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LIFE-SPAN
SEVENTEENTH EDITION

DEVELOPMENT

JOHN W
. SANTR
OCK
LIFE-SPAN
DEVELOPMENT
Seventeenth Edition

JOHN W. SANTROCK
University of Texas at Dallas
LIFE-SPAN DEVELOPMENT, SEVENTEENTH EDITION
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Library of Congress Cataloging-in-Publication Data

Names: Santrock, John W., author.
Title: Life-span development / John W. Santrock, University of Texas at Dallas.
Description: Seventeenth edition. | New York, NY : McGraw-Hill Education, [2019]
Identifiers: LCCN 2018012799| ISBN 9781259922787 (alk. paper) | ISBN 1259922782 (alk. paper)
Subjects: LCSH: Developmental psychology.
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brief contents
SECTION 1 THE LIFE-SPAN PERSPECTIVE 1
1 Introduction 2
Appendix: Careers in Life-Span Development 43

SECTION 2 BEGINNINGS 47
2 Biological Beginnings 48
3 Prenatal Development and Birth 74

SECTION 3 INFANCY 103

4 Physical Development in Infancy 104
5 Cognitive Development in Infancy 138
6 Socioemotional Development in Infancy 166

SECTION 4 EARLY CHILDHOOD 196

7 Physical and Cognitive Development in Early Childhood 197
8 Socioemotional Development in Early Childhood 230

SECTION 5 MIDDLE AND LATE CHILDHOOD 264

9 Physical and Cognitive Development in Middle and Late Childhood 265
10 Socioemotional Development in Middle and Late Childhood 302

SECTION 6 ADOLESCENCE 336

11 Physical and Cognitive Development in Adolescence 337
12 Socioemotional Development in Adolescence 369

SECTION 7 EARLY ADULTHOOD 399

13 Physical and Cognitive Development in Early Adulthood 400
14 Socioemotional Development in Early Adulthood 431

SECTION 8 MIDDLE ADULTHOOD 462

15 Physical and Cognitive Development in Middle Adulthood 463
16 Socioemotional Development in Middle Adulthood 490

SECTION 9 LATE ADULTHOOD 514

17 Physical Development in Late Adulthood 515
18 Cognitive Development in Late Adulthood 547
19 Socioemotional Development in Late Adulthood 577

SECTION 10 ENDINGS 603

20 Death, Dying, and Grieving 604

McGraw-Hill Education Psychology’s APA Documentation Style Guide

iii
contents
About the Author xii
Expert Consultants xiii
Connecting research and results xvi
Preface xix
Acknowledgments xlvi

SECTION 1 THE LIFE-SPAN PERSPECTIVE 1

C HAPT ER 1 Behavioral and Social Cognitive
Theories 25
Introduction 2 Ethological Theory 26
1 The Life-Span Perspective 4 Ecological Theory 27
The Importance of Studying Life-Span An Eclectic Theoretical Orientation 28
Development 4
4 Research on Life-Span Development 29
Characteristics of the Life-Span Perspective 5
Methods for Collecting Data 29
©real444/Getty Images Some Contemporary Concerns 7
Research Designs 32
CONNECTING WITH CAREERS Gustavo Time Span of Research 34
Medrano, Clinical Psychologist 8
Conducting Ethical Research 36
CONNECTING DEVELOPMENT TO LIFE Minimizing Bias 36
Improving Family Policy 11
CONNECTING WITH CAREERS Pam Reid,
2 The Nature of Development 13 Educational and Developmental
Biological, Cognitive, and Socioemotional Psychologist 37
Processes 13
Periods of Development 14 A P P ENDIX
The Significance of Age 16 Careers in Life-Span
Developmental Issues 18
Development 43
3 Theories of Development 20
Psychoanalytic Theories 20
Cognitive Theories 22

SECTION 2
©MedicalRF.com/Getty Images
BEGINNINGS 47
C HAPT ER 2
Biological Beginnings
1 The Evolutionary Perspective 50
Natural Selection and Adaptive Behavior
Evolutionary Psychology 51
2 Genetic Foundations of Development
The Collaborative Gene 53
Genes and Chromosomes 55
Genetic Principles 57
Chromosomal and Gene-Linked
Abnormalities 58
CONNECTING WITH CAREERS Jennifer
Leonhard, Genetic Counselor 61
3 Reproductive Challenges and Choices 62
Prenatal Diagnostic Tests 62
48 Infertility and Reproductive Technology 63
Adoption 64
50
CONNECTING DEVELOPMENT TO LIFE
Parenting Adopted Children 66
53 4 Heredity-Environment Interaction: The Nature-
Nurture Debate 67
Behavior Genetics 67
Heredity-Environment Correlations 68
The Epigenetic View and Gene × Environment
(G × E) Interaction 69
Conclusions About Heredity-Environment
Interaction 70

iv
 C HA PT ER 3 CONNECTING DEVELOPMENT TO LIFE From
Waterbirth to Music Therapy 93
Prenatal Development Preterm and Low Birth Weight Infants 94
and Birth 74 CONNECTING THROUGH RESEARCH How
1 Prenatal Development 76 Does Massage Therapy Affect the Mood and
The Course of Prenatal Development 76 Behavior of Babies? 97
Teratology and Hazards to Prenatal Development 80 3 The Postpartum Period 97
Prenatal Care 88 Physical Adjustments 98
Normal Prenatal Development 89 Emotional and Psychological
2 Birth 89 Adjustments 98
The Birth Process 89 CONNECTING WITH CAREERS Diane Sanford,
Clinical Psychologist and Postpartum
CONNECTING WITH CAREERS Linda Pugh,
Expert 99
Perinatal Nurse 92
Bonding 99
Assessing the Newborn 92

