFLUENCES
THE GERMINAL STAGE: FERTILIZATION TO 2 WEEKS • ON BRAIN DEVELOPMENT
THE EMBRYONIC STAGE: 2 TO 8 WEEKS • THE FETAL STAGE: Integrating the Bodily Systems: The Life Cycles of Infancy 100
8 WEEKS TO BIRTH
RHYTHMS AND STATES • SLEEP: PERCHANCE
Pregnancy Problems 62 TO DREAM? • SIDS: THE UNANTICIPATED KILLER
INFERTILITY • MISCARRIAGE AND ABORTION Motor Development 104
The Prenatal Environment: Threats to Development 64 Reflexes: Our Inborn Physical Skills 104
MOTHER'S DIET • MOTHER'S AGE • MOTHER'S THE BASIC REFLEXES • ETHNIC AND CULTURAL
HEALTH • MOTHER'S DRUG USE • MOTHER'S USE OF DIFFERENCES AND SIMILARITIES I N REFLEXES
ALCOHOL AND TOBACCO • DO FATHERS AFFECT THE
Motor Development in Infancy: Landmarks
PRENATAL ENVIRONMENT?
of Physical Achievement 106
Development in Your Life Optimizing the
GROSS MOTOR SKILLS • FINE MOTOR SKILLS •

Prenatal Environment 69 DEVELOPMENTAL NORMS: COMPARING THE INDIVIDUAL

Review, Check, and Apply 69 TO THE GROUP

Module 2.3 Birth and the Newborn Infant 70 Nutrition in Infancy: Fueling Motor Development 108

Birth 71 MALNUTRITION

From Labor to Delivery 71 Cultural Dimensions Motor Development

LABOR: THE PROCESS OF BIRTH BEGINS • BIRTH: Across Cultures 109
FROM FETUS TO NEONATE OBESITY • BREAST OR BOTILE? • INTRODUCING
Approaches to Childbirth: Where Medicine and SOLID FOODS: WHEN AND WHAT?

Attitudes Meet 74 The Development of the Senses 111

ALTERNATIVE BI RTHING PROCEDURES • CHI LDBIRTH Experiencing the World: The Sensory Capabilities
ATIENDANTS: WHO DELIVERS? • USE OF ANESTHESIA
of Infants 111
AND PAIN-REDUCING DRUGS • POSTDELIVERY HOSPITAL
VISUAL PERCEPTION • AUDITORY PERCEPTION: THE
STAY: DELIVER, THEN DEPART?
WORLD OF SOUND • SMELL AND TASTE • SENSITIVITY TO
Development in Your Life Dealing with Labor 77 PAIN • RESPONDING TO TOUCH
Birth Complications 77 Multimodal Perception: Combining Individual
Preterm Infants and Postmature Babies 78 Sensory Inputs 114
VERY-LOW-BIRTHWEIGHT INFANTS: THE SMALLEST OF THE Development in Your Life Exercising
SMALL • WHAT CAUSES PRETERM AND LOW-BIRTHWEIGHT Your Infant's Body and Senses 115
DELIVERIES? • POSTMATURE BABIES: LATER, LARGER
Review, Check, and Apply 115
Cesarean Delivery: Intervening in the Process of Birth 82
Module 3.2 Cognitive Development in I nfancy 116
Stillbirth, Infant Mortality, and Postpartum Depression 83
Piaget's Approach to Cognitive Development 117
STILLBIRTH AND INFANT MORTALITY: THE TRAGEDY OF
PREMATURE DEATH Key Elements of Piaget's Theory 117
 Contents xi

SUBSTAGE 1 : SIMPLE REFLEXES • SUBSTAGE 2: FIRST TEMPERAMENT: STABILITIES IN INFANT BEHAVIOR

HABITS AND PRIMARY CIRCULAR REACTIONS • • GENDER: BOYS IN BLUE, GIRLS IN PINK

SUBSTAGE 3: SECONDARY CIRCULAR REACTIONS •

Family Life in the 21st Century 149
SUBSTAGE 4: COORDI NATION OF SECONDARY CIRCULAR
REACTIONS • SUBSTAGE 5: TERTIARY CIRCULAR Development in Your Life Choosing
REACTIONS • SUBSTAGE 6: BEGINNINGS OF THOUGHT the Right Infant Care Provider 151

Appraising Piaget: Support and Challenges 121 Review, Check, and Apply 1 52

Information Processing Approaches to Cognitive Chapter 3 Summary: Putting It All Together: Infancy 1 54
Development 122
The Foundations of Information Processing:
Encoding, Storage, and Retrieval 123
4 The Preschool Years 155
AUTOMATIZATION • MEMORY CAPABILITIES IN INFANCY Module 4.1 Physical Development in
Individual Differences in Intelligence: Is One Infant the Preschool Years 157
Smarter Than Another? 125
The Growing Body 157
DEVELOPMENTAL SCALES • INFORMATION PROCESSING
Changes in Body Shape and Nutrition 157
APPROACHES TO INDIVIDUAL DIFFERENCES IN
INTELLIGENCE • ASSESSING INFORMATION PROCESSING Health and Illness 159
APPROACHES The Growing Brain 160
From Research to Practice Why Formal Education Is Development in Your Life Keeping Preschoolers
Lost on Infants 128
Healthy 160
Development in Your Life What Can Brain Lateralization 161
You Do to Promote I nfants' Cognitive Development? 129
The Links Between Brain Growth and
The Roots of Language 129 Cognitive Development 161
The Fundamentals of Language: From Sounds to Motor Development 162
Symbols 129
Gross Motor Skills 162
EARLY SOUNDS AND COMMUNICATION • FIRST WORDS
Fine Motor Skills 164
• FIRST SENTENCES
Review, Check, and Apply 1 64
The Origins of Language Development 133
LEARNING THEORY APPROACHES: LANGUAGE AS A Module 4.2 Cognitive Development in
LEARNED SKILL • NATIVIST APPROACHES: LANGUAGE the Preschool Years 165
AS AN INNATE SKILL • THE INTERACTIONIST Piaget's Approach to Cognitive Development 165
APPROACHES • INFANT-DIRECTED SPEECH
Piaget's Stage of Preoperational Thinking 166
Cultural Dimensions Is Infant-Directed
THE RELATION BETWEEN LANGUAGE AND THOUGHT •

Speech Similar Across All Cultures? 135 CENTRATION: WHAT YOU SEE IS WHAT YOU THINK •
Review, Check, and Apply 136 CONSERVATION: LIEARNING THAT APPEARANCES ARE
DECEIVING • INCOMPLETE UNDERSTANDING OF
Module 3.3 Social and Personality Development
TRANSFORMATION • EGOCENTRISM: THE INABILITY TO
in Infancy 137 TAKE OTHERS' PERSPECTIVES • THE EMERGENCE OF
Developing the Roots of Sociability 137 INTUITIVE THOUGHT

Emotions in Infancy: Do Infants Experience Emotional Evaluating Piaget's Approach to Cognitive

Highs and Lows? 137 Development 169
STRANGER ANXIETY AND SEPARATION ANXIETY • Alternative Approaches: Information Processing
SMILING • DECODING OTHERS' FACIAL EXPRESSIONS •
Theory and Vygotsky 169
SOCIAL REFERENCING: FEELING WHAT OTHERS FEEL
Information Processing Approaches to Cognitive
The Development of Self 140
Development 170
SELF-AWARENESS • THEORY OF MIND: INFANTS'
PRESCHOOLERS' UNDERSTANDING OF NUMBERS •
PERSPECTIVES ON THE MENTAL LIVES OF OTHERS AND
MEMORY: RECALLI NG THE PAST • CHILDREN'S
THEMSELVES
EYEWITNESS TESTIMONY: MEMORY ON TRIAL •

Forming Relationships 141 INFORMATION PROCESSING IN PERSPECTIVE

Attachment: Forming Social Bonds 141 Vygotsky's View of Cognitive Development:
THE AINSWORTH STRANGE SITUATION AND PATIERNS OF Taking Culture into Account 172
ATIACHMENT • PRODUCING ATIACHMENT: THE ROLES OF THE ZONE OF PROXIMAL DEVELOPMENT AND SCAFFOLDING:
MOTHER AND FATHER FOUNDATIONS OF COGNITIVE DEVELOPMENT • EVALUATI NG
Cultural Dimensions Does Attachment VYGOTSKY'S CONTRIBUTIONS

Differ Across Cultures? 144 The Growth of Language and Learning 174

Infants' Sociability with Their Peers: Infant-Infant Language Development 174

Interaction 145 PRIVATE SPEECH • SOCIAL SPEECH

Differences Among Infants 145 Informal and Formal Learning 176

Personality Development: The Characteristics MEDIA AND SCREEN TIME IN THE LIVES OF PRESCHOOLERS
• THE UP- AND DOWNSIDES OF MEDIA VIEWING
That Make Infants Unique 146
xii Contents

Screen Time and

5
From Research to Practice
Middle Childhood 202
the Video Deficit 177

EARLY CHILDHOOD EDUCATI ON: TAKING THE "PRE" OUT Module 5.1 Physical Development in
OF THE PRESCHOOL PERIOD • THE VARIETIES OF EARLY Middle Childhood 204
EDUCATION • THE EFFECTIVENESS OF CHILD CARE •
The Growing Body 204
THE QUALITY OF CHILD CARE
Height and Weight Changes 204
Cultural Dimensions Preschools Around the World:
Nutrition and Obesity 205
Why Does the United States Lag Behind? 179
Review, Check, and Apply 180 Development in Your Life Keeping Children Fit 207

Motor Development and Safety 207

Module 4.3 Social and Personality Development
in the Preschool Years 1 81 Leaps and Bounds: The Rapid Growth of Motor Skills 207
GROSS MOTOR SKILLS • FINE MOTOR SKILLS
Forming a Sense of Self 181
Health and Safety During Middle Childhood 208
Self-Concept in the Preschool Years 181
ASTHMA • ACCIDENTS • SAFETY IN CYBERSPACE •
PSYCHOSOCIAL DEVELOPMENT: RESOLVING THE
PSYCHOLOGICAL DISORDERS
CONFLICTS • SELF-CONCEPT: THINKING ABOUT
THE SELF Children with Special Needs 211

Cultural Dimensions Developing Racial Sensory Difficulties and Learning Disabilities 211

and Ethnic Awareness 182 VISUAL PROBLEMS • AUDITORY PROBLEMS • SPEECH

PROBLEMS • LEARNING DISABILITIES: DISCREPANCIES
Gender Identity: Developing Femaleness
BETWEEN ACHIEVEMENT AND CAPACITY TO LEARN
and Maleness 183
Attention Deficit Hyperactivity Disorder 212
BIOLOGICAL PERSPECTIVES • SOCIAL LEARNI NG
APPROACHES • COGNITIVE APPROACHES Review, Check, and Apply 214

Friends and Family: Preschoolers' Social Lives 185 Module 5.2 Cognitive Development i n
The Development of Friendships 186 Middle Childhood 215
PLAYING BY THE RULES: THE WORK AND CATEGORIZATION
Intellectual and Language Development 215
OF PLAY • THE SOCIAL ASPECTS OF PLAY
Perspectives on Cognitive Development in
Preschoolers' Theory of Mind: Understanding What
Middle Childhood 215
Others Are Thinking 187
PIAGETIAN APPROACHES TO COGNITIVE
Preschoolers' Family Lives 188 DEVELOPMENT • INFORMATION PROCESSING IN MI DDLE
CHANGES IN FAMILY LIFE • EFFECTIVE PARENTI NG: CHILDHOOD • VYGOTSKY'S APPROACH TO COGNITIVE
TEACHING DESIRED BEHAVIOR DEVELOPMENT AND CLASSROOM INSTRUCTION

Development in Your Life Disciplining Children 190 Language Development: What Words Mean 219
CULTURAL DIFFERENCES IN CHILDREARING PRACTICES MASTERING THE MECHANICS OF LANGUAGE •

METALINGUISTIC AWARENESS • HOW LANGUAGE

Child Abuse, Neglect, and Resilience: The Hidden
PROMOTES SELF-CONTROL • BILINGUALISM:
Side of Family Life 190
SPEAKI NG IN MANY TONGUES
CHILDHOOD SEXUAL ABUSE • THE WARNING SIGNS
OF ABUSE • REASONS FOR PHYSICAL ABUSE • THE Schooling: The Three Rs (and More) of Middle Childhood 221
CYCLE OF VIOLENCE HYPOTHESIS • PSYCHOLOGICAL Reading: Learning to Decipher the Meaning
MALTREATMENT • RESI LIENCE: OVERCOMING Behind Words 222
THE ODDS
READING STAGES • HOW SHOULD WE TEACH READING?
Moral Development and Aggression 193
Educational Trends: Beyond the Three Rs 223
Developing Morality: Following Society's Rights CULTURAL ASSIMILATION OR PLURALISTIC SOCIETY?
and Wrongs 194
Cultural Dimensions Multicultural Education 224
PIAGET'S VIEW OF MORAL DEVELOPMENT • SOCIAL
FOSTERING A BICULTURAL IDENTITY • SCHOOLING
LEARNING APPROACHES TO MORALITY • GENETIC
AROUND THE WORLD AND ACROSS GENDERS:
APPROACHES TO MORALITY • EMPATHY AND MORAL
WHO GETS EDUCATED?
BEHAVIOR
Aggression and Violence in Preschoolers: Sources Intelligence: Determining Individual Strengths 225

and Consequences 195 Intelligence Benchmarks: Differentiating the

THE ROOTS OF AGGRESSION • SOCIAL LEARNING Intelligent from the Unintelligent 225
APPROACHES TO AGGRESSION • VIEWING VIOLENCE ON BINET'S TEST • MEASURING IQ: PRESENT-DAY
TV: DOES IT MATIER? • COGNITIVE APPROACHES TO APPROACHES TO INTELLIGENCE • WHAT IQ TESTS
AGGRESSION: THE THOUGHTS BEHIND VIOLENCE DON'T TELL: ALTERNATIVE CONCEPTIONS OF
INTELLIGENCE • GROUP DIFFERENCES IN IQ
Development in Your Life Increasing Moral Behavior
and Reducing Aggression in Preschool-Age Children 199 Below and Above Intelligence Norms: Intellectual
Disabilities and Intellectual Giftedness 231
Review, Check, and Apply 199
BELOW THE NORM: INTELLECTUAL DISABILITY •
Chapter 4 Summary: Putting It All Together:
ABOVE THE NORM: THE GIFTED AND TALENTED
The Preschool Years 201
Review, Check, and Apply 234
 Contents xiii

Module 5.3 Social and Personality Development Threats to Adolescents' Well-Being 267
in Middle Childhood 235 Drugs, Alcohol, and Tobacco 268

The Developing Self 236 DRUG ABUSE • ALCOHOL: USE AND ABUSE

A Different Mirror: The Changing Ways Children Development in Your Life Hooked on Drugs
View Themselves 236 or Alcohol? 270
PSYCHOSOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD: TOBACCO: THE DANGERS OF SMOKING
INDUSTRY VERSUS INFERIORITY • UNDERSTANDING
Sexually Transmitted Infections 271
ONE' S SELF: A NEW RESPONSE TO "WHO AM I?" •
SELF-ESTEEM: DEVELOPING A POSITIVE-OR NEGATIVE- Review, Check, and Apply 273
VIEW OF ONESELF Module 6.2 Cognitive Development in Adolescence 274
Cultural Dimensions Are Children of Immigrant Cognitive Development 274
Families Well Adjusted? 239
Piagetian Approaches to Cognitive Development:
Moral Development 239 Using Formal Operations 275
Relationships: Building Friendship in Middle Childhood 242 USING FORMAL OPERATIONS TO SOLVE PROBLEMS •

