The developing person through childhood and adolescence /
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York :
Worth Publishers,
[2014]
|
| Edition: | 9th ed. |
| Subjects: |
Table of Contents:
- Pt. I. The beginnings
- 1. Introduction
- The scientific method
- The nature-nurture debate
- Sex differences
- Culture, ethnicity, and race
- Socioeconomic status
- Mirror neurons
- 2. Theories
- Psychoanalytic theory: Freud and Erikson
- Behaviorism: conditioning and social learning
- Psychoanalytic versus behaviorist theories
- Toilet training: how and when?
- Cogintive theory: Piaget and information processing
- Sociocultural theory: Vygotsky and beyond
- Humanism and evolutionary theory
- 3. Heredity and environment
- Genes
- Twins
- Assisted reproduction
- Epigenetics
- Gene-gene interactions
- Genotype and phenotype
- Alcoholism
- Nearsightedness
- Chromosomal and genetic problems
- Gene disorders
- Genetic counseling and testing
- Genetic testing for psychological disorders
- 4. Prenatal development and birth
- Prenatal growth
- Germinal
- Embryo
- Fetus
- Birth
- Home births
- Harmful substances
- Risk analysis
- Low birthweight
- Complications during birth
- The newborn
- New fathers
- New mothers
- Bonding
- pt. II. The first two years
- 5. Biosocial development
- Body changes
- Body size
- Sleep
- Brain development
- Face recognition
- Harming the infant brain
- Implications for caregivers
- The senses
- Motor skills
- Cultural variations
- Immunization
- Nutrition
- 6. Cognitve development
- Sensorimotor intelligence
- Circular reactions
- Piaget and modern research
- Affordances
- Memory
- Language
- The universal sequence
- First words
- Cultural differences
- Theories of language learning
- 7. Psychosocial development
- Emotional development
- Self-awareness
- Brain maturation and the emotions
- Temperament
- Psychoanalytic theory
- Behaviorism
- Cognitive theory
- Sociocultural theory
- Development of social bonds
- Synchrony
- Attachment
- Social referencing
- Infant day care.
- Pt. III. Early childhood
- 8. Biosocial development
- Growth patterns
- Nutrition
- Brain development
- Speed of thought
- Connecting the brain's hemispheres
- Planning and analyzing
- Emotions and the brain
- Gross motor skills
- Fine motor skills
- Artistic expression
- Injuries and abuse
- Avoidable injury
- Prevention
- 9. Cognitive development
- Piaget: preoperational thought
- Vygotsky: social learning
- Theory-theory
- Theory of mind
- Language learning
- Vocabulary explosion
- Acquiring basic grammar
- Learning two languages
- Early-childhood education
- Homes and schools
- Child-centered programs
- Teacher-directed programs
- Intervention programs
- 10. Psychosocial development
- Emotional development
- Initiative versus guilt
- Motivation
- Seeking emotional balance
- Playmates
- Cultural differences in play
- Active play
- Caregiving styles
- The new media
- Moral development
- Nature and nurture
- Empathy and antipathy
- Discipline
- Sex and gender
- Theories of gender-role development
- pt. IV. Middle childhood
- 11. Biosocial development
- Slower growth, greater strength
- Physical activity
- Childhood obesity
- Asthma
- Brain development
- Coordinating connections
- Measuring the mind
- Attention-deficit and bipolar disorders
- Drugs for children
- Learning disabilities
- Autistic spectrum disorders
- Special education
- Gifted and talented
- 12. Cognitive development
- Piaget and school-age children
- Vygotsky and school-age children
- Information processing
- Language
- Vocabulary
- Differences in language learning
- Teaching and learning
- International schooling
- In the United States
- 13. Psychosocial development
- Nature of the child
- Industry and inferiority
- Self-concept
- Resilience and stress
- Families and children
- Shared and nonshared environments
- Family function and family structure
- Divorce
- Family trouble
- The culture of children
- Bullies and victims
- Children's moral values
- Moral reasoning
- What children value
- The morality of child labor.
- Pt. V. Adolescence
- 14. Biosocial development
- Puberty
- Age and puberty
- Nutrition
- diet deficiencies
- Eating disorders
- Growing bigger and stronger
- Sexual maturation
- Problems with adolescent sex
- Neurological development
- 15. Cognitive development
- Logic and self
- Egocentrism
- Formal operational thought
- Intuition versus analysis
- Thinking about religion
- Dual processing and the brain
- Technology and cognition
- Learning via electronic technology
- Addiction and technology
- Cyberdanger
- Teaching and learning
- Middle School
- The transition to a new school
- High School
- 16. Psychosocial development
- Identity
- Relationships with adults
- Parents
- Parents, genes, and risks
- Peer power
- Peer pressure
- Romance
- Sex education
- Sadness and anger
- Depression
- Drug use and abuse
- Harm from drugs
- Epilogue: emerging adulthood
- Biosocial development
- Strong and active bodies
- Fertility
- Taking risks
- Cognitive development
- Postformal thought and brain development
- Countering stereotypes
- The effects of college
- Psychosocial development
- Identity achieved
- Personality in emerging adulthood
- Intimacy
- Family forces.