SECTION 3 INFANCY 103

C HA PT ER 4 CH A P T ER 5
Physical Development in Cognitive Development
Infancy 104 in Infancy 138
1 Physical Growth and Development in 1 Piaget’s Theory of Infant Development 140
©JGI/Jamie Grill/Blend Images/Getty Images
Infancy 106 Cognitive Processes 140
Patterns of Growth 106 The Sensorimotor Stage 141
Height and Weight 107 Evaluating Piaget’s Sensorimotor Stage 144
The Brain 107 2 Learning, Attention, Remembering,
Sleep 111 and Conceptualizing 147
Nutrition 114 Conditioning 147
CONNECTING DEVELOPMENT TO LIFE Attention 147
Improving the Nutrition of Infants and Memory 149
Young Children Living in Low-Income Imitation 150
Families 117
Concept Formation and Categorization 150
CONNECTING WITH CAREERS Faize Mustafa-
3 Language Development 152
Infante 118
Defining Language 153
2 Motor Development 118 Language’s Rule Systems 153
The Dynamic Systems View 119 How Language Develops 154
Reflexes 119 Biological and Environmental Influences 157
Gross Motor Skills 120 An Interactionist View 161
Fine Motor Skills 123
CONNECTING DEVELOPMENT TO LIFE How
3 Sensory and Perceptual Development 125 Parents Can Facilitate Infants’ and Toddlers’
What Are Sensation and Perception? 125 Language Development 162
The Ecological View 125
Visual Perception 126 CH A P T ER 6
CONNECTING THROUGH RESEARCH How Socioemotional Development
Can Newborns’ Perception Be Studied? 127
Other Senses 131
in Infancy 166
Intermodal Perception 132 1 Emotional and Personality Development 168
Nature, Nurture, and Perceptual Development 133 Emotional Development 168
Perceptual-Motor Coupling 134 Temperament 172

Contents v
 CONNECTING DEVELOPMENT TO LIFE
Parenting and the Child’s Temperament 176
Personality Development 177
2 Social Orientation/Understanding
and Attachment 178
Social Orientation/Understanding 179
Attachment and Its Development 180
Individual Differences in Attachment 181
Caregiving Styles and Attachment 184
Developmental Social Neuroscience and
Attachment 184
SECTION 4 EARLY CHILDHOOD 196
C HAPT ER 7
Physical and Cognitive
Development in Early
©Ariel Skelley/Corbis Childhood 197
1 Physical Changes 199
Body Growth and Change 199
Motor and Perceptual Development 200
Sleep 202
Nutrition and Exercise 202
Illness and Death 204
2 Cognitive Changes 206
Piaget’s Preoperational Stage 206
Vygotsky’s Theory 209
CONNECTING DEVELOPMENT TO LIFE Tools
of the Mind 212
Information Processing 213
CONNECTING WITH CAREERS Helen
Hadani, Ph.D., Developmental Psychologist,
Toy Designer, and Associate Director of
Research for the Center for Childhood
Creativity 218
3 Language Development 220
Understanding Phonology and
Morphology 220
Changes in Syntax and Semantics 221
Advances in Pragmatics 222
Young Children’s Literacy 222
4 Early Childhood Education 223
Variations in Early Childhood
Education 223
Education for Young Children Who Are
Disadvantaged 224
vi Contents
3 Social Contexts 186
The Family 186
Child Care 189
CONNECTING WITH CAREERS Wanda
Mitchell, Child-Care Director 190
CONNECTING THROUGH RESEARCH How
Does the Quality and Quantity of Child Care
Affect Children? 191
CONNECTING WITH CAREERS Yolanda
Garcia, Head Start Director and College
Dean 225
Controversies in Early Childhood Education 226
CH A P T ER 8
Socioemotional Development
in Early Childhood 230
1 Emotional and Personality Development 232
The Self 232
Emotional Development 234
CONNECTING THROUGH RESEARCH
Caregivers’ Emotional Expressiveness,
Children’s Emotion Regulation, and Behavior
Problems in Head Start Children 236
Moral Development 236
Gender 239
2 Families 242
Parenting 242
Child Maltreatment 246
CONNECTING WITH CAREERS Darla Botkin,
Marriage and Family Therapist 247
Sibling Relationships and Birth Order 248
The Changing Family in a Changing Society 250
CONNECTING DEVELOPMENT TO LIFE
Communicating with Children
About Divorce 253
3 Peer Relations, Play, and Media/Screen
Time 256
Peer Relations 256
Play 257
Media/Screen Time 259
SECTION 5
©Ariel Skelley/Getty Images
MIDDLE AND LATE CHILDHOOD 264
C HA PT ER 9 CH A P T ER 1 0
Physical and Cognitive Socioemotional Development
Development in Middle and in Middle and Late
Late Childhood 265 Childhood 302
1 Physical Changes and Health 267 1 Emotional and Personality Development 304
Body Growth and Change 267 The Self 304
The Brain 267 CONNECTING DEVELOPMENT TO LIFE
Motor Development 268 Increasing Children’s Self-Esteem 306
Exercise 268 Emotional Development 308
Health, Illness, and Disease 269 CONNECTING WITH CAREERS Melissa
CONNECTING WITH CAREERS Jackson, Child Psychiatrist 310
Sharon McLeod, Child Life Moral Development 310
Specialist 271 Gender 314
2 Children with Disabilities 272 2 Families 318
The Scope of Disabilities 272 Developmental Changes in Parent-Child
Educational Issues 276 Relationships 318
3 Cognitive Changes 277 Parents as Managers 319
Piaget’s Cognitive Developmental Attachment in Families 319
Theory 277 Stepfamilies 319
Information Processing 278 3 Peers 320
CONNECTING DEVELOPMENT TO LIFE Developmental Changes 321
Strategies for Increasing Children’s Creative Peer Status 321
Thinking 284 Social Cognition 322
Intelligence 285 Bullying 322
Extremes of Intelligence 290 Friends 324
4 Language Development 293 4 Schools 325
Vocabulary, Grammar, and Metalinguistic Contemporary Approaches to Student Learning 325
Awareness 293 Socioeconomic Status, Ethnicity, and Culture 327
Reading 293
CONNECTING WITH CAREERS Ahou Vaziri,
Writing 294
Teach for America Instructor 328
Second-Language Learning and Bilingual
Education 295 CONNECTING THROUGH RESEARCH
Parenting and Children’s Achievement:
CONNECTING WITH CAREERS Salvador My Child Is My Report Card, Tiger Mothers,
Tamayo, Teacher of English Language and Tiger Babies Strike Back 331
Learners 297

