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Life-Span Human Development7e Carol K. Sigelman The George Washington University

Elizabeth A. Rider Elizabethtown College

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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Life-Span Human Development, Seventh Edition Carol K. Sigelman, Elizabeth A. Rider Senior Editor: Jaime Perkins Associate Developmental Editor: Nicolas Albert Assistant Editor: Paige Leeds Editorial Assistant: Phil Hovanessian

© 2012, 2009 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means, graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

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To the students who have inspired us

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brief contents 1

Understanding Life-Span Human Development1

2

Theories of Human Development30

3

Genes, Environment, and Development62

4

Prenatal Development and Birth94

5

Health and Physical Development132

6

Sensation, Perception, and Attention172

7

Cognition208

8

Memory and Information Processing242

9

Intelligence and Creativity274

10 Language and Education310 11 Self and Personality346 12 Gender Roles and Sexuality380 13 Social Cognition and Moral Development414 14 Attachment and Social Relationships448 15 The Family482 16 Developmental Psychopathology516 17 The Final Challenge: Death and Dying546 Appendix: Careers in Human DevelopmentA-1

iv Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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contents 1

Understanding Life-Span Human Development1 Early Beginnings 11 The Modern Life-Span Perspective

1.3

12

How Is Development Studied?14 The Scientific Method Sample Selection

14

14

Data Collection 15 © Ginn, Robert/Index Stock/Corbis

exploration 1.3 Data Collection Methods in Action:

1.1

Measuring Anger

The Case Study, Experimental, and Correlational Methods 17 Developmental Research Designs Boomers

1.4 3

exploration 1.1 Are You an Adult Yet?

6

1.2

Key Terms29 Media Resources29

10

exploration 1.2 Excerpt from Darwin’s Baby Biography

2

26

Chapter Summary28

What Is the Science of Life-Span Development?10 Goals of Study

25

Protecting the Rights of Research Participants 8

24

What Special Challenges Do Developmental Scientists Face?25 Conducting Culturally Sensitive Research

Framing the Nature–Nurture Issue 7 Grasping the Ecology of Development

22

engagement 1.1 Recognizing Research Strategies

2

Conceptualizing the Life Span

21

exploration 1.4 Cohort Effects: Tracking the Baby

How Should We Think about Development?2 Defining Development

17

11

Theories of Human Development30 2.1

Developmental Theories and the Issues They Raise32

engagement 2.1 Where Do You Stand on Major © Plush Studios/Bill Reitzel/Blend Images/Corbis

Developmental Issues? 33 The Goodness–Badness of Human Nature

34

Nature–Nurture 34 Activity–Passivity 34 Continuity–Discontinuity 34 Universality–Context Specificity 35

2.2 Freud: Psychoanalytic Theory36 Instincts and Unconscious Motives 36 Id, Ego, and Superego

37

v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Psychosexual Development

2.5 Piaget: Cognitive Developmental Theory48

37

exploration 2.1 Freud: Notes on School Refusal

Constructivism 48

39

Stages of Cognitive Development 49

Defense Mechanisms 39 Strengths and Weaknesses

exploration 2.4 Piaget: Notes on School Refusal

39

2.3 Erikson: Neo-Freudian Psychoanalytic Theory40

Strengths and Weaknesses 50 Other Perspectives on Cognitive Development 51

Psychosocial Stages 40

2.6 Systems Theories51

exploration 2.2 Erikson: Notes on School

Evolutionary Theory and Ethology

Refusal 41

51

Gottlieb’s Epigenetic Psychobiological Systems Perspective 52

Strengths and Weaknesses

exploration 2.5 Gottlieb: Notes on School Refusal

41

2.4 Learning Theories42

2.7 Theories in Perspective55

Skinner: Operant Conditioning 43 Bandura: Social Cognitive Theory

application 2.1 Using Developmental Theories

45

to Prevent Teenage Pregnancy

exploration 2.3 Learning Theorists: Notes on School Refusal Strengths and Weaknesses

54

Strengths and Weaknesses 54

Watson: Classical Conditioning 42

3

50

58

Chapter Summary60

47

Key Terms60

47

Media Resources61

Genes, Environment, and Development62 exploration 3.2 Prenatal Detection of Abnormalities

78

3.3 Studying Genetic and Environmental Influences79 Experimental Breeding 79 Twin, Adoption, and Family Studies 79 Odilon Dimier/PhotoAlto/Corbis

Estimating Influences 80

3.1

Molecular Genetics 81

3.4 Selected Findings82 Intellectual Abilities 82 Temperament and Personality 83 Psychological Disorders 84

Evolution and Species Heredity64

The Heritability of Different Traits

engagement 3.1 Genetic Influence: What Is Myth,

Influences on Heritability 85

3.5 Genes and Environment Conspiring86

What Is Reality? 65

Gene–Environment Interactions 87

3.2 Individual Heredity66 The Genetic Code

Gene–Environment Correlations 87

66

Genetic Influences on Environment 88

Translation and Expression of the Genetic Code 69

Controversies Surrounding Genetic Research

Mechanisms of Inheritance 70

exploration 3.1 Early Experience and Gene Expression Mutations

85

71

89

application 3.1 Prevention and Treatment of Genetic Conditions

90

73

Chapter Summary91

Chromosome Abnormalities 74 Genetic Diagnosis and Counseling

75

Key Terms92 Media Resources92

vi CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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4

Prenatal Development and Birth94 The Mother’s State 112

application 4.1 Growing Healthier Babies

113

engagement 4.1 Understanding Effects of Teratogens 116

© Ryan McVay/Photodisc/Getty Images

The Father’s State 116

4.1

The Mother’s Experience 120 The Father’s Experience 121

exploration 4.2 “I Didn’t Know I Was Pregnant”

122

Sibling Adjustment 123

Breast or Bottle? 125

96

Identifying At-Risk Newborns 125

Prenatal Stages 97

Risk and Resilience

4.2 The Prenatal Environment102

129

Chapter Summary130

Teratogens 103

Key Terms131

exploration 4.1 The Prenatal Effects of Smoking:

Media Resources131

Do They Result from Nature or Nurture? 106

5

Possible Hazards 117

4.4 The Neonatal Environment124

Prenatal Development96 Conception

4.3 The Perinatal Environment116

Health and Physical Development132 5.2 The Infant142 Rapid Growth

142

Newborn Capabilities 142 Physical Behavior 143

application 5.1 Are Today’s Children (and Adults) © Peter Bialobrzeski/Laif/Redux

Sleep Deprived?

5.1

Building Blocks of Growth and Development134 The Endocrine System 135 The Nervous System 136

exploration 5.1 Can Brain Development Explain Why Adolescents Take More Risks Than Adults?

138

Principles of Growth 141 A Life-Span Developmental Model of Health 142

146

Health and Wellness 150

5.3 The Child151 Steady Growth

151

Physical Behavior 151 Health and Wellness 153

5.4 The Adolescent155 The Growth Spurt 155 Sexual Maturation 155 Physical Behavior 159 Health and Wellness 160

5.5 The Adult161 Typical Changes 161

engagement 5.1 Longevity Quiz

162

CONTENTS vii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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The Reproductive System 164

Chapter Summary169

Slowing Down

Key Terms170

165

Disease, Disuse, or Abuse? Health and Wellness Successful Aging

6

166

Media Resources170

167

168

Sensation, Perception, and Attention172 Integrating Sensory Information

186

Influences on Early Perceptual Development 186

6.3 The Child189 The Development of Attention 189 Problems of Attention 190

engagement 6.1 Could You Have ADHD?

192

© Stuart O'Sullivan/Corbis

6.4 The Adolescent194

6.1

Attention 194 Hearing

194

Another Look at the Chemical Senses 195

engagement 6.2 Are You a Supertaster?

196

6.5 The Adult197

Issues of Nature and Nurture174

Vision 197

6.2 The Infant175 Assessing Sensory and Perceptual Abilities

exploration 6.2 Aging Drivers 175

Vision 176

exploration 6.1 Do Infants Understand Size Constancy? 180

application 6.1 Aiding Infants and Children with Hearing Impairments 182 Touch, Temperature, and Pain 185

201

application 6.2 Aiding Adults with Hearing Impairments 203 Aging of the Chemical Senses 203

Hearing 181

The Chemical Senses: Taste and Smell

Hearing

200

Touch, Temperature, and Pain 205 The Adult in Perspective 205 Chapter Summary206

184

Key Terms207 Media Resources207

viii CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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7

Cognition208 7.4 The Adolescent222 The Formal Operations Stage 222

engagement 7.1 How Well Do You Understand Piaget’s Stages of Cognitive Development 225

exploration 7.2 Humor and Cognitive

© Paul Conklin/PhotoEdit Inc.

Development

7.1

Implications of Formal Thought

7.5

Aging and Cognitive Skills 231

7.6 Piaget in Perspective232

Piaget’s Constructivist Approach210

Piaget’s Contributions 232 Challenges to Piaget

7.7

The Infant213 Substages of the Sensorimotor Stage

Evaluation of Vygotsky 236

application 7.1 Improving Cognitive Functioning

217

238

Chapter Summary239

exploration 7.1 Can There Really Be a

8

234

Tools of Thought 235

The Child217

Key Terms240

218

The Concrete Operations Stage

Vygotsky’s Sociocultural Perspective234 Social Interaction and Thought

214

The Emergence of Symbols 216

Santa Claus?

233

Culture and Thought 234

213

The Development of Object Permanence

The Preoperational Stage

The Adult229 Growth beyond Formal Operations? 230

How Does Intelligence Develop? 211

7.3

227

Limitations in Adult Cognitive Performance 229

What Is Intelligence? 211

7.2

227

Media Resources240 221

Memory and Information Processing242 8.2 The Infant248 Memory 248 Problem Solving 250

8.3 The Child250 Explaining Memory Development

250

application 8.1 Improving Children’s Memory © Radius Images/Corbis

and Study Skills 253

8.1

The Information-Processing Approach244 Memory Systems 244 Implicit and Explicit Memory 246 Problem Solving

Autobiographical Memory 255 Problem Solving 257

8.4 The Adolescent259 Strategies

259

Basic Capacities 260 Metamemory and Knowledge Base

260

engagement 8.1 Improve Your Memory

261

247

CONTENTS ix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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8.5 The Adult261

exploration 8.2 Can You Teach an “Old Dog” New Tricks? 269

Developing Expertise 261 Memory and Aging

263

Chapter Summary271

exploration 8.1 Forgetting: What Is Normal

Key Terms272

and What Is Not? 264 Problem Solving and Aging

9

Media Resources272

268

Intelligence and Creativity274 The Emergence of Creativity

285

exploration 9.2 Early Intervention

286

9.4 The Adolescent288 Continuity between Childhood and Adulthood

288

IQ and School Achievement 288 © Indeed/Photodisc/Getty Images

Fostering Creativity 288

9.5 The Adult290 IQ and Occupational Success

290

IQ and Health 291 Changes in IQ with Age Predictors of Decline

291

293

Potential for Wisdom 293

9.1

Defining Intelligence and Creativity276

engagement 9.1 What Do You Know about Intelligence and Creativity

277 277

Gardner’s Theory of Multiple Intelligences 279 Sternberg’s Triarchic Theory 279

exploration 9.1 Alternatives to Traditional Intelligence Tests 280

Creative Endeavors 295

Flynn Effect 297 Genes and Environments 297 Poverty

300

Race and Ethnicity

300

9.7 The Extremes of Intelligence303

281

Intellectual Disability 303

9.2 The Infant283

Giftedness

Developmental Quotients 283 Infant Intelligence and Later Intelligence

304

9.8 Integrating Cognitive Perspectives306 284

9.3 The Child284

Chapter Summary307 Key Terms308

How Stable Are IQ Scores during Childhood? 285 Causes of Gain and Loss

294

9.6 Factors That Influence IQ Scores297

The Psychometric Approach

Creativity

application 9.1 IQ Training for Aging Adults

Media Resources308

285

x CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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10

Language and Education310 10.3 The Child326 Achievement Motivation 326

engagement 10.1 What’s Your Motivation Style? Learning to Read

328

329

Effective Schools 332

exploration 10.2 Making Integration and Inclusion

© Fuse/Getty Images

Work

Science and Mathematics Education 338 Integrating Work and School 340

Achievement Motivation 341

313

Literacy

How Does Language Develop? 318

342

Continuing Education 342

exploration 10.1 Language Acquisition among

application 10.1 What Can Theory and Research

321

Contribute to Education?

10.2 The Infant323

343

Chapter Summary344

Mastery Motivation 323

Key Terms345

Early Education 324

11

Declining Levels of Achievement 336

10.5 The Adult341

What Must Be Mastered? 312

Deaf Children

10.4 The Adolescent336

Pathways to Adulthood 341

10.1 Mastering Language312 When Does Language Develop?

334

Media Resources345

Self and Personality346 11.2 The Infant351 The Emerging Self Temperament

351

352

11.3 The Child354 Elaborating on a Sense of Self 354 Self-Esteem

355

© DEX IMAGE/Getty Images

Influences on Self-Esteem 356

11.1

Conceptualizing the Self and Personality348 Basic Concepts 348

11.4 The Adolescent357 Self-Conceptions 357 Self-Esteem

357

Forging a Sense of Identity 358

exploration 11.1 Life Stories

360

11.5 The Adult363

Theories of Personality 348

engagement 11.1 A Brief Personality Scale

The Developing Personality 356

350

Self-Conceptions 363

application 11.1 Combating Negative Stereotypes of Aging 366

CONTENTS xi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Continuity and Discontinuity in Personality 367

Personality and Successful Aging 377

Eriksonian Psychosocial Growth 369

Chapter Summary378

Midlife Crisis? 372

Key Terms378

Vocational Development and Adjustment 372

exploration 11.2 His and Her Retirement

12

Media Resources379 376

Gender Roles and Sexuality380 12.3 The Child387 Acquiring Gender Stereotypes 387 Gender-Typed Behavior 389

12.4 The Adolescent390

© Cindy Karp/New York Times/Redux

Adhering to Gender Roles 390

Gender Differences or Similarities?

Early Learning 386

or Is Biology Destiny? 394

12.5 The Adult398 Changes in Gender Roles

398

Androgyny? 399

401

12.6 Sexuality Over the Life Span401 Are Infants Sexual Beings?

Is Real? 383

Differential Treatment 386

exploration 12.1 Is the Social Label Everything,

and Behavior

382

engagement 12.1 Which of These Sex Differences

12.2 The Infant386

390

application 12.1 Changing Gender-Role Attitudes

12.1 Sex and Gender382 Gender Roles and Stereotypes

Explaining Gender-Role Development

384

401

Childhood Sexuality 402 Adolescent Sexuality

404

Adult Sexuality 409 Chapter Summary412 Key Terms412 Media Resources413

xii CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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13

Social Cognition and Moral Development414 13.3 The Infant430 Early Moral Training

430

Empathy and Prosocial Behavior

430

exploration 13.2 Are Infants Judging Us?

431

13.4 The Child432 © Image Source/Heide Benser

Thinking through Kohlberg’s Dilemmas 432

Applying Theory of Mind 433 Moral Socialization 433

exploration 13.1 A Case Study in Raising

Changes in Moral Reasoning

exploration 13.1 Mirror Neurons and Theory

application 13.1 Combating Youth Violence

420

440

13.6 The Adult441

Social Perspective Taking 421 422

Changes in Moral Reasoning

engagement 13.1 Do You Have a Theory

New Approaches to Morality

exploration 13.4 Dual-Process Morality

424

Moral Reasoning: Cognitive Developmental Theory 425

Chapter Summary446

Moral Behavior: Social Learning Theory

Key Terms447

428

The Functions of Morality: Evolutionary Theory

443

Religion and Spirituality 443

13.2 Perspectives on Moral Development423 Moral Affect: Psychoanalytic Theory and Beyond

441

Kohlberg’s Theory in Perspective 441

of Mind? 423

14

435

Antisocial Behavior 436

419

Describing and Evaluating Other People

434

13.5 The Adolescent435

Developing a Theory of Mind 416

Social Cognition in Adulthood

Understanding Rules 432

a Moral Child

13.1 Social Cognition416

of Mind

Weighing Intentions 432

444

Media Resources447

428

Attachment and Social Relationships448 14.1 Perspectives on Relationships450 Attachment Theory 450

exploration 14.1 Oxytocin: The Love Hormone

452

Peers and the Two Worlds of Childhood 452

© Hans-Bernhard Huber/Laif/Redux

14.2 The Infant453 Early Emotional Development An Attachment Forms

453

455

application 14.1 Preventing Stranger Anxiety

456

Quality of Attachment 457 Implications of Early Attachment

461

First Peer Relations 463

CONTENTS xiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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14.3 The Child464

14.5 The Adult472

Parent–Child Attachments 464

Social Networks

Peer Networks 465

Romantic Relationships 473

Play 465

Attachment Styles 475

Peer Acceptance and Popularity 467

engagement 14.1 Internal Working Models

Friendships 468

of Attachment

14.4 The Adolescent469 Attachments to Parents

469

Changing Social Networks

476

Friendships 477 Adult Relationships and Adult Development

Friendships 469

477

application 14.2 Attachment Therapies 470

exploration 14.2 The Dark Side of Peer Relations

478

Chapter Summary480 471

Key Terms480

Dating 471

15

472

Media Resources481

The Family482 15.4 The Adolescent496 Ripples in the Parent–Child Relationship 496

© Larry Dale Gordon/The Image Bank/Getty Images

Achieving Autonomy 496

15.1 Understanding the Family484

15.5 The Adult497 Establishing a Marriage New Parenthood

497

498

The Child-Rearing Family The Empty Nest 500 Grandparenthood 500

Changing Family Relationships 501

15.6 Diverse Family Experiences504 Singles

504

Childless Married Couples

The Family as a System within Systems 484

Dual-Career Families

engagement 15.1 Do You Know the American

Gay and Lesbian Families

Family?

Divorcing Families

485

505

505 506

507

Reconstituted Families

The Family as a Changing System 485

499

508

15.7 The Problem of Family Violence509

A Changing System in a Changing World 486

Why Does Family Violence Occur? 510

15.2 The Infant488 Mother–Infant and Father–Infant Relationships

488

Mothers, Fathers, and Infants: The System at Work

489

exploration 15.2 The Intergenerational Transmission of Parenting 511 What Are the Effects of Family Violence?

15.3 The Child490

512

Parenting Styles 490

application 15.1 Battling Family Violence

Social Class, Economic Hardship, and Parenting 491

Chapter Summary514

exploration 15.1 Parenting in Cultural

Key Terms514

and Subcultural Context 492 Models of Influence in the Family

513

Media Resources515

493

Sibling Relationships 494

xiv CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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16

Developmental Psychopathology516 16.3 The Child528 Externalizing and Internalizing Problems

528

exploration 16.2 Hurricane Katrina and Child Mental Health 530

© Clarissa Leahy/Cultura/Getty Images

Depression

532

16.4 The Adolescent533 Storm and Stress? 533 Eating Disorders 533 Substance Abuse Disorders

535

Depression and Suicidal Behavior

537 539

16.5 The Adult539

518

Developmental Psychopathology 519

Depression

16.2 The Infant522 Autism

application 16.1 Challenges in Treating Children

engagement 16.1 Is Anyone You Know Suicidal?

16.1 What Makes Development Abnormal?518 DSM Diagnostic Criteria

531

539

Aging and Dementia 540

522

Chapter Summary544

exploration 16.1 Is Autism an Extreme Version

Key Terms545

of the Male Brain? 526

Media Resources545

Depression 527

17

The Final Challenge: Death and Dying546 17.2 The Experience of Death557 Perspectives on Dying 557 Perspectives on Bereavement 558

17.3 The Infant560 17.4 The Child561 © Mike Kemp/Rubberball/Corbis

Grasping the Concept of Death The Dying Child 563 The Bereaved Child

563

17.5 The Adolescent564 17.6 The Adult565 Death in the Family Context 565 Challenges to the Grief Work Perspective

17.1 Matters of Life and Death548

568

Who Copes and Who Succumbs? 570

What Is Death? 548

engagement 17.1 Life and Death Attitudes What Kills Us and When?

561

551

Theories of Aging: Why Do We Age and Die?

exploration 17.1 Centenarian Secrets

553

550

Bereavement and Human Development

571

17.7 Taking the Sting Out of Death571 For the Dying 571 For the Bereaved 572

556

CONTENTS xv Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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application 17.1 The Family Bereavement Program

Key Terms575

573

Media Resources575

Taking Our Leave 573

Appendix:

Chapter Summary574

Careers in Human DevelopmentA-1

ResearchA-1 TeachingA-2 Professional PracticeA-3 Pre- Bachelor’s- or Bachelor’s-Level Positions Applied Developmental Psychologist

A-3

Counselor, Psychologist, or Therapist

A-4

A-3

Health Professionals A-5 Other Options A-5

ResourcesA-6 GlossaryG-1 ReferencesR-1 Name IndexI-1 Subject IndexI-23

xvi CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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preface This book is about the development of human beings—from their days as fertilized eggs to their dying days. It highlights regularities as well as differences in development, and it asks fundamental questions about why we humans develop as we do. The field of life-span human development is a dynamic one, and we attempt to keep up with the change in this, the seventh edition of Life-Span Human Development. This new edition incorporates many exciting changes, yet it retains four core features valued by students and instructors over the years: (1) our unique integrated topical–chronological approach, (2) a presentation that is both research-based and relevant to students, (3) an emphasis on ideas—on the different theoretical perspectives that guide thinking about human development and research—and (4) an in-depth exploration of the all-important nature–nurture issue. In addition, we introduce new topics and controversies in life-span human development, update coverage throughout, and offer new pedagogical features and supplements to enhance the teaching–learning process.

Topical and Chronological Approach The most distinctive feature of this book is its unique integrated topical–chronological approach. Almost all other life-span development textbooks adopt a chronological or “age–stage” approach, carving the life span into age ranges and describing the prominent characteristics of individuals within each age range. In contrast, we adopt a topical approach for the overall organization of the book blended with a chronological approach within chapters. Each chapter focuses on a domain of development, such as physical growth, cognition, or personality, and traces developmental trends and influences in that domain from infancy to old age. Each chapter also highlights the special qualities of different age groups through major sections on infancy, childhood, adolescence, and adulthood.

Why Topical? Why have we fought the tide? Like many other instructors, we have typically favored topically organized textbooks when teaching child-, adolescent-, or adult-development courses. As a result, it seemed natural to use that same topical approach in introducing students to the whole life span. Besides, chronologically organized texts often have to repeat themselves as they remind

readers of where development left off in an earlier age period that was covered in a previous chapter. More important, a topic-by-topic organization conveys the flow of development in each area—the systematic, and often dramatic, transformations that take place as well as the developmental continuities. The topical approach also helps us emphasize the processes behind development. Finally, a predominantly topical approach is more compatible with a life-span perspective, which views each period of life in relation to what comes before and what is yet to come. In chronologically organized textbooks, many topics are described only in connection with the age group to which they seem most relevant—for example, attachment in relation to infancy, or sexuality in relation to adolescence and adulthood. A topical organization stimulates us to ask intriguing questions we might otherwise not ask, such as these about attachment relationships: • What do infants’ attachments to their parents have in common with, and how do they differ from, attachments between childhood friends or between adult romantic partners? • Do securely attached infants later have a greater capacity to form and sustain friendships or romantic partnerships than infants whose early social experiences are less favorable? • What are the consequences at different points in the life span of lacking a close relationship? Attachments are important throughout the life span, and a topical organization helps make that clear.

Why Chronological? We also appreciate the strengths of the chronological approach, particularly its ability to portray the whole person in each period of the life span. For this reason, we integrated the age–stage approach with the topical organization, aiming to have the best of both worlds. Each topical chapter contains major sections on infancy, childhood, adolescence, and adulthood. The existence of these sections is proof that the chapters consider development in each of the domains covered across the whole life span. These age– stage sections call attention to the distinctive qualities of each phase of life and make it easier for students to find material on an age period of particular interest to them. In short, we believe that our integrated topical–chronological approach allows us to convey the flow of life-span development in particular areas and the factors influencing it while highlighting the major physical, cognitive, and psychosocial developments within any particular developmental period.

xvii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Adaptability of the Integrated Topical– Chronological Approach Even though links among chapters are noted throughout the book, instructors who are teaching short courses or who are otherwise pressed for time can omit a chapter without fear of rendering other chapters incomprehensible. For example: • A cognitively oriented course might omit one or more of the socially oriented chapters (Chapters 11, 12, and 14–17). • A socially oriented course might omit one or more of the cognitively oriented chapters (Chapters 6–10). Moreover, this approach gives instructors the flexibility to cover infancy, childhood, and adolescence in the first portion of the course, if they prefer, and to save the material on adulthood for the end.

Research-Oriented and Relevant Coverage We have worked hard to create a text that is rigorous yet readable—research-oriented yet “real” to students. The seventh edition of Life-Span Human Development tackles complex theoretical controversies and presents the best of both classic and contemporary research from multiple disciplines in a way that is accessible and relevant to students’ life experiences and career development. We believe that it is critical for students to understand how we know what we know about development—to appreciate the research process. With that in mind, we describe illustrative studies and present their data in graphs and tables, and we cite the authors and dates of publication for a large number of books and articles, all fully referenced in the bibliography at the end of the book. Some students may wonder why they are there. It is because we are committed to the value of systematic research, because we are bound to give credit where credit is due, and because we want students and their professors to have the resources they need to pursue their interests in human development during and after the course. We also appreciate that solid scholarship is of little good to students unless they want to read it, can understand it, and see its relevance. We maintain that even the most complex issues in human development can be made understandable through clear and organized writing. To make the material more “real,” we clarify developmental concepts through examples and analogies, connect topics in the text to topics in the news, and highlight the practical implications of research findings. We also incorporate applied material relevant to students’ current and future roles as parents, teachers, psychologists, health professionals, and other human service professionals. And we help students see that major theories of human development do not just guide researchers but can help anyone analyze issues that we all face—including such practical matters as raising and educating children, working with troubled adolescents, or coping with Alzheimer’s disease or death in the family.

Theoretical Grounding Theories are critical in any science, telling scientists what to study, how to study it, and how to interpret their findings. We want students to leave the study of life-span human development with more than facts alone; we want them to appreciate the major issues of interest to developmental scientists and how the leading theories in the field have shaped our thinking about development. Most important, we want students to learn to use these theoretical perspectives to guide their thinking and action when they encounter a question about human development outside the course. With this in mind, we have devoted Chapter 2 to laying out in broad strokes the psychoanalytic, learning, cognitive developmental, and epigenetic systems perspectives on human development, showing what they say, where they stand on key developmental issues, and how they would explain developmental phenomena such as school refusal and teenage pregnancy. We delve deeper into these and other perspectives and show how they have been applied to the study of specific aspects of development in later chapters; see, for example, a treatment of the dynamic systems view of motor development in Chapter 5; a comparison of Jean Piaget’s cognitivedevelopmental and Lev Vygotsky’s sociocultural perspectives in Chapter 7; an application of the information-processing perspective in Chapter 8; alternative views of intelligence in Chapter 9; nativist, learning, and interactionist theories of language development in Chapter 10; alternative theories of personality development in Chapter 11; theories of gender role in chapter 12; theories of moral development in Chapter 13; attachment theory in Chapter 14; and family systems theory in Chapter 15.

Nature–Nurture Theme Finally, we want students to gain a deeper understanding of the nature–nurture issue and of the many interacting forces affecting the developing person. We want students to appreciate that human development is an incredibly complex process that grows out of transactions between a changing person and a changing world and out of dynamic relationships among biological, psychological, and social influences. No contributor to development—a gene, a temperament, a parent, a culture—acts alone and is unaffected by other influences on development. We introduce the nature–nurture issue in Chapter 1 and give it extended treatment in Chapter 3 on genes and environment. Each subsequent chapter includes one or more illustrations of the intertwined contributions of nature and nurture to development. Along the way, we describe some exciting studies that compare individuals with and without particular genes and with and without particular life experiences to bring home what it means to say that genes and environment interact to influence development— as when genes predisposing an individual to depression combine with stressful life events to produce depression. We also illustrate the many ways in which genes and environment are intertwined and affect one another—for instance, ways in which genetic makeup influences the experiences an individual has, and ways in which experience influences which of an individual’s genes are activated or expressed. In this edition, we have expanded coverage

xviii PREFACE Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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not only of genes, hormones, brain functions, and other biological forces in development but also of ways in which ethnicity, social class, community, and the larger cultural context modify development. Most important, we illuminate the complex interrelationships between biological and environmental influences that are at the heart of the developmental process. The following theme index shows the scope of coverage of the nature–nurture issue in this text:

Chapter 7

Chapter 8

Nature–Nurture Theme Index Chapter 1

Chapter 2 Chapter 3

Chapter 4

Chapter 5

Chapter 6

Introduction to the nature–nurture issue (7–8) Gender differences in physically aggressive behavior (8) Bronfenbrenner’s bioecological model of development (8–10) Gottlieb’s epigenetic psychobiological systems perspective (52–55) Evolution and the color of Kettlewell’s moths in England (65) Epigenetic effects on gene expression (71) Estimating genetic and environmental contributions to human differences (80–81) Contributions of nature and nurture to schizophrenia (84–85) Turkheimer’s study showing different heritability of IQ in low and high socioeconomic status families (86) Gene–environment interactions and Caspi’s molecular genetics study of depression as a function of genetic risk and stressful life events (87) Gene–environment correlations and genetic influences on the environments individuals experience (87–89) Prenatal development and its influence on the developing person (102–103) Effects of maternal smoking (104–105) Effects of prenatal alcohol exposure on development (105–108) Risk and resilience in development: Werner and Smith’s longitudinal study in Kauai (129) Genetic and environmental factors influencing height (134–136) Development of the brain and its plasticity in response to experience (138–140) Lateralization of the brain and handedness (139) Emergence of motor skills (149–150) Age differences in sexual and physical maturation (155–157, 159–160) Biological versus social influences on women’s perceptions of their menstrual cycles (164–165) Successful aging—the Nun Study (168–169) Views on perception (174–175) Taste preferences (184–185)

Chapter 9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Chapter 14

Chapter 15

Chapter 16

Chapter 17

The role of early sensory experience in perceptual development (186–188) Cultural variation in perceptual competencies (188) Attention deficit hyperactivity disorder (ADHD) (190–193) Maturation and experience in the cognitive development of children (211–213) Culture and thought (234) Explaining memory development (250–251) The effect of knowledge base on memory performance (254) Development of expertise (261–262) Aging and memory (263–268) Relation of infant intelligence to later intelligence (284) Stability of IQ scores (285) Contributors to creativity (288–289) Factors influencing IQ scores (297–302) Causes of intellectual disability (303–304) Theories of language development in children (318–323) Factors influencing school effectiveness (332–335) Behavioral inhibition and its biological and environmental roots (352–353) The goodness-of-fit concept (353–354) Causes of stability and change in personality (369) Real gender differences versus gender stereotypes (384–386) Explaining gender role development (390–397) Sexual orientation development (404–405) Nature and nurture in the development of a theory of mind (418–420) Evolutionary and learning perspectives on moral development (428–429) Contributors to aggression (438–439) Bowlby’s theory of human attachment (450–452) Early emotional development (453–455) Caregiver, infant, and environmental contributors to secure attachment (459–460) Gender differences in parenting (488–489) Child effects and the transactional model of family influence (493–494) Genetic influence on the long-term effects of child maltreatment (513) The diathesis–stress model of psychopathology (521–522) Autism (524–525) Developmental disorders from a family systems perspective (529) Eating disorders (534–535) Substance abuse (536) Depression (537) Alzheimer’s disease (542) Contributors to a long life (553–554) The nature and nurture of aging (554–555)

PREFACE xix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Organization of the Text

New Features in This Edition

Core Concepts: Chapters 1 to 4

In this edition, we have made several changes intended to increase students’ active engagement with the material. We have begun chapters with Ask Yourself This boxes that pose questions to guide students’ reading, and we have ended each numbered chapter section with Checking Mastery and Making Connections questions to encourage students to test themselves on and think in new ways about the material. We have also created Engagement boxes that challenge students to look at themselves in new ways.

The book begins by orienting students to the life-span perspective on human development and to approaches to the scientific study of development (Chapter 1), as well as to the central issues and theoretical perspectives that have dominated the field (Chapter 2). It then explores developmental processes in some depth, examining genetic and environmental influences on development (Chapter 3) and then focusing on prenatal and other early environmental influences (Chapter 4). These chapters establish how both genes and environments contribute to both typical changes and individual differences throughout the life span.

Development of Basic Human Capacities: Chapters 5 to 10 Chapters on the growth and aging of the body and nervous system (Chapter 5) and on the development of sensory and perceptual capacities (Chapter 6) launch our examination of the development of basic human capacities. Chapter 7 covers Jean Piaget’s perspective on cognitive development and the quite different perspective offered by Lev Vygotsky; Chapter 8 views memory and problem solving from an information-processing perspective; Chapter 9 highlights the psychometric approach to cognition, exploring individual differences in intelligence and creativity; and Chapter 10 explores language development and the roles of language, cognition, and motivation in educational achievement.

Development of Self in Society: Chapters 11 to 17 The next three chapters concern the development of the self: changes in self-conceptions and personality, including in vocational identity (Chapter 11); in gender roles and sexuality (Chapter 12); and in social cognition and morality (Chapter 13). The self is set more squarely in a social context as we trace lifespan changes in attachment relationships (Chapter 14) and in roles and relationships within the family (Chapter 15). Finally, we offer a life-span perspective on developmental problems and disorders (Chapter 16) and examine why people die and how they cope with death (Chapter 17).

Getting the Big Picture To help students pull together the “big picture” of life-span human development at the end of the course, we remind students of some of the major themes of the book at the end of Chapter 17 and offer a chart inside the back cover that summarizes major developments in each of the seven periods of the life span. Finally, the appendix, Careers in Human Development, lays out possibilities for translating an interest in human development into a career in research, teaching, or professional practice.

Ask Yourself This To help students read with a purpose, we pose the major questions addressed in the chapter in a box at the beginning of the chapter.

Checking Mastery Questions To encourage students to actively check their command of the material as they progress through the chapter, we have posed two to four Checking Mastery questions at the end of each numbered chapter section, the answers to which are online at www.cengagebrain.com/shop/ISBN/1111342733.

Making Connections Questions At the end of each major section, Making Connections questions invite students to reflect on the material—to weigh in on a debate in the field, evaluate the material’s implications for public policy, apply the material to a case example, or explore the material’s relevance to their own development.

Engagement Boxes This new feature is a new kind of box that supplements the Exploration and Application boxes we have included in previous editions. Engagement boxes provide opportunities for students to engage actively and personally with the material—to assess their own knowledge, beliefs, traits, and attitudes by completing personality scales, test items, surveys, and short quizzes (see later examples).

Content Updates As always, the book has been thoroughly updated to convey the most recent discoveries and insights developmentalists have to offer. We take pride in having written a well-researched and wellreferenced book that professors and students can use as a resource. We have added some exciting new topics and greatly revised, expanded, and updated coverage of other topics. A sampling:

xx PREFACE Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Chapter 1. Understanding Life-Span Human Development

Chapter 5. Health and Physical Development

• A fascinating excerpt from Charles Darwin’s baby biography of his son • Introduction of the concept of neuroplasticity and of the increasing role of functional magnetic resonance imaging in studying brain-behavior relationships • Relationship between the scientific goal of optimizing development and today’s emphasis on evidence-based practice in many professions • Rites of passage from adolescence to adulthood and the issue of when a person is an adult

• Substantial revision and addition of material on health, nutrition, weight issues, and obesity, including discussion of diabetes • Expanded discussion of celiac disease • Engagement box allowing students to estimate how their lifestyle choices will affect their life expectancy

Chapter 2. Theories of Human Development • Focus on school refusal as a developmental phenomenon to be explained by the major theories of development • Illustration of the application of theories to reducing unwanted teenage pregnancy • More on psychoanalytic theory and learning theory so that primary coverage of these theories is now in Chapter 2 • Reorganized and updated coverage of Gottlieb’s epigenetic psychobiological systems theory

Chapter 3. Genes, Environment, and Development • Engagement box testing for common misconceptions about genetic influences on development • The latest on fragile X syndrome and its implications for relatives of an affected child • Early environmental influences on gene expression, including exciting research by Meaney, Champagne, and others on how early parenting of rat pups can affect gene expression and, in turn, later parenting style and ability to cope with stress • Updates on uses of gene therapy and stem cell therapy to treat genetic disorders

Chapter 4. Prenatal Development and Birth • • • • • •

The latest research on prenatal development and teratogens New section on sibling adjustment to birth of a new baby Engagement box testing knowledge of teratogens Effects of diabetes and mercury exposure during pregnancy Mother’s race/ethnicity and fetal/infant mortality rates Exploration box on untangling the effects of nature and nurture in studying effects of a mother’s smoking during pregnancy • Exploration box on why pregnant women might not know they are pregnant

Chapter 6. Sensation, Perception, and Attention • Coverage of attention deficit hyperactivity disorder (ADHD) and an Engagement box on recognizing adult ADHD symptoms • New material on the chemical senses and adolescence • Engagement box on supertasters

Chapter 7. Cognition • Simplified presentation of Piaget’s explanation of development and position on nature–nurture • Engagement box testing students’ knowledge of Piaget’s stages of cognitive development • Expanded coverage of scientific thinking, including research by Bullock, Sodian, and Koerber on LOGIC • Strengthened discussion of postformal thought

Chapter 8. Memory and Information Processing • Chapter opener on Jill Price, woman with a phenomenal autobiographical memory • Engagement box on improving your memory • More on the neural bases of memory

Chapter 9. Intelligence and Creativity • Revised coverage of Sternberg’s triarchic theory of intelligence • Expanded coverage of creativity • Discussion of neuroplasticity

Chapter 10. Language and Education • Reorganized coverage of language development to clarify what must be mastered, when it is mastered, and how it happens • More on the neurobiological underpinnings of language • Engagement box on identifying one’s motivation style

Chapter 11. Self and Personality • New material on the significance of personality for health, well-being, and development • Expanded coverage of ageist stereotypes

PREFACE xxi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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• More on retirement, including a new graph on labor force participation and an Exploration box on husbands’ and wives’ experiences of retirement

Chapter 12. Gender Roles and Sexuality • Clarification of sex versus gender and the relative importance of gender similarities versus differences • Emphasis on agentic and communal roles rather than masculine or feminine stereotypes • New Engagement box with the Personal Attributes Questionnaire asking students to self-assess their views of gender types • New summary table on STDs

Chapter 13. Social Cognition and Moral Development • More on infant social cognition, including intriguing evidence that infants understand false beliefs and evaluate other people based on their behavior • New neuroscience discoveries about areas of the brain involved in social cognition and the role of mirror neurons • Engagement box with a sample theory-of-mind task suitable for adults • More on bullying in schools • New section on religion and spirituality across the life span • Dual-process model of the roles of rational thought and emotion/intuition in morality

Chapter 14. Attachment and Social Relationships • Exploration box on the significance of the hormone oxytocin in intimate relationships • Engagement box asking students which orientation toward attachment relationships best describes themselves • Research on how co-rumination about personal problems by adolescent girlfriends may aggravate depression and anxiety symptoms • Revised coverage of adult romantic relationships, with more on mate selection and the nature of love • Application box on attachment therapies, including emotionfocused therapy for couples

Chapter 15. The Family • Updates on trends in the American family, including increased births to unmarried women • Revised coverage of the family life cycle concept and diverse family experiences • Research on the involvement of unmarried fathers with their children • Exploration box on the intergenerational transmission of parenting and explanations of why abused children are at risk to become abusive parents

Chapter 16. Developmental Psychopathology • Preview of the upcoming revision of the Diagnostic and Statistical Manual of Mental Disorders, DSM-V • More on the distinction between externalizing and internalizing problems in childhood • Exploration box on child mental health problems in the aftermath of Hurricane Katrina • A dissonance approach to preventing eating disorders • New section on substance abuse in adolescence • Coverage of the Maudsley approach to family therapy for adolescents with eating disorders

Chapter 17. The Final Challenge: Death and Dying • The latest on why we age and die, including new research on telomeres and prospects for extending life • Evidence that some patients in “vegetative states” may have more awareness than we thought • New data on death-hastening practices around the world • New Exploration box on secrets to long life among centenarians in Okinawa, Japan • More on the dual process model of bereavement • Introduction of the concept of disenfranchised grief

Chapter Organization The chapters of this book use a consistent format and contain the following: • A chapter outline that orients students to what lies ahead • A chapter opener that engages student interest • An Ask Yourself This box that states key questions to guide chapter reading • Introductory material that lays out the plan for the chapter and introduces key concepts, theories, and issues relevant to the area of development to be explored • Developmental sections (in Chapters 5–17) that describe and explain key changes and continuities during four developmental periods: infancy, childhood, adolescence, and adulthood This edition includes three kinds of boxes, each with a different purpose: Exploration boxes allow more in-depth investigation of research on a topic (for example, characteristics of the baby boom generation, effects of early experience on gene expression, brain development and adolescent risk taking, aging drivers, language acquisition among deaf children, his and her retirements, parenting in cultural contexts, Hurricane Katrina and mental health, and secrets to a long life). Application boxes examine how knowledge has been applied to optimize development in a domain of development (for instance, to prevent teenage pregnancy, treat genetic defects, promote healthy babies, improve cognitive functioning,

xxii PREFACE Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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combat the effects of negative stereotypes of aging, treat aggressive youth, strengthen relationships, prevent family violence, treat children with psychological disorders, and support bereaved families). Engagement boxes provide opportunities for students to engage personally with the material (for example, by deciding where they stand on major issues in development, determining how long they can be expected to live, finding out if they might have characteristics associated with ADHD, completing a “Big Five” personality scale, or determining their orientation toward romantic attachment relationships). Checking Mastery and Making Connections questions after each major chapter section challenge students to test their understanding of the chapter material and to think about or apply it in new ways. The Chapter Summary section at the end of each chapter gives an overview of the chapter’s main themes to facilitate student learning and review of the material. The Key Terms section lists the new terms introduced in the chapter in the order in which they were introduced and with the page number on which they were introduced. The terms are printed in boldface, defined when they are first presented in a chapter, and included in the glossary at the end of the book. The Media Resources section describes selected websites that offer further information about chapter topics and are accessible from the book’s website at www.cengagebrain.com/shop/ ISBN/1111342733. Students are also directed to the other resources available at that site, including Understanding the Data: Exercises on the Web and the online diagnostic study tool CengageNOW.

Supplements The seventh edition of Life-Span Human Development is accompanied by a better array of supplements prepared for both the instructor and the student to create the best learning environment inside and outside the classroom. All the supplements have been thoroughly revised and updated. Especially noteworthy are the media and Internet-based supplements. We invite instructors and students to examine and take advantage of the teaching and learning tools available.

For the Instructor Instructor’s Manual with Test Bank. Revised by Bradley Caskey, University of Wisconsin, River Falls. This manual contains chapterspecific outlines; a list of print, video, and online resources; and student learning objectives. The manual has a special emphasis on active learning with suggested student activities and projects for each chapter. The test bank, in both print and computerized form, consists of 135 multiple-choice, 20 true-or-false, 20 fill-in-the-blank, and 10 essay questions for each chapter. Questions are marked with the correct answer, main text page reference, and difficulty and are keyed to the Learning Objectives. ISBN-10: 1-111-35138-4; ISBN-13: 978-1-111-35138-0

PowerLecture with JoinIn™ and ExamView®. PowerLecture includes preassembled Microsoft® PowerPoint® lecture slides with graphics from the text by Pat Lefler of Bluegrass Community and Technical College. These lecture slides contain figures from the text and videos, allowing you to bring together text-specific lecture outlines and art from the text, along with video and animations from the web or your own materials—culminating in a powerful, personalized, media-enhanced presentation. In addition to a full Instructor’s Manual and Test Bank, PowerLecture also includes: • JoinIn™ Student Response System, a book-specific system that allows you to transform your classroom and assess your students’ progress with instant in-class quizzes and polls. This program lets you pose book-specific questions and display students’ answers seamlessly within the Microsoft® PowerPoint® slides of your own lecture, in conjunction with the “clicker” hardware of your choice. • ExamView® testing software with all the test items from the printed Test Bank in electronic format enables you to create customized tests of up to 250 items in print or online. ISBN-10: 1-111-42781-X; ISBN-13: 978-1-111-42781-8 ABC® Videos for Life-Span Development. The ABC videos feature short, high-interest clips about current studies and research in psychology. These videos are perfect for discussion starters or to enrich lectures. Some topics include: • • • • • •

Infant Mental Health Fathers and Autism Foster Care Child and Adult Daycare Midlife Memory Alzheimer’s Test

Contact your sales representative to order. DVD ISBN-10: 0-495-50315-0; ISBN-13: 978-0-495-50315-6 VHS ISBN-10: 0-495-00328-X; ISBN-13: 978-0-495-00328-1 Wadsworth Developmental Psychology Video Library. Bring developmental psychology concepts to life with videos from Wadsworth’s Developmental Psychology Video Library, which includes thought-provoking offerings from Films for Humanities and other excellent educational video sources. This extensive collection illustrates important developmental psychology concepts covered in many life-span courses. Certain adoption conditions apply.

For the Student Study Guide. Written by coauthor Elizabeth A. Rider of Elizabethtown College, the Study Guide is designed to promote active learning through a guided review of the important principles and concepts in the text. The study materials for each chapter include a comprehensive multiple-choice self-test and exercises that challenge students to think about and to apply what they have learned. ISBN-10: 1-111-35137-6; ISBN-13: 978-1-111-35137-3

PREFACE xxiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Internet-Based Supplements Psychology CourseMate at www.cengagebrain.com/shop/ ISBN/1111342733. Access an integrated e-book and chapterspecific learning tools including flashcards, quizzes, videos, Checking Mastery answers, and Understanding the Data exercises. CengageNOW. Not only is CengageNOW a valuable coursemanagement and time-saving tool for instructors, it also offers many features that provide students with efficient ways to study for success in the course. CengageNOW includes diagnostic pretests and post-tests, with resulting Personalized Study Plans. For every chapter, students’ unique Personalized Study Plans enable them to focus on what they need to learn and select the activities that best match their learning styles. CengageNOW includes an integrated e-book, videos, simulations, and animations—all designed to help students gain a deeper understanding of important concepts. Prompts at the end of each chapter guide students online to CengageNOW. CengageNOW includes pre-tests and post-tests written by Peter Green of Maryville University. If the textbook does not include an access code card, students can go to www.cengagebrain. com to order an access code. Printed Access Card: ISBN-10: 1-111-57706-4; ISBN-13: 978-1-111-57706-3 Instant Access Code: ISBN-10: 1-111-57705-6; ISBN-13: 978-1-111-57705-6 CengageBrain. At www.cengagebrain.com, students can select from more than 10,000 print and digital study tools, including the option to buy individual e-chapters and e-books. The first e-chapter is free. WebTutor™ on WebCT™ and Blackboard. This online supplement helps students succeed by taking them into an environment rich with study and mastery tools, communication aids, and additional course content. For students, WebTutor Toolbox™ offers real-time access to a full array of study tools, including flashcards (with audio), practice quizzes, Internet exercises, asynchronous discussion, a whiteboard, and an integrated e-mail system. Instructors can use WebTutor Toolbox™ to offer virtual office hours, to post syllabi, to set up threaded discussions, to track student progress on quizzes, and more. You can customize the content of WebTutor Toolbox™ in any way you choose, including by uploading images and other resources, adding web links, and creating course-specific practice materials. Backboard Printed Access Card: ISBN-10: 1-111-73845-9; ISBN-13: 978-1-111-73845-7 Instant Access Code: ISBN-10: 1-111-73844-0; ISBN-13: 978-1-111-73844-0 WebCT Printed Access Card: ISBN-10: 1-111-73839-4; ISBN-13: 978-1-111-73839-6 Instant Access Code: ISBN-10: 1-111-73840-8; ISBN-13: 978-1-111-73840-2

Acknowledgments We would like to express our continuing debt to David Shaffer of the University of Georgia for allowing his child development textbook to inform the first and second editions of this book. Credit for excellent supplementary materials goes to Bradley Caskey, who revised the Instructor’s Manual with Test Bank, and coauthor Elizabeth Rider, who wrote the Study Guide that accompanies this book. Producing this book required the joint efforts of Wadsworth and Graphic World Publishing Services. We thank our editor, Jaime Perkins, for his capable leadership of the project, and Tali Beesley, our development editor, for her thorough and thoughtful readings of each chapter and special efforts to make this edition the most visually appealing and pedagogically effective edition yet. We thank Megan Greiner at Graphic World for outstanding management of the book’s production and Kim Adams for photo research. All of these pros were a joy to work with, and the book is much better because of them. We are grateful, as well, for the able assistance of Rita Jaramillo, production project manager; Vernon Boes, art director; Lauren Keyes, media editor; and Paige Leeds, assistant editor. We also appreciate the strong support of Talia Wise, advertising project manager; Jessica Egbert, marketing manager; and Anna Anderson, marketing assistant. We remain deeply indebted to sponsoring editors past—to C. Deborah Laughton, who insisted that this project be undertaken, and to Vicki Knight, who skillfully shepherded the first edition through its final stages and oversaw the second edition. Finally, Lee Sigelman is owed a lifetime of gratitude for a life of love, and Corby Rider and Tucker deserve the deepest appreciation for their patience, understanding, and ability to entertain themselves (quietly) while mom works.

Reviewers We are very grateful to seven “cohorts” of reviewers for the constructive criticism and great suggestions that have helped us make each edition of this book better than the one before: Barinder Bahvra, Macomb Community College David Beach, University of Wisconsin–Parkside Howard Bierenbaum, College of William & Mary Fredda Blanchard-Fields, Louisiana State University Cheryl Bluestone, Queensborough Community College Tracie Blumentritt, University of Wisconsin La Crosse Denise Ann Bodman, Arizona State University Bob Bornstein, Miami University–Oxford Janet Boseovski, University of North Carolina at Greensboro Kim G. Brenneman, Eastern Mennonite University Donna Brent, Hartwick College Mary Ann Bush, Western Michigan University Elaine H. Cassel, Lord Fairfax Community College Yiwei Chen, Bowling Green State University Shelley Drazen, Binghamton University (SUNY) Michelle R. Dunlap, Connecticut College Marion Eppler, East Carolina University

xxiv PREFACE Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Dan Florell, Eastern Kentucky University James N. Forbes, Angelo State University Claire Ford, Bridgewater State College Carie Forden, Clarion University Jody S. Fournier, Capital University Janet Fritz, Colorado State University Rebecca J. Glover, University of North Texas Cheryl Hale, Jefferson College Charles Harris, James Madison University Karen Hartlep, California State University at Bakersfield Christina Hawkey, Arizona Western College Debra L. Hollister, Valencia Community College Stephen Hoyer, Pittsburg State University Malia Huchendorf, Normandale Community College David P. Hurford, Pittsburg State University Vivian Jenkins, University of Southern Indiana Wayne G. Joosse, Calvin College John Klein, Castleton State College Franz Klutschkowski, North Central Texas College Jim Korcuska, University of San Diego Suzanne Krinsky, University of Southern Colorado Brett Laursen, Florida Atlantic University Sherry Loch, Paradise Valley Community College Becky White Loewy, San Francisco State University Rosanne Lorden, Eastern Kentucky University Nancy Macdonald, University of South Carolina–Sumter Susan Magun-Jackson, University of Memphis Robert F. Marcus, University of Maryland Gabriela A. Martorell, Portland State University

Rebecca Kang McGill, Temple University Russell Miars, Portland State University Ann K. Mullis, Florida State University Ronald L. Mullis, Florida State University Bridget C. Murphy-Kelsey, University of Oklahoma Susan L. O’Donnell, George Fox University Shirley M. Ogletree, Southwest Texas State University Jim O’Neill, Wayne State University Rob Palkovitz, University of Delaware Suzanne Pasch, University of Wisconsin at Milwaukee Louise Perry, Florida Atlantic University Sharon Presley, California State University East Bay Mark Rafter, College of the Canyons Lakshmi Raman, Oakland University Marjorie Reed, Oregon State University Elizabeth Rhodes, Florida International University Eileen Rogers, University of Texas at San Antonio Mark Runco, California State University at Fullerton Pamela Schuetze, Buffalo State College Matt Scullin, West Virginia University Lisa Sethre-Hofstad, Concordia College Timothy Shearon, Albertson College of Idaho Luis Terrazas, California State University at San Marcos Polly Trnavsky, Appalachian State University Katherine Van Giffen, California State University at Long Beach Catherine Weir, Colorado College Kyle Weir, California State University at Fresno Ruth Wilson, Idaho State University Robin Yaure, Penn State Mont Alto

PREFACE xxv Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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about the authors CAROL K. SIGELMAN is professor of psychology and, until recently, the associate vice president for research and graduate studies and then graduate studies and academic affairs at The George Washington University. She earned her bachelor’s degree from Carleton College and a double-major doctorate in English and psychology from George Peabody College for Teachers. She has also been on the faculty at Texas Tech University, Eastern Kentucky University (where she won her college’s Outstanding Teacher Award), and the University of Arizona. She has taught courses in child, adolescent, adult, and life-span development and has published research on such topics as the communication skills of individuals with developmental disabilities, the development of stigmatizing reactions to children and adolescents who are different, and children’s emerging understandings of diseases and psychological disorders. Through a grant from the National Institute of Child Health and Human Development, she and her colleagues studied children’s intuitive theories of AIDS and developed and evaluated a curriculum to correct their misconceptions and convey the facts of HIV infection. With a similar grant from the National Institute on Drug Abuse, she explored children’s and adolescents’ understandings of the effects of alcohol and drugs on body, brain, and behavior. For fun, she enjoys hiking, biking, discovering good movies, and communing with her cats.

ELIZABETH A. RIDER is professor of psychology and associate academic dean at Elizabethtown College in Pennsylvania. She has also been on the faculty at the University of North Carolina at Asheville. She earned her undergraduate degree from Gettysburg College and her doctorate from Vanderbilt University. She has taught courses on child and life-span development, women and gender issues, applied developmental psychology, and genetic and environmental influences on development. She has published research on children’s and adults’ spatial perception, orientation, and ability to find their way. Through a grant from the Pennsylvania State System for Higher Education, she studied factors associated with academic success. The second edition of her text on the psychology of women, Our Voices, was published by John Wiley & Sons in 2005. When she is not working, her life revolves around her son and a fun-loving springer spaniel.

xxvi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Appendix

Careers in Human Development What career possibilities exist for students interested in understanding or optimizing human development? Being developmentalists ourselves, we would argue that anyone who works with people can benefit from an understanding of life-span human development. We are not alone in our belief: Preparation for many “people” professions—teaching, counseling, and nursing and other allied health professions—includes coursework in human development. Indeed, some of you are taking this course because it is required for your chosen career. If you think you are interested in a career in human development, you might first ask yourself some basic questions: • What level of education do you seek—bachelor’s, master’s, or doctoral? • Are you interested in a particular age group—infants, children, adolescents, adults, elderly people? • Are you interested in a particular aspect of development— physical, cognitive, or social development, normal or abnormal development? • Are you most interested in research, teaching, or practice (work as a helping professional of some kind)? We will sketch out some career possibilities within the broad areas of research, teaching, and professional practice, illustrating as we go how the level of education you seek and the age groups and aspects of development of interest to you come into play. Much information is drawn from the U. S. Bureau of Labor Statistics (2010) guide, Occupational Outlook Handbook, 2010–11 edition, available online; you may want to consult it to learn more about the employment outlook and average salaries in some of the professions discussed (see Resources at the end of this Appendix).

