PDF Discovering The Life Span 5Th Edition Robert S Feldman Ebook Full Chapter
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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, typing,
continue to develop, and lateralization emerges. fastening buttons) continue to improve.
Children show egocentric thinking (viewing world Children apply logical operations to problems.
from their own perspective) and "centration," a Understanding of conservation (that changes
focus on only one aspect of a stimulus. in shape do not necessarily affect quantity) and
Memory, attention span, and symbolic thinking transformation (that objects can go through many
improve, and intuitive thought begins. states without changing) emerge.
Language (sentence length, vocabulary, syntax, Children can "decenter"-take multiple
and grammar) improves rapidly. perspectives into account.
Memory encoding, storage, and retrieval improve,
and control strategies (meta-memory) develop.
Language pragmatics (social conventions) and
metalinguistic awareness (self-monitoring) improve.
Children 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
Children begin to see peers as individuals and form standing and identity.
friendships based on trust and shared interests. Self-esteem grows differentiated, and a sense of
Morality is rule-based and focused on rewards and self-efficacy (an appraisal of what one can and
punishments. cannot do) develops.
Play becomes more constructive and cooperative, Children approach moral problems intent on
and social skills become important. maintaining social respect and accepting what
society defines as right.
Friendship patterns of boys and girls differ. Boys
mostly interact with boys in groups, and girls tend
to interact singly or in pairs with other girls.
PHYSICAL • Girls begin the adolescent growth spurt around Physical capabilities peak in the 20s, including
DEVELOPMENT age 1 0, boys around age 12. strength, senses, coordination, and reaction
• Girls reach puberty around age 1 1 or 1 2, boys time.
around age 13 or 1 4. • Growth is mostly complete, although some
Primary sexual characteristics develop (affecting organs, including the brain, continue to grow.
the reproductive organs), as do secondary For many young adults, obesity becomes a
sexual characteristics (pubic and underarm threat for the first time, as body fat increases.
hair in both sexes, breasts in girls, deep voices Stress can become a significant health threat.
in boys).
In the mid-30s, disease replaces accidents as
the leading cause of death.
COGNITIVE • Abstract thought prevails. Adolescents use formal • As world experience increases, thought
DEVELOPMENT logic to consider problems in the abstract. becomes more flexible and subjective, geared to
Relative, not absolute, thinking is typical. adept problem solving.
• Verbal, mathematical, and spatial skills improve. Intelligence is applied to long-term goals
involving career, family, and society.
• Adolescents are able to think hypothetically, divide
attention, and monitor thought through meta Significant life events of young adulthood may
cognition. shape cognitive development.
SOCIAL/ • Self-concept becomes organized and accurate Forming intimate relationships becomes
PERSONALITY and reflects others' perceptions . Self-esteem highly important. Commitment may be partly
DEVELOPMENT grows differentiated. determined by the attachment style developed
Defining identity is a key task. Peer relationships in infancy.
provide social comparison and help define Marriage and children bring developmental
acceptable roles. Popularity issues become changes, often stressful. Divorce may result,
acute; peer pressure can enforce conformity. with new stresses.
• Adolescents' quest for autonomy can bring Identity is largely defined in terms of work, as
confiict with parents as family roles are young adults consolidate their careers.
renegotiated.
• Sexuality assumes importance in identity
formation. Dating begins.
THEORIES Jean
& Piaget Formal operations stage
THEORISTS
Erik
Erikson Identity-versus-confusion stage Intimacy-versus-isolation stage
Sigmund
Freud Genital stage
Lawrence
Koh Iberg Postconventional morality level may be reached
MIDDLE ADULTHOOD LATE ADULTHOOD
(40 to 65 years) (65 years to death)
Physical changes become evident. Vision declines Wrinkles and gray or thinning hair are marks of
noticeably, as does hearing, but less obviously. late adulthood. Height declines as backbone disk
Height reaches a peak and declines slowly. cartilage thins. Women are especially susceptible to
Osteoporosis speeds this process in women. osteoporosis.
Weight increases, and strength decreases. The brain shrinks, and the heart pumps less blood
Reaction time slows, but performance of complex through the body. Reactions slow, and the senses
tasks is mostly unchanged because of lifelong become less acute. Cataracts and glaucoma may
practice. affect the eyes, and hearing loss is common.
Women experience menopause, with unpredictable Chronic diseases, especially heart disease,
effects. The male climacteric brings gradual grow more common. Mental disorders, such as
changes in men's reproductive systems. depression and Alzheimer's disease, may occur.
Some loss of cognitive functioning may begin in Cognitive declines are minimal until the 80s.
middle adulthood, but overall cognitive competence Cognitive abilities can be maintained with training
holds steady because adults use life experience and practice, and learning remains possible
and effective strategies to compensate. throughout the life span.
Slight declines occur in the efficiency of retrieval Short-term memory and memory of specific life
from long-term memory. episodes may decline, but other types of memory
are largely unaffected.
People in middle adulthood take stock, appraising Basic personality traits remain stable, but changes
accomplishments against a "social clock" and are possible. "Life review," a feature of this period,
developing a consciousness of mortality. can bring either fulfillment or dissatisfaction.
Middle adulthood, despite the supposed "midlife Retirement is a major event of late adulthood,
crisis," usually is tranquil and satisfying. Individuals' causing adjustments to self-concept and self
personality traits are generally stable over time. esteem.
Although marital satisfaction is usually high, family A healthy lifestyle and continuing activity in areas of
relationships can present challenges. interest can bring satisfaction in late adulthood.
The view of one's career shifts from outward Typical circumstances of late adulthood (reduced
ambition to inner satisfaction or, in some cases, income, the aging or death of a spouse, a change
dissatisfaction. Career changes are increasingly in living arrangements) cause stress.
common.
Robert S. Feldman
University of Massachusetts Amherst
@Pearson
To Alex, Miles, Naomi, Lilia, Rose, and Marina
Copyright© 202 1, 2018, 2015 by Pearson Education, Inc., 22 1 R ive r Street, Hoboken, NJ 07030, or its affiliates. All Rights
Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be
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@Pearson
ISBN 10: 0-13-571086-3
ISBN 13: 978-0-13-571086-9
Module 2.3 Birth and the Newborn Infant 70 Module 7.2 Cognitive Development in Early
Adulthood 319
Module 7.3 Social and Personality Development
3 Infancy 94 in Early Adulthood 330
vii
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Contents
ix
x Contents
Genetic Counseling: Predicting the Future from Cultural Dimensions Overcoming Racial and
the Genes of the Present 48 Cultural Differences in Infant Mortality 84
PRENATAL TESTING • SCREENING FOR FUTURE PROBLEMS POSTPARTUM DEPRESSION: MOVING FROM THE HEIGHTS
The Interaction of Heredity and Environment 50 OF JOY TO THE DEPTHS OF DESPAIR
The Role of the Environment in Determining the The Highly Competent Newborn 85
Expression of Genes: From Genotypes to Phenotypes 50 Physical Competence: Meeting the Demands of a
INTERACTION OF FACTORS • STUDYING DEVELOPMENT: New Environment 86
HOW MUCH IS NATURE? HOW MUCH IS NURTURE?