243 THE CONSEQUENCES OF ADOLESCENTS ' USE OF FORMAL

Stages of Friendship: Changing Views of Friends
OPERATIONS • EVALUATING PIAGET'S APPROACH
STAGE 1: BASING FRIENDSHIP ON OTHERS' BEHAVIOR •

STAGE 2: BASING FRIENDSHIP ON TRUST • STAGE 3: BASING Information Processing Perspectives: Gradual
FRIENDSHIP ON PSYCHOLOGICAL CLOSENESS • INDIVIDUAL Transformations in Abilities 277
DIFFERENCES IN FRIENDSHIP: WHAT MAKES A CHILD METACOGNITION: THINKING ABOUT THINKING •

POPULAR? • BULLYING: SCHOOLYARD AND ONLINE EGOCENTRISM IN THINKING: ADOLESCENTS'

VICTIMIZATION SELF-ABSORPTION
Development in Your Life Increasing Children's School Performance 278
Social Competence 246 Adolescent School Performance: A Complex Picture 279
Gender, Race, and Friendships 247 SOCIOECONOMIC STATUS AND SCHOOL PERFORMANCE:
GENDER AND FRIENDSHIPS: THE SEX SEGREGATION OF INDIVIDUAL DIFFERENCES IN ACHIEVEMENT • ETHNIC AND
MIDDLE CHILDHOOD • CROSS-RACE FRIENDSHIPS: RACIAL DIFFERENCES IN SCHOOL ACHIEVEMENT •

INTEGRATION IN AND OUT OF THE CLASSROOM DROPPING OUT OF SCHOOL

Family Life in Middle Childhood 249 Adolescents' Merna Use: Screen Tune in the Digital Age 281

249 Review, Check, and Apply 283

Families Today: A Variety of Constellations
FAMILY LIFE: THE INFLUENCE OF PARENTS AND SIBLINGS Module 6.3 Social and Personality Development
• SINGLE-PARENT FAMILIES • MULTIGENERATIONAL
in Adolescence 284
FAMILIES • LIVING IN BLENDED FAMILIES • FAMILIES
Identity: Asking "Who Am I?" 284
WITH GAY, LESBIAN, AND TRANSGENDER PARENTS • RACE
AND FAMILY LIFE Self-Concept and Self-Esteem 284
SELF-CONCEPT: WHAT AM I LIKE? SELF-ESTEEM: HOW
From Research to Practice Two Morns, Two Dads: •

DO I LIKE MYSELF? • GENDER DIFFERENCES IN SELF-

How Do Children Fare with Gay, Lesbian, and ESTEEM • SES AND RACE DIFFERENCES IN SELF-ESTEEM
Transgender Parents? 251
Perspectives on Identity Formation 286
Challenges to Family Life 252
ERIK ERIKSON: RESOLVING THE IDENTITY CRISIS • MARCIA' S
HOME AND ALONE: WHAT DO CHILDREN DO? • APPROACH: UPDATING ERIKSON • RELIGION AND
DIVORCE • POVERTY AND FAMILY LIFE • GROUP CARE: SPIRITUALITY IN IDENTITY FORMATION • THE ROLE OF
ORPHANAGES IN THE 21 ST CENTURY RACE AND ETHNICITY IN IDENTITY FORMATION
Review, Check, and Apply 255
Anxiety, Depression, and Suicide: Psychological
Chapter 5 Summary: Putting It All Together: Middle Chi ldhood 257 Difficulties in Adolescence 290
ADOLESCENT ANXIETY • ADOLESCENT DEPRESSION •

ADOLESCENT SUICIDE
6 Adolescence 258
Development in Your Life Preventing
Module 6.1 Physical Development in Adolescence 259 Adolescent Suicide 293

Physical Maturation 260 Relationships: Family and Friends 293

Growth During Adolescence: The Rapid Pace Family Ties: Changing Relations with Relations 293

of Physical and Sexual Maturation
PUBERTY IN GIRLS • PUBERTY IN BOYS • BODY IMAGE:
REACTIONS TO PHYSICAL CHANGES IN ADOLESCENCE •
THE TIMING OF PUBERTY: THE CONSEQUENCES OF
EARLY AND LATE MATURATION
Nutrition, Food, and Eating Disorders: Fueling
the Growth of Adolescence
OBESITY • ANOREXIA NERVOSA AND BULIMIA NERVOSA
Brain Development and Thought: Paving the Way
for Cognitive Growth
SLEEP DEPRIVATION
260 THE QUEST FOR AUTONOMY • CULTURE AND AUTONOMY
• THE MYTH OF THE GENERATION GAP • CONFLICTS WITH
PARENTS • CULTURAL DIFFERENCES IN PARENT-CHILD
CONFLICTS DURING ADOLESCENCE
Relationships with Peers: The Importance of Belonging 296
SOCIAL COMPARISON • REFERENCE GROUPS • CLIQUES
264 AND CROWDS: BELONGING TO A GROUP •
GENDER RELATIONS
From Research to Practice Is Anyone "Liking"
266 Me? Social Comparison and Self-Esteem in the
Digital Age 297
xiv Contents

Cultural Dimensions Race Segregation: GENDER BIAS • STEREOTYPE THREAT AND

The Great Divide of Adolescence
POPULARITY AND REJECTION • CONFORMITY:
PEER PRESSURE IN ADOLESCENCE • JUVENILE
DELINQUENCY: THE CRIMES OF ADOLESCENCE
DISIDENTIFICATION WITH SCHOOL • COLLEGE
298
ADJUSTMENT: REACTING TO THE DEMANDS OF COLLEGE LIFE
Development in Your Life When Do College Students
Need Professional Help with Their Problems? 329

Dating, Sexual Behavior, and Teenage Pregnancy 301 Review, Check, and Apply 329
Dating: Close Relationships in the 21st Century 301 Module 7.3 Social and Personality Development
THE FUNCTIONS OF DATING • DATING, RACE, AND ETHNICITY in Early Adulthood 330
Sexual Relationships 302 Forging Relationships: Intimacy, Liking, and Loving
MASTURBATION • SEXUAL INTERCOURSE • SEXUAL During Emerging and Early Adulthood 331
ORIENTATION AND IDENTITY: LGBTQ AND MORE • WHAT
Emerging Adulthood 332
DETERMINES SEXUAL ORIENTATION? • CHALLENGES FACING
ADOLESCENTS WITH LGBTQ SEXUAL ORIENTATIONS AND Intimacy, Friendship, and Love 332
IDENTITIES • TEENAGE PREGNANCY SEEKING INTIMACY: ERIKSON'S VIEW OF YOUNG
Review, Check, and Apply 306 ADULTHOOD • FRIENDSHIP • FALLING IN LOVE: WHEN
LIKING TURNS TO LOVING
Chapter 6 Summary: Putting It All Together: Adolescence 307
The Faces of Love 334
PASSIONATE AND COMPANIONATE LOVE: THE TWO FACES

7 Early Adulthood 309 OF LOVE • STERNBERG'S TRIANGULAR THEORY:

THE THREE FACES OF LOVE
Module 7 .1 Physical Development in Early Choosing a Partner: Recognizing Mr. or Ms. Right 336
Adulthood 311 SEEKING A SPOUSE: IS LOVE THE ONLY THING THAT
MATIERS? FILTERING MODELS: SIFTING OUT A SPOUSE
Physical Development and Health 311
•

Physical Changes and Challenges 311 Cultural DimensionsGay and Lesbian Relationships:
THE SENSES: SUBTLE SHIFTS • MOTOR Men with Men and Women with Women 338
FUNCTIONING • PHYSICAL DISABILITIES: COPI NG WITH ATIACHMENT STYLES AND ROMANTIC RELATIONSHIPS:
PHYSICAL CHALLENGE DO ADULT LOVING STYLES REFLECT ATIACHMENT
Fitness, Diet, and Health 312 IN INFANCY?

PHYSICAL FITNESS • GOOD NUTRITION: NO SUCH The Course of Relationships 339

THING AS A FREE LUNCH? OBESITY HEALTH
Cohabitation, Marriage, and Other Relationship
• •

Cultural Dimensions How Cultural Beliefs Influence Choices: Sorting Out the Options of Early Adulthood 339
Health and Health Care 314 MARRIAGE • WHAT MAKES MARRIAGE WORK? • EARLY
MARITAL CONFLICT STAYING SINGLE: I WANT TO BE ALONE
Stress and Coping: Dealing with Life's Challenges
•
315
Parenthood: Choosing to Have Children 342
The Origins and Consequences of Stress 315
FAMILY SIZE • DUAL-EARNER COUPLES • THE
Coping with Stress 317
TRANSITION TO PARENTHOOD: TWO'S A COUPLE,
Development in Your Life Coping with Stress 317 THREE'S A CROWD? • GAY AND LESBIAN PARENTS
Review, Check, and Apply 318 Work: Choosing and Embarking on a Career 345
Module 7 .2 Cognitive Development The Role of Work 345
in Early Adulthood 319 IDENTITY DURING YOUNG ADULTHOOD • WHY DO
Cognitive Development and Intelligence 319 PEOPLE WORK? MORE THAN EARNING A LIVING

Intellectual Growth and Postformal Thought 319 Picking an Occupation: Choosing Life's Work 347
GINZBERG'S CAREER CHOICE THEORY • HOLLAND'S
From Research to Practice How Long Do Young
PERSONALITY TYPE THEORY • GENDER AND CAREER
Adult Brains Continue to Develop? 320
CHOICES: WOMEN'S WORK
POSTFORMAL THOUGHT PERRY'S APPROACH TO
•
Development in Your Life Choosing a Career 348
POSTFORMAL THINKING • SCHAIE'S STAGES OF
DEVELOPMENT • LIFE EVENTS AND COGNITIVE
Review, Check, and Apply 350
DEVELOPMENT • COMPARING THE THEORI ES OF Chapter 7 Summary: Putting It All Together: Early Adulthood 352
POSTFORMAL THOUGHT
Intelligence: What Matters in Early Adulthood? 322
PRACTICAL AND EMOTIONAL INTELLIGENCE • 8 Middle Adulthood 353
CREATIVITY: NOVEL THOUGHT
Module 8.1 Physical Development
College: Pursuing Higher Education 324
in Middle Adulthood 354
The Demographics of Higher Education: Who
Physical Development and Sexuality 355
Attends College? 325
Physical Transitions: The Gradual Change in the
THE GENDER GAP IN COLLEGE ATIENDANCE •
THE CHANGING COLLEGE STUDENT: NEVER TOO LATE Body's Capabilities 355
TO GO TO COLLEGE? HEIGHT, WEIGHT, AND STRENGTH: THE BENCHMARKS OF
CHANGE THE SENSES: THE SIGHTS AND SOUNDS OF
The Effects of Gender Bias and Negative
•

MIDDLE AGE
Stereotypes on College Performance 326
 Contents xv

Sexuality in Middle Adulthood: The True, the False, Development in Your Life Dealing with
and the Controversial 358 Spousal and I ntimate Partner Abuse 387
THE ONGOING SEXUALITY OF MIDDLE AGE • THE Work and Leisure 388
FEMALE CLIMACTERIC AND MENOPAUSE • THE DILEMMA
Work in Middle Adulthood: The Good and the Bad 388
OF HORMONE THERAPY: NO EASY ANSWER • THE
PSYCHOLOGICAL CONSEQUENCES OF MENOPAUSE •
WORK AND CAREERS: JOBS AT MIDLIFE • CHALLENGES
THE MALE CLIMACTERIC OF WORK: ON-THE-JOB SATISFACTION • UNEMPLOYMENT:
THE DASHING OF THE DREAM • SWITCHING-AND
Health 361
STARTING-CAREERS AT MIDLIFE
Wellness and Illness: The Ups and Downs of Middle
Cultural Dimensions Immigrants on
Adulthood 361
the Job: Making It in America 391
Cultural Dimensions Individual Variation
Leisure Time: Life Beyond Work 392
in Health: Socioeconomic Status and
Review, Check, and Apply 392
Gender Differences 363
Chapter 8 Summary: Putting It All Together:
Heart Disease and Cancer: The Big Worries of
Middle Adulthood 394
Middle Adulthood 364
THE A'S AND B'S OF HEART DISEASE: HEALTH
AND PERSONALITY • THE THREAT OF CANCER 9 Late Adulthood 395
From Research to PracticeRoutine Mammograms: Module 9.1 Physical Development in
At What Age Should Women Start? 366
Late Adulthood 397
Review, Check, and Apply 367
Physical Development in Late Adulthood 397
Module 8.2 Cognitive Development in Middle Aging: Myth and Reality 397
Adulthood 367
THE DEMOGRAPHICS OF LATE ADULTHOOD • AGEISM:
Intelligence and Memory 368 CONFRONTING THE STEREOTYPES OF LATE ADULTHOOD
Does Intelligence Decline in Adulthood? 368 Physical Transitions in Older People 400
THE DIFFICULTIES IN ANSWERING THE QUESTION • OUTWARD SIGNS OF AGING • INTERNAL AGING •

CRYSTALLIZED AND FLUID INTELLIGENCE • REFRAMI NG SLOWING REACTION TIME

THE ISSUE: WHAT IS THE SOURCE OF COMPETENCE DURING The Senses: Sight, Sound, Taste, and Smell 401
MIDDLE ADULTHOOD? • THE DEVELOPMENT OF EXPERTISE:
VISION • HEARING • TASTE AND SMELL
SEPARATING EXPERTS FROM NOVICES
The Impact of Aging on Health 403
How Does Aging Affect Memory? 371
TYPES OF MEMORY • MEMORY SCHEMAS Health Problems and Wellness in Older People 404
COMMON PHYSICAL DISORDERS PSYCHOLOGICAL
Effective
•
Development in Your Life
AND MENTAL DISORDERS • ALZHEIMER'S DISEASE •
Strategies for Remembering 372 WELLNESS IN LATE ADULTHOOD: THE RELATIONSH IP
Review, Check, and Apply 373 BETWEEN AGING AND ILLNESS

Module 8.3 Social and Personality Development Development in Your Life Caring for
in Middle Adulthood 373 People with Alzheimer's Disease 407

Personality Development 374 SEXUALITY IN OLD AGE: USE IT OR LOSE IT

Perspectives on Adult Personality Development 374 Approaches to Aging: Why Is Death Inevitable? 408

ERIKSON'S STAGE OF GENERATIVITY VERSUS RECONCILING THE THEORIES OF AGING • LIFE EXPECTANCY:
STAGNATION • BUILDING ON ERIKSON'S VI EWS: HOW LONG HAVE I GOT? • POSTPONING AGING: CAN
VAILLANT, GOULD, AND LEVINSON • THE MIDLIFE SCIENTISTS FIND THE FOUNTAIN OF YOUTH?
CRISIS: REALITY OR MYTH? Cultural Dimensions Racial and Ethnic
Stability Versus Change in Personality 377 Differences in Life Expectancy 410
Cultural Dimensions Middle Age: Review, Check, and Apply 411
In Some Cultures It Doesn't Exist 377 Module 9.2 Cognitive Development in Late
STABILITY AND CHANGE IN THE "BIG FIVE" PERSONALITY Adulthood 412
TRAITS • HAPPINESS ACROSS THE LIFE SPAN
Intelligence 412
Relationships: Family in Middle Age 379
Cognitive Functioning in Older People 413
Marriage and Divorce 379
Recent Conclusions About the Nature of Intelligence
THE UPS AND DOWNS OF MARRIAGE • DIVORCE •
in Late Adulthood 413
REMARRIAGE
Memory and Leaming 414
Family Evolutions 382
Memory 414
BOOMERANG CHILDREN: REFILLING THE EMPTY NEST •

THE SANDWICH GENERATION: BETWEEN CHILDREN AND AUTOBIOGRAPHICAL MEMORY: RECALLI NG THE DAYS OF
PARENTS • BECOMING A GRANDPARENT: WHO, ME? OUR LIVES • EXPLAINING MEMORY CHANGES IN OLD AGE