Research Depending on what level of authority and responsibility you seek, you can conduct research on human development with a bachelor’s degree, master’s degree (typically 2 years of coursework and either a comprehensive examination or completion of a thesis), or doctoral degree (typically 5–7 years of work, including courses, a qualifying or comprehensive exam, and completion of a doctoral dissertation research project). Research on normal life-span development and aging, abnormal development, and genetic and environmental influences on development is conducted in a variety of settings: colleges and universi-

ties; medical schools, hospitals, and other health care facilities; government institutes and agencies (for example, the National Institutes of Health, including the National Institute of Child Health and Human Development and the National Institute on Aging, and state and local health and human services agencies), social research organizations (some of the larger ones that conduct research on children, families, aging, and social policy are Abt Associates, SRI International, Mathematica, MDRC, RAND, and Westat), and various for-profit and nonprofit organizations. With a bachelor’s degree, you could be hired as a research assistant, interviewer, or other member of a research team and might work on research tasks such as reviewing literature, conducting telephone surveys, testing children, observing and coding behavior, analyzing physiological data, and compiling tables and graphs. With additional work experience—or with a master’s degree in a relevant field such as developmental psychology, including coursework in research methods and statistics—you would become eligible for positions of greater responsibility. For example, you might be hired as the project coordinator for an investigator’s study, responsible for implementing the data collection plan and supervising the work of research assistants, or you might become a specialist in testing infants, administering tasks to elderly adults, or analyzing data. Finally, with a doctor of philosophy (PhD) degree in developmental psychology or a related field, you would qualify to be a principal investigator and head a research team—to be the one who designs research projects, submits research proposals to the federal government or foundations to obtain funding, guides implementation of the study, supervises the research staff, analyzes data, writes up findings, and submits papers for publication in professional journals (publications that are then cited in textbooks like this one). Because research is conducted in so many settings, your options as a PhD include many besides becoming a college or university professor who combines teaching and research. And the topics you can study are as wide ranging as those in this book. How can you get a start on a career in human development research now? You might ask professors at your college or university about graduate programs and job opportunities in areas of development that interest you. Seek as much research experience as you can get, too: • Ask your professors whether they need help with their research and be on the lookout for notices about research projects that need student assistants on either a voluntary or paid basis.

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• Sign up for an independent study course that would allow you to conduct a literature review or do a research project with guidance from a professor. • Seek undergraduate research fellowships that might allow you to do a research project with financial support, possibly a summer living stipend; some colleges and universities offer such research fellowships to their own students or even to students from other universities (for example, through the National Science Foundation’s Research Experiences for Undergraduates program). • Do a senior thesis or capstone project if it is an option in your major. • If you are seeking work, look for jobs that involve research, program evaluation, or policy analysis; even if the research is not directly related to human development, you may learn useful research skills. • Attend professional conferences to gain exposure to researchers in your area of interest and hear about the latest research they are conducting.

• Use PsycInfo and other online databases to find out who is doing good research of interest to you and at what universities. These sorts of activities will help you find out whether you like research and what aspects of it you like (or don’t). They will also help you acquire research skills, get to know professors who can write reference letters for you and otherwise help you pursue your career plans, and demonstrate to graduate programs or employers that you are interested in research and have some familiarity with it. Increasingly, admission to doctoral programs requires experience assisting with research, presenting papers at professional conferences, or even publishing articles with professors. Some students seek paid research staff positions after completing their bachelor’s degree, do well, and work their way up to more responsible positions. Others work for a while and go on for an advanced degree after they have gained some experience. Others enter master’s programs, and still others who are certain they want a research career apply directly to doctoral programs as college seniors. In most graduate programs, students gain hands-on experience by serving as research assistants for professors while they are taking courses; they then draw on this apprenticeship experience in designing and conducting a master’s thesis or doctoral dissertation project of their own.

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Teaching

Getting research experience as an undergraduate student is good preparation for graduate school.

Teachers clearly need to understand the developmental characteristics and learning capacities of their students to teach effectively and make a difference in their students’ lives. As a result, coursework in human development is a required part of teacher training at the bachelor’s and master’s levels. Colleges of education offer teacher preparation programs in preschool or early childhood, kindergarten, elementary school, middle school, secondary school, and adult education; in the teaching of specific subjects such as English or science; and in special education (the teaching of students with developmental disabilities, behavior disorders, and other special learning needs). Teachers normally need to complete a teacher education program leading to a bachelor’s or master’s degree and then obtain certification from the state in which they will teach by demonstrating that they have taken the required coursework and passing a standardized teacher exam. To teach at the college or university level, a doctoral degree, usually a doctor of philosophy (PhD) degree, is normally required. Much of what we said earlier about doctoral education for researchers applies to doctoral education for professors. Most PhD programs are highly research-oriented and involve both learning about the field through coursework and learning how to contribute to the field through research. Some community colleges hire professors with master’s degrees in certain areas but more and more hire only PhDs. In schools of education, either a PhD or an EdD (doctor of education) can qualify an individual for a faculty position; the PsyD degree, discussed later, prepares people to be practicing psychologists and is not the right choice for those interested primarily in research and teaching positions.

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Students may get the impression that their professors do nothing but teach, but the job description of a faculty member often includes not only teaching and advising students but also conducting research and providing service to the college or university (for example, through committee work or involvement in university governance) as well as to the local community and profession (for example, by consulting with local nonprofit organizations or schools, by serving as a reviewer for a journal that publishes research in one’s field, or as an officer in a professional organization). Specific responsibilities vary considerably depending on the type of institution; generally, teaching responsibilities are heavy and research responsibilities are light at a community college, whereas research may be the first and foremost responsibility of a professor at a large research university, who may teach only a course or two a semester. Large universities also appoint some PhDs as “research professors,” who typically support their salaries by getting grants from the federal government and other sources and spend virtually all their time doing research. If you are considering applying to doctoral programs, we strongly recommend that you do serious research to identify programs that are a good fit to your interests and qualifications. Doctoral-level training in human development can be found in a bewildering array of departments, schools, centers, and institutes within universities. The American Psychological Association’s (2009) publication Graduate Study in Psychology is an excellent resource for students seeking a graduate program in developmental psychology (typically located in a psychology department), human development (typically an interdisciplinary program located in its own department or even school), family studies (also interdisciplinary, sometimes part of a larger “human development and family studies” or “family and consumer sciences” program), educational psychology (in either schools of education or psychology departments), or gerontology (also often interdisciplinary and sometimes based in a center or institute). Most professors who teach human development or aging did their doctoral work in either psychology or education, but some departments of sociology and anthropology around the country also have strength in the study of families or aging. Moreover, graduate programs in biology often have faculty who specialize in developmental biology, and neuroscience and cognitive neuroscience programs often have specialists in developmental neuroscience, developmental disabilities, dementia, and other topics relevant to development and aging. The more you know about your specific research and teaching interests, the better; you will then be able to seek programs in the right field that have scholars whose interests match yours and can even apply to particular programs because you want to work with specific professors. Doctoral programs are competitive, but many doctoral students have their education paid for by fellowships and teaching and research assistantships.

Professional Practice By professional practice we mean the application of knowledge of human development in order to optimize development. Opportunities for professional practice are even more varied than those for research and teaching.

Pre-Bachelor’s– or Bachelor’s-Level Positions If you decide you want to enter one of the many helping professions, it makes sense to seek applied experience while you are completing your bachelor’s degree or afterward—for example, through unpaid or paid internships or jobs in counseling centers, hospitals, human services agencies, treatment facilities for children or adolescents, or senior centers or nursing homes, depending on your interests. This is a great way to gauge your interests and abilities and develop skills. Some relevant jobs available to individuals with a bachelor’s degree or less include: • Child care worker: The pay is not good, but individuals who love working with children can, with a bachelor’s degree or less, work in day care and preschool facilities, before- and after-school programs, camps and recreation programs, and residential programs for disturbed children (U. S. Bureau of Labor Statistics, 2010). • Social and human service assistant: Countless entry-level positions in human services, mental health, and health care are available, carrying diverse titles such as case management aide, community outreach worker, life skills counselor, and gerontology aide. Social and human service assistants assist psychologists, nurses, social workers, and other professionals in hospitals, mental health centers and facilities, and government agencies, performing such tasks as assessing client needs, conducting intake interviews, keeping case records, processing paperwork, teaching life skills, supervising clients in residential facilities, and leading group or family sessions. • Social and community service manager: A bachelor’s degree, especially if combined with work experience, may qualify an individual to manage a social service program or community outreach organization, setting policies and practices, overseeing the budget, supervising staff, and so on (U. S. Bureau of Labor Statistics, 2010). Fundraising is often part of the job description in nonprofit organizations that depend on grants and donations for their survival. Most of the following career options require graduate coursework in areas such as assessment and treatment approaches; practicum and internship experiences in which learning is put to practice; and the passing of an examination after completion of studies in order to be licensed or certified by a state to practice.

Applied Developmental Psychologist If you want to be squarely in the field of human development and have a positive impact on development but do not want to become a therapist or counselor, you might look into master’s or doctoral programs in applied developmental psychology, a fairly new subfield of psychology, or in the broader, multidisciplinary field of applied developmental science. Although many graduate programs in developmental psychology, human development, and family studies engage in real-world, policy-relevant research, applied developmental psychology programs make a point of it. Applied developmental psychologists may be trained to conduct research on practical problems such as improving early childhood

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with master’s degrees in fields such as clinical or counseling psychology are needed in mental health centers and facilities, but they are hired as “psychological assistants” or “psychological associates” and must be supervised by doctoral-level psychologists or psychiatrists (see U. S. Bureau of Labor Statistics, 2010). Here are three types of practicing psychologists:

© Ronnie Kaufman/Corbis

Clinical Psychologist

Some human service workers organize and lead activities at senior day care centers and residential facilities for elderly adults. Here an aide helps an elderly woman at the On Lok Senior Health Service in San Francisco.

Clinical psychologists are trained to diagnose and treat individuals with psychological disorders. Child clinical psychologists focus their practice and research on infants, children, and adolescents; pediatric psychologists, who sometimes obtain their degrees in health psychology programs, focus on child health care, often working in medical schools, hospitals, and other health care facilities; still other clinical psychologists specialize in treatment of elderly people. Becoming a clinical psychologist normally requires earning a PhD or PsyD (the doctor of psychology degree, a more practice-oriented and less research-oriented degree than the PhD). You should look closely at the extent to which a program of interest is practice-oriented versus research-oriented and decide whether you want to be primarily a scientist, primarily a practitioner, or a scientist–practitioner who integrates the two roles. You should also understand that clinical psychology programs are extremely selective, requiring high grades, high scores on the Graduate Record Examinations (GREs), relevant experience, and excellent recommendations.

Counseling Psychologist Counseling psychologists may earn a PhD, EdD, or PsyD. Like clinical psychologists, they qualify to be licensed as psychologists. Compared with clinical psychologists, though, they tend to emphasize optimizing mental health and more often work with everyday problems of adjustment (for example, as a counselor in a college or university, company, or community mental health center).

School Psychologist education, supporting at-risk families, or reducing childhood injuries; assess the developmental status of infants and children; design, implement, and evaluate interventions aimed at preventing or treating problems such as alcohol and drug abuse, aggression, or abusive parenting; and consult or serve as expert witnesses in juvenile court proceedings, custody hearings, and the like. After earning a doctorate, applied developmental psychologists may seek a license to practice as a scientist-practitioner; they must obtain the required supervised field experience and pass a licensure examination (Kuther & Morgan, 2010).

Counselor, Psychologist, or Therapist Now consider some options if you want to provide counseling or psychotherapy to individuals or families as a state-licensed or certified psychologist. Wearing the title “psychologist” generally requires doctoral-level training in the United States. Individuals

After completing either an education specialist (EdS) degree (which requires about 3 years of study and a yearlong internship) or a PhD, EdD, or PsyD in school psychology, a school psychologist is prepared to use IQ tests and other assessment instruments to evaluate students believed to have learning disabilities or other special educational needs or to be gifted, consult with teachers and parents on how best to educate them, and provide other supportive psychological services in schools. Now consider some additional possibilities for careers in counseling and therapy, some of which do not require doctorallevel education:

Psychiatrist Becoming a psychiatrist involves earning a doctor of medicine (MD) degree and choosing psychiatry as one’s specialty; job descriptions and employment opportunities are much like those of

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Family therapy may be provided by clinical or counseling psychologists or by clinical social workers.

clinical psychologists, but psychiatrists can prescribe medications for psychological disorders.

Counselor A wide range of counseling programs exist in psychology departments, schools of education, and human development and family studies programs, and many provide opportunities for independent practice after earning a master’s degree and passing a state licensing examination. Subareas of counseling include school counseling (which may involve helping students who have academic or personal problems or, at the secondary school level, helping high school students plan their futures), career counseling, rehabilitation counseling (work in the vocational rehabilitation field helping adults with disabilities adapt to their disabilities and find appropriate jobs), substance abuse or addiction counseling, mental health or community counseling, marriage and family therapy, genetic counseling, gerontological (aging) counseling, and more (see U. S. Bureau of Labor Statistics, 2010, on Counselors).

Social Worker Careers in social work normally require at least a master’s degree in social work (MSW). Specialties include child, family, and school social work; medical and public health social work; and mental health or clinical social work (U. S. Bureau of Labor Statistics, 2010). Some social workers are employed by human services agencies as caseworkers who work with families on welfare, neglected or abused children and their families, or aging adults and their families; medical social workers are based in health care facilities and support patients and their families. Clinical social workers are trained in diagnosing personal and family problems and in provid-

ing counseling and therapy. Clinical social workers with an MSW can practice independently, whereas psychologists must have a doctoral degree to do so. Given the steady growth of the aging population, career opportunities for psychologists, counselors, and social workers with training in gerontology are likely to expand. A number of universities offer certificates or minors in gerontology that students can combine with any number of academic majors to position themselves to work with elderly people; other universities offer bachelor’s, master’s, and even doctoral programs in gerontology (see Association for Gerontology in Higher Education, 2009). Services for older adults are varied and are expanding, providing plenty of opportunities for individuals with bachelor’s and master’s degrees. Our society clearly needs more individuals in a variety of disciplines and professions who care about and have expertise in aging.

Health Professionals Let’s briefly note that a wide range of careers in medicine and allied health professions offer opportunities to apply knowledge of human development and aging to practice. Physicians can focus their careers on newborns, children, adolescents, or elderly adults, as they choose, selecting specialties such as pediatrics or geriatrics in medical school and seeking positions that allow them to work with the age groups and health problems of greatest interest to them. Similarly, nurses can become hospice or palliative care nurses who work with terminally ill patients, developmental disabilities nurses, or psychiatric nurses—or can specialize in the care of a particular age group. Other allied health professions such as speech therapy, physical therapy, and occupational therapy also allow for specialization in particular age groups and type of problems.

Other Options Finally, we need an “Other” category to say that individuals with training in developmental psychology, counseling, and other human development fields land in surprising places. Many people who enter the occupations we have discussed here advance by becoming administrators; for example, a teacher may become a principal, a psychologist, counselor, or social worker may become the director of a treatment facility or human service agency. Some of these helping professionals seek further education relevant to their administrative roles (for example, a master’s degree in business administration, public administration, or heath care management); others simply take on higher administrative roles and learn on the job. People with training in human development also find their way into business and industry. One may become a book editor in

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• TABLE A.1 SOME CAREER OPTIONS IN HUMAN DEVELOPMENT Degree Required

Research

Teaching

Professional Practice

Bachelor’s or master’s degree

Research assistant Research staff member Project coordinator

Teacher’s aide Teacher in preschool, elementary, secondary, or adult education

Child care worker Social and human services worker Psychological assistant or associate Social worker* School psychologist*

Doctoral degree

Research professor Principal investigator in university, hospital, health or mental health facility, research organization

Professor of developmental psychology, human development, family studies Professor of clinical psychology, counseling psychology, social work

Applied developmental psychologist Clinical psychologist Counseling psychologist Psychiatrist Counselor Health professional (medicine, allied health)

*Master’s degree required.

a company that publishes books on psychology; another may test toys or other products for children; another may advise a company’s employees on retirement issues; another may advise on architectural design for the elderly. Many also work as self-employed consultants, offering help to agencies, organizations, and businesses in areas in which they have expertise. Table A.1 summarizes some of the career options we have discussed. We hope this is enough to get you thinking and dreaming— and, better yet, taking concrete steps now to gain the knowledge, skills, and experience that will help you formulate and realize your dream. We are confident that the need for individuals who understand the complexities and marvels of life-span human development and can steer it in healthy directions will remain strong as long as humans develop and age.

•

Resources American Psychological Association. The APA website, www.apa.org, has information and publications about careers in psychology, including a short overview of the different types of jobs psychologists hold at: www.apa.org/careers/resources/guides/ careers.aspx. American Psychological Association. (2009). Graduate Study in Psychology: 2010 Edition. Washington, DC: American Psychological Association. This invaluable guide for students looking for appropriate graduate programs profiles more than 600 graduate programs in the United States and Canada, noting program emphases, admission standards, information about the employment of graduates, and the like. Association for Gerontology in Higher Education (2009). Directory of educational programs in gerontology and geriatrics (8th ed.). Washington, DC: Author. Information on more than 750 for-credit and postdoctoral programs in 30 fields of study. The website of the Association for Gerontology in Higher

Education, www.aghe.org, also has information about careers in gerontology and geriatrics. U. S. Bureau of Labor Statistics (2010). Occupational Outlook Handbook, 2010–11. A wonderful resource describing, for all major occupational fields, the nature of the work involved, working conditions, training and other qualifications, employment data, job prospects, and average earnings. Includes sections on Psychologists and Counselors. Available free at www.bls .gov/oco or as a book published by the U. S. Government Printing Office. Careers in Aging. This website, www.careersinaging.com, orients students to career opportunities in gerontology and geriatrics. GradSchools.com. This website allows you to search for graduate programs at the master’s and doctoral levels in various fields and link to the web pages of those programs efficiently. The web address is http://GradSchools.com. JobWeb.com. This site of the National Association of Colleges and Employers is aimed at new college graduates and provides useful guidance on resume preparation and job search strategies, as well as job listings. The web address is www.JobWeb.com. Kuther, T. L. (2006). The psychology major’s handbook (2nd ed.). Belmont, CA: Thomson Wadsworth. A good general guide to succeeding as a psychology major and preparing for graduate school and careers. Kuther, T. L., & Morgan, R. D. (2010). Careers in psychology: Opportunities in a changing world (3rd ed.). Belmont, CA: Wadsworth Cengage Learning. A survey of opportunities in the various subfields of psychology, including developmental psychology. Wegenek, A. R., & Buskist, W. (2010). The insider’s guide to the psychology major: Everything you need to know about the degree and profession. Washington, DC: American Psychological Association. This guide can help psychology majors get the most out of their education and position themselves for careers in psychology.

A-6 APPENDIX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Glossary

A-not-B error The tendency of 8- to 12- monthold infants to search for a hidden object in the place they last found it (A) rather than in its new hiding place (B). ability grouping The practice in education of grouping students according to ability and educating them in classes with students of comparable academic or intellectual standing; also called ability tracking or simply tracking. acceptance–responsiveness A dimension of parenting capturing the extent to which parents are supportive, sensitive to their children’s needs, and willing to provide affection and praise when their children meet their expectations. accommodation In Piaget’s cognitive developmental theory, the process of modifying existing schemes to incorporate or adapt to new experiences. Contrast with assimilation. In vision, a change in the shape of the eye’s lens to bring objects at differing distances into focus. acquired immunodeficiency syndrome (AIDS) The life-threatening disease in which the human immunodeficiency virus (HIV) destroys the immune system and makes victims susceptible to rare, so-called opportunistic, infections that eventually kill them. AIDS is transmitted through sexual activity, drug needle sharing, and from mother to child before or during birth. activity theory A perspective holding that aging adults will find satisfaction to the extent that they maintain an active lifestyle. Contrast with disengagement theory. activity–passivity issue The issue in developmental theory centering on whether humans are active contributors to their own development or are passively shaped by forces beyond their control. adaptation In Piaget’s cognitive developmental theory, a person’s inborn tendency to adjust to the demands of the environment, consisting of the complementary processes of assimilation and accommodation. adolescence The transitional period between childhood and adulthood that begins with puberty and ends when the individual has acquired adult competencies and responsibilities.

adolescent egocentrism A characteristic of adolescent thought that involves difficulty differentiating between the person’s own thoughts and feelings and those of other people; evident in the personal fable and imaginary audience phenomena. adolescent growth spurt The rapid increase in physical growth that occurs during adolescence. adoption study Method of studying genetic and environmental influence that involves determining whether adopted children are more similar to their biological parents (whose genes they share) or adoptive parents (who shaped their environment). adrenarche A period of increased production of adrenal hormones, starting around 6–8 years of age, that normally precedes increased production of gonadal hormones associated with puberty. age effects In developmental research, the effects of getting older or of developing. Contrast with cohort effects and time of measurement effects. age grades Socially defined age groups or strata, each with different statuses, roles, privileges, and responsibilities in society.

alphabetic principle The idea that the letters in printed words represent the sounds in spoken words. Alzheimer’s disease A pathological condition of the nervous system that results in an irreversible loss of cognitive capacities; the leading cause of dementia in later life. amniocentesis A method of extracting amniotic fluid from a pregnant woman so that fetal body cells within the fluid can be tested for chromosomal abnormalities and other genetic defects. amnion A watertight membrane that surrounds the developing embryo, regulating its temperature and cushioning it against injuries. amoral Lacking any sense of morality; without standards of right and wrong. analytic component In Sternberg’s triarchic theory, the information-processing skills such as thinking critically and analytically. androgenized female A genetic female who was exposed to male sex hormones during the prenatal period and therefore developed malelike external genitals and some masculine behaviors.

age norms Expectations about what people should be doing or how they should behave at different points in the life span.

androgens Male hormones that help trigger the adolescent growth spurt and the development of the male sex organs, secondary sex characteristics, and sexual motivation.

age of viability A point (around the 24th prenatal week) when a fetus may survive outside the uterus if the brain and respiratory system are well enough developed and if excellent medical care is available.

androgyny A gender-role orientation in which the person blends both positive masculinestereotyped and positive feminine-stereotyped personality traits.

ageism Prejudice against elderly people. agency An orientation toward individual action and achievement that emphasizes traits of dominance, independence, assertiveness, and competitiveness; considered masculine. age-related macular degeneration Damage to cells in the retina responsible for central vision. aging To most developmentalists, positive, negative, and neutral changes in the mature organism; different from biological aging. allele One of the possible variants of a particular gene.

androgyny shift A psychological change that begins in midlife, when parenting responsibilities are over, in which both men and women retain their gender-typed qualities but add to them qualities traditionally associated with the other sex, thus becoming more androgynous. andropause The slower and less-dramatic male counterpart of menopause, characterized by decreasing levels of testosterone and symptoms that include low libido, fatigue and lack of energy, erection problems, memory problems, and loss of pubic hair. anencephaly Condition in which the top of the neural tube fails to close and the main

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portion of the brain above the brain stem fails to develop properly.

tional difficulties, impulsive behavior, and overactive or fidgety behavior.

anorexia nervosa A life-threatening eating disorder characterized by failure to maintain a normal weight, a strong fear of weight gain, and a distorted body image; literally, “nervous lack of appetite.”

authoritarian parenting A restrictive style of parenting combining high demandingness– control and low acceptance–responsiveness in which adults impose many rules, expect strict obedience, and often rely on power tactics rather than explanations to elicit compliance.

anoxia A lack of sufficient oxygen to the brain that may result in neurological damage or death. anticipatory grief Grieving before death for what is happening and for what lies ahead. antioxidant Vitamins C, E, and similar substances that may increase longevity, although not for long, by inhibiting the free radical activity associated with oxidation and in turn preventing age-related diseases. Apgar test A test routinely used to assess a newborn’s heart rate, respiration, color, muscle tone, and reflexes immediately after birth and 5 minutes later; used to identify high-risk babies. aphasia A language disorder. artificial insemination A method of conception that involves injecting sperm from a woman’s partner or from a donor into the uterus. Asperger syndrome An autistic spectrum disorder in which the child has normal or above-average intelligence, has good verbal skills, and wants to establish social relationships but has seriously deficient mindreading and social skills. assimilation Piaget’s term for the process by which children interpret new experiences in terms of their existing schemata. Contrast with accommodation. assisted suicide Making available to individuals who wish to commit suicide the means by which they may do so, such as when a physician provides a terminally ill patient who wants to die with enough medication to overdose. at risk Children who have a higher than normal chance of either short-term or long-term problems because of genetic defects, prenatal hazards, or perinatal damage. attachment A strong affectional tie that binds a person to an intimate companion and is characterized by affection and a desire to maintain proximity. attachment theory The theory of close relationships developed by Bowlby and Ainsworth and grounded in ethological theory (with psychoanalytic theory and cognitive theory); it says that close emotional bonds such as parent–child attachments are biologically based and contribute to species survival. attention Focusing perception and cognition on something in particular. attention deficit hyperactivity disorder (ADHD) A disorder characterized by atten-

authoritative parenting A flexible style of parenting combining high demandingness–control and high acceptance–responsiveness in which adults lay down clear rules but also grant a fair amount of autonomy to their children and explain the rationale for their restrictions. autism A pervasive and severe developmental disorder that begins in infancy and is characterized by such problems as an aversion to social contact, deviant communication or mutism, and repetitive, stereotyped behavior. autism spectrum disorders (ASDs) Also called pervasive developmental disorders because they affect many aspects of functioning, these disorders, which include autism, Asperger syndrome, Rett syndrome, and others, all involve social and communication problems. autobiographical memory Memory of everyday events that the individual has experienced. automatization The process by which information processing becomes effortless and highly efficient as a result of continued practice or increased expertise. autonomous morality The most mature Piagetian stage of morality in which rules are viewed as agreements between individuals that can be changed through a consensus of those individuals and in which the older child or adolescent pays more attention to intentions than to consequences in judging actions. Contrast with heteronomous morality. autonomy The capacity to make decisions independently, serve as one’s own source of emotional strength, and otherwise manage life tasks without being overdependent on other people; an important developmental task of adolescence. autonomy versus shame and doubt The psychosocial conflict in which toddlers attempt to demonstrate their independence from and control over other people; second of Erikson’s stages. avoidant attachment An insecure infant caregiver bond or other intimate relationship characterized by little separation anxiety and a tendency to avoid or ignore the attachment object upon reunion. babbling An early form of vocalization that appears between 4 and 6 months of age and involves repeating consonant–vowel combinations such as “baba” or “dadada.”

baby biographies Carefully recorded observations of the growth and development of children by their parents over a period; the first scientific investigations of development. baby boom generation The huge generation of people born between 1946 (the close of World War II) and 1964. Bayley Scales of Infant Development Standardized test to measure the mental, motor, and behavioral progress of infants and young children. behavioral genetics The scientific study of the extent to which genetic and environmental differences among individuals are responsible for differences among them in traits such as intelligence and personality. behavioral inhibition A temperamental characteristic reflecting a person’s tendency to withdraw from unfamiliar people and situations. behaviorism A school of thinking in psychology that holds that conclusions about human development should be based on controlled observations of overt behavior rather than on speculation about unconscious motives or other unobservable phenomena; the philosophical underpinning of early theories of learning. belief–desire psychology The theory of mind reflecting an understanding that people’s desires and beliefs guide their behavior and that their beliefs are not always an accurate reflection of reality; evident by age 4. Contrast with desire psychology. bereavement A state of loss that provides the occasion for grief and mourning. beta-amyloid A toxic protein that injures neurons and is located in the senile plaques associated with Alzheimer’s disease. Big Five The five major dimensions used to characterize people’s personalities: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. big-fish–little-pond effect The phenomenon in which a student’s academic self-concept and performance are likely to be more positive in an academically unselective school than in a highly selective one with many high-achieving students. bioecological model Bronfenbrenner’s model of development that emphasizes the roles of both nature and nurture as the developing person interacts with a series of environmental systems (microsystem, mesosystem, exosystem, and macrosystem). biological aging The deterioration of organisms that leads inevitably to their death. biological sex The physical characteristics that define male and female. biosocial theory Money and Ehrhardt’s theory of gender-role development that focuses on how

G-2 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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biological events influence the development of boys and girls and how early biological developments influence how society reacts to children. blastocyst A hollow sphere of about 100 to 150 cells that the zygote forms by rapid cell division as it moves through the fallopian tube. body mass index (BMI) An indicator of body fat calculated from a person’s height and weight. bonding As distinguished from attachment, a more biologically-based process in which parent and infant form a connection through contact in the first hours after birth when both are highly alert. breech presentation A delivery in which the fetus emerges feet first or buttocks first rather than head first. bulimia nervosa A life-threatening eating disorder characterized by recurrent eating binges followed by purging activities such as vomiting. bullying Repeatedly inflicting harm through words or actions on weaker peers who cannot or do not defend themselves. caloric restriction A technique demonstrated to extend the life span of laboratory animals involving a highly nutritious but severely calorierestricted diet. caregiver burden The psychological distress associated with providing care for someone with physical, cognitive, or both types of impairment. carrier In genetics, individuals who possesses a recessive gene associated with a disease and who, although they do not have the disease, can transmit the gene for it to offspring. cascade model of substance use Transactional, multifactor model of substance use that envisions a chain of influences starting with a child with a difficult temperament born into troubled family and ending with involvement in a deviant adolescent peer group. case study An in-depth examination of an individual (or a small number of individuals), typically carried out by compiling and analyzing information from a variety of sources such as observing, testing, and interviewing the person or people who know the individual. cataracts A pathologic condition of the eye involving opacification (clouding) of the lens that can impair vision or cause blindness. catch-up growth A phenomenon in which children who have experienced growth deficits will grow rapidly and catch up to the growth trajectory they are genetically programmed to follow. categorical self A person’s classification of the self along socially significant dimensions such as age and sex. celiac disease An inherited digestive problem in which gluten (the proteins found in all wheat

products) triggers an immune response that damages a person’s small intestine. centenarian An individual who lives to be 100 years of age. centration In Piaget’s theory, the tendency to focus on only one aspect of a problem when two or more aspects are relevant. cephalocaudal principle The principle that growth proceeds from the head (cephalic region) to the tail (caudal region). cerebral palsy A neurological disability caused by anoxia that is associated with diffi- culty controlling muscle movements. cesarean section A surgical procedure in which an incision is made in the mother’s abdomen and uterus so that the baby can be removed through the abdomen. characteristic adaptations Compared to traits, more situation-specific and changeable aspects of personality; ways in which people adapt to their roles and environments, including motives, goals, plans, schemas, selfconceptions, stage-specific concerns, and coping mechanisms. child abuse Mistreating or harming a child physically, emotionally, or sexually, as distinguished from another form of child maltreatment, neglect of the child’s basic needs. child effects model A model of family influence in which children are believed to influence their parents rather than vice versa. child maltreatment A broad term for inadequate care or harmful treatment of a child; encompasses both child abuse and child neglect. child poverty A household climate that includes low income along with low levels of responsive to children’s basic needs. child-directed speech Speech used by adults speaking with young children, it involves short, simple sentences spoken slowly and in a highpitched voice, often with much repetition and with exaggerated emphasis on key words. childhood amnesia A lack of memory for the early years of a person’s life. chorion A membrane that surrounds the amnion and becomes attached to the uterine lining to gather nourishment for the embryo. chorionic villus sampling (CVS) An alternative to amniocentesis in which a catheter is inserted through the cervix to withdraw fetal cells from the chorion for prenatal testing to detect genetic defects. chromosome A threadlike structure made up of genes; in humans, there are 46 chromosomes in the nucleus of each cell. chromosome abnormalities Conditions in which a child has too few, too many, or incomplete chromosomes because of errors in the formation of sperm or ova.

chronosystem In Bronfenbrenner’s bioecological approach, the system that captures the way changes in environmental systems, such as social trends and life events, are patterned over a person’s lifetime. chumship According to neo-Freudian Harry Stack Sullivan, a close friendship in childhood that provides emotional support and teaches children how to participate in intimate relationships. class inclusion The logical understanding that parts or subclasses are included in the whole class and that the whole is therefore greater than any of its parts. classical conditioning A type of learning in which a stimulus that initially had no effect on the individual comes to elicit a response because of its association with a stimulus that already elicits the response. clinical method An unstandardized interviewing procedure used by Piaget in which a child’s response to each successive question (or problem) determines what the investigator will ask next. clique A small friendship group that interacts frequently. See crowd. cochlear implant A surgically implanted amplification device that stimulates the auditory nerve to provide the sensation of hearing to a deaf individual. codominance In genetics, an instance in which two different but equally powerful genes produce a phenotype in which both genes are expressed. coercive family environment A home in which family members are locked in power struggles, each trying to control the other through aggressive tactics such as threatening, yelling, and hitting. cognition The activity of knowing and the processes through which knowledge is acquired (for example, attending, perceiving, remembering, and thinking). cognitive behavioral therapy Well-established psychotherapy approach that involves identifying and changing distorted thinking and maladaptive emotions and behavior associated with it. cognitive reserve The extra brain power or cognitive capacity that some people can fall back on as aging and diseases such as Alzheimer’s begin to take a toll on brain functioning. cohabitation When two single adults live together as an unmarried couple. cohort A group of people born at the same time; a particular generation of people. cohort effects In cross-sectional research, the effects on findings that the different age groups

GLOSSARY G-3 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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(cohorts) being compared were born at different times and had different formative experiences. Contrast with age effects and time of measurement effects.

constitutional growth delay Children who are small for age (at or below the 5th percentile on a growth chart) and late entering puberty, but growing at a normal or near-normal pace.

collectivist culture A culture in which people define themselves in terms of group memberships, give group goals higher priority than personal goals, and socialize children to seek group harmony. Contrast with individualistic culture.

constraint-seeking questions In the Twenty Questions task and similar hypothesis-testing tasks, questions that rule out more than one answer to narrow the field of possible choices rather than asking about only one hypothesis at a time.

communality An orientation that emphasizes the well-being of others and includes traits of emotionality and sensitivity to others; considered feminine.

correlation coefficient A measure, ranging from 11.00 to 21.00, of the extent to which two variables or attributes are systematically related to each other in either a positive or a negative way. correlational method A research technique that involves determining whether two or more variables are related. It cannot indicate that one thing caused another, but it can suggest that a causal relationship exists or allow us to predict one characteristic from our knowledge of another.

comorbidity The co-occurrence of two or more psychiatric conditions in the same individual.

constructivism The position taken by Piaget and others that humans actively create their own understandings of the world from their experiences, as opposed to being born with innate ideas or being programmed by the environment.

companionate love In Sternberg’s triangular theory of love, affectionate love characterized by high intimacy and commitment but low passion.

consummate love In Sternberg’s triangular theory of love, love with high levels of all three components of love: passion, intimacy, and decision/commitment.

complicated grief An emotional response to a death that is unusually prolonged or intense and that impairs functioning; pathological grief.

contact comfort The pleasurable tactile sensations provided by a parent or a soft, terry cloth mother substitute; believed to foster attachments in infant monkeys and possibly humans.

creative component In Sternberg’s triarchic theory, the aspect of intelligence that varies with experience on a task.

continuing bond Maintenance of attachment to a loved one after the person’s death through reminiscence, use of the person’s possessions, consultation with the deceased, and the like.

critical period A defined period in the development of an organism when it is particularly sensitive to certain environmental influences; outside this period, the same influences will have far less effect.

conception The moment of fertilization, when a sperm penetrates an ovum, forming a zygote. concordance rate The percentage of cases in which a particular attribute is present for both members of a pair of people (for example, twins) if it is present for one member. concrete operations stage Piaget’s third stage of cognitive development, lasting from about age 7 to age 11, when children are acquiring logical operations and can reason effectively about real objects and experiences. conditioned response (CR) A learned response to a stimulus that was not originally capable of producing the response. conditioned stimulus (CS) An initially neutral stimulus that elicits a particular response after it is paired with an unconditioned stimulus that always elicits the response. conduct disorder A persistent pattern of behavior in which a child or adolescent violates the rights of others or age-appropriate societal norms, as through fighting, bullying, and cruelty. confidant A spouse, relative, or friend to whom a person feels emotionally close and with whom that person can share thoughts and feelings. congenital malformations Defects that are present at birth and are caused by genetic factors, prenatal events, or both. conservation The recognition that certain properties of an object or substance do not change when its appearance is altered in some superficial way. consolidation In information processing, the processing and organizing of information into a form suitable for long-term storage.

continuity–discontinuity issue The debate among theorists about whether human development is best characterized as gradual and continuous or abrupt and stagelike. contour The amount of light-dark transition or boundary area in a visual stimulus. conventional morality Kohlberg’s term for the third and fourth stages of moral reasoning in which societal values are internalized and judgments are based on a desire to gain approval or uphold law and social order. convergent thinking Thinking that involves “converging” on the one best answer to a problem; what IQ tests measure. Contrast with divergent thinking. cooing An early form of vocalization that involves repeating vowel-like sounds. cooperative learning Procedures that involve assigning students, usually of different races or ability levels, to work teams that are reinforced for performing well as teams and that encourage cooperation among teammates.

co-rumination Excessive discussion and analysis of personal problems with a close friend. couvade Sympathetic pregnancy, or the experiencing by fathers of some of the same physiological symptoms their pregnant partners experience (for example, bloating, weight gain, fatigue, insomnia, and nausea).

creativity The ability to produce novel responses or works.

crossing over A process in which genetic material is exchanged between pairs of chromosomes during meiosis. cross-modal perception The ability to use one sensory modality to identify a stimulus or a pattern of stimuli already familiar through another modality. cross-sectional design A developmental research design in which different age groups are studied at the same point and compared. crowd A network of heterosexual cliques that forms during adolescence and facilitates mixedsex social activities. See clique. crystallized intelligence Those aspects of intellectual functioning that involve using knowledge acquired through experience. Contrast with fluid intelligence. cued recall memory Recollecting objects, events, or experiences in response to a hint or cue. Contrast with pure recall memory and recognition memory.

coordination of secondary schemes During Piaget’s sensorimotor period, the infant’s combining of actions to solve problems, using one scheme as a means to an end, as in batting aside a barrier in order to grasp a toy.

cultural evolution Change in a species achieved not through biological evolution but through learning and passing on from one generation to the next new ways of adapting to the environment.

coparenting The extent and manner in which the two parents coordinate their parenting and function as a team in relation to their children.

culture A system of meanings shared by a population of people and transmitted from one generation to the next.

G-4 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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culture bias The situation that arises in testing when one cultural or subcultural group is more familiar with test items than another group and therefore has an unfair advantage. cumulative-deficit hypothesis The notion that impoverished environments inhibit intellectual growth and that these inhibiting effects accumulate over time. damage theories of aging Theories that emphasize several haphazard processes that cause cells and organ systems to deteriorate. Contrast with programmed theories of aging. dark adaptation The process by which the eyes become more sensitive to light over time as they remain in the dark. decentration The ability to focus on two or more dimensions of a problem at one time. decontextualize To separate the demands of a task at hand from prior beliefs and knowledge. defense mechanisms Mechanisms used by the ego to defend itself against anxiety caused by conflict between the id’s impulses and social demands. deferred imitation The ability to imitate a novel act after a delay. delirium A clouding of consciousness characterized by alternating periods of disorientation and coherence. demandingness–control A dimension of parenting reflecting the extent to which parents as opposed to children exert control over decisions and set and enforce rules; also called permissiveness-restrictiveness. dementia A progressive loss of cognitive capacities such as memory and judgment that affects some aging individuals and that has a variety of causes. denial A defense mechanism in which anxiety-provoking thoughts are kept out of, or isolated from, conscious awareness. dependent variable The aspect of behavior measured in an experiment and assumed to be under the control of, or dependent on, the independent variable. depression See major depressive disorder. desire psychology The earliest theory of mind: an understanding that desires guide behavior (for example, that people seek things they like and avoid things they hate). Contrast with belief–desire psychology.

developmental psychopathology A field of study concerned with the origins and course of maladaptive or psychopathological behavior.

characterized by the infant’s dazed response to reunion and confusion about whether to approach or avoid the caregiver.

developmental quotient (DQ) A numerical measure of an infant’s performance on a developmental test relative to the performance of other infants the same age.

dispositional traits Relatively enduring dimensions or qualities of personality along which people differ (for example, extraversion, aloofness).

developmental stage A distinct phase within a larger sequence of development; a period characterized by a particular set of abilities, motives, behaviors, or emotions that occur together and form a coherent pattern. diabetes A metabolic disorder characterized by high levels of glucose or sugar in the blood leading to symptoms of thirst, excessive urination, fatigue, and problems involving eyes, kidneys, and other organs. dialectical thinking An advanced form of thought that involves detecting paradoxes and inconsistencies among ideas and trying to reconcile them. diathesis–stress model The view that psychopathology results from the interaction of a person’s predisposition to psychological problems and the experience of stressful events. differentiation In brain development, the progressive diversification of cells that results in their taking on different characteristics and functions. difficult temperament Characteristic mode of response in which the individual is irregular in habits and adapts slowly, often with vigorous protest, to changes in routine or new experiences. Contrast with easy temperament and slow-to-warm-up temperament. diffusion status Identity status characterizing individuals who have not questioned who they are and have not committed themselves to an identity. disenfranchised grief Grief that is not fully recognized or appreciated by other people and therefore may not receive much sympathy and support, as in the loss of a gay partner. disengagement theory A perspective that holds that successful aging involves a mutually satisfying withdrawal of the aging individual and society from each other. Contrast with activity theory.

development Systematic changes in the individual occurring between conception and death; such changes can be positive, negative, or neutral.

disinhibited attachment A disturbed attachment pattern observed in socially deprived children that involves indiscriminate friendliness toward both parents and strangers, lack of appropriate wariness of strangers, and difficulty regulating emotions well enough to participate in real, reciprocal social interactions.

developmental norm The age at which half of a large group of infants or children master a skill or display a behavior; the average age for achieving a milestone in development.

disorganized–disoriented attachment An insecure infant–caregiver bond, common among abused children, that combines features of the resistant and avoidant attachment styles and is

divergent thinking Thinking that requires coming up with a variety of ideas or solutions to a problem when there is no one right answer. Contrast with convergent thinking. DNA Deoxyribonucleic acid, the double helix molecule whose chemical code makes up chromosomes and serves as our genetic endowment; it is made up of sequences of the chemicals (adenine), C (cytosine), G (guanine), and T (thymine). dominant gene A relatively powerful gene that is expressed phenotypically and masks the effect of a less-powerful recessive gene. double standard The view that sexual behavior appropriate for members of one gender is inappropriate for members of the other. Down syndrome A chromosomal abnormality in which the child has inherited an extra 21st chromosome and is, as a result, mentally retarded; also called trisomy 21. DSM-IV The fourth edition of the Diagnostic and Statistical Manual of Mental Disorders, which spells out defining features and symptoms for the range of psychological disorders. dual process model of bereavement A theory of coping with bereavement in which the bereaved oscillate between loss-oriented coping in which they deal with their emotions, restoration-oriented coping in which they try to manage practical tasks and reorganize their lives, and periods of respite from coping. dual process model of morality The view that both deliberate thought and more automatic emotion-based intuitions can inform decisions about moral issues and motivate behavior. dynamic systems theory A perspective on development applied to motor development which proposes that more sophisticated patterns of motor behavior emerge over time through a “self-organizing” process in which children modify their motor behavior in adaptive ways on the basis of the sensory feedback they receive when they try different movements. dyslexia Serious difficulties learning to read in children who have normal intellectual ability and no sensory impairments or emotional difficulties that could account for their learning problems. easy temperament Characteristic mode of response in which the individual is eventempered, content, and open and adaptable to new experiences. Contrast with difficult temperament and slow-to-warm-up temperament.

GLOSSARY G-5 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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echolalia The repetition of sounds, such as when an autistic child parrots what someone else says. eclectic In the context of science, an individual who recognizes that no single theory can explain everything but that each has something to contribute to our understanding. effortful control Dimension of temperament pertaining to being able to sustain attention, control one’s behavior, and regulate one’s emotions (as opposed to unable to regulate one’s arousal and stay calm and focused). See negative affectivity and surgency/extraversion. ego Psychoanalytic term for the rational component of the personality. egocentrism The tendency to view the world from the person’s own perspective and fail to recognize that others may have different points of view. elaboration A strategy for remembering that involves adding something to or creating meaningful links between the bits of information the person is trying to retain. Electra complex Female version of the Oedipus complex, in which a 4- to 6-year-old girl is said to envy her father for possessing a penis and would choose him as a sex object in the hope of sharing this valuable organ that she lacks. embryonic period Second phase of prenatal development, lasting from the third through the eighth prenatal week, during which the major organs and anatomical structures begin to develop. emergent literacy The developmental precursors of reading skills in young children, including knowledge, skills, and attributes that will facilitate the acquisition of reading competence. emerging adulthood Newly identified period of the life span extending from about age 18 to age 25, when young people are neither adolescents nor adults and are exploring their identities, careers, and relationships. emotion regulation The processes involved in initiating, maintaining, and altering emotional responses. empathy The vicarious experiencing of another person’s feelings. empty nest The term used to describe the family after the last child departs the household. encoding The first step in learning and remembering something, it is the process of getting information into the informationprocessing system, or learning it, and organizing it in a form suitable for storing. endocrine gland A type of gland that secretes chemicals called hormones directly into the bloodstream. Endocrine glands play critical

roles in stimulating growth and regulating bodily functions. environment Events or conditions outside the person that are presumed to influence and be influenced by the individual. epigenesis The process through which nature and nurture, genes and environment, jointly bring forth development in ways that are difficult to predict at the outset, according to Gottlieb’s epigenetic psychobiological systems perspective; in a more specific sense, epigenetic effects refer to ways in which environmental influences alter gene expression. epigenetic psychobiological systems perspective Gilbert Gottlieb’s view that development is the product of interacting biological and environmental forces that form a larger, dynamic system, both over the course of evolution and during the individual’s life. episodic memory A type of explicit memory consisting of specific episodes that one has experienced.

manipulation, and interpretation of information in the information-processing system, including executive functions. executive functions The planning and organizational functions that reside in the prefrontal cortex of the brain. exosystem In Bronfenbrenner’s bioecological approach, settings not experienced directly by individuals still influence their development (for example, effects of events at a parent’s workplace on children’s development). expansion A conversational tactic used by adults in speaking to young children in which they respond to a child’s utterance with a more grammatically complete expression of the same thought. experiment A research strategy in which the investigator manipulates or alters some aspect of a person’s environment to measure its effect on the individual’s behavior or development.

equilibration In Piaget’s theory, the process of seeking a state of mental stability in which our thoughts (schemes) are consistent with the information we receive from the external world.

experimental control The holding of all other factors besides the independent variable in an experiment constant so that any changes in the dependent variable can be said to be caused by the manipulation of the independent variable.

equity A balance of contributions and gains in a social relationship that results in neither partner feeling over- or underbenefited.

explicit memory Memory that involves consciously recollecting the past. Contrast with implicit memory.

estrogen The female hormone responsible for the development of the breasts, the female sex organs, and secondary sex characteristics and for the beginning of menstrual cycles.

extended family household A family unit composed of parents and children living with other kin such as grandparents, aunts and uncles, cousins, or a combination of these. Compare with nuclear family.

ethnic identity A sense of personal identification with the individual’s ethnic group and its values and cultural traditions. ethnicity A person’s classification in or affiliation with a group based on common heritage or traditions. ethnocentrism The belief that one’s own cultural or ethnic group is superior to others. ethology A discipline and theoretical perspective that focuses on the evolved behavior of different species in their natural environments. euthanasia Literally, “good death”; specifically, hastening, either actively or passively, the death of someone suffering from an incurable illness or injury. evidence-based practice Grounding what they do in research and ensuring that the curricula and treatments they provide have been demonstrated to be effective. evolutionary psychology The application of evolutionary theory and its concept of natural selection to understanding why humans think and behave as they do. executive control processes Processes that direct and monitor the selection, organization,

externalizing problem Childhood behavioral problem that involves “undercontrolled” behavior such as aggression or acting out difficulties that disturb other people. Contrast with internalizing problem. extinction The gradual weakening and disappearance of a learned response when it is no longer reinforced. extreme male brain hypothesis Baron-Cohen’s theory that individuals with autism have brains that are more masculine, or skilled at systemizing, than feminine, or skilled at empathizing. eyewitness memory Remembering and reporting events the person has witnessed or experienced. failure to thrive A condition observed in infants who, because of either physical causes or emotional deprivation, are characterized by stunted growth, weight loss, and delays in cognitive and socioemotional development. false belief task A research paradigm used to assess an important aspect of a theory of mind, mainly the understanding that people can hold incorrect beliefs and be influenced by them.

G-6 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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family life cycle The sequence of changes in family composition, roles, and relationships that occurs from the time people marry until they die. family systems theory The conceptualization of the family as a whole consisting of interrelated parts, each of which affects and is affected by every other part, and each of which contributes to the functioning of the whole. fetal alcohol syndrome (FAS) A group of symptoms commonly observed in the offspring of mothers who use alcohol heavily during pregnancy, including a small head, widely spaced eyes, and mental retardation. fetal period The third phase of prenatal development, lasting from the ninth prenatal week until birth; during this period, the major organ systems begin to function effectively and the fetus grows rapidly. fine motor skills Skills that involve precise movements of the hands and fingers or feet and toes. Contrast with gross motor skills. fixation In psychoanalytic theory, a defense mechanism in which development is arrested and part of the libido remains tied to an early stage of development. fluid intelligence Aspects of intelligence that involve actively thinking and reasoning to solve novel problems. Contrast with crystallized intelligence. Flynn effect The rise in average IQ scores over the 20th century. foreclosure status An identity status characterizing individuals who appear to have committed themselves to a life direction but who have adopted an identity prematurely, without much thought. formal operations stage Piaget’s fourth and final stage of cognitive development (from age 11 or 12), when the individual begins to think more rationally and systematically about abstract concepts and hypothetical ideas. fragile X syndrome A chromosome abnormality in which one arm of the X chromosome is only barely connected to the rest of the chromosome; the most common hereditary cause of mental retardation. fraternal twins Twins who are not identical and who result when a mother releases two ova at roughly the same time and each is fertilized by a different sperm. free radicals Chemically unstable byproducts of metabolism that have an extra electron and react with other molecules to produce toxic substances that damage cells and contribute to aging. functional grammar An analysis of the semantic relations (meanings such as naming and locating) that children express in their earliest sentences.

functional magnetic resonance imaging (fMRI) A brain-scanning technique that uses magnetic forces to measure the increase in blood flow to an area of the brain that occurs when that brain area is active. By having children and adults perform cognitive tasks while lying very still in an fMRI scanner, researchers can determine which parts of the brain are involved in particular cognitive activities. fuzzy-trace theory The view that verbatim and general or gistlike accounts of an event are stored separately in memory.

gene–environment correlation A systematic interrelationship between an individual’s genes and that individual’s environment; ways in which genes influence the kind of home environment provided by parents (passive gene– environment correlation), the social reactions to the individual (evocative gene–environment correlation), and the types of experiences the individual seeks (active gene–environment correlation).

gender A combination of all those features that a society associates with or considers appropriate for being a man and woman.

gene–environment interaction The phenomenon in which the effects of people’s genes depend on the kind of environment they experience and in which the effects of the environment depend on their genetic endowment.

gender consistency The stage of gender typing in which children realize that their sex is stable across situations or despite changes in activities or appearance.

general event representation Representations that people create over time of the typical sequence of actions related to an event; also called “scripts.”

gender constancy A solid understanding of oneself as male-female, man-woman.

generativity versus stagnation The psychosocial conflict in which middle-aged adults must gain the sense that they have produced something that will outlive them and genuinely care for younger generations to avoid self-preoccupation; seventh of Erikson’s stages.

gender identity Individuals’ basic awareness that they are either a male or a female. gender intensification A magnification of differences between males and females during adolescence associated with increased pressure to conform to traditional gender roles. gender role A pattern of behaviors and traits that defines how to act the part of a female or a male in a particular society. gender schema (plural: schemata) Organized sets of beliefs and expectations about males and females that guide information processing. gender segregation The formation of separate boys’ and girls’ peer groups during childhood. gender similarities hypothesis The hypothesis that males and females are similar on most, but not all, psychological variables. gender stability The stage of gender typing in which children realize that their sex remains the same over time. gender stereotypes Overgeneralized and largely inaccurate beliefs about what males and females are like. gender typing The process by which children become aware of their gender and acquire the motives, values, and behaviors considered appropriate for members of their biological sex. gene A functional unit of heredity made up of DNA and transmitted from generation to generation. gene expression The activation of particular genes in particular cells of the body at particular times in life. gene therapy Interventions that involve substituting normal genes for the genes associated with a disease or disorder; otherwise altering a person’s genetic makeup.

genetic counseling A service designed to inform people about genetic conditions they or their unborn children are at risk of inheriting. genotype The genetic endowment that an individual inherits. Contrast with phenotype. germinal period First phase of prenatal development, lasting about 2 weeks from conception until the developing organism becomes attached to the wall of the uterus. gerontology The study of aging and old age. giftedness The possession of unusually high general intellectual potential or of special abilities in such areas as creativity, mathematics, or the arts. glaucoma A condition in which increased fluid pressure in the eye damages the optic nerve and causes progressive loss of peripheral vision and ultimately blindness. goal-corrected partnership In Bowlby’s attachment theory, the most mature phase of attachment in which parent and child accommodate to each other’s needs and the child becomes more independent. goodness of fit The extent to which the child’s temperament and the demands of the child’s social environment are compatible or mesh, according to Thomas and Chess; more generally, a good match between person and environment. grief The emotional response to loss. Contrast with mourning. grief work perspective The view commonly held, but now challenged, that to cope adaptively with death bereaved people must confront

GLOSSARY G-7 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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their loss, experience painful emotions, work through these emotions, and move toward a detachment from the deceased.

hormone replacement therapy (HRT) Taking estrogen and progestin to compensate for hormone loss because of menopause in women.

implicit memory Memory that occurs unintentionally and without consciousness or awareness. Contrast with explicit memory.

gross motor skills Skills that involve large muscles and whole body or limb movements (for example, kicking the legs or drawing large circles). Contrast with fine motor skills.

hospice A program that supports dying persons and their families through a philosophy of caring rather than curing, either in a facility or at home.

imprinting An innate form of learning in which the young of certain species will follow and become attached to moving objects (usually their mothers) during a critical period early in life.

growth The physical changes that occur from conception to maturity.

hot flash A sudden experience of warmth and sweating, often followed by a cold shiver, that occurs in a menopausal woman.

growth hormone Hormone produced by the pituitary gland that stimulates childhood physical growth and the adolescent growth spurt.

human agency Ways in which humans deliberately exercise cognitive control over their environments and lives, according to Bandura.

guided participation A process in which children learn by actively participating in culturally relevant activities with the aid and support of their parents and other knowledgeable individuals.

Human Genome Project A massive, government-sponsored effort to decipher the human genetic code.

habituation A simple form of learning that involves learning not to respond to a repeated stimulus; learning to be bored by the familiar. Hayflick limit The estimate that human cells can double only 50 times, plus or minus 10, and then will die. helpless orientation An attribution style in which someone tends to avoid challenges and to cease trying—to give up—when they experience failure, based on the belief that they can do little to improve. hemophilia A deficiency in the blood’s ability to clot. It is more common among males than females because it is associated with a sex-linked gene on the X chromosome.

