Visualizing the Lifespan

615 Pages·2015·69.347 MB·English

by  Jennifer L. Tanner, Amy Eva Alberts Warren, Daniel Bellack

FIRST ED ITION
V I S U A L I Z I N G
T H E L I F E S PA N
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V I S U A L I Z I N G
T H E L I F E S PA N
FIRST EDITION
Jennifer L. Tanner, Ph.D.
Rutgers University
Amy Eva Alberts Warren, Ph.D.
Institute for Applied Research in Youth Development, Tufts University
Daniel Bellack, Ph.D.
Trident Technical College
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Preface
Why Visualizing the Lifespan?
Visualizing the Lifespan is a comprehensive textbook, covering the standard developmental content
expected by college and university professors while incorporating contemporary theories, research,
and critiques. In addition to offering students an array of photos, illustrations, graphs, and pedagogical
features that deeply and broadly explore the lifespan, Visualizing the Lifespan also: (1) considers
the intricate interrelations among the various domains of development; (2) presents perspectives
on development from around the world, emphasizing the essential connection between culture and
development; (3) includes application of content to other fields including education, nursing, social work,
and public policy; and (4) considers challenges that can arise over the course of the lifespan, ranging from
psychopathologies to growing up in poverty.
A Visual Presentation
The lifespan texts currently available provide a good survey of the major concepts of development.
Many of the leading texts today, however, are traditional, highly descriptive texts that are somewhat
encyclopedic in length and style. They present the basics of lifespan development topic by topic in a
standard pedagogical format. Although these texts are often handsomely illustrated, they do not fully
exploit the importance of a visual presentation of lifespan concepts in relation to the visual learning style
of today’s students. Indeed, they typically use images for purely decorative purposes—as placeholders
on which the eye can rest among dense text—rather than employing photos and illustrations as powerful
explanatory tools.
Visualizing the Lifespan uses visual material to tell the absorbing story of development in an in-depth,
clear manner, while relying less on straight text than do other textbooks. Lifespan development is a
visually exciting topic and thus lends itself naturally to a visual-learning treatment. Photos are a core
resource for this book, providing images that are not only excellent but also new and different from
those seen repeatedly in standard texts. These images engage students and aid in their application
and elaborative understanding of the material. In addition, because the people captured in the photos
hail from around the world and throughout all sectors of the United States, Visualizing the Lifespan
presents a more diverse and realistic representation of our society than is found in many textbooks.
Combinations of photos, line art, computer-generated images, and numbered steps can convey
processes faster and more powerfully than can thousands of words. Using this approach, Visualizing
the Lifespan conveys complex material with clarity. This book and its ancillaries take full advantage of
the power of visual learning to convey the fascinating human story that is the lifespan.
A Succinct and Comprehensive Approach
Visualizing the Lifespan is designed to be comprehensive, accurate, up-to-date, and pedagogically
robust, all while going a few steps further by enhancing student comprehension and retention through
the use of explanatory and organizational visuals; by appealing not only to psychology majors but also
to students from other fields such as education or health professions through the choice of content and
perspectives of features; and by providing a uniquely contextualized approach that depicts diversity
across gender, race, income level, ethnicity, and nationality. All of this information is packed into a text of
fewer than 600 pages—brief compared to other textbooks.
A visual text is no less rigorous than a traditional text. For example, this text:
• offers a rich array of in-text visuals, learning tools, and active learning experiences that make
developmental psychology concepts easier to understand for all students.
• discusses and visually depicts developmental research techniques while actively encouraging students
to consider both the benefits and challenges inherent in conducting research across the lifespan.
• explains physical development using a proximodistal and cephalocaudal organization, following this
organizational structure throughout the lifespan.
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• evaluates the relationship between scientific theory, research, and practical application.
• emphasizes the need for critical thinking in assessing explanations of developmental concepts and the
validity of research.
Accordingly, Visualizing the Lifespan aims to keep students turning the pages, engaging with the content,
and remembering what they have learned, all while presenting the research rigor, up-to-date content, and
breadth of coverage.
Organization
Visualizing the Lifespan is organized both chronologically and by domain. Across the length of the
textbook, the lifespan is explained, described, and analyzed using a chronological structure. Within
this structure, the chapters are divided into three basic domains: (1) physical; (2) cognitive; and,
(3) psychosocial. Throughout the presentation of the lifespan and across the domains, five themes
appear:
1. Emphasis on how the domains are inextricably interrelated.
2. Focus on the relationship between culture and development through both observational
comparison and examination of underlying processes.