Family Violence: The Hidden Epidemic 385 Never Too Late to Learn 416

THE STAGES OF SPOUSAL ABUSE • THE CYCLE OF From Research to Practice Can We Train the Brain?
VIOLENCE • SPOUSAL ABUSE AND SOCIETY: THE CULTURAL Interventions to Improve Cognitive Functioning 417
ROOTS OF VIOLENCE
Review, Check, and Apply 417
xvi Contents

Module 9.3 Social and Personality Development

418
10 Death and Dying 440
in Late Adulthood
Personality Development and Successful Aging 419 Module 10.1 Death and Dying Across the Life Span 441

Continuity and Change in Personality During Understanding Death 442

Late Adulthood 419 Defining Death: When Does Life End? 442
EGO INTEGRITY VERSUS DESPAIR: ERIKSON ' $ FINAL Death Across the Life Span: Causes and Reactions 442
STAGE • PECK'S DEVELOPMENTAL TASKS • LEVINSON'$
DEATH IN INFANCY AND CHILDHOOD • CHILDHOOD
FINAL SEASON: THE WINTER OF LIFE • COPING WITH AGING:
CONCEPTIONS OF DEATH • DEATH IN ADOLESCENCE •
NEUGARTEN'S STUDY • LIFE REVIEW AND REMINISCENCE:
DEATH IN YOUNG ADULTHOOD • DEATH IN MIDDLE
THE COMMON THEME OF PERSONALITY DEVELOPMENT
ADULTHOOD • DEATH IN LATE ADULTHOOD
Age Stratification Approaches to Late Adulthood 422
Cultural Dimensions Differing Conceptions of Death 446
Cultural Dimensions How Culture Shapes the Way Death Education: Preparing for the Inevitable? 446
We Treat People in Late Adulthood 422
Review, Check, and Apply 447
Does Age Bring Wisdom? 423
Module 10.2 Confronting Death 448
Successful Aging: W hat Is the Secret?
Understanding the Process of Dying 448
DISENGAGEMENT THEORY: GRADUAL RETREAT • ACTIVITY
THEORY: CONTINUED INVOLVEMENT • CONTINUITY Steps Toward Death: Kiibler-Ross's Theory 448
THEORY: A COMPROMISE POSITION • SELECTIVE DENIAL • ANGER • BARGAINING • DEPRESSION •

OPTIMIZATION WITH COMPENSATION: A GENERAL MODEL OF ACCEPTANCE • EVALUATING KUBLER-ROSS'$

SUCCESSFUL AGING THEORY • ALTERNATIVES TO KUBLER-ROSS'$ THEORY

The Daily Life of Late Adulthood 426 Choosing the Nature of Death 451

Living Arrangements: The Places and Spaces of DNRS • LIVING WILLS • EUTHANASIA AND
Their Lives 426 ASSISTED SUICIDE

LIVING AT HOME • SPECIALIZED LIVING W here to Die: Easing the Final Passage 453
ENVIRONMENTS • INSTITUTIONALISM AND Review, Check, and Apply 454
LEARNED HELPLESSNESS
Module 10.3 Grief and Bereavement 455
Finances, Work, and Retirement 428
Death: Effects on Survivors 455
THE ECONOMICS OF LATE ADULTHOOD • WORK AND
RETIREMENT IN LATE ADULTHOOD Saying Farewell: Final Rites and Mourning 456
Bereavement and Grief 457
Development in Your LifePlanning
for-and Living-a Good Retirement 431 From Research to Practice Moving On:
Relationships: Old and New 431
Surviving the Loss of a Long-T i me Spouse 457

Marriage in the Later Years: Together, Then Alone 431 DIFFERENTIATING UNHEALTHY GRIEF FROM NORMAL
GRIEF • THE CONSEQUENCES OF GRIEF AND BEREAVEMENT
DIVORCE • DEALING WITH RETIREMENT: TOO MUCH
TOGETHERNESS? • CARING FOR AN AGING SPOUSE OR Development in Your Life Helping
PARTNER • THE DEATH OF A SPOUSE OR PARTNER a Child Cope with Grief 460
Friends and Family in Late Adulthood 434 Review, Check, and Apply 460
FRIENDSHIP: WHY FRIENDS MATTER IN LATE Chapter 1 O Summary: Putting It All Together: Death and Dying 461
ADULTHOOD • FAMILY RELATIONSHIPS: THE TIES
THAT BIND
Glossary G-1
Elder Abuse: Relationships Gone Wrong 436
Review, Check, and Apply 437 References R-1
Chapter 9 Summary: Putting It All Together: Late
Name Index NI-1
Adulthood 439
Subject Index SI-1

Answers to Check Yourself Questions A-1

Preface

To the Student concepts are printed in italics and defined within the para­
graph where they first appear, but not in the margin.
Welcome to the field of lifespan development! It's a disci­
To further help you study, modules end with a "Review,
pline that's about you, about your family and those who
Check, and Apply" section. The "Review" section includes
came before you, and about those who may follow in your
a summary of the material in the module, organized by
footsteps. It's about your genetic heritage, and it's about the
learning objective. Each module also includes four "Check
world in which you were raised.
Yourself" questions, which require that you recall and un­
Lifespan development is a field that will speak to you
derstand the material to answer correctly. Finally, there's a
in a personal way. It covers the range of human existence
question that requires you to apply the material in the chap­
from its beginnings at conception to its inevitable ending at
ter to some real-world issue. By answering the "Applying
death. It is a discipline that deals with ideas and concepts
Lifespan Development" question, you're demonstrating a
and theories, but one that above all has at its heart people-­
higher-order understanding related to critical thinking.
our fathers and mothers, our friends and acquaintances,
You'll also find several recurring features in every chap­
and our very selves.
ter. There are opening vignettes designed to illustrate how
But before we jump into the world of lifespan develop­
lifespan development is relevant to everyday life. There are
ment, let's spend a little time getting to know this book and
boxes, called "From Research to Practice," which include
the way it presents the material. Knowing how the book is
recent research that is applied to current social issues, and
constructed will pay off in big ways.
"Cultural Dimensions" sections that highlight multicultural
issues related to lifespan development.
Getting to Know the Book Ever wish you could apply the theoretical material
you're reading about in a textbook to your own life? The sec­
You've probably already read a fair number of textbooks
tion called "Development in Your Life" offers a variety of tips
over the course of your college career. This one is different.
and guidelines, based on the chapter's theme, ranging from
Why? Because it's written from your perspective as a
childrearing tips to choosing a career and planning your re­
student. Every word, sentence, paragraph, and feature in this
tirement. By applying these to your life, you'll learn the di­
book is included because it's meant to explain the field of
versity of what the field of lifespan development has to offer.
lifespan development in a way that excites you, engages you
Finally, there are several features illustrating how the
with the content, and facilitates the study of the material. And
material is relevant from the perspectives of people in dif­
by doing that, it maximizes your chances for not only learning
ferent roles and professions, including parents, educa­
the material and getting a good grade in your class, but also
tors, healthcare providers, and social workers. "From the
applying the material in a way that will improve your life.
Perspective of . . . " asks you questions designed to help you
The organization of the book is based on what psychol­
think critically about how lifespan development applies
ogists know about how students study most effectively. The
to someone working in a specific field, and "Putting It All
text is divided into short modules, nestled within chapters,
Together"-a summary at the end of each chapter-will
with each module having several clearly demarcated sub­
help you integrate the material in the modules and learn
sections. By focusing your study in short sections, you're
how it applies across a variety of dimensions.
much more likely to master the material.
Similarly, the material is organized into Learning objec­
tives, abbreviated as LO. At the start of every subsection,
A Last Word . . .
you'll find them in the form of statements. It makes sense I wrote this book for you. Not for your instructor, not for my
to pay particular attention to the learning objectives because colleagues, and not to see it sitting on my own bookshelf. I
they indicate the material that instructors most want you to wrote this book as an opportunity to extend what I do in my
learn and that they use to develop test questions. The learn­ own classes at the University of Massachusetts Amherst, and to
ing objectives are also listed at the beginning of each chapter. reach a wider, and more diverse, set of students. For me, there's
The book also has a way of indicating which terms nothing more exciting as a college professor than to share my
are most critical to your understanding of lifespan devel­ teaching and knowledge with as many students as possible.
opment. Key terms and concepts are printed in boldface I hope this book grabs your interest in lifespan develop­
type, and are defined in the margins. Less-critical terms and ment and shows you how it can apply to your own life and

xvii
xviii Preface
improve it. Let me know if it does, or anything else you'd
like to convey to me. I'd love to hear from you, and you can
easily reach me at feldman@chancellor.umass.edu. In the
meantime, enjoy your introduction to lifespan development.
To the Instructor
I've never met an instructor of a lifespan development
course who didn't feel that he or she was fortunate to teach
the course. The subject matter is inherently fascinating, and
there is a wealth of information to convey that is at once
intriguing and practical. Students come to the course with
anticipation, motivated to learn about a topic that, at base,
is about their own lives and the lives of every other human
being.
At the same time, the course presents unique chal­
lenges. For one thing, the breadth of lifespan development
is so vast that it is difficult to cover the entire field within
the confines of a traditional college term. In addition, many
instructors find traditional lifespan development texts too
long. Students are concerned about the length of the texts
and have trouble completing the entire book. As a result,
instructors are often reluctant to assign the complete text
and are forced to drop material, often arbitrarily.
Finally, instructors often wish to incorporate into their
classes computer-based electronic media that promote un­
derstanding of key concepts and take advantage of stu­
dents' capabilities using electronic media. Yet traditional
lifespan development textbooks do little to integrate the
electronic media with the book. Consequently, in most
courses, the book and accompanying electronic media
stand largely in isolation to one another. This lack of inte­
gration diminishes the potential impact of both traditional
and electronic media and the advantages that an integra­
tion of the two could produce in terms of helping students
engage with and learn the subject matter.
Discovering the Life Span, Fifth Edition, directly ad­
dresses these challenges. The book, which is based on the
highly popular Development Across the Life Span, is some
25 percent shorter than traditional lifespan books. At the
same time, it maintains the student friendliness that has
been the hallmark of the original. It is rich in examples and
illustrates the applications that can be derived from the re­
search and theory of lifespan developmentalists.
The book uses a modular approach to optimize student
learning. Each chapter is divided into three modules, and in
turn each module is divided into several smaller sections.
Consequently, rather than facing long, potentially daunting
chapters, students encounter material that is divided into
smaller, more manageable chunks. Of course, presenting
material in small chunks represents a structure that psycho­
logical research long ago found to be optimum for promot­
ing learning.
The modular approach has another advantage: It allows
instructors to customize instruction by assigning only those
modules that fit their course. Each of the book's chapters fo­
cuses on a particular period of the life span, and within each
chapter separate modules address the three main concep­
tual approaches to the period: physical development, cogni­
tive development, and social and personality development.
Because of the flexibility of this structure, instructors who
wish to highlight a particular theoretical or topical approach
to lifespan development can do so easily.
Finally, Discovering the Life Span, Fifth Edition, pro­
vides complete integration between the book and a huge
array of media interactives and assessments in Revel, com­
prising videos, quizzes, and literally hundreds of activities
that extend the text and make concepts come alive.
An Introduction to Discovering
the Life Span, Fifth Edition
Discovering the Life Span, Fifth Edition-like its
predecessor-provides a broad overview of the field of
human development. It covers the entire range of the human
life, from the moment of conception through death. The text
furnishes a broad, comprehensive introduction to the field,
covering basic theories and research findings, as well as
highlighting current applications outside the laboratory. It
covers the life span chronologically, encompassing the pre­
natal period, infancy and toddlerhood, the preschool years,
middle childhood, adolescence, early and middle adult­
hood, and late adulthood. Within these periods, it focuses on
physical, cognitive, and social and personality development.
In a unique departure from traditional lifespan de­
velopment texts, each chapter integrates the physical,
cognitive, and social and personality domains within each
chronological period. Chapters begin with a compelling
story about an individual representing the age period cov­
ered by the chapter, and the chapter ends by refocusing on
that individual and integrating the three domains.
The book also blends and integrates theory, research,
and applications, focusing on the breadth of human devel­
opment. Furthermore, rather than attempting to provide a
detailed historical record of the field, it focuses on the here
and now, drawing on the past where appropriate, but with
a view toward delineating the field as it now stands and the
directions toward which it is evolving. Similarly, while pro­
viding descriptions of classic studies, the emphasis is more
on current research findings and trends.
The book is designed to be user friendly. Written in a
direct, conversational voice, it replicates as much as pos­
sible a dialogue between author and student. The text is
meant to be understood and mastered on its own by stu­
dents of every level of interest and motivation. To that end,

it includes a variety of pedagogical features that promote
mastery of the material and encourage critical thinking.
These features include:
• CHAPTER-OPENING PROLOGUES. Each of the
chapters starts with an attention-grabbing account of an
individual who is at the developmental stage covered
by the chapter. The material in the prologue sets the
stage for the chapter, and the material is addressed in
the end of the chapter when the physical, cognitive, and
social and personality aspects are integrated.
• MODULE-OPENING VIGNETTE. Modules (which
are nestled within chapters) begin with short vignettes,
describing an individual or situation that is relevant to
the basic developmental issues being addressed in the
module.
• LEARNING OBJECTIVES . Every subsection begins
with a learning objective, clearly specifying what stu­
dents are expected to master after reading and study­
ing the material. Learning objectives are listed at the
beginning of each chapter.
• FROM RESEARCH TO PRACTICE. Each chapter
includes a box that describes current developmental
research or research issues, applied to everyday prob­
lems. Most of these boxes are new to the fifth edition.
• CULTURAL DIMENSIONS. Every chapter includes
"Cultural Dimensions" sections incorporated into the
text. These sections highlight issues relevant to today's
multicultural society. Examples of these sections in­
clude discussions about preschools around the world,
gay and lesbian relationships, the marketing of ciga­
rettes to the less advantaged, and race, gender, and eth­
nic differences in life expectancy.
• DEVELOPMENT IN YOUR LIFE. Every chapter in­
cludes information on specific uses that can be derived
from research conducted by developmental investiga­
tors. For instance, the text provides concrete informa­
tion on how to encourage children to become more
physically active, how to help troubled adolescents
who might be contemplating suicide, and on planning
and living a good retirement. In previous editions, this
feature was titled "Becoming an Informed Consumer of
Development."
• REVIEW, CHECK, AND APPLY SECTIONS. At
the end of each module are short recaps of the chap­
ters' main points, a series of questions on the chapter
content, and a question oriented to apply the chap­
ter content to the real world, keyed to the learning
objectives.
• "FROM THE PERSPECTIVE OF . . . " QUESTIONS.
Students will encounter frequent questions throughout
Preface xix
the text designed to show the applicability of the ma­
terial to a variety of professions, including education,
nursing, social work, and healthcare.
• THINKING ABOUT THE DATA. Every chapter in­
cludes a "Thinking About the Data" figure, which in­
vites students to apply critical thinking to a graph or
diagram.
• RUNNING GLOSSARY. Key terms are defined in
the margins of the page on which the term is presented.
• END-OF-CHAPTER INTEGRATIVE MATERIAL.
At the end of each chapter, the chapter-opening pro­
logue is recapped and addressed from the three do­
mains of physical, cognitive, and social and personality
development. In addition, questions address the pro­
logue from the perspective of people such as parents,
professional caregivers, nurses, and educators.
What's New in the Fifth Edition?
The fifth edition of Discovering the Life Span has been
extensively revised in response to the comments of
dozens of reviewers. Among the major changes are the
following:
Additions of New and Updated Material. The revision
incorporates a significant amount of new and updated in­
formation. For instance, advances in areas such as behav­
ioral genetics, brain development, evolutionary perspec­
tives, and cross-cultural approaches to development receive
expanded and new coverage. Overall, hundreds of new ci­
tations have been added, with most of those from articles
and books published in the last few years.
The fifth edition also includes the following improvements:
• THEORETICAL PERSPECTIVES. Each chapter in­
cludes a look at a topic through the lenses of various
theoretical perspectives. For example, Chapter 1 dis­
cusses how various theorists would study the Ruiz
family, profiled in the chapter opener.
• STRONGER EMPHASIS ON CULTURE. More so
than in previous editions, Discovering the Life Span,
Fifth Edition emphasizes the impact of culture on
development.
• REDESIGNED CHAPTER SUMMARIES. "Putting It
All Together" chapter summaries have been redesigned
to more closely link to chapter content.
• CHAPTER-OPENING PHOTO. Every chapter opens
with a photo representing the content to follow and
tying into the Summary vignette.
New topics were added to every chapter. The following
sample of new and revised topics featured in this edition
provides a good indication of the currency of the revision:
xx Preface

