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PRENATAL PERIOD INFANCY AND TODDLERHOOD
(conception to birth) (birth to 3 years)
Physical
DeveloPment
GERMINAL STAGE (fertilization to 2 weeks): • Rapid height and weight gains.

• Cells divide rapidly. • Neurons grow and form interconnections in the
• Zygote attaches to uterine wall. brain. Some functions have “critical periods” for
normal development.
EMBRYONIC STAGE (2 to 8 weeks):
• Infants wiggle, push upward, sit up, crawl, and
• Major organs and body systems grow.
eventually walk.
FETAL STAGE (8 weeks to birth): • Infants reach, grasp, and pick up small objects.
• Major organs become differentiated. • Vision is 20/20 by 6 months, with depth percep-
• Fetus kicks and clenches fist, hears sounds tion and recognition of patterns, faces, shapes,
outside the uterus. and colors.
• Health can be affected by mother’s diet, health, • Infants hear a wide range of frequencies, localize
age, or substance use. sound, and make sound distinctions that underlie
• Reflexes emerge. language development.
cognitive
DeveloPment
• Intelligence is partly determined, and some • Infants begin to understand object perma-
psychological disorders may take root. nence and “experiment” with the physical
world.
• Cognitive functions can be affected by tobacco,
alcohol/or drug use by mother. • Use of representations and symbols begins.
• Information-processing speed increases.
• Language develops rapidly through prelin-
guistic communication (babbling), use of
single words to stand for whole ideas (holo-
phrases), and telegraphic speech.
social/
Personality
DeveloPment
• Some personality traits are partly determined • Infants exhibit different temperaments and
genetically (e.g., neuroticism, extroversion). activity levels.
• Drug and alcohol use by mother can lead to • Facial expressions appear to reflect
irrita-bility, difficulty dealing with multiple stimuli, emotions; facial expressions of
and difficulty forming attachments in the child. others are understood.
• Toddlers begin to feel empathy.
• A style of attachment to others emerges.
theories
&
theorists
Jean Sensorimotor stage

Piaget
Erik Trust-versus-mistrust stage (birth–11/2 yrs)
Erikson Autonomy-versus-shame-and-doubt stage (11/2 –3 yrs)
Sigmund Oral and anal stages
Freud
Lawrence Premoral period
Kohlberg
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PRESCHOOL PERIOD MIDDLE CHILDHOOD
(3 to 6 years) (6 to 12 years)
• Height and weight continue to increase rapidly. • Growth becomes slow and steady. Muscles
• The body becomes less rounded and more develop, and “baby fat” is lost.
muscular. • Gross motor skills (biking, swimming, skating,
• The brain grows larger, neural interconnections ball handling) and fine motor skills (writing,
continue to develop, and lateralization emerges. typing, fastening buttons) continue to improve.
• 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 • Children apply logical operations to problems.
focus on only one aspect of a stimulus. • Understanding of conservation (that changes
• Memory, attention span, and symbolic thinking in shape do not necessarily affect quantity) and
improve, and intuitive thought begins. transformation (that objects can go through
many states without changing) emerge.
• Language (sentence length, vocabulary,
syntax, and grammar) improves rapidly. • Children can “decenter”— take multiple per-
spectives 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 develop self-concepts, which may be • Children refer to psychological traits to define
exaggerated. themselves. Sense of self becomes differentiated.
• A sense of gender and racial identity emerges. • Social comparison is used to understand one’s
standing and identity.
• Children begin to see peers as individuals and
form friendships based on trust and shared • Self-esteem grows differentiated, and a sense of
interests. self-efficacy (an appraisal of what one can and
cannot do) develops.
• Morality is rule-based and focused on rewards
and punishments. • Children approach moral problems intent on
maintaining social respect and accepting what
• Play becomes more constructive and coopera- society defines as right.
tive, and social skills become important.
• 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.
Preoperational stage Concrete operational stage
Initiative-versus-guilt stage Industry-versus-inferiority stage
Phallic stage Latency period
Preconventional morality level Conventional morality level
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ADOLESCENCE YOUNG ADULTHOOD
(12 to 20 years) (20 to 40 years)
Physical
Development
• Girls begin the adolescent growth spurt around • Physical capabilities peak in the 20’s, including
age 10, boys around age 12. strength, senses, coordination, and reaction
time.
• Girls reach puberty around age 11 or 12, boys
around age 13 or 14. • Growth is mostly complete, although some
organs, including the brain, continue to grow.
• Primary sexual characteristics develop (affect-
ing the reproductive organs), as do secondary • For many young adults, obesity becomes a
sexual characteristics (pubic and underarm hair threat for the first time, as body fat increases.
in both sexes, breasts in girls, deep voices in • Stress can become a significant health threat.
boys). • In the mid-30’s, disease replaces accidents as
the leading cause of death.
Cognitive
Development
• Abstract thought prevails. Adolescents use formal • As world experience increases, thought
logic to consider problems in the abstract. becomes more flexible and subjective, geared
• Relative, not absolute, thinking is typical. to adept problem solving.
• Verbal, mathematical, and spatial skills improve. • Intelligence is applied to long-term goals
involving career, family, and society.
• Adolescents are able to think hypothetically,
divide attention, and monitor thought through • Significant life events of young adulthood may
meta-cognition. shape cognitive development.
• Egocentrism develops, with a sense that one is
always being observed. Self-consciousness and
introspection are typical.
Social/
• A sense of invulnerability can lead adolescents
Personality to ignore danger.
Development
• Self-concept becomes organized and accurate • Forming intimate relationships becomes highly
and reflects others’ perceptions. Self-esteem important. Commitment may be partly deter-
grows differentiated. mined by the attachment style developed in
• Defining identity is a key task. Peer relation- infancy.
ships provide social comparison and help • Marriage and children bring developmental
define acceptable roles. Popularity issues changes, often stressful. Divorce may result,
become acute; peer pressure can enforce con- with new stresses.
formity. • Identity is largely defined in terms of work, as
• Adolescents’ quest for autonomy can bring young adults consolidate their careers.
conflict with parents as family roles are
renegotiated.
• Sexuality assumes importance in identity forma-
tion. Dating begins.
Theories
&
Theorists
Jean Formal operations stage

Piaget
Erik Identity-versus-confusion stage Intimacy-versus-isolation stage
Erikson
Sigmund Genital stage
Freud
Lawrence Postconventional morality level may be reached
Kohlberg
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MIDDLE ADULTHOOD LATE ADULTHOOD
(40 to 65 years) (65 years to death)
• Physical changes become evident. Vision • Wrinkles and gray or thinning hair are marks of
declines noticeably, as does hearing, but less late adulthood. Height declines as backbone
obviously. disk cartilage thins. Women are especially sus-
• Height reaches a peak and declines slowly. ceptible to osteoporosis.
Osteoporosis speeds this process in women. • The brain shrinks, and the heart pumps less
Weight increases, and strength decreases. blood through the body. Reactions slow, and
• Reaction time slows, but performance of the senses become less acute. Cataracts and
complex tasks is mostly unchanged due to glaucoma may affect the eyes, and hearing loss
lifelong practice. is common.
• Women experience menopause, with unpredict- • Chronic diseases, especially heart disease,
able effects. The male climacteric brings gradu- grow more common. Mental disorders, such
al changes in men’s reproductive systems. as depression and Alzheimer’s disease, may
occur.
• Some loss of cognitive functioning may begin • Cognitive declines are minimal until the 80’s.
in middle adulthood, but overall cognitive Cognitive abilities can be maintained with train-
competence holds steady because adults ing and practice, and learning remains possible
use life experience and effective strategies to throughout the life span.
compensate. • Short-term memory and memory of specific life
• Slight declines occur in the efficiency of episodes may decline, but other types of memory
retrieval from long-term memory. are largely unaffected.
• People in middle adulthood take stock, apprais- • Basic personality traits remain stable, but
ing accomplishments against a “social clock” changes are possible. “Life review,” a feature
and developing a consciousness of mortality. of this period, can bring either fulfillment or
• Middle adulthood, despite the supposed dissatisfaction.
“midlife crisis,” usually is tranquil and satisfy- • Retirement is a major event of late adulthood,
ing. Individuals’ personality traits are generally causing adjustments to self-concept and self-
stable over time. esteem.
• While marital satisfaction is usually high, family • A healthy lifestyle and continuing activity in
relationships can present challenges. areas of interest can bring satisfaction in late
• The view of one’s career shifts from outward adulthood.
ambition to inner satisfaction or, in some • Typical circumstances of late adulthood (reduced
cases, dissatisfaction. Career changes are income, the aging or death of a spouse, a
increasingly common. change in living arrangements) cause stress.
Generativity-versus-stagnation stage Ego-integrity-versus-despair stage
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Discovering
the Life Span
Third Edition
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Authorized adaptation from the United States edition, entitled Discovering the Life Span, 3rd edition,
ISBN 978-0-205-99231-7, by Robert S. Feldman, published by Pearson Education © 2015.
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ISBN 10: 1-292-05777-7

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Printed and bound by Ashford Colour Press in the United Kingdom.

Brief Contents
CHAPTER 1 Introduction 26
Module 1.1 Beginnings 28
Module 1.2 Theoretical Perspectives on Lifespan Development 36
Module 1.3 Research Methods 48
CHAPTER 2 The Start of Life 62

Module 2.1 Prenatal Development Difficult Decisions 64
Module 2.2 Prenatal Growth and Change 81
Module 2.3 Birth and the Newborn Infant 92
CHAPTER 3 Infancy 114
Module 3.1 Physical Development in Infancy 116
Module 3.2 Cognitive Development in Infancy 136
Module 3.3 Social and Personality Development in Infancy 155
CHAPTER 4 The Preschool Years 174

Module 4.1 Physical Development in the Preschool Years 176
Module 4.2 Cognitive Development in the Preschool Years 183
Module 4.3 Social and Personality Development in the Preschool Years 198
CHAPTER 5 Middle Childhood 220

Module 5.1 Physical Development in Middle Childhood 222
Module 5.2 Cognitive Development in Middle Childhood 232
Module 5.3 Social and Personality Development in Middle Childhood 253
CHAPTER 6 Adolescence 276
Module 6.1 Physical Development in Adolescence 278
Module 6.2 Cognitive Development in Adolescence 292
Module 6.3 Social and Personality Development in Adolescence 302
CHAPTER 7 Early Adulthood 328

Module 7.1 Physical Development in Early Adulthood 330
Module 7.2 Cognitive Development in Early Adulthood 341
Module 7.3 Social and Personality Development in Early Adulthood 354
CHAPTER 8 Middle Adulthood 378

Module 8.1 Physical Development in Middle Adulthood 380
Module 8.2 Cognitive Development in Middle Adulthood 393
Module 8.3 Social and Personality Development in Middle Adulthood 400
CHAPTER 9 Late Adulthood 422

Module 9.1 Physical Development in Late Adulthood 424
Module 9.2 Cognitive Development in Late Adulthood 440
Module 9.3 Social and Personality Development in Late Adulthood 445
CHAPTER 10 Death and Dying 468

Module 10.1 Dying and Death Across the Life Span 470
Module 10.2 Confronting Death Deciding to Say Good-Bye 477
Module 10.3 Grief and Bereavement Facing the Void 484

Contents
Preface 12
Ancillaries 18
About the Author 24
CHAPTER 1 Introduction 26
■ Module 1.1 Beginnings 28
An Orientation to Lifespan Development 29
Cultural Dimensions: How Culture, Ethnicity, and Race Influence Development 31
Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan
Development 33
■ Module 1.2 Theoretical Perspectives on Lifespan Development 36
The Psychodynamic, Behavioral, and Cognitive Perspectives 37
The Humanistic, Contextual, and Evolutionary Perspectives 43
■ Module 1.3 Research Methods 48
Theories, Hypotheses, and Correlational Studies 49
Experiments: Determining Cause and Effect 53
From Research to Practice 56
Becoming an Informed Consumer of Development: Thinking Critically About “Expert” Advice 58
CHAPTER 2 The Start of Life 62

