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Contents
Preface xiv [3] Genetics and Heredity 70

Principles of Hereditary Transmission 72
[1] Themes and Theories 2 The Building Blocks of Heredity 73
Cell Division and Chromosome Duplication 74
What Is Development? 4 Gene Expression 76
Five Major Themes in Developmental Gene Functioning and Regulation of
Psychology 7 Development 79
How Do Nature and Nurture Interact in Gene and Chromosomal Abnormalities 82
Development? 7 Gene Variations 82
How Does the Sociocultural Context Influence Chromosome Variations 88
Development? 8
Is Development Continuous or Discontinuous? 8 Genetic Counseling 91
How Do the Various Domains of Development Prenatal Diagnosis 92
Interact? 10 Ethical and Social Issues 94
What Factors Promote Risk or Resilience in WHAT DO YOU THINK? Should Sex Preselection
Development? 10 Be Permitted? 95
The Study of the Child: Historical Developmental and Behavioral Genetics 96
Perspectives 12 The Methods of Behavioral Geneticists 96
The Concept of Childhood 12 Conceptualizing the Interaction Between
The Origins of Developmental Psychology 14 Genotype and Environment 98
The Continued Growth of Developmental Conceptualizing the Correlation Between
Psychology in the Twentieth Century 17 Genotype and Environment 99
Hereditary and Environmental Influences on
Theories of Development 18 Behavior 101
Learning Theory Approaches 18
RESEARCH APPLIED TO PARENTING Treating
Piaget’s Cognitive-Developmental Theory 22
Siblings Fairly 104
Information-Processing Approaches 25
Erikson’s Psychosocial Approach 26 Chapter Recap 107
Systems Approaches 29 Summary of Developmental Themes 107
Chapter Review 107
What Develops? 36
WHAT DO YOU THINK? Should Child Rearing
Be Regulated? 36
Chapter Recap 38 [4] The Prenatal Period and
Summary of Developmental Themes 38
Chapter Review 38 Birth 110
The Stages of Prenatal Development 112
Fertilization 112
[2] Studying Child Development 40 The Germinal Period 113
The Embryonic Period 114
Research Methods in Developmental The Fetal Period 118
Psychology 42 Assisted Reproduction 119
Measuring Attributes and Behaviors 42 Environmental Factors Influencing Prenatal
Methods of Collecting Data 43
Research Designs 48
Development 121
Support Within the Womb 121
Special Issues in Developmental Research 56 Principles of Teratology 122
Strategies for Assessing Developmental Drugs as Teratogens 124
Change 56 WHAT DO YOU THINK? How Should We
Cross-Cultural Studies of Development 61 Respond to an Expectant Woman Who
Neuroscience and Development 63 Abuses Drugs? 130
Ethical Issues in Developmental Research 65 Diseases and Infections as Teratogens 130
WHAT DO YOU THINK? Should Researchers Environmental Hazards as Teratogens 134
Reveal Information They Learn About Participants Women’s Conditions and Prenatal
in Their Studies? 66 Development 135
Chapter Recap 67 Birth and the Perinatal Environment 137
Chapter Review 67 Preparing for Childbirth 137
vii
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RESEARCH APPLIED TO EDUCATION Nurturing [6] Basic Learning and
and Caring During Labor 138
Labor and Delivery 140 Perception 198
Low Birth Weight 143 Basic Learning Processes in Infancy and
Newborn Assessment 147 Childhood 200
Habituation 200
Chapter Recap 149 Classical Conditioning 200
Summary of Developmental Themes 149 Operant Conditioning 201
Chapter Review 150 Observational Learning 202
Other Forms of Learning 205
Sensory and Perceptual Capacities 206
[5] Brain, Motor Skill, and Measuring Infant Sensory and Perceptual
Capacities 206
Physical Development 152 Vision and Visual Perception 209
The Brain and Nervous System 154 ATYPICAL DEVELOPMENT Visual Problems in
The Developing Brain 154 Infancy and Early Childhood 212
Plasticity in Brain Development 158 Audition and Auditory Perception 220
Brain Development in Adolescence 160
Brain Lateralization 161 WHAT DO YOU THINK? Should the Fetus Be
Exposed to Extra Auditory Stimulation? 221
Sleep 161
Auditory and Visual Perceptual Narrowing 226
Patterns of Sleep in Infants 162
Smell, Taste, Touch, and Sensitivity to Pain 227
Sleeping Arrangements for Infants 162
RESEARCH APPLIED TO PARENTING Reducing
RESEARCH APPLIED TO PARENTING Reducing
Sensitivity to Pain 229
Sudden Infant Death Syndrome 163
Intermodal Perception 230
Sleep in Adolescents 164
Motor Skill Development 165 Perceptual Development Throughout
The First Actions: Reflexes 166 Childhood 233
Motor Milestones 166 Perceptual Learning 233
Motor Skills in the Preschool and Later-Childhood Experience and Perceptual Development 233
Years 170 Chapter Recap 236
Determinants of Motor Development 170 Summary of Developmental Themes 236
Cross-Cultural Differences 172 Chapter Review 236
Body Growth and Development 173
Norms of Growth 173
Patterns and Individual Differences in Body
Growth 175 [7] Language 240
Biological Determinants of Body Growth and Foundations for Language Development 242
Development 177 The Elements of Language 242
Nutrition and Psychological Factors Associated The Brain and Language Acquisition 243
Linguistic Perspectives 246
with Physical Development 178
Learning and Cognitive Perspectives 247
Nutrition and Health 178
Social Interaction Perspectives 249
Obesity 181
ATYPICAL DEVELOPMENT Eating Disorders 186 Language Development in Infancy 250
Early Responses to Human Speech 250
Physical Maturity 187 First Words 253
Defining Maturity 187
RESEARCH APPLIED TO PARENTING Reading
Early Versus Late Maturity 189
to Children 261
Sexual Behavior 191
WHAT DO YOU THINK? What Should Sex Language Development Beyond Infancy 264
Education Programs Emphasize? 192 Early Grammars: The Two-Word Stage 264
Later Syntactic Development 266
Chapter Recap 193 Acquiring Social Conventions in Speech 268
Summary of Developmental Themes 193 Metalinguistic Awareness 268
Chapter Review 194
Functions of Language 271
Language and Cognition 271
WHAT DO YOU THINK? How Should Bilingual
Education Programs Be Structured? 272
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How Language Influences Self-Regulation 273 Understanding Psychological States 331
How Language Influences Cultural Perspective Taking: Taking the Views of Others 331
Socialization 275 The Child’s Theory of Mind 332
Chapter Recap 275 ATYPICAL DEVELOPMENT Childhood Autism 335
Summary of Developmental Themes 275 Referential Communication 336
Chapter Review 276
Cognition in a Social Context 338
Skilled Collaborators and Guided
Participation 338
[8] Cogniton 278 RESEARCH APPLIED TO EDUCATION
Reciprocal Teaching 340
Theories of Cognitive Development 280
Memory in a Social Context 341
Piaget’s Theory 280
Vygotsky’s Theory 283 WHAT DO YOU THINK? How Reliable Is
Children’s Eyewitness Testimony? 344
WHAT DO YOU THINK? Should Virtual Schools
Be Promoted? 284 Understanding Social Groups 345
Information-Processing Theory 285 Forming Social Categories 346
Contemporary Theories of Cognitive In-Group Preferences 346
Development 287 Prejudice and Discrimination 347
Concept Development 288 Chapter Recap 350
Properties of Objects 288 Summary of Developmental Themes 350
Classification 292 Chapter Review 350
Numerical Concepts 294
Spatial Relationships 296
Attention 297 [ 10 ] Achievement 352
Attention Span 298 Individual Differences in Ability 356
Controlling Attention 298 What Is Intelligence? 356
ATYPICAL DEVELOPMENT Attention Deficit Measuring Intelligence 362
Hyperactivity Disorder 300 ATYPICAL DEVELOPMENT Giftedness 365
Memory 301 What Does IQ Predict? 366
Studying Memory in Infants 301 Group Differences in IQ Scores 366
Infant Memory Capabilities 303
WHAT DO YOU THINK? Are IQ Tests Helpful in
Memory in Older Children 304
Assessing Individual Differences in Ability? 368
Brain Development and Memory 306
Problem Solving 308 Self-Concepts and Achievement 369
Motivational Belief Systems 369
Planning 309
Strategy Choice 311 RESEARCH APPLIED TO PARENTING
Transferring Skills 311 Preventing Learned Helplessness 372
RESEARCH APPLIED TO EDUCATION Stereotype Threat 374
Facilitating Transfer in the Classroom 312 Contextual Influences on Achievement 375
The Executive Function 313 Parents, Peers, and School Achievement 375
Assessing Executive Function 314 Teachers: Key Agents of Influence 377
Judgment and Decision Making 314 Cultural Differences in School Achievement 380
Chapter Recap 317 Applied Developmental Science and Academic
Summary of Developmental Themes 317 Learning 383
Chapter Review 317 Early Intervention 384
Learning Academic Subjects 388
Chapter Recap 391
[9] Social Cognition 320 Chapter Review 391
Orienting to the Social World 322
Detecting Animacy 322
Gaze Following 323
Social Referencing 323
[ 11 ] Emotion 394
Understanding Others’ Goals What Are Emotions? 396
and Intentions 325 The Functions of Emotions 396
Representation 326 Measuring Emotions 396
CONTENTS ix
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Theoretical Perspectives on Emotional Prosocial Reasoning 466
Development 398 Factors Influencing Prosocial Behavior 469
Expressing and Understanding Emotions 400 Antisocial Behavior 470
Early Emotional Development 400 Aggression 471
Emotions During Early and Middle ATYPICAL DEVELOPMENT Conduct
Childhood 405 Disorder 473
Emotions During Adolescence 407
Chapter Recap 475
Regulating Emotions 409 Summary of Developmental Themes 475
Emotion Regulation in Infancy and Early Chapter Review 475
Childhood 409
Emotion Regulation in Adolescence 411
ATYPICAL DEVELOPMENT Adolescent
Depression and Suicide 413 [ 13 ] Gender 478
Variations in Emotional Development 414 Gender Stereotypes Versus Actual Sex
Temperament 414 Differences 480
Sex Differences in Emotions 416 The Stereotypes: What Are They? 480
Cultural Differences in Emotions 417 Children’s Knowledge of Gender
Attachment: Emotional Relationships with Stereotypes 480
Others 418 Enacting Stereotypes 483
The Origins of Attachment: Theoretical What Sex Differences Actually Exist? 483
Perspectives 419 Sex Differences in Perspective 487
The Developmental Course of Attachment 421 Theories of Gender-Role Development 488
RESEARCH APPLIED TO PARENTING Contributions of Biology 488
Promoting Secure Attachment in Irritable ATYPICAL DEVELOPMENT Hormonal Disorders
Infants 426 in Children 489
Disruptions in Attachment 430 Social Cognitive Theory 490
WHAT DO YOU THINK? Should International Cognitive-Developmental Theories 492
Adoptions Be Encouraged? 432 The Socialization of Gender Roles 496
Chapter Recap 435 The Influence of Parents 496
Summary of Developmental Themes 435 The Influence of Peers 499
Chapter Review 435 WHAT DO YOU THINK? Is Gender Identity
Disorder Really a Disorder? 501
The Influence of Teachers and Schools 503
RESEARCH APPLIED TO EDUCATION
[ 12 ] Self and Values 438 Promoting Gender Equity in the Classroom 504
The Concept of Self 440 Chapter Recap 507
Self as Object 440 Summary of Developmental Themes 507
Social Comparison 443 Chapter Review 507
Self-Esteem: Evaluating Self 444
Identity 447
Self-Regulation 451
Developmental Changes 451 [ 14 ] The Family 510
RESEARCH APPLIED TO PARENTING Understanding the Family 512
Encouraging Young Children’s Compliance 453 The Demographics of the American Family 512
Factors Contributing to Self-Regulation 453 A Systems Approach 513
Moral Development 455 Parents and Socialization 514