SECTION 6 ADOLESCENCE 336

C HA PT ER 11
Physical and Cognitive
Development in
Adolescence 337
©Comstock Images/Getty Images
1 The Nature of Adolescence
2 Physical Changes 341
Puberty 341
The Brain 344
Adolescent Sexuality 345
CONNECTING WITH CAREERS Lynn
Blankinship, Family and Consumer Science
Educator 350
CONNECTING DEVELOPMENT TO LIFE
Reducing Adolescent Pregnancy 350
3 Issues in Adolescent Health 351
339
Adolescent Health 351
Substance Use and Abuse 354

Contents vii
 CONNECTING THROUGH RESEARCH What
Can Families Do to Reduce Drinking and
Smoking by Young Adolescents? 356
Eating Disorders 357
4 Adolescent Cognition 358
Piaget’s Theory 358
Adolescent Egocentrism 359
Information Processing 360
5 Schools 363
The Transition to Middle or Junior
High School 363
Effective Schools for Young Adolescents
CONNECTING WITH CAREERS Katherine
McMillan Culp, Research Scientist at an
Educational Center 364
High School 364
Extracurricular Activities 365
Service Learning 366
C HAPT ER 12
Socioemotional Development
in Adolescence 369
1 The Self, Identity, and Religious/Spiritual
Development 371
Self-Esteem 371
Identity 372
Religious/Spiritual Development 375
SECTION 7 EARLY ADULTHOOD 399
C HAPT ER 13
Physical and Cognitive
Development in Early
Adulthood 400
©Jupiter Images/Getty Images
1 The Transition from Adolescence to
Adulthood 402
Becoming an Adult 402
The Transition from High School
to College 405
CONNECTING WITH CAREERS Grace Leaf,
College/Career Counselor 406
2 Physical Development 406
Physical Performance and Development
Health 407
Eating and Weight 408
Regular Exercise 409
Substance Abuse 410
3 Sexuality 413
Sexual Activity in Emerging Adulthood
Sexual Orientation and Behavior 415
Sexually Transmitted Infections 416
viii Contents
2 Families 377
Parental Monitoring and Information
Management 377
Autonomy and Attachment 378
Parent-Adolescent Conflict 379
3 Peers 381
Friendships 381
Peer Groups 381
CONNECTING DEVELOPMENT TO LIFE
Effective and Ineffective Strategies for
Making Friends 382
363 Dating and Romantic Relationships 382
4 Culture and Adolescent Development 384
Cross-Cultural Comparisons 385
Socioeconomic Status and Poverty 386
Ethnicity 387
Media Use and Screen Time 388
5 Adolescent Problems 390
Juvenile Delinquency 390
CONNECTING WITH CAREERS Rodney
Hammond, Health Psychologist 391
Depression and Suicide 391
The Interrelation of Problems and Successful
Prevention/Intervention Programs 394
CONNECTING THROUGH RESEARCH Which
Children Are Most Likely to Benefit from Early
Intervention? 395
CONNECTING WITH CAREERS Pat Hawkins,
Community Psychologist and Director of an
HIV/AIDS Clinic 418
Forcible Sexual Behavior and Sexual
Harassment 418
CONNECTING THROUGH RESEARCH How
Prevalent Are Sexual Assaults on College
Campuses? 420
4 Cognitive Development 421
Cognitive Stages 421
Creativity 422
CONNECTING DEVELOPMENT TO LIFE Flow
and Other Strategies for Living a More
Creative Life 423
406 5 Careers and Work 424
Developmental Changes 424
Finding a Path to Purpose 424
Monitoring the Occupational Outlook 425
The Impact of Work 425
Diversity in the Workplace 427
413
 C HA PT ER 14 Remarried Adults 449
Gay and Lesbian Adults 449
Socioemotional Development
4 Marriage and the Family 450
in Early Adulthood 431 Making Marriage Work 450
1 Stability and Change from Childhood to Becoming a Parent 452
Adulthood 433 CONNECTING WITH CAREERS Janis Keyser,
Temperament 433 Parent Educator 453
Attachment 434 Dealing With Divorce 453
2 Attraction, Love, and Close Relationships 437 CONNECTING DEVELOPMENT TO LIFE
Attraction 437 Coping and Adapting in the Aftermath
The Faces of Love 439 of Divorce 454
Falling Out of Love 441 5 Gender and Communication Styles,
CONNECTING THROUGH RESEARCH What Relationships, and Classification 454
Are the Positive Outcomes to the Breakup of a Gender and Communication Styles 455
Romantic Relationship? 442 Gender and Relationships 455
3 Adult Lifestyles 443 CONNECTING WITH CAREERS Cynthia de las
Single Adults 443 Fuentes, College Professor and Counseling
Cohabiting Adults 444 Psychologist 456
Married Adults 445 Gender Classification 457
Divorced Adults 448