■ Module 2.1 Prenatal Development Difficult Decisions 64
Earliest Development 64
The Interaction of Heredity and Environment 73
From Research to Practice: When Nurture Becomes Nature 75
Cultural Dimensions: Cultural Differences in Physical Arousal: Might a Culture’s Philosophical Outlook
Be Determined by Genetics? 79
■ Module 2.2 Prenatal Growth and Change 81
The Prenatal Period 82
The Prenatal Environment: Threats to Development 87
Becoming an Informed Consumer of Development: Optimizing the Prenatal Environment 91
■ Module 2.3 Birth and the Newborn Infant 92
Birth 93
Becoming an Informed Consumer of Development: Dealing With Labor 98
Birth Complications 99
Cultural Dimensions: Overcoming Racial and Cultural Differences in Infant Mortality 104
The Competent Newborn 106
CHAPTER 3 Infancy 114
■ Module 3.1 Physical Development in Infancy 116
Growth and Stability 116
Motor Development 124
Cultural Dimensions: Motor Development Across Cultures 128
The Development of the Senses 131
Becoming an Informed Consumer of Development: Exercising Your Infant’s Body and Senses 135
■ Module 3.2 Cognitive Development in Infancy 136
Piaget’s Approach to Cognitive Development 136
Information Processing Approaches to Cognitive Development 142
8 From Research to Practice: Infants Learn From Adults, Not Videos 143

The Roots of Language 148
Cultural Dimensions: Is Infant-Directed Speech Similar Across All Cultures? 154
Becoming an Informed Consumer of Development: What Can You Do to Promote Infants’ Cognitive
Development? 155
■ Module 3.3 Social and Personality Development in Infancy 155
Developing the Roots of Sociability 156
Forming Relationships 161
Cultural Dimensions: Does Attachment Differ Across Cultures? 164
Differences Among Infants 165
Becoming an Informed Consumer of Development: Choosing the Right Infant Care Provider 171
CHAPTER 4 The Preschool Years 174

■ Module 4.1 Physical Development in the Preschool Years 176
The Growing Body 176
The Growing Brain 179
Motor Development 180
Becoming an Informed Consumer of Development: Keeping Preschoolers Healthy 182
■ Module 4.2 Cognitive Development in the Preschool Years 183
Piaget’s Approach to Cognitive Development 184
Information Processing and Vygotsky’s Approach to Cognitive Development 188
The Growth of Language and Learning 193
Cultural Dimensions: Preschools Around the World: Why Does the United States Lag Behind? 197
■ Module 4.3 Social and Personality Development in the Preschool Years 198
Forming a Sense of Self 198
Cultural Dimensions: Developing Racial and Ethnic Awareness 199
Friends and Family: Preschoolers’ Social Lives 202
Becoming an Informed Consumer of Development: Disciplining Children 209
Moral Development and Aggression 210
From Research to Practice: Do Violent Video Games Make Children Violent? 215
Becoming an Informed Consumer of Development: Increasing Moral Behavior and Reducing Aggression in
Preschool-Age Children 216
CHAPTER 5 Middle Childhood 220

■ Module 5.1 Physical Development in Middle Childhood 222
The Growing Body 222
Motor Development and Safety 225
Children With Special Needs 229
Becoming an Informed Consumer of Development: Keeping Children Fit 231
■ Module 5.2 Cognitive Development in Middle Childhood 232
Intellectual and Language Development 233
Schooling: The Three Rs (and More) of Middle Childhood 239
Cultural Dimensions: Multicultural Education 243
Intelligence: Determining Individual Strengths 243
■ Module 5.3 Social and Personality Development in Middle Childhood 253
The Developing Self 254
Cultural Dimensions: Are Children of Immigrant Families Well Adjusted? 257
Relationships: Building Friendship in Middle Childhood 261
Becoming an Informed Consumer of Development: Increasing Children’s Social Competence 266
Contents 9

Family Life in Middle Childhood 267
From Research to Practice: Closing the Digital Divide: Some Unintended Consequences 272
CHAPTER 6 Adolescence 276
■ Module 6.1 Physical Development in Adolescence 278
Physical Maturation 278
Threats to Adolescents’ Well-Being 286
Becoming an Informed Consumer of Development: Hooked on Drugs or Alcohol? 289
Cultural Dimensions: Selling Death: Pushing Smoking to the Less Advantaged 290
■ Module 6.2 Cognitive Development in Adolescence 292
Cognitive Development 293
School Performance 298
■ Module 6.3 Social and Personality Development in Adolescence 302
Identity: Asking “Who Am I?” 303
Becoming an Informed Consumer of Development: Preventing Adolescent Suicide 311
Relationships: Family and Friends 312
Cultural Dimensions: Race Segregation: The Great Divide of Adolescence 317
From Research to Practice: R U Friends 4 Real?: Are Digital Communications Changing Teenagers’
Friendships? 319
Dating, Sexual Behavior, and Teenage Pregnancy 321
CHAPTER 7 Early Adulthood 328

■ Module 7.1 Physical Development in Early Adulthood 330
Physical Development 330
Cultural Dimensions: How Cultural Beliefs Influence Health and Health Care 333
Physical Limitations and Challenges 334
Stress and Coping: Dealing With Life’s Challenges 336
Becoming an Informed Consumer of Development: Coping With Stress 340
■ Module 7.2 Cognitive Development in Early Adulthood 341
Cognitive Development 342
Intelligence: What Matters in Early Adulthood? 345
College: Pursuing Higher Education 347
Becoming an Informed Consumer of Development: When Do College Students Need Professional Help With
Their Problems? 351
■ Module 7.3 Social and Personality Development in Early Adulthood 354
Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood 355
From Research to Practice: Emerging Adulthood: A New Stage of Life? 356
Cultural Dimensions: Gay and Lesbian Relationships: Men With Men and Women With Women 362
The Course of Relationships 363
Work: Choosing and Embarking on a Career 370
Becoming an Informed Consumer of Development: Choosing a Career 374
CHAPTER 8 Middle Adulthood 378

■ Module 8.1 Physical Development in Middle Adulthood 380
Physical Development 380
Sexuality in Middle Adulthood 383
Health 387
Cultural Dimensions: Individual Variation in Health: Ethnic and Gender Differences 390
■ Module 8.2 Cognitive Development in Middle Adulthood 393
10 Contents Cognitive Development 393

From Research to Practice: What Is Multitasking Doing to Our Brains? 397
Memory 398
Becoming an Informed Consumer of Development: Effective Strategies for Remembering 399
■ Module 8.3 Social and Personality Development in Middle Adulthood 400
Personality Development 400
Cultural Dimensions: Middle Age: In Some Cultures It Doesn’t Exist 404
Relationships: Family in Middle Age 406
Becoming an Informed Consumer of Development: Dealing With Spousal Abuse 414
Work and Leisure 416
Cultural Dimensions: Immigrants on the Job: Making It in America 419
CHAPTER 9 Late Adulthood 422

■ Module 9.1 Physical Development in Late Adulthood 424
Physical Development in Late Adulthood 425
Health and Wellness in Late Adulthood 431
From Research to Practice: Alzheimer’s Disease: A Step Toward Prevention? 433
Becoming an Informed Consumer of Development: Caring for People With Alzheimer’s Disease 434
Cultural Dimensions: Gender, Race, and Ethnic Differences in Average Life Expectancy: Separate Lives,
Separate Deaths 439
■ Module 9.2 Cognitive Development in Late Adulthood 440
Intelligence 441
Memory 443
■ Module 9.3 Social and Personality Development in Late Adulthood 445
Personality Development and Successful Aging 446
Cultural Dimensions: How Culture Shapes the Way We Treat People in Late Adulthood 450
The Daily Life of Late Adulthood 454
Becoming an Informed Consumer of Development: Planning for—and Living—a Good Retirement 458
Relationships: Old and New 459
CHAPTER 10 Death and Dying 468

■ Module 10.1 Dying and Death Across the Life Span 470
Defining Death: Determining the Point at Which Life Ends 470
Death Across the Life Span: Causes and Reactions 471
Cultural Dimensions: Differing Conceptions of Death 475
Death Education: Preparing for the Inevitable? 475
■ Module 10.2 Confronting Death Deciding to Say Good-Bye 477
Understanding the Process of Dying: Taking Steps Toward Death 477
Choosing the Nature of Death: Is DNR the Way to Go? 480
Caring for the Terminally Ill: The Place of Death 483
■ Module 10.3 Grief and Bereavement Facing the Void 484
Mourning and Funerals: Final Rites 485
Bereavement and Grief: Adjusting to the Death of a Loved One 486
From Research to Practice: How Helpful Is Grief Counseling? 488
Becoming an Informed Consumer of Development: Helping a Child Cope With Grief 489
References R–1
Glossary G–1
Credits C–1
Name Index NI–1
Subject Index SI–1
Answers to Review, Check, and Apply boxes A–1
Contents 11

Preface
To the Student
Welcome to the field of lifespan development! It’s a discipline that’s about you, about your
family and those who came before you, and about those who may follow in your footsteps. It’s
about your genetic heritage, and it’s about the world in which you were raised.
Lifespan development is a field that will speak to you in a very personal way. It covers the
range of human existence from its beginnings at conception to its inevitable ending at death.
It is a discipline that deals with ideas and concepts and theories, but one that above all has at
its heart people—our fathers and mothers, our friends and acquaintances, and our very selves.
But before we jump into the world of lifespan development, let’s spend a little time getting
to know this book and the way it presents the material. Knowing how the book is constructed
will pay off in big ways.
Getting to Know the Book

You’ve probably already read a fair number of textbooks over the course of your college
career. This one is different.
Why? Because it’s written from your perspective as a student. Every word, sentence, para-
graph, and feature in this book is included because it’s meant to explain the field of lifespan
development in a way that excites you, engages you with the content, and facilitates the study
of the material. And by doing that, it maximizes your chances for not only learning the mate-
rial and getting a good grade in your class, but also applying the material in a way that will
improve your life.
The very organization of the book is based on what psychologists know about how stu-
dents study most effectively. The text is divided into short modules, nestled within chapters,
with each module having several clearly demarcated subsections. By focusing your study in
short sections, you’re much more likely to master the material.
Similarly, the material is organized into learning objectives, abbreviated as LO. At the start
of every major section, you’ll find them in the form of questions. It makes sense to pay par-
ticular attention to the learning objectives, because they indicate the material that instructors
most want you to learn and that they use to develop test questions.
The book also has a way of indicating which terms are most critical to your understand-
ing of lifespan development. Key terms and concepts are printed in boldface type, and are
defined in the margins. Less-critical terms and concepts are printed in italics and defined
within the paragraph where they first appear, but not in the margin.
To further help you study, modules end with a “Review, Check, and Apply” section. The
“Review” section includes a summary of the material in the module, organized by learning
objective. There are also several “Check Yourself” questions, which require that you recall and
understand the material in order to answer correctly. Finally, there’s a question that requires
you to apply the material in the chapter to some real-world issue. By answering the “Applying
Lifespan Development” question, you’re demonstrating a higher-order understanding related
to critical thinking.
You’ll also find several recurring features in every chapter. There are opening vignettes
designed to illustrate how lifespan development is relevant to everyday life. There are boxes,
called “From Research to Practice,” which include recent research that is applied to current
social issues, and “Cultural Dimensions” sections that highlight multicultural issues related
to lifespan development.
Ever wish you could apply the theoretical material you’re reading about in a textbook to
your own life? The section called, “Becoming an Informed Consumer of Development,” offers
a variety of tips and guidelines, based on the chapter’s theme, ranging from child-rearing tips
to choosing a career and planning your retirement. By applying these to your life, you’ll learn
the diversity of what the field of lifespan development has to offer.
Finally, there are several features illustrating how the material is relevant from the per-
spectives of people in different roles and professions, including parents, educators, health
12

care providers, and social workers. “From the Perspective of…” asks you questions designed
to help you think critically about how lifespan development applies to someone working in
a specific field, and “Putting It All Together”—a summary at the end of each chapter—will
help you integrate the material in the modules and learn how it applies across a variety of
dimensions.
A Last Word…
I wrote this book for you. Not for your instructor, not for my colleagues, and not to see it sit-
ting on my own bookshelf. I wrote this book as an opportunity to extend what I do in my own
classes at the University of Massachusetts Amherst, and to reach a wider, and more diverse,
set of students. For me, there’s nothing more exciting as a college professor than to share my
teaching and knowledge with as many students as possible.
I hope this book grabs your interest in lifespan development and shows you how it can
apply to your own life and 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@psych.
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 challenges. 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 develop-
ment 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 elec-
tronic media that promote understanding of key concepts and take advantage of students’
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
integration diminishes the potential impact of both traditional and electronic media and the
advantages that an integration of the two could produce in terms of helping students engage
with and learn the subject matter.
Discovering the Life Span, third edition, directly addresses 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 research and theory of lifespan developmentalists.
The book uses a modular approach to optimize student learning. Each chapter is divided
into two or 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 mate-
rial in small chunks represents a structure that psychological research long ago found to be
optimum for promoting learning.
The modular approach has another advantage: It allows instructors to customize instruc-
tion by assigning only those modules that fit their course. Each of the book’s chapters focuses
on a particular period of the life span, and within each chapter separate modules address the
three main conceptual approaches to the period: physical development, cognitive develop-
ment, 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.
Preface 13