Styles of Parenting 515
The Development of Conscience 455
Effective Parenting 518
Social Learning Theory and Moral Behavior 456
Cognitive-Developmental Theories 457 WHAT DO YOU THINK? Should Parents Spank
Their Children? 520
WHAT DO YOU THINK? Who Is Responsible for
Moral Development? 464 RESEARCH APPLIED TO PARENTING Managing
Prosocial Behavior and Altruism 464 Noncompliant Children 520
The Development of Prosocial Behavior and Factors That Influence Parenting Strategies 522
Altruism 465 Problems in Parenting 524
x CONTENTS
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ATYPICAL DEVELOPMENT Posttraumatic Stress Chapter Recap 586
Disorder 528 Summary of Developmental Themes 586
Cultural and Social Class Variations in Chapter Review 586
Parenting 528
Relationships with Mothers, Fathers, and
Siblings 532 [ 16 ] Beyond Family and Peers 588
Mothering Versus Fathering: Are There
Differences? 532 Television and Related Visual Media 590
Siblings 534 Children’s Comprehension of Television
Programs 591
Families in Transition 537 Television’s Influence on Cognitive and Language
Maternal Employment 537 Development 593
Divorce 541 Television’s Influence on Social Development 597
Single-Parent Families 546
RESEARCH APPLIED TO PARENTING
Gay and Lesbian Parents 546
Encouraging Critical Skills in Television
Chapter Recap 547 Viewing 603
Chapter Review 547
Computers, Social Media, and Video
Games 605
Academic Mastery and Cognition 605
Social Development 607
[ 15 ] Peers 550 WHAT DO YOU THINK? What Regulations
Should Exist for Children’s Access to the Internet
Developmental Changes in Peer and Other New Technologies? 608
Relations 552 Video Games 608
Early Peer Exchanges and Play 552
The Middle Childhood Years 554 Schools 610
Adolescence 555 School and Classroom Size 610
School Transitions 612
Children’s Friendships 557
Children’s Patterns and Conceptions of ATYPICAL DEVELOPMENT Educating Youths
Friendship 558 with Serious Emotional Disturbances 615
How Children Become Friends 561 School Violence 615
The Functions of Friendship 563
Neighborhoods 617
WHAT DO YOU THINK? What Are the Do Neighborhoods Matter? 617
Consequences of Friending and Neighborhoods, Low Income, and Children in
Defriending? 565 Poverty 618
Romantic Relationships 565 Affluent Communities 620
Exposure to Violence 621
Peer Group Dynamics 567 War, Natural Disasters, and Children 621
Peer Group Formation 567
Dominance Hierarchies 569 Chapter Recap 625
Peer Pressure and Conformity 569 Summary of Developmental Themes 625
Chapter Review 626
Peer Popularity and Social Competence 570
Characteristics of Popular and Unpopular
Children 572
ATYPICAL DEVELOPMENT Social
Withdrawal 576
Glossary 628
The Origins of Social Competence 577 References 635
RESEARCH APPLIED TO PARENTING
Preventing Bullying 581
Name Index 703
Training Social Skills 583 Subject Index 719
CONTENTS xi
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Features
What Do You Think? Atypical Development

