Life Span Development

PART I. INTRODUCTION

Chapter 1. An Orientation to Lifespan Development

Module 1. Determining The Nature–And Nurture–Of Lifespan Development

Module 2. Theoretical Perspectives

Module 3. Research in Lifespan Development

PART II. PHYSICAL DEVELOPMENT

Chapter 2. Genetics, Prenatal Development, and Birth

Module 4. Foundations of Genetics

Module 5. The Interaction of Heredity and Environment

Module 6. Prenatal Growth and Birth

Chapter 3. Physical Growth and Aging Across The Lifespan

Module 7. Physical Growth and Change

Module 8. Motor Development

Module 9. Perceptual Development

Chapter 4. Health and Wellness

Module 10. Stress and Coping

Module 11. Illness and Well-Being

Module 12. Promoting Health and Wellness

PART III. COGNITIVE DEVELOPMENT

Chapter 5. Cognitive Growth: Piaget And Vygotsky

Module 13. Principles of Cognitive Development

Module 14. Piaget’s Approach to Cognitive Development

Module 15. Vygotsky’s View of Cognitive Development

Chapter 6. Cognitive Growth: Information Processing Approaches

Module 16. The Basics of Information Processing

Module 17. Memory

Module 18. Applying Information Processing Approaches

Chapter 7. Language Development

Module 19. The Origins of Language

Module 20. The Course of Language Development

Module 21. Culture and Language

Chapter 8. Intelligence

Module 22. Intelligence: Determining Individual Strengths

Module 23. Controversies Involving Intelligence

Module 24. Intellectual Disabilities and the Intellectually Gifted

Chapter 9. Social and Emotional Development

Module 25. Forging Early Social Relationships

Module 26. Emotional Development

Module 27. Personality

Chapter 10. Development of the Self

Module 28. The Development of the Self

Module 29. Evaluating the Self

Module 30. Picking An Occupation: Choosing Life’s Work

Chapter 11. Moral Development and Aggression

Module 31. Developing Morality

Module 32. Spirituality and Religion

Module 33. Aggression and Violence

Chapter 12. Gender and Sexuality

Module 34. Gender: Why Do Boys Wear Blue And Girls Wear Pink?

Module 35. Sexual Maturation and Sexuality

Module 36. Relationships

Chapter 13. Friends and Family

Module 37. Social Relationships Across the Lifespan

Module 38 .Lifestyles

Module 39. Family Life

Chapter 14. Schooling, Culture, and Society: Living in a Multicultural World

Module 40. Schooling and Lifetime Learning

Module 41. Leisure

Module 42. A Multicultural World

PART V. THE END OF LIFE

Chapter 15. Death and Grieving: The End of Life

Module 43. Dying and Death Across the Lifespan

Module 44. Confronting Death

Module 45. Grief and Bereavement

Create a Custom Text: For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want. To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text–publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

Current Research and Real World Applications:

Neuroscience and Development: Many chapters include these boxes which present a current study in the field of Neuroscience. The box covers the material in easy to understand terms and focuses on the applications of the study. These boxes include critical thinking questions and exercises. Example: Neuroscience and Development- Aging and Emotional Regulation: It's All in Your Brain (pg. 257)

“From the Perspective Of…”: Shows how the chapter material applies to a variety of professions, including education, nursing, social work, and healthcare providers (pg. 210, 262)

Developmental Diversity: Highlights issues that are relevant in today’s multicultural society. Located within the main narrative of the text, these sections focus on lifespan development theories that speak to the differences between—and similarities among—various groups of people. Example: Developmental Diversity - Does Attachment Differ Across Cultures? (pg. 251)

From Research to Practice boxes describe research on a contemporary issue in lifespan development and explain how this research may be applied in specific situations. These enable students to see the impact of developmental research throughout society. Example: From Research to Practice - How Does Infant Child Care Affect Later Development? (pg. 274)

Becoming An Informed Consumer of Development: These boxes show students how they can make use of the research presented in the text by actively applying the concepts they’re learning to real life situations. Example: Becoming An Informed Consumer of Development - Preventing Adoelscent Suicide (pg. 259)

Student-Focused Pedagogy:

Chapter Opening Prologues:

Each chapter begins with a short vignette, describing an individual or situation that is relevant to the basic developmental issues being addressed in the chapter. (pg. 247) This story is revisited in the Epilogue at the end of the chapter. (pg. 276)

Looking Ahead sections orient readers to the topics to be covered, bridging the opening prologue with the remainder of the chapter. Students are presented with questions that will be answered in the upcoming section of the text. (pg. 248) Looking Back provides a summary of the chapter by answering each of the "Looking Ahead" questions. (pg 276-277)

Review and Apply sections consist of short recaps of the chapters’ main points, followed by questions designed to provoke critical thinking. There are three "Review and Apply" sections to each chapter. (pg. 263)

Running Glossary of key terms with definitions appear in the margins of the page on which the term is presented. (pg. 265)

MyDevelopmentLab icons located in the margins of each chapter point students to the MyDevelopmentLab website (www.mydevelopmentlab.com) for interactive resources that expand upon topics in the text in various formats including: audio, video, simulations, and more! These encourage students to connect the content they are learning about in the chapter to their own virtual child and to real children shown in observational videos on MyDevelopmentLab. (pg. 255)

Online Learning and Assessment:

MyDevelopmentLab with MyVirtualChild and NEW MyClassPrep!

• To take a tour of MyDevelopmentLab, please visit: www.mydevelopmentlab.com.
• For a quick 3 minute walkthrough video of MyVirtualChild, please visit: http://www.mydevelopmentlab.com/whatis_mvc.html
• For information on MyClassPrep see 'Instructor Resources' below

MyDevelopmentLab is an easy-to-use learning management system that allows instructors to assess student progress and adapt course material to meet the specific needs of the class.