Sensory Capabilities: Experiencing the World 86
From Research to Practice When Nurture Becomes Nature 51 CIRCUMCISION OF NEWBORN MALE INFANTS
Genetics and the Environment: Working Together 53 Early Learning Capabilities 88
PHYSICAL TRAITS: FAMILY RESEMBLANCES • INTELLIGENCE: CLASSI CAL CONDITIONING • OPERANT
MORE RESEARCH, MORE CONTROVERSY • GENETIC AND CONDITIONING • HABITUATION
ENVIRONMENTAL INFLUENCES ON PERSONALITY: DO WE
Social Competence: Responding to Others 90
INHERIT OUR PERSONALITY?
Review, Check, and Apply 91
Cultural Dimensions Cultural Differences in
Chapter 2 Summary: Putting It All Together: The Start of Life 93
Physical Arousal: Might a Culture's Phi losophical
Outlook Be Determined by Genetics? 56
Module 2.3 Birth and the Newborn Infant 70 Nutrition in Infancy: Fueling Motor Development 108
Birth 71 MALNUTRITION
Appraising Piaget: Support and Challenges 121 Review, Check, and Apply 1 52
Information Processing Approaches to Cognitive Chapter 3 Summary: Putting It All Together: Infancy 1 54
Development 122
The Foundations of Information Processing:
Encoding, Storage, and Retrieval 123
4 The Preschool Years 155
AUTOMATIZATION • MEMORY CAPABILITIES IN INFANCY Module 4.1 Physical Development in
Individual Differences in Intelligence: Is One Infant the Preschool Years 157
Smarter Than Another? 125
The Growing Body 157
DEVELOPMENTAL SCALES • INFORMATION PROCESSING
Changes in Body Shape and Nutrition 157
APPROACHES TO INDIVIDUAL DIFFERENCES IN
INTELLIGENCE • ASSESSING INFORMATION PROCESSING Health and Illness 159
APPROACHES The Growing Brain 160
From Research to Practice Why Formal Education Is Development in Your Life Keeping Preschoolers
Lost on Infants 128
Healthy 160
Development in Your Life What Can Brain Lateralization 161
You Do to Promote I nfants' Cognitive Development? 129
The Links Between Brain Growth and
The Roots of Language 129 Cognitive Development 161
The Fundamentals of Language: From Sounds to Motor Development 162
Symbols 129
Gross Motor Skills 162
EARLY SOUNDS AND COMMUNICATION • FIRST WORDS
Fine Motor Skills 164
• FIRST SENTENCES
Review, Check, and Apply 1 64
The Origins of Language Development 133
LEARNING THEORY APPROACHES: LANGUAGE AS A Module 4.2 Cognitive Development in
LEARNED SKILL • NATIVIST APPROACHES: LANGUAGE the Preschool Years 165
AS AN INNATE SKILL • THE INTERACTIONIST Piaget's Approach to Cognitive Development 165
APPROACHES • INFANT-DIRECTED SPEECH
Piaget's Stage of Preoperational Thinking 166
Cultural Dimensions Is Infant-Directed
THE RELATION BETWEEN LANGUAGE AND THOUGHT •
Speech Similar Across All Cultures? 135 CENTRATION: WHAT YOU SEE IS WHAT YOU THINK •
Review, Check, and Apply 136 CONSERVATION: LIEARNING THAT APPEARANCES ARE
DECEIVING • INCOMPLETE UNDERSTANDING OF
Module 3.3 Social and Personality Development
TRANSFORMATION • EGOCENTRISM: THE INABILITY TO
in Infancy 137 TAKE OTHERS' PERSPECTIVES • THE EMERGENCE OF
Developing the Roots of Sociability 137 INTUITIVE THOUGHT
Differ Across Cultures? 144 The Growth of Language and Learning 174
Personality Development: The Characteristics MEDIA AND SCREEN TIME IN THE LIVES OF PRESCHOOLERS
• THE UP- AND DOWNSIDES OF MEDIA VIEWING
That Make Infants Unique 146
xii Contents
EARLY CHILDHOOD EDUCATI ON: TAKING THE "PRE" OUT Module 5.1 Physical Development in
OF THE PRESCHOOL PERIOD • THE VARIETIES OF EARLY Middle Childhood 204
EDUCATION • THE EFFECTIVENESS OF CHILD CARE •
The Growing Body 204
THE QUALITY OF CHILD CARE
Height and Weight Changes 204
Cultural Dimensions Preschools Around the World:
Nutrition and Obesity 205
Why Does the United States Lag Behind? 179
Review, Check, and Apply 180 Development in Your Life Keeping Children Fit 207
Cultural Dimensions Developing Racial Sensory Difficulties and Learning Disabilities 211
Friends and Family: Preschoolers' Social Lives 185 Module 5.2 Cognitive Development i n
The Development of Friendships 186 Middle Childhood 215
PLAYING BY THE RULES: THE WORK AND CATEGORIZATION
Intellectual and Language Development 215
OF PLAY • THE SOCIAL ASPECTS OF PLAY
Perspectives on Cognitive Development in
Preschoolers' Theory of Mind: Understanding What
Middle Childhood 215
Others Are Thinking 187
PIAGETIAN APPROACHES TO COGNITIVE
Preschoolers' Family Lives 188 DEVELOPMENT • INFORMATION PROCESSING IN MI DDLE
CHANGES IN FAMILY LIFE • EFFECTIVE PARENTI NG: CHILDHOOD • VYGOTSKY'S APPROACH TO COGNITIVE
TEACHING DESIRED BEHAVIOR DEVELOPMENT AND CLASSROOM INSTRUCTION
Development in Your Life Disciplining Children 190 Language Development: What Words Mean 219
CULTURAL DIFFERENCES IN CHILDREARING PRACTICES MASTERING THE MECHANICS OF LANGUAGE •
Module 5.3 Social and Personality Development Threats to Adolescents' Well-Being 267
in Middle Childhood 235 Drugs, Alcohol, and Tobacco 268
The Developing Self 236 DRUG ABUSE • ALCOHOL: USE AND ABUSE
A Different Mirror: The Changing Ways Children Development in Your Life Hooked on Drugs
View Themselves 236 or Alcohol? 270
PSYCHOSOCIAL DEVELOPMENT IN MIDDLE CHILDHOOD: TOBACCO: THE DANGERS OF SMOKING
INDUSTRY VERSUS INFERIORITY • UNDERSTANDING
Sexually Transmitted Infections 271
ONE' S SELF: A NEW RESPONSE TO "WHO AM I?" •
SELF-ESTEEM: DEVELOPING A POSITIVE-OR NEGATIVE- Review, Check, and Apply 273
VIEW OF ONESELF Module 6.2 Cognitive Development in Adolescence 274
Cultural Dimensions Are Children of Immigrant Cognitive Development 274
Families Well Adjusted? 239
Piagetian Approaches to Cognitive Development:
Moral Development 239 Using Formal Operations 275
Relationships: Building Friendship in Middle Childhood 242 USING FORMAL OPERATIONS TO SOLVE PROBLEMS •
STAGE 2: BASING FRIENDSHIP ON TRUST • STAGE 3: BASING Information Processing Perspectives: Gradual
FRIENDSHIP ON PSYCHOLOGICAL CLOSENESS • INDIVIDUAL Transformations in Abilities 277
DIFFERENCES IN FRIENDSHIP: WHAT MAKES A CHILD METACOGNITION: THINKING ABOUT THINKING •
Family Life in Middle Childhood 249 Adolescents' Merna Use: Screen Tune in the Digital Age 281
ADOLESCENT SUICIDE
6 Adolescence 258
Development in Your Life Preventing
Module 6.1 Physical Development in Adolescence 259 Adolescent Suicide 293
Growth During Adolescence: The Rapid Pace Family Ties: Changing Relations with Relations 293
of Physical and Sexual Maturation 260 THE QUEST FOR AUTONOMY • CULTURE AND AUTONOMY
• THE MYTH OF THE GENERATION GAP • CONFLICTS WITH