Should Child Rearing Be Regulated? 36 Eating Disorders 186
Should Researchers Reveal Information They Learn About Visual Problems in Infancy and Early Childhood 212
Participants in Their Studies? 66 Attention Deficit Hyperactivity Disorder 300
Should Sex Preselection Be Permitted? 95 Childhood Autism 335
How Should We Respond to an Expectant Woman Who Giftedness 365
Abuses Drugs? 130 Adolescent Depression and Suicide 413
What Should Sex Education Programs Emphasize? 192 Conduct Disorder 473
Should the Fetus Be Exposed to Extra Auditory Hormonal Disorders in Children 489
Stimulation? 221 Posttraumatic Stress Disorder 528
How Should Bilingual Education Programs Be Social Withdrawal 576
Structured? 272 Educating Youths with Serious Emotional Disturbances 615
Should Virtual Schools Be Promoted? 284
How Reliable Is Children’s Eyewitness Testimony? 344
Are IQ Tests Helpful in Assessing Individual Differences Research Applied to Parenting /
in Ability? 368 Education
Should International Adoptions Be Encouraged? 432 Treating Siblings Fairly 104
Who Is Responsible for Moral Development? 464 Nurturing and Caring During Labor 138
Is Gender Identity Disorder Really a Disorder? 501 Reducing Sudden Infant Death Syndrome 163
Should Parents Spank Their Children? 520 Reducing Sensitivity to Pain 229
What Are the Consequences of Friending and Reading to Children 261
Defriending? 565 Facilitating Transfer in the Classroom 312
What Regulations Should Exist for Children’s Access Reciprocal Teaching 340
to the Internet and Other New Technologies? 608 Promoting Secure Attachment in Irritable Infants 426
Encouraging Young Children’s Compliance 453
Promoting Gender Equity in the Classroom 504
Managing Noncompliant Children 520
Chronology Charts Preventing Bullying 581
Prenatal Development: Conception to 38 Weeks 116 Encouraging Critical Skills in Television Viewing 603
Development of Motor Skills: Birth to 7 Years 168
Adolescent Sexual Development: 9 Years to 16 Years 188
Visual Development: Birth to 8 Months 219
Auditory Development: Birth to 12 Months 223
Development of Language: Birth to 6+ Years 270
Cognitive Development: Birth to 11 Years 315
Development of Social Cognition: Birth to 10 Years 349
Emotional Development: Birth to 12 Years 422
Development of Self and Self-Regulation: Birth to
13+ Years 452
Moral and Prosocial Development: Birth to 16+ Years 468
Gender-Role Development: Birth to 18 Years 495
Development of Peer Relations: Birth to 18 Years 562
xii
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About the Authors
danuta bukatko is Professor of Psychology and the Joseph H. Maguire ’58 Professor of
Education at the College of the Holy Cross. She received her Ph.D. in Developmental Psychology from
the University of Massachusetts at Amherst and has spent the subsequent 35 years at Holy Cross
teaching courses in Child Development, Cognitive Development, Statistics and Research Methods,
and Gender-Role Development. She has served as Department Chair, Assistant Dean, and Director
of Women’s and Gender Studies at different points in her career. She has received the Arthur J.
O’Leary Faculty Recognition Award from Holy Cross for her teaching, mentoring, and service con-
tributions to the college. She also has used several grants from the National Science Foundation and
other funding agencies to promote the development of innovative teaching approaches in psychol-
ogy and professional development among K–12 teachers. Her research interests include memory
and representation in young children, as well as children’s concepts about gender.
marvin daehler is Emeritus Professor in the Department of Psychology at the University of