3. Discussion of how critical thinking makes it easier to remember, understand, and apply
information, combined with features that actively stimulate critical thought.
4. Presentation of how various normative and non-normative events impact individuals and their
contexts.
5. Consideration of the role health professionals and educators play as forces of change and
intervention throughout development.
Teaching and Learning Environment
WileyPlus Learning Space
What is WileyPLUS Learning Space? It’s a place where students can learn, collaborate, and grow.
Through a personalized experience, students create their own study guide while they interact with
course content and work on learning activities.
WileyPLUS Learning Space combines adaptive learning functionality with a dynamic new e-textbook
for your course—giving you tools to quickly organize learning activities, manage student collaboration,
and customize your course so that you have full control over content as well as the amount of interactivity
among students.
Instructors can:
• assign activities and add their own materials.
• guide students through what’s important in the e-textbook by easily assigning specific content.
• set up and monitor collaborative learning groups.
• assess student engagement.
• benefit from a sophisticated set of reporting and diagnostic tools that give greater insight into class
activity.
Learn more at www.wileypluslearningspace.com. If you have questions, please contact your Wiley
representative.
vi VISUALIZING THE LIFESPAN
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Wiley’s Real Development
Human development does not take place in isolation. It happens in larger familial, interpersonal,
and cultural contexts. Capturing these powerful dynamics in a lifespan development course was a
challenge—until now.
Wiley’s Real Development is an innovative multimedia product that uses authentic video capturing
moments from four real families, allowing students to view the pivotal stages of development within larger
interpersonal and cultural contexts. In each Real Development activity, created by Nicole Barnes, Ph.D. of
Montclair State University and Christine J. Hatchard, Psy.D. of Monmouth University, students analyze and
evaluate concepts—demonstrated in a variety of naturalistic and professional settings—through assessment
activities grounded in real-world applications. Through this active engagement with visual media, pictures,
and artifacts, students will gain a deeper understanding of developmental theories and concepts.
Real Development also includes a filterable topic-based library with dozens of selections by Shawn
Guiling of Southeast Missouri State University and Nicole Reiber of Coastal Carolina Community College.
It includes observational footage and interviews to help further illustrate key concepts central to the
understanding of human development in today’s world. The result is an authentic media experience that
prompts students to apply and interact with the course material in ways that will be meaningful in their
personal and professional lives.
What Do Students Receive with WileyPLUS Learning Space?
• A digital version of the complete textbook with integrated media and quizzes.
• Real Development. Students are able to complete activities based on viewing these authentic
videos. Each activity is assignable and gradable. Students can view the videos and complete the
activities in class or at home.
• The ORION adaptive learning module that maximizes study time.
• Additional Videos. Excerpts selected from a variety of sources illustrate particular concepts, bringing
the topics to life in engaging ways. The videos focus on topics ranging from types of and places for
childbirth, language development, school readiness, intelligence and thinking, adolescent sexual
health, autism, and others.
• Practice Exams. These learning features give students a way to test themselves on course material
before exams. Each practice exam, prepared by Kathy L. Kufskie of Southwestern Illinois College,
contains fill-in-the-blank, application, and multiple-choice questions that provide immediate feedback.
Each question is also linked to a learning objective within the book to aid students in concept mastery.
• Flashcards. This interactive module gives students the opportunity to easily test their knowledge of
vocabulary terms.
• Web Resources. Annotated Web links put useful electronic resources for psychology into the context
of your Developmental Psychology course.
What Do Instructors Receive
with WileyPLUS Learning Space?
Pre-created teaching materials and assessments help instructors optimize their time:
• A wealth of brief video segments perfect for classroom use.
• The Instructor’s Manual, prepared by Stevie McKenna of Rutgers, The State University of New
Jersey, is designed to help instructors maximize student learning. It presents teaching suggestions
for each chapter of the text, including lecture starters, lecture extensions, classroom discussions and
activities, out-of-the-classroom assignments, Internet and print resources, and more!
• Every chapter contains a Lecture PowerPoint presentation, prepared by Mary Beth Miller of Fresno
City College, with a combination of key concepts, figures and tables, and examples from the textbook.
Preface vii
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• Media Enriched PowerPoint presentations, available in WileyPLUS, contain embedded links to
multimedia sources and can be easily modified according to your needs.