SECTION 8 MIDDLE ADULTHOOD 462

C HA PT ER 15
Physical and Cognitive
Development in Middle
©Tomas Rodriguez/Corbis
Adulthood 463
1 The Nature of Middle Adulthood
Changing Midlife 465
Defining Middle Adulthood 466
2 Physical Development 467
Physical Changes 467
Health, Disease, Stress, and Control
Mortality Rates 473
Sexuality 473
3 Cognitive Development 476
Intelligence 477
Information Processing 479
4 Careers, Work, and Leisure 481
Work in Midlife 481
Career Challenges and Changes 482
Leisure 482
5 Religion, Spirituality, and Meaning in Life
Religion, Spirituality, and Adult Lives 483
Religion, Spirituality, and Health 484
Meaning in Life 484
CONNECTING DEVELOPMENT TO LIFE
Religion, Spirituality, and Coping 485
CH A P T ER 1 6
Socioemotional Development
in Middle Adulthood 490
1 Personality Theories and
465 Adult Development 492
Stages of Adulthood 492
The Life-Events Approach 494
Stress and Personal Control
in Midlife 496
Contexts of Midlife Development 497
471
2 Stability and Change 499
Longitudinal Studies 499
Conclusions 502
3 Close Relationships 503
Love and Marriage at Midlife 504
The Empty Nest and Its Refilling 505
Sibling Relationships and Friendships 505
CONNECTING DEVELOPMENT TO LIFE
Strategies for Parents and Their Young
Adult Children 506
483 Grandparenting 506
Intergenerational Relationships 508
CONNECTING WITH CAREERS How Do
Mothers’ and Daughters’ Descriptions of
Enjoyable Visits Differ at Different Points in
Adult Development? 511

CONNECTING WITH CAREERS Gabriel

Dy-Liacco, University Professor and Pastoral
Counselor 486

Contents ix
SECTION 9 LATE ADULTHOOD 514
C HAPT ER 17 4 Mental Health 566
Depression 566
Physical Development in Late Dementia, Alzheimer Disease, and Other
Adulthood 515 Afflictions 568
1 Longevity 517 CONNECTING WITH CAREERS Jan Weaver,
©robertharding/Alamy Life Expectancy and Life Span 517 Director of the Alzheimer’s Association of
The Young-Old and the Oldest-Old 522 Dallas 571
Biological Theories of Aging 523 CONNECTING DEVELOPMENT TO LIFE
2 The Course of Physical Development in Late Meeting the Mental Health Needs of
Older Adults 572
Adulthood 525
The Aging Brain 526 5 Religion and Spirituality 573
Sleep 528
Physical Appearance and Movement 528 CH A P T ER 19
CONNECTING THROUGH RESEARCH Does Socioemotional Development
Engaging in Intellectually Challenging
Activities Affect Quality of Life and
in Late Adulthood 577
Longevity? 529 1 Theories of Socioemotional Development 579
Sensory Development 530 Erikson’s Theory 579
The Circulatory and Respiratory Systems 533 Activity Theory 581
Sexuality 533 Socioemotional Selectivity Theory 581
3 Health 535 Selective Optimization with
Health Problems 535 Compensation Theory 582
Substance Use and Abuse 536 CONNECTING DEVELOPMENT TO LIFE
Exercise, Nutrition, and Weight 537 Strategies for Effectively Engaging in
Selective Optimization with
CONNECTING WITH CAREERS Sarah Kagan, Compensation 583
Geriatric Nurse 542
2 Personality, the Self, and Society 584
Health Treatment 542
Personality 585
CONNECTING DEVELOPMENT TO LIFE The Self and Society 585
Health-Care Providers and Older Adults 543
Older Adults in Society 587