Massachusetts at Amherst. He received his Ph.D. from the Institute of Child Development at the
University of Minnesota and spent his professional career at the University of Massachusetts at
Amherst where he continues to be active in the Developmental Area. He is a Fellow in Division
7 (Developmental Psychology) of the American Psychological Association as well as a Fellow of
the Association for Psychological Science. He has been an Associate Editor for the journal Child
Development and the Monographs of the Society for Research in Child Development, and a reviewer
for research articles submitted to numerous other developmental publications. He also has served
on grant review panels for the National Institutes of Health (NIH) and Department of Education
and as Associate Chair, Director of Graduate Studies, and Director of Undergraduate Studies for var-
ious periods while a member of the Department of Psychology at the University of Massachusetts.
His research activities, supported by grants from the National Science Foundation and National
Institutes of Health, have been concerned with understanding the development of memory, basic
representational abilities, and transfer in problem-solving in very young children.
xiii
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Preface
In our first edition of this text, we identified some very explicit goals for Child Development:
A Thematic Approach. Vast amounts of information about child development have been
gathered by researchers, yet we as teachers must help students understand the most impor-
tant aspects of that process. Given the tendency for researchers to hone in on very specific
areas of child development, we must also give students a meaningful sense of the child as a
whole person and help them to recognize the myriad of influences that affect development.
These goals have become even more important to us in this sixth edition. Technology has
created an information explosion whose influence is continually expanding. For example,
the Internet has become a vast storehouse for material about child development. In addi-
tion, it has become increasingly common for other forms of media—television, magazines,
and newspapers—to cover various topics concerning the psychological growth of children.
The availability of so much information has made another teaching goal even more impor-
tant. We must sharpen and help students refine their critical-thinking skills so they become
educated consumers in our “information age.” Thus we remain as committed as ever to
presenting the story of child development from the perspective of carefully constructed
theory and effectively designed research. We believe that it is important for students to be
well grounded in the scientific approach to studying children, and for them to carry this
approach with them as they continue to learn about children after they leave our classes.
To achieve these goals, we have been guided by a number of practices in preparing this
sixth edition. We have continued to research the primary journals that publish material on
child development to identify major advances in the field. As a result, the reader can feel
confident that the findings, as well as the interpretations of what these findings say about
child development, are not only current, but among the most important for understanding
the many processes associated with child development. Five major themes are repeatedly
considered throughout the various chapters to help in recognizing important aspects of
development that have often guided the research efforts of scientists in the field. In many
of the chapters, we have included chronologies designed to summarize the major devel-
opmental changes, many occurring over short time periods, to give readers a sense of the
dramatic growth that takes place in a number of domains from conception through ado-
lescence. Students may be taking a course in child development for a number of reasons,
for example, to become a more informed parent, to work professionally in a field involving
children such as a teacher, social worker, or therapist, or to simply learn more about the
remarkable changes that human development undergoes from conception through ado-
lescence. These reasons have been important in guiding the incorporation of the special
features “Research Applied to Parenting/Education,” “Atypical Development,” and “What
Do You Think?” in nearly every chapter. Additional review and reflection questions at the
end of major sections in each chapter have been included to help students integrate the
information provided with the major themes running throughout the chapters as well as
with their own experiences of growing up.
A Thematic Approach
In this sixth edition, we have continued to uphold our commitment toward providing a
comprehensive, topically organized, up-to-date picture of development from conception
through adolescence. Most importantly, we draw students’ attention to the themes that
replay themselves throughout the course of development, the fundamental issues that
resurface continually and that provide coherence to the many reported findings. These
themes, we believe, can serve as frameworks to help students understand and remember
the multitude of facts about child development. They can also serve as organizational ideas
xiv
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for lectures or for questions that instructors pose on examinations or other assignments.
We highlight the following five themes throughout our discussion of child development:
• How do nature and nurture interact during development?
• How does the sociocultural context influence development?
• Is development continuous or discontinuous?
• How do the various domains of development interact?
• What factors promote risk or resilience in development?
By drawing out these themes, we hope to stimulate readers to think about the major
factors that contribute to development, that is, why development proceeds as it does. We
believe that when students engage in this sort of broader reflection, they will become more
adept critical thinkers as they grapple with integrating the specific findings that are dis-
cussed. We also believe that they will be more likely to appreciate the ramifications of
theory and research for applied issues such as parenting practices, education, and social
policies for children, which are ultimately concerns for all of us. The new theme concerning
risk and resilience introduced in this edition is especially relevant to these practical applica-
tions of developmental science. We anticipate that nearly all readers will have completed
an introductory psychology course that puts forth many of the fundamental concepts that
influence the field. Thus this text, including the themes around which it is organized, is
designed to expand on that basic knowledge, highlighting those theories, methodologies,
and research findings that are especially pivotal to understanding child development.
Organization of the Text

In keeping with a topical organization, our chapters are generally organized around changes
from infancy through adolescence associated with a particular domain of development. Thus,
after considering genetic and hereditary influences and the prenatal period and birth in
Chapters 3 and 4, we focus on developmental changes in the brain, motor skills, and physical
development (Chapter 5), learning and perception (Chapter 6), language (Chapter 7), cogni-
tive development (Chapter 8), social cognition (Chapter 9), achievement (Chapter 10), emotion
(Chapter 11), self and values (Chapter 12), and gender (Chapter 13). Although many contex-
tual influences bearing on developmental changes are discussed in each of these chapters,
the final three chapters specifically focus on the family (Chapter 14), peers (Chapter 15), and
systems beyond family and peers, such as media, schools, and neighborhoods (Chapter 16),
contexts which undoubtedly can have enormous consequences for children’s development.
Why have we organized this book topically? Most child development texts are designed
in one of two ways—topically, the framework used here, or chronologically, that is, focusing
on the major periods of childhood: infancy, early childhood, middle childhood, and adoles-
cence. We have preferred a topical organization because most theoretical perspectives focus
on processes associated with a particular domain of development, for example, language,
cognitive development, or emotions from “beginning to end.” Thus, a sound pedagogical
argument can be made for using a topical organization. We have included chronologies in
most of the chapters, though, as a way of highlighting the fact that development may be
more important in some domains during particular age periods than others. Furthermore,
by pointing out places in the text where interactions between domains are important, we
have provided substantial opportunities for identifying ways in which findings that bear on
one aspect may have significance for another realm of development.
Major Changes and Features

