Development: Infancy Through Adolescence

564 Pages·2010·22.85 MB·English

by  Laurence Steinberg

LibraryPirate
LibraryPirate
What is
the
CARE
approach?
C
utting-edge research…
that includes key fi ndings from both classic and
contemporary child development studies.
A
pplied developmental science…
that relates each topic to a broad range of real-world
problems and solutions.
R
eadability…
that draws students from different backgrounds and fi elds of
study, with different occupational goals in mind, into the material.
E
ssential knowledge…
that focuses students’ attention on what they
really need to understand about each topic.
LibraryPirate
Why choose Who created the CARE approach?
the CARE approach?
Laurence Steinberg
Laurence Steinberg is the Distinguished University Professor and Laura H. Carnell Professor of
Psychology at Temple University. Since receiving his Ph.D. from Cornell in 1977, Dr. Steinberg’s
research has focused on a range of topics in the study of contemporary adolescence, including
parent-adolescent relationships, adolescent employment, high school reform, and juvenile justice.
Dr. Steinberg is a former President of the Division of Developmental Psychology of the American
Development: Infancy through Adolescence
Psychological Association as well as the Society for Research on Adolescence. The recipient
offers students an authoritative, of numerous honors recognizing his contributions to the fi eld of human development, Dr.
Steinberg has also been recognized for excellence in research and teaching by the University of
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7/2/091:55:33PM
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How does the CARE approach benefi t students?
Embryonic period (in weeks) Fetal period (in weeks) Full term
3 4 5 6 7 8 12 16 20–36 38
Brain
Central Eye Eye Teeth Palate Ear
nervous Heart Heart Ear
system
C
utting-edge research
6%2%2% 2% Mbirotthh eorf’ sfi arsgte c hatild Heart Leg Arm Leg gEexnteitranlaial
(cid:2) Students will discover the best of 26% 21% 8% 20–24 years o Readability Central nervous system
Heart
today’s cutting-edge research— 25–29 years o
37% Arms
including extensive coverage of 64% 32% 30–34 years o (cid:2) Points and concepts are clarifi ed Eyes
new research in developmental 35–39 years o and illuminated by many real- Legs
Teeth
neuroscience. 40–44 years o world examples, many drawn from
1970 2005 Palate
(cid:2) This book is the product of a 3.1 the authors’ broad and extensive External genitalia
FIGURE
experiences as researchers, Ear
collaboration among three active
Changes Between 1970 and 2005 in the Age
teachers, and experts in their
scientists who study different periods When Women Have Their First Child Period when major abnormality may occur Period when minor defect or abnormality may occur
of development: infancy, childhood, In 1970, the majority of women (64%) were ages twenty to twenty-four years old when they respective areas of study. FIGURE 3.3
had their first child; however, in 2005, fewer than 40 percent of women had their first child
and adolescence, each of whom has in their earlier twenties. Moreover, between 1970 and 2005, the percentage of women who (cid:2) The authors’ engaging writing Sensitive Periods in Prenatal Development
Exposure to teratogens during prenatal development can be detrimental and result in major
more than thirty years of teaching had their first child at age thirty or older tripled from 10 percent to 31 percent. style distinguishes this book defects in the structure or function of organs and systems, especially if the exposure occurs
during certain “sensitive periods.” The green bars indicate the period of time in which the
and research in child development. from the dry and encyclopedic embryo or fetus is most susceptible to outside influences; the purple bars represent the time
in which teratogenic effects might be less serious. Several structures, like the central nervous
presentation of material system and the eyes, remain sensitive to outside influences for most of prenatal development
(Moore, 1998).
characteristic of most textbooks.
oms 12.50 s/s Applied developmental science
pt
m 10.00
pression sy 7.50 sl//ll p(cid:3)th sIyenc ahepvoeplorliygc ayct htioaopn rt eoeafrl, dwtehovere laldou ppthmrooebrnsl eteamml sp, hfoacsuizsein g IWNhyT SEtuRdyIM De vSeloUpmMeMnt?ARY 1.1 Essential knowledge
e
ed d 5.00 on the ways in which knowledge of child GDoevaelsl oopf mental ■ tThoe dye cshcarinbgee w ohvaetr ptiemoep.le are like at different ages and how (cid:3) One of the text’s most important
eport 2.50 development can inform social policy Research ■■ TToo epxrepdlaicint wwhhaatt acanu isnedsi vdideuveallo wpmill ebnet alilk ceh aatn ag ela.ter point in features is, in fact, its lack of
Self-r 0.000 1 2 3 4+ aenddu cpartaiocnti,c em ienn tthael hfi eealdltsh o, af nchdi lfda mcailrye ,l ife. ■ dTq oeu vainelilttoeyp rovmef necneh;ti l dtbhraeasnte ’idss ,lo itvnoe spu.asest tahnisd k pnroews2e1l5en5dtX g_c0eh3_ atCroha0 c3e_tn0e6hr3ia-s0nt9icc2e.sin. dthde8 3 dwiastsrna’tc tiimngp ofertaatnutr eesn. oIfu ag hto tpoi c 7/2/091:56:16PM
FIGURE 2.6 Number of stressful life events (cid:3)a uTthheo rcso emnbaibnleeds tehxepmer ttios er aoifs et heex amples DDeefvienlionpgm ent Dmeenxeaphvkeaeernsileoc anipnncmge i ntemhdneoivt ri iedins ud craioevlml iadbtpueivltaeetlex’lsy r b aeaebndhidalaitpuvytri oeitnodr,g ett ghonri gntohakwegint eehg ni ,na va,ni rnudodn nc demhemaernsontgttaie,on bntdhys, a.atn d atepxpte, aitr wina stnh’et mimapino rbtaondty eonfo tuhgeh
to include in the book—resulting