An Introduction to Discovering
the Life Span, Third Edition
Discovering the Life Span, third 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 introduc-
tion 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
prenatal period, infancy and toddlerhood, the preschool years, middle childhood, adoles-
cence, early and middle adulthood, and late adulthood. Within these periods, it focuses on
physical, cognitive, and social and personality development.
In a unique departure from traditional lifespan development 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 development. 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 ap-
propriate, but with a view toward delineating the field as it now stands and the directions
toward which it is evolving. Similarly, while providing 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 possible a dialogue between author and student. The text is meant to
be understood and mastered on its own by students 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.
• LEARNING OBJECTIVES. Every module begins with a set of learning objectives, clearly
specifying what students are expected to master after reading and studying the material.
The learning objectives are couched in the form of engaging questions meant to intrigue
students and motivate learning.
• 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.
• FROM RESEARCH TO PRACTICE. Each chapter includes a box that describes current
developmental research or research issues, applied to everyday problems.
• CULTURAL DIMENSIONS. Every chapter includes several “Cultural Dimensions”
sections incorporated into the text. These sections highlight issues relevant to today’s
multicultural society. Examples of these sections include discussions about preschools
around the world, gay and lesbian relationships, the marketing of cigarettes to the less
advantaged, and race, gender, and ethnic differences in life expectancy.
• BECOMING AN INFORMED CONSUMER OF DEVELOPMENT. Every chapter
includes information on specific uses that can be derived from research conducted by
developmental investigators. For instance, the text provides concrete information on how
to encourage children to become more physically active, help troubled adolescents who
might be contemplating suicide, and planning and living a good retirement.
• REVIEW, CHECK, AND APPLY SECTIONS. Each module is divided into several sub-
sections. At the end of each section are a series of questions on the chapter content, short
recaps of the chapters’ main points, and a question oriented to apply the chapter content
to the real world, keyed to the learning objectives.
14 Preface

• “FROM THE PERSPECTIVE OF…” QUESTIONS. Students will encounter frequent
questions throughout the text designed to show the applicability of the material to
a variety of professions, including education, nursing, social work, and healthcare
providers.
• 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 prologue is recapped and addressed from the three domains of physical, cognitive,
and social and personality development. In addition, questions address the prologue from the
perspective of people such as parents, professional caregivers, nurses, and educators.
What’s New in the Third Edition?

The third 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 information. For instance, advances in areas such as behavioral genetics,
brain development, evolutionary perspectives, and cross-cultural approaches to development
receive expanded and new coverage. In addition, this new edition reflects the recently-published
new edition of DSM-5. Overall, hundreds of new citations have been added, with most of those
from articles and books published in the last 2 years.
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:
Chapter 1 Shaken baby syndrome incidence

Brain scan showing shaken baby syndrome
Update on first person conceived in in vitro
damage
New examples of police issues by lifespan
Line between Cesarean delivery and infant
development research
obesity
Debunking relationship between vaccination
New statistics on incidence of SIDS
and autism
Efficacy of educational media for children
Research on same-sex parenting efficacy
Parent responsiveness to infants’ babbling
Emerging adulthood
Infant understanding of movement
Chapter 2 trajectories
Infant understanding of gravity
Transgenerational epigenetic inheritance
Evidence of infants’ theory of mind at 18
Placental role in brain development months
Down syndrome treatment Research showing 10 and 13-month olds
In vitro fertilization success rates mentally represent social dominance
In vitro fertilization live birth rates Infant preferences for helpful versus
Psychological consequences of antisocial behavior
miscarriage
Statistics on international abortion Chapter 4
incidence Lack of link between vaccination and
Incidence of hunger worldwide autism
Miscarriage and postpartum depression Importance of serving food with low sodium
Controversy regarding routine screening and fat content
Statistics on infant mortality Preschool benefits 25 years after
Water birthing participation
Costs of caring for premature infants Additional characteristics of high quality
Increase in cesarean deliveries child care
Higher risk of mental illness in preterm Effect of violent video games
infants Incidence of autism
Chapter 3 Spanking as a violation of human rights
Genetic roots of generosity and
Reduced rates of infection in breastfed
selfishness
infants
Preface 15

Chapter 5 New figure on ideal family size
Fertility rate in the United States,
Autistic spectrum disorders
Afghanistan, and Zambia
Asthma
Increase in cohabitation
Cost of psychological disorders in
New data on husband/wife division of labor
children
Majority of births occur outside of marriage
ADHD incidence and treatment
for women under 30
Changes in brain due to reading
Change in term “mental retardation” to Chapter 8
“intellectual disability”
Multitasking and thinking quality
Decreasing digital divide between poor and
Driving and texting
affluent children
Sexual activity in middle age
Unmonitored digital use in children raised
Differences in brain activity in older adults
in poverty
Decline in percentage of post-menopausal
Immigrant children’s physical health
women taking hormone therapy
Sibling experiences in different cultural
Coping mechanisms in successful marriages
contexts
Disengagement from work during leisure
Anti-bullying programs
time
Chapter 6 Boomerang generation statistics/figures
Helicopter parenting
Brain damage due to binge drinking in
Divorce rate increase for people 50 and older
teenagers
(statistics and graph)
Cyberbullying
Risky behavior caused by overestimation of Chapter 9
rewards
Discovery of gene mutation that prevents
Media use supplants other forms of social
Alzheimer’s disease
interaction
Updated statistics on life
New figure on teens and cell phone use
expectancy
Waivers for “No Child Left Behind” law
Drug therapy with mTOR to
Use of Adderall to increase academic
extend life
performance
Maximum aging possibilities
New AIDS statistics
Increase in sexually transmitted diseases in
Friendship and social networks
late adulthood
Sexting
Dwindling confidence in ability to retire
Teenage pregnancy rates at historic lows
comfortably
Declines in rates of adolescent sexual
Grandchildren as part of grandparents’
intercourse
social networks
Increase in use of condoms
Health improvements lead to greater
Religion as viewing the world in terms of
involved of great-grandparents in the lives
intentional design
of their great-grandchildren
Gender-nonconforming gays and lesbian
Elder abuse prevalence
adjustment
Changes in theory of mind in late
More positive societal attitudes towards
adulthood
homosexuality: majority support of gay and
Light/dark adaptation changes
lesbian marriage
Selective optimization with compensation
Increase in bicultural identity
term changed
Chapter 7 Health screenings table condensed
College completion for blacks Chapter 10
Future orientation personality variable Effectiveness of grief counseling
Sex discrimination in math intensive fields Efficacy of encouraging people o
Average weight cross-culturally express negative emotions following
Emerging adulthood grief
Total costs of raising children Criticisms of Kubler-Ross
16 Preface

A Final Note
I am very excited about this new edition of Discovering the Life Span. I believe its length,
structure, and media and text integration 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.
Preface 17

Ancillaries
Discovering the Life Span is accompanied by a superb set of teaching and learning materials.
For the Instructor:

• Instructor’s Resource Manual Designed to make your lectures more effective and save
you preparation time, this extensive resource gathers together the most effective activities
and strategies for teaching your course. The Instructor’s Resource Manual includes learn-
ing objectives, key terms and concepts, self-contained lecture suggestions, and class activi-
ties for each chapter with handouts, supplemental reading suggestions, and an annotated
list of additional multimedia resources.
The Instructor’s Resource Manual is available for download via the Pearson Instructor’s
Resource Center (www.pearsonglobaleditions.com/Feldman).
• PowerPoint Lecture Slides The PowerPoints provide an active format for presenting
concepts 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.pearsonglobaleditions.com/Feldman).
• Test Item File For the third edition, each question was checked to ensure that the correct
answer was marked and the page reference was accurate. The test bank contains multiple-
choice, true/false, and essay questions, each referenced to the relevant page in the book and
correlated to chapter learning objectives and APA learning outcomes. An additional feature
for the test bank is the identification of each question as factual, conceptual, or applied. This
allows professors to customize their tests and to 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 Item File is available for download
via the Pearson Instructor’s Resource Center (www.pearsonglobaleditions.com/Feldman).
For the Student:

Media Supplements for the Student
• CourseSmart eTextbook* CourseSmart offers students an online subscription to Dis-
covering the Life Span, third edition at up to 60 percent savings. With the CourseSmart
eTextbook, students can search the text, make notes online, print our reading assignments
that incorporate lecture notes, and bookmark important passages. Ask your Pearson sales
representative for details or visit www.coursesmart.co.uk.
Supplementary Texts
Contact your Pearson representative to package any of these supplementary texts with
Discovering the Life Span, third edition.
• Current Directions in Developmental Psychology (ISBN: 0205597505). Readings from
the American Psychological Society. This exciting reader includes over 20 articles that
have been carefully selected for the undergraduate audience, and taken from the very
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.
• Twenty Studies That Revolutionized Child Psychology by Wallace E. Dixon Jr.
(ISBN: 0130415723). Presenting the seminal research studies that have shaped modern
*This product may not be available in all markets. For more details, please visit www.coursesmart.co.uk or
contact your local Pearson representative.
18

developmental psychology, this brief text provides an overview of the environment that
gave rise to each study, its experimental 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 cul-
tural 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 in-
formation on career options available to psychology majors, tips for improving academic
performance, and a guide to the APA style of research reporting.
Ancillaries 19

Acknowledgments Janet Boseovski, The University of North Carolina at
Greensboro
J DeSimone, William Paterson University
Michael Devoley, Montgomery College
I am grateful to the following reviewers who Teri Bourdeau, University of Tulsa David Devonis, Graceland University
provided a wealth of comments, constructive Sarah Boysen, The Ohio State University Ginger Dickson, The University of Texas at El Paso
criticism, and encouragement: Nicole Bragg, Mt. Hood Community College Trina Diehl, Northwest Vista College
Gregory Braswell, Illinois State University Darryl Dietrich, The College of St. Scholastica
Judith Breen, College of DuPage Jennie Dilworth, Georgia Southern University
Lola Aagaard, Morehead State University
Alaina Brenick, University of Maryland Stephanie Ding, Del Mar College
Glen Adams, Harding University
Jennifer Brennom, Kirkwood Community College Betsy Diver, Lake Superior College
Sharron Adams, Wesleyan College
Barbara Briscoe, Kapiolani Community College Delores Doench, Southwestern Community College
Carolyn Adams-Price, Mississippi State University
Caralee Bromme, San Joaquin Delta Community Margaret Dombrowski, Harrisburg Area Community
Leslie Adams Lariviere, Assumption
College College–Lancaster
Judi Addelston, Valencia Community College
Brookover, Betty Cecile, Xavier University of Louisiana Heather Dore, Florida Community College at
Bill Anderson, Illinois State University
Veda Brown, Prairie View A&M University Jacksonville
Carrie Andreoletti, Central Connecticut State
Janine Buckner, Seton Hall University Jackie Driskill, Texas Tech University
University
Sharon Burson, Temple College Victor Duarte, North Idaho College
Harold Andrews, Miami Dade College–Wolfson
Cathy Bush, Carson-Newman College Susan Dubitsky, Florida International University
Ivan Applebaum, Valencia Community College
Jean Cahoon, Pitt Community College Shelley Dubkin-Lee, Oregon State University
Sally Archer, The College of New Jersey
Cheryl Camenzuli, Molloy College Beryl Dunsmoir, Concordia University at Austin
Janet Arndt, Gordon College
Angela Campbell, Harrisburg Area Community College Paula Dupuy, The University of Toledo
Christine Bachman, University of Houston–Downtown
Debb Campbell, College of the Sequoias Kathleen Dwinnells, Kent State University–Trumbull
Harriet Bachner, Pittsburg State University
Lillian Campbell, Humber College Campus
Nannette Bagstad, Mayville State University
Diane Caulfield, Honolulu Community College Darlene Earley-Hereford Southern Union State
Mary Ballard, Appalachian State University
Rick Caulfield, University of Hawaii at Manoa Community College
Michelle Bannoura, Hudson Valley Community College
Lisa Caya, University of Wisconsin–La Crosse Y. van Ecke, College of Marin
Daniel Barajas, Community Collge of Denver
Laura Chapin, Colorado State University David Edgerly, Quincy University
Ted Barker, Okaloosa-Walton College
Jing Chen, Grand Valley State University Jean Egan, Asnuntuck Community College
Catherine Barnard, Kalamazoo Valley Community
John Childers, East Carolina University Trish Ellerson, Miami University
College
Saundra Ciccarelli, Gulf Coast Community College Kelley Eltzroth, Mid-Michigan Community College
Gena Barnhill, Lynchburg College
Diana Ciesko, Valencia Community College Laurel End, Mount Mary College
Sue Barrientos, Butler Community College
Cherie Clark, Queens University of Charlotte Dale Epstein, University of Maryland
Sandra Barrueco, The Catholic University of America
Wanda Clark, South Plains College Diana E., Espinoza Laredo Community College
Carolyn Barry, Loyola College in Maryland
J. B Clement, Daytona College Melissa Essman, California State University, Fullerton
Chris Barry, University of Southern Mississippi
Kimberly Cobb, Edgecombe Community College Deborah Evans, Stipp Ivy Tech Community College
Robin Bartlett, Northern Kentucky University
Margaret Coberly, University of Hawaii–Windward Jenni Fauchier, Metropolitan Community College
Shirley Bass-Wright, St. Philip’s College
Lawrence Cohn, University of Texas at El Paso Nancy Feehan, University of San Francisco
Kellie Bassell, Palm Beach Community College
Barbara Connolly, University of Tennessee Health Jef Feldman, Los Angeles Pierce College
Sherry Black, Western Nevada College
Sciences Center Pamela Fergus, MCTC and IHCC
Bette Beane, The University of North Carolina at
Greensboro Deborah Copeland, Palm Beach Community College Ric Ferraro, University of North Dakota
Dan Bellack, Trident Technical College Kristi Cordell-McNulty, Angelo State University Donna Fletcher, Florida State University
Amy Bender, University of Milwaukee Ellen Cotter, Georgia Southwestern State University Christine Floether, Centenary College
Marshelle Bergstrom, University of Trina Cowan, Northwest Vista College June Foley, Clinton Community College
Wisconsin–Oshkosh Jodi Crane, Lindsey Wilson College Jeanene Ford, Holmes Community College
Doreen Berman, Queens College Pat Crane, Santa Ana College Lee Fournet, Central Arizona College
Debra Berrett, Solano Community College Amanda Creel, Sowela Technical Community College Jody Fournier, Capital University
Irene Bersola-Nguyen, Sacramento State University Jeanne Cremeans, Hillsborough Community College Tony Fowler, Florence-Darlington Technical College
Wendy Bianchini, Montana State University Don Crews, Southwest Georgia Technical College James Francis, San Jacinto College
John Bicknell, Temple College Geraldine Curley, Bunker Hill Community College Inoke Funaki, Brigham Young University Hawaii
Robert Birkey, Goshen College Gregory Cutler, Bay de Noc Community College Sonia Gaiane, Grossmont College
Carol Bishop, Solano Community College Chris Daddis, The Ohio State University at Marion Donna Gainer, Mississippi State University
Sherry Black, Western Nevada College Anne Dailey, Community College of Allegheny County Teresa Galyean, Wytheville Community College
Angela Blankenship, Nash Community College Billy Daley, Fort Hays State University Mary Garcia-Lemus, California Polytechnic State
Cheryl Bluestone, Queensborough Community Dianne Daniels, UNC Charlotte University, San Luis Obispo
(CUNY) Karen Davis, Southwest Georgia Technical College Laura Garofoli, Fitchburg State College
Tracie Blumentritt, University of Wisconsin–La Crosse Dora Davison, Southern State Community College Andy Gauler Florida, Community College at
Kathy Bobula, Clark College Paul Dawson, Weber State University Jacksonville
Denise Ann Bodman, Arizona State University Barbara DeFilippo, Lansing Community College C. Ray Gentry, Lenior-Rhyne College
Kathleen Bonnelle, Lansing Community College Tara Dekkers, Northwestern College Jarilyn Gess, Minnesota State University Moorhead
20 Acknowledgments