for the Sixth Edition
As will become apparent in the more detailed listing of changes, new and updated mate-
rial has been incorporated in every chapter. However, several chapters in this edition have
undergone major reorganization. The most substantial changes will be found in Chapters 8,
PREFACE xv
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9, and 10. Chapter 8 (Cognition) now covers traditional theories of cognitive development
(Piaget’s, Vygotsky’s, and information-processing theories) as well as concept development,
attention, and most aspects of memory. In previous editions, this material had been distrib-
uted over two different chapters. Chapter 9 (Social Cognition) now focuses on summarizing
the remarkable growth in research concerned with various topics associated with how the
infant, child, and adolescent orient to the social world, understand psychological states and
social groups, and the many influences on cognitive development that originate from and
are fostered by social contexts. Researchers have typically ignored the interaction between
the social world and cognitive development in the past, but in recent years thinking pro-
cesses and representations relevant to the social world have become increasingly recog-
nized for their importance to cognitive development. This chapter gives due recognition to
this burgeoning field of research. Chapter 10 (Achievement) now focuses on the numerous
factors that research has identified as being linked to success in school. Individual differ-
ences in ability continue to be addressed, but so too are factors like motivation (formerly in
Chapter 12) and the roles of parents, peers, and teachers (formerly in Chapter 16).
Throughout nearly every chapter, new research findings on the brain and its relation
to development in the specific domain under consideration have been added. Powerful new
noninvasive procedures, many described in Chapter 2, have become available to record
brain activity in infants as well as older children and to shed new light on developmental
processes. The added material reflects the substantial growth in research in developmental
neuroscience. Although much work remains to be done in this field of specialization, it has
launched a new level of explanation for many findings concerning child development and
at the same time has raised numerous interesting questions for further study. In addition,
we are delighted to say that there is now more research on children from different ethnic
and cultural backgrounds available. We have made a deliberate effort to include these cross-
cultural studies throughout the text.
Many features that have been positively received in our previous editions have been
retained for this sixth edition although substantive changes have been made to some
of them. One new feature, however, is our “What Do You Think?” boxes that have been
designed to encourage readers to think critically about their positions on controversial
issues in the field.
What Do You Think? In previous editions we included “Controversy” boxes in which both
sides of a specific issue relevant to each chapter had been discussed. However, rather than
suggesting a number of potential answers to address these controversies as was done in the
past, we have reorganized the manner in which the controversies are presented to motivate
students to reflect on and clarify their own position relevant to the issues. Important ques-
tions about development often do not have clear-cut answers. In the real world, however,
decisions must frequently be made about children and their families in the face of conflict-
ing research findings or theoretical beliefs. Should children serve as eyewitnesses in courts
of law? Should sex preselection be permitted? These controversies can serve as the founda-
tion for debate and extended discussion in the classroom. In keeping with this objective, we
have framed the “What Do You Think?” feature in a more open-ended way, incorporating
many questions designed to stimulate critical thinking among students. For several chap-
ters, new topics have been introduced for this feature to promote discussion:
Chapter 1: Should Child Rearing Be Regulated?
Chapter 8: Should Virtual Schools Be Promoted?
Chapter 12: Who Is Responsible for Moral Development?
Chapter 15: What Are the Consequences of Friending and Defriending?
Key Themes in Development In keeping with our overall goals and objectives, we have
retained several features from previous editions of this book. Within each chapter, some or
all of the five developmental themes previously identified serve to organize and provide
coherence for the material. We see these themes as pedagogical tools designed to help
students discern the importance and interrelatedness of various facts, and as vehicles for
instructors to encourage critical analysis among students. The themes are highlighted for
students in several ways.
xvi PREFACE
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1. The themes most immediately relevant to a chapter are listed at its start.
2. Indicators in the margins of the chapter point to discussions of each key theme.
3. Each chapter closes with a brief synopsis of how the key themes are illustrated in
the domain explored by the chapter.
Students and instructors may, of course, find additional instances of the five themes
we have identified. They may also locate new and additional themes. We encourage readers
to search for additional themes to provide further integration and organization to the vast
material that constitutes the scientific study of child development.
Chronology Charts From our own experience as teachers who have adopted a topical
approach to child development, we know that students often get so immersed in the
information on a given topic that they lose sense of the child’s achievements over time.
Consequently, we include one or two Chronology Charts in most chapters that summarize
the child’s specific developmental achievements at various ages. We caution students that
these figures are meant only to give a picture of the overall trajectory of development, a
loose outline of the sequence of events we expect to see in many children. Nonetheless, we
believe that these guidelines will give students a sense of the patterns and typical timing
of important events in the child’s life and that they will serve as another organizing device
for the material presented in each chapter. We have added new photos to highlight char-
acteristics of several important developmental changes listed in each chronology and to
make the chronologies more visually attractive to the reader. For comparative and review
purposes, students can locate all the Chronology Charts by consulting the list on the inside
front cover.
Research Applied to Parenting/Education We designed one of the most popular features in

our previous editions to identify some of the implications of research that extend beyond
the laboratory. In doing so, our goal was to help students think about questions and con-
cerns that typically affect parents and teachers in their interactions with children. This
feature addresses such topics as the steps that parents might take to reduce the risk of
sudden infant death syndrome and the strategies teachers might follow to promote gender
equity in the classroom. Each topic covered in this feature is introduced with a continuation
of the chapter opening vignette and is followed by a set of points that, based on our cur-
rent knowledge, leads to positive consequences for children and their development. These
points, of course, should not be considered the final word on the subject, but they will help
readers to understand how research has led to practical benefits for children, parents, and
teachers. For a complete list of topics covered in this feature, see the inside front cover.
In several chapters new topics have been introduced for this feature:
Chapter 6: Reducing Sensitivity to Pain
Chapter 12: Encouraging Young Children’s Compliance
Chapter 15: Preventing Bullying
Atypical Development Rather than include a separate chapter on developmental problems,

we have chosen to include a feature concerned with atypical development within most
chapters. In doing so, we hope to emphasize that the same processes that help to explain
normal development also can help us to understand development that is different from the
norm. We believe that the reverse is also true—that understanding atypical development
can illuminate the factors that guide more typical child development. Thus, we consider
such topics as attention deficit hyperactivity disorder, conduct disorders, and posttraumatic
stress disorder. A complete list of topics appears on the inside front cover.
For Your Review and Reflection A series of questions designed to promote a review of the
material is presented at the end of major sections of the text in each chapter. These ques-
tions provide an active way for students to review and verify their understanding of the
topic that they just covered. We have added two additional types of questions to most
of these sections. One type of question is designed to encourage students to integrate
the material with one or more of the major themes considered in that section. A second
PREFACE xvii
08656_00_fm_pi-xxv.indd xvii 18/02/11 12:46 AM

question added to each section is designed to help students relate the material to their own
experience of growing up and undergoing developmental changes. These latter questions
ask readers to reflect on and think about the material from a more personal perspective;
they are included to help them remember and integrate the material, to “bring it home,” so
to speak, and as a way to promote their understanding that the topics are not abstract nor
unrelated to their own development.
Study Aids The chapter outlines, chapter recaps, and marginal and end-of-text glossaries
all serve to underscore important themes, terms, and concepts. We hope that students will
actively utilize these aids to reinforce what they have learned in the chapter body. In addi-
tion, we employ several strategies to make the material in this text more accessible to stu-
dents: vignettes to open the chapter and the “Research Applied to Parenting/Education”
features, the liberal use of examples throughout the text, and an extensive program of
figures, tables, and photos accompanied by instructive captions.
New to This Edition