Environmental Influences on Gene Expression throughout the text that resonate with Basic Questions 1 Which aspects of development are universal, and which vary
from one individual or group to the next? in a strong primary narrative that
This figure demonstrates how experience can influence the phenotypic students from different backgrounds
expression of our genes. The 5-HTT gene plays a role in producing and fi elds of study, and with different 2. Wnoht?ich aspects of development are continuous and which are stands uninterrupted.
benrati nve crhsieomnsic oafls t ahses ogceinaete wd hwoisthe adleleplree pssaioirns ,v aanryd i nth leerneg athre ( sthhroeret/ sdhifofretr,- occupational goals in mind. 3. Wdifhfiiccuhl ta tsop ecchtas nogfe d, eavnedlo wpmhiechn ta arere r emlaotrieve olyr mlesasl lefiaxbedle aanndd (cid:3) Summaries and part reviews at
short/long, and long/long). A group of researchers found that individuals easy to change? the end of each chapter and section
who had experienced very few stressful life events all reported low levels 4. What makes development happen?
of depressive symptoms. But among people who experienced multiple Guiding Principles 1. Development results from the constant interplay of biology offer students a succinct overview
stressful life events, the level of depressive symptoms varied based on the and the environment. of the material they’ve just covered
type of 5-HTT gene they carried. Individuals with the short/short 5-HTT 2. Development occurs in a multilayered context.
genotype were most affected by stressful life events and reported higher 3. Development is a dynamic, reciprocal process. while setting the stage for what
levels of depressive symptoms than individuals with the short/long or 4. Development is cumulative. lies ahead.
long/long genotype who were exposed to comparable levels of stress. 5. Development occurs throughout the lifespan.
2155X_02_Ch02_035-062.indd 49 2155X_03_Ch03_063-092.indd 66 7/2/09 1:55:33PM 7/2/09 1:56:06PM
2155X_01_Ch01_001-034.indd 10 6/29/09 8:22:07AM
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Development
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Development
Infancy Through Adolescence
Laurence Steinberg
Temple University
Deborah Lowe Vandell
University of California, Irvine
Marc H. Bornstein
National Institute of Child Health and Human Development
AUSTRALIA • BRAZIL • JAPAN • KOREA • MEXICO • SPAIN • UNITED KINGDOM • UNITED STATES
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Development: Infancy Through Adolescence © 2011 Wadsworth, Cengage Learning
Laurence Steinberg, Deborah Lowe Vandell,
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Marc H. Bornstein
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About the Authors
Laurence Steinberg
is the Distinguished University Professor and Laura H.
Carnell Professor of Psychology at Temple University. Since receiving his Ph.D. from
Cornell in 1977, Dr. Steinberg’s research has focused on a range of topics in the study
of contemporary adolescence, including parent-adolescent relationships, adolescent
employment, high school reform, and juvenile justice.
Dr. Steinberg is a former President of the Division of Developmental Psychology of
the American Psychological Association as well as the Society for Research on Adoles-
cence. The recipient of numerous honors recognizing his contributions to the field of
human development, Dr. Steinberg has also been recognized for excellence in research
and teaching by the University of California, the University of Wisconsin, and Temple
University. He is the author or co-author of several hundred articles on growth and
development during the teenage years, as well as several successful books, including
the textbook Adolescence (soon to be published in its 9th Edition).
Deborah Lowe Vandell
is the Chair of the Department of Education at
the University of California, Irvine. After receiving her Ph.D. in psychology from Bos-
ton University, Dr. Vandell began conducting extensive research on the effects of early
child care on children’s development, as well as the effects of after-school programs,
extracurricular activities, and self-care during middle childhood and adolescence. Dr.
Vandell has been recognized for excellence in teaching and research by the University
of Texas and by the University of Wisconsin. She has served on advisory boards and
panels for the National Academy of Sciences, the National Institutes of Health, the U.S.
Department of Education, the Charles Stewart Mott Foundation, and the National In-
stitute for Early Education Research. She works with national, state, and local officials
to translate research into effective policies to support children’s development.
Marc H. Bornstein
serves as Senior Investigator and Head of Child and Fam-
ily Research at the Eunice Kennedy Shriver National Institute of Child Health and
Human Development and as Editor of Parenting: Science and Practice. He received
his Ph.D. from Yale University and has since focused on studying aspects of cogni-
tive, emotional, and language development across the lifespan and on parent-child
relationships in cross-cultural contexts. He has held academic appointments at several
prestigious universities around the world, including Princeton University, New York
University, University College London, and the Sorbonne. Dr. Bornstein is the author
of several hundred articles on infant development and parent-child relationships as
well as the textbooks Development in Infancy and Developmental Science: An Ad-
vanced Textbook.
vi