Sharon Ghazarian, The University of North Daphne Johnson, Sam Houston State University Don Lucas Northwest Vista College
Pam Gingold, Merced College Margaret Johnson, Bridgewater State College Joe Lund, Taylor University
Shery Ginn, Rowan Cabarrus Community College Stephanie Johnson, Southeast Community College Salvador Macias, University of South Carolina Sumter
Drusilla Glascoe, Salt Lake Community College Deborah Jones, Florida Community College Grace Malonai, Saint Mary’s College of California
Donna Goetz, Elmhurst College Katherine Jones, Mississippi College Donna Mantooth, Georgia Highlands College
Rob Goralewicz, Dabney Lancaster Community College James Jordan, Lorain County Community College Deborah Marche, Van Glendale Community College
Christina Gotowka, Tunxis Community College Linda G.Jordan, Skagit Valley College Rebecca Marcon, University of North Florida
Thomas Grady, Neosho County Community College Terri Joseph, Kent State University East Liverpool T. Darin Matthews, The Citadel
Donna Gray, Irvine Valley College Diana Joy, Community College of Denver Kelly McCabe, University of Mary Hardin Baylor
Troianne Grayson, Florida Community College at Carl Jylland-Halverson, University of Saint Francis William McCracken, Delaware Technical &
Jacksonville–South Campus Louise Kahn, University of New Mexico Community College
Jo Greathouse, Brazosport College Susan Kamphaus, Tulsa Community College West Jim McDonald, California State University, Fresno
Jerry Green, Tarrant County College Campus Cathy Mcelderry, University of Alabama at
Janelle Grellner, University of Central Oklahoma Richard Kandus, Mt. San Jacinto College Birmingham
Kristi Guest, University of Alabama at Birmingham Paul Kaplan, SUNY at Stony Brook Jim McElhone, The University of Texas of the Permian
Basin
James Guinee, University of Central Arkansas Michele Karpathian, Waynesburg College
Cathy McEvoy, University of South Florida
Jill Haasch, Glenville State College Mark Kavanaugh, Kennebec Valley Community College
Annie McManus, Parkland College at Jacksonville
Sharon Habermann, Providence Theological Seminary Henry Keith, Delaware Technical & Community
College Beth McNulty, Lake Sumter Community College
Helen Hagens, Central Michigan University
Debbie Keller, College of the Ozarks Marcia McQuitty, Southwestern Theological Seminary
Lisa Hager, Spring Hill College
Jeffrey Kellogg, Marian College Dixie Cranmer McReynolds, St. Vincent’s College
Carolyn Halliburton, Dallas Baptist University
Colleen Kennedy, Roosevelt University Joan Means, Solano Community College
Sam Hardy, Brigham Young University
Rosalie Kern, Michigan Tech University Omar Mendez, William Paterson University of New
Mark Harmon, Reedley College–North Centers
Jersey
Dyan W., Harper University of Missouri–St. Louis Lisa Kiang, Wake Forest
K.Mentink, Chippewa Valley Technical College
Melody Harrington, St. Gregory’s University Tim Killian, University of Arkansas
Peter Metzner, Vance Granville Community College
Nancy Hartshorne, Central Michigan University William Kimberlin, Lorain County Community College
LeeAnn Miner, Mount Vernon Nazarene University
Loretta Hauxwell, McCook Community College Michalene King, Kent State Tuscarawas
Ellen Mink, Elizabethtown Community and Technical
Christina Hawkey, Arizona Western College Jennifer King-Cooper, Sinclair Community College
College
Lora Haynes, University of Louisville Kenyon Knapp, Troy University, Montgomery Campus
Michael Miranda, Kingsborough Community
Sam Heastie, Fayetteville State University Don Knox, Midwestern State University College/CUNY
Patti Heer, Clarke College Larry Kollman, North Iowa Area Community College Steve Mitchell, Somerset Community College
Steve Hendrix, James Sprunt Community College Leslee Koritzke, Los Angeles Trade Tech College Yvonne Montgomery, Langston University
Sarah Herald, Arizona State University Nicole Korzetz, Lee College Beverly Moore, Sullivan County Community College
Mary Hetland, Minnesota State Community Holly Krogh, Mississippi University for Women Brad Morris, Grand Valley State University
August Lageman, Virginia Intermont College Dolly Morris, University Alaska Fairbanks, TVC Campus
Carolyn Hildebrandt, University of Northern Iowa
Carol Laman, Houston Community College AudreyAnn C Moses, Hampton University
Pamela Hill, San Antonio College
Warren Lambert, Somerset Community College Jean Mosley, Oral Roberts University
Sharon Hogan, Cuyahoga Community College
Jonathan Lang, Borough of Manhattan C. College Carol Mulling, Des Moines Area Community College
Frank Holiwski, South Georgia College
Rich Lanthier, George Washington University Jeannette Murphey, Meridian Community College
Debra Hollister, Valencia Community College
Leslie Lariviere, Adams Assumption Sylvia Murray, University of South Carolina Upstate
Sachi Horback, Baltimore City Community College
Larkan-Skinner, Kara, Amarillo College Ron Naramore, Angelina College
Scott Horton, Mitchell College
Yvonne Larrier, Indiana University South Bend Lisa Newell, Indiana, University of Pennsylvania
Julie Howard, Vanguard University
Richard Lazere, Portland Community College Glenda Nichols, Tarrant County College–South
Herman Huber, College of Saint Elizabeth
Jennifer Leaver, Eastern Arizona College David Nitzschke, Western Iowa Tech Community
Martha Hubertz, Florida Atlantic University
Maria LeBaron, Randolph Community College College
Heidi Humm, Mercy College
Gary Leka, University of Texas–Pan American Harriett Nordstrom, University of Michigan–Flint
Bob Humphries, Walsh University
Diane Lemay, University of Maine at Augusta Meghan Novy, Palomar College
David Hurford, Pittsburg State University
Elizabeth Lemerise, Western Kentucky University Elleen O’Brien, UMBC
MaryLu Hutchins, West Liberty State College
Cynthia Lepley, Thomas College Valerie O’Krent, California State University–Fullerton
Cynthia Ingle, Bluegrass Community and Technical
College Norma Lestikow, Highland Community College Shirley Ogletree, Texas State–San Marcos
Nicolle Ionascu, Queen’s University Blue Levin, Ridge Community College Jennifer Oliver, Rockhurst University
Jessica Jablonski, Richard Stockton College of New Lawrence Lewis, Loyola University New Orleans Leanne Olson, Wisconsin Lutheran College
Jersey Mary B Lewis. Eberly, Oakland University Rose Olver, Amherst College
Sabra Jacobs, Big Sandy Community and Technical Linda Liptok, McIntosh Kent State Sharon Ota, Honolulu Community College
College University–Tuscarawas John Otey, Southern Arkansas University
Alisha Janowsky, University of Central Florida Nancey Lobb, Alvin Community College Karl Oyster, Tidewater Community College
Debbra Jennings, Richland College R. Martin Lobdell, Pierce College Gwynne Pacheco, Hawaii Community College
Sybillyn Jennings, Russell Sage College Janet Lohan, Washington State University Roger Page, Ohio State University–Lima
Acknowledgments 21