PUBERTY IN GIRLS • PUBERTY IN BOYS • BODY IMAGE:
PARENTS • CULTURAL DIFFERENCES IN PARENT-CHILD
REACTIONS TO PHYSICAL CHANGES IN ADOLESCENCE •
THE TIMING OF PUBERTY: THE CONSEQUENCES OF CONFLICTS DURING ADOLESCENCE
EARLY AND LATE MATURATION Relationships with Peers: The Importance of Belonging 296
Nutrition, Food, and Eating Disorders: Fueling SOCIAL COMPARISON • REFERENCE GROUPS • CLIQUES
the Growth of Adolescence 264 AND CROWDS: BELONGING TO A GROUP •
GENDER RELATIONS
OBESITY • ANOREXIA NERVOSA AND BULIMIA NERVOSA
Brain Development and Thought: Paving the Way
From Research to Practice Is Anyone "Liking"
for Cognitive Growth 266 Me? Social Comparison and Self-Esteem in the
SLEEP DEPRIVATION Digital Age 297
xiv Contents
Dating, Sexual Behavior, and Teenage Pregnancy 301 Review, Check, and Apply 329
Dating: Close Relationships in the 21st Century 301 Module 7.3 Social and Personality Development
THE FUNCTIONS OF DATING • DATING, RACE, AND ETHNICITY in Early Adulthood 330
Sexual Relationships 302 Forging Relationships: Intimacy, Liking, and Loving
MASTURBATION • SEXUAL INTERCOURSE • SEXUAL During Emerging and Early Adulthood 331
ORIENTATION AND IDENTITY: LGBTQ AND MORE • WHAT
Emerging Adulthood 332
DETERMINES SEXUAL ORIENTATION? • CHALLENGES FACING
ADOLESCENTS WITH LGBTQ SEXUAL ORIENTATIONS AND Intimacy, Friendship, and Love 332
IDENTITIES • TEENAGE PREGNANCY SEEKING INTIMACY: ERIKSON'S VIEW OF YOUNG
Review, Check, and Apply 306 ADULTHOOD • FRIENDSHIP • FALLING IN LOVE: WHEN
LIKING TURNS TO LOVING
Chapter 6 Summary: Putting It All Together: Adolescence 307
The Faces of Love 334
PASSIONATE AND COMPANIONATE LOVE: THE TWO FACES
Physical Changes and Challenges 311 Cultural DimensionsGay and Lesbian Relationships:
THE SENSES: SUBTLE SHIFTS • MOTOR Men with Men and Women with Women 338
FUNCTIONING • PHYSICAL DISABILITIES: COPI NG WITH ATIACHMENT STYLES AND ROMANTIC RELATIONSHIPS:
PHYSICAL CHALLENGE DO ADULT LOVING STYLES REFLECT ATIACHMENT
Fitness, Diet, and Health 312 IN INFANCY?
Cultural Dimensions How Cultural Beliefs Influence Choices: Sorting Out the Options of Early Adulthood 339
Health and Health Care 314 MARRIAGE • WHAT MAKES MARRIAGE WORK? • EARLY
MARITAL CONFLICT STAYING SINGLE: I WANT TO BE ALONE
Stress and Coping: Dealing with Life's Challenges
•
315
Parenthood: Choosing to Have Children 342
The Origins and Consequences of Stress 315
FAMILY SIZE • DUAL-EARNER COUPLES • THE
Coping with Stress 317
TRANSITION TO PARENTHOOD: TWO'S A COUPLE,
Development in Your Life Coping with Stress 317 THREE'S A CROWD? • GAY AND LESBIAN PARENTS
Review, Check, and Apply 318 Work: Choosing and Embarking on a Career 345
Module 7 .2 Cognitive Development The Role of Work 345
in Early Adulthood 319 IDENTITY DURING YOUNG ADULTHOOD • WHY DO
Cognitive Development and Intelligence 319 PEOPLE WORK? MORE THAN EARNING A LIVING
Intellectual Growth and Postformal Thought 319 Picking an Occupation: Choosing Life's Work 347
GINZBERG'S CAREER CHOICE THEORY • HOLLAND'S
From Research to Practice How Long Do Young
PERSONALITY TYPE THEORY • GENDER AND CAREER
Adult Brains Continue to Develop? 320
CHOICES: WOMEN'S WORK
POSTFORMAL THOUGHT PERRY'S APPROACH TO
•
Development in Your Life Choosing a Career 348
POSTFORMAL THINKING • SCHAIE'S STAGES OF
DEVELOPMENT • LIFE EVENTS AND COGNITIVE
Review, Check, and Apply 350
DEVELOPMENT • COMPARING THE THEORI ES OF Chapter 7 Summary: Putting It All Together: Early Adulthood 352
POSTFORMAL THOUGHT
Intelligence: What Matters in Early Adulthood? 322
PRACTICAL AND EMOTIONAL INTELLIGENCE • 8 Middle Adulthood 353
CREATIVITY: NOVEL THOUGHT
Module 8.1 Physical Development
College: Pursuing Higher Education 324
in Middle Adulthood 354
The Demographics of Higher Education: Who
Physical Development and Sexuality 355
Attends College? 325
Physical Transitions: The Gradual Change in the
THE GENDER GAP IN COLLEGE ATIENDANCE •
THE CHANGING COLLEGE STUDENT: NEVER TOO LATE Body's Capabilities 355
TO GO TO COLLEGE? HEIGHT, WEIGHT, AND STRENGTH: THE BENCHMARKS OF
CHANGE THE SENSES: THE SIGHTS AND SOUNDS OF
The Effects of Gender Bias and Negative
•
MIDDLE AGE
Stereotypes on College Performance 326
Contents xv
Sexuality in Middle Adulthood: The True, the False, Development in Your Life Dealing with
and the Controversial 358 Spousal and I ntimate Partner Abuse 387
THE ONGOING SEXUALITY OF MIDDLE AGE • THE Work and Leisure 388
FEMALE CLIMACTERIC AND MENOPAUSE • THE DILEMMA
Work in Middle Adulthood: The Good and the Bad 388
OF HORMONE THERAPY: NO EASY ANSWER • THE
PSYCHOLOGICAL CONSEQUENCES OF MENOPAUSE •
WORK AND CAREERS: JOBS AT MIDLIFE • CHALLENGES
THE MALE CLIMACTERIC OF WORK: ON-THE-JOB SATISFACTION • UNEMPLOYMENT:
THE DASHING OF THE DREAM • SWITCHING-AND
Health 361
STARTING-CAREERS AT MIDLIFE
Wellness and Illness: The Ups and Downs of Middle
Cultural Dimensions Immigrants on
Adulthood 361
the Job: Making It in America 391
Cultural Dimensions Individual Variation
Leisure Time: Life Beyond Work 392
in Health: Socioeconomic Status and
Review, Check, and Apply 392
Gender Differences 363
Chapter 8 Summary: Putting It All Together:
Heart Disease and Cancer: The Big Worries of
Middle Adulthood 394
Middle Adulthood 364
THE A'S AND B'S OF HEART DISEASE: HEALTH
AND PERSONALITY • THE THREAT OF CANCER 9 Late Adulthood 395
From Research to PracticeRoutine Mammograms: Module 9.1 Physical Development in
At What Age Should Women Start? 366
Late Adulthood 397
Review, Check, and Apply 367
Physical Development in Late Adulthood 397
Module 8.2 Cognitive Development in Middle Aging: Myth and Reality 397
Adulthood 367
THE DEMOGRAPHICS OF LATE ADULTHOOD • AGEISM:
Intelligence and Memory 368 CONFRONTING THE STEREOTYPES OF LATE ADULTHOOD
Does Intelligence Decline in Adulthood? 368 Physical Transitions in Older People 400
THE DIFFICULTIES IN ANSWERING THE QUESTION • OUTWARD SIGNS OF AGING • INTERNAL AGING •
Module 8.3 Social and Personality Development Development in Your Life Caring for
in Middle Adulthood 373 People with Alzheimer's Disease 407
Perspectives on Adult Personality Development 374 Approaches to Aging: Why Is Death Inevitable? 408
ERIKSON'S STAGE OF GENERATIVITY VERSUS RECONCILING THE THEORIES OF AGING • LIFE EXPECTANCY:
STAGNATION • BUILDING ON ERIKSON'S VI EWS: HOW LONG HAVE I GOT? • POSTPONING AGING: CAN
VAILLANT, GOULD, AND LEVINSON • THE MIDLIFE SCIENTISTS FIND THE FOUNTAIN OF YOUTH?