Huntington’s disease A genetic disease caused by a single, dominant gene that strikes in middle age to produce a deterioration of physical and mental abilities and premature death. hyperactivity See attention deficit hyperactivity disorder (ADHD). hypothesis A theoretical prediction about what will hold true if we observe a phenomenon. hypothetical-deductive reasoning A form of problem solving in which a person starts with general or abstract ideas and deduces or traces their specific implications; “if–then” thinking. id A psychoanalytic term for the inborn component of the personality that is driven by the instincts or selfish urges. ideal self Idealized expectations of what one’s attributes and personality should be like.

inclusion The educational practice of integrating handicapped students into regular classrooms rather than placing them in segregated special education classes; also called mainstreaming. incomplete dominance A condition in which a stronger gene fails to mask all the effects of a weaker partner gene; a phenotype results that is similar but not identical to the effect of the stronger gene. independent variable The aspect of the environment that a researcher deliberately changes or manipulates in an experiment to see its effect on behavior; a causal variable. Contrast with dependent variable. indirect effect The instance in which the relationship between two individuals in a family is modified by the behavior or attitudes of a third family member. individualistic culture A culture in which individuals define themselves as individuals and put their own goals ahead of their group’s goals, and one in which children are socialized to be independent and self-reliant. Contrast with collectivist culture.

identical twins Monozygotic twins who develop from a single zygote that later divides to form two genetically identical individuals.

induction A form of discipline that involves explaining why a child’s behavior is wrong and should be changed by emphasizing its effects on other people.

identification Freud’s term for the individual’s tendency to emulate, or adopt the attitudes and behaviors of, another person, particularly the same-sex parent.

industry versus inferiority The psychosocial conflict in which school-aged children must master important cognitive and social skills or feel incompetent; fourth of Erikson’s stages.

identity A self-definition or sense of who one is, where one is going, and how one fits into society.

infertility A couple’s inability to get pregnant after a year of trying to do so.

identity achievement status An identity status characterizing individuals who have carefully thought through identity issues and made commitments or resolved their identity issues.

information-processing approach An approach to cognition that emphasizes the fundamental mental processes involved in attention, perception, memory, and decision making.

identity versus role confusion The psychosocial conflict in which adolescents must form a coherent self-definition or remain confused about their life directions; fifth of Erikson’s stages.

initiative versus guilt The psychosocial conflict in which preschool children must learn to initiate new activities and pursue bold plans or become self-critical; third of Erikson’s stages.

homogamy Mate selection or marriage on the basis of similarity in demographic and personal characteristics.

imaginary audience A form of adolescent egocentrism that involves confusing one’s own thoughts with the thoughts of a hypothesized audience for behavior and concluding that others share these preoccupations.

instinct An inborn biological force assumed to motivate a particular response or class of responses.

horizontal décalage A term used by Piaget to characterize that different cognitive skills related to the same stage of cognitive development emerge at different times.

imaginary companion A play companion invented by a child in the preoperational stage who has developed the capacity for symbolic thought.

integrity versus despair The psychosocial conflict in which elderly adults attempt to find a sense of meaning in their lives and to accept the inevitability of death; eighth of Erikson’s stages.

heritability The amount of variability in a population on some trait dimension that is attributable to genetic differences among those individuals. heteronomous morality A term meaning subject to authority and referring to the childhood beliefs that rules are handed down by authority figures and are sacred and unalterable and that wrongness should be judged on the basis of consequences rather than intentions; typical of children ages 6 to 10, according to Piaget. Contrast with autonomous morality. holophrase A single-word utterance used by an infant that represents an entire sentence’s worth of meaning. Home Observation for Measurement of the Environment (HOME) inventory A widely used instrument that allows an observer to determine how intellectually stimulating or impoverished a home environment is.

integration Teaching children of different racial/ethnic backgrounds in the same classroom.

G-8 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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intellectual disability Significantly belowaverage intellectual functioning with limitations in areas of adaptive behavior such as self-care and social skills, originating before age 18 (previously known as mental retardation).

fluence on how well that individual can learn and remember.

intelligence quotient (IQ) A numerical measure of a person’s performance on an intelligence test relative to the performance of other examinees of the same age, typically with a score of 100 defined as average.

language A symbolic system in which a limited number of signals can be combined according to rules to produce an infinite number of messages.

intergenerational transmission of parenting The passing down from generation to generation of parenting styles, abusive or otherwise. internal working model In attachment theory, cognitive representation of self and other that children construct from their interactions with caregivers and that shape their expectations about relationships. internalizing problem Childhood behavioral problem that represents an “overcontrolled” pattern of coping with difficulties and is expressed in anxiety, depression, and other forms of inner distress. Contrast with externalizing problem. intimacy versus isolation The psychosocial conflict in which young adults must commit themselves to a shared identity with another person or remain aloof and unconnected to others; sixth of Erikson’s stages. intuitive theories Organized systems of knowledge, believed to be innate, that allow children to make sense of the world in areas such as physics and psychology. in vitro fertilization (IVF) Procedure in which several eggs are removed from a woman’s ovary, fertilized by sperm in a petri dish in the laboratory, then transferred to the woman’s uterus in hopes that one will implant on the wall of the uterus. joint attention The act of looking at the same object at the same time with someone else; a way in which infants share perceptual experiences with their caregivers. juvenile delinquency Law-breaking by a minor. kangaroo care Holding a young infant skin-toskin on a parent’s chest; often used with premature babies to help maintain body temperature, heart rate, and oxygen levels in the blood. karyotype A chromosomal portrait created by staining chromosomes, photographing them under a high-power microscope, and arranging them into a predetermined pattern. Klinefelter syndrome A sex chromosome abnormality in which males inherit two or more X chromosomes (XXY or XXXY); these males fail to develop secondary sex characteristics and often show deficiencies on tests of verbal abilities. knowledge base A person’s existing information about a content area, significant for its in-

Lamaze method Prepared childbirth in which parents attend classes and learn mental exercises and relaxation techniques to ease delivery.

language acquisition device (LAD) A set of linguistic processing skills that nativists believe to be innate; presumably the LAD enables a child to infer the rules governing others’ speech and then use these rules to produce language. latent learning Learning occurs but is not evident in behavior; children can learn from observation even though they do not imitate (perform) the learned responses.

long-term memory Memory store in which information that has been examined and interpreted is stored relatively permanently. love withdrawal A form of discipline that involves withholding attention, affection, or approval after a child misbehaves. low birth weight (LBW) A weight at birth of less than 2500 grams, or 5 ½ pounds, associated with increased risk of developmental problems. macrosystem In Bronfenbrenner’s bioecological approach, the larger cultural or subcultural context of development. major depressive disorder An affective or mood disorder characterized by at least one episode of feeling profoundly sad and hopeless, losing interest in almost all activities, or both.

lateralization The specialization of the two hemispheres of the cerebral cortex of the brain.

mastery (learning) goal In achievement situations, aiming to learn new things in order to learn or improve ability; contrast with performance goal.

learning A relatively permanent change in behavior (or behavioral potential) that results from a person’s experiences or practice.

mastery motivation An intrinsic motive to master and control the environment evident early in infancy.

learning goal A goal adopted by learners in which they seek to learn new things so that they can improve their abilities. Contrast with performance goal.

mastery orientation A tendency to thrive on challenges and persist in the face of failure because of healthy attributions that lead to the belief that increased effort will pay off.

libido Freud’s term for the biological energy of the sex instinct. life expectancy The average number of years a newborn baby can be expected to live; now almost 78 years in the United States.

maternal blood sampling A noninvasive method of prenatal diagnosis involving testing for substances in maternal blood; more recently, analysis of fetal cells that have slipped through the placenta into the mother’s blood.

life review Process in which elderly adults reflect on unresolved conflicts of the past and evaluate their lives; it may contribute to a sense of integrity and readiness for death.

maturation Developmental changes that are biologically programmed by genes rather than caused primarily by learning, injury, illness, or some other life experience.

life-span perspective A perspective that views development as a lifelong, multidirectional process that involves gain and loss, is characterized by considerable plasticity, is shaped by its historical-cultural context, has many causes, and is best viewed from a multidisciplinary perspective.

maximum life span A ceiling on the number of years that any member of a species lives; 120 years for humans.

linked lives The concept that the development of the individual is intertwined with the development of other family members.

meiosis The process in which a germ cell divides, producing sperm or ova, each containing half of the parent cell’s original complement of chromosomes; in humans, the products of meiosis normally contain 23 chromosomes.

literacy The ability to use printed information to function in society, achieve goals, and develop potential. living will A document in which people state in advance that they do not wish to have extraordinary medical procedures applied if they are hopelessly ill. locomotion The process of moving from one location to another. longitudinal design A developmental research design in which one group of subjects is studied repeatedly over months or years.

mediation deficiency The initial stage of mastery of memory strategies in which children cannot spontaneously use or benefit from strategies even if they are taught to use them.

memory The ability to store and later retrieve information about past events. menarche A female’s first menstrual period. menopause The ending of a woman’s menstrual periods and reproductive capacity around age 51. mental age A measure of intellectual development that reflects the level of age-graded problems that a child is able to solve; the age at which a child functions intellectually.

GLOSSARY G-9 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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mental retardation See intellectual disability. mesosystem In Bronfenbrenner’s bioecological approach, interrelationships between microsystems or immediate environments (for example, ways in which events in the family affect a child’s interactions at a day care center). meta-analysis A research method in which the results of multiple studies addressing the same question are synthesized to produce overall conclusions. metacognition Knowledge of the human mind and of the range of cognitive processes, including thinking about personal thought processes. metalinguistic awareness Knowledge of language as a system. metamemory A person’s knowledge about memory and about monitoring and regulating memory processes. microsystem In Bronfenbrenner’s bioecological approach, the immediate settings in which the person functions (for example, the family). middle generation squeeze The phenomenon in which middle-aged adults sometimes experience heavy responsibilities for both the younger and the older generations in the family. midlife crisis A period of major questioning, inner struggle, and re-evaluation hypothesized to occur in an adult’s early 40s. mild cognitive impairment A level of memory loss between normal loss with age and pathological loss from disease. mirror neuron hypothesis Theory of autism that holds that the malfunctioning of behaviorsimulating mirror neuron systems accounts for the deficits individuals with autism show in imitation, theory of mind skills, empathy, and language. mirror neurons Neural cells in several brain areas that are activated when we perform an action or observe someone else performing it. miscarriage Loss of a pregnancy before survival of the baby outside the womb is possible. mitosis The process in which a cell duplicates its chromosomes and then divides into two genetically identical daughter cells. molecular genetics The analysis of particular genes and their effects, including the identification of specific genes that influence particular traits and the comparison of animals or humans who have these specific genes and those who do not. moral affect The emotional component of morality, including feelings of guilt, shame, and pride regarding one’s conduct. moral disengagement According to Bandura, the ability to avoid self condemnation when engaged in immoral behavior by justifying, minimizing, or blaming others for one’s actions.

moral reasoning The cognitive component of morality; the thinking that occurs when people decide whether acts are right or wrong. moral rules Standards of conduct that focus on the basic rights and privileges of individuals. Contrast with social-conventional rules. morality The ability to distinguish right from wrong, to act on this distinction, and to experience pride when doing something right and to experience guilt or shame when doing something wrong. Morality has affective, cognitive, and behavioral components. morality of care Gilligan’s term for what she says is the dominant moral orientation of females, in which the individual emphasizes concern and responsibility for the welfare of other people rather than abstract rights. Contrast with morality of justice. morality of justice Gilligan’s term for what she says is the dominant moral orientation of males, in which moral dilemmas are viewed as inevitable conflicts between the rights of two or more parties that must be settled by law. Contrast with morality of care. moratorium period A period of time in high school or college when young adults are relatively free of responsibilities and can experiment with different roles to find their identities. moratorium status Identity status characterizing individuals who are experiencing an identity crisis or actively exploring identity issues but who have not yet achieved an identity. morphemes The basic units of meaning that exist in a word. mourning Culturally prescribed ways of displaying reactions to a loss. Contrast with grief. mutation A change in the structure or arrangement of one or more genes that produces a new phenotype. mutually responsive orientation A close, affectively positive, and cooperative relationship in which child and parent are attached to each other and are sensitive to each other’s needs; a contributor to moral development. myelin A fatty sheath that insulates neural axons and thereby speeds the transmission of neural impulses. myelination The depositing of a fatty sheath around neural axons that insulates them and thereby speeds the transmission of neural impulses. narrative identities Unique and integrative “life stories” that we construct about our pasts and futures to give ourselves an identity and our lives meaning; an aspect of personality. nativist An individual whose approach to human development emphasizes the contribution of genetic factors; specifically, a person who

believes that infants enter the world equipped with knowledge that allows them to perceive a meaningful world from the start. Contrast with empiricist. natural selection The evolutionary principle that individuals who have characteristics advantageous for survival in a particular environment are most likely to survive and reproduce. Over many generations, this process of “survival of the fittest” will lead to changes in a species and the development of new species. naturalistic observation A research method in which the scientist observes people as they engage in common everyday activities in their natural habitats. Contrast with structured observation. nature–nurture issue The debate over the relative importance of biological predispositions (nature) and environmental influences (nurture) as determinants of human development. negative affectivity Dimension of temperament that concerns the tendency to be sad, fearful, easily frustrated, and irritable (as opposed to laid back and adaptable). See effortful control and surgency/extraversion. negative punishment The process in operant conditioning in which a response is weakened or made less probable when its consequence is the removal of a pleasant stimulus from the situation. negative reinforcement The process in operant conditioning in which a response is strengthened or made more probable when its consequence is the removal of an unpleasant stimulus from the situation. neglectful parenting A parenting style low in demandingness–control and low in acceptance– responsiveness; uninvolved parenting. neonatal Pertaining to events or developments in the first month after birth. neurogenesis The process of generating new neurons across the lifespan. neuron The basic unit of the nervous system; a nerve cell. neuroplasticity The brain’s remarkable ability to change in response to experience throughout the life span, as when it recovers from injury or benefits from stimulating learning experiences. nonshared environmental influences Experiences unique to the individual that are not shared by other members of the family and that tend to make members of the same family different. Contrast with shared environmental influences. normal distribution A symmetrical (bellshaped) curve that describes the variability of characteristics within a population. Most people fall at or near the average score; there are relatively few high or low scores.

G-10 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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nuclear family A family unit consisting of husband–father, wife–mother, and at least one child. Compare with extended family household. obesity Condition of being overweight; specifically, being 20% or more above the “ideal” weight for one’s height, age, and sex. object permanence The understanding that objects continue to exist when they are no longer visible or otherwise detectable to the senses; fully mastered by the end of infancy. observational learning Learning that results from observing the behavior of other people; emphasized in Bandura’s social cognitive theory. Oedipus complex Freud’s term for the conflict that 4- to 6-year-old boys experience when they develop an incestuous desire for their mothers and a jealous and hostile rivalry with their fathers. olfaction The sense of smell, made possible by sensory receptors in the nasal passage that react to chemical molecules in the air. operant conditioning Also called instrumental conditioning, a form of learning in which freely emitted acts (or operants) become more or less probable depending on the consequences they produce. oral sex Sexual activity involving contact between the mouth and genitals. organization In Piaget’s cognitive developmental theory, a person’s inborn tendency to combine and integrate available schemes into more coherent and complex systems or bodies of knowledge; as a memory strategy, a technique that involves grouping or classifying stimuli into meaningful clusters. organogenesis The process, occurring during the period of the embryo, in which every major organ takes shape in a primitive form. orienting system An attentional system that that reacts to events in the environment; contrast with a focusing system that deliberately seeks out and maintains attention to events. orthogenetic principle Werner’s principle that development proceeds from global and undifferentiated states toward more differentiated and integrated patterns of response. osteoarthritis A joint problem among older adults resulting from a gradual deterioration of the cartilage that cushions the bones and keeps them from rubbing together. osteoporosis A disease affecting older adults in which bone tissue is lost, leaving bones fragile and easily fractured. overextension The young child’s tendency to use a word to refer to a wider set of objects, actions, or events than adults do (for example, using the word car to refer to all motor vehicles). Contrast with underextension.

overlapping waves theory Siegler’s view that the development of problem-solving skills is not a matter of moving from one problemsolving approach to a better one with age but of knowing and using a variety of strategies at each age, becoming increasingly selective with experience about which strategies to use in particular situations, and adding new strategies to one’s collection. overregularization The overgeneralization of observed grammatical rules to irregular cases to which the rules do not apply (for example, saying mouses rather than mice). oxytocin A hormone that plays important roles in facilitating parent-infant attachment as well as reducing anxiety and encouraging affiliation in other social relationships. palliative care Care aimed not at curing but at meeting the physical, psychological, and spiritual needs of dying patients. parent effects model A model of family influence in which parents (particularly mothers) are believed to influence their children rather than vice versa. parental imperative The notion that the demands of parenthood cause men and women to adopt distinct roles and psychological traits. Parkes/Bowlby attachment model of bereavement Model of grieving describing four predominant reactions to loss of an attachment figure: numbness, yearning, disorganization and despair, and reorganization. peer A social equal; a person who functions at a level of behavioral complexity similar to that of the self, often someone of similar age. perception The interpretation of sensory input. perceptual salience Phenomenon in which the most obvious features of an object or situation have disproportionate influence on the perceptions and thought of young children. performance goal A goal adopted by learners in which they attempt to prove their ability rather than to improve it. Contrast with learning (or mastery) goal. perinatal environment The environment surrounding birth. perinatologist A maternal-fetal specialist who focuses on high-risk pregnancies. permissive parenting A lax style of parenting combining low demandingness–control and high acceptance–responsiveness in which adults love their children but make few demands on them and rarely attempt to control their behavior. perseveration error Mistake made when an information processor continues to use the same strategy that was successful in the past over and over despite the strategy’s lack of success in the current situation.

personal fable A form of adolescent egocentrism that involves thinking that oneself and one’s thoughts and feelings are unique or special. personality The organized combination of attributes, motives, values, and behaviors that is unique to each individual. phenotype The way in which a person’s genotype is expressed in observable or measurable characteristics. phenylketonuria (PKU) A genetic disease in which the child is unable to metabolize phenylalanine; if left untreated, it soon causes hyperactivity and mental retardation. phoneme One of the basic units of sound used in a particular spoken language. phonological awareness The understanding that spoken words can be decomposed into some number of basic sound units, or phonemes; an important skill in learning to read. pincer grasp A grasp in which the thumb is used in opposition to the fingers, enabling an infant to become more dexterous at lifting and manipulating objects. pituitary gland The “master gland” located at the base of the brain that regulates the other endocrine glands and produces growth hormone. placenta An organ, formed from the chorion and the lining of the uterus, that provides for the nourishment of the unborn child and the elimination of its metabolic wastes. plasticity An openness of the brain cells (or of the organism as a whole) to positive and negative environmental influence; a capacity to change in response to experience. polygenic trait A characteristic influenced by the action of many gene pairs rather than a single pair. population A well-defined group that a researcher who studies a sample of individuals is interested in drawing conclusions about. positive punishment The process in operant conditioning whereby a response is weakened when its consequence is an unpleasant event. positive reinforcement The process in operant conditioning whereby a response is strengthened when its consequence is a pleasant event. positivity effect The tendency of older adults to pay more attention to, better remember, and put more priority on positive information than on negative information; see also socioemotional selectivity theory. postconventional morality Kohlberg’s term for the fifth and sixth stages of moral reasoning, in which moral judgments are based on a more abstract understanding of democratic social contracts or on universal principles of justice that have validity apart from the views of particular authority figures.

GLOSSARY G-11 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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postformal thought Proposed stages of cognitive development that lie beyond formal operations.

pretend play Symbolic play in which one actor, object, or action symbolizes or stands for another.

puberty The point at which a person reaches sexual maturity and is physically capable of conceiving a child.

postpartum depression An episode of severe, clinical depression lasting for months in a woman who has just given birth; to be contrasted with milder cases of the “baby blues,” in which a new mother is tearful and moody in the first days after birth.

primary circular reaction During Piaget’s sensorimotor period, the infant’s repetition of interacting acts centered on his or her own body (e.g., repeatedly kicking).

quasi experiment An experiment-like study that evaluates the effects of different treatments but does not randomly assign individuals to treatment groups.

private speech Nonsocial speech, or speech for the self, commonly used by preschoolers to guide their activities and believed by Vygotsky to be the forerunner of inner speech, or silent thinking in words.

random assignment A technique in which research participants are placed in experimental conditions in an unbiased or random way so that the resulting groups are not systematically different.

problem solving The use of the informationprocessing system to achieve a goal or arrive at a decision.

random sample A sample formed by identifying all members of the larger population of interest and then selecting a portion of them in an unbiased or random way to participate in the study; a technique to ensure that the sample studied is representative or typical of the larger population of interest.

posttraumatic stress disorder A psychological disorder involving flashbacks to traumatizing events, nightmares, and feelings of helplessness and anxiety in the face of danger experienced by victims of extreme trauma such as soldiers in combat and sexually abused children. power assertion A form of discipline that involves the use of superior power to administer spankings, withhold privileges, and so on. practical component In Sternberg’s triarchic theory, the aspect of intelligence that varies from one sociocultural context to another. pragmatics Rules specifying how language is to be used appropriately in different social contexts to achieve goals. preconventional morality Kohlberg’s term for the first two stages of moral reasoning, in which society’s rules are not yet internalized and judgments are based on the punishing or rewarding consequences of an act. preimplantation genetic diagnosis Prenatal diagnostic procedure in which a mother’s eggs are fertilized in the laboratory using in vitro fertilization techniques, DNA tests are conducted on the first cells that result from mitosis of each fertilized egg, and only eggs that do not have chromosome abnormalities or genes associated with disorders are implanted in the uterus. premenstrual syndrome (PMS) Several symptoms experienced shortly before each menstrual period that include having tender breasts, feeling bloated, and being irritable and moody. premoral period According to Piaget, a period during the preschool years when children show little awareness or understanding of rules and cannot be considered to be moral beings. prenatal environment The physical environment of the womb. preoperational stage Piaget’s second stage of cognitive development, lasting from about age 2 to age 7, when children think at a symbolic level but have not yet mastered logical operations. presbycusis Problems of the aging ear, which commonly involve loss of sensitivity to highfrequency or high-pitched sounds. presbyopia Problems of the aging eye, especially loss of near vision related to a decreased ability of the lens to accommodate to objects close to the eye.

production deficiency A phase in the mastery of memory strategies in which children can use strategies they are taught but cannot produce them on their own. progeria A genetic disorder caused by a single dominant gene that makes victims age prematurely and die early. programmed theories of aging Theories that emphasize the systematic genetic control of aging processes. Contrast with damage theories of aging. projection Defense mechanism that involves seeing in others the motives we fear we possess, as when a husband charges his wife with being the one who is jealous and insecure, not he. prosocial behavior Positive actions toward other people such as helping and cooperating. protective factors Influences that prevent the damaging effects of risk factors or help children overcome disadvantages. proximodistal principle In development, the principle that growth proceeds from the center of the body (or the proximal region) to the extremities (or the distal regions). psychoanalytic theory The theoretical perspective associated with Freud and his followers that emphasizes unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development. psychometric approach The research tradition that spawned standardized tests of intelligence and that views intelligence as a trait or a set of traits that can be measured and that varies from person to person. psychosexual stages Freud’s five stages of development, associated with biological maturation and shifts in the libido: oral, anal, phallic, latency, and genital. psychosocial stages Erikson’s eight stages of development (trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity), emphasizing social influences more and biological urges less than Freud’s psychosexual stages.

reaction formation Defense mechanism that involves expressing motives that are just the opposite of one’s real motives, as when a woman who unconsciously wants to gratify her sexual urges instead takes up a crusade against all the sex on television. reaction time The interval between the presentation of a stimulus and a response to it. reactive attachment disorder A psychiatric diagnosis affecting socially deprived and maltreated children that involves either emotionally withdrawn behavior or “disinhibited” attachment that involves indiscriminate interest in people with lack of appropriate wariness of strangers. recall memory Recollecting or actively retrieving objects, events, and experiences when examples or cues are not provided. Contrast with cued recall memory and recognition memory. recessive gene A less powerful gene that is not expressed phenotypically when paired with a dominant gene. reciprocal determinism The notion in social cognitive theory that the flow of influence between people and their environments is a two-way street; the environment may affect the person, but the person’s characteristics and behavior will also influence the environment. reciprocity The mutual give and take by both parties in a human relationship that forms an important basis for morality. recognition memory Identifying an object or event as one that has been experienced before, such as when a person must select the correct answer from several options. Contrast with cued recall memory and recall memory. reconstituted family A new family that forms after the remarriage of a single parent, sometimes involving the blending of two families into a new one.

G-12 GLOSSARY Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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reflex An unlearned and automatic response to a stimulus. regression A defense mechanism that involves retreating to an earlier, less traumatic stage of development. rehearsal A strategy for remembering that involves repeating the items the person is trying to retain. relativistic thinking A form of postformaloperational thought in which it is understood that there are multiple ways of viewing a problem and that the solutions people arrive at will depend on their starting assumptions and perspective. REM sleep A state of active, irregular sleep associated with dreaming; named for the rapid eye movements associated with it. repression Removing unacceptable thoughts or traumatic memories from consciousness, as when a young woman who was raped has no memory at all of having been raped (or less drastically, engages in denial, knowing deep down that she was raped but not accepting the reality of it). research ethics Standards of conduct that investigators are ethically bound to honor to protect their research participants from physical or psychological harm. reserve capacity The ability of many organ systems to respond to demands for extraordinary output, such as when the heart and lungs work at maximal capacity. resistant attachment An insecure infantcaregiver bond or other intimate relationship characterized by strong separation anxiety and a tendency to show ambivalent reactions to the attachment object upon reunion, seeking and yet resisting contact. retinitis pigmentosa (RP) A group of hereditary disorders that involve gradual deterioration of the light-sensitive cells of the retina. retrieval The process of retrieving information from long-term memory when it is needed. reversibility In Piaget’s theory, the ability to reverse or negate an action by mentally performing the opposite action. rhythmic stereotypies Repetitive movements observed in infants shortly before a new motor skill emerges. rite of passage A ritual that marks a person’s “passage” from one status to another, usually in reference to rituals marking the transition from childhood to adulthood. role-taking skills The ability to assume other people’s perspectives and understand their thoughts, feelings, and behaviors. See perspective-taking skills.

rubella A disease that has little effect on a pregnant woman but may cause several serious birth defects, such as blindness, deafness, and mental retardation, in unborn children exposed in the first 3 to 4 months of gestation; German measles. rule assessment approach Siegler’s approach to studying the development of problem solving that determines what information about a problem children take in and what rules they then formulate to account for this information. ruminative coping Way of managing stress that involves dwelling on problems and attempting to analyze them; may help explain higher rates of depression in females than in males. sample The group of individuals chosen to be the subjects of a study. savant syndrome The phenomenon in which extraordinary talent in a particular area is displayed by a person who is otherwise mentally retarded. scaffolding Jerome Bruner’s term for providing structure to a less skilled learner to encourage advancement. scheme (or schema; plural: schemes or schemata) A cognitive structure or organized pattern of action or thought used to deal with experiences. schizophrenia A serious form of mental illness characterized by disturbances in logical thinking, emotional expression, and interpersonal behavior. school refusal behavior A reluctance or refusal to go to school or to remain there, sometimes called school phobia because it often involves intense anxiety. scientific method An attitude or value about the pursuit of knowledge that dictates that investigators must be objective and must allow their data to decide the merits of their theorizing. script A mental representation of a typical sequence of actions related to an event that is created in memory and that then guides future behaviors in similar settings. secondary circular reaction During Piaget’s sensorimotor period, the infant’s repetition of interesting actions on objects (e.g., repeatedly shaking a rattle to make a noise). secular trend A trend in industrialized society toward earlier maturation and greater body size. secure attachment An infant–caregiver bond or intimate relationship in which the individual welcomes close contact, uses the attachment object as a source of comfort, and dislikes but can manage separations. secure base A point of safety, represented by an infant’s attachment figure, that permits exploration of the environment.

selective attention Deliberately concentrating on one thing and ignoring something else. selective breeding A method of studying genetic influence that involves deliberately determining whether a trait can be bred in animals through selective mating. selective optimization with compensation (SOC) The concept that older people cope with aging through a strategy that involves focusing on the skills most needed, practicing those skills, and developing ways to avoid the need for other skills. self-concept People’s perceptions of their unique attributes or traits. self-conscious emotion A “secondary emotion” such as embarrassment or pride that requires an awareness of self; unlikely to emerge until about 18 months of age. self-efficacy The belief that one can effectively produce desired outcomes in a particular area of life. self-esteem People’s overall evaluation of their worth as based on an assessment of the qualities that make up the self-concept. self-recognition The ability to recognize oneself in a mirror or photograph, which occurs in most infants by 18 to 24 months of age. semantic memory A type of explicit memory consisting of general facts. semantics The aspect of language centering on meanings. semenarche A boy’s first ejaculation. sensation The process by which information is detected by the sensory receptors and transmitted to the brain; the starting point in perception. sensitive period As compared to a critical period, a period of life during which the developing individual is especially susceptible to the effects of experience or has an especially high level of plasticity. sensorimotor stage Piaget’s first stage of cognitive development, spanning the first 2 years of life, in which infants rely on their senses and motor behaviors in adapting to the world around them. sensory register The first memory store in information processing in which stimuli are noticed and are briefly available for further processing. sensory threshold The point at which low levels of stimulation can be detected. separation anxiety A wary or fretful reaction that infants display when separated from their attachment objects. sequential design A developmental research design that combines the cross-sectional approach and the longitudinal approach in a

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single study to compensate for the weaknesses of each. seriation A logical operation that allows a person to mentally order a set of stimuli along a quantifiable dimension such as height or weight. sex-linked characteristic An attribute determined by a gene that appears on one of the two types of sex chromosomes, usually the X chromosome. sexual orientation A person’s preference for sexual partners of the same or other sex, often characterized as primarily heterosexual, homosexual, or bisexual. shared environmental influences Experiences that individuals living in the same home environment share and that work to make them similar. Contrast with nonshared environmental influences. short-term memory The memory store in which limited amounts of information are temporarily held; called working memory when its active quality is being emphasized. sibling rivalry A spirit of competition, jealousy, or resentment that may arise between two or more brothers or sisters. sickle-cell disease A genetic blood disease in which red blood cells assume an unusual sickle shape and become inefficient at distributing oxygen throughout the body. single gene-pair inheritance The genetic mechanism through which a characteristic is influenced by only one pair of genes, one gene from the mother and its partner from the father. size constancy The tendency to perceive an object as the same size despite changes in its distance from the eyes. slow-to-warm-up temperament A characteristic mode of response in which the individual is relatively inactive and moody and displays mild resistance to new routines and experiences but gradually adapts. Contrast with easy temperament and difficult temperament. social clock A personal sense of when things should be done in life and when the individual is ahead of or behind the schedule dictated by age norms. social cognition Thinking about the thoughts, feelings, motives, and behavior of the self and other people. social cognitive theory Bandura’s social learning theory, which holds that children and adults can learn novel responses merely by observing the behavior of a model, making mental notes on what they have seen, and then using these mental representations to reproduce the model’s behavior; more broadly, a theory emphasizing the importance of cognitive processing of social experiences.

social comparison The process of defining and evaluating the self through comparisons with other people.

spillover effects Events at work affect home life, and events at home carry over into the work place.

social convoy The changing cadre of significant people who serve as sources of social support to the individual during the life span.

spina bifida Condition in which the bottom of the neural tube fails to fully close during prenatal development and part of the spinal cord is not fully encased in the protective covering of the spinal column.

social learning theory See social cognitive theory. social norm A socially defined expectation about how people should behave in particular social contexts. social perspective-taking skills The ability to assume other people’s perspectives and understand their thoughts, feelings, and behaviors; role-taking skills. social pretend play A form of play that involves both cooperation with playmates and pretend or symbolic activity. social referencing Infants’ monitoring of companions’ emotional reactions in ambiguous situations and use of this information to decide how they should feel and behave. social-conventional rules Standards of conduct determined by social consensus that indicate what is appropriate within a particular social setting. Contrast with moral rules. social-role hypothesis Eagly’s view that gender-role stereotypes are created and maintained by differences in the roles that men and women play in society rather than being inherent in males and females. sociocultural perspective Vygotsky’s contextual theory of development, which maintains that cognitive development is shaped by the sociocultural context in which it occurs and grows out of children’s social interactions with members of their culture. socioeconomic status (SES) The position people hold in society based on such factors as income, education, occupational status, and the prestige of their neighborhoods. socioemotional selectivity theory Carstensen’s notion that our needs change as we grow older and that we actively choose to narrow our range of social partners to those who can best meet our emotional needs.

spirituality A search for ultimate meaning in life that may or may not be carried out in the context of religion. standard deviation A measure of the dispersion or spread around the mean of a distribution of scores; in the case of IQ tests with a mean score of 100, the standard deviation is 15, meaning that about two-thirds of people taking the test have scores between 85 and 115. Stanford–Binet Intelligence Scale One of the most widely used, individually administered intelligence tests, which yields an IQ score. static thought In Piaget’s theory, the thought characteristic of the preoperational period that is fixed on end states rather than on the changes that transform one state into another. Contrast with transformational thought. stem cell Undifferentiated, primitive cells that have the ability both to multiply and to differentiate into a variety of specific cells. stereotype threat An individual’s fear of being judged to have the qualities associated with negative stereotypes of his or her social group. Sternberg’s Triarchic Abilities Tests (STAT) An intelligence test based on Sternberg’s triarchic theory that uses a variety of question formats to assess practical, creative, and analytical components of intelligence. stillbirth Fetal death that occurs late in pregnancy when survival outside womb would normally have been possible. storage In information processing, the holding of information in the long-term memory store. storm and stress Hall’s term for the emotional ups and downs and rapid changes that he believed characterize adolescence.

sociometric techniques Methods for determining who is well liked and popular and who is disliked or neglected in a group.

Strange Situation A series of mildly stressful experiences involving the departure of the parent and exposure to a stranger to which infants are exposed to determine the quality of their attachments; developed by Ainsworth.

somatic symptoms Physical or bodily signs of emotional distress such as loss of appetite or disruption of normal sleep patterns.

stranger anxiety A wary or fretful reaction that infants often display when approached by an unfamiliar person.

species heredity The genetic endowment that members of a particular species have in common; a contributor to universal species traits and patterns of maturation.

structured observation A research method in which scientists create special conditions designed to elicit the behavior of interest to achieve greater control over the conditions un-

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der which they gather behavioral data. Contrast with naturalistic observation.

meaningful parts of speech such as articles, prepositions, pronouns, and auxiliary verbs.

ments into questions, negatives, imperatives, and other kinds of sentences.

successful intelligence Sternberg’s concept that people are intelligent to the extent that they are able to succeed in life in their sociocultural context.

telomere A stretch of DNA that forms the tip of a chromosome and that shortens after each cell division, possibly timing the death of cells.

transformational thought In Piaget’s theory, the ability to conceptualize transformations, or processes of change from one state to another, which appears in the stage of concrete operations. Contrast with static thought.

sudden infant death syndrome (SIDS) The death of a sleeping baby because of a failure of the respiratory system; linked to maternal smoking. superego The psychoanalytic term for the component of the personality that consists of the individual’s internalized moral standards. surfactant A substance that aids breathing by preventing the air sacs of the lungs from sticking together. surgency/extraversion Dimension of temperament that involves the tendency to actively and energetically approach new experiences in an emotionally positive way (rather than to be inhibited and withdrawn). See negative affectivity and effortful control.

temperament A genetically based pattern of tendencies to respond in predictable ways; building blocks of personality such as activity level, sociability, and emotionality. teratogen Any disease, drug, or other environmental agent that can harm a developing fetus. terminal drop A rapid decline in intellectual abilities that people within a few years of dying often experience. tertiary circular reaction During Piaget’s sensorimotor period, the infant’s experimenting with actions to find new ways to solve problems or produce interesting effects. test norms Standards of normal performance on psychometric instruments based on the average scores and range of scores obtained by a large, representative sample of test takers.

symbolic capacity The capacity to use symbols such as words, images, or actions to represent or stand for objects and experiences; representational thought.

testosterone The most important of the male hormones, or androgens; essential for normal sexual development during the prenatal period and at puberty.

synapse The point at which the axon or dendrite of one neuron makes a connection with another neuron.

thalidomide A mild tranquilizer that, taken early in pregnancy, can produce a variety of malformations of the limbs, eyes, ears, and heart.

synchronized routine Harmonious, dancelike interaction between infant and caregiver in which each adjusts behavior in response to that of the other.

theory A set of concepts and propositions designed to organize, describe, and explain a set of observations.

syntactic bootstrapping Using the syntax of a sentence—that is, where a word is placed in a sentence—to determine the meaning of the word. syntax Rules specifying how words can be combined to form meaningful sentences in a language. syphilis A common sexually transmitted disease that may cross the placental barrier in the middle and later stages of pregnancy, causing miscarriage or serious birth defects. systemize The brain’s ability to analyze and explore how things work. systems theories Theories of development holding that changes over the life span arise from the ongoing interrelationships between a changing organism and a changing environment, both of which are part of a larger, dynamic system. tabula rasa The idea that the mind of an infant is a “blank slate” and that all knowledge, abilities, behaviors, and motives are acquired through experience. telegraphic speech Early sentences that consist primarily of content words and omit the less

theory of mind The understanding that people have mental states (feelings, desires, beliefs, intentions) and that these states underlie and help explain their behavior. time of measurement effects In developmental research, the effects on findings of historical events occurring when the data for a study are being collected (for example, psychological changes brought about by an economic depression rather than as a function of aging). Contrast with age effects and cohort effects. tinnitus Condition caused by exposure to high noise levels that involves ringing sounds in one or both ears and that can last for days, weeks, or indefinitely. total brain death An irreversible loss of functioning in the entire brain, both the higher centers of the cerebral cortex that are involved in thought and the lower centers of the brain that control basic life processes such as breathing. transactional model A model of family influence in which parent and child are believed to influence each other reciprocally. transformational grammar Rules of syntax that allow a person to transform declarative state-

transitivity The ability to recognize the necessary or logical relations among elements in a serial order (for example, that if A is taller than B, and B is taller than C, then A must be taller than C). triangular theory of love Robert Sternberg’s model describing types of love in terms of three components: passion, intimacy, and decision/ commitment. triarchic theory of intelligence An information-processing theory of intelligence that emphasizes three aspects of intelligent behavior: a practical component emphasizing the effect of context on what is intelligent; a creative component centering on whether a task is novel or familiar; and an analytic component focused on the cognitive processes used to solve a problem. trust versus mistrust The psychosocial conflict of infancy in which infants must learn to trust others to meet their needs in order to trust themselves; first stage in Erikson’s theory. Turner syndrome A sex chromosome abnormality in which females inherit only one X chromosome (XO); they remain small in stature, fail to develop secondary sex characteristics, and may show some mental deficiencies. twin study Method of studying genetic and environmental influence in which the similarity of identical twins is compared to that of (less genetically similar) fraternal twins, often in studies involving both twins reared together and twins reared apart. ulnar grasp Holding objects by clamping them between the palm of hand and the fingers. ultrasound Method of examining physical organs by scanning them with sound waves—for example, scanning the womb and thereby producing a visual outline of the fetus to detect gross abnormalities. umami A taste sensation that roughly equates to “brothy” or “savory.” unconditioned response (UCR) The unlearned response elicited by an unconditioned stimulus. unconditioned stimulus (UCS) A stimulus that elicits a particular response without prior learning. unconscious motivation Freud’s term for feelings, experiences, and conflicts that influence a person’s thinking and behavior even though they cannot be recalled.

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underextension The young child’s tendency to use general words to refer to a smaller set of objects, actions, or events than adults do (for example, using candy to refer only to mints). Contrast with overextension. universal grammar A system of common rules and properties of language that may allow infants to grow up learning any of the world’s languages. universality–context-specificity issue The debate over the extent to which developmental changes are common to everyone (universal, as in most stage theories) or different from person to person (particularistic). utilization deficiency The third phase in mastery of memory strategies in which children fail to benefit from a memory strategy they are able to produce. vascular dementia The deterioration of functioning and cognitive capacities caused by a series of minor strokes that cut off the blood supply to areas of the brain; also called multiinfarct dementia.

vicarious reinforcement In observational learning, the consequences experienced by models, because of their behavior, that affect the learner’s likelihood of engaging in the behavior. visual accommodation The ability of the lens of the eye to change shape to bring objects at different distances into focus. visual acuity The ability to perceive detail in a visual stimulus.

word segmentation In language development, the ability to break the stream of speech sounds into distinct words. working memory A memory store, often referred to as a mental “scratch pad,” that temporarily holds information when it is being actively operated upon; the active use of the short-term memory store.

visual cliff An elevated glass platform that creates an illusion of depth and is used to test the depth perception of infants.

X chromosome The longer of the two sex chromosomes; normal females have two X chromosomes, whereas normal males have only one.

vocabulary spurt A phenomenon occurring around 18 months of age when the pace of word learning quickens dramatically.

Y chromosome The shorter of the two sex chromosomes; normal males have one Y chromosome, whereas females have none.

Wechsler Scales A set of widely used, individually administered intelligence tests that yield verbal, performance, and overall IQ scores.

zone of proximal development Vygotsky’s term for the difference between what a learner can accomplish independently and what a learner can accomplish with the guidance and encouragement of a more skilled partner.

wisdom A combination of rich factual knowledge about life and procedural knowledge such as strategies for giving advice and handling conflicts.

zygote A single cell formed at conception from the union of a sperm and an ovum.

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Name Index

A AAIDD, 303 Aarnoudse-Moens, C., 127 Aaron, S. J., 59 Aaronson, D., 320 Abbott, C. B., 512 ABC News, 262 Abele, A. E., 383 Abelson, W. D., 301 Abikoff, H. B., 193 Ablard, K. E., 327 Abma, J. C., 411 Abraham, J. D., 322, 373 Abramov, I., 186 Abramovitch, R., 27 Abrams, J. M., 322, 402 Abrams, L., 75 Abshier, D. W., 257 Accardo, P. J., 523 Acevedo, A., 543 Achenbach, T. M., 524, 528–529 Achenbaum, W. A., 377 Achter, J. A., 304 Ackerman, B. P., 3, 453 Acosta, E. P., 111 Acosta, L., 204 Acra, C. F., 351, 417 Adachi, Y., 146 Adam, E. K., 476 Adams, C., 230, 265 Adams, D. W., 568 Adams, G. R., 361, 371 Adams, L. F., 164 Adams, M. J., 330, 332 Adams, R. E., 403 Adams, R. G., 477 Adamson, J., 105 Adamson, T., 143 Aday, A., 501 Aday, R. H., 478 Addy, C. L., 155 Aderman, D., 558 Adey, P. S., 238 Adler, J., 22 Adler, J. M., 372 Adler, L., 191, 530 Adler, N. E., 554 Adolfsson, R., 268 Adolph, K. E., 145, 148, 150 Adverse Childhood Experiences (ACE) Study, 403 Ager, J. W., 107–108 Ageton, S. S., 439 Agnew, R., 510 Aguiar, A., 215–216, 250 Aguiar, M. J., 90 Ahadi, S. A., 353, 356 Ahbe-Rappe, K., 39 Ahluwalia, I. B., 125 Ahrons, C., 501, 509 Ainscough, C. E., 164 Ainsworth, M. D. S., 450, 456–457, 459, 463 Aitken, R., 143 Ajrouch, K. J., 473 Akande, K., 406 Akhtar, N., 319 Akinbami, L. J., 105 Akiyama, H., 472–473 Akman, D., 403 Aksan, N., 425, 430, 434–435

Aksglaede, L., 157 Akshoomoff, N., 525 Al-Najdawi, W., 119 al-Saad, S., 525 Alati, R., 107 Alba, J. W., 195 Albanese, A., 127 Albarede, J. L., 542 Albers, L. L., 117 Albersheim, L., 458–460 Albert, D., 138 Albert, R. S., 289 Albertsson-Wikland, K., 135 Aldrovandi, G. M., 111 Aldwin, C. M., 142 Alejandro, J., 491 Alessandri, S. M., 351 Alexander, G. E., 542 Alexander, G. M., 386, 395 Alexander, G. R., 113 Alexander, P. A., 3, 236 Alexander, R. B., 505 Alexander, T. M., 555 Alexopoulos, G. S., 540 Alfaro, E. C., 361 Alfieri, T., 390 Alford, J. R., 85 Algarín, C. R., 143 Alhusen, B. D., 460 Allan, W., 128 Allen, A., 530 Allen, J. P., 59, 468, 469, 496 Allen, K. R., 505 Allen, M. C., 100 Allen, P. A., 202 Allen, R., 102 Allen, S. F., 320 Allhusen, V. D., 462 Allison, C., 526 Alloway, T. P., 251 Allum, J. H., 187 Almeida, D. M., 390, 539 Almli, C. R., 384 Alpass, F. M., 375 ALSPAC Study Team, 527, 529 Altermatt, E. R., 395 Altieri, P., 262, 266 Altmaier, E. M., 563 Alton, E. W., 90 Amara, C. E., 162 Amato, P. R., 488–489, 498, 507–508 Ambady, N., 302 Ambrose, A. F., 12 Amell, J. W., 356, 522 American Academy of Pediatrics, 185 American Psychiatric Association, 191, 518, 523, 531, 533, 543 Ames, D., 543 Ames, M. A., 405 Amone-P’Olak, K., 529 Amponsah, B., 384 Amsden, L. B., 113–114 Amsel, E., 226 Amstutz, D. D., 342 An, J. S., 491 Anand, K. J., 185 Anas, A. P., 365 Anatasi, A., 87 Andari, E., 525 Anderka, M., 126 Anderson, A., 376

Anderson, A. A. K., 201 Anderson, A. N., 77 Anderson, C. A., 20, 439 Anderson, C. J., 305 Anderson, D., 395 Anderson, J., 330 Anderson, J. R., 262 Anderson, P., 129 Anderson, P. J., 128 Anderson, R. N., 124 Anderson, V., 189 Anderson-Fye, E., 534 Andersson, A. M., 164 Ando, J., 356, 368 Andonotopo, W., 99 Andrade, J. Q., 108 Andraede, J. Q., 103 Andreas, D., 460 Andrews, G., 4 Andrieu, S., 542 Angelillo, C., 46 Angleitner, A., 368 Anglin, J. M., 317 Angold, A., 121, 524, 528–529 Anisfeld, F., 459 Annechild, A., 164 Anstey, K. J., 268 Antebi, A., 554–555 Anthis, K., 360 Anthony, J. I., 330 Antonishak, J., 468 Antonucci, T. C., 472–473 Aoki, K., 53 Apfel, N. H., 59 Apgar, V., 111 Appel, J. J., 555 Appelhans, B. M., 564 Appellbaum, P. S., 27, 285 Appollonio, I., 203 Appugliese, D., 157 Apse, K. A., 525 Aquan-Assee, J., 495 Aquilino, W. S., 500, 502 Aquino, K., 436 Aratiani, L., 536 Arauz, R. M., 46 Arbeau, K. A., 465–467 Arber, S., 411 Arbona, C., 356, 469 Archer, J., 52 Archer, S., 360, 391–392 Arck, P., 97 Arck, P. C., 113 Ardelt, M., 295 Arenberg, D., 296 Arend, R., 146 Arendt, R., 108 Arheart, K. L., 202 Ariés, P., 5, 550 Arking, R., 85, 553, 555 Arlin, P. K., 230 Arlman-Rupp, A., 322 Armstrong, V. L., 187, 362 Arndt, J., 444, 548 Arnett, J. J., 12, 138, 358 Arnold, L. E., 193 Arnold, S. E., 204 Aron, A., 475 Aronen, E. T., 146 Aronson, J., 301–302 Arroyo, C. G., 337

Arseneault, L., 439 Arsenio, W. F., 438 Arshad, S. H., 125 Arterberry, M. F., 174 Asbury, K., 81 Asendorpf, J. B., 352 Ash, A. S., 373 Asher, S. R., 467 Ashman, S. B., 459 Ashwal, S., 523 Aslin, R. N., 177 Aspelmeier, J. E., 403 Asscher, J. J., 218 Associated Press, 373 Asthana, D., 572 Astington, J. W., 420 Atchley, R., 375 Atchley, R. C., 444 Athey, I., 466 Atienza, A. A., 504 Atkins, R., 443 Atkinson, J., 216 Atkinson, L., 468 Atkinson, M., 526 Atkinson, M. P., 376, 501 Atkinson, R., 245 Auger, 116 Austad, S. N., 554 Austrian, S., 41 Autism and Developmental Disabilities Monitoring Network, 523–524 Autism Genome Project, 525 Autti-Rämo, I., 106 Auyeung, B., 526 Avenevoli, S., 522, 531 Avert, 111 Avidad-Spitz, L., 502 Aviv, A., 554 Avolio, A., 149 Ayers, T. S., 573 Ayotte, V., 355 Azmitia, M., 238 Azria, M. R., 468 Azuma, H., 497 Azumendi, G., 99

B Babai, R., 226 Babri, K. B., 507 Bacchini, D., 438, 492 Bacharach, V. R., 299 Bachman, J. G., 340, 536 Bäckman, L., 168, 266, 268 Bada, H. S., 105, 108 Baddeley, A., 245 Bader, S., 6 Baer, J. C., 459 Bagwell, C., 193 Bahns, M., 167 Bahrick, H., 166 Bahrick, H. P., 260, 265 Bahrick, P. O., 265 Bailey, A., 524, 527 Bailey, C. E., 532 Bailey, D. B., 75, 334 Bailey, J. M., 80, 267, 389, 404, 405 Bailey, R. N., 199 Baillargeon, R., 181, 215, 417 Baillargeon, R. H., 8, 384, 438 Baine, M., 160 Baird, P. A., 116, 525

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Bajekal, M., 551 Bajema, C. J., 160 Bajpai, A., 135 Bakan, D., 383 Baker, B. L., 304 Baker, D. W., 291 Baker, L. A., 438 Baker, S. R., 356 Baker, S. W., 391–392 Baker, T. B., 11 Bakermans-Kranenburg, M. J., 452, 460, 462, 475, 478 Baker-Ward, L., 252, 257 Bakerward, L., 254 Baldewicz, T. T., 572 Baldwin, A., 298 Baldwin, C., 298 Balk, D. E., 564 Balkhy, S., 525 Ball, K. K., 12, 200, 269, 294 Ball, R. H., 74, 384 Ballestar, E., 70 Ballestar, M. L., 70 Baltes, M. M., 373 Baltes, P., 12, 573 Baltes, P. B., 10, 24, 205, 266–268, 292–293, 295, 377 Baltes, P. M., 373–374 Bamaca, M. Y., 361 Banai, K., 245 Bandura, A., 33, 42, 45–47, 59, 244, 349, 428–429, 443 Bandy, D., 542 Banerjee, R., 193, 388–89 Banich, M., 138 Bank, L., 440 Bankoff, E. A., 573 Banks, M. S., 177–178 Baradaran, L. P., 512 Baranck, G. T., 75, 523 Barash, D. P., 8, 65, 384, 438 Barbaresi, W. J., 191 Barber, B. L., 406, 470 Barboza, G. E., 439 Barclay, L., 122 Bärenstrauch, N., 113 Bargh, J. A., 40 Barglow, P., 460 Bar-Haim, Y., 361 Barker, D. G., 563 Barker, D. J. P., 115 Barker, L. A., 471 Barkley, R. A., 191, 530 Barlier, L., 185 Barnes, C. C., 525 Barnes, D. E., 167 Barnes, K. E., 465 Barnett, D., 459 Barnett, L. M., 151 Barnett, R. C., 505 Barnett, W. S., 287, 324 Barnhard, Y., 78 Baron, N. S., 319 Baron-Cohen, S., 383–384, 417, 524, 525–526 Barr, H. M., 107 Barr, R., 249 Barr, R. G., 114 Barret, T. M., 148 Barrett, J. F., 120 Barrett, K. C., 430 Barrett, T. R., 265 Barrick, T. R., 422 Barry, B., 525 Barry, C. M., 6 Barry, M. J., 236 Barry, R. A., 430, 435 Bartels, M., 114, 305 Bartholomew, K., 475–476 Bartlett, D., 143 Bartoshesky, L., 127 Bartsch, K., 418 Basinger, K. S., 435–436, 441 Bassani, L., 111 Basseches, 231 Bates, E., 316, 322, 353

Bates, J. E., 491, 496 Bates, P., 266 Bathurst, K., 298 Batshaw, M. L., 304 Battistutta, D., 460 Batty, G. D., 160, 291 Bauchner, H., 528 Baudonnière, P. M., 352 Baudouin, A., 267 Bauer, C. R., 105, 108, 128–129, 129 Bauer, D. J., 12 Bauer, I., 364, 372 Bauer, P. J., 246–251, 255, 256, 262–263, 265 Baum, B. J., 204 Baumeister, A. A., 299 Baumrind, D., 490 Baur, K., 402 Baur, L. A., 156 Bauserman, R., 508 Bawa, S., 266 Baxt, C., 186 Baxter, J., 507 Baydar, N., 123 Bayley, N., 283–284 Beach, D. R., 252 Beach, S. R. H., 87 Beadle-Brown, J., 304 Beal, C., 381 Beal, C. R., 317 Bear, 358 Beardslee, W. R., 538 Bearison, D. J., 423 Bearor, K., 564 Beauchamp, G. K., 184–185, 195 Beaulieu, D. A., 511–513 Beautrais, A. L., 538 Bebeau, M. J., 440–441 Bechtold, K. T., 389 Beck, C., 543 Beck, J., 111 Becker, 534 Becker, J. B., 158 Becker, K., 193 Becker, M., 13, 108, 111 Becker-Blease, K. A., 403 Beckmann, D., 455 Beckwith, L., 459–460, 475 Beebe, B., 456 Beeghly, M., 121, 418 Beehr, T. A., 362, 375 Beeman, S. K., 510 Beemsterboer, S. N., 113 Begley, A. E., 543 Begley, N. L., 390 Behl, L. E., 512 Behrend, D. A., 236 Beilin, H., 232 Beitchman, J. H., 403 Bekoff, M., 429 Belden, A., 531 Belfield, C. R., 287 Belfort, M. B., 142 Belin, T. R., 538 Bell, E. F., 100 Bell, J. J., 75, 229 Bell, K., 541 Bell, M. A., 251 Bell, R., 493 Bellanti, C. J., 467 Belle, S. H., 567 Bellinger, D., 111 Belloc, S., 116 Bellugi, U., 319, 321 Belmaker, R. H., 353 Belsky, J., 157, 459, 462, 484, 502, 508, 511 Bem, S. L., 396, 399 Benaron, L. D., 524–525, 527 Benbow, C. P., 304, 305 Bench, S., 226 Benefice, E., 157 Benenson, J. F., 386 Benes, F. M., 137 Benet, A., 278 Benet-Martinez, V., 362, 373 Bengston, V., 487, 503