Joseph Panza, Southern Connecticut State University Eric Seemann, University of Alabama in Huntsville Marina Vera, Southwestern College
Jennifer Parker, University of South Carolina Upstate Nancy Segal, California State University–Fullerton Monica Vines, Central Oregon Community College
Brian Parry, San Juan College Sandy Sego, American International College Steven Voss, Moberly Area Community College
Joan Paterna, Manchester Community College Zewelanji Serpell, James Madison University John Wakefield, University of North Alabama
Julie Patrick, West Virginia University Nitya Sethuraman, Indiana University Rebecca Walker-Sands, Central Oregon Community
Sue Pazynski, Glen Oaks Community College Virginia Shipman, University of New Mexico College
Carola Pedreschi, Miami Dade College Beth Sigmon, Robeson Community College James Wallace, St. Lawrence University
Colleen Peltz, Iowa Lakes Community College Denise Simonsen, Fort Lewis College Todd Walter, D’Youville College
John Phelan, Western Oklahoma State College Julie Singer, University of Nevada, Reno Mark Wasicsko, Northern Kentucky University
Peter Phipps, Dutchess Community College Peggy Skinner, South Plains College Debbie Watson, Shawnee State University
Michelle Pilati, Rio Hondo College Tara Smith, Elizabethtown College Sheree Watson, University of Southern Mississippi
Laura Pirazzi, San Jose State University Todd Smith, Lake Superior State University Nancy Wedeen, Los Angeles Valley College
Diane Pisacreta, St. Louis Community College Jerry Snead, Coastal Carolina Community College Glenn Weisfeld, Wayne State University
Deanna Pledge, Stephens College James Snowden, Midwestern State University Orville Weiszhaar, Minneapolis Community and
Technical College
Leslee Pollina, Southeast Missouri State University Le’Ann Solmonson, Stephen F. Austin State University
Lori Werdenschlag, Lyndon State College
Yuly Pomares, Miami Dade College Brooke Spatta, Lynn University
Laurie Westcott, New Hampshire Community
Jean Poppei, The Sage Colleges/Russell Sage College Tracy Spinrad, School of Social and Family Dynamics
Technical College
Lydia Powell, Vance-Granville Community College Melinda Spohn, Spokane Falls Community College
Linda Whitney, Houston Community College Northwest
Sherri Restauri, Jacksonville State University Jill Steinberg, University of Wisconsin–Madison
Robert Wiater, Bergen Community College
Kate Rhodes, Dona Ana Community College Robby Stewart, Oakland University
Sharon Wiederstein, Blinn College
Shannon Rich Texas Woman’s University Nancy Stinnett, University of Alabama
Jacqueline Williams, ,Moorpark College
Cynthia Riedi, Morrisville State College, Norwich Mary Hughes Stone, San Francisco State University
June Williams, Southeastern Louisiana University
Campus Julia Stork, Jefferson State Community College
Kay Williams, Tidewater Community College
Laura Rieves, Tidewater Community College Amy Strimling, Sacramento City College
Patti Williams, Tidewater Community College
Jane Roda, Penn State–Hazleton Campus Rose Suggett, Southeast Community College
Lois Willoughby, Miami Dade College
Keith Rosenbaum, Dallas Baptist University Terre Sullivan, Chippewa Valley Technical College
Stephen Wills, Mercer University
Karl Rosengren, University of Illinois at Urbana- Cyril Svoboda, University of Maryland University College
Champaign Cynthia Wilson, University of South Alabama–Baldwin
Peter Talty, Keuka College County
Renda Ross, Capital University Amber Tatnall, SUNY Delhi Christy Wolfe, University of Louisville
Willow Rossmiller, Montana State University–Great Becky Taylor, Texas Christian University
Falls College of Technology Peter Wooldridge, Durham Technical Community
Marianne Taylor, Pacific Lutheran University College
Melinda Rouse, Alamance Community College
Luis Terrazas, California State University–San Marcos Shelly Wooldridge, University of Arkansas Community
Marlo Rouse-Arnett, Georgia Southern
Thomas Thieman, College of St. Catherine College at Batesville
Lisa Routh, Pikes Peak Community College
Linda EagleHeart Thomas, The University of Bonnie Wright, Gardner-Webb University
Loretta Rudd, Texas Tech University Montana–COT Kent Yamauchi, Pasadena City College
Robert Rycek, University of Nebraska at Kearney Mojisola Tiamiyu, University of Toledo Robin Yaure, Penn State Mont Alto
Brooke Saathoff, Labette Community College Vicki Tinsley, Brescia University Ani Yazedjian, Texas State University–San Marcos
James Sapp, Kentucky Christian University Ed Titus, Troy University Mahbobeh Yektaparast, Central Piedmont Community
Marie Saracino, Stephen F. Austin State University Ivonne Tjoefat, Rochester Community & Technical College
Al Sarno, Hannibal-LaGrange College College Susan Zandrow, Bridgewater State College
Patricia Sawyer, Middlesex Community College Adrian Tomer, Shippensburg University Rowan Zeiss, Blue Ridge Community College
Linda Schaefer, Minot State University Barbara Townsend, Gannon University Laura Zettel-Watson, California State
Troy Schiedenhelm, Rowan Cabarrus Community College Jeannine Turner, Florida State University University–Fullerton
Celeste Schneider, Saint Mary’s College Jeffrey Turner, Mitchell College Elizabeth Zettler, Rellinger Illinois College
Pamela Schuetze, Buffalo State College Dave Urso, Lord Fairfax Community College Ginny Zhan, Kennesaw State University
Joe Schuh, Northern Kentucky University Cecelia Valrie, East Carolina University Ling-Yi Zhou, University of St. Francis
Candace Schulenburg, Cape Cod Community College Michael Vandehey, Midwestern State University Renee Zucchero, Xavier University
Many others deserve a great deal of thanks. I am indebted to the numerous people
who provided me with a superb education, first at Wesleyan University and later at the
University of Wisconsin. Specifically, Karl Scheibe played a pivotal role in my undergradu-
ate education, and the late Vernon Allen acted as mentor and guide through my graduate
years. It was in graduate school that I learned about development, being exposed to such
experts as Ross Parke, John Balling, Joel Levin, Herb Klausmeier, and many others. My
education continued when I became a professor. I am especially grateful to my colleagues at
the University of Massachusetts, who make the university such a wonderful place in which
to teach and do research.
22 Acknowledgments

Several people played important roles in the development of this book. Edward Murphy
and Christopher Poirier provided significant research and editorial support. In addition, John
Graiff was essential in juggling and coordinating the multiple aspects of writing a book. I am
very grateful for his help.
I am also thankful to the superb Pearson team that was instrumental in the inception
and development of this book. Jeff Marshall, the original Executive Editor, conceived of the
format of this book. Now Amber Chow has taken over, and she has brought creativity and a
wealth of good ideas to the project. I’m also extremely grateful to Program Manager Diane
Szulecki, who stayed on top of every aspect of the project and brought inventiveness and
imagination to the book. I can’t thank her enough for her way-beyond-the-call-of duty efforts
and patience with me.
Editor-in-Chief Dickson Musslewhite stood behind the project, and I’m very grateful for
his support. On the production end of things, Maria Piper, the project manager, and Kathryn
Foot, the designer, helped in giving the book its distinctive look. Finally, I’d like to thank (in
advance) marketing manager Jeremy Intal, on whose skills I’m counting.
I also wish to acknowledge the members of my family, who play such an essential role in
my life. My brother, Michael, my sisters-in-law and brother-in-law, my nieces and nephews,
all make up an important part of my life. In addition, I am always indebted to the older gen-
eration of my family, who led the way in a manner I can only hope to emulate. I will always
be obligated to the late Harry Brochstein, Mary Vorwerk, and Ethel Radler. Most of all, the list
is headed by my father, the late Saul Feldman, and my mother, Leah Brochstein.
In the end, it is my immediate family who deserve the greatest thanks. My son, Jon, his
wife, Leigh, and my grandsons Alex and Miles; my son, Josh, and his wife, Julie; and my
daughter, Sarah, and her husband, Jeff, not only are nice, smart, and good-looking, but my
pride and joy. And ultimately my wife, Katherine Vorwerk, provides the love and grounding
that makes everything worthwhile. I thank them, with all my love.
Robert S. Feldman
University of Massachusetts Amherst
Pearson wishes to thank and acknowledge the following people for their work on the
Global Edition:
Contributor:
Ivy Wong, Department of Psychology, The University of Hong Kong
Reviewers:
Crendy Tan Yen Teng
Ritu Bhandari
Neelam Rathee
Acknowledgments 23

About the Author
Robert S. Feldman is Professor of Psychology and Dean of the College of
Social and Behavioral Sciences at the University of Massachusetts at Amherst. A recipient
of the College Distinguished Teacher Award, he teaches psychology classes ranging in size
from 15 to nearly 500 students. During the course of more than 2 decades as a college in-
structor, he has taught both undergraduate and graduate courses at Mount Holyoke College,
Wesleyan University, Virginia Commonwealth University, in addition to the University of
Massachusetts.
Professor Feldman, who initiated the Minority Mentoring Program at the University of
Massachusetts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fel-
low. He initiated distance learning courses in psychology at the University of Massachusetts.
Professor Feldman also is actively involved in promoting the field of psychology. He is
President of the Federation of Associations of the Behavioral and Brain Sciences Foundation,
and he is on the Board of Directors of the Social Psychology Network.
A Fellow of both the American Psychological Association and the Association for Psy-
chological Science, Professor Feldman received a B.A. with High Honors from Wesleyan
University and an M.S. and Ph.D. from the University of Wisconsin-Madison.
Professor Feldman is a winner of a Fulbright Senior Research Scholar and Lecturer award,
and he has written more than 200 books, book chapters, and scientific articles. He has edited
Development of Nonverbal Behavior in Children (Springer-Verlag), Applications of Nonverbal
Behavioral Theory and Research (Erlbaum), and co-edited Fundamentals of Nonverbal Be-
havior (Cambridge University Press). He is also author of Child Development, Understanding
Psychology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have
been translated into a number of languages, including Spanish, French, Portuguese, Dutch,
Chinese, and Japanese.
His research interests include honesty and deception in everyday life and the use of non-
verbal behavior in impression management, and his research has been supported by grants
from the National Institute of Mental Health and the National Institute on Disabilities and
Rehabilitation Research.
Professor Feldman loves music, is an enthusiastic, if not-exactly-expert, pianist, and en-
joys cooking and traveling. He has three children, and he and his wife, a psychologist, live in
western Massachusetts, in a home overlooking the Holyoke mountain range.
24

Discovering
the Life Span

1 Introduction
The Ruiz “Happy Birthday Family Reunion” was a big success. Marco Ruiz’s grandfather,
Geraldo, who would turn 90 tomorrow, was in his glory at the center of the festivities.
Marco’s wife, Louise, had hatched the reunion idea while planning next summer’s wedding of
their youngest daughter Eva. Eva’s husband-to-be, Peter, would be the first African American in
the family, and Louise’s idea was to introduce him early so his ethnicity would be old news by
the wedding day.
Louise’s brainstorm was apparently working, given the happy din of the huge throng in at-
tendance. Marco took a quiet census: his father, Damiano, and Louise’s mom and dad, plus a
gaggle of uncles, aunts, siblings, and cousins from his and Louise’s families. One generation
down, he counted his children and their families, and virtual busloads of nieces and nephews
with their families, down to the youngest child, the daughter of Marco’s niece Terri and her
husband Tony, 4-year-old Alicia Wei-Li Saucedo, Geraldo’s great-great-granddaughter, who had
been adopted from China.
Marco watched as Grandpa Geraldo hugged and chatted happily with Alicia. There in one
small picture frame was the story of the five generations of Grandpa’s family, from 4 to 90.
Marco thought to himself: What is Grandpa making of all this? Is he wondering how he
spawned all these different personalities? Is he speculating about their careers, their futures?
Is he looking for traces of his stubbornness and short temper, his generosity and open-
mindedness? Does he find in this gathering the vast ambitions that he had as a boy? Will any
of them be—at last—the athlete that he never was, or will they be writers and thinkers like
him and his children?
Marco smiled at Louise’s idea of “integrating” Peter into the family. Peter’s skin color wasn’t
even an issue. The main stories were that Marco’s nephew Ted was here with his fiancé
Tom, and his niece Clarissa had her fiancée Rosa on her arm. Marco’s smile grew broader.
Let Grandpa wonder where this latest family trend came from.
Lifespan development is a diverse and growing field with a broad focus and wide applica-
bility. It covers the entire life span of the individual from birth to death as it examines the
ways in which people develop physically, intellectually, and socially. It asks and attempts to
answer questions about the ways in which people change and remain the same over their
years of life.
Many of the questions that developmentalists ask are, in essence, the scientist’s version
of the questions that parents ask about their children and themselves: How the genetic
legacy of parents plays out in their children; how children learn; why they make the choices
they make; whether personality characteristics are inherited and whether they change or are
stable over time; how a stimulating environment affects development; and many others. To
pursue these answers, of course, developmentalists use the highly structured, formal scien-
tific method, while parents mostly use the informal strategy of waiting, observing, engaging
with, and loving their kids.
In this chapter, we will introduce the field of lifespan development. We first discuss the
breadth of the field, both in the range of years it covers and in the topics it addresses, and
we look at the major theoretical perspectives that have examined those topics. We also
describe the key features of the scientific method, the main approach that scientists take
to answering questions of interest.
26
M01_FELD7774_03_SE_CH01.indd 26 07/07/14 7:20 AM

Module Beginnings
1.1
Nature vs. nurture: Which has the greater influence?
Module Theoretical Perspectives

1.2 on Lifespan Development
Is one right and one wrong?
Module Research Methods

1.3
What kind of research could you conduct using
Marco’s five-generation family?
MyVirtualLife
If you are currently using MyVirtualLife,
consider how you will navigate your
journey through the lifespan. What
decisions will you make?
To preview the decisions that you would

make, try this activity in your eText.
Access MyVirtualLife for a chance to live your own
virtual life.
27
M01_FELD7774_03_SE_CH01.indd 27 07/07/14 7:20 AM