Chapter 1 : Introduction • Updated Table 2-3 on DNA-based genetic tests

• Updated abortion statistics

• Revised prologue on Louise Brown and Elizabeth Carr,
both born by in vitro fertilization • Marijuana use during pregnancy

• Revised "perspective" prompt on cohort membership, • Opioid use during pregnancy

emphasizing the cell phone generation • Cultural myths of pregnancy
• Revised material on gender, culture, ethnicity, and race, • New guidelines on drugs during delivery from the
including: American College of Obstetricians and Gynecologists
• How roles played by men and women vary across • Importance of touch in newborns
cultures
• New research on immediate mother-child bonding
• Revised Cultural Dimensions box "How Culture,
• Updated statistics on length of hospital stay
Ethnicity, and Race Influence Development" dis­
cusses cultural, ethnic, racial, socioeconomic, and • New data on rates of infant mortality in the United

gender considerations in the study of development States by race, including new Figure 2-17

• Revised discussion of critical and sensitive periods • New Figure 2-14 on worldwide rates of infant mortality

• Streamlined coverage of Freud's psychoanalytic • New Table 2-4 on risk factors for low-birthweight pre-
perspective term infants

• New examples in assessment of behavioral perspective • New estimates of cost of caring for premature infants

• New section on assessing cognitive neuroscience • New material on risk factors for premature births
approaches • Family and Medical Leave Act (FMLA) update
• New Figure 1-1 on brain differences in a person with • Additional material on postpartum depression
autism
• Updated statistics on IVF infants
• Additional material on Vygotsky and scaffolding
• New coverage of circumcision rates
• Theoretical perspectives: Discussion of how various
theorists would study the Ruiz family, profiled in the
Chapter 3: Infancy
chapter opener

• Updated Figure 1-5 on longitudinal vs. cross-sectional • Statistics on shaken baby syndrome, with new Figure 3-5
research showing damage to the brain of a shaken baby

• New example of application of theories • Causes of cultural differences in infant sleep patterns

• New Figure 1-2 on scientific method • Rates of poverty and hunger in the United States and

• Additional coverage of ethnographic research and worldwide

challenges • Clarification of timing of breastfeeding and introduc­

• Additional coverage of the importance of replication in tion of solid foods

psychological experiments • Change in key term from scheme to schema

• New replication crisis discussion • New From Research to Practice box on why formal edu­
• Revised From Research to Practice box on using lifespan cation is lost on infants

development research for public policy • Theoretical perspectives: Comparing application of

• Expanded meta-analysis discussion Piagetian and information processing theories

• New coverage of informed consent and vulnerable • Updated statistics on single-parent and no-parent families
populations • Updated statistics on teen pregnancy

Chapter 2: The Start of Life • American Academy of Pediatrics guidelines on infant

sleep location
• New prologue on genetic testing
• Mothers' sleep difficulties
• New Figure 2-2 showing rise in number of triplet and
• Efficacy of strategies to increase infant intelligence
higher-order births
• Suggestion to teach cause-and-effect in infants
• New From Research to Practice box on transgenerational
epigenetic inheritance • Newer critiques of Chomsky's nativist approach to lan­

• Updated Table 2-1 on the genetic basis of various disorders guage learning

• Updated Table 2-2 on fetal development monitoring • Imitative vocalization of infants

techniques • Average size of families-changes

 Preface xxi

Chapter 4: The Preschool Years • Updated material on family demographics

• Multigenerational families
• New opening vignette
• Self-care laws
• New definition of obesity in terms of BMI
• Free-range parenting
• New statistics on obesity

• Obesity and overweight children in developing countries Chapter 6: Adolescence

• "Just-right phenomenon" eating rituals in children
• BMI definition of obesity
• Updated statistics on parents' views of children's health
• Updated information on males with anorexia
• Updated statistics on early childhood education
• From Research to Practice box on brain development in
• Long-term benefits of preschool education
adolescence
• Explaining the complementary nature of alternate the-
• Updated statistics on marijuana use and opioid abuse
oretical perspectives
• Figure 6-4 on marijuana use among teens
• Additional comparison of differing theoretical approaches
• Updated statistics on binge drinking and alcohol use
• Transgender preschoolers' challenges
among teens and its effect on the brain
• Mental health advantages of androgyny • New Figure 6-5 on binge drinking
• More symptoms of autism spectrum disorder • Updated coverage of e-cigarettes
• New statistics of family life demographics
• New statistics on grade inflation
• Success of immigrant children despite different parent- • New Figure 6-6 on child care choices
ing styles
• New Figure 6-8 on how teens prefer to communicate
• New figure on child abuse
with friends
• Additional signs of child abuse • New statistics on social media use and video games
• Revised discussion of screen time
• Emerging adulthood
• Video deficit hypothesis
• Adolescent anxiety
• Revised end-of-chapter summary to reflect new chap­
• New statistics on suicide among adolescents
ter opener
• New Figure 6-9 on behavioral problems of teens in

Chapter 5: Middle Childhood terms of time spent with parents

• New From Research to Practice box on social comparison,

• Revised obesity statistics
self-esteem, and social media
• New Figure 5-1 on obesity rates in childhood
• Cross-race friendships
• Obesity demographics
• Transgender and gender-fluid persons
• Risk factors in asthma
• New Figure 6-12 on teen pregnancy
• Prevalence of asthma

• Demographic differences in asthma Chapter 7: Early Adulthood

• Updated material on cyber-safety
• New learning objective relating to emerging adulthood
• Prevalence of learning disabilities
• Brain development in early adulthood
• Theoretical perspectives: Explanatory theories of learn­
• New recommendations for physical fitness
ing disabilities
• New Figure 7-1 on connection between fitness and longevity
• Incidence of ADHD
• New Figure 7-2 on obesity rates in the United States
• New Figure 5-5 on bilingualism rates in the United
States • Updated statistics on obesity

• Cognitive advantages of bilingualism • New Figure 7-3 on obesity rates worldwide

• Revised section with new support for code-based read- • More on cross-cultural differences in health beliefs
ing instruction • Using mindfulness to reduce stress
• New edition of WISC-V • New section comparing theories of post-formal think­
• Individuals with Disabilities Education Act (IDEA) ing in adulthood

• Categories of bullying • Additional creativity peaking examples

• One-child policy in China and academic performance • Decline in flexibility in thinking relating to creativity
xxii Preface
• Updated statistics on college attendance
• New Figure 7-6 on diversity increases in college attendance
• New Figure 7-7 on increase in students reporting prob-
lems with anxiety, depression, and relationships
• New statistics on support of gay marriage
• Mother 's attachment style and parenting of infants
• New statistics on delay of marriage
• New Figure 7-9 on rates of cohabitation
• New Figure 7-10 on median age at first marriage
• New divorce statistics
• New fertility rate statistics
• Millennial generation views of work
• New material on emerging adulthood
• New Figure 7-14 on the gender gap in wages
Chapter 8 : Middle Adulthood
• SES and health
• Cause of death statistics
• New data on hormone replacement therapy
• New Figure 8-5 on incidence of breast cancer
• Routine mammogram controversy
• Normative crises theories
• Life events theories
• Application of life events theories
• Updated divorce statistics
• Updated causes for divorce
• Remarriage failure statistics
• Stress from children returning compared to leaving
during middle adulthood
• Rise in multigenerational families
• New statistics on life expectancy
• Update on intimate partner violence
• Honor killings and spousal abuse
• Revised leisure time statistics
• Burnout on the job
• Suicide and job loss
Chapter 9: Late Adulthood
• New From Research to Practice box on cognitive skills
training in late adulthood
• New Figure 9-1 on growing size of the late adulthood
population
• New data on leading causes of death in elderly people
• New data on Alzheimer rates
• New Figure 9-3, data on vehicular crashes involving
older adults vs. teens
• Lengthening telomeres
• New drug therapies for extending life
• New Figure 9-6 on longer life spans
• New Figure 9-10 on technology adoption in late
adulthood
• Socioemotional selectivity theory
• Cost of nursing home care
• New Figure 9-12 on living arrangements in late
adulthood
• New Figure 9-13 on perceived benefits of growing older
Chapter 10: Death and Dying
• New prologue on a good death
• Theoretical perspectives: Alternative theories on dying
to that of Kubler-Ross
• Four-component theory of grieving
• New From Research to Practice box on grief after spouse death
• Professional mourners in China
• Displays of grief in Egypt
• Additional ways of helping children deal with grief
• New statistics on assisted suicides and jurisdictions
• Treatment of dying across cultures
• Updated statistics on infant mortality in the United
States and other countries
• New Figure 10-4 on predictions of life span versus reality
• Discussion of crisis intervention used for children who
survived the Sandy Hook school shooting
• New Check Yourself question in module 10.3
• Revised Summary
A Final Note
I am excited about this new edition of Discovering the Life
Span. I believe its length, structure, and media and text in­
tegration will help students learn the material in a highly
effective way. Just as important, I hope it will nurture an
interest in the field that will last a lifetime.
Teaching and Leaming Resources
Discovering the Life Span is accompanied by a superb set of
teaching and learning materials.
TM
Revel
Revel is an interactive learning environment that deeply
engages students and prepares them for class. Media and
assessment integrated directly within the authors' narrative
lets students read, explore interactive content, and practice
in one continuous learning path. Thanks to the dynamic

reading experience in Revel, students come to class pre­
pared to discuss, apply, and learn from instructors and from
each other.
Learn more about Revel
www.pearson.com/ revel
The fifth edition includes integrated videos and media
content throughout, allowing students to explore topics
more deeply at the point of relevancy. Revel makes the
content come alive as students respond to "Myth or Truth"
and "Fun Facts and a Lie" interactives. Each chapter also in­
cludes at least one "Trending Topic" feature, which explores
cutting-edge research or current events.
Highly engaging interactives encourage student par­
ticipation. Interactive scenarios invite students into "choose
your own path"-type activities. Other interactives lead
them through how a health-care professional, counselor,
teacher, or parent might react to a specific developmen­
tal situation or solve a problem. Students can also explore
interactive figures using drag-and-drop and predictive
graphing tools.
Each chapter includes a Thinking About the Data prompt,
which encourages the student to think about what is behind
the data they see in graphs and tables using a data-driven
Social Explorer activity in Revel.
Finally, a set of carefully curated videos builds on text
content, exploring developmental psychology from a vari­
ety of perspectives, including a deeper look at diversity and
the latest in neuroscience.
Revel also offers the ability for students to assess their
content mastery by taking multiple-choice quizzes that
offer instant feedback and by participating in a variety of
writing assignments, such as peer-reviewed questions and
autograded assignments.
MyVirtualLife integration enables students to apply
developmental concepts in a simulated environment within
their Revel™ course. MyVirtualLife is an interactive simu­
lation that allows students to parent a child from birth to
age 18, making decisions on the child's behalf. Once the vir­
tual child turns 18, the student user 's perspective flips for
the second half of the program, which enables students to
live a simulated life and see the impact of their first-person
decisions over the course of a lifetime.
Print and Media Supplements
• Instructor's Resource Manual (ISBN: 9780135871904).
Designed to make your lectures more effective and save
you preparation time, this extensive resource gathers to­
gether the most effective activities and strategies for teach­
ing your course. The Instructor's Resource Manual includes
learning objectives, key terms and concepts, self-contained
lecture suggestions, and class activities for each chap­
ter. Available for download via the Pearson Instructor's
Resource Center (www.pearsonhighered.com).
Preface xxiii
• PowerPoint Lecture Slides (ISBN: 9780135872222). The
PowerPoints provide an active format for presenting con­
cepts from each chapter and feature prominent figures
and tables from the text. The PowerPoint Lecture Slides
are available for download via the Pearson Instructor's
Resource Center (www.pearsonhighered.com).
• Video Enhanced Lecture PowerPoint Slides (ISBN:
9780135872253). The lecture PowerPoint slides
have been embedded with video, enabling instruc­
tors to show videos within the context of their lecture.
No Internet connection is required to play videos.
Available for download on the Instructor's Resource
Center (www.pearsonhighered.com).
• PowerPoint Slides for Photos, Figures, and Tables
(ISBN: 9780135871881). These slides contain only
the photos, figures, and line art from the textbook.
Available for download on the Instructor's Resource
Center (www.pearsonhighered.com).
• Test Bank (ISBN: 9780135871843). For the fifth edi­
tion, each question was checked to ensure that the cor­
rect answer was marked and the page reference was
accurate. The test bank contains multiple-choice, true/
false, and essay questions, each referenced to the rele­
vant page in the book and correlated to chapter learn­
ing objectives. The test bank features the identification
of each question as factual, conceptual, or applied and
also makes use of Bloom's Taxonomy. Finally, each
item is also identified in terms of difficulty level to
allow professors to customize their tests and ensure
a balance of question types. Each chapter of the test
item file begins with the Total Assessment Guide:
an easy to reference grid that makes creating tests
easier by organizing the test questions by text section,
question type, and whether it is factual, conceptual,
or applied. The Test Bank is available for download
via the Pearson Instructor's Resource Center (www.
pearsonhighered.com).
• MyTest (ISBN: 9780135872178). The test bank comes
with the Pearson MyTest, a powerful assessment gen­
eration program that helps instructors easily create
and print quizzes and exams. Questions and tests can
be authored online, allowing instructors ultimate flex­
ibility and the ability to efficiently manage assessments
anytime, anywhere. For more information, go to www.
PearsonMyTest.com.
• Pearson Teaching Films Lifespan Development Video
(ISBN: 0205656021). This video engages students and
brings to life a wide range of topics spanning prenatal
through the end of the life span. International videos
shot on location allow students to observe similarities
and differences in human development across various
cultures.
xxiv Preface
• Supplementan1 Texts. Contact your Pearson rep­
resentative to package any of these supplementary
texts with Discovering the Life Span, Fifth Edition.
• Curren t Directions in Developmental Psychology
(ISBN: 0205597505). Readings from the American
Psychological Society. This exciting reader includes
more than 20 articles that have been carefully se­
lected for the undergraduate audience, and taken
from the accessible Current Directions in Psychological
Science journal. These timely, cutting-edge articles
allow instructors to bring their students a real-world
perspective about today's most current and pressing
issues in psychology. The journal is discounted when
packaged with this text for college adoptions.
• TwenhJ Studies That Revolutionized Child
Psychology by Wallace E. Dixon Jr. (ISBN:
0130415723). Presenting the seminal research stud­
ies that have shaped modern developmental psy­
chology, this brief text provides an overview of the
environment that gave rise to each study, its experi­
mental design, its findings, and its impact on current
thinking in the discipline.
• Human Development in Multicultural Contexts:
A Book of Readings (ISBN: 0130195235). Written
by Michele A. Paludi, this compilation of readings
highlights cultural influences in developmental
psychology.
• The Psychology Major: Careers and Strategies
for Success (ISBN: 0205684688). Written by Eric
Landrum (Idaho State University), Stephen Davis
(Emporia State University), and Terri Landrum
(Idaho State University), this 160-page paperback
provides valuable information on career options
available to psychology majors, tips for improving
academic performance, and a guide to the APA style
of research reporting.
Acknowledgments
I am grateful to the following reviewers who pro­
vided a wealth of comments, constructive criticism, and
encouragement:
Lola Aagaard, Morehead State University
Glen Adams, Harding University
Sharron Adams, Wesleyan College
Carolyn Adams-Price, Mississippi State University
Leslie Adams Lariviere, Assumption College
Judi Addelston, Valencia Communihj College
Bill Anderson, Illinois State University
Carrie Andreoletti, Central Connecticut State University
Harold Andrews, Miami Dade College-Wolfson
Ivan Applebaum, Valencia Community College
Sally Archer, College of New Jersey
Janet Arndt, Gordon College
Christine Bachman, University of Houston-Downtown
Harriet Bachner, Pittsburg State University
Nannette Bagstad, Mayville State University
Jolly Bailey, Delaware Technical Community College
Mary Ballard, Appalachian State University
Michelle Bannoura, Hudson Valley Community College
Daniel Barajas, Community College of Denver
Ted Barker, Okaloosa-Walton College
Catherine Barnard, Kalamazoo Vallei; Community College
Gena Barnhill, Lynchburg College
Sue Barrientos, Butler Community College
Sandra Barrueco, The Catholic University of America
Carolyn Barry, Loyola College in Maryland
Chris Barry, University of Southern Mississippi
Robin Bartlett, Northern Kentucky University
Shirley Bass-Wright, St. Philip's College
Kellie Bassell, Palm Beach Community College
Sherry Black, Western Nevada College
Bette Beane, University of North Carolina at Greensboro
Heidi Beattie, Troy University
Dan Bellack, Trident Technical College
Amy Bender, Universihj of Milwaukee
Marshelle Bergstrom, University of Wisconsin-Oshkosh
Doreen Berman, Queens College
Debra Berrett, Solano Community College
Irene Bersola-Nguyen, Sacramento State University
Wendy Bianchini, Montana State University
John Bicknell, Temple College
Robert Birkey, Goshen College
Carol Bishop, Solano Community College
Sherry Black, Western Nevada College
Angela Blankenship, Nash Community College
Cheryl Bluestone, Queensborough Community (CUNY)
Judy Blumenthal, Montgomery College
Tracie Blumentritt, University of Wisconsin-La Crosse
Kathy Bobula, Clark College
Denise Ann Bodman, Arizona State University
Kathleen Bonnelle, Lansing Community College
Janet Boseovski, The University of North Carolina at
Greensboro
Teri Bourdeau, University of Tulsa
Sarah Boysen, Ohio State University
Nicole Bragg, Mt. Hood Community College
Gregory Braswell, Illinois State University
Judith Breen, College of DuPage
Alaina Brenick, University of Man;land
Jennifer Brennom, Kirkwood Community College
Barbara Briscoe, Kapiolani Community College
Caralee Brornrne, San Joaquin Delta Community College
Betty Cecile Brookover, Xavier University of Louisiana
Veda Brown, Prairie View A&M UniversihJ