• The Test Bank is available in a Word document format or through Respondus or Diploma. The
questions are available to instructors to create and print multiple versions of the same test by
scrambling the order of all questions found in the Word version of the Test Bank. This allows users to
customize exams by altering or adding new problems. The test bank has over 100 multiple-choice,
true-false, text entry, and essay questions per chapter. Each question has been linked to a specific
student learning outcome, and the correct answers are provided with section references to its source
in the text.
Gradebook: WileyPLUS provides instant access to reports on trends in class performance, student use
of course materials, and progress toward learning objectives.
Reviewers of Visualizing the Lifespan
Ty Abernathy, Mississippi State University Cindy Gundling, Polk State College
David Alfano, Community College of Rhode Island Amber Hammons, California State University, Fresno
Cheryl Almeida, Johnson and Wales University Marika Handakas, Bloomsburg University of Pennsylvania
Jim Archer, South Plains College Lora Harpster, Salt Lake Community College
Jamie Arnold, Temple College John Haworth, Chattanooga State Community College
Grace Austin, Sacramento City College Brett Heintz, Delgado Community College
Harriet Bachner, Pittsburg State University Stacy Herzog, University of Wisconsin, Green Bay
Mitchell Baker, Moraine Valley Community College Pamela Hill, Alamo Colleges, San Antonio College
Ted Barker, Northwest Florida State College Karen Hoblit, Victoria College
Bette Beane, University of North Carolina at Greensboro Debra Hollister, Valencia College, Lake Nona
Bakhtawar Bhadha, Pasadena City College Tasha Howe, Humboldt State University
Rebecca Bosek, University of Alaska Becky Howell, Forsyth Technical Community College
Janet Boseovski, University of North Carolina, Greensboro Deborah Huerta, University of Texas, Brownsville
Saundra Boyd, Houston Community College Regina Hughes, Collin County Community College
Gregory Braswell, Illinois State University Alycia Hund, Illinois State University
Heidi Braunschweig, Community College of Philadelphia Alishia Huntoon, Oregon Institute of Technology
William Brinnier, Central Piedmont Community College Jennifer Irwin, Anne Arundel Community College
Gena Britt, John Tyler Community College Mark Isham, Somerset Community College
Alison Buchanan, Henry Ford Community College Brandon Jablonski, Sinclair Community College
Lisa Caya, University of Wisconsin, La Crosse Price Johnson, Portland State University
Stacie Christian, University of Wisconsin, Green Bay Amy Kausler, Jefferson College
Steven Christiansen, St. Louis Community College Joanna Key, Gwinnett Technical College
Diana Ciesko, Valencia College Linda Kieffer, Delgado Community College
Wanda Clark, South Plains College Rosalyn King, Northern Virginia Community College
Myrna Copeland, John Tyler Community College Kathy Kufskie, Southwestern Illinois College
Trina Cowan, Northwest Vista College Karen Kwan, Salt Lake Community College
John Davis, Academy of Art College Don Larson, College of Eastern Utah, San Juan
Deborah Deckner-Davis, Clayton State University Brett Laursen, Florida Atlantic University
Katherine Demitrakis, Central New Mexico Community College Cynthia Lofaso, Central Virginia Community College
Karen Douglas, San Antonio College Geri Lotze, Virginia Commonwealth University
Bob DuBois, Waukesha County Technical College/Milwaukee Area Lisa Maag, East Carolina University
Technical College Jeni Maijala, University of Phoenix
Sheryl Ellers, University of Alaska, Anchorage Kathryn Markell, Anoka-Ramsey Community College
Linda Fayard, Mississippi Gulf Coast Community College Renee Marshall, College of the Canyons
Cherisse Flanagan, Abilene Christian University George Martinez, Somerset Community College
Nadia Flanigan, Georgia Southern University Philip Masline, Sinclair Community College
Andrea Garvey, American River College Daniel McConnell, University of Central Florida
Laura Gaudet, Chadron State College Stevie McKenna, Brookdale Community College
Rosemarie Gilbert, Eastern Florida State College David McPatchell, El Camino College
R.J. Grisham, Indian River State College Amy Meeks, Texas State University
viii VISUALIZING THE LIFESPAN
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Tracy Meyer, Collin College Claire Rubman, Suffolk County Community College
Mary Beth Miller, Fresno City College Margaret Russi, Northern Virginia Community College
Carol Miller, Clark State Community College Angela Sadowski, Chaffey College
Ruma Mishra, Massachusetts Bay Community College David Shepard, South Texas College
Jeffrey Morgan, Clark State Community College Peggy Skinner, South Plains College
Caroline Olko, Nassau Community College Kelly Spillman, Gwinnett Technical College