Another random document with
no related content on Scribd:
Täll’aikaa oli tullut sanansaattaja talonpoikain sotajoukosta.
Hänellä oli muassaan kirje Grötrik Finckelle. Kirje oli ruotsiksi kyhätty
ja siinä sanottiin, että kapinoitsijat olivat tulleet etsimään linnaleirin
ratsumiehiä ja muita, jotka olivat olleet yksissä neuvoin Klaus
Flemingin kanssa ja pitäneet vihaa talonpojille ”eikä muuta tehneet
kuin ryöstäneet, raastaneet ja väkisin vieneet, mitä ovat käsiinsä
saaneet”, sekä että talonpojat pyysivät Finckeltä vastausta, tahtoiko
hän linnoineen antautua saman herran alaiseksi kuin he, nimittäin
Kaarlo herttuan. Kirje, päivämäärältään Joroisista, loppui sanoihin:
"Thet ähr Gemene Mans villie", se on yhteisen kansan tahto.
— Vai niin, huusi Fincke vihoissaan sanansaattajalle, ainoalla

kädellään kirjeen hitaisesti avattuansa ja sen ääneensä luettuaan.
Vai niin, tahtovat opettaa minua tuntemaan kansan tahtoa. On
olemassa ainoastaan yksi tahto Ruotsin valtakunnassa, ja se on
armollisen kuninkaamme tahto, ja Ruotsin vanhan lain nojassa
käskee se, että jokainen kavaltaja on rangaistava. Mene ja sano
tovereillesi se, sinä kirottu koira.
— Herra Götrik, lausui Olavi Sverkerinpoika nyt, ettehän aio

päästää tuota lurjusta pois kurittamatta. Hän on ansainnut läksyn,
joka voi opettaa hänelle ja muille talonpojille, mikä siitä seuraa, kun
kehoitetaan Götrik Finckeä kavaltamaan kuningastansa ja
valtakuntaa. Jumal’avita, minä hakkauttaisin poikki ne kädet, jotka
tuovat mulle moisia kirjeitä.
— Niin, te olette oikeassa! Viekää hänet pois ja hakatkaa poikki

hänen kavaltavat kätensä, komensi Fincke, jonka viha oli yltynyt
ylimmilleen Olavi Sverkerinpojan ivallisella äänellä lausumista
sanoista. Viekää hänet pois! Heti paikalla!
Sotamiehet veivät kuolon-kalpean talonpojan pois. Hetken päästä
kuului kauhea valitushuuto linnapihalta.
Ebba ja Niilo kuulivat huudon, riensivät ikkunalle ja katsahtivat

alaspäin. He näkivät silloin jotakin, joka saattoi semmoisiin
näytelmiin tottumattoman Ebban veren jähmettymään
kauhistuksesta ja raa’alla julmuudellaan kovasti kuohutti Niiloakin.
Kaksi sotamiestä piti talonpoikaa kiinni, kolmas piti hänen vasenta
kättänsä nostettuna muuria vasten, samalla kun yksi kohoitti
tapparakirvestään, jonka leveä terä valui verta. Talonpojan oikea
käsivarsi venyi hervotonna hänen sivullaan, ja veri parskui virtana
pitkin poikkihakattua kättä, joka vielä kapeasta liuskaleesta riippui
kiinni käsivarren tyngässä. Nyt heilahutti sotamies tapparaansa.
Toinen käsi putosi, kokonaan katkaistuna käsivarresta, linnapihan
kivitykselle, ja kauttaaltansa verissään vaipui talonpoika, pää
löyhänä riippuen, alas pyöveliensä väliin.
Väristen ja kalpeana kuin lumi linnan-katolla, puristihe Ebba kiinni

Niilon käsivarteen. Yhtäkkiä huutaa parkaisi hän kovasti. Peljästyen
seurasi Niilo hänen katsettansa, joka ikääskuin kangistuneena ja
kauhistuksen valtaamana oli kiintynyt vastapäätä olevan linnasalin
ikkunaan.
Ikkunasta näkyi Olavi Sverkerinpojan punainen pää, suurelta

veripilkulta näyttäen, ja noista vaanivista kasvoista heijasti ilkeys ja
katkera verenhimo, niinkuin myöskin hekkumallinen nautinto tuon
hirveän näytelmän katsomisesta. Ken nyt olisi ollut hänen lähellään,
olisi kuullut hänen mumisevan: "tuo vasta oikein on ärsyttävä
moukkia".
Hän hieroi tyytyväisenä käsiään. Jos, kuten hän otaksui, sotaväki

liian aikaisin lähtisi ulos ja vihastuneet talonpojat sen voittaisivat, niin
linna epäilemättä joutuisi heidän haltuunsa, ja silloin ei kapina enää
olisi helppo kukistaa. Hän itse anastaisi sitten, nojautuen salaisiin
valtakirjoihinsa, komennon linnassa ja pitäisi tätä herttualle
saatavissa, Kapina pääsisi tämän menestyksen kautta uuteen
vauhtiin, ja valloitus-armeija tulisi sen vaaran alttiiksi, että
kapinoitsijat piirittäisivät heidät kaikilta puolin. Ja sitten — —. Hän
heitti himoavan silmäyksen vastapäätä olevaan ikkunaan, jossa hän
oli nähnyt Ebban haamun.
Heti hänen Olavinlinnaan tullessaan oli kiihkoinen intohimo tuohon

kauniisen tyttöön hänet vallannut. Että Ebba oli kihloissa Niilo
Iivarinpojan kanssa, se ei häntä suuresti huolettanut.
Semmoisen kilpailijan saattoi helposti sysätä pois tieltään, tavalla

tai toisella. Ja kunhan vain linna kerran olisi hänen, niin kyllä hän
sitten tietäisi pitää huolen muusta.
Hetkisen kuluttua siitä käskettiin linnan varustusväki lähtemään

liikkeelle. Fincke oli noudattanut Olavi Sverkerinpojan yhä
uudistamia kehoituksia ja sotaväen, sekä miehistön että päällikköjen,
hartaita toivomuksia saada marssia talonpoikia vastaan, olletikkin
koska osasto näiden sotajoukkoa läheni pohjosesta päin, ja tuo
vaara, että talonpojat sulkisivat heidät välillensä joka haaralta,
kasvamistaan kasvoi. Fincke antoi sentähden koko pienen
miesvoimansa lähteä liikkeelle, pitäen luonaan ainoastaan
muutaman kymmenkunnan sotamiehiä vartioimassa linnaa.
Kun Niilo, — sanottuaan jäähyväiset morsiamellensa, joka oli

kauhistuneena ja täynnään pahoja aavistuksia, — kävi alas talliin
käskeäksensä Pekkaa valmistamaan hänen hevosensa, putosi
harmaanvalkoinen esine hänen jalkoihinsa. Niilo katsahti ylöspäin ja
näki eräässä ikkunassa pään, joka heti vetäytyi takaisin. Oliko tämä
harhanäköä? Hän luuli tuntevansa Gretchenin, tuon tytön Turun
markkinoilta. Miten oli hän voinut tulla tänne ja mitä oli hänellä täällä
tekemistä?
Niilo kumartui alas ja otti tuon esineen, jonka hän huomasi kiven
ympärille käärityksi paperiksi. Hän levitti sen auki ja näki että siihen
oli jotakin kirjoitettu. Käsi-ala oli melkein mahdoton lukea, mutta
hänen onnistui saada siitä selkoa. Paperissa oli ainoastaan pari
sanaa: olkaa tarkasti varoillanne.
Silloin juolahti hänelle mieleen tuo Olavin kanssa tullut

nuorukainen. Hänelle ei kuitenkaan jäänyt aikaa aprikoida tätä
kaksinkertaista ongelmaa, sillä linnapiha rupesi tulemaan täyteen
sotaväkeä, ja hetkisen mentyä oli kaikki valmiina lähtöön.
Olavi Sverkerinpoika, jolle hyökkäyksen johto oli uskottu, vei

tahallansa joukon päin vastoin sitä suuntaa, jossa hän arveli
nuijajoukon päävoiman olevan ko’olla. Muutamia päiviä kuljettuansa,
sai hän tietää että parvi nuijamiehiä oleskeli eräässä läheisessä
talon pojan-talossa. Hän komensi silloin Niilon kahdenkymmenen
miehen kanssa ajamaan heidät ulos sieltä. Itse tulisi hän apuun, niin
pian kun hän nopealla marssilla pohjoseen päin olisi pahoittanut
erään, parin penikulman päässä siitä mellastelevan pienemmän
nuijaparven vetäytymään takaisin, jotta hänellä olisi selkä selvänä,
sanoi hän.
Kahdenkymmenen ratsumiehensä kanssa saapuessaan

talonpojan-talolle, huomasi Niilo että nuijamiehet, jotka vakojiensa
kautta olivat saaneet tietoja hänen yrityksestään, olivat varustetut
puolustukseen. Kukkulalla oleva kartano, joka aikakauden
rakennustavan mukaan oli täydellisesti umpinainen, muodosti
suljetun, vahvoista hongista valmistetun linnoituksen, joka tosin oli
matala ja pieni, mutta kuitenkin hyvänä suojana puolustajilleen, jotka
voivat käyttää pirtin kapeita ikkuna-aukkoja ampumareikinä.
Niilo ryhtyi heti rynnäkköön, mutta tämä; torjuttiin, ja kolme

ratsumiestä kaatui, talonpoikain nuolet nahassaan. Kaksi tuntia kesti
sitten tappelua, mutta mitään vahinkoa ei puolustajille saatu. Silloin
Niilo ryhtyi uuteen väkirynnäkköön. Laukaistuaan väkipyssynsä pirtin
ikkuna-aukkoihin, ryntäsivät sotamiehet esiin musertaakseen
tapparoillaan ja kirveillään lujasti teljetyn portin. Niilo, joka juoksi
väkensä etupäässä, sai vähäisen haavan päähänsä nuolesta, mutta
hyökkäsi kuitenkin hillitsemättömänä eteenpäin. Kumisten kolahtivat
kirveeniskut porttiin, ja nuo puoleksi läpihakatut lankut alkoivat jo
ryskyä saumoissaan.
— Vielä pari rivakkaa sivallusta, pojat, niin ovat he hallussamme!

huusi Niilo, nostaen miekkaansa iskeäksensä viimeistä kertaa
irtautuvaan lankkuun. Silloin kaatui hän suinpäin, saatuaan
selkäänsä nuolen, joka tunkesi haarniskan halki. Monta sotamiestä
kaatui niinikään, ja joukko nuolia lensi vingahtaen porttiin. Silloin
kauhistus valtasi piirittävät, ja he syöksivät nurin niskoin tiehensä.
Joukko nuijamiehiä, jotka olivat hiipineet ulos pienen takaportin
kautta ja läheisen aidan suojassa uskaltaneet kappaleen matkaa
poispäin ahdistaakseen piirittäjiä takaa, hyökkäsi nyt päälle ja otti
haavoitetut haltuunsa.
Sill’aikaa oli Olavi Sverkerinpoika kulkenut eteenpäin pari

penikulmaa, tapaamatta mitään vihollista. Hän ei kuitenkaan
palannut takaisin eikä myöskään lähettänyt mitään miesosastoa
Niiloa auttamaan.
Silloin saavuttivat hänet nuo tappiosta paenneet ratsumiehet, ja

hän näki ilokseen ett’ei Niiloa ollutkaan heissä. Ainoa, joka ehkä
häntä epäili, oli nyt poissa, eikä hänen tarkoituksiinsa Ebbaankaan
nyt enää ollut mikään paha pulma estelemässä. Kun pakolaiset,
saadaksensa veruketta paolleen, ilmoittivat muka törmänneensä
yhteen erään nuijamiesten pää-osaston kanssa, oli Olavi sitä
uskovanansa ja retkeili kiirekulkua eteenpäin.
Kaikki oli siis tähän saakka käynyt tuon juonikkaan miehen

laskujen mukaan. Arvattavasti olikin nyt, luuli hän, talonpoikien
sotajoukko koo’lla Olavinlinnan tienoilla, ja tuo puolustajia puuttuva
linnoitus oli sanottavaa vastarintaa tekemättä joutuva kapinamiesten
käsiin.
Mutta Olavin, ilo petollisten juoniensa onnistumisesta ei jäänyt

pitkälliseksi. Lentosana Finckeltä saavutti hänet, ilmoittaen että
kaikki kävi hyvin, että linna oli saanut väkeä ja tykkiä lisäksi, että
kapina Hämeessä oli kukistettu, että Fleming koko sotajoukkonsa
kanssa jo oli Hollolassa sekä että talonpoikain sotajoukon kaikki
osastot olivat pakosalla.
Olavi Sverkerinpoika, nähdessään siten tämän osan tuumistaan

rauenneeksi ja koko kapinan turhaksi, raivosi vihoissaan, kiroten
talonpoikia sydämensä pohjasta. Seuraavana päivänä kohtasi hän
kuusikymmentä miestä pitävän nuijajoukon, jotka olivat varustauneet
erääsen taloon. Hän sytytti, kun sytyttikin, ilman pitemmittä mutkitta
nurkat palamaan, paistaen nuijamiehet eläviltä ynnä talonväen
kanssa: miehet, naiset ja lapset. Jotka koettivat tunkea ulos, ne
sysäsi sotamiehet tapparoillaan takaisin liekkeihin. Olavin punainen
naama naurahteli tyytyväisyydestä tuon kauhean näytelmän
kestäessä Ainoastaan kolme miestä pääsi tulisaunasta pois ja
otettiin vangiksi.
Juuri valkean ehtiessä rakennuksen viimeiseen loukkoon, vingahti
jousen-ampuma ilmassa, laukaistuna reiästä palavan talon katossa.
Ampuma kävi Olavin vasempaan käsivarteen. Se oli puukko, jota oli
käytetty viimeistä laukausta varten, kun jo kaikki nuolet oli ammuttu.
Olavi veti puukon ulos kirveltävästä haavasta, joka kuitenkaan ei