Janine Buckner, Seton Hall University
Sharon Burson, Temple College
Cathy Bush, Carson-Newman College
Jean Cahoon, Pitt Community College
Cheryl Camenzuli, Molloy College
Angela Campbell, Harrisburg Area Community College
Debb Campbell, College of the Sequoias
Lillian Campbell, Humber College
Diane Caulfield, Honolulu Community College
Rick Caulfield, University of Hawaii at Manoa
Lisa Caya, University of Wisconsin-La Crosse
Laura Chapin, Colorado State University
Jing Chen, Grand Valley State University
John Childers, East Carolina University
Saundra Ciccarelli, Gulf Coast Community College
Diana Ciesko, Valencia Community College
Cherie Clark, Queens University of Charlotte
Wanda Clark, South Plains College
J. B. Clement, Daytona College
Kimberly Cobb, Edgecombe Community College
Margaret Coberly, University of Hawaii-Windward
Lawrence Cohn, University of Texas at El Paso
Barbara Connolly, University of Tennessee Health
Sciences Center
Deborah Copeland, Palm Beach Community College
Kristi Cordell-McNulty, Angelo State University
Pam Costa, Tacoma Community College
Ellen Cotter, Georgia Southwestern State University
Trina Cowan, Northwest Vista College
Jodi Crane, Lindsey Wilson College
Pat Crane, Santa Ana College
Amanda Creel, Sowela Technical Community College
Jeanne Cremeans, Hillsborough Community College
Don Crews, Southwest Georgia Technical College
Geraldine Curley, Bunker Hill Community College
Gregory Cutler, Bay de Noe Community College
Chris Daddis, Ohio State University at Marion
Anne Dailey, Community College of Allegheny County
Billy Daley, Fort Hays State University
Dianne Daniels, University of North Carolina-Charlotte
Karen Davis, Southwest Georgia Technical College
Minca Davis Brantley, Miami Dade College
Dora Davison, Southern State Community College
Paul Dawson, Weber State University
Barbara Defilippo, Lansing Community College
Tara Dekkers, Northwestern College
J. DeSimone, William Paterson University
Michael Devoley, Montgomery College
David Devonis, Graceland University
Ginger Dickson, University of Texas at El Paso
Trina Diehl, Northwest Vista College
Darryl Dietrich, The College of St. Scholastica
Jennie Dilworth, Georgia Southern University
Stephanie Ding, Del Mar College
Preface xxv
Betsy Diver, Lake Superior College
Delores Doench, Southwestern Community College
Margaret Dombrowski, Harrisburg Area Community
College-Lancaster
Heather Dore, Florida Community College at Jacksonville
Jackie Driskill, Texas Tech University
Victor Duarte, North Idaho College
Susan Dubitsky, Florida International University
Shelley Dubkin-Lee, Oregon State University
Beryl Dunsmoir, Concordia University at Austin
Paula Dupuy, University of Toledo
Kathleen Dwinnells, Kent State University-Trumbull
Campus
Darlene Earley-Hereford Southern Union State
Community College
Y. van Ecke, College ofMarin
David Edgerly, Quincy University
Jean Egan, Asnuntuck Community College
Trish Ellerson, Miami University
Kelley Eltzroth, Mid-Michigan Community College
Laurel End, Mount Mary College
Dale Epstein, University of Maryland
Diana Espinoza, Laredo Community College
Melissa Essman, California State University, Fullerton
Deborah Stipp, Ivy Tech Community College
Jenni Fauchier, Metropolitan Community College
Nancy Feehan, University of San Francisco
Jef Feldman, Los Angeles Pierce College
Pamela Fergus, MCTC and IHCC
Ric Ferraro, University of North Dakota
Donna Fletcher, Florida State University
Christine Floether, Centenary College
June Foley, Clinton Community College
Jeanene Ford, Holmes Community College
Lee Fournet, Central Arizona College
Jody Fournier, Capital University
Tony Fowler, Florence-Darlington Technical College
James Francis, San Jacinto College
Megan Fulcher, Washington and Lee University
Inoke Funaki, Brigham Young University-Hawaii
Sonia Gaiane, Grossmont College
Donna Gainer, Mississippi State University
Teresa Galyean, Wytheville Community College
Mary Garcia-Lemus, California Polytechnic State
University-San Luis Obispo
Laura Garofoli, Fitchburg State College
Andy Gauler Florida, Community College at Jacksonville
C. Ray Gentry, Lenior-Rhyne College
Jarilyn Gess, Minnesota State University Moorhead
Sharon Ghazarian, University of North Carolina at
Greensboro
Pam Gingold, Merced College
Shery Ginn, Rowan Cabarrus Community College
Drusilla Glascoe, Salt Lake Community College
xxvi Preface
Donna Goetz, Elmhurst College
Rob Goralewicz, Dabney Lancaster Community College
Christina Gotowka, Tunxis Community College
Thomas Grady, Neosho County Community College
Donna Gray, Irvine Valley College
Troianne Grayson, Florida Community College at
Jacksonville-South Campus
Jo Greathouse, Brazosport College
Jerry Green, Tarrant County College
Janelle Grellner, University of Central Oklahoma
Kristi Guest, University of Alabama-Birmingham
James Guinee, University of Central Arkansas
Jill Haasch, Glenville State College
Sharon Habermann, Providence Theological Seminary
Helen Hagens, Central Michigan University
Lisa Hager, Spring Hill College
Carolyn Halliburton, Dallas Baptist University
Sam Hardy, Brigham Young University
Mark Harmon, Reedley College-North Centers
Dyan W. Harper, University of Missouri-St. Louis
Melody Harrington, St. Gregory's University
Nancy Hartshorne, Central Michigan University
Myra Harville, Holmes Community College
Loretta Hauxwell, McCook Community College
Christina Hawkey, Arizona Western College
Lora Haynes, University of Louisville
Sam Heastie, Fayetteville State University
Patti Heer, Clarke College
Jessica Hehman, University of Redlands
Steve Hendrix, James Sprunt Community College
Sarah Herald, Arizona State University
Mary Hetland, Minnesota State Community
Carolyn Hildebrandt, University of Northern Iowa
Pamela Hill, San Antonio College
Sharon Hogan, Cuyahoga Community College
Frank Holiwski, South Georgia College
Debra Hollister, Valencia Community College
Sachi Horback, Baltimore City Community College
Scott Horton, Mitchell College
Julie Howard, Vanguard University
Herman Huber, College of Saint Elizabeth
Martha Hubertz, Florida Atlantic University
Barbara Huff, Chandler Gilbert Community College
Heidi Humm, Mercy College
Bob Humphries, Walsh University
David Hurford, Pittsburg State University
MaryLu Hutchins, West Liberty State College
Cynthia Ingle, Bluegrass Community and Technical
College
Nicolle Ionascu, Queen's University
Jessica Jablonski, Richard Stockton College of New Jersey
Sabra Jacobs, Big Sandy Community and Technical College
Alisha Janowsky, University of Central Florida
Debbra Jennings, Richland College
Sybillyn Jennings, Russell Sage College
Daphne Johnson, Sam Houston State University
Margaret Johnson, Bridgewater State College
Stephanie Johnson, Southeast Community College
Deborah Jones, Florida Community College
Katherine Jones, Mississippi College
James Jordan, Lorain County Community College
Linda G. Jordan, Skagit Valley College
Terri Joseph, Kent State University East Liverpool
Diana Joy, Community College of Denver
Carl Jylland-Halverson, University of Saint Francis
Louise Kahn, University of New Mexico
Susan Kamphaus, Tulsa Community College West
Campus
Richard Kandus, Mt. San Jacinto College
Paul Kaplan, SUNY at Stony Brook
Michele Karpathian, Waynesburg College
Mark Kavanaugh, Kennebec Valley Community College
Henry Keith, Delaware Technical & Community College
Debbie Keller, College of the Ozarks
Jeffrey Kellogg, Marian College
Colleen Kennedy, Roosevelt University
Rosalie Kern, Michigan Tech University
Lisa Kiang, Wake Forest University
Tim Killian, University of Arkansas
William Kimberlin, Lorain County Community College
April Kindrick, South Puget Sound Community College
Michalene King, Kent State University at Tuscarawas
Jennifer King-Cooper, Sinclair Community College
Kenyon Knapp, Troy University, Montgomery Campus
Don Knox, Midwestern State University
Larry Kollman, North Iowa Area Community College
Leslee Koritzke, Los Angeles Trade Tech College
Nicole Korzetz, Lee College
Holly Krogh, Mississippi University for Women
August Lageman, Virginia Intermont College
Carol Laman, Houston Community College
Warren Lambert, Somerset Community College
Jonathan Lang, Borough of Manhattan Community
College
Rich Lanthier, George Washington University
Leslie Lariviere, Adams Assumption
Kara Larkan-Skinner, Amarillo College
Yvonne Larrier, Indiana University South Bend
Constance Larson, Northeast Community College
Richard Lazere, Portland Community College
Jennifer Leaver, Eastern Arizona College
Maria LeBaron, Randolph Community College
Marilyn Lehmkuhl, Alexandria Technical College
Gary Leka, University of Texas-Pan American
Diane Lemay, University of Maine at Augusta
Elizabeth Lemerise, Western Kentucky University
Cynthia Lepley, Thomas College
Norma Lestikow, Highland Community College

Blue Levin, Ridge Community College
Lawrence Lewis, Loyola University New Orleans
Mary B. Eberly Lewis, Oakland University
Linda Liptok, Mcintosh Kent State University-Tuscarawas
Nancey Lobb, Alvin Community College
R. Martin Lobdell, Pierce College
Janet Lohan, Washington State University
Don Lucas, Northwest Vista College
Joe Lund, Taylor University
Salvador Macias, University of South Carolina-Sumter
Grace Malonai, Saint Mary's College of California
Donna Mantooth, Georgia Highlands College
Deborah Marche, Van Glendale Community College
Rebecca Marcon, University of North Florida
T. Darin Matthews, The Citadel
Kelly McCabe, University of Mary Hardin-Baylor
William McCracken, Delaware Technical &
Community College
Jason McCoy, Cape Fear Community College
Jim McDonald, California State University-Fresno
Cathy McElderry, University of Alabama-Birmingham
Jim McElhone, University of Texas of the Permian Basin
Cathy McEvoy, University of South Florida
Annie McManus, Parkland College at Jacksonville
Courtney McManus, Colby Sawyer College
Tai McMiller, York Technical College
Beth McNulty, Lake Sumter Community College
Marcia McQuitty, Southwestern Theological Seminary
Dixie Cranmer McReynolds, St. Vincent's College
Joan Means, Solano Community College
Omar Mendez, William Paterson University of
New Jersey
K. Mentink, Chippewa Valley Technical College
Peter Metzner, Vance Granville Community College
LeeAnn Miner, Mount Vernon Nazarene University
Ellen Mink, Elizabethtown Community and
Technical College
Michael Miranda, Kingsborough Community
College (CUNY)
Steve Mitchell, Somerset Community College
Yvonne Montgomery, Langston University
Beverly Moore, Sullivan County Community College
Brad Morris, Grand Valley State University
Dolly Morris, University Alaska Fairbanks, TVC Campus
AudreyAnn C. Moses, Hampton University
Jean Mosley, Oral Roberts University
Carol Mulling, Des Moines Area Community College
Jeannette Murphey, Meridian Community College
Sylvia Murray, University of South Carolina Upstate
Ron Naramore, Angelina College
Sandra Naumann, Delaware Technical Community College
Lisa Newell, Indiana University of Pennsylvania
Glenda Nichols, Tarrant County College-South
Preface xxvii
David Nitzschke, Western Iowa Tech Community College
Harriett Nordstrom, University of Michigan-Flint
Meghan Novy, Palomar College
Elleen O'Brien, University of Maryland, Baltimore County
Valerie O'Krent, California State University-Fullerton
Shirley Ogletree, Texas State-San Marcos
Jennifer Oliver, Rockhurst University
Leanne Olson, Wisconsin Lutheran College
Rose Olver, Amherst College
Sharon Ota, Honolulu Community College
John Otey, Southern Arkansas University
Karl Oyster, Tidewater Community College
Gwynne Pacheco, Hawaii Community College
Roger Page, Ohio State University-Lima
Joseph Panza, Southern Connecticut State University
Jennifer Parker, University of South Carolina Upstate
Brian Parry, San Juan College
Joan Paterna, Manchester Community College
Julie Patrick, West Virginia University
Sue Pazynski, Glen Oaks Community College
Carola Pedreschi, Miami Dade College
Colleen Peltz, Iowa Lakes Community College
John Phelan, Western Oklahoma State College
Peter Phipps, Dutchess Community College
Michelle Pilati, Rio Hondo College
Laura Pirazzi, San Jose State University
Diane Pisacreta, St. Louis Community College
Deanna Pledge, Stephens College
Leslee Pollina, Southeast Missouri State University
Yuly Pomares, Miami Dade College
Jean Poppei, The Sage Colleges/Russell Sage College
Lydia Powell, Vance-Granville Community College
Sherri Restauri, Jacksonville State University
Kate Rhodes, Dona Ana Community College
Shannon Rich, Texas Woman's University
Cynthia Riedi, Morrisville State College, Norwich Campus
Laura Rieves, Tidewater Community College
Vicki Ritts, St. Louis Community College-Meramec
Jane Roda, Penn State-Hazleton Campus
Keith Rosenbaum, Dallas Baptist University
Karl Rosengren, UniversihJ ofIllinois at Urbana-Champaign
Renda Ross, Capital University
Willow Rossmiller, Montana State University-Great Falls
College of Technology
Melinda Rouse, Alamance Community College
Marlo Rouse-Arnett, Georgia Southern
Lisa Routh, Pikes Peak Community College
Loretta Rudd, Texas Tech University
Robert Rycek, University of Nebraska at Kearney
Brooke Saathoff, Labette Community College
James Sapp, Kentucky Christian University
Marie Saracino, Stephen F. Austin State University
Al Sarno, Hannibal-LaGrange College
Another random document with
no related content on Scribd:
V.