C HAPT ER 18 3 Families and Social Relationships 590

Lifestyle Diversity 591
Cognitive Development Attachment 593
in Late Adulthood 547 Older Adult Parents and Their Adult Children 593
1 Cognitive Functioning in Older Adults 549 Great-Grandparenting 594
Multidimensionality and Multidirectionality 549 Friendship 594
Education, Work, and Health 556 Social Support and Social Integration 594
Use It or Lose It 557 Altruism and Volunteering 595
Training Cognitive Skills 558 4 Ethnicity, Gender, and Culture 596
Cognitive Neuroscience and Aging 560 Ethnicity 596
2 Language Development 561 CONNECTING WITH CAREERS Norma
3 Work and Retirement 563 Thomas, Social Work Professor and
Administrator 597
Work 563
Gender 597
Retirement in the United States
Culture 598
and in Other Countries 564
Adjustment to Retirement 565 5 Successful Aging 599

x Contents
SECTION 10
©Hans Neleman/Getty Images
ENDINGS 603
C HA PT ER 20
Death, Dying, and
Grieving 604
1 The Death System and Cultural Contexts 606
The Death System and Its Cultural Variations 606
Changing Historical Circumstances 607
2 Defining Death and Life/Death Issues
Issues in Determining Death 608
Decisions Regarding Life, Death,
and Health Care 608
CONNECTING WITH CAREERS Kathy
McLaughlin, Home Hospice Nurse 611
3 A Developmental Perspective on Death
Causes of Death 612
Attitudes Toward Death at Different
Points in the Life Span 612
4 Facing One’s Own Death 614
Kübler-Ross’ Stages of Dying 614
Perceived Control and Denial 615
The Contexts in Which People Die 616
5 Coping with the Death of Someone Else 616
Communicating with a Dying Person 616
CONNECTING DEVELOPMENT TO LIFE
Effective Strategies for Communicating
with a Dying Person 617
Grieving 617
Making Sense of the World 620
Losing a Life Partner 621
608
Forms of Mourning 622
McGraw-Hill Education
Psychology’s APA Documentation Guide
GLOSSARY G-1
REFERENCES R-1
612
NAME INDEX NI-1
SUBJECT INDEX SI-1
Contents xi
 about the author
John W. Santrock
John Santrock received his Ph.D. from the University of Minnesota. He taught at the
University of Charleston and the University of Georgia before joining the Program in
Psychology at the University of Texas at Dallas, where he currently teaches a number
of undergraduate courses and received the University’s Effective Teaching Award. In
2010, he created the UT-Dallas Santrock undergraduate scholarship, an annual award
that is given to outstanding undergraduate students majoring in developmental psychol-
ogy to enable them to attend research conventions.
John has been a member of the editorial
boards of Child Development and Developmental
Psychology. His research on father custody is
widely cited and used in expert witness testimony
to promote flexibility and alternative consider-
ations in custody disputes. John also has authored
these exceptional McGraw-Hill texts: Children
(14th edition), Adolescence (17th edition), A
­Topical Approach to Life-Span Development (9th
edition), and Educational Psychology (6th edition).
For many years, John was involved in tennis
as a player, teaching professional, and coach of
John Santrock (back row middle) with the 2015 recipients of the professional tennis players. At the University of
Santrock Travel Scholarship Award in developmental psychology.
Created by Dr. Santrock, this annual award provides undergraduate
Miami (FL), the tennis team on which he played
students with the opportunity to attend a professional meeting. A still holds the NCAA Division I record for most
number of the students shown here attended the 2015 meeting of
the Society for Research in Child Development. consecutive wins (137) in any sport. His wife,
Courtesy of Jessica Serna
Mary Jo, has a master’s degree in special education
and has worked as a teacher and a Realtor. He has two daughters—Tracy, who worked
for a number of years as a technology marketing specialist, and Jennifer, who has been
a medical sales specialist. However, recently both have followed in their mother’s foot-
steps and are now Realtors. He has one granddaughter, Jordan, age 26, who works for
the accounting firm Ernst & Young, and two grandsons, Alex, age 13, and Luke, age 11.
In the last two decades, John also has spent time painting expressionist art.