Bengtson, V. L., 377, 497 Benitez, J., 70 Benjamin, J., 353 Benjet, C., 44–45 Benn, P. A., 78 Bennett, D. A., 204 Bennett, E. L., 300 Bennett, F. C., 128–129, 129 Bennett, P., 121 Bennett, R. L., 75 Bennett, S. M., 138 Benoit, D., 476, 527–528 Benson, J. B., 216 Benton, D., 503 Beratis, N. G., 105 Berenbaum, S. A., 389, 392 Berg, C. A., 270, 501 Berg, S., 82, 85, 265, 293 Berg, W. K., 182 Bergeman, C. S., 80, 89 Berger, A. S., 548 Berger, S. E., 145, 150 Berger, S. R., 538 Berglund, P., 539, 540, 553 Bergman, K., 114 Bering, J., 564 Bering, J. M., 562 Berk, L. E., 236, 238 Berkman, L., 558 Berkowitz, R. L., 78 Berkowtiz, G., 114 Berkowtiz, L., 439 Berl, M. M., 16 Berlin, L., 44, 386 Berlin, L. J., 478 Berliner, L., 403 Berman, A. L., 538 Berman, B. M., 164 Berman, S., 322 Berman, W. H., 469 Bernal, M. E., 361 Bernbaum, J. C., 128–129 Bernbaum, S. A., 399 Berndt, T. J., 471 Berney, T., 74 Bernier, A., 469 Bernieri, F., 83 Bernstein, A., 402 Bernstein, R., 486 Berntsen, D., 360 Berry, C. A., 477 Berry, J. W., 188 Berry, S. H., 59 Berscheid, E., 477 Berson, E. L., 201 Bertenthal, B. I., 180, 351–352 Berthier, N. E., 148 Bertolote, J. M., 540 Berzoff, J., 41 Berzonsky, M. D., 362 Besevgis, E., 356 Best, D. L., 383 Best, K. M., 490, 493 Betancourt, L., 298 Betts, J., 189 Beugarten, B., 5 Beveridge, R. M., 501 Bevier, C. A., 341 Beyer, S., 505 Beyers, J. M., 496 Bhaduri, S., 410 Bhanot, R., 361 Bhapkar, M. V., 156 Bhatara, V., 106 Bianchi, D. W., 74 Bianchi, S. M., 399, 488, 507 Bick, D. P., 78 Bidell, T., 216 Biederman, J., 191, 530 Bierhoff, H., 501 Bierman, K. L., 330, 467–468 Bierut, L. J., 536 Biesecker, B. B., 75 Bifulco, A., 564 Bigbee, M., 384 Biggs, J., 253

Biglan, A., 533 Bigler, R., 401 Bigsby, R., 108 Binns, H. J., 146 Binstock, R. H., 7, 22, 555 Bird, A., 354 Birditt, K. S., 472–473, 502 Birdsong, D., 320 Biringen, Z., 430 Biringen, Z. C., 400 Birmasher, B., 565 Birner, P., 119 Birren, J. E., 166, 360 Bishop, J. A., 65 Bishop, J. E., 77 Bisiacchi, P., 112 Bivens, J. A., 236 Bjork, F. L., 254 Bjork, J. M., 138 Bjork, R. A., 254 Bjorklund, B. R., 257 Bjorklund, D. F., 51, 66, 247–248, 252, 257, 259, 418, 495, 562, 564 Bjorkquist, O. A., 107 Black, J. E., 139, 167, 300 Black, M. M., 485, 501 Blackburn, E., 554 Blackburn, J. A., 229, 231, 238 Blacker, J., 304 Blackman, D. K., 197 Blaga, O. M., 305 Blair, C., 324, 330 Blair, R. J. R., 421, 435–436 Blakemore, J., 387–389, 393, 395 Blanchard, R., 405 Blanchard-Fields, F., 268, 422 Blanding, S., 124 Blaney, N. T., 572 Blatchford, P., 332 Blaud, L., 332 Blazer, D. G., 440, 539-540 Blazey, M. L., 344 Blehar, M., 450 Blevins, D., 549 Blieszner, R., 477, 502, 505 Block, C. E., 501 Block, J., 287 Block, J. H., 287 Block, J. J., 417 Block, S. D., 559 Blois, S. M., 113 Blonigen, D. M., 385 Bloom, L., 315–317, 320 Blum, S., 75 Blumberg, F. S., 406 Blumberg, M. S., 53, 451 Blume, J. D., 112 Blustein, D. L., 363 Blyth, D. A., 159, 338, 357 Boak, A. Y., 255, 262, 324 Boake, C., 83 Boatella-Costa, E., 386 Boatman, D., 139 Bobe, L., 139 Boccuti, A., 491 Bock, J., 389 Bode, C., 371 Bode, M. M., 127 Bodell, A., 525 Bodkin, N. L., 555 Bodley-Tickell, A. T., 410 Bodrova, E., 236–237 Bodtker, A. S., 568 Boehnke, M., 553 Boelcke-Stennes, K., 436 Boerner, K., 201, 560, 569, 570 Bogenschneider, K., 334 Bogoch, I. I., 194–195 Bohannon, J. N., 319–320, 323, 568 Bohlin, G., 356, 386 Bohlmeijer, E., 372 Bohn, A., 360 Bohn, C. M., 389 Boivin, M., 8, 195, 318, 355–356, 384, 438, 468 Boix-Chormet, M., 70

NAME INDEX I-1 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Bokhorst, C. L., 460 Bolder, N., 567 Boldizar, J. P., 390 Boldt, J. S., 503 Bolduc, D., 386 Bolea, N., 294 Bolek, T., 108 Boles, S., 533 Bolger, K. E., 512 Boll, T., 502 Bolland, J. M., 486 Bolling, B., 123 Boloh, Y., 317 Bolton, P., 524 Boly, M., 549 Bombard, J. M., 108 Bombard, Y., 77 Bombi, A. S., 438, 492 Bonanno, G. A., 566–567, 569–570, 570 Bond, M. H., 439 Bond, M. K., 439 Bong, M., 326 Bongers, L. L., 529 Bono, J. E., 372 Bonvillian, J. D., 319–320, 323 Boodman, 75 Boodoo, G., 290, 301–302 Bookheimer, S., 318 Books, S., 335 Bookstein, F. L., 107 Boomsma, D. I., 297, 305 Booth, A., 488, 493, 505 Boothe, D., 305 Booth-LaForce, C., 463 Bor, W., 121 Borders, A. F., 113–114 Borg, I., 120 Borge, A. I., 105 Boris, N. W., 527 Borkenau, P., 369 Borkowski, J. G., 499 Borland, S. E., 108 Born, J., 143, 245 Bornstein, E., 78 Bornstein, M. H., 25, 91, 314–315, 396, 484, 489, 492 Borradaile, K. E., 153 Bos, A. E. R., 352 Bosak, J., 385 Bosch, J. D., 437 Bossé, R., 375 Bost, K. K., 468 Boston Retinal Implant Project, 199 Boströnm, P. K., 304 Botet-Mussons, F., 386 Botkin, D. R., 383 Bottorff, J. L., 77 Bouchard, T. J., Jr., 63, 79, 82–83, 85, 89, 290, 301–302, 384, 392 Bouldin, P., 217 Boulerice, B., 439 Bounader, J., 376 Bourdony, C. J., 156 Bourduin, C. M., 440 Boustani, M., 543 Bouyer, J., 164 Bowen, J. D., 543 Bowen, R., 228 Bower, J. E., 571 Bower, T. G. R., 186 Bowlby, J., 450, 455, 462–464, 475, 558–559, 561, 569 Bowler, D., 523, 525 Boxer, P., 21, 436 Boyce, P., 122–123 Boyce, W. T., 531 Boyd, S., 185 Boyer, R., 376 Boykin, A. W., 290, 301–302 Boyle, D. E., 462 Boyle, F., 568 Boyle, M., 128 Brabeck, M., 442 Brabyn, J. A., 197–198 Bracey, J. R., 361 Bradbard, M. R., 397

Bradbury, T., 501 Bradbury, T. N., 123 Braddick, O., 216 Bradley, B. S., 464 Bradley, R. H., 25, 157, 298, 489, 493 Bradshaw, C. P., 287 Brady, C., 491 Brady, S. S., 406–407 Braine, M. D. S., 317 Brainerd, V. F., 256 Braithwaite, V., 366 Brake, B., 384 Brand, C. R., 277 Branden, H. W., 166 Brandstädter, J., 364–365 Brandt, A. M., 263 Brandt, J., 139 Branje, S. J. T., 496 Brant, A. M., 305 Brant, L. J., 202, 204 Brashears, M. F., 478 Brassett-Harknett, A., 191, 193 Brathberg, G. H., 159 Braude, P., 78 Braun, N., 510 Braunwald, K., 459 Braver, E. R., 200 Braver, S. L., 508 Bravo, E., 105 Bray, N. W., 252, 259 Brayne, C., 540, 542 Brayton, J. T., 313 Brazelton, T. B., 124 Breedlove, S. M., 391–392 Breeze, E., 199 Bregman, J. D., 523 Brehmer, 259 Breifel, R. R., 154 Breitner, J. C., 263, 542 Bremner, J. D., 263 Bremner, J. G., 181 Brendgen, M., 356 Brenick, 395 Brennan, A., 530 Brenner, A., 572 Brent, D. A., 532, 565 Brent, S. B., 561–562 Bret, M. E., 543 Bretherton, I., 418, 456 Brewer, D. J., 332 Brewster, K. L., 23 Brian, J., 524 Brickman, A. M., 139–140 Bridge, J. A., 565 Bridges, J. L., 455 Bridges, C., 286 Briggs, A. W., 68 Briggs-Gowan, M. J., 532 Bright, J. E. H., 362 Britto, P. R., 491 Broberg, M., 304 Brodaty, H., 540 Broderick, V., 329 Brodsky, N. L., 298 Brody, E. M., 487, 503–504 Brody, G. H., 87, 434, 495 Brody, N., 288, 290, 301–302 Broen, A. N., 568 Bromley, D. B., 354, 421 Bromnick, R., 229 Bronfenbrenner, U., 9–10, 13, 18, 25, 54, 485 Bronstad, P. M., 196 Bronstein, P., 327 Brook, J., 529 Brookmeyer, K. A., 59 Brooks-Gunn, J., 123, 125, 128–129, 158, 302, 351, 354, 491 Brophy, J., 326, 329 Brosnan, S. F., 429 Broughton, 233 Broughton, J. M., 186, 230 Brown, A., 259 Brown, B. B., 337, 341, 470, 472 Brown, D., 69 Brown, I., 103

Brown, J., 109, 177, 252, 253 Brown, J. D., 59 Brown, K. C., 287 Brown, R., 319, 564 Brown, R. D., 257 Brown, S. L., 503, 505 Brown, S. M., 75 Brown, T. R., 139–140 Brown, T. T., 193 Brown, W. H., 155 Brown, W. T., 553 Browne, C. R., 468 Browne, D. C., 467 Brownell, C. A., 352 Brownell, H., 422 Brownson, R. C., 161 Broyles, S., 129 Bruce, J., 461–462 Bruck, M., 330–331 Brueckner, L., 181 Bruer, J. T., 324 Brummett, B. H., 377 Brun, V., 181 Brunder, J., 322 Brundin, P., 140 Bruner, J., 236 Brunet, A., 114 Brunet, P. M., 187 Brunner, J. S., 233 Bryant, B. M., 486 Bryant, C. M., 486 Bryant, P., 330 Bryant-Waugh, R., 533, 534–535 Brynie, F. H., 174 Bryson, S., 524 Bryson, S. W., 534 Buchanan, C. M., 158 Buchanan, D., 26, 148–149 Bucher, H. U., 568 Buchi, S., 568 Bucholz, K. K., 521, 537 Buchtel, E. E., 349, 365, 367 Buchwald, J., 114 Buck, G. M., 156 Buckhalt, J. A., 146 Buckley, D., 107 Buckley, E. F., 485 Buckley, E. G., 187 Buckner, C. E., 383 Buckner, R. L., 399 Bucur, B., 267 Buehler, C., 507 Bugental, D. B., 511–513 Buhrmester, D., 452, 465, 469–470, 495 Buhs, E. S., 329 Buitelaar, J. K., 114 Buka, S. L., 128–129 Bukowski, W. M., 318, 403, 453, 471, 495 Bulanda, J. R., 505 Bulanda, R. E., 488 Bulcao, C., 108, 205 Bulcroft, R. A., 158 Bulevick, J. B., 267 Bulik, C. M., 534 Bullard, K. M., 540 Bullinger, A., 185 Bullock, M., 224 Bunduki, V., 103, 108 Bundy, D. A., 280, 285 Burack, J. A., 190, 422 Burchanan, P., 148 Burchett, B. M., 374–376 Burchinal, M., 157, 298, 324, 499 Burd, L., 107 Bures, R. M., 505 Burger, H., 529 Burgess, S. R., 51, 330 Burgio, L. D., 504 Burianova, H., 422 Buriel, R., 484–485, 489, 492, 505 Burk, L. R., 531 Burka, S. L., 525 Burke, C. T., 567 Burke, D. M., 405 Burke, J. R., 263, 542 Burke, T. M., 27

Burkhalter, J. F., 572 Burleson, M. H., 409 Burn, S., 390 Burnelli, T., 203 Burnett, P. C., 288 Burnham, D., 322 Burnham, D. K., 386 Burnier, C., 159 Burston, A., 506 Burt, B. A., 153 Burt, C. D., 263 Burt, K. B., 436 Burt, S. A., 84, 159, 534 Burton, L., 5, 503 Burton, L. A., 384 Burton, L. M., 485, 486 Burton, R., 430 Bus, A. G., 84, 330, 384 Busch-Rossnagel, N. A., 323, 352 Buschke, H., 12, 166, 292 Bushfield, S. Y., 376 Bushman, B. J., 20 Bushnell, E. W., 186 Buske-Kirschbaum, A., 114 Buss, A. H., 384 Buss, D. M., 391, 474 Buss, R. R., 228 Butcher, L. M., 82, 89, 524 Butcher, P. R., 189 Butera, F., 326 Butler, N., 191, 193 Butler, R., 326, 371 Butterfield, K. D., 68 Butterfield, S. A., 151 Butters, M. A., 540, 543 Butterworth, M., 474 Button, T. M. M., 438 Buunk, B. P., 364 Buyck, P., 355 Buysse, V., 334 Bybee, R. W., 226 Bymbs, B., 191 Byne, W., 405 Bynum, M. S., 409 Byrne, B., 329 Byrne, M. W., 146 Byrnes, J. P., 245, 261 Byrnie, F. H., 182, 204

C Caban-Martinez, A. J., 202 Cabbe, S. G., 119 Cabeza, R., 16 Cabili, C., 154 Cable, N. T., 155 Cabral, H. J., 435 Cabrera, N. J., 489 Cacioppo, J. T., 163, 478 Cactano, R., 510 Caggiano, D. M., 138 Cahill, L., 243 Cain, K. M., 326 Caldera, Y., 389 Caldwell, C., 540 Calhoun, L. C., 571 Calkins, S., 459, 467 Calkins, S. D., 352, 455 Call, J., 418 Call, K. T., 340–341 Callaghan, W. M., 126 Callanan, M. A., 495 Callands, T. A., 409 Calvert, S. L., 21 Calvo, E., 375 Camaioni, L., 315 Cameron, C., 122 Cameron, E. L., 195 Camicioli, R., 289, 541 Camp, C., 270 Campa, M., 458 Campasso, L., 105 Campbell, A., 396 Campbell, B., 406 Campbell, F. A., 324 Campbell, L., 499 Campbell, R., 321

I-2 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Campbell, S., 543 Campbell, S. B., 520 Campbell, V. A., 197 Campione-Barr, N., 471 Campos, B., 501 Campos, J. J., 180, 453 Campos, M., 105 Camras, L. A., 453 Camus, V., 540 Canfield, R. L., 111 Cannon, M., 85 Cano, A., 511–512 Cantarella, A., 185 Cantic, R., 491 Cantor, N. L., 548, 549–550 Cantrell, P. J., 389 Cantwell, C., 538 Canudas-Romo, V., 487 Capaldi, D., 511 Caplan, L. J., 266 Caplan, M., 463 Capozzoli, M. C., 189 Cappell, K. A., 267 Capps, L., 417, 522–523 Caprara, G. V., 428 Capute, A. J., 100 Carabellese, C., 203 Carceller, R., 105 Carchon, I., 177 Card, N. A., 8, 471 Cardy, A., 104 Carels, R. A., 334 Carey, S., 419, 561–562 Carins, B., 11 Carins, R. B., 11 Caritis, S. M., 119 Carlin, L., 408 Carlsen, E., 164 Carlson, F. A., 527 Carlson, M. C., 294 Carlson, S., 146 Carlson, S. M., 420 Carlson, V., 459 Carlson, W., 470–471 Carlsson, E., 70 Carlsson, I. M., 285 Carlton, M. P., 236 Carmichael, M., 117 Carmichael, S. L., 115 Carnehon, M., 160 Carnelley, K. B., 567 Carnes, B. A., 554 Carobbi, S., 75, 116 Caron, S. L., 405–406 Carpendale, J. I. M., 426 Carpenter, M., 119, 314 Carpenter, M. G., 187 Carper, R., 525 Carr, A., 572 Carr, D., 505, 531, 570, 571 Carr, M. B., 390 Carr, P. L., 373 Carr, S. R., 74, 78 Carrera, J., 99 Carrera, M., 59 Carriger, M. S., 284, 352 Carroll, J. B., 278 Carroll, J. M., 329–330 Carroll, J. S., 6 Carskadon, M. A., 146 Carson, B. S., 139 Carson, K. A., 392 Carsrud, A. L., 341 Carstensen, L. L., 265, 364, 377, 472–473, 501 Carter, A. S., 532 Carter, B., 486 Carter, R., 159 Cartitis, S. N., 119 Cartwright, 231 Carvalho, M. R., 90 Carver, K., 471 Carver, L. J., 454 Cary, M., 27 Casarett, D., 27 Cascade, E. F., 532

Case, R., 234, 251 Case, T. I., 185 Caselli, R. J., 542 Casetta, M. S., 570 Casey, B. M., 125 Casey, P. H., 128–129 Casey, R. J., 430 Casey, V., 527 Cashon, C. H., 175 Caskie, G. I. L., 23 Casper, V., 459 Caspi, A., 68, 87–88, 91, 356, 369, 436, 439, 501, 512, 513, 521–522, 529, 531 Cassia, V. M., 178–179 Cassidy, K. W., 322–323 Cassidy, T., 117, 120–122, 253 Castello, E. J., 524 Castro, C., 161 Catalano, M., 362 Cattell, R., 277 Cau, B. A., 263 Cauffman, E., 138, 462 Cavanaugh, J. C., 263, 266 Cave, K., 190 Cawthon, R., 554 Cawthon, R. M., 554 Caya, L. R., 468 Caya, M., 369 Caygill, L., 287, 396 Caylak, E., 330 Cazden, C., 319 Ceccanti, M., 107 Ceccarelli, M., 186 Ceci, S. J., 256, 290, 301–302, 341 Cecil-Karb, R., 155 Cederlund, M., 523 Celgene Corporation, 104 Centers for Disease Control and Prevention (CDC), 74, 97, 106, 111, 117, 153–154, 160–161, 403, 406, 523 Central Intelligence Agency (CIA), 121 Ceponiene, R., 182 Cerminara, K. L., 548 Cernoch, B., 185 Cervera, T. C., 203 Chacko, A., 191 Chaiyasit, W., 520 Chakrabarti, S., 523 Chall, J. S., 331 Chamberlain, G., 116 Chambers, W. C., 406 Champagne, F. A., 70–71 Champaud, C., 317 Champman, L. L., 122 Chance, G., 181 Chandler, M., 418 Chandler, M. J., 433 Chandler, S., 122 Chandra, A., 59, 411 Chang, L., 438, 492 Chang, S., 176 Chao, R., 492 Chapman, A. R., 78 Chapman, M., 222 Chappell, R. J., 199 Charles, S. T., 265, 472–473 Charlton, M., 143 Charlton, R. A., 422 Charlton, V., 111 Charman, T., 417–418 Charness, N., 262 Charney, D. S., 532, 540 Charpentier, P., 558 Chartier, B. M., 569–570 Chase, W. C., 262 Chase-Lansdale, L., 407–408 Chassin, L., 158, 435 Chatoor, I., 528 Chatters, L. M., 445, 477 Chattopadhyay, S. K., 530 Chaudhary, N., 492 Chavous, T. M., 337 Chawarska, K., 524 Cheit, R. E., 403 Chen, A., 252 Chen, C. H., 122

Chen, E., 153 Chen, F., 419 Chen, H., 367 Chen, J. Q., 279 Chen, K., 542 Chen, L. C., 150 Chen, M. J., 165 Chen, S., 338, 340 Chen, X., 467–468 Chen, X. K., 116 Chen, Y., 87, 268 Cheng, B., 102 Cheng, Y., 288 Chera, M. M., 353 Cherkas, L. F., 554 Cherlin, A. J., 409, 486–487, 497, 504 Cherney, I. D., 388–389 Cherry, K. E., 167, 263, 268, 550, 560, 565 Chesley, N., 503 Chess, S., 352, 353 Chetwynd, A., 292 Chi, M., 254 Chi, M. T. H., 261–262 Chia, E. M., 199 Chiarotti, F., 112 Chiez-Demet, A., 114 Chilamkurti, C., 421 Childbirth Connection, 119 Chimpanzee Sequencing and Analysis Consortium, 68 Chinsky, J. M., 252 Chiou, W., 231 Chisholm, J. S., 157 Chisletta, P., 292 Chisum, H. J., 140 Chiu, E., 543 Chiu, R. W. K., 78 Chiu, S., 236 Chiu, W. T., 539 Cho, D., 449 Chochinov, H. M., 558 Choi, E. S., 139 Choi, H. K., 160 Choi, J., 384 Chomsky, N., 317, 319 Chou, C. P., 160, 238 Christ, S. L., 202 Christakis, D. A., 322, 324 Christensen, H., 82 Christensen, K. M., 185 Christensen, M., 519 Christ-Hazelhof, E., 204 Christiansen, S. L., 371 Christie, F., 317 Christoffel, K. K., 146 Christopoulos, C., 435–436, 513 Chronis, A. M., 193 Chumlea, W. C., 156 Chung, G. H., 500 Chung, J. J., 194–195, 467–468 Church, J. A., 16 Chyen, D., 406, 407 Chyi, L. J., 127 CIA, 121 Ciampi, A., 114 Cianfarani, S., 135 Cicchetti, D., 434, 459, 502, 504, 511–512, 519–520, 533 Cigudosa, J. C., 70 Cillessen, A. H. N., 437, 467–468 Cipriani, N., 402 Cissell, G. M., 200 Clark, D. O., 167 Clark, E. V., 315 Clark, H., 291 Clark, H. H., 315 Clark, J. E., 150 Clark, J. G., 202, 430 Clark, J. L., 187 Clark, M., 4 Clark, M. A., 154 Clark, R., 119 Clark, S. E., 420 Clarke-Stewart, K. A., 157, 330, 460, 462 Clarkson, M. G., 182 Clarridge, B. R., 527

Clauser, J., 167 Claxton, A. F., 285, 288 Clay, O. J., 200 Clearfield, M., 148 Cleary-Goldman, J., 74 Cleckner-Smith, C. S., 164 Cleveland, H. H., 255 Clifford, C., 403–404 Clifton, K., 159 Clingempeel, W. G., 491 Close, J., 226 Clyman, R. B., 430 Coall, D. A., 157 Coalson, R. S., 16 Coatas-Moragas, C., 386 Coates, A., 540 Coats, P. B., 393 Cobb, R. J., 123 Cobb, R. W., 200 Codipietro, L., 186 Coe, C. L., 102 Cohen, B. B., 126 Cohen, G. D., 140–141 Cohen, G. L., 406 Cohen, J., 572 Cohen, L. B., 175 Cohen, M., 258 Cohen, N. J., 260, 268 Cohen, P., 529 Cohen, S., 478 Cohen, S. F., 475 Cohen, T. F., 474, 485–486 Cohn, N. J., 140 Coie, J. D., 436–437, 438, 467–468 Coifman, K. G., 567 Coladarci, T., 341 Colapinto, J., 394 Colbert, K. K., 231 Colburn, 187 Colburn, D., 203 Colby, A., 425, 432, 435, 441 Colcombe, S. J., 140, 268 Colder, C. R., 435 Cole, D. A., 357 Cole, M. G., 543 Cole, P. M., 430–431, 439, 454–455 Cole, R., 333, 336 Coleman, A. L., 199 Coleman, D. L., 513 Coleman, J., 127, 337 Coleman, M. R., 549 Coleman, P., 363 Coles, C. D., 107 Coles, L. S., 555–556 Coles, R., 477 Coley, J. D., 262 Colin, 556 Colin, V., 457, 462 Coll, C. G., 298 Collins, F. S., 553 Collins, J., 572 Collins, R. L., 59 Collins, S., 409 Collins, W. A., 91, 463, 469, 470, 471–472, 476, 496 Colliver, J. D., 167 Colombo, J. A., 178–179, 189, 190, 284, 298, 300, 305 Colwell, A., 395 Comfort, A., 410 Committee on Adolescence, 517 Committee on Environmental Health, 155 Commons, M. L., 230 Compain, L., 472 Compas, B. E., 522, 564 Compton, N. C., 564 Coms, K. M., 494 Comstock, C. H., 74, 78 Condon, E. M., 154 Condon, J. T., 122–123, 164 Condon, T. P., 167 Condry, J., 386 Condry, S., 386 Conduct Problems Prevention Research Group, 334, 438–439, 467

NAME INDEX I-3 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Conger, R., 511 Conger, R. D., 25, 159, 349, 490–401, 493, 500, 537 Congressional Budget Office, 7 Conklin, H. M., 251, 260 Conley, C. S., 537 Connell, A. M., 529 Connell, C. M., 477 Connell, J. P., 455 Connelly, J. R., 570 Conner, K. A., 500 Conners, C. K., 191, 193, 530 Connidis, I. A., 501, 502–503, 505–506 Connolly, J., 402 Connolly, J. A., 467 Connolly, K. J., 188 Connolly, Y., 460 Connor, D. J., 334 Connor, S. R., 571–572 Connor-Smith, J. K., 564 Conrade, G., 393 Conrand, B., 160 Constantino, J. N., 524 Convyn, R. F., 298 Conway, M. A., 260, 263, 360 Coohey, C., 510 Cook, A. S., 335, 551 Cook, E. H., 524 Cook, J. C., 485 Cook, K., 572 Cooke, L. M., 65 Coolbear, J., 528 Coon, D. W., 504 Cooney, R. E., 527 Cooney, T. M., 371, 491, 501 Coontz, S., 484 Cooper, C., 108 Cooper, C. R., 362–363 Cooper, D. H., 330 Cooper, M. L., 407 Cooper, P. J., 121 Cooper, R. P., 184, 322 Coopersmith, S., 356 Copeland, D. R., 563 Copeland, J. R. M., 540 Coplan, R. J., 465–467 Coppotelli, H., 467 Corbetta, D., 148–149 Corbley, G. J. M., 164 Corcoran, J., 59 Corcorna, C., 114 Corey, L., 84 Corkindale, C. J., 122–123 Corley, R. P., 263, 305 Cornell, D., 332 Cornell, D. P., 399 Cornoldi, C., 253 Corns, K. M., 123 Corr, C. A., 564, 572 Corr, D. M., 572 Correa-Chavez, M., 46 Corter, C., 460 Corwin, J., 204 Corwyn, R. F., 157, 493 Cory-Slechta, D. A., 111 Coskun, T., 125 Cossette, L., 386 Costa, J., 108 Costa, P. T., Jr., 84, 296, 349, 356 Costa, R., 367–368 Costanzo, P. R., 467 Costello, E. J., 528–529 Costenbadder, V., 335 Costigan, K. A., 114 Cota-Robles, S., 439 Côte, S., 314–315, 363, 384, 438 Coughlin, J. F., 200 Courage, M., 245, 248, 256 Courage, M. L., 21, 177–179 Courchesne, E., 140, 525 Courtney, J. G., 111 Coval, J. J., 162 Covington, C., 108 Covington, J., 140 Covington, M., 327 Covington, M. V., 326

Covinsky, K., 167 Cowan, C. P., 251, 489, 491, 498–499, 529 Cowan, N., 245, 248, 498–499, 529 Cowan, P. A., 251, 402, 489, 491 Cowart, B. J., 204 Cowell, C. T., 156 Cowles, A., 140 Cox, C., 111 Cox, M., 507 Cox, M. J., 459, 488–489, 499, 508 Cox, T. H., 373 Coy, K. C., 435 Coyne, J. C., 521 Craddock, N., 436 Craft, S. A., 334 Crago, M., 534 Crago, M. B., 320 Craig, I. W., 82, 87, 439, 513 Craig, T., 449 Craigo, S. D., 74, 78 Craik, F. I. M., 268 Crane, P., 543 Craven, R., 355–356, 358 Crawford, J. R., 265 Crawford, M., 406 Creasey, G., 476 Creasey, G. L., 14–15, 21 Creighton, S., 77 Crepinsek, M. K., 154 Creusere, M. A., 227 Crews, J. E., 197 Cribbie, R., 402 Crick, N. R., 384, 437, 494 Crijnen, A. A. M., 529 Criss, M. M., 491 Cristofalo, V. J., 554 Critchley, C. R., 435 Crnic, K. A., 304 Crocco, E., 543 Crockenberg, S., 354 Crombie, G., 362 Cromer, C. C., 465 Cronister, A., 75 Crooks, R. L., 402 Crosby, A. E., 530 Crosby, R., 534 Crosby, R. A., 59 Cross, C. E., 13 Cross, D., 418 Cross, J. H., 139 Cross, S. E., 367 Crossman, R. E., 228 Crouch, J. L., 512 Crouter, A. C., 336, 338, 395, 493, 495–496, 498, 500, 505 Crowe, A., 161 Crowell, J. A., 458–460, 475, 497 Crowley, T. J., 84 Crown, C. L., 456 Crozier, S. R., 108 Cruickshanks, K. J., 199, 202 Cruickshanks, M., 3 Cruise, L. J., 204 Crum, W. R., 542 Cruts, M., 268 Cruz-Gervis, R., 105 Csibra, G., 177 Csikszentmihalyi, M., 295 Csoka, A. B., 553 Cuevas, C. A., 248–249, 403 Cuijpers, P., 372 Culber, C., 454 Culbert, K. M., 534 Culhane, J. F., 126 Cullen, M. J., 301 Cumming, R. R., 199 Cumming, S. M., 366 Cummingham, N., 459 Cummings, E. M., 520 Cunningham, D. A., 162 Cunningham, H., 6 Curb, J. D., 162 Curran, S., 524 Currie, L., 77, 287 Currier, J. M., 568, 572 Curti, S. P., 103, 108

Curtis, N. M., 440 Cushman, L., 499 Cutting, A. L., 433 Cytron, B. D., 551 Cytryn, L., 527, 531 Czaja, S. J., 567

D D’Alessio, A. C., 511 D’Alton, M., 74 D’Alton, M. E., 78 D’Angelo, D., 108 D’Elia, L., 112 D’Eugenio, D. B., 127 D’Onofrio, B., 86 da Silva, R. A., 122 Dabbs, J. M., 392 daCosta, G. A., 403 Daglish, L., 387 Dahl, R. E., 146 Dai, S., 160 Dalal, D., 555 Dale, P. S., 316 Daley, A. J., 155 Daley, S. P., 439 Dallal, G. E., 160 Dallos, R., 534 Dalton, D. S., 202 Dalvi, T. B., 504 Dame, A., 289, 541 Damesyn, M., 202–203 Damon, W., 354, 356–357, 388 Damphousse, K. R., 341 Danacceau, M. A., 164 Daneman, M., 203 Dang-Vu, T. T., 143 Danieli, R., 469 Daniels, D., 324 Daniels, L. M., 326 Daniels, M., 79 Daniluk, J. C., 97 Dannefer, D., 4 Dapretto, M., 419 Darling, N., 490 Darnon, C., 326 Darrow, C. N., 372 Darwin, C., 11, 51, 64–65, 454 Das Eiden, R., 108, 123 Dasen, P. R., 188 Dasi, C., 203 Dauber, S., 122 Davey, A., 504 Davey, S., 376 Davidson, A., 499 Davidson, J., 394 Davidson, L., 126 Davidson, N. S., 266 Davidson, P. W., 112 Davidson, R. G., 76–77 Davies, B., 562, 572 Davies, I., 177 Davies, K. J. A., 554 Davies, M. N. O., 196 Davies, P. T., 520 Davies, S. L., 59 Davila, E. P., 202 Davis, C. G., 570–571 Davis, C. L., 154 Davis, E. F., 114, 485 Davis, L. B., 185 Davis, M. H., 549 Davis, N., 255 Davis, N. O., 532 Davis, O. S. P., 68, 73, 82, 305 Davis, S. M., 280 Davis, W. E., 341 Davis-Kean, P. E., 471, 491 Davolos, M., 114 Dawes, S., 540 Dawood, K., 80 Dawson, G., 459 Dawson, M., 524 Day, N. L., 565 Day, R., 565 Day, R. D., 393, 488–489, 508 De Cäccres-Zurita, M. L., 386

de Faire, U., 265 de Haan, M., 137, 138, 179 de Jong-Gierveld, J., 478 De Lisi, R., 229 de Meeus, T., 157 de Mei, B., 112 de Mendonca, A., 263 de Mendonca Lima, C. A., 540 de Mol, A. C., 108 de Oliveria, M. I., 103, 108 de St. Aubin, E., 342, 371 De Vries, B., 442 de Weerth, C., 114 De Wolff, M. S., 459–460 de Zegher, R., 156 Deal, J., 356 Dearden, C., 462 Dearing, K. F., 17 Deary, I. J., 217, 277, 288, 291 Deater-Deckard, K., 89, 438, 492–493 DeBaryshe, B. D., 438 Debus, R., 355–356 DeCasper, A. J., 184 Deci, E. L., 327 DeCourcey, W., 485 deFaire, U., 85 DeFrain, J. D., 568, 571 DeFries, J. C., 79–80, 84–85, 87, 263, 305 DeGarmo, D. S., 508 DeGoede, I. H. A., 496 deHaan, M., 99, 247 Dehaene, P., 108 DeHart, G., 462 Deiana, L., 107 Dekel, S., 570 DeKockkock, P. D., 373, 375 Del Giudice, M., 136 Del Priore, G., 13 DeLamater, J. D., 402, 411 Delaney-Black, V., 108 Delaunay-El Allam, M., 185 Delcourt, M., 332 DeLeire, T. C., 501 Delery, D. B., 314 Delgado, C. E. F., 417 deLima, M. S., 191 Dell’Avvento, V., 352 Della Sala, S., 422 DeLoache, J. S., 47, 253, 258 Delsol, C., 510 DelVecchio, W. F., 368 DeMarie, D., 254–255, 257 DeMarte, J. A., 159 DeMeis, D. K., 386 Demetriou, H., 433 Demler, O., 191, 530, 539 Demo, D. H., 499, 507–508 DeMonner, S. M., 112 Denham, M., 111 Dennerstein, L., 165 Denney, N. W., 232, 265, 266–270 Dennis, N. A., 16 Dennis, T. A., 454 Dennis, W., 295–296 Deppe, M., 139 Deprez, M., 77 Der, G., 291 Derby, C. A., 12 Dere, E., 255 DeRosier, M. F., 467 Derryberry, D., 353 Derzon, J. H., 439 Des Roches, C. M., 194–195 Desai, A. K., 543 Desjardins, R. N., 183 Desmarais, S., 387 DeSouzs, L., 105 Desrochers, S., 50, 505 DesRosiers, F., 352 Desseilles, M., 143 Dessens, J. A. G., 161 Detert, J. R., 428 Deus, J., 136 Deutsch, E. M., 488 Deutsch, G., 139, 384 Devanand, D. P., 541

I-4 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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DeVault, C., 474, 485–486 Deveau, F. J., 568 Devenny, D. A., 304 Devenny, K., 409 DeViney, S., 375, 501 Devlin, B., 79 DeVries, M. W., 236 Dew, M. A., 543 Dewar, R. E., 200 Dews, S., 227 Dewsbury, D. A., 11, 64 Diamond, J., 534 Diamond, L. M., 404, 474 Diamond, M., 394 Diaz, J., 108, 267 Dick, D. M., 436, 553 Dick, T., 335 Dickens, W. T., 300 Dickins, T. E., 196 Dickinson, J. E., 117 DiClemente, R. J., 59 Didonato, M. D., 399 Diego, M. A., 128 Diekelmann, S., 143, 245 Diekman, A. B., 395 Diener, E. E., 369 Diessner, R., 428 Dietrich, U. C., 151 Dietz, E. L., 470 Dietz, L. J., 323 Dietz, P. M., 108 Dietz, W. H., 160 Digman, J. M., 349 Dijkstra, I. C., 568, 570 DiLalla, L. F., 298, 300 Dillon, M., 444–445 Dilmen, U., 125 Dilorio, C. K., 409 DiMatteo, M. R., 119 Dimitropoulos, G., 533 Dimitropoulou, K. A., 150 Dimmock, P. W., 164 Dimond, M. F., 570 Dinmore, I., 343 DiPietro, J., 101–102, 114 Dirix, C. E. H., 248 Dishion, T. J., 349, 438 Distler, V., 572 DiTerlizzi, M., 304 Dittman, R. W., 392, 405 Dittmann-Kohli, F., 371 Dittmar, H., 534 Dittus, P., 409 Dixon, M. Y., 78 Dixon, R. A., 268, 293 Djelmis, J., 104 Dobson, M., 572 Dodd, A. H., 154 Dodge, K. A., 435–440, 467, 491–492, 496, 513 Dodson, C. S., 266 Dodwell, P., 181 Dogan, S. J., 491, 493 Doherty, D. A., 156 Doherty, M. J., 417, 420, 466 Doherty, W. J., 498–499 Dohnt, H., 534 Doi, H., 185 Doidge, N., 13 Doka, K., 567 Dolbier, C., 554 Dolen, L. S., 423 Dolezal, C., 392 Domb, A., 542 Dominguez, A., 108, 491 Domino, G., 286 Domjan, M. J., 44 Domogalla, C., 114 Dompnier, B., 326 Donaldson, G. A., 260, 341 Doney, J., 491 Donnellan, M. B., 25, 358, 500 Donnelly, N., 190 Donnelly, T. M., 443 Donnenfeld, A., 78 Donnerstein, E., 439

Dorn, L. D., 159 Dornbusch, S. M., 327, 337, 340–341, 491, 497 Doss, B. D., 123, 498 Dotterer, A. M., 336, 338 Doty, R. L., 195 Dougherty, T. M., 284 Doughty, A. S., 164 Douglas, A. J., 113 Dowda, M., 155 Dowden, A., 249 Dowdney, L., 564 Dowling, G. J., 167 Downey, D. B., 334 Downey, J., 75 Doyle, A. B., 356, 467, 472 Doyle, L. W., 128 Drack, A. V., 187 Drager, B., 139 Drake, R., 395 Draper, J., 121 Dribe, M., 498 Drosdick, D., 263, 542 Drotar, D., 287, 324 Dubas, J. S., 159 Dublin, L. I., 7 Dubois, L., 154 Dubow, E. F., 436 Duckett, E., 494 Dudenhausen, J. W., 113 Dudley, E., 165 Duenas, M. R., 199 Duggal, H. V., 410 Dugoff, L., 74, 78 Duhamel, J., 525 Duke, S., 218 Dukes, K., 78, 252 Dumaret, A., 300 Dumas-Hines, F., 326 Dumitrescu, A., 461–462 Dunbar, J. I., 182 Duncan, C. C., 128 Duncan, G., 302 Duncan, H., 335 Duncan, L. E., 371 Duncan, R. M., 236 Dunfield, K. A., 431 Dunkel, L., 156 Dunlosky, J., 260, 267 Dunn, J. F., 81, 84, 420, 433, 495, 498–499, 501 Dunne, M. P., 80 Dunne-Bryant, A., 419 Dunphy, D., 470 Dunsmore, J. C., 564 DuPaul, G. J., 191 Durham, M. R., 549 Durik, A. M., 119 Durkin, S., 553 Dush, C. M. K., 502 Dusick, A. M., 128 Dustman, 166 Dutra, A., 553 Duursma, S. A., 161 Duvall, E., 485 Duyme, M., 300 Dweck, C., 326, 328, 340, 421 Dworkin, D. S., 551 Dyk, P. H., 371 Dykstra, P. A., 502, 505 Dymov, S., 511

E Eagly, A. H., 383, 385, 502 Earle, A., 10, 25, 506 Earles, J. L., 166 Earles, J. L. K., 267 Easteal, S., 82 Easterbrooks, M. A., 177, 352 Eastham, C., 125 Eastman, K. L., 520 Eastwick, P. W., 475 Eaton, D. K., 407 Eaton, W. O., 153 Eaves, L. J., 83, 84, 89, 164 Eavey, R. D., 194–195

Ebbeck, M., 339 Ebeling, H., 107, 361 Ebersole, P., 372 Eberstadt, N., 376 Ebstein, R. P., 353 Eccles, J. S., 158, 337–338, 361, 385, 393, 406, 470–471, 491 Ecklund-Flores, L., 183 Eddleman, K. A., 74, 78 Eddy, K. T., 533 Edelbrock, C. S., 528 Edelsohn, G., 531 Eder, R. A., 354 Editors of The Lancet, 524 Edleson, J. L., 510 Edmonds, S., 332 Edvardsson, H., 268 Edwards, C. P., 389 Edwards, J. D., 200 Edwards, J. N., 500, 510 Edwards, L., 53 Edwards, S., 111 Effros, R. B., 554 Eftekhari, A., 494 Egaas, B., 140 Egeland, B., 407, 510–513, 527 Eggink, A. J., 108 Egholm, J., 68 Ehrenberg, R. G., 332 Ehrhardt, A. A., 75, 391–394, 397, 405 Ehri, L., 329 Ehrl, G. M., 501 Eichstedt, J. A., 387 Eidelman, A. I., 128 Eiger, M. S., 125 Eilers, R. E., 188, 314 Eimas, P. D., 182, 183, 313 Eisen, M., 357 Eisen, S. A., 83 Eisenberg, M. E., 357 Eisenberg, N., 352, 431, 438, 443, 496 Eisenberg, R., 326 Ekeberg, O., 568 Ekerdt, D. J., 375 Ekstrom, B., 165 Elavsky, S., 140, 268 Elbourne, D., 119 Elder, G. H., Jr., 5, 13, 376, 486 Eley, T. C., 146 Elias, J., 12, 269, 294 Elias, S., 74–76, 78 Elicker, J., 463 Eliot, L., 182, 185 Elkin, E. J., 75 Elkind, D., 6, 228, 324 Elkind-Hirsch, K., 116 Elkins, I., 80, 496 Ellard, S., 68, 70, 73, 75–76, 78, 90, 570 Ellenbogen, J. M., 572 Ellingson, J., 534 Elliot, A. J., 326, 476 Elliot, G., 193 Elliott, A., 107 Elliott, A. J., 329 Elliott, A. N., 403 Elliott, B., 303 Elliott, D. S., 439 Elliott, E., 327 Elliott, M. N., 59 Ellis, B. J., 66, 157 Ellis, L., 405 Ellis, R. A., 106, 366 Ellis, S., 465 Ellision, P. T., 157 El-Messidi, A., 422 Else-Quest, N. M., 384 El-Sheikh, M., 146 Elshout, J. J., 236 Ely, R., 317 Emanuel, F. J., 572 Embleton, G., 568 Embree, J., 111 Emde, R. N., 430, 519 Emerson, P. E., 457, 459 Emery, R. E., 436, 498, 508, 513 Emler, N., 442

Emmanuele, V., 362 Emond, A., 107 Endara, 111 Enders, C., 564 Endsley, R. C., 397 Engels, R. C. M. E., 435–436 England, P., 373 Englander-Golden, P., 164 Englund, M., 463 Ennemoser, M., 202, 330 Enright, R., 228 Ensminger, M. E., 341 Ensrud, K. E., 199 Entringer, S., 114 Epel, E., 571 Epel, E. S., 554 Eppler, M. A., 188 Epstein, J. N., 191 Erber, J. T., 200, 202, 205 Erdley, C. A., 326 Erdos, M. R., 553 Erdwins, C. J., 342 Ereta, P., 485 Erickson, J., 551 Erickson, K. I., 268, 294 Erickson, L. D., 12 Ericsson, K. A., 261–262 Erikson, E. E., 33, 40–41, 55, 58, 164, 293, 349, 358, 369–372, 450, 499, 511 Eriksson, C. J. P., 114 Eriksson, M., 85, 553 Eriksson, P. S., 139 Erkanli, A., 528–529 Erkulwater, J., 193 Erlandsson, S. I., 195 Ernst, L., 571 Eron, L. D., 19–20 Errickson, K. L., 140 Ertelt, J. A., 525 Esau, S. P., 201 Escalona, S., 284 Escott, D., 113 Eskritt, M., 253 Espinosa-Hernandez, G., 407 Espy, K. A., 298, 300 Esser, G., 193 Essex, M. J., 531 Esteller, M., 70 Estes, L. S., 534 Etgen, T., 263, 268 Eugenin, J., 105 Evans, D. E., 353, 356, 410 Evans, G. W., 7 Evans, H., 103 Evans, J. R., 199, 527, 529 Evans, M., 493 Evans, M. A., 330 Evans, S. F., 117 Everett, B. H., 220 Ewart, S., 125 Eyler, A. A., 161

F Faber, C. E., 203 Fabes, R. A., 389, 438, 465 Fagan, J., 108, 123, 489 Fagan, J. F., 177 Fagot, B. I., 386, 389, 393, 395, 464, 493 Fairbank, J. A., 530 Fairchild, C., 438 Faith, M. S., 153 Falcon, L. M., 440 Falkenstein, M., 166 Faloon, S., 262 Falvell, J., 250, 253 Fang, G., 339 Fang, Y., 102 Fantz, R. L., 177 Faraguna, D., 177 Farah, M. J., 298 Faraone, S. V., 191, 192–193 Farber, M. L. Z., 304 Farber, N., 59 Farlow, M. R., 543 Farmer, A., 154 Farmer, S. J., 375

NAME INDEX I-5 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Farney, L. A., 478 Farone, S. V., 530 Farrar, M. J., 420 Farrell, M. P., 372 Farrie, D., 489 Farroni, T., 177 Farver, J. A. M., 466–467 Fauchere, J., 568 Faulkner, D., 233–235 Faulkner, K. W., 563 Faust, M. A., 330 Favaro, A., 534 Favilla, M., 151 Fawke, J., 127 Fazzari, D. A., 570 Feagans, L., 383 Fearon, R. M. P., 460 Federal Interagency Forum, 163, 167, 487 Federal Interagency Forum of Child and Family Statistics, 486, 510 Federal Interagency Forum on Aging Related Statistics, 375, 502 Fegley, S., 340 Fehlings, D., 117 Feiler, R., 324 Feingold, 384 Feinman, S., 454 Feiring C., 472 Feld, S., 342 Feldaufer, H., 338 Feldman, D. C., 373 Feldman, D. H., 236, 288–289 Feldman, H., 500 Feldman, J. F., 128, 284 Feldman, J. J., 182 Feldman, R., 128, 452, 456 Feldman, S. S., 400 Feldstein, S., 456 Fellman, V., 182 Fellowes, S., 151 Felmlee, D., 477 Felps, W., 436 Felton, B. J., 477 Feng, D., 497 Feng, J., 384 Fennig, S., 114, 361 Fenson, L., 316 Fenwick, K. D., 181 Ferbeyre, G., 554 Fergusson, S. A., 200, 340, 501, 508 Ferland, R. J., 525 Fernald, A., 182 Fernandes, C., 277 Fernandez, A., 376 Fernyhough, C., 420 Ferrari, P. F., 318 Ferrario, C. G., 366 Ferraro, K. F., 202 Ferraro, K. J., 510 Ferri, B., 334 Ferri, C. P., 540 Ferrie, J., 529 Ferring, D., 502 Ferron, J., 254–255 Fida, R., 428 Field, D., 237, 292–293 Field, J., 181, 343 Field, N. P., 569 Field, P. A., 122 Field, T., 114, 128 Field, T. M., 185, 527 Fiese, B. H., 460 Fifer, W. P., 102, 181, 184–185 Figueiredo, C. A., 103, 108 Figueredo, A. J., 510 Figuereido, B., 128 Fijsdijk, F. V., 146 Filanosky, C., 569 Filipek, P. A., 523 Filipp, S., 502 Filipp, S. H., 342 Fillenbaum, G. G., 374–376 Finch, C. E., 552 Finch, M. D., 340 Fincham, F. D., 498, 508 Fine, M. A., 507–508

Fingerhut, A. W., 506 Fingerman, K. L., 502 Finitzo, T., 187 Finkel, D., 85, 265 Finkel, E. J., 475 Finkelhor, D., 403–404 Finkelstein, J. A., 204 Finn, J. D., 332 Finn-Stevenson, M., 287 Finucane, B., 75 Fiorentiono, D., 107 Fiori-Cowley, A., 121 Fisch, H., 74–75, 116 Fischer, J. L., 371, 473 Fischer, J. S., 90 Fischer, K. W., 216, 230, 233, 351–352 Fischer, M., 191 Fischer, P., 263 Fischer, R. B., 344 Fisher, C., 313 Fisher, C. B., 26 Fisher, H., 475 Fisher, K., 342 Fisher, K. R., 326 Fisher, L. M., 166 Fisher, S., 39 Fisher, T. D., 409 Fiske, A., 82 FitzGerald, D. P., 469 Fitzgerald, J. M., 263 Fitzgerald, M., 185 Fitzmaurice, G. M., 538 Fitzpatrick, T. R., 376 Fitzsimmons, C., 262 Fivush, R., 255–257 Fjalberg, M., 146 Flaherty, J. H., 543 Flak, E., 111 Flanagan, K. D., 17 Flanagan, T., 190, 422 Flannery, D., 228, 442 Flavell, F. R., 220 Flavell, J. H., 210, 220, 232, 252, 416–417, 418 Flavell, S. W., 525 Fleeson, W., 478 Fleming, C., 519 Fleming, J. S., 327 Fleming, L. E., 202 Fleming, N., 116 Fletcher, A. E., 199 Fletcher, J. M., 318, 330–332 Fletcher, K., 191 Fletcher, K. L., 252 Flinn, J. A., 400 Fllieller, A., 226 Flom, R., 386 Flook, L., 500 Floor, P., 319 Flores, E., 512 Florian, V., 562 Florsheim, P., 499, 501 Flum, H., 363 Flynn, C., 521, 531 Flynn, J. R., 297, 300 Flynn, M., 537 Foehr, U., 154 Fogassi, L., 318 Fogel, A., 51 Fogg, P., 22 Foley, D., 162 Foley, D. J., 165 Foley, D. L., 524 Foley, K., 572 Folke, S., 323 Folkman, S., 570 Folsom, R., 167 Fombonne, E., 523 Fonagy, P., 39–40, 460 Fong, G. W., 138 Fonicles-Deu, A., 386 Fonseca, A. M., 376 Foorman, B. R., 331–332 Foos, P. W., 266 Forbes, B. L., 105 Forbes, J., 111

Ford, K. R., 361 Ford, T., 533 Fordham, S., 337 Forestell, C. A., 184 Forgatch, M. S., 508 Forsyth, N., 127 Fort, G., 114 Foster, B., 568 Foster, G. D., 153 Foster, J. D., 195 Foster, S. N., 113 Fourquereau, E., 376 Fowler, J., 444 Fowler, R. C., 236 Fox, B., 500 Fox, H. C., 288 Fox, M. K., 154 Fox, N., 542 Fox, N. A., 352 Fozard, J. L., 198, 202–203 Fradely, E., 420 Fraga, M. F., 70 Fragile X Foundation, 75 Fraley, R. C., 460, 475–477, 570 Francis, D. J., 318, 330–332 Francis, K. L., 71, 165 Frank, K. L., 507 Frank, S. M., 108, 205 Franke, B., 192 Franklin, C., 59 Franklin, S., 226 Franklin, Z., 177 Franko, D. L., 534 Franks, E. A., 532 Franks, M. M., 504 Franz, C. E., 83 Franzetta, K., 406 Fraser, M. W., 129 Fraser, R. B., 113 Fratiglioni, L., 82, 540, 541–542 Frattarelli, J. L., 116 Frattola, L., 203 Frawley, W., 234 Frayling, T., 553 Frederick, D. A., 163 Fredriksen, K., 146 Freedman, J., 320 Freeman, C. P., 534 Freeman, D., 436 Freeman, F. J., 366 Freeman, J. M., 139 Freeman, S. F. N., 303 Fremont, W. P., 32 Freud, A., 40–41 Freud, S., 33, 35–36, 37, 39–41, 50, 55, 58, 349, 401, 424, 429, 450, 459, 561 Freund, A. M., 266–267, 364, 373–374, 377 Freund, L., 238 Frey, K. S., 355, 395 Freyd, J. J., 403 Friebe, A., 97 Friederici, A. D., 318 Friedlander, Y., 114 Friedman, D. J., 126 Friedman, H., 127 Friedman, H. S., 369 Friedman, J. M., 77 Friedman, L. J., 40–41 Friedman, R. H., 373 Friedman, R. J., 431, 439 Friedman, S. L., 462 Friedrich, L., 17–19 Frier, B. M., 217, 291 Fries, J. F., 168 Friesen, J., 483 Frieswijk, N., 364 Frith, C. D., 419 Frith, U., 417, 422, 523, 525 Fritz, A. S., 418 Froehlich, T. E., 191 Fromhoff, F. A., 255 Fry, C. L., 4, 377 Fry, D. P., 428 Fryer, R., 327 Fryer, S. L., 106 Fujimoto, K., 160, 238

Fujimura, D., 183 Fujita, K., 200 Fukuki, R., 499 Fukumoto, A., 430 Fuligni, A. J., 339, 497, 500 Fulker, D., 89, 493 Fulkerson, J. A., 534 Fuller, S., 373 Fullilove, R. E., 335 Fulton, B. D., 193 Fulton, J. E., 160 Funk, C. L., 85 Fuqua-Whitley, D. S., 530 Furberg, H., 534 Furman, E., 561 Furman, W., 452, 465, 469–470, 472, 495 Furstenberg, F. F., Jr., 6, 58, 407–408, 500

G Gaade, G. R., 74 Gabard, G. O., 36 Gabbard, G. O., 40 Gable, L., 26 Gable, S., 160 Gable, S. L., 477 Gabriel, K., 105 Gabrieli, J. D., 330 Gage, F. H., 139–140, 140 Gagne, J. R., 84 Gagnon, M. D., 501 Gaillard, M., 540 Gaillard, W. D., 16 Galambos, N. L., 390 Galdo-Alvarez, S., 267 Gallagher, H. I., 419 Gallagher, J. D., 151 Gallagher, M., 502 Gallagher, S. K., 503 Gallagher-Thompson, D., 504 Gallella, S., 185 Gallimore, R., 495 Gallo, M. V., 111 Gallup, R., 352, 512 Galupo, 231 Galvan, A., 138 Gamé, F., 177 Gamoran, A., 332, 341 Ganahl, D. J., 395 Ganguli, M., 540 Gannon, L., 165 Garbarino, J., 484 Garber, J., 157, 521, 527, 531 Garcia, E., 491 Garcia, F., 491 Garcia-Algar, O., 105 Gard, C. C., 105, 108 Gard, M. C. E., 534 Gardener, H., 525 Gardian, D. C., 246 Gardner, A., 449 Gardner, C. O., 519 Gardner, H., 279, 285, 288 Gardner, J. P., 554 Gardner, M., 471 Gariepy, J., 459 Garmezy, N., 531 Garnett, S. P., 156 Garrett, R., 543 Gartstein, M. A., 353 Garvey, C., 466 Gascon, G., 525 Gasiewski, E., 228 Gasse, I. I., 105 Gates, S., 117 Gathercole, S. E., 251 Gatz, M., 82, 542–543 Gau, B. A., 542 Gau, J., 435 Gaugler, J. F., 504 Gautier, T., 394 Gauvain, M., 238 Gava, L., 178 Gavrilova, N., 409, 411 Gaylord-Harden, N. K., 361 Gazzaniga, M. S., 139 Ge, X., 159, 490, 493, 537