ollut vaarallinen, katseli sitä vihasta säkenöivin silmin ja komensi
lyhyesti:
— Hirttäkää vangit!
Nuoraa sovitettaessa viimeisen vangin kaulaan, kysyi tämä:
— Kuka on tuo armollinen herra?
— Olavi Sverkerinpoika, vastasivat sotamiehet.
Silloin huusi vanki:
— Olavi Perkeleenpoika, kerran kysytään sinunkin niskaasi!
Samassa hetkessä tuli muuan vanha vaimo juosten palavasta

talosta. Hartioilla venyvät siirohiukset olivat puoleksi palaneet, ja
vaatteet viruivat suitsuvina repaleina hänen ruumiillaan. Hän kiersi
kuolemaan-tuomitun miehen käsivarsiinsa, ja kun sotamiehet
tahtoivat temmata hänet pois, huusi hän kimakalla äänellä:
— Olkaa minuun koskematta!
Vaimon ulkonäössä ja äänessä oli jotakin niin kolkkoa, että

sotamiehet väistyivät.
— Ken on tuo kirottu akka? Viekää hänet pois! huusi Olavi

Sverkerinpoika.
— Se on hänen äitinsä. Älkää häneen koskeko, hän on noita-akka!
vastasi ääniä joukosta.
— Miksi vankia ei hirtetä? huusi Olavi vihasta kalpeana. Ylös

ilmaan!
Jos ei akka hellitä, niin nouskoon hän samassa.
Sotamiehet vetivät nuorasta. Se kohosi kappaleen matkaa

kaksinkertaisine taakkoineen, mutta katkesi sitten näiden painosta.
— Hän on vapaa! huusivat selvästi huojeten ympärillä seisovat

sotamiehet, jotka olivat ruvenneet säälimään uhriansa.
Yleisen maan-tavan mukaan arveltiin hirteentuomittu, jolta nuora

sattui katkeamaan, täydellisesti kärsineen rangaistuksensa. Tähän
tuli nyt lisäksi että nuoran katkeamisen oli vaikuttanut tuon vanhan
vaimon noitumus, ja sotamiehet heittivät peloissaan nuoranpätkän
menemään.
Tuo ilkeä hymy hilasteli taasen Olavi Sverkerinpojan huulilla ja

silmissä.
— No niin, sanoi hän, pääsköön mies. Mutta vangitkaa akka.
Nähdessään poikansa vapaaksi, antoi vanha vaimo, sanaakaan

lausumatta ja yrittämättäkään mitään vastarintaa, sitoa itsensä.
— Ehkä häntä tarvitsen, mumisi Olavi Sverkerinpoika

hampaistansa.
NOITA-AKAN JUOMA
Olavinlinnaan oli sanoma tullut Niilon ja hänen miestensä kärsimästä

tappiosta ja Niilon kuolemasta.
Götrik Fincke vanhus oli suruun vaipunut. Hän tosin oli tottunut
sodan vaaroihin eikä suureksi arvostellut sotilaan henkeä, ei
omaansa eikä muiden; mutta kovasti häntä kuitenkin pahoitti, että
hänen nuori sukulaisensa ja vastainen vävynsä oli joutunut omien,
kapinoitsevain talonpoikien raivon uhriksi, hän, joka niin monessa
jalossa tappelussa kuninkaan ja isänmaan puolesta oli iloisena
pannut henkensä alttiiksi, kuoleman häntä saavuttamatta. Tuo
harmaantunut soturi vuodatti vuolaat kyyneleet, istuessaan tuossa
linnasalin leimuavan lieden edessä, ainoalla kädellään hellästi
hyväillen tyttärensä päätä, joka posket kalpeina ja itkeentyneet
silmät suljettuina lepäsi hänen polveansa vasten.
Semmoisena sanattoman tuskan hetkenä Olavi Sverkerinpoika

palatessaan astui sisään linnasaliin. Hän seisahtui hetkeksi oven-
pieleen, noita kahta ihmistä katsellen. Hänen nähdessään Ebban,
joka surussaan oli kahta kauniimpi entistänsä, vilkkui tuo julmuuden
ja hekkuman sekainen väre hänen huulillaan, joka teki hänen
kasvonsa niin inhottaviksi. Samassa aukaisi Ebba silmänsä ja
kohtasi Olavin katseen. Häntä kauhisti sen kavala hehku.
Kerrassaan selveni hänelle, ettei Olavi ollut aivan erillänsä Niilo
Iivarinpojan kuolemasta. Hänen silmänsä mustenivat, ja huutaa
parkaisten vaipui hän alas lattialle isänsä jalkoihin.
Olavi Sverkerinpoika näki tästä hetkestä lähtien päivä päivältä

selvemmin että ainoa tunne, jonka hän herätti Ebbassa, oli inho.
Ebba koki kyllä osoittaa ulkonaista malttia ja arvokkuutta, hänen
tuossa liikkuessaan isänsä läheisyydessä, mustassa
surupuvussaan, ylpeänä ja kylmänä kuin kuningatar. Mutta milloin
ikinänsä Olavi yritti häntä puhuttelemaan taikka suuntasi silmänsä
hänen silmiinsä päin, kohtasi niitä jäädyttävä kylmyys. Sitä paitse
huomasi Olavi hänen katseessaan ja olennossaan jotakin, jonka
oikeaa tarkoitusta hän ei voinut ymmärtää, mutta joka hänelle sanoi
heidän välillään olevan juovan, jonka yli ei koskaan voinut päästä.
Hän oli kuitenkin tätä kaikkea odottanut ja tiesi keinoja sitä vastaan.
Hitaisesti kuluivat päivät tuossa laajojen erämaiden keskellä

olevassa linnassa. Olavi Sverkerinpoika hiipi hiljoilleen rehellisen
Fincken täydelliseen luottamukseen, ja eräänä päivänä otti hän
puheeksi Ebban tulevaisuuden. Ajatellessaan tytärtänsä oli Fincke
huolissaan; olihan hän itse vanha, ja levottomana laskisi hän
harmaan päänsä hautaan, jos hän tietäisi jättävänsä tyttärensä
tänne ilman turvallista tulevaisuutta. Kun sentähden Olavi hänelle
ehdoitti saajaksensa sopivan suru-ajan perästä viedä Ebban
puolisonansa kotiin, ilostui Fincken sydän.
— Jumala teitä siunatkoon, sanoi hän liikutettuna. Teidän

tarjouksenne poistaa raskaan taakan vanhoilta hartioiltani. Että
Ebbakin kiitollisuudella siihen suostuisi, sitä en epäile. Mutta vielä on
liian aikaista puhua hänelle siitä. Emme saa häiritä häntä hänen
surussaan.
He kättelivät, ja asia oli päätetty.
Vanha vaimo, jonka Olavi oli tuonut muassaan vankina, oli pantu
erääsen luolaan linnan alle. Paljaat kiviseinät heruivat kosteutta,
luolan loukossa oli olkiläjä, pantuna siihen häntä varten, ja
hevosloimi oli hänellä peitteenä. Kapeasta aukosta seinässä kuului
ulkopuolelta rajun virran pauhu.
Ruosteinen lukko kitisi, ovi aukeni, ja siitä vuotavassa päivän

valossa näki hän Olavi Sverkerinpojan astuvan sisään vankeuteen.
Se oli ikääskuin harhanäky, sillä oven mentyä kiinni jälleen hänen
päivänvalosta sokaistu silmänsä ei voinut mitään eroittaa vankiluolan
pimeydessä. Ei Olavikaan ens'aluksi voinut mitään nähdä. Viimein
eroitti hän hämärästi vaimon haahmoviivat. Tämä istui
oikivuoteellaan kädet ristissä polvillaan ja harmaat hiukset siirollaan
kasvoilla.
Hämärässä näytti hän enemmän aaveelta kuin ihmisolennolta, ja

aremman miehen kuin Olavi Sverkerinpojan olisi tuntunut täällä
kamalalta. Mutta hän kävi lähemmäksi tuota kolkkoa olentoa ja
ärjäsi:
— Sinäkö siinä olet, velho?
Liikahtamatta vastasi haahmo vihaisella, melkein sähisevällä

äänellä:
— Sinäkö siinä olet, Olavi Perkeleenpoika?
— Minä tulen tarjoomaan sinulle vapautta, sanoi Olavi.

— Vai niin! Mitä rikosta pitää minun sitten: auttaa sinua tekemää?
vastasi ivallisesti vaimo, ja hänen silmänsä, jotka yhtä mittaa Olavia
tähtäsivät, melkein säikkyivät.
Huolimatta muusta kuin siitä asiasta, jota varten hän oli tullut,
jatkoi Olavi:!
— Sinun pitää valmistaa minulle juoma, jolla voin saada sen

naisen rakkauden, jota haluan.
— Vai niin! Minun pitää hankkia sulle nuorten naisten rakkautta.

Niinkö? Minkähän tähden pitää minun niin? Sentähden että sinä,
senkin punainen perkele, olet niin inhoittava, ett'ei kenenkään tytön
huulet tahdo hyvällä suudella sinun huuliasi. Mutta ell’en sitä tee,
herra ritari, ell’en sitä tee?
— Ell’et sitä tee, niin et koskaan pääse tästä luolasta ulos, sanoi
Olavi.
— Mitä se minuun tulee! Taloni olet polttanut, kolme poikaani

vaimoineen ja lapsineen, joista kaksi vielä makasi kehdossa, olet
hukuttanut liekkeihin, ja neljännen poikani tahdoit hirtättää. Mitä se
minuun tulee, vaikka annatkin mun kuolla tähän luolaan!
— Minä annan sinun kuolla nälkään, ja pyöveli tulee luoksesi joka

päivä ja ruoskii viheliäisen ruumiisi verille, kunnes henki sinusta
lähtee, ell’et tee niinkuin sanon.
— Mitä se minuun tulee? sähisi vaimo. Luuletko sitä tuskaksi? Ei,

laupeutta ja sääliä se olisi. Ehk’en silloin näkisi mitä nyt näen enkä
kuulisi mitä nyt kuulen: tupa täynnä säkeniä ja savua, liekkien
räiskyä, lasten itkua ja parkua, sotamiesten rähinää. Ooh — se ei
mene koskaan muististani, ei koskaan. Näen sen ja kuulen sen yöt ja
päivät. Ja sinä se olet, sinä, joka olet syypäänä näihin murhiin ja
tähän kauheaan paloon, sinä, Olavi Perkeleenpoika.
Vaimo ojensi raivoissaan nyrkkinsä häntä vastaan, nousten

polvilleen oljissa. Mutta Olavi kysyi kerta vielä, lyhyesti ja kylmästi:
— Tahdotko!
— Tahdon, huusi vaimo pudistellen nyrkkiänsä, tahdon. Se on

kokoova tuskia pääsi päälle ja kipua rintaasi. Sillä kykenenpä
antamaan sinulle sen, jota himoot, mutta vaikka hän on nöyrtyvä
tahtosi alle, on hän aina sinua vihaava ja inhova. Ja hän itse on
äärettömästi kärsivä, kun hänen täytyy olla sinun omanasi. Mutta
sitäpä juuri tahdonkin. Kärsimisiä, tuskaa ja kuolemaa teille, teille
kaikille, jotka poljette ja murhaatte kansaa, eläen sen hiestä ja
verestä.
— Mitä tarvitset sinä juomaasi? kysyi Olavi.
— Etkö luule minulla olevan muassani mitä tarvitsen? — Hän otti

povestaan pienen pussin. — Kas tässä, jatkoi hän, tämmöistä ei voi
hankkia milloin hyvänsä. Kiukkujuurta ja hulluruohoa, jota on ko’ottu
täysikuulla kirkkomaalta, rasvaa kuolleista lapsista, joita on kaivettu
maasta uusikuulla, yölepakon siipiä — mistä ottaisit täällä
semmoista? Laita mulle puita saadakseni tulta takkaan, pata ja pullo
ja tule huomenna juomaasi noutamaan.
Tullessaan seuraavana päivänä tuota juomaa hakemaan, sai Olavi

pullon, täynnä ruskeaa nestettä.
— Hyvä, sanoi hän, en päästä sinua vielä ulos. Hyvin luultavaa on
että sinä minut petät. Tahdonpa sentähden ensiksi koetella juomaa
toiseen.
— Tee se, sanoi vaimo, ja ellet täysin siihen tyydy, niin teen sen
väkevämmäksi, niin et voi enää valittaa.
Olavin mentyä ja kun ovi jälleen suljettiin lukolla ja salvalla, nauroi

vaimo kimakasti, huutaen hänen perästään:
— Se kyllä vaikuttaa. Helvettiin hän menee, juoman juotuansa, ja

pirua hän on rakastava eikä sinua.
Tullessaan tornikamariinsa, lukitsi Olavi oven ja otti avaimen

suulta. Lyhyt talvipäivä alkoi jo hämärtää. Takassa paloi tuli.
Jakkaralla lieden edessä istui hänen palvelijansa, ulkonäöltään
poika, ei vielä täysikasvuinenkaan.
— Gretchen! sanoi Olavi.
Palvelija kääntyi. Hän se todellakin oli.
— Gretchen, toisti hän, lempeällä äänellä puhuen. Tuoppa viiniä.