Dedication:

With special appreciation to my mother,

Ruth Santrock, and my father, John Santrock.
xii
expert consultants
Life-span development has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with all of the
rapidly changing content in the many periods and different areas of life-span development. To solve this problem, author John Santrock has sought
the input of leading experts about content in a number of areas of life-span development. These experts have provided detailed evaluations and
recommendations in their area(s) of expertise.
The following individuals were among those who served as expert consultants for one or more of the previous editions of this text:

Urie Bronfenbrenner, Cornell University Crystal Park, University of Connecticut

K. Warner Schaie, Pennsylvania State University
Paul Baltes, Max Planck Institute, Berlin
Tiffany Field, University of Miami
James Birren, University of Southern California
Jean Berko Gleason, Boston University
Gilbert Gottlieb, University of North Carolina—Chapel Hill
Karen Adolph, New York University
Joseph Campos, University of California—Berkeley
George Rebok, Johns Hopkins University
Jean Mandler, University of California—San Diego
James Marcia, Concordia University
Andrew Meltzoff, University of Washington
Elizabeth Susman, Pennsylvania State University
David Almeida, Pennsylvania State University
John Schulenberg, University of Michigan
Margie Lachman, Brandeis University
James Garbarino, Cornell University
Elena Grigorenko, Yale University
William Hoyer, Syracuse University
Ross Parke, University of California—Riverside
Ross Thompson, University of California—Davis
Phyllis Moen, University of Minnesota
Ravenna Helson, University of California—Berkeley
Patricia Reuter-Lorenz, University of Michigan
Toni Antonucci, University of Michigan
Scott Johnson, University of California—Los Angeles
Patricia Miller, San Francisco State University
Amanda Rose, University of Missouri—Columbia
Arthur Kramer, University of Illinois
Karen Fingerman, Purdue University
Cigdem Kagitcibasi, Koc University
Robert Kastenbaum, Arizona State University

Following are the expert consultants for the seventeenth edition, who (like those of previous editions) literally represent a Who’s Who in the
field of life-span development.

William J. Hoyer Dr. Hoyer is a leading
expert on cognitive aging and life-span develop-
ment. He obtained his Ph.D. from West Virginia
University and is currently Professor of Psychol-
ogy at Syracuse University. Dr. Hoyer is also a
faculty affiliate of the Aging Studies Institute at
Syracuse University. His research focuses on age-
related changes in memory, attention, and learning. His research
appears in journals such as Psychology of Aging; Aging, Neuropsychol-
accurate and interesting account of the middle adult years. . . . The
chapter ‘Cognitive Development in Late Adulthood’ nicely extends the
topics covered in ‘Cognitive Development in Middle Adulthood’ to
later life. A distinctive and commendable feature of the chapter is the
inclusion of new, pertinent findings and ideas into the overall framing
and conceptualization of the main themes and topics (the nature of
cognitive change, training, neuroscience underpinnings, education,
work, and spirituality).” —William Hoyer, Syracuse University
Courtesy of William J. Hoyer

ogy, and Cognition; and Journal of Gerontology: Psychological Sciences.

He is co-author of Adult Development and Aging. Dr. Hoyer is a
Fellow in the American Psychological Association, the Association for
Psychological Science, and The Gerontological Society of America.
“In the chapter ‘Introduction,’ college students generally have a key
interest in this topic (why people turn out the way they do), and I
think Dr. Santrock succeeds (relative to the competition) in hooking
readers of this edition early on current issues, questions, topics, and
methods. Coverage of theoretical underpinnings has the potential to
become too dry or too irrelevant for today’s student—not so, here.
Dr. Santrock manages to give purpose to our understanding of the
theoretical bases of the field. The practical applications and personal
significance of key aspects of the study of development come across
with meaning in the first chapter. . . . Dr. Santrock conveys an
Patricia Miller Dr. Miller is a leading
expert in children’s cognitive development. She
obtained her Ph.D. from the Institute of Child
Development at the University of Minnesota and
currently is Professor of Psychology at San
­Francisco State University, having previously been
a professor at the University of Michigan, University of Georgia, and
University of Florida. Her research focuses on children’s executive
function, memory, attention, and learning strategies. Topics of
­current projects include the development of executive function in
preschool children, the effects of exercise on children’s executive
function and academic achievement, and the development and trans-
fer of strategies. Dr. Miller is a recent president of the developmental