I-6 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Geddes, D. M., 90 Geiss, L. S., 199 Geithner, C. A., 155 Geldmacher, D. S., 540–542 Geller, L., 435 Gelles, R. J., 510, 512 Gelman, R., 220, 222, 316 Gelman, S. A., 421 Gelman, S. J., 181 Gelpi, E., 263 Genc, M., 109–110 Gentez, E., 186 George, C., 512 Gerena, M., 503 Gerkin, R., 542 Germinario, E. P., 111 Gernsbacher, M. A., 524 Gershoff, E. T., 44, 496 Gershoni, R., 469 Gerstein, E. D., 304 Gerstel, N., 503 Gerstorf, D., 502 Gervai, J., 395, 396 Gervain, J., 313, 318 Gest, S. D., 468 Getzels, J. W., 286 Geuze, R. H., 189 Gfroerer, J., 167 Ghatala, E. S., 260 Ghetti, S., 253 Ghiriboga, D., 502 Ghisletta, P., 266 Giaconia, R. M., 531–533 Giambra, L. M., 411 Giampaoli, S., 382 Giannetta, J. M., 298 Giarrusso, R., 497 Gibbs, J. C., 415–416, 420–421, 425, 431, 432, 434, 435–436, 440–441, 443 Gibbs, N., 557 Gibson, E. J., 68, 175, 179–181, 187–188 Gibson-Davis, C. M., 125 Gifted Development Center, 305 Gil, D. G., 511 Gilbert, A. N., 204 Gilbert, J. H. V., 183 Gilbert, N., 512 Gilkerson, J., 322 Gill-Alvarez, F., 148 Gillam, R. B., 330 Gillberg, C., 523 Gillen, M., 406 Gillette-Guyonnet, S., 542 Gilliéorn, O., 326 Gilligan, C., 442 Gilligan, M., 502 Gillis, J., 68 Gillman, M. W., 142 Gil-Rivas, V., 530 Ginn, J., 411 Ginsburg, A. P., 178 Ginsburg, E., 362 Ginsburg, G. S., 327 Ginsburg, H. P., 214 Gintis, H., 428 Giordano, P. C., 471 Gipson, P. Y., 522 Girard, C., 538 Girard, M., 154 Girgus, J. S., 537 Gitlin, L. N., 567 Giudici, F., 502 Giuliano, M., 111 Givens, J. L., 549 Gizer, I. R., 192 Glascock, A., 550–551 Glaser, B. G., 558 Glaser, R., 261–262 Glasgow, K. L., 327, 491 Glass, C. V., 20, 332 Glavas, M., 105 Glazer, S., 375 Gleason, D., 525 Gleason, P. M., 154 Glenzer, N., 330

Glick, J. C., 232, 356 Gloacock, J., 395 Gloth, F. M., 205 Glover, T. W., 553 Glover, V., 114 Glowinski, A. L., 521, 537 Glynn, L. J., 114 Glynn, M. W., 553 Gnepp, J., 421 Gniban, J., 528 Godderis, J., 128 Godfrey, K. M., 108 Godleski, S. A., 384 Goedereis, E. A., 501 Goerge, J. B. E., 534 Goertzel, M. G., 287 Goertzel, V., 287 Goetz, L., 334 Gogate, L. L., 314 Golan, O., 526 Golan, Y., 526 Gold, A. E., 217, 291 Gold, A. L., 513 Goldacre, M., 126 Goldberg, A. E., 506, 507 Goldberg, A. P., 162, 167 Goldberg, D., 531 Goldberg, G. R., 115 Goldberg, M., 332 Goldberg, S., 460 Golden, J., 103 Goldenberg, R. L., 111, 126 Golder, R., 74–75, 116 Goldhaber, D. E., 47, 54–55 Goldin-Meadow, S., 314, 321 Golding, J., 107, 506 Goldman, B., 410 Goldman, B. D., 75 Goldman, J., 128–129 Goldman, S., 140 Goldsmith, H. H., 84, 454 Goldsmith, M., 256 Goldstein, D. S., 108, 205 Goldstein, E. B., 176 Goldstein, M. H., 314, 322 Goldstein, R., 384 Goldstein, S. E., 471, 491 Goldwater, O. D., 335 Golinkoff, R. M., 314–315, 467 Golombok, S. E., 391, 506 Gonzaga, G. C., 501 Gonzales, N. A., 47 Gonzales-Backen, M. A., 361 Good, C., 302 Good, M., 444 Goode, S., 525 Goodkin, 572 Goodkin, K., 572 Goodkind, M., 541 Goodluck, H., 319 Goodman, M., 505 Goodman, R., 533 Goodman, S. H., 121, 529 Goodnow, J., 367 Goodnow, J. J., 7, 435 Goodyer, I. M., 121–122 Goodz, N., 314 Goold, P., 410 Gooren, L., 405 Goossens, F. A., 460 Gopnik, A., 232, 417, 418 Gorchoff, S. M., 500 Gordis, E. B., 437, 512 Gordon, B. N., 257, 322, 402 Gordon, D. H., 224 Gordon, L. L., 256, 452 Gordon, L. M., 553 Gordon, R. A., 533, 534 Gordon-Salant, T., 198, 202–203 Gorman-Smith, D., 510 Gorter, N. A., 113 Gosling, S. D., 357 Gossage, P. J., 107 Goswami, U., 330 Gotlib, G., 3, 521 Gotlib, I. H., 527, 531

Gottesman, I. I., 70, 84–85, 86, 89, 392, 524 Gottfredson, L., 276, 290–291, 362 Gottfried, A. E., 285, 298, 305, 327, 505 Gottfried, A. W., 285, 298, 305, 327, 505 Gottlieb, G., 51–55, 59, 70, 91, 124, 324 Gottlieb, I. H., 79 Gottlob, L. R., 202 Gottman, J. M., 498, 501 Goubert, N., 250 Goubet, N., 185 Gould, D. C., 165 Gould, M. S., 538 Gow, K. W., 90 Gowen, L. K., 472 Gowers, S., 534–435 Goy, R. W., 392 Grabe, S., 163 Graber, J. A., 159 Grabill, C. M., 531 Grady, D., 165 Grady, J. G., 263 Graf, D. L., 155 Graf, P., 246 Graham, N., 540 Graham, S., 138, 439, 469 Graham-Bermann, S. A., 468 Gralinski, H., 326, 354 Grand, A., 542 Grandjean, H., 542 Granrud, C., 179–180 Grant, D., 119 Grant, H., 326 Grant, K. E., 522 Grant, M. D., 83 Graves, L., 155 Gray, A., 505 Gray, J. T., 255, 540 Gray, M. J., 558 Gray, N., 534 Gray, R., 107 Gray, S., 322 Gray, S. W., 286 Gray, W. M., 228 Gray-Little, B., 334, 357 Graziano, P. A., 467 Grbich, C., 558 Gredebäck, G., 323 Greek, A., 123 Green, C. E., 263, 510 Green, M., 214, 563–564 Green, R., 404 Green, R. E., 68 Greenberg, J. S., 504, 548 Greenberg, M. E., 525 Greenberg, M. T., 438–439 Greenberg, R. P., 39 Greenberg, T., 538 Greenberger, E., 340–341, 505 Greenblatt, R., 525 Greendale, G. A., 202 Greene, J., 268 Greene, J. D., 443–444 Greene, J. G., 165 Greene, K., 228 Greenfield, E. A., 445, 500 Greenfield, P., 13 Greenfield, P. M., 320 Greenhalgh, R., 122 Greenhill, L. L., 191, 193, 530 Greenland, P., 160 Greenley, R. N., 532 Greenough, W. T., 139, 167, 300 Greenway, R., 190 Greer, J. A., 570 Gregg, V., 436 Gregory, A. M., 146, 531 Greider, C., 554 Greisiger, R., 187 Grenlich, F., 355 Gresham, F. M., 45 Greulich, F. K., 396 Greve, F., 297 Greve, W., 364 Greydarms, D. E., 535 Grich, J., 499

Grier, H. E., 572 Griesenbach, U., 90 Griffin, K. W., 255, 262, 324 Griffin, M. R., 105 Griffin, Z. M., 318 Griffiths, D., 395 Griffiths, M. D., 196 Grigorenko, E. L., 280, 285 Grilo, C. M., 85, 535 Grime, R. L., 441 Grinker, R. R., 524 Grizenko, N., 422 Groark, C. J., 462 Grober, E., 541 Grobman, W. A., 113–114 Grodsky, A., 411 Grogan-Kaylor, A., 155 Grollman, E. A., 562 Grolnick, W. S., 455, 492 Grontved, A. M., 203 Grose-Fifer, J., 181, 184–185 Gros-Louis, J., 322 Gross, C. R., 127 Gross, J. J., 255, 455 Gross, S. J., 127 Grossberg, G. T., 543 Gross-Loh, C., 125 Grossman, J. A., 164 Grossmann, K., 460, 476 Grossmann, K. E., 460, 476 Grotevant, H. D., 362–363, 461–462 Gruber, A., 143 Gruber, M. J., 530 Gruber, R., 146 Gruber-Baldini, A. L., 293 Grucza, R. A., 536 Gruen, R. S., 405 Grunbaum, J. A., 406, 407 Grundy, E., 503 Grunendahl, M., 539 Grusec, J. E., 435 Grych, J. H., 508 Gu, J., 167 Guacci, N., 472 Guallar, E., 555 Guang, G., 59 Guarnaccia, C. A., 572 Guarnaccia, P. J. J., 520 Guay, F., 356 Gudziol, J., 195 Guegan, J., 157 Gueldner, S. H., 292–293 Guerin, D. W., 298, 352–353 Guerra, N., 440 Guerra, N. G., 437 Guerreiro, M., 263 Guerry, J. D., 468 Gugala, S., 387 Guilamo-Ramos, V., 409 Guimond, A. B., 361 Gulati, M., 160 Gulko, J., 396–397 Gunderson, C., 154 Gunnar, M. R., 460–463, 476, 527 Gunnarson, A. D., 187 Gupta, A. K., 135 Gupta, M., 420 Gupta, S., 254 Guralnik, J. M., 162, 165, 263, 542 Gurba, E., 230 Gurewitsch, E. D., 114 Gurland, B., 543 Gurung, R. A. R., 478 Gur-Yaish, N., 458 Gusella, J., 77 Guthrie, I. K., 438 Guthrie, J., 165 Gutman, L. M., 333, 335, 337 Gutmann, D., 399, 400 Gutterman, E., 512 Guttmacher Institute, 58 Guyll, M., 436

H Haas-Hawkings, C., 570 Habek, D., 104

NAME INDEX I-7 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Habek, J. C., 104 Haber, J. R., 108, 372 Haberstick, B. C., 263, 305 Hack, M., 127 Haddow, J. F., 135 Hadwin, J. A., 190 Haedt, A., 535 Haegerstrom-Portnoy, G., 197 Hafdahl, A. R., 357 Hafetz, J., 384 Haffner, W. H. F., 108, 109, 111, 115 Hagan, R., 389, 393 Hagberg, J. M., 162, 167 Hagekull, B., 356 Hagemeister, A. K., 510 Hagen, E. W., 127 Hagestad, C. O., 501 Haggart, N., 472 Hahm, H. C., 407 Hahn, R. A., 530 Hahn, S. E., 75 Haidt, J., 443, 444 Haight, B. K., 372 Haight, W. L., 372 Haine, R. A., 564, 573 Hainline, L., 177–178, 186 Hains, S. M., 184 Haith, M., 181 Haith, M. M., 216, 284 Hakim-Larson, J., 230 Hakuta, K., 287 Hala, S., 418 Hale, J. L., 228 Hale, S., 166 Haley, A., 86–87 Haley, W. E., 549 Hall, C. B., 12 Hall, E., 324 Hall, G. S., 11–12, 36, 533 Hall, K., 540 Hallett, V., 1 Halligan, S. L., 121–122 Halliwell, E., 534 Halmi, K. A., 534–535 Halperin, J. M., 194 Halpern, C. T., 403 Halpern, S. H., 120 Halpern-Felsher, B. L., 462 Halpern-Meekin, S., 505 Halpren, C. J. T., 406 Halpren, C. T., 59 Halpren, D. F., 290, 301–302 Halverson, C., Jr., 396 Halverson, C. F., 356, 385, 396–397 Hambrick, D. Z., 205 Hamilton, B. E., 115, 119, 126 Hamilton, C. F., 475 Hamilton, J. A., 389 Hamilton, L., 330 Hamilton, M., 395 Hamlin, J. K., 431 Hamm, J. V., 469 Hammen, C. L., 3, 531 Hammer, M., 268 Hampson, S. E., 369 Han, B., 167 Hanawalt, B. A., 6 Hancock, H. E., 205 Handy, A., 555 Hanish, H. D., 465 Hanlon, C., 319 Hannan, P. J., 357 Hannigan, J. H., 108 Hans, J. D., 406 Hansel, T. C., 530 Hansen, B. C., 555 Hansen, D. J., 512 Hanson, A., 540 Hanson, D. R., 70, 84, 114 Hansson, R. O., 373, 374–375, 560, 567, 570–571 Hanushek, E. A., 332, 333 Hany, E. A., 285, 293 Happé, F., 422–432, 524 Harden, K. P., 86, 436 Hardison, C. M., 301

Hardy, J., 542 Hare, B., 418 Haring, M., 566 Harkness, W., 139 Harkus, H., 365 Harlaar, N., 327 Harlap, S., 114, 361 Harlow, H., 459 Harman, D., 551, 554–555 Harman, S. M., 164 Harmon, R. J., 323, 352 Harold, G. T., 121, 438, 522 Harold, R. D., 337, 385, 393 Harper, G., 343 Harper, H. J., 388 Harper, M., 119 Harpham, L., 362 Harquail, C. V., 373 Harrington, D. M., 287 Harrington, H., 87, 356, 513, 522, 531 Harrington, K. F., 59 Harris, G. T., 438 Harris, J. A., 85 Harris, J. R., 34, 162, 349, 416, 418 Harris, M., 322 Harris, M. B., 386 Harris, M. J., 83 Harris, P. L., 218, 466 Harris, T., 564 Harris, W. A., 406, 407 Hart, D., 354, 357, 436, 443 Hart, H. M., 371 Hart, K. A., 305, 452 Hart, M. A., 113 Hart, R., 156 Harter, S. A., 348, 352, 354, 355–357 Hartet, T. V., 105 Harting, P. J., 362 Hartley, A., 267, 268 Hartup, W. W., 468, 471 Harwell, M. R., 442 Harwood, M. D., 420 Hasegawa, K., 540 Hasemeier, C. M., 156 Hashmi, A., 525 Haskett, M. E., 511 Hassing, Y., 322 Hastings, P. D., 430, 486, 504, 506–507 Hatano, G., 7, 367 Hatch, T., 221 Hatfield, E., 475 Hatta, A., 162 Hattie, J., 253 Hatton, D. D., 75 Hau, K. T., 357–358 Hauf, A. M. C., 531–533 Haught, P. A., 268 Haukka, J., 156 Hausdorff, J. M., 365 Hauser, M. D., 429 Hauth, J. C., 119 Haverstick, K., 375 Havighurst, R. J., 377 Havill, V. L., 356 Havlik, R. J., 263, 542 Hawkins, E. H., 436 Hawkins, J., 407 Hawkins, M., 501 Hawkley, L. C., 163 Hawley, R. S., 69 Haworth, C. M. A., 305 Hay, D. F., 121, 463–464 Hay, J. G., 75 Hayama, J., 146 Hayden, D. C., 565 Hayden, M., 230 Hayden, M. R., 77 Haydon, K. C., 463, 476 Hayen, R., 531 Hayes, K. C., 201 Hayes, R., 236 Hayflick, L., 554 Hayne, H., 249, 255–257 Haynes, T. L., 326 Haynie, D. L., 491 Hays, J. C., 539–540

Hayslip, B., Jr., 369, 501, 565, 568, 570, 572 Hayward, C., 472 Hazan, C., 458, 476 Hcieh, K., 502 He, C., 187 He, F. J., 153 Heath, A., 84, 89 Heath, A. C., 164, 521, 537 Heaton, 524 Hechtman, L., 193 Heckhausen, J., 439 Hedden, T., 266 Hefferman, K., 534 Hegel, S. L., 317 Heidema, J., 204 Heikkinen, R., 167–168 Heine, S. J., 7, 35, 349, 365, 367 Heine-Suner, D., 70 Heinicke, B. E., 435 Helderman, R. S., 64 Helfgott, D., 288–289 Helgeson, V. S., 363–364 Hellemans, K. G., 102 Hellhammer, D. H., 114 Helmreich, R. L., 341, 399 Helms, J. E., 26, 300–301 Helms, M. J., 263, 542 Helpern-Fisher, B. L., 406–407 Helson, R., 369, 400, 500 Helwig, C. C., 433 Hemphill, S. A., 353, 356, 493 Hen, R., 139–140 Henderson, A. S., 82 Henderson, B., 113 Henderson, C. R., 111 Henderson, H. A., 352 Henderson, J., 126 Henderson, K. E., 501, 534 Henderson, V. K., 488–489 Hendin, H., 572 Hendrie, H., 540 Henig, R. M., 70 Henkens, K., 375 Henker, B., 384 Henley, J., 291 Hennekam, 553 Hennessy, E., 127 Henning, K. H., 427 Henninger, D., 384 Henningsen, H., 139 Hennon, E. A., 314 Henretta, J. C., 503 Henrich, C. C., 59, 287 Henrich, J., 429 Henriksen, T. B., 107, 361 Henry, D., 510 Henry, J. D., 265 Henry, N. J. M., 501 Henshaw, S., 408 Hensle, T. W., 74–75, 116 Heo, S., 268 Hepp, U., 568 Hepworth, J. T., 570 Heraux, C. G., 439 Herbener, E. S., 501 Herbert, J., 121–122 Herbert, R. S., 503–504, 570 Herbrecht, E., 525 Herdt, G., 136, 394, 403 Herkert, B. M., 570 Herlitz, A., 384 Herman-Giddens, M. E., 156 Hermans, H. J., 372 Hermelin, B., 279 Hernandez, D. J., 488 Hernandez-Reif, M., 128 Herner, L., 181 Heron, J., 107, 436 Herrera, E. A., 119 Herrera, S., 509 Herrnstein, R. J., 297, 301–302 Hersen, M., 501 Hersh, R. F., 259 Hershberger, S. L., 54 Hertzog, C., 12, 13, 267, 269, 294, 543

Hertzog, D., 533 Heru, A. M., 532 Herzog, D. B., 266 Hesse, T. M., 266, 365–366, 422–423, 458, 459 Hester, C. N., 155 Heston, L. L., 84 Hetherington, E. M., 80, 84, 89, 91, 490, 507–509 Hewitt, 84 Hewitt, B., 507 Hewitt, J. K., 84, 263, 305 Hewlett, B. S., 124 Heyman, R. E., 498 Heymann, S. J., 10, 25, 506 Heyne, D., 32 Hezlett, S. A., 290 Hibbing, J. R., 85 Hickey, M., 156 Hickey, P. R., 185 Hickey, T., 167 Hicks, B. M., 385 Higgins, E. T., 326, 390 Higgins, R., 105, 108 Higgins-D’Alessandro, A., 440 Higley, J. D., 71 Hilden, K., 252 Hilgard, F. R., 257 Hill, A., 455 Hill, A. J., 534 Hill, A. L., 304 Hill, C., 304 Hill, E., 422 Hill, H. B., 111 Hill, J., 436 Hill, J. J., 526 Hill, J. P., 390 Hill, L. A., 268 Hill, N. E., 334, 338 Hill, P., 533 Hill, R., 485 Hill, R. S., 525 Hill, S. D., 352 Hill, S. E., 386 Hill, T., 22 Hillier, L., 181 Hillier, T. A., 199 Hilton, N. Z., 438 Himes, J. H., 156 Himura, N., 431, 439 Hindmarsh, P. C., 160 Hinds, J. D., 570 Hine, T., 6 Hines, D. A., 266, 513 Hines, M., 391 Hinkley, C., 120 Hinshaw, S. P., 193 Hinton, J., 558 Hirakawa, H., 112 Hirschi, A., 362 Hirsh-Pasek, K., 314–315, 322–324, 467 Hisao, C., 468 Hizli, S., 125 Ho, A. Y., 469 Ho, J., 376 Ho, R., 393 Hoare, C. H., 40 Hobbes, T., 34 Hobbs, F. B., 163, 167 Hobel, C., 114 Hochberg, M. C., 199 Hock, H. W., 533 Hockly, C., 126 Hodapp, R. M., 304 Hodges, E. V. E., 471 Hodges, J., 77, 462 Hodgson, J. W., 371 Hodnett, E. D., 117, 120 Hoefnagels, C., 478 Hoegg, J., 195 Hoek, H., 533 Hoenigschnabl, S., 263 Hoepner, L. A., 111 Hof, P., 140 Hofer, C., 496 Hofer, S. M., 82, 268

I-8 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Hoff, E., 314, 317 Hoffman, B. J., 373, 407 Hoffman, C., 377, 504 Hoffman, I. W., 389 Hoffman, K. L., 510 Hoffman, L. W., 505 Hoffman, M., 430–431, 433–434, 443 Hoffman, M. L., 424 Hoffman, S. D., 58 Hoffman, S. I., 561 Hofman, A., 125 Hofman, J. E., 469 Hofmann, C., 105 Hofmann, V., 463 Hofmeister, H., 376 Hofmeyr, G. J., 117 Hofstra, M. B., 529 Hogan, D., 128 Hogarty, P. S., 285 Hohm, F., 314 Hoicowitz, T., 472 Holahan, C., 305 Holahan, J. M., 318, 330–331, 335 Holan, A., 569 Holden, K., 565 Holden, D. J., 252 Holden, G. W., 489–490, 492–495, 497, 505, 512 Holl, C., 303 Holl, J. L., 113–114 Holland, J., 362 Hollich, G., 314 Hollich, G. J., 314 Hollon, S. D., 540 Holmbeck, G. N., 228, 494, 532 Holmberg, J., 323 Holmen, T. L., 159 Holmes, A. E., 195 Holmgren, R., 438 Holowka, S., 139 Holt, J. K., 10 Holt, R. I., 135 Holzer, C. E., III, 439 Holzman, I., 114 Holzrichter, A. S., 321 Homburg, R., 113 Homeyer, L., 467 Homme, J. H., 534 Hommer, D. W., 138 Hompes, P. G., 113 Honey, K. L., 121 Honeyman, M., 286 Honig, J. C., 146 Honzik, M. P., 284 Hood, J. F., 403 Hooker, K., 342 Hooper, C. J., 251, 260 Hooper, F. H., 231 Hooper, J. O., 231 Hooper, R., 121 Hopfer, C. J., 84 Hopkins, B., 214 Hopkins, M., 140 Hopkins, T. L., 384 Hoppmann, C. A., 492 Horgan, R. P., 115 Hori, T., 112 Horiuchi, S., 552 Horn, J., 277–278 Horn, M. C., 539 Horn, S. P., 333 Horne, R., 143 Horowitz, A., 201 Horowitz, L. M., 475–476 Horowitz, M. J., 569 Horswill, M. S., 200 Horta, B. L., 122, 191 Horvath, J., 182 Hosman, C. M. H., 478 Hough-Eyamir, W. P., 320 House, J. D., 337 House, R. A., 194–195 Houts, R. M., 462 Houx, P. J., 268 Howe, M., 252 Howe, M. L., 250, 256

Howe, N., 495 Howell, D. N., 108 Howell, K. K., 106 Howes, C., 389, 460, 464, 466 Howes, M. J., 191, 530 Howieson, D. B., 289, 541 Howlin, P., 525 Howson, C. P., 74 Hoyer, W. J., 265, 267 Hoyme, E. H., 107 Hoyt, T., 360 Hoza, B., 193 Hrdy, S. B., 485 Hruda, L., 389 Hsia, J., 125 Hsia, Y., 160 Hsiao, C., 467 Hsu, C. Y., 160 Hsu, L. K. G., 533 Huang, H., 184 Huang, M., 301 Huang, Y., 540 Hubbard, J. A., 17, 26, 438 Hubel, D., 187 Hubert, H. B., 168 Huddleston, D. E., 139–140 Hudley, C., 439 Hudson, L. M., 228, 256–257 Huesmann, L. R., 19–21, 436, 439 Hugh, M., 395 Hughes, D., 126, 361 Hughes, F., 401 Huguley, S., 510 Huijbregts, S. C. J., 104–105 Huisman, M., 529 Huizink, A. C., 114 Hulefeld, R., 8 Hulll, A., 457 Hulme, C., 329–330 Hultsch, D. F., 268 Hummel, T., 195 Hummert, M. L., 365 Humphrey, K., 183 Hunder, J. E., 290 Hunkin, J. L., 554 Hünnerkopf, M., 253 Hunsberger, B., 428 Hunt, C., 117 Hunt, M., 227 Hunt, P., 334 Hunter, J. E., 291 Huntington, R., 551 Huotilainen, M., 182 Hurd, L., 163 Hurd, R. C., 570 Hurst, A. J., 553 Hurt, H., 298 Hurt, T., 486 Husslein, P., 119 Huston, A., 389 Huston, T. L., 498 Hutchinson, I., 195 Hutton, J., 525 Hwang, P., 304 Hybels, C. F., 439–340 Hyde, J. S., 119, 384–385, 390, 399, 402, 406, 409, 442, 498 Hypes, A. W., 530 Hyson, M. C., 324 Hyun, C., 116 Hyun, G., 74–75

I Iacono, W. G., 80, 83, 85–86, 159, 305, 356, 385, 419, 496, 534 Ialongo, N. S., 531 Iannotti, R. J., 471 Ickowicz, A., 107, 303 Iervolino, A. C., 391 Iida, T., 112 Imel, S., 242 Imngroni, 297 Imperato-McGinely, J., 384, 394 Indian, R. W., 199 Ingersoll-Dayton, B., 477 Ingoldsby, B. B., 497

Ingram, D. K., 555 Ingram, R. E., 521 Inhelder, B., 49, 218, 220, 229, 257 Inman, J. W., 154 Insel, B., 567 Institute for Women’s Policy Research, 373 Insurance Institute for Highway Safety, 200 International Human Genome Sequencing Constortium, 67 Inzlicht, M., 301–302 Ip, H. M., 288 Ippen, C. G., 564 Isaacs, K. R., 167 Isabella, R. A., 459 Isles, A. R., 71 Ismail, A. I., 153 Ivanisevic, M., 104 Ive, S., 534 Ivnik, R. J., 263 Izard, C. E., 453–454

J Jaakkola, R., 561–562 Jacaues, P. F., 160 Jaccard, J., 159, 409 Jack, F., 255 Jacklin, C. N., 384, 389 Jackobson, K. C., 438 Jackson, C., 59, 409 Jackson, J. S., 445, 540 Jackson, K. L., 167 Jackson, P. W., 286 Jacob, T., 108 Jacobs, A., 389 Jacobs, H. S., 165 Jacobs, J. E., 357, 385, 393 Jacobs, J. F., 229 Jacobs, M., 541 Jacobs, R. J., 410 Jacobs, S. C., 558 Jacobsen, T., 463 Jacobson, J. L., 107 Jacobson, K. C., 83, 84, 471 Jacobson, L., 491 Jacobson, S. W., 107 Jacobsson, L., 540 Jacobvitz, D., 510, 512–13 Jaddoe, V. W., 125 Jaffa, T., 535 Jaffee, J., 456 Jaffee, S., 442, 502 Jaffee, S. R., 512 Jager, T., 473 Jaggli, N., 395 Jakub, K. D., 568 James, J. B., 371 James, W., 175, 186 Jamison, K. R., 565 Jampol, N. S., 471 Janevic, M. R., 473 Janevic, T., 114 Jang, K. L., 85 Jangk, K. L., 368 Janicki-Deverts, D., 478 Janisse, J., 108 Jankowski, J., 111 Jankowski, J. J., 128, 284 Jannings, L. R., 254 Janowiak, W. R., 475 Jansen, B. R. J., 258 Jansen, M. D., 505 Januario, J. N., 90 Janus, C. L., 402 Janus, J. S., 402 Japel, C., 104–105 Jaquish, G. A., 296 Järvelin, M. R., 107, 361 Jarvis, P., 476 Jasnow, M. D., 456 Jastrzembski, T. S., 262 Jayawardena, K. M., 510 Jeavons, L., 287, 324 Jeffery, P. M., 120 Jeffery, R., 120 Jeffry, A., 499 Jeka, J. J., 150

Jelliffe-Pawlowski, L. L., 111 Jenewein, J., 568 Jenkins, J. J., 183 Jenkins, R. R., 59 Jenkins, S. R., 373 Jenkins, W. M., 332 Jennen-Steinmetz, C., 314 Jennings, K. D., 323–324 Jensen, A., 301–302 Jensen, A. R., 286, 290, 292, 301 Jensen, P. S., 193 Jerdychowski, W., 112 Jermone, G. J., 268 Jernigan, M., 26 Jerom, G. J., 140 Jessberger, S., 140 Jessell, T., 187 Jessor, R., 533 Jeste, D. V., 27, 540 Jia, G., 320 Jimenez, N. B., 435 Jin, R., 539 Jin, Y., 365 Jina, E., 568 Jinks, A. L., 195 Jobes, D. A., 538 Jobin, J., 364 Jobse, J., 322 Joeong, H. S., 503 Joffe, K. M., 201 Joh, A. S., 150 Johansson, A., 323 Johansson, B., 82, 293 Johansson, S. E., 551 Johansson, T., 159 Johansson, U., 139 John, O. P., 84, 356, 500 John, V., 543 Johnson, A., 226 Johnson, C., 467, 567, 570, 572 Johnson, C. A., 498, 511 Johnson, C. L., 505 Johnson, D., 505 Johnson, D. J., 361 Johnson, D. R., 488 Johnson, D. W., 335 Johnson, E., 555 Johnson, H. M., 99 Johnson, J., 320 Johnson, J. D., 439 Johnson, J. G., 529, 570 Johnson, L. D., 536 Johnson, M., 179 Johnson, M. H., 177, 178 Johnson, M. K., 486 Johnson, M. P., 510 Johnson, R. J., 570 Johnson, R. L., 530 Johnson, R. T., 335 Johnson, S., 478 Johnson, S. C., 181 Johnson, S. P., 127, 129, 177, 181 Johnson, T., 195 Johnson, T. D., 53 Johnson, V., 167, 410–411 Johnson, W., 80, 82–83, 84, 89, 349, 368–369, 384 Johnston, P., 332 Johnston, T. D., 70 Joint Committee on Infant Hearing, 187 Jokela, M., 522, 529 Jolles, J., 268 Jones, C., 369 Jones, H. A., 193 Jones, J., 411 Jones, J. R., 108 Jones, M., 117 Jones, M. C., 42 Jones, N. A., 114 Jones, N. P., 537 Jones, P., 85 Jones, P. W., 164 Jones, R. T., 530 Jones, S. S., 248 Jones, W., 523–524 Jönsson, F. U., 204

NAME INDEX I-9 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Joormann, J., 527 Joosken, J., 322 Jorm, A., 540 Jorm, A. F., 82 Joseph, R. M., 525 Joura, E., 119 Jouriles, E. N., 510 Joyce, J. J., 200 Joyner, K., 471 Judge, T. A., 290–291, 372, 461 Judy, B., 443 Juffer, F., 83, 462, 478 Junaid, K. A., 151 Jungblut, P. R., 167 Jungwirth, S., 263 Juola, J. F., 201 Jurtz-Costes, B., 383 Jusczyk, P. W., 313, 322–323 Jusko, T. A., 111 Justice, E. M., 254 Juul, A., 157

K Kaakinen, M., 107, 361 Kabacoff, R. I., 501 Kabeto, M. U., 503 Kabir, A. A., 119 Kabra, M., 135 Kaciroti, N., 157 Kadlee, K. M., 492 Kaffman, A. S., 71 Kagan, J., 324, 352–353, 430, 456 Kahlenberg, R. D., 334, 395 Kahn, J. R., 507 Kahn, R., 472 Kahn, R. L., 167, 168, 263 Kahn, R. S., 191 Kahn, V., 352–353 Kahnt, A., 114 Kail, R., 260, 288 Kain, J., 333 Kajantie, E., 551 Kalai, A., 532 Kalberg, W. O., 107 Kalil, A., 501 Kalinauskas, A., 422 Kalmuss, D., 499 Kalra, G., 530 Kaltiala-Heino, R., 159 Kaltman, S., 566, 569–570 Kalverboer, A. F., 189 Kamakura, T., 356 Kaminester, D., 422 Kaminski, P. L., 565, 570 Kammeyer-Mueller, J. D., 372 Kamphaus, R. W., 301, 384 Kanagami, N., 112 Kandel, E. R., 187 Kane, H. D., 277 Kane, M. N., 410 Kanellopoulos, T. A., 105 Kann, L., 407 Kannass, K. N., 189, 190, 305 Kanner, L., 522 Kanouse, D. E., 59 Kantor, J., 483 Kanwisher, N., 419 Kaplan, D. S., 341 Kaplan, H. B., 341 Kaplan, J., 227 Kaplan, R. M., 551 Kaplan-Estrin, M. G., 107 Kappelman, M., 563 Kappes, M. E., 392, 405 Kappes, M. H., 392, 405 Kaprio, J., 114, 139 Karacan, C., 125 Karasik, L. B., 150 Karatza, A. A., 105 Karinen, P., 203 Karlawish, J., 27 Karmaus, W., 125 Karniol, R., 396 Karoly, L. A., 375 Karpov, Y. V., 226, 234–235 Karpyn, A., 153

Karraker, 393 Kart, C. S., 168 Kasehagen, L. J., 125 Kasen, S., 529 Kasl, S. V., 558 Kasl-Godley, J., 543 Kaslow, N., 531 Kastenbaum, R. J., 548, 558, 561, 572 Kasworm, C. E., 270 Katayama, T., 200 Kato, S., 112 Katona, C., 540 Katusic, S. K., 191 Katz, K. H., 128 Katz, M. J., 12 Katz, P. A., 401 Katzman, D. K., 533 Katz-Wise, S. L., 399, 498 Kaufman, A. S., 280, 291–292, 301, 384 Kaufman, A. V., 504 Kaufman, J., 510 Kaufman, N., 280 Kaufman, N. L., 301 Kaufman, S. B., 286 Kaufmann, A. S., 292–293 Kaufmann, N. L., 292–293 Kautiainen, H. J., 203 Kavanaugh, R. D., 466, 493 Kavesk, M., 177 Kawai, M., 116 Kawas, C., 541 Kay, L. L., 128–129 Kaye, J. A., 289, 541 Kaye, J. W., 59 Kaye, R. A., 410–411 Kaye, W., 534 Kayed, M. S., 179 Kazak, A. E., 572 Kazdin, A. E., 44–45, 531–533 Kazmi, H., 320 Kazura, K. L., 468 Keane, S. P., 467 Kearney, A. J., 45 Kearney, C. A., 32, 47 Keasey, C. B., 427 Keatinge, C., 536, 538–539 Keel, P. K., 534–535 Keeler, G., 528–529 Keen, R., 148 Keenan, K., 8, 384, 438 Keenan, T., 418, 420 Keesee, N. J., 568 Keeton, C. P., 123 Kehoe, G. C., 478 Keightley, M. L., 422 Keil, V., 512 Keith, J., 4 Keizer, R., 505 Kelber, S. T., 566 Keleman, W. L., 260 Kellam, S. G., 531 Keller, B., 493 Keller, H., 311 Keller, K. L., 153 Keller, M. B., 532 Keller, M. C., 519 Kelley-Buchanan, C., 108 Kellman, P. J., 174, 181 Kellogg, N. D., 402 Kelly, J., 507–508 Kelly, M., 548 Kelsall, D. C., 203 Keltikangas-Jarvinen, L., 522 Kember, D., 343 Kemler Nelson, D. G., 322–323 Kemp, S., 263 Kempe, C. H., 510 Kempe, R. S., 510 Kempen, G. I. J. M., 163 Kemper, S., 317–318 Kempermann, G., 140 Kemtes, K. A., 317 Kendall-Tackett, K., 403 Kendeou, P., 330 Kendig, H. L., 477 Kendler, K. S., 86, 89, 164, 519

Kendrick, C., 494 Keniston, J. A., 6 Kenndell, R., 85 Kenneavy, K., 59 Kennedy, C., 573 Kennedy, S., 6 Kennell, J., 120 Kenney-Benson, C. A., 384 Kenny, M. E., 469 Kenny, S. L., 230, 233 Kensinger, E. A., 139 Kenward, B., 323 Kenyon, B. L., 561–562 Keough, J., 159 Keppler, A., 460, 476 Kerka, S., 242 Kermoian, R., 180 Kerns, K. A., 463, 465 Kerr, M., 493 Kessler, R. C., 89, 164, 191, 530, 531, 539, 540 Kestenbaum, R., 460 Kett, J. F., 6 Kettlewell, H. B. D., 65 Keyes, C. L., 477 Keyes, M., 80 Keyl, P. M., 165 Khan, M. M., 119 Kharbutli, Y., 78 Khazan, I., 485 Khoo, S. T., 573 Kiecolt, K. J., 510 Kiesner, J., 438 Kijima, N., 368 Kikusui, T., 452 Kilbourne, B. S., 373 Killen, J. D., 534 Killen, M., 433, 471 Kilmer, R. P., 530 Kiln, A., 523–524 Kim, C., 503 Kim, J., 495 Kim, J. E., 376 Kim, K., 181, 371 Kim, K. J., 349 Kim, P., 465 Kim, S., 384 Kim, S. Y. H., 27 Kim, T., 525 Kim, Y., 82 Kim, Y. K., 467 Kim-Cohen, J., 86, 439, 513, 521, 531, 537 Kimball, M., 124 Kimura, D., 392 Kimura, M., 554 Kinchen, S., 407 King, A. C., 161 King, A. P., 322 King, B. J., 51 King, J., 13 King, N. J., 32 King, S., 114 King, S. M., 111 Kingma, M., 540 Kingstone, A., 189 Kinney, D., 470 Kinsella, K. G., 7, 552–53 Kintsch, W., 262 Kirb, R. S., 113 Kirchmeyer, C., 373 Kirchner, H. L., 287, 324 Kirkpatrick, R. M., 83 Kirsh, S. J., 21 Kirtania, U., 435 Kirzner, J., 153 Kishyi, R., 112 Kisilevsky, B. S., 177, 184–185 Kistner, J., 512 Kitamura, C., 322 Kitayama, S., 365 Kitson, G. C., 507 Kituuka, P., 111 Kitzmann, K. M., 489 Kivenson-Baron, I., 469 Kivimaki, M., 522 Kivimäki, M., 529

Klaczynski, P. A., 224, 226, 229, 256, 270 Klapp, B. F., 113 Klar, N., 572 Klass, D., 551, 569 Klaus, M. H., 117, 120 Klaus, P. H., 117 Klaus, R. A., 286 Kleban, M. H., 504 Klebanov, P., 302 Klein, B. E., 199 Klein, F. B., 372 Klein, L., 202 Klein, P. J., 249 Klein, R., 199, 202 Klein, R. E., 460 Klein, W., 317 Kleinhaus, K. R., 114 Kleinman, K. P., 142 Kleins, B. E. K., 202 Klepp, K., 160 Kliegel, M., 473 Klietman, S., 340 Klimes-Dougan, B., 512 Klin, A., 524, 527 Kline, D. W., 200, 202 Klineberg, O., 285 Kling, K. C., 84, 349, 368 Klinger, L. J., 290–291, 389, 527 KLodituwakku, P. W., 107 Klugman, S., 78 Klugnman, S., 74 Klump, K. L., 86, 534 Knaack, A., 435 Knafo, A., 431 Knapp, C., 564 Knauf, D. E., 352 Knecht, S., 139 Knee, D. O., 571 Knight, B. G., 503 Knight, G. P., 361 Knight, J. A., 554, 555 Knight, M., 540 Knightly, P., 103 Knittel-Keren, D., 107, 303 Knoester, C., 491 Knopf, I., 194 Knopik, V. S., 108 Knudsen, D. D., 509 Knutson, B., 138 Kobal, G., 195 Kobayashi, L., 120 Koch, G. G., 156 Kochanska, G., 425, 430, 434–435, 463 Kodama, K., 111 Kodish, E., 26, 27 Koegel, L. K., 526 Koegel, R. L., 526 Koenen, K. C., 512 Koenig, A. L., 434 Koepke, K. M., 12, 269, 294 Koerber, S., 224 Koff, E., 158 Kogan, N., 282, 286 Kogan, S. M., 403 Kohl, G. O., 334 Kohlberg, L., 35, 396, 425–427, 429, 432, 435, 440–442, 460 Kohn, M., 493 Kohn, M. L., 373 Kojima, H., 4 Kokaia, Z., 140 Kolb, B., 139 Kolbezen, M., 116 Kolev, V., 166 Kolstad, V., 250 Koocher, G. P., 562, 564 Koops, W., 6, 437 Koot, H. M., 529 Kopasz, M., 245 Kopka, T. L. C., 343 Kopp, C., 354 Kopp, C. B., 454 Korbin, J. E., 512 Korbut, O., 288 Koren, G., 107, 303 Koriat, A., 256

I-10 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Koropeckyj-Cox, T., 505 Korten, A. E., 82 Korzeniewski, S. J., 439 Kosberg, J. L., 504 Koscicki, E., 530 Koshino, H., 201 Koskenvuo, M., 139 Kosloski, K., 375 Koss, M. P., 510 Kost, K., 408 Kosten, T. R., 558 Kosunen, E., 159 Kotelchuck, M., 460 Kotimaa, A. J., 107, 361 Kottak, C. P., 4 Koutstaal, 268 Kovacs, D. M., 389 Kowal, A. K., 123, 495 Kowatsch, M., 114 Kozma, A., 167 Kraaimaat, F. W., 97 Kraemer, H. C., 531 Krafft, K. C., 236 Kraft, A., 564 Kramer, A. F., 12, 13, 140, 231, 268, 269, 294, 543 Kramer, L., 123, 494 Kramer, M. D., 385 Krampla, W., 263 Kraus, N., 477 Krause, J., 68 Krause, N., 477, 478 Kravetz, S., 562 Krebs, D., 428–429 Kreiss, L., 26 Kremen, W. S., 83 Kremer, J. A., 97 Krettenauer, T., 427 Krewski, D., 116 Kreye, M., 456 Krile, D., 422 Krog, K. M., 342 Kroger, J., 360, 362–363, 371 Krogh, K. M., 341 Kron-Sperl, V., 253 Kronenberg, M., 530 Krowitz, A., 180 Krucoff, C., 168 Krueger, B. M., 385 Krueger, L. E., 266 Krueger, R. F., 84, 89, 159, 349, 356, 368–369 Krull, J. L., 494 Krychko, S., 422 Kryla-Lighthall, N., 473 Krzysik, L., 468 Kübler-Ross, E., 557–558, 571 Kucera, E., 123, 494 Kuczkowski, R., 228 Kucznski, L., 494 Kuczynski, I., 435 Kudaravalli, S., 53 Kudla, I., 194–195 Kudravalli, S., 68 Kuebli, J., 257, 393 Kuefner, D., 178–179 Kuehner, C., 440 Kuehnert, N., 114 Kuhl, P. K., 182–183, 318 Kuhlmeier, V. A., 431 Kuhn, C., 114 Kuhn, D., 224, 226, 232 Kuhne, N., 540 Kuhnert, M. E., 534 Kuk, L. S., 362 Kukull, W., 543 Kulik, C. C., 332 Kulik, J. A., 332 Kulikowich, J. M., 3 Kulin, H. E., 156 Kumar, M., 572 Kumwenda, R., 111 Kuncel, N. R., 290 Kunsta, R., 114 Kunz, J. A., 372 Kupersmidt, J. B., 302, 467

Kupfer, D. J., 531 Kurdek, L. A., 422, 500, 505–506 Kurjak, A., 100 Kurkup, G., 385 Kurowski, C. O., 455 Kurukulaaratchy, R. J., 125 Kushmerenko, F., 182 Kuslansky, G., 12, 166 Kvaavik, E., 160 Kwak, J., 549 Kwan, V. S. Y., 369

L Labarthe, D. R., 160 Labonté, B., 511 Labourvie-Vief, G., 230–231 Lacey, C., 163 Lachance, J. A., 384 Lachman, M. E., 508 Lachs, M. S., 163 Lackritz, E. M., 126 Ladd, G. W., 329, 468 Laflamme, D., 489 LaFranchi, S. H., 135 Lagasse, L. L., 105, 108 Lahti, I., 85 Laible, J. D., 430 Laing, D. G., 195 Laird, R. D., 491 Lakatta, E. G., 162 Lakoma, M. D., 530 Laksy, K., 85 Lalande, K., 566–567, 569 Lalumiere, M. L., 8 Lam, B. L., 202 Lamaze, F., 113 Lamb, M. E., 257, 488–489, 508, 512 Lambalk, C. B., 113 Lamberg, K., 523 Lambert, S. R., 187 Lambeth, S. P., 429 Lamborn, S. D., 341, 491, 496–497 LaMontagne, L. L., 570 Lampert, C., 534 Lamphaer, B. P., 111 Lampinen, P., 167–168 Lampl, M., 142 Lamy, P. P., 167 Landau, S., 236 Landers, K., 395 Landon, M. B., 119 Landreth, G., 467 Landrigan, P., 114 Landry, S. H., 128–129, 298 Lane, M. A., 555 Lang, F. R., 473 Lang, S., 460 Langa, K. M., 503 Lange, G., 253, 507 Langer, A., 180 Langer, E., 266, 366 Langer, J. C., 128 Langer, M., 119 Langer, O., 119 Langevin, J. P., 422 Langley, L. K., 201 Langley-Evans, A. J., 115 Langley-Evans, S. C., 115 Langlois, J. A., 165 Lanouette, N., 540 Lanphear, B. P., 191 Lansford, J. E., 349, 437, 473, 487, 492, 508 Lantos, J., 27 Lanza, S., 357 Laplante, D. P., 114, 177 Lapointe, N., 111 Lapsley, D., 228, 432, 442 Lapsley, D. K., 228, 469 LaRosa, R., 499 Larson, E., 117 Larson, E. B., 543 Larson, R. W., 339, 495 Larsose, S., 469 Larsson, H., 89, 439 Larsson, I., 402

Larsson, M., 204 Lau, E. C., 78 Laucht, M., 193, 314 Laumann, F. O., 165 Laumann-Billings, L., 513 Laurent, C., 115 Laureys, S., 549 Laursen, B., 361, 471, 496 Lautenschlager, G., 266 Lauterbach, M. D., 384 Lavigne, J. V., 146 LaVoie, J. C., 360 Law, K. L., 105 Lawford, H., 472 Lawlor, D. A., 291 Lawrence, C., 534 Lawrence, E., 123 Lawson, K. R., 189 Lawton, M. P., 377 Le Blane, M., 367 Le Goff, J., 502 Le Grange, D., 533 Leaf, P. J., 439 Leaper, C., 389, 393, 395 Lears, M., 395 LeBlanc, W. G., 202 Lebowitiz, B. D., 540 Leboyer, M., 525 Leckman, J. F., 452 Leclerc, C. M., 422–423 LeCompte, D. C., 268 Lecounteur, A., 524 Lecuyer, R., 216 Lederman, S. A., 111 Ledger, W. J., 109–110 Lee, A., 305 Lee, C., 338 Lee, D. J., 202 Lee, G. R., 505 Lee, J., 407 Lee, J. M., 153, 157 Lee, K., 184, 253, 420 Lee, K. E., 199 Lee, M. R., 435 Lee, P. A., 156 Lee, S. Y., 339 Leeb, R., 386 Leeder, E. J., 484 Leeds, B., 572 Leef, K. H., 127 Leeper, J. D., 504 Leerkes, E. M., 353–354, 460 Lee-Shin, Y., 466–467 Lefever, G. B., 460 Lefkowitz, E. S., 407, 502 Lefkowitz, F. S., 399 Leggett, E. L., 326 Legrand, L., 80 Lehaman, D. R., 566 Lehman, H., 295–296 Lehoux, P. M., 495 Lehtimaki, T., 522 Leichtman, M. D., 256 Leighton, B. L., 120 Leinbach, M. D., 386, 389, 393 Leindecker, S., 119 Leirer, V., 262, 266 Leis, J. A., 6 Lejarraga, H., 142 Lemann, N., 331 LeMare, I. J., 422 Lemerise, F. A., 438 Lemire, R. J., 107 Lemke, L., 279 Lenchner, E., 78 Lenderts, S. E., 532 L’Engle, K., 59, 409 Lengua, L. J., 334 Leo, I., 178 Leon, D. A., 291 Leonard, K. E., 108 Leong, D. J., 238 Lepkowski, J. M., 153 LePore, P. C., 340 Lepper, H. S., 119 Leritz, L. F., 288

Lerner, 51, 231 Lerner, M. J., 502, 505 Lerner, R. M., 14, 91 Leslie, A., 417 Leslie, A. M., 419 Lester, B. M., 105, 108, 460 Lester, D., 538 Leszczynski, J. P., 400 Lettre, G., 135 Leung, A. K. C., 402 Leutwyler, B., 260 LeVay, S., 404–405 Leve, L. D., 393 Leveille, S., 162 Levenkron, S., 533 Leveno, K. J., 119, 125 Levenson, R. W., 501 Lever, J., 163 Levey, A. I., 138 Levin, J. R., 260 Levin, S. B., 572 Levine, A., 452 Levine, C., 363 Levine, P., 193 Levine, R., 367 Levine, R. A., 7 Levinson, D. J., 372, 512 Levinson, M. H., 372 Levit-Dori, T., 226 Levition, A., 111 Levitt, M. J., 472, 478 Levitt, P., 320 Levkoff, S., 375 Levy, B., 266 Levy, B. R., 365–366 Levy, G. D., 387–388 Levy-Shiff, R., 498–499 Lew, A. R., 214 Lewis, D. A., 138 Lewis, M., 351, 352, 354, 387, 453–454, 457 Lewis, P. G., 564 Lewis, T. L., 187, 189 Lewkis, S. Z., 103 Lewlis, L., 540 Lewontin, R., 302 Li, K. Z. H., 267, 268 Li, L. W., 502 Li, N., 385 Li, S., 52, 270 Li, W., 504 Liao, S., 510 Liben, L. S., 397, 401 Liberman, A. M., 183, 530 Liberman, M. A., 508 Liberson, G. I., 74–75 Liberson, G. L., 116 Lichtenstein, P., 534 Lickliter, R., 51, 79, 91, 521 Lidz, C. S., 320 Lie, E., 256 Lieberman, A. F., 478, 564 Lieberman, M., 356, 425, 432, 435, 441 Lieberman, M. A., 573 Lieferman, J. A., 122 Liégeois, F., 139 Lieven, F. V. M., 322 Light, L. L., 266–267, 317–318 Liker, J. K., 13 Lilenfeld, L. R. R., 534 Lillard, A. S., 55, 467 Lillard, L. A., 507 Lim, F., 439 Lim, K., 227 Lim, S., 153 Lim, V. K. G., 436 Lima, S. D., 166 Lin, J., 554 Lin, Y., 525 Lindau, S. T., 409, 411 Lindberg, S. M., 390 Lindell, S. G., 71 Lindenberger, U., 12, 13, 24, 205, 222, 266–269, 292, 294, 373–374, 543 Lindesya, J., 540 Lindin, M., 267 Lindsey, D. T., 177

NAME INDEX I-11 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Lindsey, E. W., 395, 467, 489 Lindstedt, K., 383 Lindvall, O., 140 Ling, C., 70 Linn, M. C., 384 Linnet, K. M., 107, 361 Lintern, V., 388–89 Linz, D., 439 Lipina, S. J., 298, 300 Lipman, H. T., 344 Lippa, R. A., 405 Lippman, J. G., 564 Lipsey, M. W., 20, 373, 439 Lipsitt, L. P., 10 Lipton, R. B., 12, 543 Lisowska-Miszczyk, I., 111 Little, B. B., 108 Little, J., 104 Little, T. D., 8, 306 Litvin, S. J., 504 Litz, B., 567 Liu, C., 409 Liu, D., 418, 419–421 Liu, J., 105, 108, 438, 471 Liu, X., 541 Livesley, W. J., 354, 368, 421 Livingston, J. A., 407 Livson, F., 369 Lloyd, D. A., 539 Lo, Y. M., 78 Lobel, T., 399 Lobo, S. A., 150 LoBue, V., 47 Lochman, J. E., 45 Lock, E., 320 Locke, J., 34, 42 Locke, J. L., 322 Locke, R. G., 127 Lockheed, M. E., 401 Lockl, K., 254 Loehlin, J. C., 79, 84, 86–88, 290, 301–302, 391 Loewenstein, D., 543 Loewenstein, G., 407 Loftus, E. F., 257 Logan, R. L., 342 Lohan, J., 567, 570, 572 Lohmann, H., 139 Lohr, M. J., 470 Lökenhoff, C. E., 473 London, K., 389 Long, A. C. J., 75 Long, D. J., 236, 389 Long, J. D., 436, 438 Longino, C. F., Jr., 7, 375, 486 Lonigan, C. J., 330 Lonner, W. J., 25 Loomis, C. C., 326 Loovis, F. M., 151 Lopata, H. Z., 565, 570–571 Lopez, E. C., 300 Lopez, S. R., 520 Lord, C., 525–526 Lord, S., 337–338 Loree, M., 505 Lorenz, F. O., 500 Lorenz, K., 52, 451 Loring, J. F., 555 Lorsbach, T. C., 260 Losoya, S., 496 Lotka, A. J., 7 Lou, H. C., 114 Loudenberg, R., 106 Lourenco, O., 50, 233 Louria, D. B., 555 Loury, M., 204 Lovaas, O. I., 526–527 Loveless, M. K., 265, 294 Lovering, J. S., 303–304 Lovett, B. J., 437 Lowe, J. C., 5 Lowe, S. W., 554 Lowry, R., 406, 407 Lteif, A. N., 534 Lubach, G. R., 102 Lubinski, D., 304, 305

Luborsky, M., 505 Luby, J., 531 Lucas, R. E., 369 Lucas, T., 464 Luciana, M., 251, 260 Ludwig, J., 286 Luecken, L. J., 564 Lueger, R. J., 566 Lugar, H. M., 16 Lui, L., 167 Lumeng, J. C., 157 Lund, D. A., 570 Lundström, J. N., 195 Lundy, B. L., 114 Luo, Y., 25, 181 Lupinetti, C., 428 Lupsakko, T. A., 203 Lupton, D., 122 Luria, A. R., 226, 234 Luria, Z., 386 Lustig, J. L., 508 Lustig, R. H., 160 Luszcz, M. A., 4, 268 Luthy, D. A., 78 Lutz, S., 160 Lyketsos, C. G., 540, 541–542 Lykken, D. T., 63, 83, 85 Lyman, S., 200 Lynam, J. M., 436–437 Lynch, J. S., 330 Lynch, M. E., 107, 390 Lynch, M. P., 188 Lynch, S. M., 439–440 Lynn, M. J., 187 Lynn, R., 283, 297, 300 Lynne, S. D., 159 Lynskey, M. T., 521, 537 Lyon, T. D., 403 Lyonette, C., 504 Lyons, M. J., 83, 253, 562–563 Lyons-Ruth, K., 527–528 Lytton, 393 Lyubomirsky, S., 537