We have already pointed out that Chapters 8, 9, and 10 have been substantially reorganized
and that new material has been included within several of the features included in the text.
Within each chapter, we have tried to pay attention to important emerging themes and
concepts in the research literature and as a result, more than one thousand new references
have been included in this sixth edition. In fact, some content has changed in every chapter
in our effort to provide an up-to-date portrait of contemporary research. These changes
include the following:
Chapter 1:
• The term “developmental science” incorporated into the text and defined in boldface.
This label is used in many locations throughout the text to highlight the increasingly
interdisciplinary nature of the field. “Developmental science” includes research activities
influencing our understanding of development from disciplines as diverse as neuro-
science to public policy.
• A new study and figure to highlight behavior modification to illustrate a typical example
of its application and the power of social rewards to influence behavior.
• Use of the label “systems approaches” to summarize the wide range of theoretical
approaches that incorporate biological, physical, and social settings in their approaches
to account for behavior.
Chapter 2:
• Updated or new figures and examples illustrating meta-analysis, an experimental study,
and a cross-sectional study.
• Relocation of discussion of the microgenetic approach within this chapter to highlight
its importance as a strategy for assessing developmental change.
• Relocation and substantially increased discussion of neuroscience, specifically the vari-
ous technologies and methods designed to assess brain functioning to further enhance
understanding of developmental changes.
Chapter 3:
• New vignette to introduce issues to be considered in this chapter.
• Updated information and relocated material bearing on the estimated number of human
genes.
• An introduction to the concept of “epigenetics” and its implications for the exhibition of
phenotypic characteristics.
• Further discussion of recent landmark work highlighting molecular studies of genetic
influences on development including implications and findings bearing on proteomics
and the transcription and translation of DNA. This newer research provides support for
xviii PREFACE
08656_00_fm_pi-xxv.indd xviii 18/02/11 12:46 AM

further emphasis on the interaction between genetic and experiential factors and its
implications for individual differences in development.
• Updated information in the several tables describing various inherited genetic conditions.
Chapter 4:
• New vignette to identify issues to be considered in this chapter.
• Updated information in the chronology for prenatal development.
• New figure showing decline in rates of spina bifida and anencephaly over the last
20 years, summarizing past month cigarette use by pregnant and nonpregnant women
of different ages, and HIV/AIDS transmission to infants.
• Replacement of the older concept of “alcohol-related neurodevelopmental disabilities
(ARND)” with the more recently recommended classification label “Fetal Alcohol
Spectrum Disorders (FASD).”
• Updated information in the various tables summarizing the consequences of a number
of prescription and other frequently used drugs, as well as various maternal conditions
for prenatal development.
• Replacement of the older term “illegal drugs” with the more preferred label “illicit drugs.”
• Substantial revision to the text discussing the consequences of cocaine to suggest that
its long-term detrimental effects may be more prevalent than some researchers have
claimed.
• More information about the consequences for the newborn of drugs given during
childbirth.
• New discussion of treatment programs such as the Newborn Individual Development
Care and Assessment Program (NIDCAP) and updated information on massage as a
procedure designed to promote development in preterm infants.
Chapter 5:
• Reorganization and substantial updating of information on brain development. Separate
subsections have been added for discussion of glial cells and myelination as well as con-
siderably more information on the development of the brain during adolescence. An
updated figure shows the estimated number of synaptic connections in several regions of
the brain and a new figure illustrates the myelination of neurons throughout development.
• Relocation of information on Sudden Infant Death Syndrome (SIDS) and patterns of
sleep in infants to this chapter and inclusion of substantially more information about
effects of sleep in adolescents.
• Extensive reorganization of the material concerned with determinants of body growth.
A separate subsection now covers “Biological Determinants of Body Growth and
Development” (genetic, neural, and hormonal influences).
• A new major section titled “Nutrition and Psychological Factors Associated with Body
Growth.” This topic now includes subsections concerned with nutrition and health
(including secular trends), failure to thrive, and an expanded discussion of obesity that
incorporates considerations of dieting efforts.
• New figures showing proportion of children with stunted growth in different countries,
the percentage of overweight and obese children in the United States, the combined
effects of meeting recommended physical activity levels and reduced media viewing on
weight, and the percentage of youth dieting in various countries around the world.
Chapter 6:
• Added material on “Observational Learning” to foster thinking about the broader con-
text in which this behavior is displayed, including discussion of new studies involving
very young children’s selectivity in engaging in imitative behavior.
• New section on “Other Forms of Learning” that includes material on implicit learning
and information about statistical learning.
• A separate section on infants’ learning about faces and explanations for this phenom-
enon along with a new figure illustrating infants’ preferences for face-like stimuli.
• A new section titled “Auditory and Visual Perceptual Narrowing” and a new figure to
demonstrate evidence supporting this perceptual phenomenon.
PREFACE xix
08656_00_fm_pi-xxv.indd xix 18/02/11 12:46 AM

• Added material on infant capacities for discriminating smells, tastes, and touches.
• New information on face perception in older children, including consideration of the
early institutionalization of children and how it has neurological consequences affecting
processing of faces.
Chapter 7:
• Substantial reorganization so that major theoretical positions contributing to explana-
tions of language acquisition, titled “Foundations of Language Development,” appear
early in the chapter.
• Extensive reorganization of empirical findings and processes in language acquisition.
One major section focuses on “Language Development During Infancy,” followed by
another major section emphasizing “Language Development Beyond Infancy.” Within
each of these sections, presentation of the content has been reordered to provide a more
systematic discussion of the primary mechanisms (e.g. constraints, social processes)
associated with language acquisition.
• New figures showing critical periods in second language learning, statistical learning
of speech sounds, taxonomic constraints in word extensions, commonalities and dif-
ferences among cultures in first word learning, young children’s sensitivity to syntactic
information, differential brain activity in two-year-olds in response to correct and incor-
rect grammar, and the development of syntax.
Chapter 8:
• Three major theoretical perspectives (Piaget, Vygotsky, and information processing)
now are presented at the beginning of the chapter. All three perspectives are presented
more succinctly.
• New sections highlighting core knowledge and dynamic systems theories.
• New figures pertaining to young children’s understanding of early concepts, spatial rea-
soning, elicited imitation, and developmental differences in generating retrieval cues to
facilitate memory.
• Extensive reorganization of material in the section on “Concept Development.”
• Discussion of “Attention,” “Memory,” “Problem Solving,” and “The Executive Function” relo-
cated to this chapter and considerable reorganization of material presented in these sections.
• Expanded discussion of “The Executive Function,” including how it is assessed, as well
as new material on judgment and decision making in adolescents.
Chapter 9:
• Relocation of the section “Detecting Animacy” and more information provided on this
topic.
• New section titled “Gaze Following” and new information included under this topic.
• Many new figures to illustrate gaze following and joint attention, understanding an
actor’s goals, effects of experience on reaching for toys using “sticky mittens,” infant
reaction to a picture as if a real object, infant reactions to the same object photographed
from different perspectives, interpretations given by the child to drawings, the proce-
dure involved in using the false belief task, the relationship between mental state lan-
guage and performance on theory of mind task, the theory of mind in deaf individuals,
and the preference for a toy labeled by a native language speaker.
• New section titled “Social Referencing” and relocation of material related to this topic
to this chapter.
• New section and material concerned with the development of “Understanding Others’
Goals and Intentions.”
• New discussion of infants’ understanding of pictures and drawings.
• Relocation of material associated with reading maps to this chapter to further highlight
the ability of children to use socially constructed representations.
• Relocation of material associated with “Understanding Psychological States” to this
chapter to emphasize additional important developments in social cognition.
• New material added on children’s ability to engage in deception to illustrate their
burgeoning ability to promote false beliefs in others and understand theory of mind.
xx PREFACE
08656_00_fm_pi-xxv.indd xx 18/02/11 12:46 AM