• Assessment: MyDevelopmentLab provides self-assessment by allowing students to test themselves on the content covered in each chapter of the text. Aggregate class reports help instructors know what content their class has mastered and where they are still struggling. MyDevelopmentLab gives instructors the ability to organize their course content and adjust their course based on student performance.
• Customized Student Study Plan: Generated for each individual student based on their own self-assessments, MyDevelopmentLab produces customized study plans for students and addresses different learning styles while helping students to study independently. It identifies areas of weakness and strength to focus students' attention and efforts where they are needed the most.
• MultiMedia Resources: MyDevelopmentLab contains a wide variety of multimedia resources for students whether it is with the online eText that matches the exact layout of the printed textbook and contains interactive resources that expand upon topics in the text or with other materials including audio, video, simulations, animations, MyVirtualChild, and much more.
• MyVirtual Child- MyDevelopmentLab includes an interactive simulation that allows students to raise a child from birth to age 18 and monitor the effects of ther parenting decisions over time. (click here for demo video: www.youtube.com/pearsonpsych)

Instructor Resources

Video embedded PowerPoints: Available on DVD

Traditional PowerPoints (without video). Download from: www.pearsonhighered.com/IRC

Classroom Response System PowerPoints (clicker questions). Download from www.pearsonhighered.com/IRC

Test Bank with MyTest. Download TIF from www.pearsonhighered.com/IRC and access MyTest at http://www.pearsonmytest.com/

Instructor's Manual. Download from: www.pearsonhighered.com/IRC

MyDevelopmentLab with MyVirtualChild and MyClassPrep. Available at www.mydevelopmentlab.com

• MyClassPrep makes lecture preparation easier and less time-consuming! Pearson has collected the very “best of” instructor resources, including art and figures from our leading texts, videos, lecture activities, classroom activities, demonstrations and much more. Instructors are able to search through this extensive database by content topic or by content type (video, audio, simulation, word documents). MyClassPrep allows instructors to select resources appropriate for lecture, many of which can be downloaded directly. Or instructors may build their own folder of resources and present from within the MyClassPrep program.

  • Click here for a 2 minute walkthrough video on MyClassPrep: http://mediadev.pearsoncmg.com/cmg/jazz/jazzsurveyvideo/

  • NOTE: MyClassPrep is for instructors only.
• MyVirtualChild Instructor’s Manual. Available from Instructor Dashboard within the MyVirtualChild program.

Videos on DVD *See below for additional information on videos.

Videos for Instructors:

Observation videos: Located on the Instructor's Resource CD (IRCD), within MyDevelopmentLab, AND integrated into the Instructor's Resource Manual (IRM) and Test Item File Questions (TIF)

Lecture Launcher Videos: Clips from Films for Humanities and Sciences; available on DVD (ISBN: 0131935127) and integrated into Instructor's Resource Manual and Test Item File Questions.

Pearson Teaching Films Lifespan Development Video, DVD: (ISBN: 0205656021) This DVD contains videos for all stages of lifespan development, including: Infancy, Preschool, Middle Childhood, Adolescence, Early Adulthood, Middle Adulthood, and Late Adulthood

Robert S. Feldman is Professor of Psychology and Associate 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 two decades as a college instructor, 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 Fellow. He initiated distance learning courses in psychology at the University of Massachusetts

A Fellow of both the American Psychological Association and the Association for Psychological 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. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and he has written more than 100 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 Behavior (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 nonverbal 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.

Expert Reviews

Feldman, Lifespan Development: A Topical Approach

Carol LaLiberte - Asnuntuck Community College

The opening prologue was very effective and relevant to my college students' lives. To recap and refer to this at the end in the epilogue really ties the learning together. This text is extremely comprehensive, tackling current issues such as the amount of stress on young children as a result of testing and the effects of homework on school children.

Suzy Horton - Mesa Community College

These (features in Feldman) are excellent and the format makes them stand out and more likely to be read by students for their unique content. I especially like the neuroscience features. This makes the textbook very current.

Michelle Clark — James Madison University

I found this to be a real strength of the text-- the research was very much up to date.

Feldman's modules were more user-friendly and overall I think he does a better job of conveying the applicability of material to the students' own lives.

Janine Buckner — Seton Hall University

The writing is practical and clear (with insight and humor to boot!) AND effective. It is an engaging resource.

James Guinee - University of Central Arkansas

The Feldman text is one of the better texts on the market today, and I have been eagerly waiting a topically organized text for lifespan development.

SalvadorMacias- University of South Carolina Sumter

I found the writing very interesting and well organized.

Elaine Cassel - Lord Fairfax Community College

Nice writing style. The chapters are clear, interesting, and well-organized and I like the examples. I think there are a sufficient number of examples.

Sandra Sego- American International College

The most compelling thing about the text is that it is clear and easy to read.

Carolyn Fallahi - Central Connecticut State University

Easy to understand language. Interesting, real world questions lead each major section.

Jackie Goldstein - Samford University

Very clear AND thorough.

Robert Stennett - GainesvilleStateCollege

This is a very well-written textbook. It will enjoy wide appeal to students and faculty alike. It covers relevant information in a readable and entertaining way, with real-life examples that most students can relate to their own lives.

Ronnie Naramore - AngelinaCollege

The number of real world examples was impressive. The research cited is very up-to-date and accurate.

Diane Wille- IU Southeast

The research is current and accurate. I was impressed with the number of new studies used to explain and expand the concepts.

Kathleen Rudasill - University of Louisville

Strongly interested; this has excellent potential for my course

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