CRISIS: REALITY OR MYTH? Cultural Dimensions Racial and Ethnic
Stability Versus Change in Personality 377 Differences in Life Expectancy 410
Cultural Dimensions Middle Age: Review, Check, and Apply 411
In Some Cultures It Doesn't Exist 377 Module 9.2 Cognitive Development in Late
STABILITY AND CHANGE IN THE "BIG FIVE" PERSONALITY Adulthood 412
TRAITS • HAPPINESS ACROSS THE LIFE SPAN
Intelligence 412
Relationships: Family in Middle Age 379
Cognitive Functioning in Older People 413
Marriage and Divorce 379
Recent Conclusions About the Nature of Intelligence
THE UPS AND DOWNS OF MARRIAGE • DIVORCE •
in Late Adulthood 413
REMARRIAGE
Memory and Leaming 414
Family Evolutions 382
Memory 414
BOOMERANG CHILDREN: REFILLING THE EMPTY NEST •
THE SANDWICH GENERATION: BETWEEN CHILDREN AND AUTOBIOGRAPHICAL MEMORY: RECALLI NG THE DAYS OF
PARENTS • BECOMING A GRANDPARENT: WHO, ME? OUR LIVES • EXPLAINING MEMORY CHANGES IN OLD AGE
Family Violence: The Hidden Epidemic 385 Never Too Late to Learn 416
THE STAGES OF SPOUSAL ABUSE • THE CYCLE OF From Research to Practice Can We Train the Brain?
VIOLENCE • SPOUSAL ABUSE AND SOCIETY: THE CULTURAL Interventions to Improve Cognitive Functioning 417
ROOTS OF VIOLENCE
Review, Check, and Apply 417
xvi Contents
The Daily Life of Late Adulthood 426 Choosing the Nature of Death 451
Living Arrangements: The Places and Spaces of DNRS • LIVING WILLS • EUTHANASIA AND
Their Lives 426 ASSISTED SUICIDE
LIVING AT HOME • SPECIALIZED LIVING W here to Die: Easing the Final Passage 453
ENVIRONMENTS • INSTITUTIONALISM AND Review, Check, and Apply 454
LEARNED HELPLESSNESS
Module 10.3 Grief and Bereavement 455
Finances, Work, and Retirement 428
Death: Effects on Survivors 455
THE ECONOMICS OF LATE ADULTHOOD • WORK AND
RETIREMENT IN LATE ADULTHOOD Saying Farewell: Final Rites and Mourning 456
Bereavement and Grief 457
Development in Your LifePlanning
for-and Living-a Good Retirement 431 From Research to Practice Moving On:
Relationships: Old and New 431
Surviving the Loss of a Long-T i me Spouse 457
Marriage in the Later Years: Together, Then Alone 431 DIFFERENTIATING UNHEALTHY GRIEF FROM NORMAL
GRIEF • THE CONSEQUENCES OF GRIEF AND BEREAVEMENT
DIVORCE • DEALING WITH RETIREMENT: TOO MUCH
TOGETHERNESS? • CARING FOR AN AGING SPOUSE OR Development in Your Life Helping
PARTNER • THE DEATH OF A SPOUSE OR PARTNER a Child Cope with Grief 460
Friends and Family in Late Adulthood 434 Review, Check, and Apply 460
FRIENDSHIP: WHY FRIENDS MATTER IN LATE Chapter 1 O Summary: Putting It All Together: Death and Dying 461
ADULTHOOD • FAMILY RELATIONSHIPS: THE TIES
THAT BIND
Glossary G-1
Elder Abuse: Relationships Gone Wrong 436
Review, Check, and Apply 437 References R-1
Chapter 9 Summary: Putting It All Together: Late
Name Index NI-1
Adulthood 439
Subject Index SI-1
To the Student concepts are printed in italics and defined within the para
graph where they first appear, but not in the margin.
Welcome to the field of lifespan development! It's a disci
To further help you study, modules end with a "Review,
pline that's about you, about your family and those who
Check, and Apply" section. The "Review" section includes
came before you, and about those who may follow in your
a summary of the material in the module, organized by
footsteps. It's about your genetic heritage, and it's about the
learning objective. Each module also includes four "Check
world in which you were raised.
Yourself" questions, which require that you recall and un
Lifespan development is a field that will speak to you
derstand the material to answer correctly. Finally, there's a
in a personal way. It covers the range of human existence
question that requires you to apply the material in the chap
from its beginnings at conception to its inevitable ending at
ter to some real-world issue. By answering the "Applying
death. It is a discipline that deals with ideas and concepts
Lifespan Development" question, you're demonstrating a
and theories, but one that above all has at its heart people-
higher-order understanding related to critical thinking.
our fathers and mothers, our friends and acquaintances,
You'll also find several recurring features in every chap
and our very selves.
ter. There are opening vignettes designed to illustrate how
But before we jump into the world of lifespan develop
lifespan development is relevant to everyday life. There are
ment, let's spend a little time getting to know this book and
boxes, called "From Research to Practice," which include
the way it presents the material. Knowing how the book is
recent research that is applied to current social issues, and
constructed will pay off in big ways.
"Cultural Dimensions" sections that highlight multicultural
issues related to lifespan development.
Getting to Know the Book Ever wish you could apply the theoretical material
you're reading about in a textbook to your own life? The sec
You've probably already read a fair number of textbooks
tion called "Development in Your Life" offers a variety of tips
over the course of your college career. This one is different.
and guidelines, based on the chapter's theme, ranging from
Why? Because it's written from your perspective as a
childrearing tips to choosing a career and planning your re
student. Every word, sentence, paragraph, and feature in this
tirement. By applying these to your life, you'll learn the di
book is included because it's meant to explain the field of
versity of what the field of lifespan development has to offer.
lifespan development in a way that excites you, engages you
Finally, there are several features illustrating how the
with the content, and facilitates the study of the material. And
material is relevant from the perspectives of people in dif
by doing that, it maximizes your chances for not only learning
ferent roles and professions, including parents, educa
the material and getting a good grade in your class, but also
tors, healthcare providers, and social workers. "From the
applying the material in a way that will improve your life.