• Relocation of material on referential communication from the chapter on language and
new information about how it is related to children’s understanding of theory of mind.
• New section on “Cognition in a Social Context” and relocation of material to this chapter
on the important ways sociocultural, parental, and peer processes are implemented to
take advantage of the child’s growing social cognitive abilities.
• Material highlighting the contributions of social factors to memory development now
organized under the topic of “Memory in a Social Context.”
• New section on “Understanding Social Groups” and new information on when chil-
dren form social categories, form in-group preferences, and display prejudice and
discrimination.
Chapter 10:
• Additional material on new versions of intelligence tests including the WISC-IV.
• Relocation of discussion of mastery motivation and stereotype threat to this chapter.
• Relocation of material on parental, peer, and teacher influences on academic achieve-
ment to this chapter.
• New material added on the role of parents in boosting children’s school-related motivations.
• Revamped discussion of the achievement gap and the effects of early intervention
programs.
• Relocation of material on learning sciences and mastery of academic subjects to this chapter.
Chapter 11:
• New figures illustrating differential looking times by infants to faces displaying several
different emotions and brain areas associated with inhibiting a response.
• Separate sections established for “Emotions During Early and Middle Childhood” and
“Emotions During Adolescence.”
• New material outlining neuroscience’s contributions to understanding emotion in
children.
• New discussion of the development of emotional self-efficacy, internalizing and external-
izing behavior, and dealing with stress during adolescence.
Chapter 12:
• Many new figures including illustration of temporo-parietal junction where processing
of self information appears to occur, developmental changes in self-esteem, group self-
esteem and exploration in ethnic American groups, a model of self-regulation, and differ-
ences in brain activity for adolescents with and without conduct disorders.
• Only material on “Self as Object” retained in this chapter; information on “Self as
Subject” relocated to Chapter 10 on Achievement.
• Added information on Marcia’s four statuses pertaining to adolescent identity.
• More extensive discussion of the development of self-regulation.
• Additional information on the development of conscience.
• New section on antisocial behavior with a focus on aggression.
Chapter 13:
• New section on “Enacting Stereotypes.”
• Updated information on gender and mathematics achievement.
• New information on the development of a sexual self.
• New section on sexual harassment and its consequences.
Chapter 14:
• Updated information on the demographics of contemporary American families.
• Increased discussion of the elements of effective parenting.
• Expanded presentation on the consequences of behavioral versus psychological control
among parents.
• Updated discussion of the effects of physical punishment on children.
• Expanded material on family-focused interventions designed to prevent instances of
child abuse.
PREFACE xxi
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• Updated information on the consequences of maternal employment and child care
experiences on child development.
• New information on PTSD among children exposed to trauma.
• New section on gay and lesbian parenting.
Chapter 15:
• Relocated section on “Children’s Friendships” to follow discussion of “Developmental
Changes in Peer Relations”
• New figures to depict percentage of rough-and-tumble play at different ages, importance
of perceived status, and bullying as an international problem.
• New section on the development of romantic relationships during adolescence.
• Increased discussion of “Characteristics of Popular and Unpopular Children.”
• New material incorporated within the feature “Atypical Development: Social Withdrawal.”
• Substantially more information provided on the topic of bullying within the feature
“Research Applied to Education: Preventing Bullying.”
Chapter 16:
• New table showing amount of time children spend exposed to various media.
• Many new figures illustrating amount of time children under six spend engaged in
various activities in addition to viewing television, when very young children begin to
comprehend televised material, the effect sizes reported from meta-analytic studies of
various kind of media content on behavior and attitudes in children, differences in brain
activation patterns when watching violent versus nonviolent television programming,
amount of time and types of activities young children engage in using the computer,
amount of exposure to pollutants for children living in low-income compared to more
affluent communities, and levels of exposure to violence.
• Extensive added discussion of whether children under 18 months of age display a video
deficit, including examples of more limited learning from viewing a televised activity
versus observing a live person.
• Discussion of potential attentional difficulties associated with viewing large amounts of
televised material during infancy.
• Evidence for differential brain activation in children viewing aggressive versus non-
aggressive content on television.
• New discussion of exposure to sexual content on television and implications for adoles-
cent behavior.
• Added information on social networks and their consequences for social development.
• New section on “Neighborhoods, Low Income, and Children in Poverty” summarizing
research findings on the effects of relocating children in low-income families to more
affluent neighborhoods and differences in availability and the use of resources by chil-
dren in low-income neighborhoods compared to more affluent neighborhoods.
• New discussion on children’s exposure to pollutants in low-income neighborhoods.
• New section on “Affluent Neighborhoods” and consideration of some of the develop-
mental difficulties found in children growing up in affluent families.
• New material added on children’s exposure to violence and war, as a consequence of
experiencing natural disasters such as Hurricane Katrina and the effects of the terrorist
attack occurring on 9/11.
Road Map to the Contents of the Text