Gail Overbey, Southeast Missouri State University Wayne S. Stein, Eastern Florida State College
Catherine Parker, College of the Canyons Rachelle Tannenbaum, Anne Arundel Community College
Lori Perez, Anne Arundel Community College Karen Tinsley, Guilford College
Jennifer Plunkett Skibins, Suffolk County Community College Christopher Trentacosta, Wayne State University
Leslee Pollina, Southeast Missouri State University Isabel Trombetti, Community College of Rhode Island
Cynthia Porter Rickert, Ivy Tech Community College Kathy Trotter, Chattanooga State Community College
Linda Raasch, Normandale Community College Barbara VanHorn, Indian River State College
Rodney Raasch, Normandale Community College Lora Vasiliauskas, Virginia Western Community College
Lakshmi Raman, Oakland University Fabian Vega, Baltimore City Community College
Amy Reesing, Arizona State University, Tempe David Ward, Arkansas Tech University
Kimberly Renk, University of Central Florida Jessie Williams, Mineral Area College
Amy Resch, Citrus College Kerri Williams, Lourdes University
Tiffany Rice, East Los Angeles College Penny Williams, Jackson Community College
Special Thanks
No book can be written without the exceptional assistance From Amy Eva Alberts Warren: Heartfelt thanks to my
of colleagues. John Wiley & Sons creates an environment colleagues at the Institute for Applied Research in Youth
of competent and consistent collegiality beyond compare. Development, Tufts University, especially to my mentor and
Charity Robey and Rebecca Heider, our developmental friend, Richard M. Lerner. An enormous debt of gratitude
editors, amazed us with their focus and patience. Chris goes to my co-author Jennifer Tanner for her thoughtful
Johnson, Robert Johnston, and Jay O’Callaghan kept this collaboration and friendship. To Dan Bellack, thank you for
project alive. Karen Huffman (MFK), mentor and friend, you creating the foundation upon which this book was built. I am
inspire us all. Rebecca Fraser-Thill, thank you for adding so so very grateful to the superb editorial and production teams
much of your talent. at John Wiley & Sons, especially Rebecca Heider, for her
masterful editorial assistance. My love and deep appreciation
From Jennifer Lynn Tanner: In the spirit of the true
go to my family, especially my mother and father, Eva and
developmentalist I know myself to be, I am grateful a
William Alberts, for all the many ways they have nurtured and
lifetime’s experiences that have each contributed to my
continue to nurture my lifespan development. To my dear
greatest asset: an unwavering commitment to investment
children, Aoife Joy and Lio Forest, who took many a nap in the
in teaching, promoting, and optimizing human development
crook of my arms as I wrote, you inspire me beyond words.
at all ages and stages of the lifespan. Special thanks to
Finally, to my beloved husband, Dan Warren, who enabled
Professors Susan Whitbourne, Janis Jacobs, Richard
this project in countless ways: I am eternally grateful for your
Lerner, Constance Ahrons, and Helen Reinherz who each
patience, strength, creativity, and humor. We am [sic].
took on the task of harnessing my passion and shaping me
into the developmentalist I am today. To my many colleagues From Dan Bellack: I also want to thank my colleagues at
and friends, thank you for helping me recognize my Trident Technical College’s behavioral and social sciences
limitations—in each of those moments you opened a door department, in particular, Dennis Cash, Heather Collins, and
for me to grow and mature. To my co-author Amy Warren, Mary Thornley. As for my co-authors, Jennifer Tanner and
great appreciation for our collaboration, one that beautifully Amy Warren, there would be no book without you both. I
illustrates how we change and stay the same, how strengths am so grateful for all you do. I have to thank my family for
and weaknesses bring us together, and most of all, how their unconditional love and support: Billy and Terry Bellack,
human connection is the key to unlocking and optimizing Sandi Sue Bellack, and Vido Chavez. My incredible children:
our potential. To Dan Bellack, thank you for visualizing this Jason, Braden, Danielle, and the newest Bellack, my
project. Finally, the secret to it all, I have but one muse: my grandson, Liam Parker. Gratitude and love to my Chinese
dear daughter Charlotte. Thank you for tolerating frustrations family: Maoyin Wang, Min Fang, Yonghang Wang, Sandy Lei
you didn’t know you could; it is you who infuses depth of and the “gang of four,” and Cynthia Zhang. Finally, there is
meaning into this text. Terrence, my husband, thank you for one person in my life who deserves the most appreciation:
gifting me my muse and for believing in me. my beautiful wife, Yongmei Bellack. This is dedicated to you.
Reviewers ix
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