Ollaan iloiset tän'iltana. Ho on ollut tiukalla näinä huolen päivinä.
Gretchen istui istumistaan jakkaralla, nojaten päätänsä käsiin.
— Mikä sinua vaivaa? kysyi Olavi tuikeasti.
— Ajattelen niitä aikoja, jolloin olin vapaana kuin lintu. Se oli

elämää!
— Maankuleksijan elämää, niin! Nälissäsi ja kiusaajasi lyömänä

kiitit minua polvillasi maaten, kun Turun markkinoilla ostin sinut
vapaaksi häneltä.
— Olen katunut sitä sittemmin, katunut katkerasti. Vihoissani ja

epätoivossani en silloin tiennyt mitä tein. Mutta mihin elämään olen
joutunutkin?
— Olikohan sinun parempi olla maankuleksijana? kysyi Olavi

ivaten.
— Oli, olipa niinkin. Kulkea kaupungista kaupunkiin, ehtimiseen

olla ulkona Jumalan vapaassa maailmassa ja nähdä uusia ihmisiä,
tehdä työtä elatuksekseen, vaikka usein olikin niukkaa, olla toverien
parissa, joiden kanssa jaoin ilot ja huolet, niinkuin leivänkin — se oli
jotain toista kuin istua täällä vankina ahtaitten, harmaitten muurien
takana.
— Olenko sinua siihen pakoittanut? sanoi välittämättä Olavi.
— Ette, mutta te olette viekoitelleet minua kauniilla puheilla ja

kullalla.
— Ja sinä noudatit viekoitusta.
— Koska tahdoin päästä kiusaajistani.
— Kas niin, sanoi Olavi ystävällisesti, pian palaamme takaisin

Turkuun, ja sieltä saat tulla muassani Tukholmaan. Siiloin tulee toista
elämää. Tuo nyt viiniä, ja ollaan iloiset.
Gretchen toi esille viinikannun ja kaksi pikaria kaapista ja asetti ne

pöydälle. Olavi tyhjensi pikarin toisensa perästä tuota tulista viiniä,
mutta Gretchen vain maisteli vähäsen. Valkea oli palanut pois, ja
huoneessa oli hämärää.
Tule tänne ja istu sylissäni, näenhän sinut tuskin, sanoi Olavi,
ojentaen käsivartensa kietoaksensa siihen Gretchenin solakan
vartalon.
— Jättäkää minut rauhaan, sanoi Gretchen, kaartuen syrjään.
— Pane sitten pari halkoa takkaan, että saamme valoa. Mieli käy
raskaaksi istuessa tällä lailla pimeässä juoden. Tiedäthän mielelläni
katsovani mustia silmiäsi ja pulskia poskiasi.
— Niin on ehkä ollut, mutta ei ole enää niin, vastasi Gretchen

jurosti, käydessään takalle ja paiskatessaan siihen pari vahvaa
halkoa. Siitä lähtein kun tulimme tähän linnaan, ette ole olleet
entisillänne. Äreä ja kärtyinen olette olleet minulle, aivan suotta, ja
ellei tuima talvi ja tuo ääretön erämaa olisi minua kamoittanut, niin
olisin paennut tästä pesästä.
Gretchenin puuhatessa takan edessä kaasi Olavi puolet vangitulta

vaimolta saamastaan pullosta hänen pikariinsa.
— Ole iloinen nyt, sanoi Olavi, tytön palattua paikalleen. Pian

lähdemme Turkuun ja Tukholmaan taas, ja silloin alkaa sinulle
isoisempi elämä.
Olavi joi ja käski Gretchenin juoda. Gretchen teki niin. Se neste,

jonka Olavi oli kaatanut hänen pikariinsa, vaikutti tuossa paikassa.
Tytön silmät väljenivät, posket hehkuivat, huulet hymyilivät, ja
sanomattoman autuaallisuuden hymy levisi hänen kasvoilleen. Hän
puhui sekaisia, katkonaisia sanoja, nauroi, heitteli käsiänsä ja
kallistihe taaksepäin tuolilla. Sitten nousi hän istumasta ja rupesi
kävelemään edes takaisin lattialla.
— Voi kuinka on ihanaa, sanoi hän. Kuinka lämmin ja hyvä on olla!
Ooh!
Hän päästi mustasamettisen puhkaröijynsä napeista ja heitti sen

seinäpenkille. Hänen kaunis tyttömuotonsa, nuo täyteläiset olkapäät
ja pyöreät käsivarret, joita monipoimuinen puku oli kokonaan
peittänyt, vapisivat ja värisivät juoman tuottaman huumehduksen
vaikuttaessa.
Olavi katseli häntä ahnailla silmillä, hänen tuossa seisoessaan

takkavalkean punaisessa, välähtelevässä valossa.
— Ritari, sanoi tyttö ikääskuin puoleksi hänelle, puoleksi itselleen,

te olette kaunis. Minä seuraan teitä ja palvelen teitä kaiken ikääni,
mutta miten pääsen teidän luoksenne — — — enhän minä pääse —
—
Olavi lähestyi häntä ja sulki hänet syliinsä. Tytön silmät

ummistuivat, ja pelkoa osoittaen lankesi hän polvilleen Olavin eteen,
Mutta tämä nosti hänet ylös.
— Ei niin, sanoi Olavi Sverkerinpoika, ei, tule minun syliini.
Hän vei hänet penkille ja pani polvilleen. Silmät ammoillaan tuijotti

tyttö häneen silloin, ojensi sitten, torjuen häntä pois ja
kauhistuksesta väristen, kätensä eteenpäin ja käänsi silmänsä
toisaalle. Olavi painui hänen ylitsensä ja suuteli intohimon
kuumentamilla huulilla hänen alastomia hartioitansa.
— Ai, miksi puritte minua! kuiskasi tyttö, pyyhkäisten kädellään

tuon suudelman sijaa. Se on merkki, perkeleen merkki. Tunnen
miten se polttaa. Näen hampaitten punaiset arvet. Olen nyt
ruumiinani sieluineni teidän.
Tytön pää painui hänen olkapäätänsä vasten, silmät menivät

umpeen ja povi kuohuili. Oli kuin olisi hän sikeästi nukkunut. Mutta
hänen kasvoissaan oli sama hehkuja autuaallisuuden ilmaus kuin
äskenkin, suu liikkui ja katkonaisia lauseita tulvaili hänen huuliltaan.
Olavi ei ollut koskaan nähnyt häntä niin kauniina, ja hänen silmänsä
hehkuivat himoa.
— Ylös, ylös! puhui hän katkonaisesti kuin unennäkijä. Niin on

kepeä kiitää ilman halki — hengähtäkäämme hetkinen kirkontornissa
— — tahdonpa vääntää vaskea kelloista ja viskata ilmaan — ettei
sieluni tule lähemmälle Jumalan valtakuntaa — kuin vaski kelloa —
— ooh — kuinka menee — kauvas pois maiden ja metsien poikki —
oi kuinka täällä on paljon ihmisiä — soittoa ja tanssia — — — hyi
noita hirveitä noita-akkoja — — minä pelkään — — niin, herra
mestari, minä luovun Kristuksesta — — — ja kasteesta — ei
koskaan rukoilla — kyllä, kyllä, kyllä minä tanssin — näin — selkä
selkää vasten — mestari istuu pöydän alla — hän pelaa pitkällä
hännällään — kaikki kimaltaa kullalta ja jalokiviltä — kaikki hyppii ja
heiluu ———ah! —
Tyttö vaikeni. Hänen jäsenensä kangistuivat, posket kalpenivat ja

vaahtoa valui umpeen-pusertuneilta, sinisiltä huulilta. Kuin kuolleena
makasi hän Olavin sylissä; raskas hengitys vain ilmaisi hänen
elävän.
Olavi kantoi hänet hänen vuoteellensa, koettaen sitten häntä

herättää. Mutta se oli mahdotonta. Hän nosti hänen käsivarttansa; se
vaipui raskaana alas. Ikääskuin lyijypaino oli laskeutunut hänen
jäsenilleen ja aistimilleen.
Kun Olavi ei saanut häntä hereille, heitti hän peitteen hänen
päällensä.
Juoma oli liian heikko, sanoi hän, hornan hymyllä katsellessaan

tainnoksissa makaavaa tyttöä; se vaikutti voimakkaasti, mutta liian
vähäksi aikaa.
Seuraavana päivänä sai hän tuolta vanhalta vaimolta pullon

uudelleen täytettynä.
— Nyt on juoma voimakkaampaa, lausui vaimo turmiollisesti

hymyillen.
— Hyvä, sanoi Olavi lyhyesti, pisti pullon taskuunsa ja oli

lähtemäisillään.
— Milloin päästät minut pois? kysyi vaimo.
Olavi oli tullut ovelle.
— En koskaan!
— Mutta lupasithan?
— Lupaus noita-akalle, sanoi pilkallisesti Olavi.
Tuossa paikassa oli hän poissa.
Vaimo vanhus ryntäsi ovelle ja löi nyrkkiänsä siihen. Raudoitetut

lankut tuskin kajahtivat hänen iskuistaan. Ulko-elämästä ei tunkenut
ääntäkään vankiluolan sisään, joka oli pitkän, puoleksi maanalaisen
käytävän päässä. Virran alituinen kohina vain kuului tähän haudan
hiljaisuuteen.
Vaimo huutaa kirkaisi.
— Niin ollos kirottu, Olavi Perkeleenpoika, perheinesi päivinesi!

Onnettomuus on vainova sinua niinkuin susi vainoo saalistansa, ja
kuolonhetkesi on tuleva sinun vähimmin sitä luullessasi. Ha, ha, ha,
luulit pettäneesi minut, mutta itseppä petyit. Juoma, jota nyt sait, oli
myrkkyä. Kun himosi hurmaamana syleilet naista, jota mielesi tekee,
niin pidätpä, kuin pidätkin, käsissäsi kuollutta ruumista.

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Discovering the Lifespan Second Canadian Edition Loose

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Clinical Psychology Casebook Across the Lifespan Carol

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FELDMAN_1292057777_mech.indd 1 25/06/14 3:35 PM

GERMINAL STAGE (fertilization to 2 weeks): • Rapid height and weight gains.

Jean Sensorimotor stage

FELDMAN_1292057777_ifc.indd 1 01/07/14 5:36 pm

• Children show egocentric thinking (viewing world

Preoperational stage Concrete operational stage

Initiative-versus-guilt stage Industry-versus-inferiority stage

Phallic stage Latency period

Preconventional morality level Conventional morality level

Jean Formal operations stage

Generativity-versus-stagnation stage Ego-integrity-versus-despair stage

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British Library Cataloguing-in-Publication Data

Typeset in Minion 10/12 by Lumina Datamatics, Inc.

Printed and bound by Ashford Colour Press in the United Kingdom.

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CHAPTER 2 The Start of Life 62

CHAPTER 4 The Preschool Years 174

CHAPTER 5 Middle Childhood 220

CHAPTER 7 Early Adulthood 328

CHAPTER 8 Middle Adulthood 378

CHAPTER 9 Late Adulthood 422

CHAPTER 10 Death and Dying 468

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CHAPTER 2 The Start of Life 62

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CHAPTER 4 The Preschool Years 174

CHAPTER 5 Middle Childhood 220

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CHAPTER 7 Early Adulthood 328

CHAPTER 8 Middle Adulthood 378

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CHAPTER 9 Late Adulthood 422

CHAPTER 10 Death and Dying 468

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Getting to Know the Book

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What’s New in the Third Edition?

Chapter 1 Shaken baby syndrome incidence

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For the Instructor:

For the Student:

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