We begin the text with two chapters that set the stage for the balance of the book. Chapter 1
introduces the five developmental themes, some brief historical contributions to the field, and
major theories of development. Chapter 2 considers the historical and scientific roots of devel-
opmental psychology and the research methodologies that the field typically employs today.
The next three chapters deal primarily with the biological underpinnings and physi-
cal changes that characterize child development. Chapter 3 explains the mechanisms of
xxii PREFACE
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heredity and evaluates the role of genetics in the expression of many human traits and
behaviors. Chapter 4 sketches the major features of prenatal development and focuses on
how environmental factors, such as teratogens, can modify the genetic blueprint for physi-
cal and behavioral development. Chapter 5 introduces material on brain growth and differ-
entiation, considers issues associated with sleep, and outlines the major features of physical
and motor skill development and the factors that influence development in these areas.
The next group of chapters focuses on the development of children’s various mental
capacities. Chapter 6 reviews the literature on children’s learning and development of per-
ception. Chapter 7 describes language development, highlighting contemporary research
on infant language, and the social context of language acquisition. Chapter 8 features theo-
ries of cognitive development, as well as recent research on concept formation, attention,
memory, problem-solving, and executive function. Chapter 9 focuses on social cognition,
including the emerging capacity to respond to social stimulation, understand psychological
states in self and others, the contexts that influence social cognitive skills, and children’s
understanding of social groups. Chapter 10 examines the broad topic of achievement as it
is influenced by individual differences in ability, concepts of self, and environmental factors
such as parents, peers, and teachers.
The child’s growing social and emotional achievements constitute the focus of the next
group of chapters. We devote Chapter 11 to a treatment of emotional development. Chapter
12 covers self and moral and prosocial development, including some consideration of anti-
social behavior. Chapter 13 discusses the most recent ideas on gender development, includ-
ing substantial treatment of gender schema theory.
In the final portion of the text, we consider the most important external forces that
shape the path of child development—family, peers, as well as media, computers, school
environment, and the neighborhood. Chapter 14 adopts a family systems approach to
emphasize how various family members continually influence one another. Chapter 15 is
entirely dedicated to the influence of peers and covers the expanding research on this topic.
Chapter 16 considers the special influence of technology and events beyond the family and
peers – television and other media, computers, and the contexts surrounding children, their
neighborhoods and the resources available in them, school, and some of the consequences
of serious disruptions to daily living because of exposure to war, disasters, and terrorism.
Accompanying this book are several print and electronic ancillaries for students and
instructors, enhanced for the sixth edition.
Student Ancillaries
Study Guide The Study Guide contains a set of learning objectives designed for each chap-
ter of the text. In addition, each chapter of the Study Guide includes a detailed study out-
line, a key terms section, and a self-quiz with multiple-choice questions. An answer key
tells students not only which response is correct but also why each of the other choices is
incorrect.
Instructor Ancillaries
Instructor’s Resource Manual The Instructor’s Resource Manual contains a complete set of
chapter outlines and learning objectives matching those provided in the Study Guide for
students, as well as lecture topics, classroom exercises, demonstrations, and handouts. It
also features recommended readings, videos, and Internet sites.
Test Bank The Test Bank includes nearly two thousand multiple-choice items. Each is
accompanied by a key that provides the learning objective, section in the text where the
answer can be found, type of question (Fact, Concept, or Application), and correct answer.
Because we are committed to the idea that students should be encouraged to engage in
critical thinking about child development, we have retained a set of essay questions for each
PREFACE xxiii
08656_00_fm_pi-xxv.indd xxiii 18/02/11 12:46 AM

chapter and a concluding set of essay questions that might constitute part of a cumulative
final examination in the course.
PowerLecture
PowerLecture provides a collection of book-specific, media-rich PowerPoint lecture and
class tools to enhance the educational experience.
CengageNOW™
CengageNOW™ is an online teaching and learning resource that gives the instructor more
control over the course with grading, quizzing, and the ability to create assignments and
track student outcomes. The flexible assignment and gradebook allow the instructor to
choose the options that best suit the overall course plan, while a diagnostic Personalized
Study Plan (featuring chapter-specific test, Study Plan, and post-test) empowers students to
master concepts, prepare for exams, and get a better grade.
Webtutor
Webtutor provides customizable, rich, text-specific content that can be interfaced with a
Course Management System.
CourseMate
To access additional course materials (including CourseMate), please visit www.
cengagebrain.com. At the CengageBrain.com home page, search for the ISBN of your title
(from the back cover of your book) using the search box at the top of the page. This will take
you to the product page where these resources can be found.
Acknowledgments
Our current and former students at Holy Cross and the University of Massachusetts have
continued to serve as the primary inspiration for our work on this text. Each time we have
taught the child development course, we have seen their enthusiasm and appreciation for
what we teach, but we also have found that, from them, we learn how to communicate our
messages about developmental processes more effectively.
We also appreciate the insightful comments and constructive criticisms provided by
the reviewers for this text. Their classroom experiences have provided a broader perspec-
tive than our own, and we believe our book has become stronger because of their valued
input. We would like to express our thanks to the following individuals who served in this
capacity for the fifth edition, whose influence continues to be felt:
Viktor K. Broderick, Ferris State University
Jeffrey T. Coldren, Youngstown State University
Margaret Dempsey, Tulane University
Michelle K. Demaray, Northern Illinois University
K. Laurie Dickson, Northern Arizona University
Rebecca Eaton, The University of Alabama in Huntsville
Lynn Haller, Morehead State University
Robert F. Rycek, University of Nebraska at Kearney
We would also like to thank the reviewers who helped fashion this sixth edition:
Shannon Welch, University of Idaho
Lisa Fozio-Thielk, Waubonsee Community College
Judy Watkinson, Arizona Western College
xxiv PREFACE
08656_00_fm_pi-xxv.indd xxiv 18/02/11 12:46 AM

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die des Künstlers Werke erfuhren, waren es vor allem
Unfreundlichkeiten der heimischen Professoren und Zwistigkeiten
mit der Steuerbehörde, die Feuerbach Wien verleideten. Eine
Erkältung, die sich stark verschlimmerte, kam noch hinzu. Er fühlte,
daß er der Pflege der treuen Mutter bedurfte und reiste von Wien ab.
Todkrank kam er in Heidelberg an. Eine schwere
Lungenentzündung, verbunden mit Gelenkrheumatismus, brachte
ihm ein monatelanges Siechtum. Nur langsam genas er unter der
aufopfernden Sorge der Mutter. Sein Verehrer Eitelberger, der
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erhalten, selbst unter der Bedingung eines mehrjährigen Urlaubs mit
vollem Gehalt. Allein Feuerbach, zu vornehm, eine Entlohnung ohne
Leistung anzunehmen, forderte aufs neue und erhielt nun seine
Entlassung. Er fühlte, daß er die völlige Unabhängigkeit für sein
Schaffen brauche und ging 1877 wieder nach Venedig. Hier
beschäftigte ihn zunächst die Vollendung der Wiener Deckenbilder.
1878 entstand sein „Konzert“ (S. 33) — ein Werk von so
wunderbarer Formenschönheit, Abgeklärtheit und Größe, wie es nur
ein Feuerbach schaffen konnte. Die Venediger Jahre waren zwar
einsam für ihn wie keine Zeit vorher, aber gerade jetzt, nach der
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Januar 1880 wurde er durch eine plötzliche Herzlähmung
hinweggerafft. Nur wenige wußten, daß ein Großer geschieden war.
Erst die Berliner Jahrhundert-Ausstellung zeigte weiteren Kreisen,
was Feuerbach dem deutschen Volke hinterlassen.
Spamersche Buchdruckerei in Leipzig
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Preface xiv [3] Genetics and Heredity 70

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Moral Development 455 Parents and Socialization 514

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What Do You Think? Atypical Development

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marvin daehler is Emeritus Professor in the Department of Psychology at the University of

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Organization of the Text

Major Changes and Features

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Research Applied to Parenting/Education We designed one of the most popular features in

Atypical Development Rather than include a separate chapter on developmental problems,

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New to This Edition

08656_00_fm_pi-xxv.indd xviii 18/02/11 12:46 AM

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Road Map to the Contents of the Text

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