xiii
psychology division of the American Psychological Association and
is a Fellow of that organization as well as the Association for
­Psychological Science. She also has been an Associate Editor of
Child Development and has served on the editorial boards of several
major developmental journals. Her book, Theories of Developmental
­Psychology, is in its fifth edition, and she is co-author or co-editor of
three other volumes. Dr. Miller’s work has been published in leading
research journals such as Child Development, Developmental Psychology,
and Cognitive Development.
“. . . as always, the text manages to cover the most important research,
including new recent studies, while still keeping classic older research. . . .
The new material is presented well. For example, in the chapter
‘Cognitive Development in Infancy,’ Dr. Santrock describes it clearly.
The updates on executive function are good. . . . The text engages
students by applying research to real-world topics important to them.
The Connections features are great pedagogical components.
Unlike many textbook authors, Dr. Santrock presents the controversies
in the field. This is an important strength, for it conveys to students
which knowledge in the discipline is solid and which is a work in
progress. . . . an excellent textbook!” —Patricia Miller, San Francisco
State University
©Andrew Corpuz, San Francisco State University
Ross Thompson Dr. Thompson is one
of the world’s leading experts on children’s
socioemotional development. He obtained his
Ph.D. in psychology from the University of
Michigan, has taught at the University of
Nebraska, and currently is Distinguished Profes-
sor of Psychology at the University of California–
Davis, where he directs the Social and Emotional Development
Lab. As a developmental psychologist, Dr. Thompson studies early
parent-child relationships, the development of emotion under-
standing and emotion regulation, early moral development, and
the growth of self-understanding in young children. He also works
on the applications of developmental research to public policy
concerns, including school readiness and its development, early
childhood investments, and early mental health. Dr. Thompson
has published five books, several best-selling textbooks, and over
200 papers related to his work. He is a founding member of the
National Scientific Council on the Developing Child, has twice
been Associate Editor of Child Development, and has received the
Boyd McCandless Young Scientist Award for Early Distinguished
Achievement from the American Psychological Association.
Dr. Thompson also recently was given the Ann Brown Award for
Excellence in Developmental Research and the University of
­California–Davis Distinguished Scholarly Public Service Award. He
has also recently been given the Urie Bronfenbenner Award for
Lifetime Contributions to Developmental Psychology by the
­American Psychological Association.
“I like this chapter (‘Socioemotional Development in Early
Childhood’). The writing is engaging and illuminating, the questions
that lead the reader along are the right ones, and the coverage. . .
current and comprehensive. The bridges between science and practice
are strong and important. . . . This chapter (‘Socioemotional
Development in Middle and Late Childhood’) covers considerable
terrain, all of it relevant to the developmental stages covered here,
and nearly all somehow managing to be covered in sufficient depth
during this period. Again, the connections between science and
practice are strong. . . . Although I can claim significantly less
expertise in adolescence than for earlier developmental stages, I was
xiv Expert Consultants
charmed and engaged by this chapter’s (‘Socioemotional Development
in Adolescence’) discussion of the opportunities and challenges
uniquely posed by this stage of development.” —Ross Thompson,
University of California-Davis
©V.I.P Studios Photography, Davis, CA
Karen Fingerman Karen Fingerman is
a leading expert on aging, families, and socio-
emotional development. She currently holds
the position of Professor, Department of
Human Development and Family Sciences, at
the University of Texas–Austin. Dr. Fingerman
attained her Ph.D. at the University of Michi-
gan and completed a postdoctoral fellowship at Stanford Univer-
sity. She has published more than 100 articles on positive and
negative relationships involving mothers and daughters, grandpar-
ents and grandchildren, friends and acquaintances, and periph-
eral social ties. Dr. Fingerman’s research has been funded by the
Brookdale Foundation, as well as the MacArthur Transitions to
Aging group.
“I have such great respect for Dr. Santrock’s textbook. He does an
excellent job of keeping it up-to-date and covering the key issues on each
topic. It’s actually a pleasure to read and critique. . . . Dr. Santrock
definitely hits on the key issues regarding each phase of the lifespan. . . .
I like the use of learning goals. The emphasis on careers is a terrific
angle to add to the textbook.” —Karen Fingerman, University of
Texas–Austin
Courtesy of Karen Fingerman
John Richards Dr. John Richards is a
leading expert on infant attention and children’s
brain development. He obtained his Ph.D. from
UCLA and is currently the Carolina Distin-
guished Professor at the University of South
Carolina. Dr. Richards is a Fellow of the Amer-
ican Psychological Association, American Psy-
chological ­Society, and American Association for the Advancement
of Science. He has been an associate editor for Infant Behavior
and Development. Dr. Richards’ research has been published in
numerous developmental and neuroscience journals, including
Child Development, Developmental Psychology, Developmental Neu-
roscience, Cognitive Neuroscience, Neuroimaging, and Journal of
Neuroscience.
“These (‘Physical Development in Infancy’ and ‘Cognitive Development
in Infancy’) are two very good chapters. There are a lot of recent
citations and sufficient coverage of historical information. The fact that
this is a revision from several editions means that many of the chapters
have good material from prior editions that is supplemented by new
information.” —John Richards, University of South Carolina
Courtesy of John Richards
Karen Rodrigue Dr. Karen Rodrigue is
a leading expert on cognition, neuroscience, and
aging. She is a professor at the Center for Vital
Longevity, University of Texas at Dallas.
Dr. Rodrigue obtained her Ph.D. at Wayne State
University. Her research focuses on disease mark-
ers of Alzheimer disease, changes in the aging
brain, and the role of hypertension in brain development and cogni-
tive health. Dr. Rodrigue recently was given the “Rising Star” Award
by the American Psychological Society.
“The narrative (and perspective) very much reflect the latest and most
important research in the field. . . . The chapters do a great job
covering the diversity of key theories and findings in the area of
physical and cognitive development in later adulthood. Each concept
is presented in an engaging and clear manner and cumulatively, the
chapters will provide students with a firm foundation of the key concepts
and current research in this field. . . . Many new, updated references
also is a strength.” —Karen Rodrigue, University of Texas–Dallas
Courtesy of Karen Rodrigue
Sheung-Tak Cheng Dr. Cheng is a
leading expert on aging and socioemotional devel-
opment. He currently is Chair Professor of Psy-
chology and Gerontology at The Education
University of Hong Kong. Dr. Cheng has ­published
more than 100 articles in psychology and gerontology, with a main
interest in dementia and family caregiving. He developed the benefit-
finding intervention for Alzheimer’s family caregivers. Dr. Cheng is
currently serving as Associate Editor of Psychology and Aging and is
a Fellow in the American Psychological Association, the Association
for Psychological Science, and the Gerontological Association of
America. He also has been given the Outstanding International
­Psychologist Award by the American Psychological Association.
“The Socioemotional Selectivity and the Family/Social Relationships
sections are quite well done and comprehensive. I’m also glad issues
of ethnic minorities are not forgotten.” —Sheung-Tak Cheng,
The Education University of Hong Kong
Courtesy of Sheung-Tak Cheng
Expert Consultants xv
Connecting research and results
As a master teacher, John Santrock connects current research and real-world applications. Through an integrated, personalized digital learning program,
students gain the insight they need to study smarter and improve performance.