M Ma, H. H., 288 Ma, Y., 573 Maalouf, F. T., 532 Mabuchi, K., 111 Mac Iver, D. J., 326, 332–333, 337–338 Macario, A., 120 MacCallum, T., 555 Maccoby, E. E., 91, 384, 386, 389, 484, 490, 493 MacDonald, K., 50, 54, 256 MacDorman, M. F., 126, 150 MacGregor, G. A., 153 Machado, A., 50, 233 Maciejewski, P. K., 559 Mackay-Sim, A., 195 Mackenbach, J. P., 125 MacKenzie, G., 260 Mackey, R. A., 500 MacKinlay, R. J., 253 MacKinnon, A. J., 82 MacLean, K., 461 MacLeod, D., 333 MacLeod, J., 324, 420 MacLeod, K. E., 200 MacLeod, M. S., 265 Macmillan, M., 39 MacPherson, S. E., 422 MacRae, P. G., 166–167 MacSweeney, M., 321 MacTurk, R. H., 323 Madden, D. J., 201–202, 265, 267 Madden, P. A. F., 521, 537 Madden, V., 564 Maddocks, I., 558 Maddox, G. L., 167 Maddux, J. E., 323 Madsen, S. D., 6, 469, 470 Maehr, M., 312 Maercker, A., 295 Maestripieri, D., 71 Magai, C., 473, 476–477

Magalhaes, M. C., 90 Magelhaes, P. V., 122 Magill, L. H., 384 Magnusson, D., 158 Magoni, M., 111 Mahaffy, K. A., 362 Mahapatra, M., 441 Mahmut, M., 189 Maiden, R. J., 369 Maier, M. A., 326, 508 Maier-Bruckner, W., 254 Maikovich, A. K., 512 Maillet, M., 181 Main, M., 458–460, 489, 512 Main, S. R., 332–333 Maiorana, A., 135 Maire-Leblond, C., 250 Maisel, N. C., 477 Makin, J. W., 185 Makuch, R. W., 128 Malatesta, C. Z., 454 Malcuit, G., 386 Malee, J. F., 263 Malina, R. M., 155 Malinosky-Rummell, R., 512 Malley-Morrision, K., 513 Malmstrom, M., 551 Malmud, E. K., 298 Malone, F. D., 74, 78 Malone, P. S., 438, 492 Malouf, M. A., 392 Malsant, B. H., 540 Malspina, D., 114 Manchester, J., 375 Mancini, A., 567 Mandara, J., 361 Mandeli, J., 410 Mandler, G., 246 Mangelsdorf, S. C., 455–456, 460 Mangione, C. M., 199 Manke, B., 438, 492, 494 Mankowski, J. B., 75 Manlove, J., 406 Manly, J., 190, 422, 541 Manning, 358 Manset, G., 334 Mansi, G., 105 Maquet, P., 143 Maraniss, D., 457 Marc, R. D., 340 Marceau, J. R., 184 March, J., 193, 520, 540 Marchand, H., 230–231 Marchione, K. E., 318, 330–33130 Marcia, J., 358 Marcoen, A., 355 Marcon, R. A., 334 Marcoulides, G. A., 327 Marcovitch, S., 214 Marean, G. C., 182 Marentette, P. F., 321 Margand, N. A., 488–489 Margolin, G., 437, 510, 512 Margrett, J. A., 270, 400 Marini, Z., 251 Markham, H. J., 300 Markianos, K., 525 Markides, K. S., 503 Markiewicz, D., 356, 472 Markision, S., 204 Markman, E. M., 314 Markman, H. J., 123, 460, 498, 505 Markon, K. E., 89 Markowitz, J. C., 540 Marks, N. E., 445, 500 Markstrom-Adams, C., 361 Markus, H. R., 7, 367 Markus, H. S., 422 Marlier, L., 185 Marlow, N., 127, 129 Marlowe, J., 440 Marolla, F., 115 Marottoli, R. A., 165, 200 Marquez, D. X., 140, 268 Marrero, N. M., 153 Marrington, S. A., 200

Marschark, M., 183 Marsh, H. W., 340, 355–358 Marshall, P. J., 326, 353 Marshall, W. A., 155 Marsiglio, W., 488–489, 508 Marsiske, M., 12, 267, 269, 270, 294 Martier, S. S., 107 Martin, A., 128–129 Martin, A. D., 153 Martin, C. L., 128–129, 332, 385, 388–389, 396, 397, 465 Martin, C. M., 167, 338 Martin, F. N., 202, 430 Martin, G. M., 554 Martin, J., 265 Martin, J. A., 115, 119, 126, 490 Martin, J. M., 357 Martin, M., 27, 292, 539 Martin, N., 438 Martin, N. G., 80, 84–85, 305 Martin, N. W., 305 Martin, P., 539 Martin, R. A., 227 Martin, R. P., 335 Martin, S. E., 454 Martinez, C. D., 459 Martinez, G. M., 411 Martino, S. C., 59 Martire, L. M., 504 Martlew, M., 188 Martorano, S. C., 224 Martorell, G. A., 511–512 Marttunen, M., 159 Martz, J., 533 Maruff, P., 189 Maruna, S., 371 Maruyama, G., 335 Marvin, R. S., 495 Marwit, S. T., 570 Marzolf, D., 455–456 Masaki, K., 162 Masataka, N., 321 Mascaro, J., 429 Mascher, J., 26 Masciadrelli, B. P., 488 Mashek, D. J., 424 Mashoodh, R., 70–71 Masliah, E., 140 Mason, B., 395 Mason, U., 181 Masson, J. M., 39 Masten, A. S., 323, 436 Masters, J., 167, 326 Masters, W., 410–411 Maszk, P., 438 Matas, L., 456 Matema, B., 111 Mather, M., 265, 472, 540 Mathers, C., 540 Mathers, M., 473 Matheson, C. C., 464, 466 Mathews, F., 115 Matsuba, M. K., 443 Matsumoto, H., 116 Matt, G. E., 107 Matthews, K. A., 153, 165 Matthews, T. J., 150 Mattson, S. N., 107 Matusov, F., 236 Maughan, B., 86, 332–333, 341, 436, 439, 501, 521, 531, 537 Maurer, A., 560 Maurer, C., 143 Maurer, D., 143, 186–187, 189 Maurice-Tisson, S., 160 Maxwell, S. E., 357 May, P. A., 106 Mayberry, R., 320 Mayberry, R. I., 321 Mayer, B., 352 Mayer, F., 453 Mayer, M. J., 45 Mayes, R., 193 Mayeux, L., 437 Mayhew, E. M. Y., 256–257 Maynard, R. A., 58

I-12 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Mayo Clinic, 191 Mayseless, O., 469, 476 Mazziotta, J. C., 419 Mazzocco, M. M., 384 Mbilinyi, L. F., 510 McAdams, D. P., 342, 348, 360, 371, 372 McAdoo, H. P., 298 McAlister, A., 420, 428 McAuley, E., 140, 268 McBride-Change, C., 288 McCabe, D. L., 68, 89–90 McCabe, M. P., 89–90, 158–159, 491, 534 McCadney, A., 531 McCall, R. B., 11, 18, 83, 284, 285, 462 McCann, C., 499 McCarthy, J. R., 564 McCarthy, M. E., 323 McCartney, K., 83, 87–88, 91, 157 McCarton, C. M., 129 McCarty, C. A., 520, 531–532 McCarty, F., 409 McCaul, E. J., 341 McClay, J., 439 McClearn, G. E., 79–80, 80, 84–85, 162 McClintic, S., 326 McClintock, M. K., 136, 195, 403 McCloskey, L. A., 510 McCollister, K. E., 202 McConkey-Robbins, A., 182 McConkie-Rosell, A., 75 McConnell, M., 485 McCormick, M. C., 128–129, 324, 543 McCowan, L., 115 McCoy, S., 203 McCoy, T., 153 McCoyd, J. L. M., 558, 560–561, 565, 568 McCrae, R. R., 84, 296, 349, 356, 367, 368 McCullough, C. M., 200 McCune, L., 314 McDermott, B., 535 McDonald, R., 510 McDonald, S. J., 117, 372 McDowell, E. E., 549 McElhaney, K. B., 468 McFall, R. M., 11 McFarlane, J. A., 164 McGaugh, J., 243 McGaw, B., 20 McGee, C. L., 106 McGhee, P. F., 227 McGill, S., 294 McGinley, M., 430, 434–435 McGoldrick, M., 486 Mcgovern, A., 227 McGowan, P. O., 71, 511 McGrath, C., 330 McGrath, S., 120, 327 McGue, M., 63, 80, 82–83, 86, 159, 305, 356, 436, 496, 534 McGuffin, P., 79–80, 84–85, 438 McGuinn, M., 146 McGuire, S., 495 McHale, J., 485 McHale, S. J., 336, 338, 495–496, 500 McHale, S. M., 395, 498 McInnes, L., 292 McIntire, D. D., 125 McIntosh, D. N., 419 McIntosh, G. C., 116, 525 McIver, K. L., 155 McKay, J., 189 McKay, K. E., 194 McKee, B., 372 McKhann, G. M., 139–140 McKinely, L. T., 128 McKnew, D. H., Jr., 527, 531 McLanahan, S. S., 5 McLanhan, S. S., 539 McLaughlin, K. A., 530 McLean, K., 360 McLean, S. A., 435 McLeod, P. J., 322 McLoyd, V. C., 6, 491–492 McMahon, R. J., 334 McMahon, S. D., 522 McManus, T., 406, 407

McMenamy, J. M., 455 McMickell, M., 201 McMurray, B., 53, 451 McNeal, M. A., 167 McNeill, D., 319 McNerney, E. K., 526 McNulty, J. K., 409 McPherson, D. D., 167 McPherson, M., 478 McQuiston, S., 323 McShane, K., 430 McVeigh, C., 122 McWilliam, J., 200 Meade, C. S., 406 Meadows, L A., 531 Meadows, S., 211, 233 Meadows-Orians, K. P., 203 Mealey, L., 519 Meaney, M. J., 70–71, 511 Meaney, M. L., 114 Meden-Vrtovec, H., 116 Medin, D. L., 262 Medina, J., 555 Medina, R. A., 270 Medvedev, Z. A., 553 Meek, J., 185 Meeks, T. W., 540 Meeus, W. H. J., 496 Meeuwsen, I. B. A. F., 161 Mehan, H., 332 Mehler, J., 313, 318 Mehta, P., 332 Meier, R. P., 321 Meijer, J., 236 Meilman, P., 358 Meinert, C. L., 129 Meins, E., 420 Meinz, E. J., 205 Meir, E. I., 362 Meis, P. J., 119 Melchior, 231 Mellinger, J. C., 342 Meltzer, H., 533 Meltzoff, A. N., 216, 247–249, 417, 419 Melz, H., 498 Melzer, D., 553 Memmo, M., 531 Memon, A., 257 Menacker, F., 126 Menaghan, F. G., 508 Mendel, G., 70, 79 Mendes, W. B., 554 Mendle, J., 436 Mendola, P., 105, 156 Mendoza, B. L., 568 Menezes, P. R., 540 Mennella, J. A., 184–185, 195 Menon, E., 177 Menon, P. S., 135 Ment, L. R., 128 Mercer, B. M., 119 Mercer, J., 125, 457, 462, 465 Merikangas, K. R., 531 Merrick, E., 106 Merrick, J., 106 Merrick, S., 458–460 Mertesacker, B., 455 Merzenich, M. M., 330, 332 Meschke, L. L., 406 Mesle, F., 552 Mesman, J., 529 Messer, D. J., 323 Messinger-Rapport, B. J., 200 Mestas, M., 337 Metcalf, P., 551 Metcalfe, J., 260 Metcalfe, J. S., 150 Meter, E. J., 204 Metress, E. K., 168 Metress, S. P., 168 Metter, E. J., 202 Metzger, A., 471 Metzger, P. A., 558 Meulenbroek, O., 267 Meunier, J., 194–195 Meydani, M., 554–555

Meyer, F., 468 Meyer, H., 312 Meyer, H. E., 160 Meyer, J., 84, 104 Meyer, J. A., 417 Meyer, S., 430, 434–435, 454 Meyer-Bahlburg, H. F., 75, 392, 405 Michel, M. K., 455 Mick, E., 192 Mickelson, K., 363–364 Middleton, K. A., 510 Middleton, V., 193 Midgley, 337–338 Mielke, M., 294 Miettunen, J., 107, 361 Migeon, C. J., 392 Mikels, J. A., 472, 473 Mikie, A. M., 498 Mikulincer, M., 475–476 Milburn, S., 324 Miles, S. Q., 111 Milgram, J. I., 502 Milkie, M. A., 399 Mill, J., 439 Miller, A., 165 Miller, A. T., 326 Miller, B. T., 116 Miller, E. R., III, 555 Miller, J., 441, 509 Miller, J. A., 90 Miller, J. B., 472 Miller, J. W., 511 Miller, K. A., 116 Miller, K. F., 258, 339 Miller, L. M., 502 Miller, N. B., 491 Miller, P., 367 Miller, P. H., 7, 33, 54, 154, 194, 209, 232, 252, 259 Miller, S. A., 232, 298 Miller, S. L., 332 Miller, T. R., 538 Miller-Johnson, S., 324, 467 Miller-Loncar, C., 108 Mills, C. J., 327 Mills-Koonce, W. R., 459 Millsap, R., 573 Milne, B., 356, 522 Milofsky, E., 371 Milos, C., 533 Milsap, R. E., 564 Milstead, M., 228 Minabe, Y., 116 Minde, K., 460 Mineka, S., 47 Minich, N., 127 Minke, 358 Minkov, C., 572 Minnes, S., 108 Minor, K. L., 527 Mintzer, M. B., 531 Miodovnik, M., 119 Miralt, G., 564 Mirrett, P. L., 75 Mishara, B. L., 549–550 Mishkin, M., 246 Mistry, R., 383, 389 Mitchel, E., 105 Mitchell, J., 534 Mitchell, J. E., 535 Mitchell, M. J., 530 Mitchell, P., 199, 351 Mitchell, S. L., 549 Mitnick, D. M., 498 Miu, A., 59 Miyake, K., 460, 497 Miyamura, T., 185 Miyawaki, K., 183 Mize, J., 467 Mizuta, I., 431, 439 Moawad, A. H., 119 Mobbs, C., 140 Moceri, D., 21 Mock, D., 555 Modell, B., 74 Modi, N., 114

Moen, P., 6, 373, 376 Moffitt, T. E., 68, 87–88, 91, 356, 436, 439, 501, 512, 521–522, 529, 531 Mohammed, A. H., 300 Mohr, P. E., 182 Moilanen, I., 107, 361 Moise-Titus, J., 19–20 Mojet, J., 204 Molfese, V. J., 298, 300 Molina, B. S. G., 158 Molina, G. B., 59 Moll, H. A., 125 Mondloch, C. J., 186–187, 189 Moneta, G., 494 Money, J., 391–394, 397, 405 Monk, C. E., 102, 181, 184–185 Monroe, S. M., 87, 522 Monshouwer, H. J., 437 Monsour, A., 357 Montemayor, R., 357 Montgomery, A., 165 Monti, M. M., 549 Montie, J., 287 Mooney-Somers, J., 506 Moore, A. A., 202 Moore, D., 499 Moore, E. G. J., 301–302 Moore, E. N., 16 Moore, G., 459 Moore, J. W., 5 Moore, K. W., 530 Moore, M., 324, 572 Moore, M. K., 186, 216, 248 Moore, S. M., 158 Moorehouse, M. J., 505 Mor, V., 527 Morad, M., 107 Moraga, A. V., 543 Moreau, C., 164 Morell, C. H., 202 Morelli, G., 460 Morgan, G. A., 323, 456 Morgan, L. K., 184 Morgan, M., 121 Morgan, S. P., 408 Morgeli, H., 568 Mori, C. A., 69 Mori, N., 116 Moriarty, D. G., 197 Moriarty, V., 332 Morin, R., 26 Moris, J. N., 12 Morishima, A., 75 Moriuchi, H., 185 Morizot, J., 367 Morley, J. E., 543 Morning, J., 85 Morris, J. E., 383 Morris, J. N., 269, 294 Morris, P. A., 9–10, 485 Morris, R., 392 Morris, R. G., 422 Morrongiello, B. A., 181 Morrow, B., 125 Morrow, D. G., 262, 266, 268, 317 Morrow, E. M., 525 Morrow, J. D., 554 Morse, C. A., 165 Morsella, F., 40 Mortimer, J., 82, 340–341 Mortimer, P., 82 Morton, M. R., 167 Morton, S. C., 119 Mory, M. S., 470 Moser, K., 373 Moses, L. J., 420 Moses, T. Y., 553 Mosher, W. D., 411 Moskey, E. G., 405–406 Moskowitz, J. T., 570, 571 Moss, M. S., 377 Mottron, L., 524 Motzoi, C., 453, 468 Moum, T., 568 Mounts, N. S., 341, 491, 497 Mroczek, D. K., 473

NAME INDEX I-13 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Mroz, E., 111 Mrozek-Budzyn, D., 111 Mueller, F., 464 Muenning, P., 202 Muhamedrahimov, R. J., 462 Muir, D. W., 177, 181, 185 Mukaddes, N. M., 525 Mulatu, M. S., 373 Mullally, P. R., 365 Mulsant, B. H., 543 Multimodal Treatment of Attention Deficit Hyperactivity Disorder Study, 193 Mumford, M. D., 288 Munafo, M., 436 Mundy, P. C., 351, 417 Munger, R. G., 104 Munro, E. R., 462 Munroe, R. L., 8, 465 Munson, M. L., 126 Muraco, A., 477 Murayama, K., 329 Muris, P., 352 Murnen, S. K., 395, 534 Murphy, B. A., 570 Murphy, B. C., 438 Murphy, B. P., 187 Murphy, C., 204 Murphy, D., 564 Murphy, D. R., 203, 268 Murphy, E. M., 510 Murphy, G., 304 Murphy, L. M., 471 Murphy, P. K., 3 Murphy, R., 435–436, 513 Murphy, S. A., 567–568, 570, 572 Murray, C., 297, 301–302, 506 Murray, C. I., 563 Murray, H., 184 Murray, I., 120 Murray, K., 435 Murray, L., 121–122, 460 Murry, V. M., 87 Murry-Close, D., 384 Must, A., 160 Muster, A. J., 167 Mustiollo, S., 528–529 Mutran, E. J., 501 Mwamwenda, B. A., 226 Mwamwenda, T. S., 226 Myers, G. F., 112 Myers, J., 313 Myers, J. K., 439 Myers, K. P., 184 Myers, M. M., 102 Myerson, J., 166 Mylod, D. F., 499

N Naarala, M., 85 Naatanen, R., 182 Nachmanik, J., 153 Nagarajan, S., 330 Nagasawa, M., 452 Nagel, S. K., 505 Nagell, K., 314 Naglieri, J. A., 154 Nagumey, A. J., 477 Nahon, D., 114, 361 Naigles, L. G., 314, 316 Nair, R. L., 491 Najman, J. M., 121, 568 Nakajima, S., 112 Nakamura, J., 295 Nakamura, K., 113, 116 Nakamura, Y., 112 Nanan, R. K., 184 Nanayakkara, A. R., 326 Nanez, J. E., 179 Nangle, D. W., 468 Nanney, M. S., 154 Nansel, T. R., 471 Narayan, M., 263 Nardi, A. H., 268 Nargeot, M. C. G., 540 Narvaez, D., 4440–441 Nash, A., 463–464

Nash, S. C., 400 National Academy of Sciences, 146–147 National Adult Literacy Survey, 342 National Center for Education Statistics, 341, 342–343 National Center for Health Statistics, 7, 155, 161, 537, 551 National Institute of Child Health and Human Development Maternal-Fetal Medicine Unit Network, 119 National Institute on Aging, 541–542 National Institutes of Health, 90, 182 National Reading Panel, 331 National Sleep Foundation, 146–147 Natsuaki, M. N., 159, 537 Naumann, L. P., 356 Navarro, J., 120 Neal, A. R., 417 Neale, B. M., 192 Neale, H., 84 Neale, M. C., 85, 89, 164 Nearing, G., 114 Nebes, R. D., 263, 540, 543 Neblett, E. W., Jr., 361 Necombe, R., 439 Nederend, S., 390 Neece, W. M., 373, 375 Needham, A., 148, 181 Needleman, H., 111 Neely, T. L., 400 Neiderhiser, J. M., 80, 84, 89 Neighbors, H. W., 540 Neil, A., 115 Neimark, E. D., 229 Neimeyer, R. A., 568, 572 Neisser, U., 288, 290, 301–302 Nellett, G., 366 Nelson, C. A., 99, 137, 138, 178–179, 247, 320 Nelson, D. G. K., 313 Nelson, E. A., 4 Nelson, E. S., 443 Nelson, G., 324, 420 Nelson, J. M., 444–445 Nelson, K., 256–257, 314 Nelson, K. E., 330 Nelson, L. J., 6 Nelson, S., 432 Nemeroff, C. B., 532 Nemeth, R., 396 Neppl, T., 349 Neppl, T. K., 511 Nerenberg, L., 510 Neria, Y., 567 Nes, S. L., 236 Nesse, R. M., 540, 566–567 Nesselroade, J. R., 80, 162 Nettelbeck, T., 279 Netzley, S. B., 395 Neubert, A. C., 160 Neufield, S. J., 454 Neugarten, B. L., 5, 377 Neuhaus, R., 568 Neumark-Sztainer, D., 357 Neville, H., 321 Nevitt, M., 167 Nevitt, M. C., 199 New, M. I., 392 Newall, N. E., 326 Newcomb, R., 403 Newcombe, N. S., 256 Newell, A., 244 Newell, K. M., 166 Newell, M. L., 111 Newell, W., 468 Newman, C., 216 Newman, J. L., 390 Newman, T. N., 263, 542 Newport, E. L., 320 Newsom, J., 477 Newsom, J. T., 478 Newsorn, J. H., 193 Ng, E. S., 199 Ng, T. W. H., 373 Nguyen, H. T., 540 Nguyen, H. X., 361

Nguyen, S., 160 Niaura, R., 105 NICHD Early Child Care Research Network (ECCRN), 462–463 Nicholls, D. E., 534 Nicholls, J. G., 326 Nichols, C., 569 Nichols, K. F., 353, 434–435 NIDA, 105 Nielson, N. L., 375 Nieman, L. K., 164 Nieminen, P., 85 Nikiforova, N. V., 462 Nikles, J., 121 Nikolic, J., 228 Niles, W., 440 Nillson, L. G., 168, 266 Nilsen, T. I., 159 Nilsson, L., 268 Nilsson, M., 139 Niparko, J. K., 182 Nippold, M. A., 317 Nisbett, R. E., 276, 292, 297 Nishimura, M., 187 Nishitani, S., 185 Nix, R. L., 330 No Child Left Behind, 332–333 Nobile, C., 146 Noble, K. D., 305 Noh, S., 499, 505 Nolen-Hoeksema, S., 537, 540, 570–571 Noll, J. G., 566–567, 569 Noll, R. B., 277–278, 572 Noller, P., 498 Nomaguchi, K. M., 498 Nondahl, D. M., 202 Noone, J. H., 375 Noppe, I. C., 564 Noppe, L. D., 564 Norberg, K. E., 536 Nordin, S., 204 Nordstrom, B. B., 108 Nordvik, H., 384 Norenzayan, A., 7, 35 Nores, M., 287 Norman, A., 257 Normandeau, J., 181 Norquist, G. S., 532 Norris, J. E., 422 Norris, L., 268 Norris, S. P., 330 Norton, T. R., 504 Notarius, C. I., 498 Nourhashemi, F., 542 Nozycee, M., 459 Nsamenang, A. B., 124 NSDUH, 112 Nucci, L. P., 433, 440 Nulman, I., 106, 303 Nurss, J. R., 291 Nutt, R. L., 335 Nyberg, D. A., 74 Nyberg, L., 168, 266, 268 Nyborg, H., 290

O O’Bleness, J. J., 430 O’Boyle, C., 393 O’Brien, B. A., 500 O’Brien, L. T., 365 O’Brien, M., 21, 353, 389, 460, 498 O’Brien, P. M. S., 164 O’Callaghan, M., 121 O’Connell, B., 322 O’Conner, T. G., 529 O’Connor, B. P., 228, 477 O’Connor, G., 187 O’Connor, T. G., 89, 114, 461, 493, 527 O’Dempsey, T. J. D., 120 O’Donnell, A. M., 335 O’Donnell, E. M., 160 O’Donnell, K., 435–436, 513 O’Donnell, W. T., 75 O’Donovan, M. C., 84 O’Halloran, C. M., 563 O’Kelly, J., 335

O’Loughlin, A., 540 O’Malley, P. M., 536 O’Mara, A. J., 356 O’Mathúna, D. P., 135 O’Neil, A. K., 390 O’Neil, R., 505 O’Neill, J. R., 155 O’Rourke, M., 558 O’Shaughnessy, E. S., 16 O’Shaughnessy, R., 534 O’Sullivan, M. J., 119 Oates, G., 373 Obel, C., 107, 361 Öberg-Blävarg, C., 204 Oberlander, S. E., 485, 501 Oberman, L. M., 419, 525 Obler, L. K., 317–318 Obreadovic, J., 436 Oburu, P., 438, 492 Ochs, E., 322 Ochse, R., 287 Oden, M. H., 305 Odendaal, H. J., 107 Odgers, C. L., 512 OECD, 384 Oehmke, J., 439 Oenema, A., 125 Ogbu, J. U., 26, 301, 337 Ogbuanu, I. U., 125 Ogletree, S. M., 395 Ohlsson, A., 120 Ohman, A., 47 Ohta, M., 452 Okagaki, L., 301 Oken, E., 142 Okong, P., 111 Oldehinkel, A. J., 529 Olds, S. W., 125 Oles, P. K., 372 Olfson, M., 540 Olin, J. T., 27 Oliver, P. H., 327, 352–353 Oller, D. K., 188, 314 Olowokure, B., 410 Olsen, J., 107, 114, 361 Olsen-Cerny, C., 501 Olshan, A. E., 116, 525 Olshansky, S. J., 554 Olson, D. R., 218 Olson, H. C., 107 Olson, J. M., 85 Olson, K. L., 121 Olson, L. M., 442 Olsson, B., 120 Olsson, C. A., 74–75, 116 Olsson, M. J., 195 Oltjenbruns, K. A., 564 Olweus, D., 471 Onaka, T., 452 Ones, D. S., 290 Onishi, K., 417 Ono, Y., 356, 368 Ontai, L. L., 511 Oosterlaan, J., 127 Oosterwegel, A., 356 Oppenheim, D., 430 Oppenheimer, L., 356 Opper, S., 214 Oppliger, P. A., 395 Oritiz, C. D., 47 Orlans, H., 203 Ormel, J., 529 Ormrod, R. K., 403–404 Ornstein, P. A., 11, 33, 55, 252, 257 Orobiode Castro, B., 437 Orth, L. C., 335 Ortigo, K. M., 36, 40 Ortiz, C. D., 530 Ortiz, H., 136 Ortmeyer, H. K., 555 Orvaschel, H., 439 Orwar, O., 139 Ory, M. G., 567 Osborn, R. W., 120 Osborne, D., 542 Osgood, D. W., 357, 495–496

I-14 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Osofsky, H. J., 530 Osofsky, J. D., 530 Osowski, N. L., 422–423 Ostendorf, F., 368 Osterweis, M., 563–565 Ostfeld, A. M., 558 Ostorne, J. A., 167 Ostrer, H., 75 Ostrov, J. M., 384 Ostrove, J. M., 360 Oswald, D. L., 383 Ott, C. H., 566 Otte, E., 151 Otterness, C., 167 Ousset, P. J., 542 Ouston, J., 82 Overman, S. J., 393 Overton, W. F., 55 Owen, A. M., 549 Owen, L. H., 214 Owen, M. J., 84 Owen, M. T., 157, 488–489 Owen, S. V., 428 Owens, J., 146 Ownby, R. L., 543 Ozer, D. J., 362, 373, 501 Ozturk, M., 340

P Paavonen, E. J., 146 Päbo, S., 68 Pacch, M. J., 117 Pachana, N. A., 200 Paciello, M., 428 Pacifici, R., 105 Padavic, I., 23 Padilla-Walker, L. M., 6 Page, T., 289 Paik, A., 165 Paikoff, R. L., 158 Pak, E., 553 Palardy, G., 334 Paley, B., 499 Palkovitz, R., 123, 371, 489, 498, 500 Palmens, K., 492 Palmerus, K., 438 Palmore, E. B., 374–376 Palmov, O. I., 462 Pals, J., 348, 360 Palta, M., 127 Paludetto, R., 105 Pan, B. A., 315 Pancer, S. M., 428 Paneth, N., 128 Panis, C. W. A., 507 Panizzon, M. S., 83 Pannells, T. C., 285, 288 Pansky, A., 256 Papa, A., 566–567, 569 Papadakis, A. A., 537 Papadatous, D., 572 Papalia, D. E., 229, 231, 238 Papini, D., 229 Papousek, M., 114 Paradise, R., 46 Pardo, S. T., 502 Pardun, C. J., 59 Parent, J. M., 140 Parent, S., 104–105 Parisi, J. M., 268 Park, A., 5, 90 Park, C. L., 142 Park, D. C., 166, 268 Park, F., 90 Park, G., 305 Park, J., 128 Park, J. H., 166 Parke, R. D., 11, 33, 44, 55, 484–485, 488–489, 492, 505 Parker, D., 558 Parker, E., 243 Parker, E. H., 17 Parker, F. L., 255, 262, 324 Parker, J. G., 389, 463–467 Parker, K. C., 476 Parker, K. C. H., 562

Parker, L. O., 1 Parker, R. M., 291 Parkes, C. M., 551, 558–559, 565–568, 570–571 Parkhurst, J. T., 467 Parkin, C. M., 494 Parlade, M. V., 417 Parnham, J., 344 Parron, I., 108 Parson, A. B., 541–542 Parten, M., 465 Partlow, J. N., 525 Pasquibi, E. S., 218 Passman, R. H., 456 Pastero-Barriuso, R., 555 Pastorelli, C., 438, 492 Pasupathi, M., 293, 360 Pate, R. R., 155 Patel, D. R., 535 Patel, R., 313 Patrick, B., 478 Patrick, H., 384–385 Patrick, J. H., 501 Patrick, R. B., 434 Patterson, C. J., 302, 405, 486, 504, 506–507, 512 Patterson, D. H., 74, 85, 162 Patterson, D. W., 373, 375 Patterson, G. R., 438, 440 Patton, J. R., 304 Paul, D. A., 127 Paul, J. P., 404 Paul, K. I., 373 Paul, M. C., 376 Pauli-Pott, U., 455 Paulsen, J. S., 77 Paulson, J. F., 122 Paunovie, M., 68 Pavlopoulous, V., 356 Pavlov, I., 33, 42 Pawlby, S., 121 Pawliuk, N., 422 Paxton, S. J., 357, 435 Payami, H., 289, 541 Payne, C. C., 499 Paz, M. F., 70 Paz-Alonso, P. E., 263 Peaceman, A. M., 119 Peacock, E. J., 342 Pearce, G., 501 Pearce, K., 232, 270 Pearlin, L. I., 539 Pears, K. C., 420 Pearson, J. D., 204 Pease, M., 224 Peay, L., 255, 262, 324 Pecheux, M., 186 Pedersen, N. L., 79–80, 82, 85, 162, 265, 464, 534 Pedula, K. L., 199 Peeke, L. G., 357 Peekham, W., 405 Peets, K., 349, 471 Pegalis, L. J., 399 Pegg, J. E., 322 Peigneux, P., 143 Peirano, P. D., 143 Peled, T., 190, 422 Pelham, W., 191 Pellegrini, A. D., 15, 51, 66, 389, 418, 438, 465, 467, 495 Pellicano, E., 525 Pelton, G. H., 541 Pemberton, M., 167 Peng, S. S., 343 Penne, M., 167 Penne, M. A., 167 Pennell, C. E., 156 Penner, S. G., 323 Penrose, K., 10, 25, 506 Pénusse, D., 8, 384, 438 Pepino, M. Y., 185 Peplau, L. A., 163, 506 Pepper, S. C., 55 Percy, M., 98, 103, 303–304 Pereira, A. C., 139–140

Perera, F. P., 13, 111–112 Perez-Granados, D. R., 495 Perfetti, C. A., 330 Perfilieva, E., 139 Perkins, H. W., 386 Perkrun, R., 326 Perlin, L. I., 504 Perlmutter, M., 236, 251, 263 Perloff, R., 290, 301–302 Perls, T., 555 Perrin, M. C., 114, 361 Perrotta, M., 460 Perry, B., 506 Perry, D. C., 44 Perry, H. L., 551 Perry, M., 339, 384 Perry, R. P., 326 Perry, W., 230 Perry-Jenkins, M., 123, 506 Person, J. D., 202 Persson, G., 411 Petermann, F., 191 Peters, A., 140 Petersen, A. C., 159, 390 Petersen, J. H., 157, 164 Petersen, R. C., 263 Petersen, R. W., 157 Petersen, S. E., 16 Peterson, C., 327 Peterson, C. C., 250, 420, 433 Peterson, G. W., 393 Peterson, J. L., 406, 409 Peterson, K., 154 Peterson, M., 201 Peterson, P. L., 335 Peterson, R. E., 394 Peterson, S. A., 369 Pethick, S. J., 316 Petit, G. S., 496 Petitto, L. A., 321 Petitto, L. S., 139 Petrella, R., 262 Petrill, S. A., 305 Petrou, S., 126 Petrucci, L., 392 Pettersen, B. J., 75 Pettit, G. S., 491 Pettitt, I. M., 390 Petty, R., 165 Peyton, V., 389 Pezdek, K., 403 Pfeffer, C. R., 531, 538 Pfefferbaum, B., 530 Pfeifer, J. H., 419 Pfeiffer, K. A., 155 Pfieffer, K. M., 300 Phares, V., 489 Phibbs, C. S., 126 Philibert, R. A., 87 Philip, C. L., 361 Philippoussis, M., 386 Philips, C., 542 Philliber, S., 59 Phillips, A. T., 418 Phillips, C., 263 Phillips, D. A., 286 Phillips, L. H., 265 Phillips, L. H., 422, 473 Phillips, L. M., 330, 550 Phillips, M. A., 154 Phillips, S., 372–373 Phillips, T. M., 362 Phinney, J. S., 361 Phipps, M. G., 112 Phoenix, C. H., 392 Piacentini, J., 538 Piaget, J., 14, 48–49, 50–51, 55, 59, 210–212, 214, 216, 218, 220, 222–224, 229, 233, 238, 257, 276, 314, 322, 344, 385, 425–427, 443, 466 Pianta, R. C., 329, 511 Pichini, S., 105 Pick, A. D., 175, 181, 187 Pickard, J. D., 549 Pickens, J., 186 Pickering, S. J., 251

Pickett, K. E., 105 Pierce, J., 429 Pierce, S., 253 Pierluigi, M., 75, 116 Pierroutsakos, S. L., 258 Pietro, P. A., 114 Pietrobelli, A., 153 Pillard, R. C., 80, 404 Pillas, D. J., 139 Pillemer, K., 502 Pilling, M., 177 Pilon, G., 376 Pilon, R., 181 Pimple, K. D., 26 Pina, A. A., 47, 159 Pincus, H. A., 540 Pincus, M. K., 113 Pineda, J. A., 419 Pinelli, J., 128 Pinhas, L., 533 Pinheiro, K. A., 122 Pinheiro, R. T., 122 Pinker, S., 315, 318, 319 Pinquart, M., 377, 473, 477 Pinto, R. H., 122 Pipe, M., 257 Pipp, S., 352 Pipp, S. L., 230, 233 Pirke, K. M., 114 Pittelhow, Y., 477 Pittinsky, T. L., 302 Pittman, J. F., 362 Pitts, S. C., 19 Plager, D. A., 187 Plass, C., 70 Plassman, B. L., 263, 542 Platzman, K. A., 107 Pleck, J. H., 488 Plikuhn, M., 502 Plomin, R., 68, 73, 79–85, 87, 89, 162, 286, 297, 305, 327, 391, 431, 439, 493, 524 Ploughman, M., 154 Pluhar, E. I., 409 Podolski, C., 19–20 Poe, M. V., 337 Poehlmann, J., 460 Pogue-Geile, M. F., 85 Pohle, M., 449–450 Poindexter, B. B., 128 Polakowski, L. L., 105 Polancyzk, G., 191 Poldrack, R. A., 330 Polkey, C., 139 Pollak, S. D., 527 Pollien, A., 502 Pollock, B. G., 540 Pomares, Y. B., 417 Pomerantz, E. M., 326, 355, 367, 384, 395, 492 Pomerleau, A., 386, 489 Ponirakis, A., 159 Pons, F., 218 Ponton, L., 406 Ponzone, A., 186 Poole, H. L., 187 Poole, W. K., 128 Poon, L. W., 263 Poortinga, Y. H., 188 Poortman, A., 386 Pope, S. K., 543 Popenoe, D., 486–487, 505 Popp, D., 406 Poppie, K., 503 Porfeli, E. J., 362, 373 Porter, A. C., 341 Porter, C. L., 384 Porter, F., 78 Porter, R. H., 185 Portes, A., 333 Poss, S., 250 Post, L. A., 439 Posthuma, D., 305 Postma, A., 384 Pott, M., 460, 497 Potter, E., 103

NAME INDEX I-15 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Potter, J., 164, 357 Poulin, F., 438 Poulin, M., 503 Poulin-Dubois, D., 314, 386–387 Poulsen, P., 70 Poulton, J. L., 570 Poulton, R., 439, 531 Pous, J., 542 Povinelli, D. J., 429 Powell, A. L., 534 Powell, K. E., 154 Powell, L. J., 419 Power, F. E., 440 Power, T. G., 356, 469 Powers, C. J., 468 Powlishta, K. K., 228, 396–397 Pratt, H. D., 535 Pratt, J., 201, 384 Pratt, L. V., 155 Pratt, M., 360 Pratt, M. W., 236, 422, 428 Preiss, H. A., 390 Prentice, A. M., 115 Prescott, C., 436 Prescott, C. A., 519 Presnell, K., 435 Pressley, M., 252–254, 259, 260, 330 Preston, T., 548 Price, D. A., 135 Price, J., 255 Price, J. M., 107, 243, 245, 262, 437, 512, 521 Price, L. N., 530 Price, T. S., 524 Pridjian, G., 119 Priess, H. A., 399, 498 Prigerson, H. G., 559, 565, 566, 570 Prince, M., 540 Prince, R. P., 537 Prinsen, T. J., 395 Prinstein, M. J., 406, 467–468 Pritchard, J. K., 53, 68 Pritchard, M., 420 Pritsch, M., 113 Proctor, R. M. J., 288 Proffitt, J. B., 262 Pronczuk, A., 201 Propper, C., 459 Prost, J. H., 19 Protopapas, A., 330 Provenzano, F. J., 386 Pruden, S. M., 314 Pruett, K., 251 Pruett, M. K., 251, 489 Pryor, R. G. I., 362 Ptak, S. E., 68 Pu, S. J., 165 Pudrovska, T., 505 Pugh, K. R., 318, 330–331 Pujol, J., 137 Pulkkinen, L., 114 Pulsifer, M. B., 139 Pungello, E. P., 324 Purcell, S., 438, 512 Purdie, N., 253 Purifoy, F. E., 411 Putallaz, M., 467 Putman, S. P., 353 Putnam, F. W., 403 Pyszczynski, T., 548

Q Qin, C., 126 Qin, L., 367 Qualter, A., 227 Quevedo, K., 527 Qui, C., 541–542 Quiceno, M., 543 Quigg, R. J., 167 Quigley, B. A., 342 Quill, T. E., 549 Quinlivan, J. A., 157 Quinn, G. P., 564 Quinn, N., 386, 438, 492 Quinsey, V. I., 8 Quintana, S. M., 228, 442

R Raaijmakers, Q. A. W., 435–436 Raat, H., 125 Rabbitt, P., 292 Rabinowitz, M., 111 Raggi, V. L., 193 Ragland, D. R., 200 Ragow-O’Brien, C., 572 Rahhal, T. A., 263 Raikes, H. A., 457 Raikos, M. K., 200 Raimondi, F., 105 Raine, A., 438, 471 Raja, S. N., 108, 205 Ramachandran, V. S., 419, 525, 527, 529 Ramey, C., 287 Ramey, C. T., 324 Ramin, S. M., 119 Ramisetty-Mikler, S., 510 Ramos, M., 477 Ramsden, S. R., 17 Ramsey, B. K., 286 Ramsey, E., 438 Rancourt, D., 468 Rando, T. A., 558, 567 Rani, F., 160 Ranke, M. B., 135 Rantanen, P., 159 Rantanen, T., 162 Raphael, B., 565, 569, 572 Rapkin, B. D., 342 Rapson, R. L., 475 Rasmussen, F., 85, 116, 156 Rasmussen, S. A., 126 Rattaz, C., 185 Rauch, S. L., 353 Rauh, V., 13, 111 Ravenscroft, J., 111 Raviv, A., 146 Raviv, R., 143 Ray, L. A., 503 Raymo, J. M., 376 Raynor, R., 42 Raz, S., 384 Razani, L. J., 204 Ream, G. L., 404 Rebok, G. W., 12, 269, 294 Recchia, A., 326 Redding, R. E., 323 Reder, L., 265 Redman, J., 214–215 Redmond, C., 436 Reed, A., II, 436 Reed, D. R., 185 Reed, M. J., 323 Reed, R., 122 Reed, T., 553 Rees, M., 157 Reese, E., 255–256, 354 Reese, H. W., 10, 55 Reeves, R., 187 Regan, P. C., 474–475, 497 Regier, D. A., 539 Rehnman, J., 384 Reich, J. W., 477 Reichmann-Decker, A., 419 Reid, D., 502, 570 Reid, J., 440 Reid, L. L., 373 Reid, M. W., 87, 522 Reid, P. T., 384 Reiman, E. M., 542 Reimer, J. F., 260 Reingrabrier, M., 119 Reinhardt, J. P., 201 Reinherz, H. Z., 531–533, 538 Reis, H. T., 475, 476 Reis, O., 360 Reiser, L. W., 158 Reiss, D., 79–80, 84, 89, 303 Reiter, E. O., 135 Reitzes, D. C., 501 Reker, G. T., 342 Relyea, N., 17 Rempel, J., 505 Renaud, F., 157

Rende, R., 82, 84 Renzulli, J., 304 Repacholi, B. M., 185, 418, 420 Repetti, R. L., 327, 505 Rescorla, L., 324, 384 Resnick, S., 392 Resnick, S. M., 140 Rest, J., 440–441 Resta, R., 75 Reuben, D. B., 202 Reuman, D., 342 Reuman, D. A., 332–333, 338 Reuter-Lorenz, P. A., 267 Reyna, C. J., 256 Reynolds, C. A., 82, 85, 265 Reynolds, C. F., 540 Reynolds, G. D., 177–179 Reynolds, T., 512 Reznick, J. S., 316 Reznick, S., 75 Reznik, V. M., 439 Reznikoff, M., 286 Rhee, S. H., 438 Rhoades, G. K., 123, 498, 505 Rhoads, P. A., 285, 288 Rhodes, S. R., 373 Rhodes, W. S., 499 Ricciardelli, I. A., 158–159, 534 Ricciuti, H. N., 456 Ricco, R. B., 230 Rice, A., 120 Rice, C. L., 162 Rice, F., 106, 521–522 Rice, K. G., 469 Rice, M. E., 438 Richard, J. F., 181 Richards, F. A., 230 Richards, J. A., 322 Richards, J. B., 554 Richards, J. E., 177–179 Richards, M. H., 361, 494 Richards, R., 282 Richards, S. B., 300 Richardson, A. S., 429 Richardson, C. A., 565 Rideout, R., 250 Riders, N. D., 155 Riediger, M., 377 Riegel, K. F., 231 Rieger, M., 114 Rieiger, M., 270, 373–374 Riemann, R., 368 Riemersman, R. A., 555 Rierdan, J., 158 Rieser, J. J., 11, 33, 55, 185 Rieser, P., 133 Rietschel, M., 193 Rifas-Shiman, S. L., 142 Rigg, D., 572 Riggio, H. R., 505 Riggs, W. W., 384 Rijsdijk, F. V., 89, 439 Riken-Walraven, J. M., 478 Riley, E., 120 Riley, E. P., 107 Riley, J. R., 436 Riley, L. P., 570 Rilling, M., 42 Rimm-Kaufman, S., 329 Rimmer, F., 540 Rimpelä, M., 159 Rinaldi, C. M., 495 Ring, W., 129 Ringelstein, E., 139 Ringler, L. L., 565 Ripple, C., 255, 262, 324 Ripple, R. E., 296 Risica, P. M., 435 Riso, L. P., 534 Ristic, J., 189 Ritchot, K. F. M., 153 Rittenhouse, R. K., 182 Ritter, P. L., 327, 491 Ritzén, E. M., 159 Rivera, L. M., 439 Rivera-Gaxiola, M., 183, 318

Rivers, J. C., 333 Riviere, J., 216 Rivkin, S., 333 Rizzolatti, G., 419 Roach, M. J., 507 Robbins, C. M., 553 Roberto, K. A., 477, 505 Roberts, A. M., 154 Roberts, B. W., 368–369 Roberts, D., 154 Roberts, J. E., 75 Roberts, L. R., 390 Roberts, W., 524 Roberts, Y. H., 530 Robertson, S., 120 Robins, L. N., 539 Robins, R. W., 3, 357–358, 363, 369, 501 Robinson Center, 305 Robinson, J., 287, 324 Robinson, L. K., 107 Robinson, P., 410 Robinson, S. M., 108 Robinson, S. R., 53, 148, 451 Robinson, T., 570 Robson, W. L. M., 402 Roccella, M., 106 Rochat, P., 250, 351 Roche, A. F., 156 Rochtchina, E., 199 Röck, C., 550, 560, 565 Rodgers, J. M., 8 Rodgers, R. H., 485 Rodin, J., 366 Rodkin, P. C., 471 Rodriguez, A. U., 107, 361, 491 Rodriguez, J., 361 Rodriguez, T., 418 Rodriguez-Pascual, C., 543 Roeder, K., 79 Roehrig, M., 535 Roemer, M., 372 Roenker, D. L., 200 Rogan, W. J., 111 Rogers, S. J., 486–488 Rogers, T., 524 Rogler, L. H., 13 Rogoff, B., 5, 15, 26, 46, 236, 238, 465, 492, 495 Rogosch, F. A., 434, 459, 512, 533 Rohde, L. A., 191 Rohde, P., 435 Roid, G., 278 Roisman, G. I., 436, 460, 462, 475–476 Roizen, N. J., 74 Rollins, B. C., 500 Rolls, B. J., 195, 204 Román, G. C., 543 Romano, A., 105, 483 Romeno, M., 107 Romney, A. K., 465 Romney, D. M., 393 Romo, A., 105 Ronald, A., 524 Ronan, K. R., 440 Ronan, M. T., 68 Roncaroli, F., 77 Rönnlund, M., 166, 168 Roof, K. A., 530 Rook, K. S., 478 Rooksby, M., 256 Roosa, M. W., 491 Ropero, S., 70 Rose, A. J., 470–471 Rose, J., 304 Rose, K. H., 510 Rose, M., 113 Rose, M. R., 467 Rose, R. J., 114, 139 Rose, S. A., 128, 284 Rosen, I. R., 405 Rosen, R. C., 165 Rosenbaum, D., 146 Rosenbaum, M., 553, 555–556 Rosenbaum, P., 117 Rosenberg, D. R., 138

I-16 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Rosenberg, H. J., 372 Rosenberg, J., 4, 126 Rosenberg, K. D., 125 Rosenberg, S. D., 372 Rosenblatt, E., 227 Rosenblatt, P. C., 550–551 Rosenbloom, C., 167 Rosenblum, S., 541 Rosengren, K., 236 Rosenkrantz, P., 383 Rosenthal, C., 503 Rosenzweig, M. R., 300 Roseth, C. J., 389 Rosethal, P. A., 531 Rosethal, S., 531 Rosner, B., 201 Ross, E. E. T., 501 Ross, H. G., 502 Ross, H. S., 494 Ross, I., 303 Ross, J., 407 Ross, J. D., 410 Ross, J. G., 154 Ross, L. A., 200 Ross, L. F., 78 Ross, M., 494 Ross, M. T., 69 Ross, S., 337 Ross, S. N., 230 Rossem, R., 128 Rossenblatt, P. C., 569 Rossor, M. N., 143 Roth, E., 202, 330 Roth, F. P., 330 Roth, G. S., 554–555, 555 Roth, P. L., 341 Rothbart, M., 353 Rothbart, M. K., 189, 356 Rothbaum, F., 460, 492, 497 Rothberg, J. M., 68 Rotheram-Borus, M. J., 538 Rothermund, K., 364–365 Rothman, A. D., 123 Rothnman, M. T., 123 Rothrauff, T. C., 371, 491 Rotman, T., 485 Roug-Hellichius, L., 314 Rousseau, J. J., 34 Rovee-Collier, C., 176, 216, 248–249 Rovner, S., 541 Rowe, D. C., 81, 87, 89 Rowe, J. W., 167, 168, 263 Rowell, V., 127 Rowley, S. J., 383 Roy, C., 389 Roy, K., 489 Rozga, A., 459–460 Rubin, D. C., 263 Rubin, D. L., 228 Rubin, E., 524 Rubin, J. Z., 386 Rubin, K. H., 352, 422, 471 Rubinow, D. R., 164, 392 Rubinstein, D., 26 Rubinstein, R. L., 505 Ruble, D. N., 326, 355, 388–390, 395–396, 421 Rubright, J., 27 Ruchlin, H. S., 163 Rücke, M., 113 Rudolph, K. D., 537 Ruff, H. A., 189 Ruffman, T., 214–215, 218, 422 Ruggles, S., 485, 503 Ruiz, J. C., 203 Ruiz, S., 501 Rumbaut, R. G., 6 Rumberger, R., 334 Runco, M. A., 282–283, 285–286, 288–289, 295 Ruoppila, I., 167–168 Russ, S. W., 289 Rust, J., 391 Ruth, J. E., 363 Rutland, A., 471 Rutledge, P. C., 5

Rutter, M., 68, 79, 84, 86–89, 91, 279, 332–333, 341, 436, 461, 493, 519, 521, 525, 529, 531, 537 Rutz, W., 540 Ruusuvirta, T., 182 Ryabov, I., 334 Ryan, A. M., 384 Ryan, A. S., 125 Ryan, C. A., 187 Ryan, E. B., 365 Ryan, R. M., 228 Ryan, R. N., 327 Ryan, S., 406 Rybash, J. M., 263 Ryff, C. D., 3 Rypma, B., 267 Ryu, S., 340

S Saaddine, J. B., 199 Saade, G. R., 78 Saaini, C., 453–455 Sabattini, L., 395 Sabbagh, M. A., 419 Sackett, P. R., 301 Sacks, O., 417 Sadeh, A., 143, 146 Sadek-Badawi, M., 127 Sadler, E., 226 Sadler, T. W., 96–98, 100, 103 Sadovsky, A., 352, 431, 443 Saenger, G., 115 Saffran, J. R., 181–182, 313 Safron, D. J., 340 Sagara-Rosemeyer, M., 562 Sagi, A., 460 Sagi-Schwartz, A., 460 Sai, F. Z., 177 Saigal, S., 128 Saijo, Y., 112 Sakala, C., 117 Sakin, J. W., 123, 494 Saklofske, D., 276, 277 Salem-Schatz, S., 572 Salganik, M., 128–129 Salihagic-Kadic, A., 99 Salihu, H. M., 113 Sallis, J. F., 161 Salmaso, S., 112 Salmivalli, C., 349, 471 Salmon, D. P., 257 Salthouse, T. A., 166, 205, 230, 232, 266, 268, 288, 292 Saltzman, H., 564 Salvator, A., 108 Salz, T., 330 Samarawickrema, N., 526 Sameroff, A. J., 10, 333, 336–337, 361, 493 Sampson, N. A., 530 Sampson, P. D., 107 Samson, L., 111 Samson, M. M., 161 Samuels, C. A., 400 Samuelson, L. K., 53, 451 Samuelson, P., 440 Sanchez-Aguilera, A., 70 Sander, C. J., 384 Sanders, W. L., 333 Sandler, I. N., 564, 573 Sandman, C. A., 114 Sandoval, A. P., 125 Sandoval, B., 153 Sandretto, A. M., 153 Sangester, S., 570 Sankar, P., 27 Sanson, A., 353, 356, 493 Sanson, A. V., 435 Sansone, R., 75, 116 Santonastaso, P., 534 Santos, L. L., 90 Saphire-Bernstein, S., 452 Sapolsky, R., 392 Saracceno, B., 540 Saraceno, L., 436 Sargant, N., 343 Sarigiani, P. A., 390

Sarkar, P., 114 Sarkisian, N., 503 Sarno, M., 105 Sarno, S. J., 266 Sasaki, A., 511 Sasaki, S., 112 Sass, S. A., 375 Sassler, S., 505 Sata, F., 112 Satake, T., 155 Satariano, W. A., 7, 22, 167, 200 Satayathum, S., 108 Satin, A. J., 109 Sato, C., 146 Saubusse, E., 160 Saucier, G., 353 Saucier, J., 114, 439 Saudino, K. J., 155 Saunders, A. M., 542 Saunders, C., 571 Savage, J., 120, 231, 298 Savage-Rumbaugh, E. S., 320 Savickas, M. L., 362 Savin-Williams, R. C., 404 Savoy, K., 428 Savva, G. M., 542 Sawalani, G. M., 8 Sawin, D. B., 488 Sawin, L. L., 341 Sawyer, J., 484, 489 Saxbe, D., 505 Saxe, R., 419 Saxon, J. L., 395 Saxton, M., 323 Sayal, K., 107 Sayer, A. G., 123 Sayer, L. C., 386, 399 Sayre, N. E., 151 Scafidi, F. A., 185 Scalf, P., 140, 268 Scaramella, L., 349 Scaramella, L. V., 511 Scaramucci, A., 373 Scarr, S., 83, 87–88, 301–302 Scazufea, M., 540 Schaal, B., 185 Schaefer, C. E., 532 Schaefer, E. S., 490 Schaffer, D. M., 115 Schaffer, H. R., 457, 459 Schaie, K. W., 21, 23, 83, 292–294, 317 Schak, K. M., 534 Schalock, R. L., 303 Schanberg, S., 114 Schanberg, S. M., 185 Schapiro, S. J., 429 Scharf, M., 469, 476, 502 Scharlach, A., 504 Schats, R., 113 Schatschneider, C., 332 Schatzberg, A. F., 532 Scheel, J., 366 Scheffler, R. M., 193 Scheier, M. F., 372 Schell, L. M., 111 Schetter, C. D., 114 Schiamberg, L. B., 439 Schiavi, R. C., 410 Schiecken, R., 84 Schieffelin, B. B., 322 Schieman, S., 505 Schiff, A., 194 Schiffman, H. R., 176 Schiffman, S. S., 204 Schindl, M., 119 Schlaggar, B. L., 16 Schlarb, J., 558 Schleppenbach, M., 339 Schluchter, M., 127 Schmidt, D. P., 474 Schmidt, F. L., 290, 291 Schmidt, L. A., 352 Schmidt, M. H., 193, 314 Schmidt, P. J., 164, 392 Schmidt, S., 191 Schmiege, S. J., 573