Perspective of . . . " asks you questions designed to help you
The organization of the book is based on what psychol
think critically about how lifespan development applies
ogists know about how students study most effectively. The
to someone working in a specific field, and "Putting It All
text is divided into short modules, nestled within chapters,
Together"-a summary at the end of each chapter-will
with each module having several clearly demarcated sub
help you integrate the material in the modules and learn
sections. By focusing your study in short sections, you're
how it applies across a variety of dimensions.
much more likely to master the material.
Similarly, the material is organized into Learning objec
tives, abbreviated as LO. At the start of every subsection,
A Last Word . . .
you'll find them in the form of statements. It makes sense I wrote this book for you. Not for your instructor, not for my
to pay particular attention to the learning objectives because colleagues, and not to see it sitting on my own bookshelf. I
they indicate the material that instructors most want you to wrote this book as an opportunity to extend what I do in my
learn and that they use to develop test questions. The learn own classes at the University of Massachusetts Amherst, and to
ing objectives are also listed at the beginning of each chapter. reach a wider, and more diverse, set of students. For me, there's
The book also has a way of indicating which terms nothing more exciting as a college professor than to share my
are most critical to your understanding of lifespan devel teaching and knowledge with as many students as possible.
opment. Key terms and concepts are printed in boldface I hope this book grabs your interest in lifespan develop
type, and are defined in the margins. Less-critical terms and ment and shows you how it can apply to your own life and
xvii
xviii Preface
improve it. Let me know if it does, or anything else you'd The modular approach has another advantage: It allows
like to convey to me. I'd love to hear from you, and you can instructors to customize instruction by assigning only those
easily reach me at feldman@chancellor.umass.edu. In the modules that fit their course. Each of the book's chapters fo
meantime, enjoy your introduction to lifespan development. cuses on a particular period of the life span, and within each
chapter separate modules address the three main concep
tual approaches to the period: physical development, cogni
To the Instructor tive development, and social and personality development.
I've never met an instructor of a lifespan development Because of the flexibility of this structure, instructors who
course who didn't feel that he or she was fortunate to teach wish to highlight a particular theoretical or topical approach
the course. The subject matter is inherently fascinating, and to lifespan development can do so easily.
there is a wealth of information to convey that is at once Finally, Discovering the Life Span, Fifth Edition, pro
intriguing and practical. Students come to the course with vides complete integration between the book and a huge
anticipation, motivated to learn about a topic that, at base, array of media interactives and assessments in Revel, com
is about their own lives and the lives of every other human prising videos, quizzes, and literally hundreds of activities
being. that extend the text and make concepts come alive.
At the same time, the course presents unique chal
lenges. For one thing, the breadth of lifespan development
is so vast that it is difficult to cover the entire field within An Introduction to Discovering
the confines of a traditional college term. In addition, many
instructors find traditional lifespan development texts too
the Life Span, Fifth Edition
long. Students are concerned about the length of the texts Discovering the Life Span, Fifth Edition-like its
and have trouble completing the entire book. As a result, predecessor-provides a broad overview of the field of
instructors are often reluctant to assign the complete text human development. It covers the entire range of the human
and are forced to drop material, often arbitrarily. life, from the moment of conception through death. The text
Finally, instructors often wish to incorporate into their furnishes a broad, comprehensive introduction to the field,
classes computer-based electronic media that promote un covering basic theories and research findings, as well as
derstanding of key concepts and take advantage of stu highlighting current applications outside the laboratory. It
dents' capabilities using electronic media. Yet traditional covers the life span chronologically, encompassing the pre
lifespan development textbooks do little to integrate the natal period, infancy and toddlerhood, the preschool years,
electronic media with the book. Consequently, in most middle childhood, adolescence, early and middle adult
courses, the book and accompanying electronic media hood, and late adulthood. Within these periods, it focuses on
stand largely in isolation to one another. This lack of inte physical, cognitive, and social and personality development.
gration diminishes the potential impact of both traditional In a unique departure from traditional lifespan de
and electronic media and the advantages that an integra velopment texts, each chapter integrates the physical,
tion of the two could produce in terms of helping students cognitive, and social and personality domains within each
engage with and learn the subject matter. chronological period. Chapters begin with a compelling
Discovering the Life Span, Fifth Edition, directly ad story about an individual representing the age period cov
dresses these challenges. The book, which is based on the ered by the chapter, and the chapter ends by refocusing on
highly popular Development Across the Life Span, is some that individual and integrating the three domains.
25 percent shorter than traditional lifespan books. At the The book also blends and integrates theory, research,
same time, it maintains the student friendliness that has and applications, focusing on the breadth of human devel
been the hallmark of the original. It is rich in examples and opment. Furthermore, rather than attempting to provide a
illustrates the applications that can be derived from the re detailed historical record of the field, it focuses on the here
search and theory of lifespan developmentalists. and now, drawing on the past where appropriate, but with
The book uses a modular approach to optimize student a view toward delineating the field as it now stands and the
learning. Each chapter is divided into three modules, and in directions toward which it is evolving. Similarly, while pro
turn each module is divided into several smaller sections. viding descriptions of classic studies, the emphasis is more
Consequently, rather than facing long, potentially daunting on current research findings and trends.
chapters, students encounter material that is divided into The book is designed to be user friendly. Written in a
smaller, more manageable chunks. Of course, presenting direct, conversational voice, it replicates as much as pos
material in small chunks represents a structure that psycho sible a dialogue between author and student. The text is
logical research long ago found to be optimum for promot meant to be understood and mastered on its own by stu
ing learning. dents of every level of interest and motivation. To that end,
Preface xix
it includes a variety of pedagogical features that promote the text designed to show the applicability of the ma
mastery of the material and encourage critical thinking. terial to a variety of professions, including education,
These features include: nursing, social work, and healthcare.
• CHAPTER-OPENING PROLOGUES. Each of the • THINKING ABOUT THE DATA. Every chapter in
chapters starts with an attention-grabbing account of an cludes a "Thinking About the Data" figure, which in
individual who is at the developmental stage covered vites students to apply critical thinking to a graph or
stage for the chapter, and the material is addressed in • RUNNING GLOSSARY. Key terms are defined in
the end of the chapter when the physical, cognitive, and the margins of the page on which the term is presented.
social and personality aspects are integrated.
• END-OF-CHAPTER INTEGRATIVE MATERIAL.
• MODULE-OPENING VIGNETTE. Modules (which At the end of each chapter, the chapter-opening pro
are nestled within chapters) begin with short vignettes, logue is recapped and addressed from the three do
describing an individual or situation that is relevant to mains of physical, cognitive, and social and personality
the basic developmental issues being addressed in the development. In addition, questions address the pro
module. logue from the perspective of people such as parents,
professional caregivers, nurses, and educators.