»NOORA» JA UNKARIN TRIUMFI.

Voimat kasvavat suurissa tehtävissä. Marie Seebach oli

ensimmäisenä johtanut Ida Aalbergin suuriin osiin, ja keväällä 1879
tämä sai Suomalaisessa teatterissa koettaa voimiaan ja kasvoi
ihmeellisen lyhyessä ajassa päätään pitemmäksi. On vaikeata
määrätä, oliko Kaarlo Bergbomilla osuutta tämän kasvun
jouduttajana. Valfrid Vasenius piti vähäistä myöhemmin »Valvojassa»
Suomalaisen teatterin tyyliä realistisena. Bergbom ei erikoisemmin
ollut kasvattanut sen näyttelijöitä, mutta mahdollista oli, että hän
kritiikillään hiukan hälvensi Ida Aalbergin laulavaa saksalaista
paatosta. Sanomalehtikritiikillä, joka merkitsi puutteita, on ollut oma
osuutensa, sillä kukapa näyttelijä olisi kuuro sen sanoille. Ida
Aalberg kirjoitti näihin aikoihin veljelleen, että hän kokoaa talteen
jokaisen sanomalehtiarvostelun, missä hänestä puhutaan.

Näyttelijää ei voida kasvattaa yksistään kamarissa annetuilla

lausuntatunneilla, jommoista Marie Seebachin opetus pääasiallisesti
lienee ollut. Myöhemmällä iällään Ida Aalberg esitti
vakaumuksenaan, että näyttelijän on opittava ammattinsa
näyttämöllä.
 Ankaraa Viipurissa suoritettavaa työtä ei Ida Aalbergin hento
ruumis kestänyt. Hän sai Suomalaisesta teatterista lomaa ja vietti
alkusyksynkin 1879 kotonaan Leppäkoskella. Vasta lokakuussa hän
saapui Helsinkiin ja sai kiitosta eräissä uusissa osissa, Vronina
Anzengruberin »Valapatossa», Valpurina Oehlenschlägerin »Aksel ja
Valpuri» draamassa ja Maryna Sheridanin »Parjauspesässä». Vielä
häntä kiitettiin Björnsonin »Vastanaineissa» ja erikoisesti sanottiin
hänen saavuttaneen yleisön mieltymystä ingénue-osasta Wilbrandin
»Ensi lemmessä». Emil Nervander sanoi hänen Luisestaan
»Kavaluudessa ja rikkaudessa» alkuvuonna 1880, ettei hänen
mielestään osaa voinut toivoa esitettävän »syvemmällä tunteella,
suuremmalla nuoruuden sulolla eikä viehättävämmällä
naisellisuudella». Ida Aalberg oli joitakin päiviä aikaisemmin
esiintynyt Nervanderin kirjoittamassa jouluinteriöörissä »Pikku
Suometar». Runebergin päivänä 1880 lausui näyttelijätär »Torpan
tytön» ja hänen sanotaan olleen »sievän, iloisen ja vapaan» Juliana
»En voi» kappaleessa.

Niin niukkoja kuin tämän aikakauden teatteriarvostelut ovatkin,

niistä kuitenkin voi päättää — se on toisinaan sangen selvästi
sanottu — että Ida Aalberg jo tähän aikaan oli tullut helsinkiläisen
teatteriyleisön lemmikiksi. Kuitenkin hän vasta helmikuussa 1880
saavuttaa voiton, joka oli ratkaiseva ja vei hänet näyttämötaiteilijana
monta porrasaskelmaa ylemmäksi.

Helmikuussa 1880 Ida Aalberg ensi kertaa joutui tekemisiin

»Pohjan Velhon» Ibsenin kanssa, jolla myöhemmin tuli olemaan
sangen merkittävä osa hänen elämässään.

Millainen oli Ida Aalbergin ensimmäinen Noora?

*****
 Emil Nervander kirjoitti »Morgonbladetissa» Suomalaisessa
teatterissa 25/II 1880 olleen »Nooran» ensi-illan johdosta:

»Eilispäivän näytäntö oli kauttaaltaan kaunis voitto Suomalaiselle

näyttämölle. Henrik Ibsenin »Nukkekoti» esitettiin lukuisalle
intelligentille yleisölle, joka jännityksellä, toisinaan melkein
hiiskumattomalla tarkkaavaisuudella seurasi väittelynalaisen
kappaleen sydäntäkouristavia kohtauksia. Oli tultu teatteriin iloisilla
toiveilla, jopa suurilla vaatimuksilla, että nti Aalberg etevällä tavalla
suorittaisi Nooran osan. Kohtaus kohtaukselta katseltiin hänen
näyttelemistään kasvavalla viehätyksellä, joka jo ennen kuin esirippu
oli laskenut ensimmäisen näytöksen jälkeen oli vaihtunut syväksi
ihailuksi sitä mestaruutta kohtaan, jolla hän tulkitsi luonteen
hienoimmat vivahdukset. Näytelmän toisen näytöksen suoritus
kilpaili arvokkaasti Euroopan ensiluokan näyttämöillä nähtyjen
esitysten kanssa. Nooran roolilla nti Aalberg kieltämättä on astunut
todellisen taiteilijattaren arvoon ja vilpittömästi onnittelemme häntä
loistavan voittonsa johdosta. Illan kuluessa nti Aalberg huudettiin
kymmenen kertaa esiin —.»

Myöhemmin Nervander vielä palasi asiaan lopettaen arvostelunsa:

»Pitäen silmällä myöskin osan vaikeutta saattanee liioittelematta

väittää nti Aalbergin näyttelemistä täydellisimmäksi, mitä ainoakaan
naisnäyttämötaiteilija tähän mennessä Suomessa on saavuttanut.»
—

»Uusi Suometar» kirjoitti sekin verraten laajasti, m.m.:

»Suomalaisessa teatterissa lienee sangen moni toissailtana

viettänyt juhlaa; aniharva lienee sieltä kotiin palannut ajattelematta
elämän totisimpia ja vakaisimpia kysymyksiä. — Neiti Ida Aalberg
todisti tosi-taiteilijan tavalla paremmin kuin sanomalehtikirjoittajamme
Ibsenin esiintuomien aatteiden todenperäisyyttä.» —

Myöskin kaupungin ruotsinmielisissä lehdissä oli ylistäviä

kirjoituksia, mutta sanomalehtiarvosteluista ei saa varmaa kuvaa Ida
Aalbergin ensimmäisestä Noora-tulkinnasta.

Goethen ja Ranskasta tulleiden vaikutteiden ohella lienee myöskin

Schillerillä ollut oma osuutensa saksalaisen näyttämöllisen
idealismin kehittymiseen. Hän vaikutti siihen itse draamoillaan,
joiden onnistunut tulkinta kysyi kehitettyä puhetaitoa. Ibsenin
pohjoismainen »naturalismi» kasvatti Saksassakin myöhemmin
aivan uuden näyttelijäpolven, joka ei pyrkinyt vaikuttamaan
puheensa loistolla eikä liioin tyytynyt näyttelemisessään tapailemaan
paljasta luonnonmukaisuutta. Sen edustajat yrittivät puhua
hermoillaan: lihasten värähtelyt, sormien liikkeet, ruumiin asenteet,
jopa eräillä niinkin harvinaiset ilmeet kuin punastuminen ja
kalpeneminen, olivat hermonäyttelijän keinoja, joilla hän kykeni
osoittamaan sellaista, mitä oli runoilijan sanojen takana. Ruumiin ja
sen liikkeiden mykästä kielestä antoivat näinä aikoina Saksassa
loistavia esimerkkejä kuuluisat italialaiset näyttelijät Rossi, Salvini ja
Ristori, mutta vasta Ibsenin draamoissa uusi tyyli tuli viettämään
voittojaan.

Ibsen ei ollut tarkka omien draamojensa esitykseen nähden.

Näyttelijäammattia hän tuskin voi kunnioittaa, hänen piintynyt
tunnuslauseensa »olla oma itsensä» sopi huonosti näyttelijöihin,
joiden työssään tulee ryömiä milloin mihinkin kuoreen. Eräälle
Nooran tulkitsijalle hän kuitenkin kerran oli antanut ylistävän
tunnustuksensa: Marie Ramlolle, jonka hän sanoi suorastaan
pelastaneen kappaleen Münchenissä. Ibsen sanoi: »Sellaista
Nooraa ei ole missään muualla. Se, joka on hänet nähnyt,
ymmärtää, mitä minä Noorallani tarkoitan.» Kerrotaan, että Marie
Ramlo ei tehnyt osasta mitään paraatiroolia ja että hän Nooraa
tulkitessaan oli mahdollisimman kaukana sankarityylistä.

Kaarlo Bergbomin osuudesta Ida Aalbergin menestykseen ei ole

varmaa tietoa, mutta luultavaa on, että hän kahdenkeskisessä
keskustelussa — hänellä oli semmoinen hieno tapa — on neuvonut
nuorta näyttelijätärtä, joka sangen puutteellisen älyllisen
kouluutuksensa vuoksi ei uskaltanut luottaa omaan
ymmärrykseensä. Jos Bergbom oli neuvonut Noorassa Ida
Aalbergia, oli tämä ainakin tällä kertaa voinut palkita neuvot
neuvoilla. Helsinkiläinen arvostelu totesi, että kappale oli näytelty
Suomalaisessa teatterissa samassa asussa kuin Kristianiassakin.
Norjan pääkaupunkiin oli vähäistä ennen muuttanut entisen
Suomalaisen oopperan jäsen Alma Vikström, joka oli
kirjeenvaihdossa Ida Aalbergin kanssa. Alma Vikström lähetti Ida
Aalbergille tarkan kuvauksen norjalaisesta näyttämöasetuksesta.
Bergbom sai luultavasti Ida Aalbergin välityksellä luoda silmäyksen
piirustuksiin, jotka kuvasivat esitystä Kristianiassa. Ida Aalbergille
ystävätär antoi neuvoja rouvien Hvasserin ja Juelin Noora-luomien
nojalla. »Vielä kerran, Ida», hän kirjoitti, »älä missään tapauksessa
tee häntä sentimentaaliksi, älä hetkeksikään, älä edes eron hetkellä.
— Kysyt kirjeessäsi, esiintyikö hän ensimmäisessä näytöksessä
rakastettavana, iloisena, leikkivänä vaimona, aivan niin, rakas Ida!
Samoin olet aivan oikein ymmärtänyt toisen näytöksen, anna sen
kohota niin, että tanssi on huippukohtana. Muistan kirjoittaneeni
Sinulle viimeisestä repliikistä toisessa näytöksessä — tee se niinkuin
minä sinulle sanoin — ja kolmannessa näytöksessä kylmä ja
rauhallinen ja ikäänkuin väsynyt elämään, kun Helmer häntä
hyväilee, kiusaa se häntä. Toisessa näytöksessä rouva Juel oli niin
mestarillinen, etten ole milloinkaan voinut uneksia mistään niin
mestarillisesta» (Seurasi kuvaus toisen näytöksen yksityiskohdista.)

Ibsenin »naturalismi» oli vain näennäistä naturalismia. Noora on

ihannoitu nainen, hän on sankaritar, ja yksinkertaisuus ja hillintä
eivät ole ainoat ja tuskin edes määräävät Noora-tulkinnan ansiot.
Noorahan on siinä määrin ihanteellinen naiskuva, että August
Strindberg sai sen johdosta raivokohtauksia. Todennäköisesti Ida
Aalbergin ensimmäisen Nooran suurin ansio on ollut siinä, että hän
nuoruudellaan ja viehkeydellään osasi valaa ihanteellisuuden verhon
koko luoman yli. Että hänellä tuskin on ollut varsinaista Ibsen-
näyttelijän tyyliä, voi päättää Frithiof Peranderin Ida Aalbergille
myönnetyn lahjanäytännön jälkeen pitämästä puheesta. Pitkässä
puheessaan Perander sanoi m.m.:

»Neiti Ida Aalberg! Yleisö on jo illan kuluessa, niinkuin usein

muulloin, osoittanut Teille harrasta suosiota, sydämen pohjasta
lähtenyttä kunnioitusta. Kukkasista näyttämö oli kadota
näkyvistämme. Oli niinkuin olisi siihen, missä näyttämö oli ollut,
noussut kukkainen keto, jossa Te olitte kukkien kultainen kuningatar.
Tätä yleisön kunnioituksen osoitusta sallittakoon minun muutamalla
sanalla jatkaa. ‒ ‒ ‒ Luonteitten kuvauksessa muistuu Ibsenissä
usein mieleemme Norjan mahtava luonto, jossa niin sanoakseni
kaksi kappaletta, kaksi ainesta etupäässä vetävät puoleensa
huomiomme, nuo jalot, maahan tunkeutuvat meren vuonot ja nuo
jyrkät vuorikalliot, joihin edelliset väkevästi kiertyvät. Se, mikä
Ibsenin teoksissa jalonlaiseksi kuvataan, näyttää saaneen viritystä
jommastakummasta näistä. Toisessa niissä on niin sanoakseni
vaimon, toisessa miehen luonne. Merellä on tavallansa vaimon
luonne. Meri on notkea, norja, antautuva, hempeä, hienohelmainen,
vaihtelevainen; huikentelevaisen vesikalvon alla on syvyys, jota
kauhulla ajattelemme. Tänlaiseksi on runoilija tarkoittanut Noorankin
luonteen. Te annoitte hänestä täydellisen, nerollisen, ihmeen hyvästi
sattuvan kuvan. Te saitte näyttämölle luonnon ja elämän omat
voimat. Teidän näytellessänne, Teidän kuvatessanne tuon luonteen
vaiheita oli väliin kuin olisimme nähneet Norjan meren vuonon
myrskyisenä ärjyvän kauheasti, peloittavasti kaikille tuon luonteen
vaiheille, kaikille sen monipuolisille mutkille kykenitte Te antamaan
muotoa ja väritystä, joka meissä on herättänyt ihmetystä. Korkea,
solakka raita, joka on kasvanut Suomen sinisen salmen huostassa,
joka meillä on nähnyt Vellamon valtaa, älynnyt noitten »sisarusten
sotkotarten», noitten »rannan ruokoisten kälysten» viehättävää
elämää, tämä korkea solakka raitamme osasi käsittää Norjan meren
vuononkin luonteen, osasi näyttämöllä kuvata Nooran luonteen niin
taitavasti, niin todellisesti, niin liikuttavasti» — — — j.n.e.