Schmitt, S. K., 126 Schmitz, N., 114 Schmohr, M., 501 Schneck, M. F., 197 Schneider, B. A., 203, 268, 285 Schneider, B. H., 468 Schneider, K. C., 128 Schneider, W., 202, 224, 247, 251–254, 259, 330 Schneiderman, I., 452 Schnitzer, P. G., 116 Schnyder, U., 533, 568 Schoemaker, 162 Schoen, R., 487 Schoenfeld, D. J., 563 Scholl, B. J., 419 Schoner, G., 148 Schooler, C., 266, 373 Schoppe-Sullivan, S. J., 485, 488 Schott, J. M., 143 Schreiner, C., 332 Schreiner-Engel, P., 410 Schroeder, C. S., 322, 402 Schroots, J. J. F., 360 Schubert, C. M., 156 Schuengel, C., 460 Schulenberg, J. E., 340, 536 Schuller, T., 343 Schulte, B., 449 Schulz, J. H., 7, 22 Schulz, M. S., 499 Schulz, R. T., 158, 439, 503–504, 527, 558, 567, 570 Schulze, T. G., 193 Schumann, C. M., 525 Schunn, C. D., 262 Schut, H., 560, 568, 570 Schwade, J. A., 314 Schwartz, C. E., 353 Schwartz, I. E., 317 Schwartz, L., 558 Schwartz, M. B., 154, 501, 506, 534 Schwartz, S. T., 194 Schwartzman, P., 457 Schwarz, J. C., 491 Schweinhart, L. J., 287 Schwenck, C., 252 Schwerdtfeger, K. L., 505 Schwitzgebel, E., 233 Scialfa, C. T., 201–202 Scibetta, W. C., 120 Sclafani, A., 184 Scogin, F., 540 Scott, D. T., 128–129, 129 Scott, G., 288 Scott, J., 477 Scott, J. P., 477 Scott, K. D., 117 Scott, L., 553 Scott, R., 491 Scott, R. M., 417 Scott, R. T., 116 Scott, W. A., 491 Scottham, K. M., 361 Scourfield, J., 438 Scroczynski, A. D., 357 Sczesny, S., 385 Seale, C., 572 Searisbrick, D., 166 Sears, R., 305 Seaton, M., 358, 361 Sebastián-Gallés, N., 136 Sebby, R., 229 Seccombe, K., 491 Sechrist, J., 502 Secnik, K., 191 Seefeldt, T., 499 Seeman, T. E., 452, 478 Seenik, K., 530 Segal, N. L., 63, 68, 82 Segall, M., 188 Seger, J. Y., 159 Segovia, C., 195 Seguin, J. R., 104–105 Seid, M., 329 Seidell, J., 533

NAME INDEX I-17 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Seidman, L. J., 192 Seier, W. S., 252 Seifer, R., 108, 298, 460 Seiffge-Krenke, I., 158–159, 472, 500 Seitz, V., 59, 301 Selby, J. M., 464 Seleen, D. R., 377 Selikowitz, M., 190–193 Sellers, M. J., 460 Sellers, R. M., 361 Selman, R., 420–421 Selman, R. L., 357 Seltzer, M. M., 502 Selvin, S., 115 Selzer, M. M., 504 Semmel, M. I., 334–335 Sengoku, Y., 112 Senior, G., 166 Sensky, T., 568 Senter, M. S., 344 Senter, R., 344 Serafica, F. C., 520 Serbin, L. A., 386–387, 396–397, 401 Sergeant, M. J. T., 196 Servaty-Seib, H. L., 565 Sesack, S. R., 138 Seta, C., 401 Sethna, B. W., 305 Setien, F., 70 Setliff, A. E., 21 Settersten, R. A., 4–5, 6, 377 Seubert, D., 78 Sevenson, R. J., 189 Severe, J. B., 193 Sexton, C., 289 Sexton, G., 541 Shaddy, D. J., 305 Shaffer, D. R., 318, 399, 434, 531, 537–538 Shah, F., 384 Shahar, G., 59 Shallop, J. K., 203 Shanahan, L., 496 Shanahan, M. H., 376 Shanahan, M. J., 5, 12, 340–341, 486 Shankaran, S., 105, 108 Shanker, S. G., 51 Shannon, E., 177–178 Shannon, J. B., 549–550, 572 Shapiro, B., 304 Shapiro, E. R., 565 Shapiro, J. R., 455–456 Shapiro-Mendoza, C. K., 124 Shapshak, P., 572 Sharabany, R., 469 Sharma, A., 80 Sharma, V., 194 Sharpe, P. A., 167 Sharpe, T. M., 534 Shaver, P. R., 475–477, 570 Shaw, B. A., 477 Shaw, D., 330 Shaw, G. M., 115 Shaw, H., 435 Shay, J. W., 554–555 Shayer, M. 238 Shaywitz, B. A., 318, 330–331 Shaywitz, S. E., 318, 330–331 Shea, C. H., 166 Sheared, V., 342 Sheffield, R. A., 437 Shepard, B., 454 Shepard, R., 154 Shepard, T. H., 107 Sheps, S., 113 Sher, K. J., 5 Shera, D. M., 298 Sherman, A. M., 473 Sherman, S., 153 Shibley Hyde, J., 163 Shield, R., 527 Shiffrin, R., 245 Shigematsu, I., 111 Shih, M., 302 Shihadeh, A., 119 Shin, C., 436 Shin, L. M., 353

Shin, N., 361 Shiner, R., 353, 356 Shinohara, K., 185 Shintani, A., 105 Ship, J. A., 204 Shippmann, J. S., 341 Shirley, L., 287, 396 Shirtcliff, E. A., 527 Shisslak, C. M., 534 Shneider, A. E., 318, 330–331 Shneidman, E., 558 Shoda, Y., 349 Shoham, V., 11 Shonk, S. M., 512 Shore, C., 322 Short, K. R., 155 Shreffler, K. M., 505 Shrier, L. A., 59 Shringapure, R., 554 Shuchter, S. R., 572 Shue, V. M., 543 Shukla, D., 228 Shulman, S., 502 Shumpert, M. N., 113 Shurkin, J., 306 Shute, N., 532 Shweder, R. A., 7, 367, 441 Sibai, B., 119 Sibulesky, L., 201 Sideris, J., 75 Siebenruner, J., 407 Siegal, M., 420, 433 Siegel, N. B., 403 Siegler, I. C., 342, 377 Siegler, R., 257 Siegler, R. S., 258 Sigelman, C. K., 390 Sigman, M., 459–460, 522–523 Sigmundson, H. K., 394 Signorella, M. J., 397 Silbereisen, R. K., 473 Silberg, J., 84 Silberg, J. L., 164 Silk, J. B., 429 Sill, M., 411 Silva, P. A., 502 Silva-Pereyra, J., 183 Silventoinen, K., 156 Silver, R. C., 568–569 Silverberg, S. B., 500 Silverman, A. B., 531–533, 570–571 Silverman, I. W., 384, 424 Silverman, L., 305 Silverman, P. R., 563–565, 572 Silverman, W. K., 159, 530 Silverman, W. P., 304 Silverstein, M., 497, 501 Sim, L. A., 534 Simcock, G., 249–250, 255–256 Simion, F., 178 Simmons, R. G., 159, 338, 357 Simon, H. A., 244, 282 Simon, L. S., 290–291 Simon, T., 278 Simonds, J., 353 Simonoff, E., 524 Simons, R. F., 17, 438 Simons, R. L., 490, 493 Simonton, D. K., 282–283, 286–287, 296, 373 Simpson, J. A., 463, 476, 499 Simpson, J. L., 74–76, 78 Simpson, L., 126 Simpson, R. L., 164 Sims, L., 339 Sinclair, M., 181 Siner, B., 127 Singer, B., 3 Singer, D. G., 467 Singer, J., 111, 553 Singer, L. T., 108 Singer, T., 266, 292–293 Singh, B., 164 Singh, D., 196 Singh, K., 340 Sinigaglia, C., 419

Sinkala, M., 111 Sinnott, J., 230 Sinonean, C., 59 Sipe, T. A., 530 Sirigu, A., 525 Sitzsimmons, C., 266 Skakkeback, N. E., 157, 164 Skarupa, A., 111 Skilling, T. A., 8 Skinner, B. F., 33, 42–43, 45–47, 59, 244, 263 Skinner, E. A., 564 Skinner, M. A., 501 Skinner, M. W., 182 Sköld, M., 120 Skotko, B. G., 78 Skowronek, M. H., 193 Slaby, R., 440 Slaby, R. G., 437 Slacts, J. P. J., 364 Slade, L., 214–215 Slade, P., 113, 122 Slaten, F., 502 Slater, A., 176–177, 179, 181, 185 Slater, C. L., 371 Slater, R., 185 Slattery, M., 531 Slaughter, V., 420, 561–563 Slavin, R. F., 335 Slavkin, M., 399 Slay, M., 113 Sliwinski, M., 12, 166, 292 Sliwowska, J. H., 102 Sloan, R., 139–140 Sloboda, D. M., 156 Sloboda, Z., 436 Slone, M., 399 Slora, E. J., 156 Slotkin, T. A., 105 Slusarcick, A. L., 341 Smagorinsky, P., 236 Smailes, E., 529 Smaldone, A., 146 Small, B. J., 268 Small, M., 124 Small, S., 531 Small, S. A., 139–140 Smallish, L., 191 Smarsh, B., 227 Smart, D., 353, 356, 493 Smart, J. L., 139 Smeenk, J. M., 97 Smeeth, L., 199 Smeriglio, V. L., 108 Smeroff, A. J., 298 Smetana, J. G., 433, 471 Smiley, S., 259 Smit, F., 372 Smith, A., 82, 146 Smith, A. D., 263, 266, 267–268 Smith, A. K., 192 Smith, C. H., 403 Smith, D. M., 503 Smith, E. P., 361 Smith, G., 410 Smith, G. D., 107 Smith, G. E., 263 Smith, G. H., 107 Smith, G. J., 285 Smith, G. J. W., 282 Smith, J., 266, 295 Smith, K. E., 128–129, 298 Smith, L. A., 501 Smith, L. B., 149 Smith, M. D., 494 Smith, M. L., 20 Smith, P., 277 Smith, P. K., 387, 465–467 Smith, R. S., 129 Smith, S., 497 Smith, T., 526–527 Smith, T. W., 501 Smith, W., 199 Smith Slep, A. M., 498 Smith-Lovin, L., 478 Smithmyer, C. M., 17, 438

Smithson, J., 341 Smolak, L., 534 Smolkowski, K., 533 Smyke, A. T., 461–462, 478 Snarey, J., 440–441 Sneed, L., 126 Snidman, N., 352–353 Snoek, H., 438 Snow, C. F., 322 Snow, D., 314 Snow, E. C., 337 Snow, T. K., 160 Snowdon, D., 168–169, 541 Snowling, M. J., 329–330 Snyder, E. Y., 555 So, K., 143 Sobolewski, 507–508 Sodian, B., 224, 254, 417 Soederberg, L. M., 265, 294, 317 Sohn, W., 153 Sokol, R. J., 107, 108 Sokol, W. B., 433 Sokolovsky, J., 553, 555–556 Soler, M. J., 203 Solomon, F., 563–564 Solomon, J., 458 Solomon, S., 444, 548 Soltuys, F. G., 372 Somers, D. G., 502 Son, L. K., 260 Song, H., 140 Song, J., 375 Song, J. W., 538 Sönksen, P. H., 135 Sonleitner, F. J., 164 Sonnega, J., 566 Sonuga-Barke, E., 190 Sood, B. G., 108 Sorbing, F., 491–492 Sorensen, A. B., 5, 539 Sorensen, S., 377, 477 Sorenson, K., 157 Soriano, F. I., 439 Soriano-Mas, C., 136 Sorokin, Y., 119 Sorri, A., 85 Sorri, M., 203 Sosnoff, J. J., 166 Sostek, A. M., 26 Sosunov, A. A., 139–140 Soto, C. J., 356 Sotomi, O., 187 Soulieres, I., 524 Soussignan, R., 185 Span, P., 500 Spaniol, J., 265 Sparling, P. B., 160 Sparrow, S. S., 280 Spear, L., 138, 337 Spear, L. P., 138, 155, 533 Spearman, C., 277 Spector, F., 187 Spector, T. D., 70, 554 Speece, D. L., 330 Spelke, E. S., 181, 460 Spence, I., 384 Spence, J. T., 341, 383, 399 Spence, M., 108, 184 Spence, S., 121 Spencer, J. P., 53–54, 148–149, 451 Spencer, M. B., 26, 361 Spencer, P. E., 321 Spencer, S., 301 Spencer, T., 191, 530 Sperling, M. B., 469 Sperry, S., 535 Spiby, H., 113, 122 Spicer, P., 361 Spiegelman, D., 525 Spieler, D. H., 318 Spilich, G., 262 Spinath, B., 327 Spinath, F. M., 83, 297, 327, 368 Spindler, A., 533 Spinrad, T., 352, 431, 443, 496 Spirduso, W. W., 71, 165–166

I-18 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Spirito, A., 146 Spiro, A., 142 Spitz, R. A., 527 Spitze, G., 500, 502 Spitznagel, E., 531 Spokane, A. R., 362 Spong, C. Y., 119 Spoth, R., 436 Spreece, M. W., 562 Springen, K., 103 Springer, S., 139 Spruijt-Metz, D., 160, 238 Spruyt, K., 143 Squire, L. R., 246 Sroufe, L. A., 454, 456–457, 463, 510–513, 519 St-Onge, M. P., 153 St. George, D., 487, 509 St. James, A., 442 St. John, W., 122 St. Petersburg–USA Orphanage Research Team, 462 Stager, C. L., 186 Stambrook, M., 562 Stanely-Hagan, M., 508–509 Stanfors, M., 498 Stanger, 352 Stanhope, N., 260 Stanley, J. C., 305 Stanley, S. M., 123, 498, 505 Stanojevic, M., 99 Stanovich, K. E., 226, 329 Stanovich, P. J., 329 Stanowicz, L., 323 Stapp, J., 399 Starr, J. M., 288, 291 Starr, R. H., 485, 501 Staska, M., 322 Stattin, H., 493 Staudinger, U. M., 12, 24, 266, 268, 293, 295, 373–374 Staudt, J., 229 Steegers, E. A., 125 Steele, B., 572 Steele, C. M., 301 Steen, T. A., 327 Steenari, M., 146 Steenland, K., 291 Stefano, J. L., 127 Steffen, L. M., 160 Steffens, D. C., 263, 542 Stein, A., 17–19, 527, 529 Stein, J. H., 158 Stein, J. L., 13, 111 Stein, L., 195, 503 Stein, Z., 115 Stein, Z. A., 115 Steinberg, L. D., 91, 138, 158, 462, 471, 490, 491, 497, 500, 522, 533 Steiner, J. E., 184, 236 Steinhausen, H. C., 435 Steinmann, W. C., 119 Stellern, S. A., 430 Stelmach, G. E., 151, 153, 162, 166 Stemler, S. E., 280 Stemp, P. S., 499 Stene-Larsen, K., 105 Stepanian, M. T., 422 Stephan, Z., 70 Stephens, C., 375 Stephens, C. M., 491 Stephens, M. A. P., 504 Stephenson, H., 532 Stern, D., 393, 456 Stern, Y., 541 Sternberg, K. J., 512 Sternberg, L., 276 Sternberg, R. J., 279–283, 285, 288–290, 293, 295, 301–302, 327, 337, 340–341 Sternglanz, S. H., 401 Stevens, D. P., 342 Stevens, G., 320 Stevens, J. J., 333 Stevens, M., 506 Stevens, M. M., 564 Stevens, R. J., 335

Stevens, W. D., 267 Stevenson, H. C., 361 Stevenson, H. W., 338–340 Stevenson, J., 190, 329–330 Stevenson, R. J., 185 Steverink, N., 364 Stewart, A. J., 360, 371 Stewart, R. B., 495 Steyn, D. W., 107 Stice, E., 435 Stifter, C., 460 Stigler, J. W., 339 Stillion, J. M., 549, 572 Stine, E. A. L., 317 Stine-Morrow, E. A. L., 265, 268, 294 Stipek, D., 287, 324, 326, 335–336, 354 Stirling, S., 199 Stith, S. M., 510 Stoddard, A. M., 12, 269, 294 Stoddart, T., 390 Stolberg, U., 456 Stone, M. R., 470 Stone, R., 116, 190, 193 Stone, S., 193 Stoner, G., 191 Stones, M., 167 Stoolmiller, M., 80 Story, M., 154 Stoskopf, B., 128 Stout, J. P., 111 Strand, S., 277 Strange, W., 183 Stratton, G., 155 Straubbaar, S., 187 Strauman, T. J., 537 Straus, M. A., 510 Strauss, A. L., 558 Strauss, S., 561 Strecker, M. N., 75 Streiner, D., 128 Streissguth, A. P., 107, 108 Streri, A., 186 Striano, T., 351 Stright, A. D., 399 Strigini, P., 74, 116 Stringer, J. S., 111 Stroebe, M. S., 534, 560, 566–568, 570 Stroebe, W., 568, 570 Strong, B., 474, 485–486 Stroud, L. R., 105 Strough, J., 400 Stucky, B. D., 8 Study of Osteoporotic Fractures Research Group, 199 Stuebing, K. K., 318, 330–331 Stuewig, J., 424 Stump, J., 540 Stupnisky, R. H., 326 Sturge-Apple, M., 459 Sturla, E., 394 Subaiya, L., 507 Substance Use, 2009, 104 Suchindran, C., 406 Suchowersky, O., 77 Sudhalter, V., 317 Sueng, H. C., 450 Sugden, D., 159 Sugden, K., 87, 513 Suh, K., 438 Suisman, J. L., 534 Suitor, J. J., 502 Sulkava, R., 203 Sullivan, H. S., 452–453, 468, 470 Sullivan, J., 531 Sullivan, L., 78 Sullivan, M. W., 351–352 Sullivan, P. F., 534 Sullivan, S., 422 Sullivan/Anderson, A., 58 Sulloway, F. J., 299 Sumi, M., 185 Sumida, E., 499 Sun, F., 504 Sun, Y., 468 Sunderland, T., 540 Sundquist, J., 551

Sundqvist, N., 189 Super, C. M., 362 Super, D. E., 362 Surdulescu, G. L., 554 Susman, E. J., 159, 463 Susser, F., 85 Susser, M., 115 Susser, M. W., 115 Sussman, E., 182 Sutton, H. M., 190, 422 Sutton, K., 459 Sutton, P. D., 126 Sutton-Brown, M., 77 Suwanlert, S., 520 Suzuki, A., 368 Suzuki, M., 553 Svanborg, A., 411 Svartengren, M., 85, 265 Svedin, C., 402 Swain, J. E., 119 Swank, P. R., 128–129, 298 Swanson, H. A., 200 Swanson, H. L., 267 Swanson, J. M., 193 Swarr, A. E., 158 Sweitzer, V. L., 428 Swenson, H. L., 314 Swenson, L. P., 108 Switzer, F. S., 341 Sy, S. R., 340 Symons, D. K., 420 Szalacha, I., 373 Szatmari, P., 524 Szekeres-Bartho, J., 113 Szinovacz, M. E., 376, 501 Szkrybalo, J., 389 Szoeke, C. E. I., 543 Szostak, J., 554 Szyf, M., 71, 511

T Taanila, A., 107, 361 Tabert, M. H., 541 Tabors, P., 337 Tach, L., 505 Tackett, J. L., 356 Taddio, A., 185 Taffaro, C., 530 Tagawa, M., 185 Tager, I. B., 167 Tager-Flusberg, H., 317, 523 Taintor, Z., 540 Takagai, S., 116 Takahashi, K., 460 Takase, R., 185 Takei, N., 116 Talbert, G. B., 164 Tallal, P., 330, 332 Talwar, V., 420 Tam, C. S., 156 Tamis-Lemonda, C. S., 150, 488–489 Tan, M., 139 Tan, R. S., 165 Tan, U., 139 Tanaka, A., 476 Tang, D., 13 Tang, Y., 204 Tangalos, E. G., 263 Tangney, J. P., 424 Tanner, J. L., 538 Tanner, J. M., 6, 137, 155, 194, 384 Tanzi, R. E., 541–542 Tapany, A., 492 Tapanya, S., 438 Tarabulsy, G. M., 469 Tarani, L., 107 Tarantino, V., 112 Tardif, C., 468 Tardif, T., 419 Target, M., 39–40 Tarry, H., 442 Task Force on Community Preventive Services, 530 Taste Science, 192 Taveras, E. M., 142 Taylor, A., 87, 439, 512, 513

Taylor, A. G., 469 Taylor, C. G., 534 Taylor, D. M., 538 Taylor, G., 127 Taylor, J., 571 Taylor, J. S., 435 Taylor, L. C., 334 Taylor, L. D., 21 Taylor, M., 390, 420 Taylor, M. D., 217, 291 Taylor, M. R., 550 Taylor, R. D., 491 Taylor, R. F., 300 Taylor, R. J., 445, 540 Taylor, S. E., 452 Taylor, S. E., 478 Teachman, J. D., 486–487, 505, 507, 509, 540 Tedeschi, R. G., 571 Tedrow, 509 Tees, R. C., 183, 320 Teeter, P. A., 191 Tein, J., 573 Tell, G. S., 160 Tellegen, A., 63, 85, 436 Teller, D. Y., 176 Temple, E., 330 Ten Have, T., 27 Tenconi, E., 534 Tenenbaum, H. R., 337, 393, 395 Tennstedt, S. L., 12, 269, 294 Teno, J. M., 572 Teri, L., 543 Terman, L., 278, 305 Terna, L., 59 Terry, D. J., 460 Terry, R., 438 Terry, R. B., 168 Tesch, S., 370 Tesman, J. R., 454 Testa, D., 106, 407 Teti, D. M., 14, 123, 494 Teti, L. O., 455 Thal, D. J., 316 Thapar, A., 106, 521–522 Thase, M. E., 540 Thearle, J., 568 Thelen, E., 148–159 Thelen, M. H., 534 Theodore, R. F., 356, 522 Thewissen, V., 352 Thibault, H., 160 Thiede, K. W., 260 Thierry, K., 257 Thigpen, J. W., 402 Thisted, R. A., 163 Thoermer, C., 417 Thoma, S. J., 440–441 Thomas, A., 352–353 Thomas, A. K., 267 Thomas, C. W., 352 Thomas, D., 287 Thomas, F., 157 Thomas, J. M., 467 Thomas, J. R., 151, 153, 162, 166 Thomas, K. A., 247 Thomas, K. M., 99, 137, 138 Thomas, K. T., 153, 166 Thomas, S., 127 Thomas, T., 564 Thompson, A. L., 142 Thompson, A. M., 139 Thompson, D., 12 Thompson, J. K., 535 Thompson, L. A., 305 Thompson, R. A., 420, 430, 434–435, 454–55, 457, 507 Thompson, R. F., 76, 139 Thompson, S. B. N., 541, 543 Thomsen, A. H., 564 Thorndike, 288 Thorne, B., 470 Thornton, R., 317–318 Thorp, J. M., 119 Thorstensson, A., 159 Thruber, C. A., 457

NAME INDEX I-19 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Thulier, D., 125 Thun, M., 291 Thurm, A. E., 522 Thys-Jacobs, S., 164 Tienari, P., 85 Tierney, M., 502 Tietne, A. M., 441 Tiggemann, M., 163, 534 Tilmont, E., 555 Timmer, F., 371 Timor-Tritsch, E. I., 74 Timor-Tritsch, I. E., 78 Tinbergen, N., 52 Tinker, E., 315 Tisak, J., 433 Tisak, M. S., 433 Tischler, G. L., 439 Tita, A. T., 119 Tither, B. J., 157 Tizard, B., 462 Tobajas, J., 105 Tobiishi, K., 112 Tobin, S. S., 377 Tobon, C., 491 Todaka, T., 112 Todd, M., 409 Todd, R. D., 524 Tokura, H., 313 Tolan, P., 510 Tomasello, M., 314–315, 322, 418, 430–431 Tomashek, K. M., 124 Tomblin, J. B., 53, 320, 451 Tomeo, D. L., 8 Tomich, P. L., 465 Tomkiewicz, S., 300 Tomlin, C., 352 Tomlinson-Keasey, C., 306, 427 Tomporowski, P. D., 154 Tonascia, J., 129 Tong, V. T., 108 Tonge, B., 32 Tonick, I. J., 401 Toomey, R., 83 Torges, C. M., 371 Torner, N., 108 Torrance, E. P., 285, 288–289 Torres, M., 540 Toth, S. L., 459, 519–520 Touron, D. R., 266 Toussaint, K. L., 549 Townsend, J., 140 Towsley, S., 352 Tozzi, A. E., 112 Tozzi, F., 534 Trabasso, T., 222 Trabucchi, M., 203 Tracy, J. L., 3, 357, 363 Tragl, K. H., 263 Tram, J. M., 357 Tramontano, C., 428 Tran, S., 463, 476, 499 Trauten, M. E., 5, 377 Trautner, H. M., 396 Traylor, E. S., 565, 570 Treas, J., 22, 403 Treboux, D., 458–460, 497 Treffert, D. A., 279 Treiman, R., 329, 330 Treisman, E. M., 335 Tremblay, M., 154 Tremblay, R. E., 8, 104–105, 384, 438–439 Trempel, R. E., 200 Trent, K., 502 Trevathan, W. R., 409 Treviño, L. K., 68, 428 Triandis, H. C., 365 Trickett, P. K., 301, 403 Troll, L., 505 Trommsdorff, 492 Tronick, E. Z., 121 Trotter, K. H., 384 Troyer, L., 327, 491 Trudeau, E. B., 126 Trudeau, L., 436 Truedel, G., 376

Trueheart, C., 553 Truss, C. V., 342 Trussell, J., 164 Trzesniewski, K. H., 3, 357–358, 363 Tsai, W. Y., 13, 338 Tshibanda L., 549 Tsuchiya, K. J., 116 Tu, Y. H., 13 Tucker, L. K., 440 Tucker, P., 394 Tuckett, A., 343 Tuckey, M., 420 Tuckman, B. W., 154 Tuer, M., 498 Tullos, A., 218 Tuma, F. K., 530 Tun, P. A., 203 Turati, C., 178 Turecki, G., 511 Turiel, E., 390, 424–425, 432–433, 441, 443 Turk-Charles, S., 377 Turkewitz, G., 183 Turkheimer, E., 77, 86–87, 89, 436 Turner, H. A., 403 Turner, J., 499 Turner, J. T., 395 Turner, L. A., 259 Turner, R. J., 539 Turnpenny, P. D., 68, 70, 73, 75–76, 78, 90 Tweed, R. G., 566 Twenge, J., 383 Tyll, M. D., 572 Tynelius, P., 85, 156 Tyre, P., 534 Tyron, R. C., 79 Tyson, J., 129, 338 Tyson-Rawson, K. J., 564

U U.S. Census Bureau, 341, 486–487, 552 U.S. Department of Education, 342 U.S. Department of Health and Human Services, 510 U.S. Department of Labor, 386 Ubel, P. A., 503 Uccelli, P., 315 Uchida, N., 200 Uchino, B. N., 477, 501 Uchronski, M., 385 Udry, J. R., 406, 471 Uematsu, S., 139 Ueno, K., 477 Uhland, R. L., 342 Ujamaa, D. A., 154 Ulrich, B., 148 Umaña-Taylor, A. K., 361 Umberson, D., 500, 502, 568 Underwood, A., 543 Underwood, L. E., 133 Unger, J. B., 59 United Nations, 551 United States, 552 University of Copenhagen, 195 University of Exeter, 159 Uno, A., 112 Unverzagt, F. W., 12, 269, 294 Uotinen, V., 376 Updegraff, K., 395 Urbano, R. C., 188 Urbina, S., 290, 301–302 Urdan, T., 337 Urioste, M., 70 Urofsky, M. L., 548 Usher-Seriki, K. K., 409 Ustun, T. B., 191, 530

V Vaag, A., 70 Vaca, V. L., 167 Vaccaro, B. G., 454 Vaden, N. A., 302 Vaglio, S., 185 Vahia, I., 540 Vaillancourt, D. E., 166 Vaillant, G. E., 371–372, 445

Valcrio, L., 108 Valdes, A. M., 554 Valdez-Menchaea, M. C., 319 Valente, T. W., 238 Valentino, K., 511–512 Valenza, E., 178 Valery, S. M., 532 Valian, V., 319 Valiente, C., 496 Valiente, T. W., 160 Vallin, J., 552 Van Acker, R., 45 Van Beurden, E., 151 Van Beveren, T. T., 108 Van Broeckhoven, C., 268 van de Heijden, P. G. M., 568, 570 Van den Berg, S. M., 297 van den Boom, D. C., 354, 478 van den Bout, J., 568, 570 van den Bree, M. B. M., 436 van den Broek, P., 330 Van den Dries, L., 462 van der Ende, J., 529 Van Der Lippe, T., 386 van der Maas, H., 258 van der Meer, A. L., 179 van der Waals, F., 26 van Doesum, K. T. M., 478 Van Doren, M., 35 Van Gaalen, 502 Van Giffen, K., 181 Van Goozen, S. H. M., 438 van Goudoever, J., 127 Van Hecke, A. V., 417 van Hees, Y., 114 van Hoeken, D., 533 van Hoof, A., 358, 435–436 van Hook, J., 334 Van Horn, P., 564 Van IJzendoorn, M. H., 83, 330, 452, 459– 460, 462, 468, 475–476, 478, 499 van Kleeck, A., 330 van Leeuwen, M., 297 Van Lieshout, C. F., 468 van Mier, H. I., 151 van Minnen, A., 97 Van Paesschen, W., 246 Van Rossem, L., 125 Van Ryzin, M., 389 van Solinge, H., 375 Vance, D. E., 200 Vance, J. C., 460, 568 Vande Voort, J. L., 534 Vandell, D. L., 157 Vander Veur, S., 153 Vanhasselt, V. B., 501 Vanhaudenhuyse, A., 549 Varela, R. E., 530 Vargas, L. A., 520 Vargas, M., 352 Vargha-Khadem, F., 139, 246, 320 Varner, M. W., 119 Vartanian, L. R., 228 Vartoukian, R., 257 Varvarigon, A. A., 105 Vasyukova, C., 262 Vatten, L. J., 159 Vaughn, B. E., 460, 468 Vedantam, S., 524, 532 Veenstra, G., 77 Veenstra-Vanderweele, J., 524 Veerman, J. W., 437 Velderman, M. K., 478 Velikonja, V., 116 Vella, S., 111 Vellas, B., 542 Vellutino, R. T., 330–331 Vellutino, V., 330–331 Velting, D. M., 538 Vendlinski, M. K., 84 Venter, C., 68 Ventura, S. J., 115, 119, 126 Verbeek, P., 429 Verbrugge, R., 183 Verdery, R., 555 Verduyn Lunel, F. M., 108

Verghese, J., 12 Verhaak, C. M., 97 Verhaar, H. J. J., 161 Verhaeghen, P., 3, 265–267, 292–293 Verhulst, F. C., 529 Verkade, R., 352 Verma, P., 102 Verma, S., 339 Vermeulen, A., 165 Vermund, S. H., 111 Vernon, P. A., 85 Veroff, J., 342 Véronneau, M. H., 337 Veroude, K., 318 Verquer, M. L., 362 Verrillo, R. T., 205 Verrillo, V., 205 Verschueren, K., 355 Victor, J. B., 356 Vidaver, J., 74 Videka-Sherman, L., 573 Viding, E., 89, 439 Vietze, P. M., 26, 323 Vihman, M. M., 314 Villatta, I. K., 435 Villeneuve, V., 376 Vinden, P. G., 420 Viner, R. M., 160, 534 Vinick, B. H., 376 Vining, E. P. G., 139 Vita, A. J., 168 Vital-Durand, F., 177 Vitario, F., 468 Vitiello, B., 193, 532 Vivian, D., 511–512 Vogler, G. P., 83, 85 Vohr, B. R., 128 Voight, B. F., 53, 68 Volkmar, F., 524–526 Volling, B. L., 494 Vollrath, M. E., 105 von Hofsten, C., 143, 145, 148–150 von Voss, H., 114 Vondra, J., 510 Vondracek, F. W., 362, 373 Vonk, J., 429 Voorhees, C. C., 159 Vorster, J., 322 Voss, K., 356 Voss, M. W., 265, 294 Vouloumanos, A., 182 Voyer, D., 384 Vrancken, S., 108 Vreeling, F. W., 268 Vrsalovic, W. T., 352 Vuoksimaa, E., 139 Vuontela, V., 146 Vuorilho, A., 203 Vurpillot, E., 190 Vygotsky, L., 51, 210, 233–236, 244, 306, 312, 344

W Wade, B., 324 Wadhwa, P. D., 114 Wadley, V. G., 200 Wadsworth, M. E., 564 Wadsworth, S. J., 263, 305 Waechter, E. H., 563 Wagner, S. H., 362 Wahlberg, K. E., 85 Wahlsten, D., 51, 79, 91, 521 Wainryb, C., 433 Wainwright, R., 420 Waite, L. J., 25, 502 Wakschlag, L. S., 105 Walden, B., 496 Waldenström, U., 120 Waldholz, M., 77 Waldman, I. D., 84, 192, 302, 438 Waldman, R. A., 300 Waldman, W., 82 Waldron, M., 86 Walford, R. L., 553, 555 Walk, R., 179–180 Walker, D. K., 126

I-20 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Walker, L. J., 427, 441–443 Walker, M. C., 116 Walker, R., 226 Walker-Andrews, A. S., 186 Wall, S., 450 Wallace, C. S., 139, 300, 373 Wallace, I. F., 129 Wallace, M., 103 Wallace, P. S., 148 Wallace, R. B., 165 Wallach, M. A., 282 Wallen, K., 392 Waller, E. M., 470–471 Wallis, C., 75 Wallman, L. M., 374–376 Walls, R. T., 268 Walls, S., 120, 362 Walrath, J., 127 Walsh, C. A., 525 Walsh, C. E., 90 Walsh, D., 540 Walsh, K., 202 Walsh, P. V., 401 Walster, E., 477 Walster, G. W., 477 Walter, C. A., 558, 565, 568 Walters, D., 321 Walters, E. E., 191, 530, 539 Walters, L. H., 228 Walton, G., 301, 368 Wancata, J., 540 Wandrei, M. L., 228 Wang, H. Y., 507 Wang, J., 471 Wang, J. J., 199 Wang, L., 543 Wang, P. S., 540 Wang, Q., 360, 367, 492 Wang, S., 505 Wang, S. H., 181 Wang, S. S., 555 Wang, S. Y., 122 Wang, Z., 184 Wapner, R. J., 119 Ward, C. D., 184 Ward, D., 410 Ward, H., 462 Ward, R., 500 Ward, S. A., 160 Ward, S. K., 362 Ware, J., 525 Ware, J. H., 111 Warin, J., 387, 396 Waring, S. C., 263 Warkentin, V., 352 Warneken, F., 419 Warner, C. B., 201 Warren, J. R., 340 Warren, S. T., 75 Warris, A., 108 Warwick, Z. S., 204 Waskowic, T. D., 569–570 Wass, H., 568 Wasserman, A., 467 Wasserman, D., 527, 531, 537, 540 Wasserman, M. S., 531–533 Wasserman, R. C., 156 Waterman, A. S., 360, 362–363 Watermaux, C., 111 Waters, F., 450, 456, 463, 497 Watkins, K. E., 246 Watson, J. B., 33, 42, 45–46, 47, 68, 244, 418 Watt, L. M., 372 Waudry, W., 111 Waxman, S., 221, 320 Wayne, A., 333 Weaver, S. R., 491 Webb, A., 140, 268 Weber, R. A., 472 Webster, J. D., 372, 477 Wechsler, D., 278, 291–292 Weeks, J. C., 572 Weeks, M. O., 383 Wei, J. Y., 365 Weiffenbach, J. M., 204

Weigel-DiFranco, C., 201 Weinberg, J., 102, 105 Weinberg, K. M., 121 Weinberg, R. A., 83, 300, 302 Weiner, M. F., 543 Weinert, F. E., 224, 285, 293 Weinraub, M., 387, 457 Weinrott, M., 440 Weir, K. N., 498 Weisberg, P., 47 Weisglas-Kuperus, N., 127 Weisner, T. S., 495 Weiss, B., 531 Weiss, L. H., 111, 491 Weiss, M., 352 Weiss, M. G., 194, 259 Weiss, R., 68, 75, 90, 372 Weiss, R. S., 558 Weiss, S. R., 167 Weissbluth, M., 146 Weissgram, S., 263 Weissman, M. M., 439 Weisz, J., 460, 497, 520 Weisz, J. R., 531–532 Welch, L. C., 527 Weldon, A. H., 485 Wellbery, C., 125 Weller, A., 452 Wellman, H. M., 181, 250, 418–421 Wells, K., 193 Wells, K. B., 540 Welsh, J. A., 330 Welsh-Bohmer, K. A., 263, 542 Wen, L., 356 Wen, S. W., 116 Wen, X., 53, 68 Wenglinsky, H., 332 Wentzel, K. R., 468 Werker, J., 181–183, 313, 320, 322 Werner, E. A., 102 Werner, E. E., 129 Werner, H., 141 Werner, J. A., 181–182, 313 Werth, J. L., Jr., 549–550 Wertheim, F. H., 435 West, E., 59 West, G. L., 201 West, M. J., 322 West, R. F., 226 Westen, D., 36, 40 Westerlund, A., 178–179 Western, M., 507 Westerveld, M., 128 Westhues, A., 324, 420 Weston, D. R., 458–460, 489 Wethington, E., 6 Wethington, H. R., 530 Wetle, T., 527 Wetzler, S. E., 263 Weyandt, L. L., 190–193 Whalen, C. K., 384 Whalen, G., 105 Whalley, L. J., 288, 291 Wheeler, M. E., 384 Wheelright, S., 524 Wheelwright, S., 526 Whiffen, V. E., 521 Whipp, B. J., 160 Whishaw, I. Q., 139, 148 Whitbourne, S. K., 6, 140, 161, 165, 168, 202 White, C., 167 White, D., 410 White, D. J., 410 White, D. L., 568 White, L., 162, 486–487, 500 White, M. J., 330 White, P. A., 341 White, R. L., 361 White, R. M. B., 491 White, S., 422 Whitebourne, S., 370 Whitebread, D., 258 Whitehead, B. D., 486–487, 505 Whitehurst, G. J., 319, 330 Whiteman, M. C., 288

Whiteman, S. D., 495 Whiting, B. B., 389 Whitman, T. L., 499–500 Whitmore, M. R., 164 Whyte, E. M., 543 Wible, C., 265 Wickens, A. P., 554 Widaman, K. F., 90 Widén, S. E., 195 Widmer, E. D., 403, 502 Wiesel, T., 187 Wigal, T., 193 Wigfield, 326 Wigfield, A., 337 Wihelm, I., 143 Wijngaards-de Meij, L., 568, 570 Wikan, U., 569 Wilber, J., 165 Wilcock, A., 120 Wilcox, S., 161 Wilcox, T., 386 Wiley, R. L., 202 Wilfond, B., 78 Wilhelm, F. H., 554 Wilils, S. L., 269–270 Wilkinson, D., 543 Wilkinson, L. S., 71 Wilkner, K., 185 Willats, P., 250 Willbarger, J. L., 419 Willcox, B. J., 553, 555–556 Willcox, D. C., 553, 555–556 Willi, J., 533 Williams, 168, 527 Williams, A. F., 200 Williams, B., 439 Williams, D. R., 540 Williams, G. M., 121 Williams, J., 82 Williams, J. E., 383 Williams, J. L., 75 Williams, K., 419 Williams, K. J., 439 Williams, L., 403 Williams, M. M., 366 Williams, M. V., 291 Williams, T., 402 Williams, T. M., 164 Williams, V., 361 Williams, W. M., 341 Willis, S. L., 6, 12, 293–234 Willms, J. D., 154, 332 Willoughby, T., 444 Wilmoth, J. M., 7, 375, 486 Wilson, A. E., 154, 495 Wilson, B. J., 21 Wilson, C. L., 499 Wilson, D. B., 20 Wilson, G. T., 534 Wilson, M. E., 187, 433 Wilson, R., 83 Wilson, R. E., 543 Wilson, R. S., 12, 13, 204, 269, 294 Wilson, S., 477 Wilson, S. J., 373, 439 Wilson-Costello, D., 127 Wilton, P., 135 Winch, G., 399 Wineberg, H., 550 Wing, L., 304 Wingfield, A., 203 Wingood, G. M., 59 Wink, P., 400, 444–445 Winkielman, P., 419 Winkler, I., 140, 182 Winner, E., 227, 304–306 Winner, F., 422 Winocur, G., 422 Winsler, A., 236, 238 Winstanley, M., 499 Winter, J. A., 388 Winter, L., 377 Winters, J. J., 19 Wippman, J., 463 Wirkala, C., 224 Wisco, B. E., 537

Wiseman, R. A., 119 Wismer Fries, A. B., 527 Wisniewski, A. B., 392 Wisniewski, S. R., 567 Withington, D., 453 Witman, M., 530 Witt, S., 399 Witte, K., 362 Wittlinger, R. P., 265 Wlodkowski, R. J., 341 Wodrich, D. L., 75 Woehr, D. J., 373 Wolchik, S. A., 508, 564, 573 Wolf, H. M., 74 Wolfe, C. D., 251 Wolfe, H. M., 78 Wolfe, J., 572 Wolff, M., 114 Wolff, P. H., 455 Wolfner, G. D., 512 Wolfson, A. R., 146 Wolke, D., 127 Wolkowit, O. M., 554 Wollowell, J. G., 135 Women’s Health Initiative, 165 Wonderlich, S., 534 Wong, C. A., 361 Wong, I. C., 160 Wong, J. J., 251, 489 Wong, P. T. P., 342, 372 Woo, S. M., 536, 538–539 Wood, C., 105 Wood, D., 369 Wood, E., 387 Wood, J., 200 Woodhill, M. B., 400 Woods, E. R., 128–129 Woods, R., 386 Woodside, D. B., 533 Woodward, A. L., 314, 417, 508 Woodward, H. R., 531 Woolard, J., 138 Wooley, J. D., 218 Worchel, F. F., 563 Worden, J. W., 564, 565, 570–571 Worfolk, J. B., 205 World’s Oldest Mothers, 112 Worley, A., 185 Wormald, R. P., 199 Wortman, C. B., 566–570 Woynarrowska, B., 155 Wright, C. I., 353 Wright, L. L., 105, 108, 128 Wright, M., 265 Wright, V., 438 Wright, W. E., 554–555 Wrigth, M. J., 305 Wrosch, C., 364, 372, 439 Wu, C. H., 288 Wu, C. Y., 165 Wu, H., 8, 384, 438 Wu, J., 288 Wu, P., 231 Wu, T., 156 Wu, Y. Z., 70 Wurmser, H., 114 Wüst, S., 114 Wyatt, K. M., 164 Wynn, K., 431 Wynne, L. C., 85 Wysocki, C. J., 196

X Xian, H., 83 Xiang, Z., 287 Xie, X., 184 Xu, D., 322

Y Yaffe, K., 167 Yamagata, S., 368 Yamazaki, S. K., 8, 195 Yan, A. F., 159 Yan, B., 230 Yan, J. H., 151, 153, 162, 166 Yanagiya, S., 112

NAME INDEX I-21 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Yang, O., 116 Yao, H., 525 Yapanel, U., 322 Yardley, L., 504 Yarger, R. S., 251, 260 Yarrow, L. J., 323–324 Ye, H. H., 184 Yeats, K. O., 420–421 Yeh, Y., 288 Yehunda, R., 114 Yendovitskaya, T. V., 189 Yeung, W. J., 300 Yi, J., 503 Yilmaz, G., 125 Yonas, A., 177, 179, 185 Yonkers, K A., 164 Yoo, S., 525 Yoon, K. S., 337 Yordanova, J., 166 York, C., 565 York, T. P., 83 Yoshimura, K., 368 Youn, G. Y., 503 Young, J. W., 148 Young, P., 333, 373 Young, R., 279 Young, W. C., 392

Youngblade, L. M., 420 Youngman, L., 115 Youniss, J., 360 Youth Risk Behavior, 138 Yu, J., 128–129 Yu, T. J., 165 Yurdakök, K., 125 Yuzda, E., 524

Z Zack, M. M., 197 Zagoory-Sharon, O., 452 Zahn-Waxler, C., 11, 33, 55, 430–431, 439 Zajac, R., 257 Zajone, R. B., 299 Zalla, T., 525 Zamora, D., 541 Zamrini, E., 543 Zander, L., 116 Zanjani, F. A. K., 292 Zapfe, J. A., 155 Zaporozhets, A. V., 190 Zappitelli, M., 422 Zarit, S. H., 293, 504 Zarrett, M., 371 Zask, A., 151 Zaslavsky, A. M., 191, 530

Zaslow, M., 26, 464 Zeanah, C. H., 461–462, 478 Zehetmayer, S., 263 Zeijlon, L., 523 Zelazo, D., 214 Zelazo, P. D., 104–105, 433 Zelazo, P. R., 114 Zeldow, P. B., 399 Zelli, A., 438, 492 Zemach, I., 176 Zemal, B., 141 Zenah, C. H., 527–528 Zerr, A. A., 47 Zhang, A., 126 Zhang, B., 559, 570 Zhang, H., 70–71, 503 Zhang, K., 184 Zhang, L., 231 Zhang, N., 566–567, 569 Zhang, X., 199 Zheng, D., 202 Zheng, W. L., 572 Zhou, M., 154 Zhou, Q., 496 Zhou, W., 125 Zick, C. D., 565 Ziegler, M., 570

Zigler, E., 510 Zigler, F., 301, 304, 337, 356 Zimmer-Gembeck, M. J., 407, 564 Zimmerman, F. J., 135, 322 Zimmerman, R., 459 Zimprich, D., 292 Zinbarg, R., 47 Zisook, S., 572 Zissimopoulos, J. M., 375 Zlotkin, S., 27 Zmuda, M. D., 540 Zoccolilio, M., 8, 384, 438 Zoellner, J. M., 153 Zonderman, A. B., 540 Zorn, B., 116 Zosuls, K. M., 396 Zuccaro, P., 105 Zucher, A. N., 360 Zucker, K. J., 403 Zuckerberg, A., 139 Zugaib, M., 103, 108 Zulian, L., 177 Zuvekas, S. H., 532 Zvoch, K., 333 Zwaigenbaum, L., 524 Zweig, J. M., 406 Zygmuntowicz, C., 190, 422

I-22 NAME INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Subject Index

A A-not-B error, 214 Abecedarian Project, 324 Ability grouping, 332 Abnormal development, 518–519 Abstract thinking, 222–223 Academic achievement ability grouping and, 332 child’s contributions to, 326–327 competition and, 328–329 culture factors, 338–340 decline in, 336–338 effective environments for, 332–336 IQ and, 288 in mathematics, 338–340 motivation for, 326 NCLB and, 332 parent’s contributions to, 327–328 reading skills, 329–332 school’s contributions to, 328–329 school’s financial resources and, 332 in science, 338–340 Acceptance, 557 Acceptance–responsiveness parents, 490 Accommodation, 212 Achievement motivation. See Mastery motivation Acquired taste, 195 Active euthanasia, 549 Active gene–environment correlations, 88 Active proximity seeking, 457 Activity–passivity issue, 34 Acuity glaucoma, 201 Adaptations characteristic, 348 defined, 211 ADHD. See Attention deficit hyperactivity disorder (ADHD) Adolescents abstaining, 406 abstract thinking by, 222–223 academic decline by, 336–338 adulthood transition of, 341–342 after school jobs and, 340–341 anorexia nervosa and, 533–535 antisocial behavior by, 436–441 attention spans, 194 audio capabilities, 194–195 brain development, 138 changing views of, 6 creativity and, 288–289 dating by, 471–472 death and, 564–565 depression, 537 egocentrism, 228 formal operational stage, 222–226 friendships, 469–470 gender role development, 390–398 growth spurts in, 155 health of, 160–161 hormonal changes, 135–136 hypothetical thinking by, 222–223 identity formation in, 358–363 intelligence of, 288 mastery progress, 224, 226 memory of, 259–260 moral development, 435–441 parental relationships, 362, 469, 496–497 physical behavior, 159–160 pregnancy, 58–60 psychological development, 157–158 psychopathology in, 533–538 scientific reasoning by, 223–224

self-conceptions of, 357 self-esteem of, 357–358 sexual maturation, 155–159 sexuality, 404–409 social networks of, 470–471 storm/stress in, 533 substance abuse disorders, 525–538 suicidality, 537–538 “timely” maturation, 158–159 vocational identity of, 361–362 wellness of, 160–161 Adoption studies, 79–80 Adrenarche, 155 Adulthood criteria for, 6–7 depression, 539–540 friendships, 477 path to, 370 pathways to, 341–342 Adults. See also Older adults achievement motivation by, 341–342 ADHD in, 191 appearance changes, 161–163 attachment styles, 475–477 attention, 201 careers, establishment of, 372–373 cognitive limitations, 229–231 continuing education by, 342–344 death and, 565–571 early intimacy, 370–371 expertise development, 261–263 gender roles, 398–401 intelligence and, 290–291 literacy, 342 mid-life crisis, 372 mid-life generativity in, 371 middle age, 6 moral development, 441–446 moral reasoning by, 441 parental relationships, 502–504 physical functioning, 161–163 psychological changes, 163–164 psychopathology disorders in, 539–544 reproductive system, 164–165 romance, 473–475 self-conceptions of, 363–367 sexuality, 409–411 single, 486 social networks, 472–473 socioemotional selectivity of, 473 spiritual, 445 taste receptors, 196 typical changes, 161–164 visual search skills, 201–202 vocational changes by, 372–376 Age ADHD onset, 191 causes of death and, 552 depression and, 539–540 educational levels and, 342 fetal health and, 112–114 gender roles and, 400–401 increasing realism with, 362 IQ scores and, 285, 291–293 motor skill norms, 145 norms, 520–521 religiosity and, 445–446 retirement, 374 self-esteem and, 364 sexuality and, 409 Age effects, 21 Age-related macular degeneration (AMD), 199

Ageism, 163 Aggression. See Antisocial behavior Aging. See also Death; Older adults biological, 3 brain, 140–141 chemical sense, 203–204 cognition and, 231–232 damage theories of, 553 genetics of, 553–554 memory and, 263–268 personality and, 377 physical decline, 161–163 physical response to, 165–166 problem solving and, 268–270 programmed theories of, 553–556 self-conceptions and, 363 spirituality and, 445 stereotypes of, 365–366 successful, 168–169 vocations and, 373–374 Alcohol, prenatal effects of, 105–108 Alleles, 68 Alphabetic principles, 329–330 Alzheimer’s disease (AD), 264 causes/contributors, 542 characterization, 541 diagnosis, 541 late-onset, 542 prevention, 542–543 treatment, 543 AMD. See Age-related macular degeneration (AMD) Amnesia, 255 Amniocentesis, 78 Anal stage, 37–38 Analgesics, 120 Analytic intelligence, 281 Anatomy, 402 Androgenized female, 392 Androgens, 135 Androgyny, 399–400 Andropause, 165 Anencephaly, 98 Anger, 17, 557 Anorexia nervosa cause of, 534–535 characterization, 533 prevalence of, 533–534 treatment, 535 Anoxia, 117–118 Antioxidants, 555 Antisocial behavior coercive family environment theory, 438 combating, 440 emotions and, 436–437 prevention of, 439 social information processing model, 437–438 Anxiety, stranger, 456, 457 Apgar test, 125–126 APOE4 gene, 542 Artificial content, 265 Artificial insemination, 97 ARTs. See Assisted reproductive technologies (ARTs) Asperger syndrome, 523, 526 Assimilation, 211 Assisted reproductive technologies (ARTs), 97 Associative play, 465 Attached infants caregiver to infant, 455–456, 459 contextual issues, 460 day care and, 462–463 evolution and, 463–464 exploratory behavior and, 457

SUBJECT INDEX I-23 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Attached infants (continued) implications, 461–463 infant to caregiver, 456–457 later development and, 463 parenting styles and, 459 personality and, 460 relationship quality, 457–461 separations and, 462 social deprivation and, 461–462 types of, 455–457 Attachments adolescent, 469 adult styles, 475–477 bereavement model, 558–560 contextual aspects, 460 dismissing style of, 475 disorganized-disoriented, 459 fears of, 457 later development and, 451–452 nature/nurture and, 450–451 oxytocin and, 451–452 parent–child, 464–465 parenting styles and, 459 quality of, 457–461 resistance, 457–458 secure, 457 theory of, 450 therapies, 478 true, 457 Attention adult, 201 defined, 189 joint, 417 problems of, 190–193 selective, 189–190 systematic, 190 Attention deficit hyperactivity disorder (ADHD) adults with, 191 causes, 191–193 development of, 191 onset age, 191 symptoms, 190 test for, 192 treatment, 193 Attention spans, 189, 194 Attitude, gender role in, 401 Authoritarian parents, 490 Authoritative parents, 490 Authority morality, 426, 436 Autism causes, 524–525 characteristics, 524 Down syndrome and, 417 DSM-IV-TR criteria, 523 identification of, 522–523 outcomes, 525–527 prevalence of, 523–524 theory of mind and, 417 treatment, 525–527 Autism spectrum disorders (ASDS), 523 Autobiographical memory adult, 262–263 beginning of, 255–256 Autonomy adolescent achievement of, 496–497 development of, 41 shame and doubt versus, 370

B Babbling, 314 Baby biographies, 11 Baby boom generation, 22 Bandura, Albert, theory of, 45–47 Bargaining, 557 Bayley Scales of Infant Development, 283–284 Behavior antisocial, 436–441 exploratory, 457 gender role, 401 gender-typed, 389–390 inhibition, 352–353 neonate, 143 prosocial, 424, 430–432 school refusal, 41 sexual, 402–403, 406–409 Behavior rating scale, 284

Behavioral genetics studies. See also Nature/nurture ADHD findings, 192–193 breeding, 79 controversies, 89, 91 intellectual ability findings, 82–83 molecular genetics and, 81–82 personality findings, 83–84 psychological disorder findings, 84–85 temperament findings, 83–84 twins and adoption, 79–81 Behaviorism, 42 Belief desire and, 418 false, 418 Bereavement. See also Grief attachment model of, 558–560 care during, 572–573 child, 563–564 defined, 558 dual-process model of, 560 family program, 573 human development and, 571 Beta-amyloid, 541 Bias IQ tests, 300–301 moral reasoning and, 441–443 Bidirectional influences model, 53 Big-fish–little-pond effect, 357–358 Bioecological model introduction of, 51 principles of, 8–10 Biological aging, 3 Biological sex, 382 Birthing practices, 116–117 Blood sampling. See Maternal blood sampling BMI. See Body mass index (BMI) Bodily-kinesthetic intelligence, 279 Body mass index (BMI), 154 Bonding, 451 Bones healthy, 168 infants, 142 Born to Learn, 324 Bottle feeding, 125 Brain adolescent, 138 aging, 140–141 developmental stages, 99 early experience and, 187 fetal, 101 genetics and, 138–139 language and, 318 lateralization of, 139 neurogenesis of, 139–140 neurotransmitters in, 532 plasticity of, 139 Brazelton training, 124 Breast feeding, 125 Bronfenbrenner, Urie, theory of, 9–10 Brown v. Board of Education, 334 Bulimia nervosa, 533