• LEARNING OBJECTIVES . Every subsection begins
with a learning objective, clearly specifying what stu
dents are expected to master after reading and study
ing the material. Learning objectives are listed at the What's New in the Fifth Edition?
beginning of each chapter. The fifth edition of Discovering the Life Span has been
• FROM RESEARCH TO PRACTICE. Each chapter extensively revised in response to the comments of
includes a box that describes current developmental dozens of reviewers. Among the major changes are the
lems. Most of these boxes are new to the fifth edition. Additions of New and Updated Material. The revision
incorporates a significant amount of new and updated in
• CULTURAL DIMENSIONS. Every chapter includes
formation. For instance, advances in areas such as behav
"Cultural Dimensions" sections incorporated into the
ioral genetics, brain development, evolutionary perspec
text. These sections highlight issues relevant to today's
tives, and cross-cultural approaches to development receive
multicultural society. Examples of these sections in
expanded and new coverage. Overall, hundreds of new ci
clude discussions about preschools around the world,
tations have been added, with most of those from articles
gay and lesbian relationships, the marketing of ciga
and books published in the last few years.
rettes to the less advantaged, and race, gender, and eth
The fifth edition also includes the following improvements:
nic differences in life expectancy.
• THEORETICAL PERSPECTIVES. Each chapter in
• DEVELOPMENT IN YOUR LIFE. Every chapter in
cludes a look at a topic through the lenses of various
cludes information on specific uses that can be derived
theoretical perspectives. For example, Chapter 1 dis
from research conducted by developmental investiga
cusses how various theorists would study the Ruiz
tors. For instance, the text provides concrete informa
family, profiled in the chapter opener.
tion on how to encourage children to become more
physically active, how to help troubled adolescents • STRONGER EMPHASIS ON CULTURE. More so
who might be contemplating suicide, and on planning than in previous editions, Discovering the Life Span,
and living a good retirement. In previous editions, this Fifth Edition emphasizes the impact of culture on
gender considerations in the study of development States by race, including new Figure 2-17
• Revised discussion of critical and sensitive periods • New Figure 2-14 on worldwide rates of infant mortality
• Streamlined coverage of Freud's psychoanalytic • New Table 2-4 on risk factors for low-birthweight pre-
perspective term infants
• New examples in assessment of behavioral perspective • New estimates of cost of caring for premature infants
• New section on assessing cognitive neuroscience • New material on risk factors for premature births
approaches • Family and Medical Leave Act (FMLA) update
• New Figure 1-1 on brain differences in a person with • Additional material on postpartum depression
autism
• Updated statistics on IVF infants
• Additional material on Vygotsky and scaffolding
• New coverage of circumcision rates
• Theoretical perspectives: Discussion of how various
theorists would study the Ruiz family, profiled in the
Chapter 3: Infancy
chapter opener
• Updated Figure 1-5 on longitudinal vs. cross-sectional • Statistics on shaken baby syndrome, with new Figure 3-5
research showing damage to the brain of a shaken baby
• New example of application of theories • Causes of cultural differences in infant sleep patterns
• New Figure 1-2 on scientific method • Rates of poverty and hunger in the United States and
• New coverage of informed consent and vulnerable • Updated statistics on single-parent and no-parent families
populations • Updated statistics on teen pregnancy
• Updated Table 2-1 on the genetic basis of various disorders guage learning
• Revised section with new support for code-based read- • More on cross-cultural differences in health beliefs
ing instruction • Using mindfulness to reduce stress
• New edition of WISC-V • New section comparing theories of post-formal think
• Individuals with Disabilities Education Act (IDEA) ing in adulthood
• Mother 's attachment style and parenting of infants • Socioemotional selectivity theory
• New statistics on delay of marriage • Cost of nursing home care
• New Figure 7-9 on rates of cohabitation • New Figure 9-12 on living arrangements in late
• New Figure 7-10 on median age at first marriage adulthood
• New divorce statistics • New Figure 9-13 on perceived benefits of growing older
• New fertility rate statistics
Chapter 10: Death and Dying
• Millennial generation views of work
• New prologue on a good death
• New material on emerging adulthood
• Theoretical perspectives: Alternative theories on dying
• New Figure 7-14 on the gender gap in wages
to that of Kubler-Ross
• SES and health • New From Research to Practice box on grief after spouse death
• New Figure 8-5 on incidence of breast cancer • Additional ways of helping children deal with grief
• Updated causes for divorce • Discussion of crisis intervention used for children who
survived the Sandy Hook school shooting
• Remarriage failure statistics
• New Check Yourself question in module 10.3
• Stress from children returning compared to leaving
during middle adulthood • Revised Summary
• Honor killings and spousal abuse Span. I believe its length, structure, and media and text in
tegration will help students learn the material in a highly
• Revised leisure time statistics
effective way. Just as important, I hope it will nurture an
• Burnout on the job
interest in the field that will last a lifetime.
• Suicide and job loss
reading experience in Revel, students come to class pre • PowerPoint Lecture Slides (ISBN: 9780135872222). The
pared to discuss, apply, and learn from instructors and from PowerPoints provide an active format for presenting con
each other. cepts from each chapter and feature prominent figures
and tables from the text. The PowerPoint Lecture Slides
Learn more about Revel
are available for download via the Pearson Instructor's
www.pearson.com/ revel
Resource Center (www.pearsonhighered.com).
The fifth edition includes integrated videos and media
content throughout, allowing students to explore topics • Video Enhanced Lecture PowerPoint Slides (ISBN:
more deeply at the point of relevancy. Revel makes the 9780135872253). The lecture PowerPoint slides
content come alive as students respond to "Myth or Truth" have been embedded with video, enabling instruc
and "Fun Facts and a Lie" interactives. Each chapter also in tors to show videos within the context of their lecture.
cludes at least one "Trending Topic" feature, which explores No Internet connection is required to play videos.
cutting-edge research or current events. Available for download on the Instructor's Resource
Highly engaging interactives encourage student par Center (www.pearsonhighered.com).
ticipation. Interactive scenarios invite students into "choose • PowerPoint Slides for Photos, Figures, and Tables
your own path"-type activities. Other interactives lead (ISBN: 9780135871881). These slides contain only
them through how a health-care professional, counselor, the photos, figures, and line art from the textbook.
teacher, or parent might react to a specific developmen Available for download on the Instructor's Resource
tal situation or solve a problem. Students can also explore Center (www.pearsonhighered.com).
interactive figures using drag-and-drop and predictive
• Test Bank (ISBN: 9780135871843). For the fifth edi
graphing tools.
tion, each question was checked to ensure that the cor
Each chapter includes a Thinking About the Data prompt,
rect answer was marked and the page reference was
which encourages the student to think about what is behind
accurate. The test bank contains multiple-choice, true/
the data they see in graphs and tables using a data-driven
false, and essay questions, each referenced to the rele
Social Explorer activity in Revel.
vant page in the book and correlated to chapter learn
Finally, a set of carefully curated videos builds on text
ing objectives. The test bank features the identification
content, exploring developmental psychology from a vari
of each question as factual, conceptual, or applied and
ety of perspectives, including a deeper look at diversity and
also makes use of Bloom's Taxonomy. Finally, each
the latest in neuroscience.
item is also identified in terms of difficulty level to
Revel also offers the ability for students to assess their
allow professors to customize their tests and ensure
content mastery by taking multiple-choice quizzes that
a balance of question types. Each chapter of the test
offer instant feedback and by participating in a variety of
item file begins with the Total Assessment Guide:
writing assignments, such as peer-reviewed questions and
an easy to reference grid that makes creating tests
autograded assignments.
easier by organizing the test questions by text section,
MyVirtualLife integration enables students to apply
question type, and whether it is factual, conceptual,
developmental concepts in a simulated environment within
or applied. The Test Bank is available for download
their Revel™ course. MyVirtualLife is an interactive simu
via the Pearson Instructor's Resource Center (www.
lation that allows students to parent a child from birth to
pearsonhighered.com).
age 18, making decisions on the child's behalf. Once the vir
tual child turns 18, the student user 's perspective flips for • MyTest (ISBN: 9780135872178). The test bank comes
the second half of the program, which enables students to with the Pearson MyTest, a powerful assessment gen
live a simulated life and see the impact of their first-person eration program that helps instructors easily create
decisions over the course of a lifetime. and print quizzes and exams. Questions and tests can
be authored online, allowing instructors ultimate flex
Print and Media Supplements ibility and the ability to efficiently manage assessments
anytime, anywhere. For more information, go to www.