Peranderin puheen johdosta uskaltanee päätellä, että Ida Aalberg

ensimmäisessä Noora-tulkinnassaan käytti kyllä saksalaisen
deklamoivan koulun keinoja sopivalla tavalla miedonnettuina.

*****

Ida Aalberg oli Saksasta lähtiessään Marie Seebachille luvannut

pian palata. Kuitenkin hän vasta toukokuussa 1880 saattoi lähteä
uudelle ulkomaamatkalle. Hän oli nyt toisin varustettu kuin 1878.
Hän oli kokeneempi ja kehittyneempi kuin silloin, hän ainakin tuli
toimeen Saksan kielessä, ja matkarahoja hänellä oli yllin kyllin.
Senaatti oli myöntänyt hänelle 2000 markkaa, Pietarista hän oli
saanut 1000 markkaa ja lahjanäytännöstä oli kertynyt 1500 markkaa.
Koko tuon summan, 4500 markkaa, Ida Aalberg oli keväällä antanut
ystävälleen Maria Grapelle, joka huolehti hänen rahoittamisestaan.
 Ida Aalberg matkusti Saksaan, matkatovereinaan unkarilainen
tohtori
Szinnyei ja tämän nuori suomalainen rouva.

Dresdenissä jatkoi hän osien tutkimista Marie Seebachin luona.

Kirjeessään Bergbomille tämä mainitsi tutkittavina olevina osina
Jeanne
D’Arcin »Orleansin neitsyessä», Julian »Romeossa ja Juliassa» ja
Gretchenin »Faustissa», kaikki suuria tragediatehtäviä ja osia, joita
Ida Aalberg myöhemmin Suomessa näytteli.

Tällä matkallaan Ida Aalberg on pitänyt päiväkirjaa

teatteriesityksistä, joita sai nähdä. Ruotsin-, suomen- ja
saksankielillä hän on merkinnyt vaikutelmansa vihkoon, josta voi
päättää, että hän on nähnyt ainakin 55 eri kappaletta saksalaisessa
teatterissa. Hänen muistiinpanoistaan havaitsee, että hän oli istunut
teatterissa tarkkaavana kuin koulussa. Ensimmäiset kirjoitelmat
koskevat vaikutelmia Dresdenissä nähdyistä kappaleista. Hänen
kritiikkinsä luonteesta on syytä antaa eräitä näytteitä:

1) Orleansin neitsyt (ruotsiksi kirjoitettu).

»Ellmenreich näytteli Johannan hyvin kauniisti, mutta melkein liian

pehmeästi, liian naisellisesti; sankaritar tuli liian vähän näkyviin.
Muuten osa on mahdollisimman vaikea, koska pitkin matkaa
tarvitaan voimakasta deklamatsionia, joka vaatii suunnatonta äänen
voimaa ja väsyttää yleisöä yksitoikkoisuudellaan. Senvuoksi rooli
pitää jakaa niin moneen osaan kuin voi karakteerista luopumatta.
Ensiksi yksinkertainen, vaatimaton lapsellinen paimentyttö, toiseksi,
kun inspiratsioni valtaa hänet — tämä vaihe täytyy tehdä niin
selväksi kuin mahdollista, niin että yleisö heti sen ymmärtää — voi
esityksessä käyttää vain silmien ja kasvojen ilmeitä, ruumis ja
jäsenet jäykistyvät, katse suuntautuu kohti taivasta, puheen aikana
pitää silmistä näkyä uneksivan ilmeen, hän ei puhu nopeasti, ei kuin
ulkomuistista, vaan hitaasti ja toisinaan keskeytellen, riippuen siitä,
mitä hän hengessään näkee. Sitten kolmanneksi sotainen sankaritar,
niinpiankuin hän on saanut kypäränsä ja haarniskansa hän on vain
sankari, kylmä ja peloittava taistelutanterella, mutta taistelusta
Lionelin kanssa täytyy näkyä, että hän saa voimaa korkeudesta,
hänelle hän on kylmä ja vihainen aina siihen asti kunnes on katsonut
häntä silmiin, silloin hän salaman tavoin tuntee maallisen intohimon
sydämessään ja muuttuu heikoksi, hänellä ei ole voimaa tehdä
Lionelille pahaa eikä tappaa tätä, siitä hetkestä, jolloin rakkaus on
herännyt hänen rinnassaan hän tulee naiseksi, jonkinlainen kaipaava
surumielisyys levittää sympaattisen hohteensa hänen ylitseen tämä
hänen taistelunsa oman sydämensä tunteita vastaan, kärsivä
nainen, on neljäs jakso, — mutta sitten vankilassa hän on voittanut
heikkoutensa ja hän vahvistuu aina enemmän kuullessaan oman
kansansa sotamarssin säveleitten tunkeutuvan sinne, sillä hän on
uudelleen sankaritar, rukous tässä kohtauksessa on vaikeinta koko
kappaleessa, se vaatii suurinta äänen voimaa ja syvintä tunnetta,
suurinta hätää. Kuolinkohtauksessa hän on täysin kirkastunut, hän
kuolee lippuineen rauhallisena ja tyytyväisenä taivaallisen hymyn
valaistessa hänen kasvojaan. —»

7) Hellät sukulaiset kappaleesta on ruotsinkielinen dresdeniläisen

ja suomalaisen esityksen vertailu; se loppuu: »Ainoastaan
Thusneldasta ei nti Bormann voinut antaa tyydyttävää kuvaa, hän
esitti sen ehkä enemmän keskustelusävyssä, mutta minä näyttelin
naisellisemmin ja suuremmalla tunteella.»

9) Noita. Fittgernin kirjoittama näytelmä.

 (Ruotsiksi): »Vaikkapa ottaa huomioon, että toiminta tapahtuu 30-
vuotisen sodan ajalla ja että uskonnollisuuteen silloin sekaantui
fanatismia, niin katsojan uskonnollisia tunteita loukataan varsinkin
neljännessä näytöksessä, jossa hän seisoo ja kieltää Jumalan
raamattu kädessään ja munkit seisovat hänen ympärillään ja laulavat
rukousvirttä. Muuten kappaleessa on draamallista vaikuttavaisuutta,
joka sentään viimeisessä näytöksessä heikkenee; kaikki loppuu
odottamattomalla tavalla.

11) Nimetön kirjeenvaihto. Fuchs-Nordhoffin kirjoittama

huvinäytelmä. (Ruotsiksi):

»Ensimmäistä kertaa pitkistä ajoista sain nähdä Ellmenreichin

keskustelukappaleessa. Mikä suuri erotus puhetavassa suurten
klassillisten tragediain ja tavallisten huvinäytelmäin välillä; edellisissä
pitää enemmän deklameerata, mutta siinä pitää kuitenkin olla
totuutta ja luontoa, täytyy kysyä itseltään: »kuinkahan minä
tavallisessa elämässä sanoisin tuon lauseen», ja sitten kuunnella,
miltä se kuuluu ja vaihtaa ääntä, niin ettei enää puhu samalla
konversatsioniäänellä, se on hyvä ja huomioon otettava sääntö,
täytyy puhua leveästi, antaa äänen tulla leveänä ja voimakkaana
kuuluviin, keskustelusävy katoaa, kun tällöin on pakko puhua
hitaasti, silloin voi ja saa hakea kaikkea kaunista ja sointuvaa
kielestä hurmatakseen sillä yhtä hyvin kuin äänelläkin, esim.
Ellmenreich nyt, hän puhui aivan luonnollisesti ja hyvin matalalla
äänellä ja tavalliseen tapaan, mutta hän otti tarkasti varteen »pilkut»
ja »pisteet», jos oli kysymys jostain tärkeästä lauseesta tai tärkeästä
sanasta, niin hän sanoi sen vähän hitaammin, mutta aivan hiljaa ja
totisesti ja luonnollisesti. —»

12) Medea. Grillparzerin kirjoittama murhenäytelmä. (Suomeksi):

 »Ziegler, Jasonin vaimona oli mainio! Hän oli seisoessaan ja
istuessaan sekä puhuessaan kuin liikunnoissaan 'klassisk skön'
[klassillisen kaunis]. Medea on voimallinen passioneerattu nainen;
naisellisuus ja heikkous puuttuu häneltä kokonaan, hänen oma
miehensä kammoksuu häntä, hänen omat lapsensa pakenevat
äitiään, sillä senlainen luonto kuin Medealla on, se on niin vihassa
kuin rakkaudessa, niin ilossa kuin surussa suurellisen hirveä, hänen
deklamationissaan ei saa löytyä vienoja naisellisia säveleitä, ei,
kaikissa hänen eri äänissään täytyy tuo sisäinen tuli ja mahtavuus
tulla esiin. Sillä sentähden tuntee Jason ensi silmäyksessä itsensä
vangituksi Kreusan suloudesta ja lempeydestä, hän näkee hänen
vienossa naisellisessa persoonassa kaiken sen jota hän omassa
vaimossaan turhaan etsii ja ikävöi. Toki, Zieglerin näytäntötapa niin
nerokas ja läpiajateltu kuin se todella on, — on niin taiteellinen että
luonnollisuus ja tunne melkein kokonaan puuttuu. Huomaa varsin
selvästi että hän usein voi poistua karaktäristä ja runoilijan
ajatuksesta, voidakseen esiinluoda, jonkun liikunnon jonka hän tahtoi
että herättäisi effektin, e:m:s: Medeassa, kuin hän polvillaan laahaa
itseään rukoillen lapsiaan tulemaan luokseen, niin hän tekee sen
mainiosti, vaan se ei ole Medean luonne, kuitenkin tahdon muistaa
sen scenin [onko tässä alkulähde Ida Aalbergin kuuluisaan
polvillaankulkemiseen Kirstinä »Elinan surmassa»?], hän toi esiin
vastakohdat, ensin niin lempeän rukoilevaisesti, niin sydämellisen
vienosti, — ja sitten — kuin ne käänsivät itsensä pois, kuinka sormet
hänen ojennetussa kädessään vetäytyivät koukkuun, hänen
huulensa ja koko leukansa pidentyi ulospäin kasvoista ja silmät
vetäytyivät synkkiin hirvittäviin ryppyihin, ja hän samassa minuutissa
kavahti ylös ja muuttui taasen tuoksi hirvittäväksi naiseksi. Ja muista
myös se kohta, jossa hän ensi kerran huomaa että Jason'in ja
Kreusan välillä on olemassa joku suhde, kuinka hän ensin synkkänä
ja epäilevänä kääntää silmänsä (pää liikahtamaton) toisesta toiseen
kuinka hänen kasvonsa vähitellen selkeä ja hänen huulillensa hyytyi
tuo ainoa pieni ah! ikäänkuin tahtoisi hän sillä sanoa »vai niin, vai
niin se on», vaan se oli mainiosti sanottu. Muista myöskin se paikka
jossa hän menee Jason'in luokse ja pitää hänestä kiini ja puhuu
aivan hiljaa melkein kuiskaillen vaan se näkyi mikä tuli, viha ja
rakkaus paloi hänen sisällään jonka hän niin tahtoi tukahuttaa. —
Hänen pukunsa, punainen hame ja musta kappa olivat kauniit ja
pukivat hyvästi. Muista hänen tapaansa käyttää kappaansa eli
manteliaansa.

13) Judith. Hebbelin kirjoittama tragedia. (Suomeksi):

»Ylipäänsä täytyy Ziegler'ille antaa se arvo että hän aina

pukeutumisessaan hyvin tarkkaan seurasi aikakautta, niin myöskin
nyt vaikka se hisupuku oli niin ruma, se ei ollut mikään hyvä rolli
hänen repertoaarillaan, minä en ollut tyytyväinen. Vaan Porth tuona
julmana raakana ja 'sinliga' [aistillisena] Holofernuksena oli ilettävää
vaan todellinen, se hetki jolloin hän viinistä oli joutunut vähän
kuumaksi ja tuo ihana nainen hänen vieressään saattoi hänet aivan
hurmoksiin ja silloin hänen silmänsä, kun hän häntä katseli ja hän
kädellään aivan löysästi meni hänen päänsä ja käsivartensa ja
haltijansa ylitse oli niin ilettävä ettei tahtonut voida sitä katsella.»

*****

Paljon merkittävämpi kuin muutamien viikkojen oleskelu

Dresdenissä oli hänelle tutkimusmatka Müncheniin, minne
heinäkuun ajalla koko Saksan näyttämöiden valioväki oli
kokoontunut. Hän pääsi matkallaan näkemään Münchenin
»Valiovierailunäytäntöjä», kuuluisaa yritystä, jonka tarkoituksena oli
saavuttaa erinomaisia suurten runoluomien kokonaisesityksiä sillä
tavoin, että yksinkertaisesti kutsuttiin kokoon kaikki saksalaisen
kielialueen suurimmat »tähdet». Hampurista tuli kuuluisa
sankariosien esittäjä Ludwig Barnay, jonka kuitenkin sanotaan olleen
liiaksi älyllinen onnistuakseen Wallensteinina ja Macbethina, Wienin
Burg-teatterista Adolf Sonnenthal (Hamlet ja Clavigo), Josef
Lewinsky (Nathan ja Attinghausen), Fritz Krastel (Max Piccolomini),
Charlotte Wolter (Kreivitär Orsina, Lady Macbeth ja Hermione) ja
nuorekas Josephine Wessely (Luise Miller ja Klärchen
»Egmontissa»), Münchenistä Ernst v. Possart ja useita muita. Vielä
tuli näyttelijöitä Berlinistä, Hannoverista, jopa Dresdenistäkin, mistä
tulivat m.m. Ida Aalbergin ihailemat Franziska Ellmenreich (Minna v.
Barnhelm ja Emilia Galotti) ja Pauline Ulrich (Portia ja Parman
herttuatar). Sanotaan, että taiteellinen tulos näistä näytännöistä ei
vastannut odotuksia, hyvän yhteisnäyttelyn puute tuli katsojalle yhä
selvemmäksi, kun hän näki joukottain loistavia virtuoseja. Ida
Aalbergille nämä näytännöt luonnollisesti merkitsivät sarjaa uusia
elämyksiä, joista kiireelliset merkinnät muistivihkoon antavat
jonkinlaisen aavistuksen.

28) Kavaluus ja rakkaus. (Suomeksi ja ruotsiksi):

»Wessely oli muutamissa paikoissa parempi kuin minä, e:s:

enemmän kiihotetulla äänellä repliiki 'Herr von Walter jetz sind sie
frei!' [Herra v. Walter, nyt olette vapaa] ja sitten Wurmin kanssa
enemmän intoa (ruff) enemmän kiihkoa repliikeissä »mikä kurjuus
on» ei niin paljon maalata sanoilla sillä hän on niin 'aufgeregt'
[kiihtynyt] että hänellä siihen ei ole aikaa ja sitten repliiki »ej, ej, se
on mahdotonta»! siinä myös sama 'hastiga temppu' [nopea tempo] ei
laisinkaan sentimentaali sillä sitä hän saa olla niin paljon, että
tuollaiset paikat ovat oikeata balsamia yleisölle, sen nyt itse
havaitsin, — vaan puhu pian 'förtvivlat' [epätoivoisesti], ja niin myös
'kuristaisin teidät' j.n.e. siinä myös puhua pian ja 'heraus mit der ton'
[ääni kuuluviin] aufgeregt kiihotettuna hon är bragt till det yttersta till
förtvivlan, då hon sagt 'pyövelin pölkyn alle!' gör hon en stor gest och
går till dörrn [hänet on saatettu äärimmäiseen epätoivoon, kun hän
on sanonut 'pyövelin pölkyn alle' hän tekee suuren liikkeen ja menee
ovelle],» (Ruotsinkielellä esitystä jatkuu vielä varsin pitkälle ja varsin
huvittavassa asussa.)