C Caloric restriction, 555 Caregivers. See Parents Carriers, 70 Cascade model of substance abuse, 536–537 Case studies defined, 17 life-span development, 17 socialization, 434 Cataracts, 187 Catch-up growth, 135 Centenarians, 556 Centration, 217 Cephalocaudal principle, 141 Cesarean section, 117, 119 Characteristic adaptations, 348 Chemical senses adolescent, 195–196 aging and, 203–204 infants, 184–185 Child abuse attention given to, 510 perpetuator profile, 510–511 victim profile, 511–512

Child effects model, 493 Childbirth anoxia and, 117–119 changes in, 116–117 complications, 119 cultural factors, 120–121 father’s experience, 121–123 hazards in, 120 medications, 119–120 mother’s experience, 120–121 postponing, 487 stages of, 117–118 Child-directed speech, 322 Childhood amnesia, 255 changing views of, 5–7 gene expression in, 71 growth during, 151 growth patterns, 152 peers in, 452–453 psychological disorders in, 528 psychosexual development in, 37–38 psychosocial stages of, 40–42 sexuality, 402–404 Children academic achievement by, 326–327 attention development, 189–193 bereavement by, 563–564 classification problems, 218, 220 concrete operations stage, 221–222 conservation by, 217–219, 221–222 continuity of, 529, 531 creativity of, 285–287 death concept of, 561–563 death of, 563, 567–568 depression in, 531–532 developing personality in, 356 discontinuity of, 529, 531 egocentrism of, 218 externalizing problems by, 528–531 friendships and, 468–469 gender differences in, 387–390 health of, 153–155 hearing-impaired, 182–183 Hurricane Katrina effects on, 530 inclusion problems, 220 intelligence of, 284–288 internalizing problems by, 528–531 moral development, 432–435 overweight, 154–155 parental attachments, 464–465 peer networks, 465 physical behavior, 151, 153 play by, 465–467 popularity of, 467–468 in poverty, 487 preoperational stage, 217–221 preschool, 220–221 psychological treatment for, 532 psychopathology in, 528–533 reaction time, 153 reading, learning to, 329–332 Santa Claus belief by, 218 self-esteem of, 355–356 sense of self, 354–355 seriation and, 222 sexual abuse of, 403–404 theory of mind and, 417–421 wellness of, 153–155 Chlamydia, 408 Chorion, 97 Chorionic villus sampling (CVS), 78 Chromosome abnormalities, 74–75 Chromosomes characterization, 66 gender roles and, 391 Chronosystem, 9,10 Cigarette smoking. See Tobacco Classical conditioning defined, 42 phases in, 43 principles of, 42 strengths of, 47 weaknesses of, 47 Classification problems, 218, 220 Clinical method, 210

I-24 SUBJECT INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Cliques, 470 Cocaine, prenatal effects of, 108 Cochlear implants, 183 Coercive family environment theory, 438 Coercive family environments, 440 Cognitive behavioral therapy, 531–532 Cognitive developmental theory. See also Social cognition development; Thought adolescents and, 222–228 adults, 229–232 aging and, 231–232 childhood, 217–222 defined, 48 educational improvement from, 343 egocentrism, 218 gender differences, 396 humor and, 227 identity formation and, 362 impairment, 264 infancy, 48 intelligence definition, 211–213 moral development, 425–428 origins of, 210–211 overlapping wave theory, 258 preschool children and, 220–221 sense of self and, 361–352 stages of, 49, 212–216 strengths, 50 weaknesses, 50–51 Cognitive impairment. See Dementia Cognitive reserve, 542 Cohort effects circumvention of, 23 defined, 21 generational effects, 22 Collectivist cultures, 460 Community, 383 Comorbidity, 531 Companionate grandparents, 500 Compensation, memory and, 270 Complicated grief, 567 Conception, 66, 96–97 Concrete operations stage, 50 Conduct disorder, 436 Confidants, 478 Confidentiality, 27 Confluence approach, 283 Congenital malformations, 150 Conscience principles, 426 Conservation ability test, 219 forms of, 221–222 lack of, 217–219 tests of, 219 transitivity and, 222 Conservation-of-liquid-quality test, 217 Constitutional growth delay, 158 Constructivism defined, 48 intelligence and, 210–211 perception and, 174–175 Contact, morality of, 426 Continuing bonds, 569 Continuing education, 342–344 Continuity–discontinuity issue, 34–35 Control of variables strategy (CVS), 226 Conventional morality, 426 Conventional reasoning, 436 Convergent thinking, 282 Cooing, 314 Cooperative learning, 335 Cooperative play, 465 Coordination of secondary schemes, 214 Corporal punishment. See Negative punishment Corpus callosum, 139 Correctional method culture and, 492 defined, 19 moral socialization and, 433–435 negative, 44–45 operant conditioning, 43–44 positive, 44–45 rival interpretations in, 20–21 Crawling, 145 Creative intelligence, 281

Creativity childhood, 285–287 confluence approach, 283 defined, 276, 281 divergent thinking in, 282–283 fostering, 288–289 IQ and, 286 older adults and, 295–296 Critical period, 103 Crossing over, 68 Cross-sectional designs, 21–22, 25 Crystallized intelligence, 277, 292 Culture. See also Subculture attachment and, 460 bioecological model and, 10 contextual aspects, 460 death and, 551 evolution of, 66 labor experience and, 120–121 life expectancy and, 552–553 life span views, 4 math/science achievement and, 338–340 moral reasoning and, 441–443 parenting and, 492 perceptual preferences and, 188–189 self-conceptions and, 365–367 sensitivity to, 25–26 sexual maturation and, 155–156 thought and, 234 tools of, 51 Cumulative-deficit hypothesis, 285 CVS. See Chorionic villus sampling (CVS) Cystic fibrosis, 76

D Dai, 120 Dark adaptation, 198 Darwin, Charles, 11–12 Data collection defined, 14 methods, 17 Data, support from, 14 Dating, 471–472 Day care, 462–463 Deaf children communication by, 420 language learning by, 314, 320–321 Deaf infants, 314 Death. See also Aging; Dying adolescent, 160 adolescents’ reaction to, 564–565 age-based causes, 552 attitudes toward, 550 bereavement and, 558–560 biological definitions of, 548–549 child, 563, 567–568 children’s reaction to, 561–563 choices, 549–550 depression following, 566 experience of, 557–560 family context of, 565–568 grief work perspective, 568–570 infant, 560–561 LBW babies, 127 LBW infants, 127 parent, 568 partners’, 565–567 social definition of, 550–551 spouse, 565–567 Debriefing, 27 Decentration, 217 Decision/commitment, 474 Decontextualization, 226 Defense mechanisms, 39 Delirium, 543 Demandingness–control parents, 490 Dementia. See also Alzheimer’s disease aging and, 540–544 causes of, 543–544 defined, 540 vascular, 543 Democratically accepted law, 426 Depression adolescent, 537 adult, 539–540

age differences, 539–540 childhood, 531–532 dying and, 557 gender differences, 539–540 gene–environment influences on, 87 infant, 527–528 symptoms of, 531, 566 treatment, 532, 540 Depth perception, 179–181 Desire psychology, 418 Despair in bereavement, 559 integrity versus, 41, 371–372 Determinism, 46 Developmental norm, 145 Developmental psychopathology adolescent disorders, 533–538 adult disorders, 539–544 childhood disorders, 528–533 diathesis-stress model of, 521–522 DSM-IV criticism by, 519–520 infant disorders, 522–528 issues of, 521 norm concepts, 520–521 overview of, 519 Developmental quotients, 283–284 Diabetes, prenatal effects of, 108–109 Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) Alzheimer’s disease criteria, 204–205,541 autism criteria, 523 childhood disorders, 528 criticism of, 519–520 depression criteria, 518, 527–528 diagnostic criteria, 518–519 substance abuse criteria, 535 Dialectical thinking, 231 Diathesis-stress model, 521–522 Differential reinforcement, 393 Differentiated movements, 148–149 Differentiation, 99 Difficult temperament, 352 Diffusion status, 359 Discriminating social responsiveness, 456 Disenfranchised grief, 567 Disorganization, 559 Disorganized–disoriented attachment, 459, 461 Divergent thinking, 282–283 Divorce adjustment factors, 508 aftereffects of, 507–508 prelude to, 507 rate increase, 487 DNA aging and, 544 characterization, 67 Dodge, Kenneth, theory of, 437–439 Domestic violence abused, 511–512 abuser, 510–511 combating, 440 context, 512 effects, 512–513 overview of, 509–510 prevention of, 513 Double standard, 406 Doubt, autonomy versus, 370 Down syndrome, 74, 417 DSM-IV. See Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) Dual process models, 443–444 Dual-career families, 505–506 Dual process model of bereavement, 560 Duckling embryo experiment, 53 Dying care of, 571–572 stages of, 557–558 Dynamic action systems, 149–150 Dyslexia characterization, 330 reading acquisition and, 331–332

E Early education, 324–325 Early learning, 386–387

SUBJECT INDEX I-25 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Easy temperament, 352 Echolalia, 523 Education continuing, 342–344 mathematics, 338–340 parental levels, 153 science, 338–340 successful aging and, 168–169 theory, benefit of, 343 Effort control, 353 Ego, 37 Egocentrism adolescent, 228 children and, 218 Elaboration, memory and, 252 Elderly. See Older adults Electra complex, 38 Embryonic period defect occurrence in, 98 events in, 97–98 length of, 97 pace of, 98–99 Emergent literacy, 330 Emotional understanding, 417 Emotions adolescents, 157–158 antisocial behavior and, 436–437 dying and, 558 early development, 453–454 fetal health and, 114 menopause and, 164 moral reasoning and, 442 Empathy defined, 424 development of, 430–431 Empty nest, 500 Encoding, 245 Endocrine system characterization, 135 components of, 135–136 glands, 135 Environment defined, 7 genetic influence on, 88–89 influences of, 80–81 IQ scores and, 302 language development and, 319 neonatal, 124–130 perinatal, 116–124 prenatal, 102–116 species change and, 53 Epigenetic effects, 70–71 Epigenetic psychobiological systems development of, 52–53 effects of, 70 epigenesis in, 53–54 perspective of, 55 species change in, 53 Episodic memory, 259 Equilibration, 212 Erikson, Erik psychosocial growth concept, 369–372 theory of, 40–42 Estrogen, 136 Ethnicity. See also Race death and, 551 fetal health and, 112–114 identity formation and, 361 IQ scores and, 300–302 sexual maturation and, 155–156 substance abuse and, 536 Ethological theory attachment formation, 450–451 inspiration for, 52 principles of, 52–53 Ethology, 52 Euthanasia legal aspects, 549–550 types of, 549 Evocative gene–environment correlations, 88 Evoked potentials, 176 Evolutionary theory attachment and, 463–464 example of, 65–66 history, 64

main arguments of, 65 moral development, 428–430 Executive control process, 247 Executive functions, 525 Exercises aging and, 167 body weight and, 154–155 mental, 269 Experimental breeding, 79 Experimental control, 18 Experimental method comparisons of, 20 defined, 17 goals of, 18 limitation of, 18–19 Expertise development, 261–263 Explicit memory, 246–247 Explicit memory tasks, 265 Exploration opportunities, 363 Exploratory behavior, 457 Extreme male brain hypothesis, 525–526 Eyewitness memory, 257

F Faces, perception of, 178–179 Failure to thrive, 528 False belief task, 416–417 Falsifiable, 14 Familiar tasks, 268–270 Families changing relationships, 501–504 child-rearing, 499–500 children in, 490–496 death context, 565–568 diversity of, 504–509 divorcing, 507–508 dual-career, 505–506 gay and lesbian, 505–506 grandparents, 500–501 infants in, 488–489 influence models, 493–494 multigenerational, 487 reconstituted, 508–509 SES factors, 491–493 sibling relationships in, 494–496 single-parent, 487 smaller, 486 structural trends, 486–488 as system, 484–486 unmarried couples, 504–505 violence in, 509–513 Family bereavement program, 573 Family life cycle defined, 485 marital relationships in, 501–502 stages of, 486 Family systems theory, 484 FAS. See Fetal alcohol syndrome (FAS) Fathers childbirth experience for, 121–123 infant relationship, 488–489 prenatal health and, 112–115 Fertilization process, 96 Fetal alcohol syndrome (FAS), 105, 107 Fetal period events of, 99–101 length of, 99 pattern differences, 102 Fine motor skills, 145 First words errors in, 315–316 examples of, 315 meaningful, 314–316 prelude to, 313–314 vocabulary spurt and, 315 Fluid intelligence, 277, 292 Flynn effect, 297 fMRI. See Functional magnetic resonance imaging (fMRI) Foreclosure status, 359 Formal operations stage, 50 Formal thought adolescents, 227–229 adults, 227–229 Fragile X syndrome, 75

Fraternal twins, 68 Freud, Sigmund. See also Psychoanalytic theory about, 36 theory of, 36–40 Friendships adulthood, 477 childhood, 468–469 teen, 469–470 Functional grammar, 316 Functional magnetic resonance imaging (fMRI), 16, 419 Fuzzy-trace theory, 256

G Gain–stability loss model, 3 Gays. See Homosexuals Gender behavior-associated, 389–390 defined, 382 importance of, 383 playmate selection and, 389 stereotypes, 387–389 Gender differences adult sexuality, 409–410 aging parental caregivers, 504 autism, 526 body image, 158 children, 387–390 depression, 539–540 early adult intimacy, 371 endocrine system, 135–136 identity formation, 359–360 infants, 386–387 meaningfulness of, 384–386 odor detection, 204 physical behavior, 159–160 retirement age, 375 sense of smell, 195–196 sexual maturation, 155–156 sexual morality, 406 substance abuse, 536 suicidality, 538 vocational development, 373 Gender identity, 387–389 Gender roles adolescent, 390–398 age and, 400–401 attitudes, 401 behavior, 401 biosocial theory of, 391–393 cognitive theories, 396–397 norms, 382–383 observational learning and, 395–396 social learning theory, 393–396 social roles and, 398–399 social labeling and, 393 stereotypes, 382–383 Gender segregation, 389 Gender typing, 387 Gene therapy, 90 Gene–environment. See also Nature/nurture correlations, 87–88, 439 interactions, 87, 438 General event representations (GERs), 256–257 General similarities hypothesis, 384–385 Generations X and Y, 22 Generativity, 41 Genes activity of, 53 ADHD, 192 APOE4, 542 defined, 7 disorders associated with, 76 dominant, 70–71, 73 early experience and, 71 environmental influence, 70–71, 88–89 expression of, 70–71 influences of, 65, 69–70, 80 recessive, 70–71, 73 sexual maturation and, 155 species change and, 53 tongue-curl, 70–71 traits influence by, 72 Genetic abnormalities screening for, 77–78 types of, 75–77

I-26 SUBJECT INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Genetic code components of, 66–68 expression of, 69–70 mapping of, 68 relatedness of, 68–69 sex determination and, 69 translation of, 69–70 uniqueness of, 68–69 Genetics. See also Behavioral genetics studies; DNA aging, 553–554 Alzheimer’s disease, 542 anorexia, 534 autism, 525–526 brain development, 138–139 IQ scores and, 297–299, 302 molecular, 81–82 reproduction system and, 164 twin studies, 79–81 Genital herpes, 408 Genital warts, 408 Genotypes, 69 Germinal period, 97 GERs. See Scripts Giftedness, 304–305 Global response, 145 Goal-corrected partnerships, 457 Gonorrhea, 408 Good boy morality, 426, 436 Good girl morality, 426, 436 Goodness of fit, 353–354 Goodness–badness issue, 34, 36 Gottlieb, Gilbert, theory of, 52–53 Grammar functional, 316 transformational, 317 universal, 319 Grandin, Temple, 417 Grandparents, 500–501 Grasping, 148 Gray Panthers, 366 Grief. See also Bereavement coping with, 570–571 death of child, 567–568 death of spouse, 565–567 succumbing to, 570–571 types, 567 Grief work perspective, 568–570 Gross motor skills, 145 Group-and-name trick, 253 Growth and development adolescents, 155–161 building blocks of, 134–135 children, 151 endocrine system, 135–136 nervous system, 136–141 principles of, 141–142 Growth hormone, 135 Guided participation, 235

H Habituation infants, 175 memory and, 248–249 Harm, protection from, 27 Hayflick limit, 544 Head Start, 324 Health adolescents, 160–161 children, 153–155 infant, 150–151 IQ and, 291 older adults, 167–168 senior, 166–167 Hearing adolescents’, 194–195 impairments, 182–183, 203 infants’, 181–185 noise levels, 194 older adults’, 202 Heavy metal exposure, 111–112 Helpless orientation, 326 Hemophilia, 73, 76 Heredity. See also Genes chromosome abnormalities in, 74–75 genetic code and, 66–69

genetic diagnosis/counseling, 75–77 inheritance and, 70–71, 73–75 mutations and, 73 personality and, 369 Heritability defined, 79 influences of, 85–86 traits, 85 Heteronomous morality, 425 Historical–cultural context, 13 HIV/AIDS, prenatal effects of, 110–111 Holophrases, 314 Home Observation for Measurement of the Environment (HOME), 298–299 Homogamy, 474 Homosexuality adolescent experimentation, 404 death and, 567 defined, 404 environmental factors, 404 Homosexuals death and, 567 families, 505–506 partnerships, 506–507, 567 Hormone replacement therapy (HRT), 165, 168 Hormones. See also specific hormone female, 135–136 gender roles and, 391–392 male, 135 sexual orientation and, 405 Hospice, 572 Hot flashes, 164 HRT. See Hormone replacement therapy (HRT) Human agency, 46 Human Genome Project, 68 Humor, 227 Huntington’s disease, 76–77 Hurricane Katrina, 530 Hyperactivity, 190 Hypotheses, 14 Hypothetical thinking, 222–223 Hypothetical–deductive reasoning, 224

I Id, 37 Idea density, 169 Ideal self, 363–364 Identical twins, 68 Identification, 38 Identity concept of, 358 crisis, 358 defined, 348 gender, 387–389 role confusion versus, 41 sense of, 358–363 Identity achievement status, 359, 362 Identity formation developmental trends, 358–361 ethnicity and, 361 influences on, 362–363 life stories and, 360 Imaginary audience, 228 Imaginary companions, 217 Imitation, memory and, 248 Implantation process, 96 Implicit memory, 246–247 Impulsivity, 190 In vitro fertilization, 97 In-group–out-group schema, 397 Inattention, 190 Inclusion, 220, 335 Indirect effects, 489 Individual principles of conscience, 426 Individual rights, 426 Individualistic cultures, 460 Induction, 433 Industry inferiority versus, 370 sense of, 41 Infants. See also Attached infants; Neonates attachment fears of, 457 audio capacities, 181–185

autistic, 522–527 behavioral inhibition, 352–353 chemical senses, 184–185 deaf, 314 death of, 560–561 depressed, 527–528 depth perception, 179–181 differential treatment of, 386 early emotional development, 453–454 early learning, effects of, 386–387 effort control in, 353 empathy in, 430–432 evoked potentials, 176 exploratory instincts, 187–188 face recognition by, 179 feeding, 125 first words by, 313–316 gender differences in, 386–387 goodness of fit, 353–354 grasping by, 148 growth patterns, 152 habituation, 175 health of, 150–151 hearing-impaired, 182–183 intelligence of, 283–284 intuitive theories, 181 judgment by, 431 language learning by, 323–324 locomotor development, 145, 148 memories, 248–250 moral development of, 430–432 motor skills, 146–150 negative alert in, 353 object organization by, 181 object permanence, 214–216 operant conditioning and, 176, 249 pattern perception, 177–179 peer relations, 463–464 perception by, influences, 186–189 preferential looking by, 175–176 problem solving by, 250 prosocial behavior, 430–432 psychopathological disorders of, 522–528 reaching by, 148 rule understanding by, 432–433 sense of self, 351–352 sensorimotor stage, 213–214 sensory integration by, 186 sexuality of, 401–402 size consistency and, 180 sleep-deprived, 146 speech perception, 182–184 stranger anxiety in, 456 surgery in, 353 symbolic capacity and, 216 temperament, 352–354 theory of mind and, 417–418, 433 touch and, 185–186 visual capacities, 176–181 wellness of, 150–151 Infertility defined, 96 therapies, 97 Information-processing approach. See also Memory development adolescent, 259–260 adult, 261–270 children, 250–259 defined, 244 educational improvement from, 343 infant, 248–250 model of, 245 principles of, 51 problem solving, 247 systems, 244–246 Informed consent, 27 Inheritance breeding studies and, 79 polygenic, 73 sex-linked, 73 single gene-pair, 70–71 Instincts, 36 Instrumental hedonism, 426, 436 Integrated response, 145

SUBJECT INDEX I-27 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Integration gender role theories, 397–398 schools, 334–335 sensory, 186 Integrity, despair versus, 41, 371–372 Intellectual disability, 303–304 Intelligence. See also Cognitive developmental theory adolescent, 288 adult, 290–291 analytic, 280 behavioral genetics studies of, 82–83 bodily-kinesthetic, 279 children, 284–288 constructivism and, 210–211 creative, 280 crystallized, 277, 292 decline predictors, 293 defined, 276 development of, 211–213 early schooling and, 286–287 extremes of, 303–306 fluid, 277, 292 infant, 283–284 interpersonal, 279 intrapersonal, 279 linguistic, 279 logical–mathematical, 279 multiple theory of, 279 musical, 279 naturalist, 279 practical, 280 practical component, 280 psychometric approach, 277–279 research on, 343 spatial, 279 triarchic theory of, 279–281, 306 Intelligence quotient (IQ) age and, 291–293 aging adults and, 294 computation of, 278 creativity and, 282, 286 development of, 281 emphasis of, 279 environmental factors, 297–299, 302 ethnicity and, 300–302 factors influencing, 297–305 Flynn effect, 297 genetic factors, 297–299, 302 giftedness and, 305 group averages, 300 health and, 291 motivational differences, 301–302 occupational success and, 290–291 poverty and, 300 race and, 300–302 school achievement and, 288 score stability, 285 test bias, 300–301 Intergenerational transmission of parenting, 510–511 Internal consistency, 14 Internal working models, 451, 476 Interpersonal intelligence, 279 Intimacy early, 370–371 isolation versus, 41 love and, 474 Intrapersonal intelligence, 279 Intuitive theories, 181 Involved grandparents, 501 Isolation, intimacy versus, 41 IVF. See In vitro fertilization

J Joint attention characterization of, 351 emergence of, 417 language development and, 314 Juvenile delinquency aggression and, 439 defined, 436

K Kangaroo care, 128 Keller, Helen, 312–313

Knowledge childrens’ base of, 254 elders’ base of, 266 memory and, 253–254 metamemory and, 260 Kohlberg, Lawrence adult morality and, 441–443 dilemmas of, 432 moral development theory, 425–428 Kübler-Ross theory problems with, 558 stages in, 557–558

L Labor. See Childbirth Lamaze method, 113 Language. See also Grammar; Vocabulary; Words comprehension, 314 defined, 312 impaired skills, 523 infants’ understanding of, 183 pragmatic use of, 318 requirements of, 312 social interaction and, 420 Language acquisition device (LAD), 319–320 Language development beginning of, 313–318 components of, 313 deaf children, 320–321 deaf infants, 314 early education and, 324–325 environmental factors, 319 first words, 313–316 infant, 323–325 interactionists’ view of, 320, 322–323 later, 317–318 learnability factor, 320 nativists’ view of, 319–320 neurobiological aspects, 318 parent’s contribution to, 327–328 reading and, 329–332 school’s contribution to, 328–329 sound production and, 314 telegraphic speech in, 316–317 vocabulary acquisition, 315–316 Latency period, 39 Latent learning, 45 Lateralization, 139 LBW. See Low birth weight (LBW) babies Learning theories classical conditioning, 42 operant conditioning, 43–45 psychoanalytic theory versus, 46–47 social cognitive, 45–47 teen pregnancy view, 59 Learning, cooperative, 335 Lens changes, 199 Lesbians. See Homosexuals Life expectancy defined, 7 increase in, 551–552 Life review, 371–372 Life spans centenarians, 556 conceptualization of, 3–7 cultural differences, 4–5 defined, 12 extending, 555–556 health, 142 historical changes, 5–7 maximum, 553–554 principles of, 12–14 stereotyped view of, 3 subcultural differences, 5 Life stories, 348, 360 Life-span development case studies, 17 challenges of, 25–27 correctional method, 19–21 cultural sensitivity in, 25–26 early history, 11–12 experimental methods, 17–19 goals of, 10–11 modern perspectives, 12–14 participants’ rights, 26–27

research designs, 21–25 scientific method and, 14–17 wisdom and, 293–295 Lifestyles, unstimulating, 293 Linguistic intelligence, 279 Literacy adult, 342 defined, 342 emergent, 330 Living to 100 Life Expectancy Calculator, 556 Logical–mathematical intelligence, 279 Longevity quiz, 162 Longitudinal designs, 22–23, 25 Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) study, 224 Love components of, 474–475 types of, 474 withdrawal of, 433 Low birth weight (LBW) babies care for, 128–129 malformations in, 150 mortality of, 127 risk of, 126

M Macrosystem, 10 Mainstreaming. See Inclusion Major depressive disorder, 518 Maladaptiveness, 518 Marriages childless, 505 death and, 565–567 establishment of, 497–498 family life cycle and, 501–502 mate selection, 474 multiple, 487 parenthood and, 498–499 postponed, 486 Massage therapy, 128 Mastery goals, 326 Mastery motivation adolescent, 326–328 adult, 341–342 children, 326 progress toward, 224, 226 style of, 328 Mastery orientation, 326 Mate selection, 474 Maternal blood sampling, 78 Mathematics education, 338–340 Maturation, process of, 7 Mediation deficiency, 252 Meiosis, defined, 66 Melanin, 69–70 Memory. See also Metamemory aging and, 263–268 autobiographical, 255–257, 262–263 capacity changes, 250–251 compensation and, 270 contextual contributors and, 268 deficiencies, 252 explicit tasks, 265 eyewitness, 257 improving, 253, 261 knowledge about, 253–254 mental exercises and, 269 optimization and, 270 problem solving and, 247, 257–259 selection and, 270 systems, 244–246 timed tasks, 265 types, 245–247 Memory development adolescent, 259–260 adult, 261–270 children, 250–259 explaining, 250–255 habituation and, 248–249 imitation and, 248 infant, 248–250 information processing approach, 244–248 operant conditioning and, 246 recall and, 249–250

I-28 SUBJECT INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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systems, 244–246 types, 245–247 Memory strategies changes in, 251–253 emergence of, 259–260 older adults use of, 267–268 Menarche, 155, 157 Mendelian heredity, 70 Menopause defined, 164 effects of, 164–165 experiential differences, 165 wellness and, 168 Mental exercises, 269 Mental scale, 284 Mentors, 372 Mercury exposure, 112 Mercy killing. See Active euthanasia Mercy-killing dilemma, 427 Mesosystem, 9 Metalinguistic awareness, 317 Metamemory children, 253–254 knowledge and, 260 older adults, 266–267 Microsystem, 9 Middle age, 6 Middle generation squeeze, 504 Midlife crisis, 372 Midlife generativity, 371 Mild cognitive impairment, 264 Mind, theory of. See Theory of mind Mind-blindness theory, 417 Mind-mindedness, 420 Mirror neurons autism and, 525 theory of mind and, 419–420 Miscarriage, 97 Mitosis, 66–67 Molecular genetics, 81–82 Monozygotic twins. See Identical twins Montessori schools, 55 Moral development adolescent, 435–441 adults, 441–446 affective component, 424 children, 432–435 cognitive component, 424 cognitive development theory of, 425–428 evolutionary theory, 428–430 infants, 430–432 overview of, 423–324 psychoanalytic theory of, 424–425 religion and, 443–444 social learning theory, 428 theoretical comparison, 429 Moral disengagement, 428 Moral reasoning changes in, 435–436, 441 cultural bias in, 441–443 defined, 425 discipline and, 433–435 emotions in, 442 influences on, 426–427 mercy-killing dilemma and, 427 stages of, 425–426 violence prevention and, 440 Morality dual process models, 443–444 religion and, 443–446 sexual, 405–406 types of, 426 Morality of care, 442 Moratorium period, 358–359 Moratorium status, 359, 362 Morphemes, 312 Mortality. See Death Mothers childbirth experience for, 120–121 infant relationship, 488–489 postpartum depression, 121 prenatal health and, 112–115 voice, 183–184 working, 487

Motor skills age norms, 145 dynamic action and, 149–150 measuring, 283 neonate, 143–144 types of, 145 Multigenerational families, 487 Multimodal Treatment of Attention Deficit Hyperactivity Disorder Study (MTA), 193 Multiple intelligence theory, 279 Musical intelligence, 279 Mutations, 73 Mutually responsive orientation, 430 Myelin, 100, 137 Myelination, 137

N Narrative identities, 348 Nativists language development view, 319–320 principles of, 174 Natural selection, 65 Naturalist intelligence, 279 Naturalistic observations, 15–16 Nature/nurture. See also Behavioral genetics studies aging, 454–455 antisocial behavior, 438–439 childhood psychopathology, 529 evolutionary theory and, 65–66 framing, 7 interactions between, 87–91 perception and, 174–175 theory of, 34 theory of mind and, 418–420 Negative alert, 353 Negative punishment defined, 44 effects of, 44–45 Negative reinforcement, 43–44 Neglectful parents, 490 Neo-Freudian theory psychosocial stages, 40–42 theorists, 40 Neonates. See also Infants at risk, 125–129 audio capacities, 181 behavioral behavior, 143 capabilities, 142–143 care practices, 124–125 defined, 124 growth, 142 growth-enhancing home care, 129 healthy, 113 LBW, 126–127 motor behavior, 143–144 pattern perception, 177 reflexes, 143 sense of smell in, 185 siblings and, 494 temperature response by, 184–185 vision of, 176 voice response by, 183–184 Nervous system. See also Brain components, 136, 138 embryonic development, 98 Neurofibrillary tangles, 541 Neurogenesis, 139–140 Neurons characterization, 137 mirror, 419–420, 525 parts of, 137 Neuroplasticity, 12–13, 294 9/11 attack, 111 No Child Left Behind (NCLB), 332 Noise levels, 194 Nonshared environmental influences, 81 Normal distribution, 278–279 Norms age, 520–521 gender role, 382–383 social, 520–521 Nuclear family, 484 Numbness, 558–559 Nutrition, pregnancy and, 114–116

O Obesity adolescent, 160 childhood, 154–155 costs of, 161 Object organization, 181 Object permanence, 214–216 Observational learning defined, 45 function, 46 gender roles and, 395–396 Occupational success, 290–291 Oedipus complex, 38 Older adults. See also Aging abuse of, 166–167, 510 activity difficulty in, 205 ageist stereotypes and, 365 brains of, 140–141 caregivers for, 487 changing views of, 6 cognitive decline, 263–268 cognitive impairment in, 543–544 cognitive skills, 231–232 creativity and, 295–296 dementia in, 540–544 driving by, 200 familiar tasks and, 268–270 forgetting by, 263 grandparenthood, 500–501 health of, 167–168 hearing, 202 integrity, 371–372 knowledge base, 266 learning by, 263, 265 mental exercises by, 269 plasticity in, 12 processing capacities, 267–268 reproductive changes, 164–165 reserve capacity of, 162–163 retirement and, 374–376 self-conceptions of, 363–364 sensory changes, 268 sexual activity in, 409–411 slowing down by, 165–166 social comparisons by, 364 speech perception, 202–203 unfamiliar tasks and, 268–270 vision changes, 197–202 wellness of, 167–168 wisdom and, 293, 295 Olfaction, 185 Onlooker play, 465 Operant conditioning defined, 43 infants, 176 memory and, 246 punishment, 43–44 reinforcement, 43–44 Optimization, memory and, 270 Oral stage, 37 Organic conditions, 303 Organization, 211, 252 Organogenesis, 97 Orthogenetic principle, 141 Osteoarthritis, 168 Osteoporosis, 168 Overextension, 315 Overlapping waves theory, 259 Oxytocin, 120, 451–452

P Pain infants and, 185–186 older adults and, 205 Parallel play, 465 Parallel processing, 247 Parent effects model, 493 Parental imperative, 400 Parenting culture and, 492 infant attachment and, 459 intergenerational transmission of, 510–511 SES factors, 491–493

SUBJECT INDEX I-29 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Parenting (continued) strange situation behavior and, 458 styles of, 490–491 Parents. See also Fathers; Grandparents; Mothers adolescents and, 469, 496–497 adult children of, 502–504 caring for, 503–504 child attachments, 464–465 childrens’ education and, 327–328 death of, 568 educational levels of, 153 empty nesters, 500 gender roles and, 393, 395 indirect effects of, 489 infant attachment to, 455–456 learning model and, 55 mind-mindedness of, 420 moral socialization by, 433–335 new, 498–499 single head of household, 487 teens relationship with, 362 teens sexual activity and, 408–409 unmarried, 486 Parkes/Bowlby attachment model of bereavement, 558–560 Participants, rights of, 26–27 Passion, 474 Passive euthanasia, 549 Passive gene–environment correlations, 88–89 Pattern perception, 177–179 Patterson, Gerald, theory of, 438 Peers acceptance, 467–468 childhood in, 452–453 dark side of, 461 infants, 463–464 networks, 465 Pendulum problem, 223 Perception depth, 179–181 early influences, 186–189 factors influencing, 174–175 pattern, 177–179 speech, 182–184 Perceptual salience, 217 Perinatal environment. See also Childbirth cultural aspects, 116–117 cultural factors, 120–121 defined, 116 father’s experience, 121–123 mother’s experience, 120–121 resilience in, 129 risks, 129 sibling adjustment, 123 Perinatologist, 117 Peripheral vision, 200 Permissive parents, 490 Permissiveness–restrictiveness parents, 490 Personal distress, 518 Personal fable, 228 Personality. See also Temperament adolescent, 357–363 adult, 363–377 aging and, 377 attachment style and, 460 basic concepts of, 348 changing, factors for, 369 children, 354–357 continuity in, 367–369 defined, 348 dimensions of, 367 discontinuity in, 367–369 dying and, 558 Erikson view, 369–372 heredity and, 369 ranking changes, 367–369 scale for, 350 theories of, 348–351 traits, 348 vocational development, 373 Personality development theory, 349 Pesticide exposure, 112 Phallic stage, 37–38 Phenotypes, 69 Phenylketonuria (PKU), 76, 90

Phonemes, 182 Phonics, 331 Phonological awareness, 329 Physical behavior adolescent, 159–160 children, 151, 153 infants, 145–150 Physiological measurements, 16–17 Piaget, Jean. See also Cognitive developmental theory challenges to, 233–234 contributions of, 232 moral development theory, 425 theory of, 48–50, 210 Vygotsky versus, 238 Pincer grasp, 148 Pitocin. See Oxytocin PKU. See Phenylketonuria (PKU) Placenta, 97 Placental barrier, 97 Plasticity brain and, 139 defined, 12 Play characterization, 465 frequency of, 466 imaginative, 465–466 importance of, 466–467 rule-governed, 466 social aspects of, 465–466 Playmate selection, 389 PMS. See Premenstrual syndrome (PMS) Pollutants. See also specific substance prenatal effects of, 111–112 Polygenic inheritance, 73 Positive effect, 473 Positive punishment, 44 Positive reinforcement, 43 Postconventional reasoning, 436 Posttraumatic stress disorder, 403–404 Postformal thought, 230 Postpartum depression, 121 Poverty. See Socioeconomic status (SES) Power assertion, 433 Practical component, 280 Practical intelligence, 280 Preconventional morality, 426, 436 Preferential looking, 175–176 Pregnancy. See also Childbirth age at, 112–114 denial of, 122 emotional factors, 114 ethnic factors, 112–114 miscarriage, 97 nutritional factors, 114–116 prenatal screenings, 77–78 racial factors, 112–114 teen, 407–408 Preimplantation genetic diagnosis, 78 Premature infants, 126 Premenstrual syndrome (PMS), 164 Prenatal development conception, 96–97 embryonic period, 97–99 fetal period, 99–102 germinal period, 97 screenings, 77–78 taste, 184–184 Prenatal environment diseases and, 108–111 hearing in, 181 maternal factors, 112–115 overview of, 102 paternal factors, 116 pollutants and, 111–112 radiation and, 111 resilience in, 129 risks, 129 substance abuse and, 103–108 toxins and, 103 vulnerability of, 102–103 Preoccupied internal working model, 475 Preoperational stage, 49, 217 Presbyopia, 199 Preservation errors, 252 Pretend play, 417, 465

Primary circular reactions, 213 Private speech, 236 Proactive parenting strategies, 434 Problem solving aging and, 268–270 children, 257–259 infant, 247 Procedural memory, 246 Production deficiency, 252 Progesterone, 136 Programmed theories, 553–554 Prosocial behavior, 424, 430–432 Prosody, 313 Proximodistal principle, 141 Prozac, 532 Psychoanalytic theory defense mechanisms, 39 instincts and, 36–37 learning theories versus, 46–47 moral development, 424–425 neo-Freudian, 40–42 personality, 349 perspective of, 55 psychic energy and, 37 psychosexual development, 37–39 strengths of, 39–40 teen pregnancy and, 58–59 unconscious motives and, 37 weaknesses of, 39–40 Psychological development adolescents, 157–158 adults, 163–174 defined, 3 Psychological disorders, 84–85 Psychometric approach, 277–279 Psychopathology. See Developmental psychopathology Psychosexual development anal stage, 37–38 defined, 37 latency period, 39 oral stage, 37 phallic stage, 37–38 Psychosocial theory early adult intimacy concept, 370–371 early conflicts concept, 370 midlife generativity concept, 371 stages of, 40–42, 370 Puberty anorexia onset and, 534 defined, 155 physical signs of, 155–156 psychological aspects, 157–158 Punishment. See Correctional method Punishment–and–obedience orientation, 426 Pupil changes, 197–199

Q Quantitative changes, 35 Quinlan, Karen Ann, 549

R Race. See also Ethnicity death and, 551 fetal health and, 112–114 IQ scores and, 300–302 school integration and, 334–335 sexual maturation and, 155–156 Radiation, 111 Random assignment, 18 Reaching, 148 Reactions primary circular, 213 tertiary circular, 214 time, 153 Reactive attachment disorder, 478 Reading achievement of, 329 advancement in, 330 alphabetic principles and, 329–330 difficulties, 330–331 literacy and, 330 teaching approaches, 331–332 Real self, 363–364 Reasoning, hypothetical–deductive, 224 Recall, memory and, 249–250

I-30 SUBJECT INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Reciprocal determinism, 46 Recognition face, 179 memory, 246 recall versus, 265 Reconstituted families, 508–509 Reflex, defined, 143 Reinforcement negative, 43–44 positive, 43 vicarious, 45 Relationships. See also Attachment adolescent, 469–472 adult, 472–479 childhood peers, 452–453 children, 464–468 early emotional development, 453–454 emotions and, 454–455 perspectives on, 450–453 sibling, 494–496 Relativistic thinking, 230 Religion, 443–445 Religiosity, 444 Remote grandparents, 500 Reorganization, 559 Reproductive system adolescent, 155–159 adult, 164–165 conception, 96–97 sex and, 402 Research designs characterization of, 21 cross-sectional, 21–22 longitudinal, 22–23 sequential, 23–25 Reserve capacity, 162–163 Resistance attachment, 458–459, 461 Retinal changes, 199, 201 Retinitis pigmentosa (RP), 199 Retirement adjustment phases, 375–376 age of, 374 Retrieval, 245 Reversibility, 217 Rhythmic stereotypes, 149 Risks LBW, 126 neonates at, 125–129 sexual behavior, 407 Role confusion, 41 Romantic relationships importance of, 473 love, 474–475 mate selection, 474 RP. See Retinitis pigmentosa (RP) Rubella, 108 Ruminative coping, 537

S Sample selection, 14–15 Scaffolding, 235 Schema processing theory, 396–397 Schemes, 211 Schizophrenia, 84–85 School phobia. See School refusal behavior School refusal behavior characterization of, 32 psychobiological view of, 54 stage theory view of, 41 Schools. See also Education dropouts, 341 effective, 332–336 integration of, 334–335 Montessori, 55 student achievement and, 328–329 work and, 340–341 Science education, 338–340 Scientific method data collection in, 14–15 defined, 14 naturalistic observations, 15–16 physiological measurements in, 16–17 sample selection in, 14–15 verbal reports in, 15 Scientific reasoning, 223–224

Scripts, 256–257 Secondary circular reactions, 214 Secondary schemes, 214 Secondary sexual characteristics, 155–156 Second-language learning, 320 Secular trend, 157 Secure attachment, 457, 461 Secure base, 457 Segregation, gender, 389 Selection, memory and, 270 Selective attention, 189 Self descriptions of, 420–421 evaluations of, 364 ideal, 363–364 real, 363–364 sense of, 351–352, 354–355 Self-conceptions adolescent, 357 adults, 363–367 cultural differences, 365–367 Self-esteem adolescents, 357–358 age and, 364 children, 355–356 defined, 348 dimensions of, 355 influences on, 356 Self-regulatory mechanisms, 428 Semantic memory, 246, 254 Semantics defined, 313 mastery of, 314 Semenarche, 156 Senile plaques, 140, 541 Sensitive periods, 187 Sensorimotor stage defined, 49 substages of, 213–214 Sensory register, 245 Sensory system. See also Perception; specific senses adolescent, 194–197 adult, 197–205 aging and, 268 childhood, 189–193 cultural variations, 188–189 infant, 175–189 integration, 186 receptors, 185 research, benefits from, 343 Sensory thresholds, 197 Separation anxiety, 462 Sequential designs advantages of, 23–24, 25 defined, 23 Seriation, 222 Serotonin reuptake inhibitors, 532 SES. See Socioeconomic status (SES) Sex. See Biological sex Sex determination defined, 69 development stage of, 98 Sex-linked inheritance, 73 Sexual abuse, 403–404 Sexual behavior, 406–409 Sexual maturation cultural aspects, 155–156 process of, 155 secular trends in, 157 Sexual morality, 405–406 Sexuality adolescent, 404–409 adult, 409 age and, 409 childhood, 402–404 double standard, 406 infants, 401–402 problems, age-associated, 410–411 Sexually transmitted diseases/illnesses (STDs/STIs) teens’ awareness of, 407–408 types of, 408 Shame, autonomy versus, 370 Shared environmental influences, 80–81 Short-term memory, 245, 251

Sibling rivalry, 494 Siblings ambivalence among, 494 changing relationships in, 502 developmental influence of, 494–495 perinatal adjustment by, 123 Sickle-cell disease characterization, 73 genetics and, 76 Single adults, 486 Single gene-pair inheritance, 70–71 Size consistency, 179, 180 Skills cognitive, 231–232 fine motor, 145 gross motor, 145 motor, 146–150, 149–150 reading, 329–332 social perspective-taking, 420–421 study, 253 underexercised, 265 visual search, 210–202 Skinner, B. F., theory of, 43–45 Skin-to-skin contact, 128 Sleep deprivation, 146 Slow–to–warm up temperament, 352 Smell adolescents and, 195 infants and, 184–185 sensory receptors for, 185 Snellen chart, 177 Social cognition development adults, 422–423 defined, 45 perspective taking, 421–422 principle of, 45–46 self-description, 420–421 theory of mind, 416–420 Social deprivation, 461–462 Social development, abnormal, 523 Social information processing model, 437–438 skills, 440 Social interaction patterns, 472–473 Socialization case study, 434 moral, 433–435 Social labeling, 393–394 Social learning theory gender roles, 393–396 moral behavior, 428 personality, 349 Social networks, 470–471 Social norms, 520–521 Social order–maintaining morality, 426, 436 Social perspective-taking skills, 420–421 Social play, 465 Social responsiveness, 456 Social-role hypothesis, 385–386 Sociocultural perspective culture, 234 educational improvement from, 343 origins of, 234 principles of, 51 social interaction, 234–235 tool mediation, 235–237 Sociocultural theory, triarchic model and, 306 Socioeconomic status (SES) caregiving and, 487 development and, 25–26 IQ scores and, 300 language learning and, 324 parenting and, 491–493 Socioemotional selectivity theory, 473 Sociometric techniques, 467 Solitary play, 465 Somatic symptoms, 519 Sound production, 314 Spatial ability tasks, 385 Spatial intelligence, 279 Speech child-directed, 322 perception, 182–184, 202–203 private, 236

SUBJECT INDEX I-31 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Spina bifida, 98 Spirituality age and, 445 defined, 444 morality and, 443–446 Stage theories. See also Psychoanalytic theory; Psychosocial theory cognitive developmental, 49 developmental, 35–38 dying, 557–558 family life cycle, 486 moral reasoning, 425–426 perspective of, 55 prenatal, 97–102 psychosocial, 40–42, 370 Stagnation, generativity versus, 41 Standard deviation, 278 Stanford–Binet Intelligence Scale, 278 Static thought, 217 Statistical deviance, 518 Stem cells, 90 Stereotypes age-associated, 365–366 gender roles, 382–383 gender, acquiring, 387–389 IQ scores and, 301–302 rhythmic, 149 Stillbirths, 112 Stimulus, types of, 44 Storage, 245 Strange situation, 457–458, 461 Stranger anxiety, 456, 457 Stress adolescents, 533 diathesis and, 521–522 maternal, 114 menarche and, 157 mental health and, 403–404 storm and, 12, 533 Storm and stress, 12, 544 Study skills, 253 Subcultures parenting and, 492 sensitivity to, 26 Substance abuse adolescent, 535–538 cascade model of, 536 prenatal effects, 103–108 Suicidality, 537–538 Superego, 37 Surgency, 353 Survival of the fittest, 429 Symbolic capacity, 216–217 Synapse, 137 Synchronized routines, 456 Syntactic bootstrapping, 314 Syntax, 313 Syphilis, 109–111, 408 Systems theories epigenetic psychobiological, 52–54 ethology, 51–52 evolutionary theory, 51–52 overview of, 51 perspectives of, 55, 57 strengths of, 54–55 teen pregnancy and, 59 weaknesses of, 54–55

T Talent, fostering, 288 Tanner scale, 155–156 Tasks explicit, 265 explicit memory, 265 familiar, 268–270 spatial ability, 385 theory of mind, 416–417 timed, 265 unfamiliar, 268–270 Taste acquired, 195 adolescents and, 195 foods, 204 infants and, 184–185 receptors, 196

Tay-Sachs disease, 76 Teens. See Adolescents Telegraphic speech, 316–317 Temperament. See also Personality behavioral genetics studies of, 83–84 categories of, 354 defined, 83 infant, 352–354 moral socialization and, 435 types of, 352 Temperature infants and, 185–186 older adults and, 205 Teratogens, 103 Tertiary circular reactions, 214 Testosterone characterization, 98 gender roles and, 392 Thalidomide, 103–104 Theories. See also specific theories function of, 32 hypotheses versus, 14 major perspectives, 33–35 Theory of mind belief–desire psychology, 418 children and, 417 desire psychology, 418 infants, 433 infants and, 417–418 mirror neurons and, 419–420 nature/nurture, 418–420 primate studies, 418 tasks, 416–417, 423 Thought. See also Cognitive developmental theory abstract, 222–223 convergent, 282 culture and, 234 dialectical, 231 divergent, 282–283 formal, 227–229 hypothetical, 222–223 identity formation and, 362 postformal, 230 relativistic, 230 social interaction and, 234–235 tools of, 235–237 Time-of-measurement effect, 23 Tinnitus, 194 Tobacco, 104–106 Tongue-curl gene, 70–71 Touch infants and, 185–186 older adults and, 205 Traits defined, 348 heritability of, 85 theory of, 49 Transactional model, 493–494 Transformational grammar, 317 Transformational thought, 217 Transitivity, 222 Triangular theory of love, 474–475 Triarchic model, 306 Triarchic theory of intelligence, 279–281 Trichomoniasis, 408 Trisomy 21. See Down syndrome Trust versus mistrust concept, 370 Tunnel vision, 199 Turner syndrome, 75, 134 Twenty questions game, 269 Twin studies ADHD, 192 autism, 526 defined, 79 estimating influences in, 80–81 methods of, 79–80 sexual orientation, 404

U Ulnar grasp, 148 Umami, 195 Unconscious motives, 36–37 Underexercised skills, 265 Underextension, 315 Understanding, emotional, 417

Undiscriminating social responsiveness, 456 Unfamiliar tasks and, 268–270 Universal grammar, 319 Universality–context specificity, 35 Unoccupied play, 465 Unstimulating lifestyles, 293 Utilization deficiency, 252

V Vascular dementia, 543 Vegetative states, 549 Verbal reports, 15 Vicarious reinforcement, 45 Violence. See also Domestic violence delinquency and, 439 theories of, 437–439 Vision aging and, 197–202 infants’, 176–181 pattern perception, 177–179 Vision problems disease, 199, 201 lens and, 199 prevalence of, 197 pupil and, 197–199 Visual accommodation, 176 Visual acuity, 176 Visual cliff, 179 Visual search skills, 201–202 Vocabulary size differences, 316 spurt, 315 Vocations aging and, 373–374 careers and, 372–373 identity and, 361–362 retirement and, 374–376 Vygotsky, Lev. See also Sociocultural perspective evaluation of, 236 Piaget versus, 237 theory of, 234–236

W Walking, 148 Watson, John B., theory of, 42 Wechsler Adult Intelligence Scale (WAIS-IV) test, 278 Wechsler Intelligence Scale for Children (WISC-IV) test, 278 Wechsler Preschool and Primary Scale of Intelligence (WPPSI) test, 278 Wellness adolescents, 160–161 children, 153–155 infant, 150–151 older adults, 167–168 Widows/Widowers, 565–567 Wisdom age and, 295 defined, 293 Words. See also First words basic order of, 319 first words, 313–316 segmentation of, 313 Working adolescents, 340–341 mothers, 487 Working memory, 245

X X chromosomes, 73

Y Y chromosome, 98 Yearning, 559

Z Zone of proximal development defined, 234 language learning and, 322 Zygote defined, 66 formation of, 66–67

I-32 SUBJECT INDEX Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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SUMMARY OF PHYSICAL, COGNITIVE, PERSONAL, AND SOCIAL DEVELOPMENT ACROSS THE LIFE SPAN Period

Physical Development

Cognitive Development

Infant (Birth to 2 years)

Brain rapidly grows and is pruned; physical growth is rapid. Reflexes are followed by more voluntary motor control; walking occurs at 1 year. Functioning senses are available at birth; there is an early ability to understand sensory information.

Sensorimotor period: Through senses and actions, infants acquire symbolic capacity and object-permanence concept. Cooing and babbling are followed by one-word and two-word sentences. Learning capacity and recognition memory are present from birth; recall improves with age.

Preschool child (2 to 5 years)

Rapid brain development continues. Coordination and fine motor skills improve. Perceptual abilities are good; attention span is short.

Preoperational stage: Thought is guided by perceptions rather than logic. Symbolic capacity (language acquisition and pretend play) blossoms. There are some limits in information-processing capacity, use of memory strategies, and reasoning.

School-age child (6 to 11 years)

Physical growth is slow; motor skills gradually improve. Children have increased ability to control attention and use the senses intelligently.

Concrete operations stage: Logical actions occur in the head; children master conservation. They also master fine points of language; memory strategies and problem solving with concrete objects improve. IQs begin to stabilize.

Adolescent (12 to 19 years)

Adolescents experience a brain spurt, a growth spurt, and attainment of sexual maturity. Physical functioning improves. Concern with body image is common.

Formal operations stage: Hypothetical and abstract thought emerge; scientific problem solving improves. Attention and informationprocessing skills continue to improve, linked to brain growth spurt.

Young adult (20 to 39 years)

This is the time of peak functioning, but a gradual decline in physical and perceptual capacities begins.

Intellectual functioning is mostly stable, and peak expertise and creative achievement often occur. Fluid intelligence may begin to decline, but crystallized knowledge is maintained well.

Middle-aged adult (40 to 64 years)

Physical declines become noticeable (e.g., some loss of endurance, need for reading glasses). Chronic illness increases. Menopause and male andropause occur.

Sophisticated cognitive skills develop, especially in areas of expertise. There is the possibility of growth beyond formal thought and gains in knowledge.

Older adult (65 years and older)

Physical decline continues; more chronic disease, disability, and sensory impairment are common; and reaction time slows. But there is also continued plasticity and reorganization of the brain in response to intellectual stimulation.

Declines in cognition are common but not inevitable. Slower learning, memory problems, declines in IQ and problem solving occur, especially if skills are rarely exercised, but crystallized intelligence survives longer than fluid.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Personal Development

Social Development

Infants acquire a sense of self, self-recognition, and early signs of theory of mind such as joint attention. They gain awareness of gender identity. Temperament becomes a basis for later personality. They undergo Erikson’s conflict of trust versus mistrust.

Infants are social beings from birth. They are attached to a caregiver at 7 months; separation and stranger anxiety follow. They increase social skills with parents and peers and gain the capacity for simple pretend play. Theirs is a family-centered lifestyle.

Concrete, physical self-concept. A gender role is rapidly acquired. Children master the theory of mind concept that people can have false beliefs; they have an early conscience at 2 years but largely have a self-serving morality. They experience conflicts of autonomy versus shame and initiative versus guilt.

Parent–child relationship is still central in the social world. Increased social cognitive abilities allow more cooperation with peers; social pretend play blossoms. First exposure to schooling occurs.

Self-concept includes psychological traits. Personality “gels.” Strong gender typing occurs. Children have mostly preconventional morality centered on consequences for themselves. Much social comparison occurs when they are coping with the conflict of industry versus inferiority.

Involvement with same-sex peers increases; close friendships form. Role-taking skills advance. Play centers on organized games with rules. School and television are important socialization agents.

Adolescents have a more abstract, differentiated, and integrated self-concept. They adjust to sexuality and a gender role. Conventional moral reasoning reflects internalization of society’s rules. Conflict of identity versus role confusion is prominent.

Peak peer involvement and conformity occur. More emotionally intimate friendships are followed by dating relationships. Parent–child relationship becomes more equal; autonomy increases. School and career exploration prepare youth for adult roles.

Identity continues to be defined. Some shift from conventional to postconventional moral reasoning. There is increased confidence. Some experience more traditional gender roles with new parenthood. Personality is fairly stable. The conflict of intimacy versus isolation is addressed.

Social networks continue to expand; committed romantic relationships develop. Most establish families and assume roles as spouses and parents. Careers are launched; job switching is common. This is a period of much life change and stress; there is a high risk of divorce and psychological problems.

Personality continues to be stable; for a minority, midlife questioning and an androgyny shift may occur. There may be a conflict of generativity versus stagnation.

The nest empties and the grandparent role is often added to existing roles. High responsibility is taken for younger and older generations. Career is more stable, and peak success is attained. Family and work roles dominate.

Most maintain their characteristic personality traits, self-esteem, and life satisfaction. Many grow as they resolve conflict of integrity versus despair.

Close ties to family and friends continue; loneliness is rare. Generally there is a smooth adjustment to retirement and continuity of social activities. For women especially, loss of spouse is normative and requires adjustment.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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