• Instructor's Resource Manual (ISBN: 9780135871904).
PearsonMyTest.com.
Designed to make your lectures more effective and save
you preparation time, this extensive resource gathers to • Pearson Teaching Films Lifespan Development Video
gether the most effective activities and strategies for teach (ISBN: 0205656021). This video engages students and
ing your course. The Instructor's Resource Manual includes brings to life a wide range of topics spanning prenatal
learning objectives, key terms and concepts, self-contained through the end of the life span. International videos
lecture suggestions, and class activities for each chap shot on location allow students to observe similarities
ter. Available for download via the Pearson Instructor's and differences in human development across various
Resource Center (www.pearsonhighered.com). cultures.
xxiv Preface
• Supplementan1 Texts. Contact your Pearson rep Sally Archer, College of New Jersey
resentative to package any of these supplementary Janet Arndt, Gordon College
texts with Discovering the Life Span, Fifth Edition. Christine Bachman, University of Houston-Downtown
• Curren t Directions in Developmental Psychology Harriet Bachner, Pittsburg State University
(ISBN: 0205597505). Readings from the American Nannette Bagstad, Mayville State University
Psychological Society. This exciting reader includes Jolly Bailey, Delaware Technical Community College
more than 20 articles that have been carefully se Mary Ballard, Appalachian State University
lected for the undergraduate audience, and taken Michelle Bannoura, Hudson Valley Community College
from the accessible Current Directions in Psychological Daniel Barajas, Community College of Denver
Science journal. These timely, cutting-edge articles Ted Barker, Okaloosa-Walton College
allow instructors to bring their students a real-world Catherine Barnard, Kalamazoo Vallei; Community College
perspective about today's most current and pressing Gena Barnhill, Lynchburg College
issues in psychology. The journal is discounted when Sue Barrientos, Butler Community College
packaged with this text for college adoptions. Sandra Barrueco, The Catholic University of America
Carolyn Barry, Loyola College in Maryland
• TwenhJ Studies That Revolutionized Child
Chris Barry, University of Southern Mississippi
Psychology by Wallace E. Dixon Jr. (ISBN:
Robin Bartlett, Northern Kentucky University
0130415723). Presenting the seminal research stud
Shirley Bass-Wright, St. Philip's College
ies that have shaped modern developmental psy
Kellie Bassell, Palm Beach Community College
chology, this brief text provides an overview of the
Sherry Black, Western Nevada College
environment that gave rise to each study, its experi
Bette Beane, University of North Carolina at Greensboro
mental design, its findings, and its impact on current
Heidi Beattie, Troy University
thinking in the discipline.
Dan Bellack, Trident Technical College
• Human Development in Multicultural Contexts: Amy Bender, Universihj of Milwaukee
A Book of Readings (ISBN: 0130195235). Written Marshelle Bergstrom, University of Wisconsin-Oshkosh
by Michele A. Paludi, this compilation of readings Doreen Berman, Queens College
highlights cultural influences in developmental Debra Berrett, Solano Community College
psychology. Irene Bersola-Nguyen, Sacramento State University
• The Psychology Major: Careers and Strategies Wendy Bianchini, Montana State University
for Success (ISBN: 0205684688). Written by Eric John Bicknell, Temple College
Landrum (Idaho State University), Stephen Davis Robert Birkey, Goshen College
(Emporia State University), and Terri Landrum Carol Bishop, Solano Community College
(Idaho State University), this 160-page paperback Sherry Black, Western Nevada College
provides valuable information on career options Angela Blankenship, Nash Community College
available to psychology majors, tips for improving Cheryl Bluestone, Queensborough Community (CUNY)
academic performance, and a guide to the APA style Judy Blumenthal, Montgomery College
of research reporting. Tracie Blumentritt, University of Wisconsin-La Crosse
Kathy Bobula, Clark College
Acknowledgments Denise Ann Bodman, Arizona State University
Kathleen Bonnelle, Lansing Community College
I am grateful to the following reviewers who pro
Janet Boseovski, The University of North Carolina at
vided a wealth of comments, constructive criticism, and
Greensboro
encouragement:
Teri Bourdeau, University of Tulsa
Lola Aagaard, Morehead State University Sarah Boysen, Ohio State University
Glen Adams, Harding University Nicole Bragg, Mt. Hood Community College
Sharron Adams, Wesleyan College Gregory Braswell, Illinois State University
Carolyn Adams-Price, Mississippi State University Judith Breen, College of DuPage
Leslie Adams Lariviere, Assumption College Alaina Brenick, University of Man;land
Judi Addelston, Valencia Communihj College Jennifer Brennom, Kirkwood Community College
Bill Anderson, Illinois State University Barbara Briscoe, Kapiolani Community College
Carrie Andreoletti, Central Connecticut State University Caralee Brornrne, San Joaquin Delta Community College
Harold Andrews, Miami Dade College-Wolfson Betty Cecile Brookover, Xavier University of Louisiana
Ivan Applebaum, Valencia Community College Veda Brown, Prairie View A&M UniversihJ
Preface xxv
Janine Buckner, Seton Hall University Betsy Diver, Lake Superior College
Sharon Burson, Temple College Delores Doench, Southwestern Community College
Cathy Bush, Carson-Newman College Margaret Dombrowski, Harrisburg Area Community
Jean Cahoon, Pitt Community College College-Lancaster
Cheryl Camenzuli, Molloy College Heather Dore, Florida Community College at Jacksonville
Angela Campbell, Harrisburg Area Community College Jackie Driskill, Texas Tech University
Debb Campbell, College of the Sequoias Victor Duarte, North Idaho College
Lillian Campbell, Humber College Susan Dubitsky, Florida International University
Diane Caulfield, Honolulu Community College Shelley Dubkin-Lee, Oregon State University
Rick Caulfield, University of Hawaii at Manoa Beryl Dunsmoir, Concordia University at Austin
Lisa Caya, University of Wisconsin-La Crosse Paula Dupuy, University of Toledo
Laura Chapin, Colorado State University Kathleen Dwinnells, Kent State University-Trumbull
Jing Chen, Grand Valley State University Campus
John Childers, East Carolina University Darlene Earley-Hereford Southern Union State
Saundra Ciccarelli, Gulf Coast Community College Community College
Diana Ciesko, Valencia Community College Y. van Ecke, College ofMarin
Cherie Clark, Queens University of Charlotte David Edgerly, Quincy University
Wanda Clark, South Plains College Jean Egan, Asnuntuck Community College
J. B. Clement, Daytona College Trish Ellerson, Miami University
Kimberly Cobb, Edgecombe Community College Kelley Eltzroth, Mid-Michigan Community College
Margaret Coberly, University of Hawaii-Windward Laurel End, Mount Mary College
Lawrence Cohn, University of Texas at El Paso Dale Epstein, University of Maryland
Barbara Connolly, University of Tennessee Health Diana Espinoza, Laredo Community College