Hamletista hän on merkinnyt muistiin, että oli odottanut sen

esittämistä suurella mielenkiinnolla, mutta että kaikki jäi verraten
epämääräiseksi ja käsittämättömäksi, joskin Sonnenthal kykeni
selvittämään joitakin kohtia. Hän ei ollut ymmärtänyt, miksi
Shakespeare oli Hamletin niin karakterisoinut. Ofelia oli ollut aluksi
liian sentimentaali, mielipuolisuuskohtauksessa ei ollut ollut »mitään
jaloa eikä syvempää draamallisuutta —, joka edes vähimmässäkään
määrässä olisi tehonnut meihin.»

Valiovierailunäytäntöjen aikana suomalainen Ibsenin tutkija Valfrid

Vasenius oli Münchenissä tapaamassa itseään runoilijaa. Hän pyysi
Nooran kirjoittajalta luvan saada tälle esittää Suomalaisen teatterin
Nooran. Ibsen suostui mielellään pyyntöön ja eräänä päivänä tohtori
Vasenius rankkasateessa kuljetti Ida Aalbergin runoilijan asuntoon.
Varmaankin nuori näyttelijätär suurella levottomuudella odotti
kohtausta, koskapa hän matkalla teki saattajalleen kysymyksen, jota
tämä piti melkein majesteettirikoksena: »Pitääkö Ibsen imartelusta?»
Epäilemättä Ibsenkään ei ollut vapaa inhimillisistä heikkouksista ja
turhamaisuudesta, mutta kohtaus sujui sentään hyvin ilman nuoren
naisen mairittelujakin. Ida Aalberg oli perillä hyvin pidättyväinen ja
vaitelias, ja kun hän oli poistunut, sanoi Ibsen Vaseniukselle, että
näyttelijätär ulkomuodoltaan ja olemukseltaan täysin vastasi sitä
italialaista naista, jonka kuva oli väikkynvt hänen mielessään, kun
hän runoili »Nukkekodin». Joitakin päiviä myöhemmin Ibsen piti
päivälliset, joihin Vaseniuksen ohella oli kutsuttu eräitä
näyttämötaiteilijoita, m.m. Ida Aalberg ja ruotsalainen näyttelijä
August Lindberg.

Münchenistä Ida Aalberg pistäytyi Oberammergaussa katsomassa

sikäläisiä kärsimysnäytäntöjä. Muistikirjaansa hän on merkinnyt
täällä näkemänsä johdosta (suomeksi):

»Mieltymys riippuu suureksi osaksi siitä, millaisilla vaatimuksilla

sinne meni. — Minä puolestani tunsin itseni petetyksi, — minusta
voidaksensa nauttia edes hiukankin täytyy olla lapsi sekä ijälle että
ymmärrykselle, ja sittenkin se häiritsee sen kuvan Christuksesta,
jonka raamattua lukiessa on itselleen kuvannut.»

Sitten (ruotsiksi) seuraa mietelmä:

»Heidän tehtävänsä onkin liian vaikea!!!»

Elsterin kylpypaikasta, Etelä-Saksista, Ida Aalberg vähäistä

myöhemmin lähettää pitkän kirjeen turkulaiselle neiti Mathilda
Almille, joka on taloudenhoitajana Pippingsköldin perheessä, missä
Ida Aalberg Turussa käydessään yleensä majaili. Hän kirjoittaa
ruotsiksi m.m.:

»Bad Elster 18 p:nä elok.

Rakkahin Matte!

Sinulla kai ei ole aavistustakaan, missä maailman nurkassa minä

nykyisin oleskelen. Pitkiltä matkoiltani etelään, olin aina Tyrolin
rajoilla, Münchenissä ja Oberammergaussa, olen palannut takaisin
Saksiin ja lepäilen pienessä ihastuttavassa kylpypaikassa, jonka
nimi on Bad Elster. Emmy Achté Suomesta ja minä olemme ainoat
pohjoismaiset vieraat täällä ja me olemme herättäneet jonkin
verran huomiota luultavasti sivistyneellä käytöksellämme, sillä
heillä on nähtävästi käsitys, että suomalaiset, lappalaiset ja
samojeedit kuuluvat yhteen, ja että heidän kulttuurinakin on
samalla alhaisella tasolla. Minusta tuntuu toisinaan hirveän
loukkaavalta kuulla tuommoista puhetta ja minun on käytettävä
kaikkea itsehillitsemiskykyäni voidakseni rauhallisesti ja järkevästi
selittää maani ja kansani suhteellisesti korkeata kehitystä. Emmy
matkusti muutamia päiviä sitten Dresdeniin jatkaakseen opintojaan.
Epäilen suuresti, saanko tästä kylpykuurista suurtakaan hyötyä,
sillä nyt, kun olen opintomatkalla, en voi heittäytyä täydelliseen
rauhaan. Jos voinkin pidättäytyä ääniharjoituksista ja jättää
lausunnan, vaivaan kuitenkin päätäni kaikella sillä uudella, jota taas
olen nähnyt näyttämöllä ja kiihoitan sillä tavoin hermojani. —
München miellytti minua tavattomasti: se on hyvin suuri ja iloinen
kaupunki, vaikka väestöllä onkin jonkunlainen flegmaattinenleima,
joka johtuu liiasta oluen juomisesta (Baijerihan on bierin kotimaa),
mutta millä korkealla esteettisellä tasolla tuo kansa onkaan,
näyttävät jo Oberammergaun kärsimysnäytännötkin, esiintyjäthän
ovat vain talonpoikia, on ihmeellistä, millainen kauneusaisti heillä
onkaan, millainen suuri ja luontainen tietoisuus taiteen suuruudesta
ja pyhyydestä, — tein matkan yhdessä tohtorinna Ibsenin ja
Tukholman kuninkaallisen teatterin suuren Fredriksonin ja erään
tanskalaisen näyttelijän kanssa, — voit uskoa, että meistä tuntui
miellyttävältä kuunnella Fredriksonin mielipiteitä työstään, siitä sain
syytä useampaankin kertaan huoata voi! voi! kunpa suomalaisella
näyttämöllä olisi useita semmoisia henkiä, silloin olisi toista elää,
näytellä ja viihtyä. (Vilhoa lukuunottamatta) tuskin kellään on tosi
harrastusta työhönsä ja tuskin kukaan heistä välittää arvostaan sen
esitaistelijana. — Matte, sinä tuskin voit aavistaakaan, kuinka hyvä
on oleskella ulkomailla —. Päästä pois usein liian ahtaista oloista
kotona, ja tulla sinne, missä kaikki on suurta ja mahtavasti
vaikuttavaa, missä on ainesta sekä matalaan ja huonoon että
jaloon ja suureen. — — Korkeimman ja matalimman
ihmiskunnassa saa täällä nähdä rinnakkain ja jyrkästi
vastakohtaisina, luulen, että juuri tuo realistinen räikeys vaikuttaa,
että alkaa tuntea rajatonta vastenmielisyyttä ja katkeruutta ihmisen
anteeksiantamattoman heikkoa tahtoa ja ihmiselämän erheitä
kohtaan. Ja toiselta puolelta saa mitä parhaan käsityksen
sivistyksen ja taiteen arvosta, ymmärrän niin hyvin, miksi
pohjoismaiset taiteilijat aina ikävöivät ulkomaille, sillä siellä heidän
taiteilijasielunsa saavat ravintoa kaikkialla, heidän ihanteensa
kohoavat korkeammalle — —». (Seuraa sangen epämääräistä ja
naisellisen sekavaa filosofiaa ja sitten ylistystä Münchenin
kuvaamataideaarteista, joihin hän on koettanut tutustua.)
»Sitäpaitsi tuon Münchenistä muistoja, joita en koskaan unohda,
muistoja hetkistä, jotka sain viettää Ibsenin perheessä, (Nooran
kirjoittajan) ja kuulla niin ylivoimaisen hengen arvosteluja elämästä
ja ilmiöistä, minusta tuntui, että hän sielullaan aateloi ympäristönsä,
sillä henki kohosi hänen läheisyydessään korkeampaan ja
vapaampaan lentoon, huomasi selvemmin, kuinka paljon painoa
me ihmislapset panemme kaikkeen pieneen ja vähäpätöiseen ja
unohdamme omat, korkeammat tarpeemme. Pidän itseäni
onnellisena tämän yhdessäolon johdosta! sillä kun myrskyt ja
pimeys ja katkeruus tahtovat painaa sieluani, tulee suloiseksi
muistella näitä hetkiä ja omassa sisäisessä sieluntaistelussa voi
paeta näiden ylivoimaisten henkien ajatuksiin ja niiltä saada
rohkeutta ja toivoa uusissa kärsimyksissä (jotka minun radallani
liiankin usein uhkaavat) ja uusissa voitoissa! — Voitoista tulee
mieleeni eräs runo, joka on muuttunut todelliseksi
tunnuslauseekseni, joka usein, usein, kun olen tullut syvästi
loukatuksi ja melkein kadottanut rohkeuteni, on ollut minulla
»kannuksena». Olen ajatellut ja toistellut näiden runojen ajatuksia
ja tuntenut tahtoni voimakkaammaksi taisteluun ja rohkeuteni
vääjäämättömäksi — tiedän että sinulla on nuo runot, sinua ehkä
haluttaa lukea se, ellet sitä jo tuntisi, — se on »Björkin runoissa» ja
sen nimi on »Esxelsior», latinalainen sana, joka merkitsee
»korkeammalle» tai »minä tahdon pyrkiä korkeammalle ja yhä
korkeammalle», se on käännös englantilaisen runoilijan
Longfellowin runosta, sinä varmasti ihastut sen ajatukseen. —

Mallinäytäntöihin Münchenissä kaikkine taiteilijoineen en ollut

täysin tyytyväinen, yksityiset roolit suurine esittäjineen tarjosivat
tosin paljon nautintoa kokonaisuudessaan, yhteisnäyttely jätti
paljon toivomisen varaan. Wienin näyttelijät miellyttivät minua
suuresti; Charlotta Wolter on ensimmäisen luokan suuruus, — hän
on naimisissa erään ruhtinas Sullivanin kanssa, mutta ohjelmassa
hän aina nimittää itseään rouva Wolteriksi, kaipaan oikein päästä
Wieniin saadakseni opiskella Burgteatterissa. Siellä on
Sonnenthalkin, joka ehdottomasti on paras miesnäyttelijä
Saksassa.[12] Wienissä alan opiskella Strakoschin johdolla.» — —
—

Vaikka tämä kirje on kirjoitettu oppimattomalle henkilölle, voi siitä

lukea paljon uutta Ida Aalbergista. Ensi kerran hän vakavasti koettaa
seisoa aatteellisella pohjalla, ensi kerran hän koettaa kohottaa
ihanteellisuuden lippua, ensi kerran hän ilmaisee suuren
tyytymättömyytensä oloihin suomalaisessa teatterissa ja puhuu
»kaipauksesta» ja »taistelusta». Hänen ilmauksensa on epävarmaa
ja kompastelevaa, »Excelsior!» on hänen suussaan vielä
»Esxelsior!» Mutta tässä kirjeessä on jo selvästi havaittavana suuri
osa kolmenkymmenen seuraavan vuoden Ida Aalbergia: levotonta
pyrkimystä ja siihen yhdistynyttä tyytymättömyyttä, tahtoa ja
työtarmoa, joka käy läpi vastuksien, suurten persoonallisuuksien
ylistystä ja harrastusta, joka kernaasti vetoaa eetillisiin motiiveihin.

Ennen Helsingistä lähtöään Ida Aalberg oli joutunut läheiseen

suhteeseen Frithiof Peranderin, ihanteellisen ja kansallismielisen
filosofin kanssa, ja seurauksena oli, että hän jokelteli kieltä, jota on
melkein mahdoton täydellisesti toiselle kielelle kääntää. — Tästä
myöhemmin.

*****

Antti Jalava, joka vähäistä aikaisemmin oli tehnyt opintomatkan

Unkariin ja kansallismielisenä tavattomasti innostunut tähän
kansallismieliseen kansaan, oli yhdessä tohtori J. Szinnyein kanssa
saanut päähänsä, että Ida Aalbergin oli näyteltävä Unkarissa. »Kylän
heittiö». Boriska, siitä olivat molemmat yksimieliset, oli ollut parempi
Helsingin suomalaisella kuin Budapestin unkarilaisella näyttämöllä,
ja tohtori Szinnyei alkoi puuhata esiintymistilaisuutta
heimolaiskansan tyttärelle. Ida Aalberg innostui kovin tähän
aikeeseen, semminkin kun hän Bad Elsterissä tunsi toimettoman
olonsa ikäväksi, kuten seuraava ote Antti Jalavalle lähetetystä
kirjeestä todistaa:

»Siis syyskuun alussa, päivää en vielä voi sanoa, on tuo hetki

tapahtuva, joka ratkaisee minun näyttelijäkykyni, ja jota »riemu pelko
rinnassani» odotan, — suoraan tunnustaen, enemmän riemu kuin
pelko, sillä minä oikein ikävöitsen saada taasen näytellä ja tuntea
tuota inspirationia, jota jo näyttämölle astuminen minussa vaikuttaa.
Nyt täällä kylpypaikassani ollessani olen täytynyt pitää vähän rauhaa
ja »deklamerannut» niin, että metsä kajahteli ja ohikulkevat
hämmästyksellä varmaan epäilivät järkeni kuntoa.» — »Minä niin
iloitsen saada heille näytellä suomeksi, tahdon koettaa näytellä
Boriskan paremmin kuin koskaan ennen; olkoon tuo koetus sitten
elämäksi tai kuolemaksi, joskin se tulisi olemaan »ett nederlag»
[tappio] ei se kuitenkaan olisi kylliksi voimallinen minua
masentamaan, päinvastoin se minua vaan innostuttaisi.» —

Budapestin-matkallaan Ida Aalberg tullen mennen kävi Wienissä

ja tutustui Burg-teatterin, saksalaisen kielialueen parhaan näyttämön
esityksiin. Tuloksena olivat m.m. tarkat muistiinpanot »Romeosta ja
Juliasta», josta hänelle myöhemmin Suomessa tuli suuri voitto.
»Jane Eyren» hän myöskin näkee Burgissa. Päähenkilöä tarkoittaen
hän aloittaa: »Frank oli erinomaisen hyvä!!!» Erään kohdan tässä
osassa hän myöhemmin aikoo ottaa »koko itkuvoimallaan».

Unkarin-matka muodostui Ida Aalbergin nuoruuden ulkonaisesti

suurimmaksi triumfiksi. Tohtori Szinnyei oli todella loistava
impressario, joka ei säästellyt vaivojaan, ja unkarilainen
kaunopuheisuus, ritarillisuus ja hetkellinen innostuminen viettivät
nekin voittokulkua kuvatessaan »Pohjan tähden» taiteellista
suuruutta. Jo harjoituksissa näyttelijät itkivät kuunnellessaan tulista
ja tunteellista ääntä ja jo ensi-illassa yleisö otti hänet vastaan
»minuutteja kestävillä suosionosoituksilla» ja huuteli hänen
kunniakseen »elekön» huutoja, jotka kimposivat suusta suuhun.
Kolmannessa näytöksessä »suosionosoitus kasvoi todelliseksi
hirmumyrskyksi, ja useitten silmissä oli kyyneleitä». »Magyar Töld»
kirjoitti: »Tällaista itkemistä emme vielä koskaan ole nähneet. Jos
sanomme, ettei tätä osaa vielä kukaan ole näin näytellyt, emme
sano mitään, sillä tähän asti ei todella kukaan muu ole sitä näytellyt
hyvin. Hänen katseessaan, hänen kasvojenilmeissään, hänen