Sciences Center Melissa Essman, California State University, Fullerton
Deborah Copeland, Palm Beach Community College Deborah Stipp, Ivy Tech Community College
Kristi Cordell-McNulty, Angelo State University Jenni Fauchier, Metropolitan Community College
Pam Costa, Tacoma Community College Nancy Feehan, University of San Francisco
Ellen Cotter, Georgia Southwestern State University Jef Feldman, Los Angeles Pierce College
Trina Cowan, Northwest Vista College Pamela Fergus, MCTC and IHCC
Jodi Crane, Lindsey Wilson College Ric Ferraro, University of North Dakota
Pat Crane, Santa Ana College Donna Fletcher, Florida State University
Amanda Creel, Sowela Technical Community College Christine Floether, Centenary College
Jeanne Cremeans, Hillsborough Community College June Foley, Clinton Community College
Don Crews, Southwest Georgia Technical College Jeanene Ford, Holmes Community College
Geraldine Curley, Bunker Hill Community College Lee Fournet, Central Arizona College
Gregory Cutler, Bay de Noe Community College Jody Fournier, Capital University
Chris Daddis, Ohio State University at Marion Tony Fowler, Florence-Darlington Technical College
Anne Dailey, Community College of Allegheny County James Francis, San Jacinto College
Billy Daley, Fort Hays State University Megan Fulcher, Washington and Lee University
Dianne Daniels, University of North Carolina-Charlotte Inoke Funaki, Brigham Young University-Hawaii
Karen Davis, Southwest Georgia Technical College Sonia Gaiane, Grossmont College
Minca Davis Brantley, Miami Dade College Donna Gainer, Mississippi State University
Dora Davison, Southern State Community College Teresa Galyean, Wytheville Community College
Paul Dawson, Weber State University Mary Garcia-Lemus, California Polytechnic State
Barbara Defilippo, Lansing Community College University-San Luis Obispo
Tara Dekkers, Northwestern College Laura Garofoli, Fitchburg State College
J. DeSimone, William Paterson University Andy Gauler Florida, Community College at Jacksonville
Michael Devoley, Montgomery College C. Ray Gentry, Lenior-Rhyne College
David Devonis, Graceland University Jarilyn Gess, Minnesota State University Moorhead
Ginger Dickson, University of Texas at El Paso Sharon Ghazarian, University of North Carolina at
Trina Diehl, Northwest Vista College Greensboro
Darryl Dietrich, The College of St. Scholastica Pam Gingold, Merced College
Jennie Dilworth, Georgia Southern University Shery Ginn, Rowan Cabarrus Community College
Stephanie Ding, Del Mar College Drusilla Glascoe, Salt Lake Community College
xxvi Preface
Blue Levin, Ridge Community College David Nitzschke, Western Iowa Tech Community College
Lawrence Lewis, Loyola University New Orleans Harriett Nordstrom, University of Michigan-Flint
Mary B. Eberly Lewis, Oakland University Meghan Novy, Palomar College
Linda Liptok, Mcintosh Kent State University-Tuscarawas Elleen O'Brien, University of Maryland, Baltimore County
Nancey Lobb, Alvin Community College Valerie O'Krent, California State University-Fullerton
R. Martin Lobdell, Pierce College Shirley Ogletree, Texas State-San Marcos
Janet Lohan, Washington State University Jennifer Oliver, Rockhurst University
Don Lucas, Northwest Vista College Leanne Olson, Wisconsin Lutheran College
Joe Lund, Taylor University Rose Olver, Amherst College
Salvador Macias, University of South Carolina-Sumter Sharon Ota, Honolulu Community College
Grace Malonai, Saint Mary's College of California John Otey, Southern Arkansas University
Donna Mantooth, Georgia Highlands College Karl Oyster, Tidewater Community College
Deborah Marche, Van Glendale Community College Gwynne Pacheco, Hawaii Community College
Rebecca Marcon, University of North Florida Roger Page, Ohio State University-Lima
T. Darin Matthews, The Citadel Joseph Panza, Southern Connecticut State University
Kelly McCabe, University of Mary Hardin-Baylor Jennifer Parker, University of South Carolina Upstate
William McCracken, Delaware Technical & Brian Parry, San Juan College
Community College Joan Paterna, Manchester Community College
Jason McCoy, Cape Fear Community College Julie Patrick, West Virginia University
Jim McDonald, California State University-Fresno Sue Pazynski, Glen Oaks Community College
Cathy McElderry, University of Alabama-Birmingham Carola Pedreschi, Miami Dade College
Jim McElhone, University of Texas of the Permian Basin Colleen Peltz, Iowa Lakes Community College
Cathy McEvoy, University of South Florida John Phelan, Western Oklahoma State College
Annie McManus, Parkland College at Jacksonville Peter Phipps, Dutchess Community College
Courtney McManus, Colby Sawyer College Michelle Pilati, Rio Hondo College
Tai McMiller, York Technical College Laura Pirazzi, San Jose State University
Beth McNulty, Lake Sumter Community College Diane Pisacreta, St. Louis Community College
Marcia McQuitty, Southwestern Theological Seminary Deanna Pledge, Stephens College
Dixie Cranmer McReynolds, St. Vincent's College Leslee Pollina, Southeast Missouri State University
Joan Means, Solano Community College Yuly Pomares, Miami Dade College
Omar Mendez, William Paterson University of Jean Poppei, The Sage Colleges/Russell Sage College
New Jersey Lydia Powell, Vance-Granville Community College
K. Mentink, Chippewa Valley Technical College Sherri Restauri, Jacksonville State University
Peter Metzner, Vance Granville Community College Kate Rhodes, Dona Ana Community College
LeeAnn Miner, Mount Vernon Nazarene University Shannon Rich, Texas Woman's University
Ellen Mink, Elizabethtown Community and Cynthia Riedi, Morrisville State College, Norwich Campus
Technical College Laura Rieves, Tidewater Community College
Michael Miranda, Kingsborough Community Vicki Ritts, St. Louis Community College-Meramec
College (CUNY) Jane Roda, Penn State-Hazleton Campus
Steve Mitchell, Somerset Community College Keith Rosenbaum, Dallas Baptist University
Yvonne Montgomery, Langston University Karl Rosengren, UniversihJ ofIllinois at Urbana-Champaign
Beverly Moore, Sullivan County Community College Renda Ross, Capital University
Brad Morris, Grand Valley State University Willow Rossmiller, Montana State University-Great Falls
Dolly Morris, University Alaska Fairbanks, TVC Campus College of Technology
AudreyAnn C. Moses, Hampton University Melinda Rouse, Alamance Community College
Jean Mosley, Oral Roberts University Marlo Rouse-Arnett, Georgia Southern
Carol Mulling, Des Moines Area Community College Lisa Routh, Pikes Peak Community College
Jeannette Murphey, Meridian Community College Loretta Rudd, Texas Tech University
Sylvia Murray, University of South Carolina Upstate Robert Rycek, University of Nebraska at Kearney
Ron Naramore, Angelina College Brooke Saathoff, Labette Community College
Sandra Naumann, Delaware Technical Community College James Sapp, Kentucky Christian University
Lisa Newell, Indiana University of Pennsylvania Marie Saracino, Stephen F. Austin State University
Glenda Nichols, Tarrant County College-South Al Sarno, Hannibal-LaGrange College
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