McGraw-Hill Education Connect is a digital assignment and assessment platform that strengthens the link
between ­faculty, students, and course work, helping everyone accomplish more in less time. Connect Life-
Span includes ­assignable and assessable videos, quizzes, exercises, and interactivities, all associated with
learning objectives. Interactive assignments and videos allow students to experience and apply their
understanding of psychology to the world with fun and stimulating activities.

Real People, Real World, Real Life

At the higher end of Bloom’s taxonomy (analyze, evaluate, create), the
McGraw-Hill Education Milestones video series is an observational tool that
allows students to experience life as it unfolds, from infancy to late
adulthood. This ground-breaking, longitudinal video series tracks the
development of real children as they progress through the early stages of
physical, social, and emotional development in their first few weeks, months,
and years of life. Assignable and assessable within Connect Life-Span,
Milestones also includes interviews with adolescents and adults to reflect
development throughout the entire life span.

Inform and Engage on Psychological

Concepts
At the lower end of Bloom’s taxonomy, students are introduced to Concept Clips—the
dynamic, colorful graphics and stimulating animations that break down some of
psychology’s most difficult concepts in a step-by-step manner, engaging students and
aiding in retention. They are assignable and assessable in Connect or can be used as a
jumping-off point in class. Accompanied by audio narration, Concept Clips cover topics
such as object permanence and conservation, as well as theories and theorists like
Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, Buss’s evolutionary
theory, and Kuhl’s language development theory.

Prepare Students for Higher-Level Thinking

Also at the higher end of Bloom’s taxonomy, Power of Process for
Psychology helps students improve critical thinking skills
and allows instructors to assess these skills efficiently and effectively in
an online environment. Available through Connect, pre-loaded journal
articles are available for instructors to assign. Using a scaffolded framework
such as understanding, synthesizing, and analyzing, Power of Process moves
students toward higher-level thinking and analysis.

xvi
Better Data, Smarter Revision, Improved Results
Students helped inform the revision strategy of Life-Span Development. McGraw-Hill Education’s
Smartbook is the first and only adaptive reading and learning experience! SmartBook helps
students distinguish the concepts they know from the concepts they don’t, while pinpointing the
concepts they are about to forget. SmartBook continuously adapts to create a truly personalized
learning path and offers students learning resources such as videos, Concept Clips, and slides to
further reinforce difficult concepts. SmartBook’s real-time reports help
both students and instructors identify the concepts that require more
attention, making study sessions and class time more efficient.

Informed by Students
Content revisions are informed by data collected anonymously
through McGraw-Hill Education’s SmartBook.
STEP 1. Over the course of three years, data points showing
concepts that caused students the most difficulty were
anonymously collected from Connect for Life-Span
Development’s SmartBook®.
STEP 2. The data from LearnSmart was provided to the author
in the form of a Heat Map, which graphically illustrates “hot
spots” in the text that affect student learning (see image at right).
STEP 3. The author used the Heat Map data to refine the
content and reinforce student comprehension in the new edition.
Additional quiz questions and assignable activities were created
for use in Connect to further support student success.
RESULT: Because the Heat Map gave the author empirically based
feedback at the paragraph and even sentence level, he was able to
develop the new edition using precise student data that pinpointed
concepts that gave students the most difficulty.

Connecting research and results xvii

Powerful Reporting
Whether a class is face-to-face, hybrid, or entirely online, Connect for Life-
Span Development provides tools and analytics to reduce the amount of time
instructors need to administer their courses. Easy-to-use course management
tools allow instructors to spend less time administering and more time
teaching, while easy-to-use reporting features allow students to monitor their
progress and optimize their study time.

• The At-Risk Student Report provides instructors with one-click access to a

dashboard that identifies students who are at risk of dropping out of the course
due to low engagement levels.
• The Category Analysis Report details student performance relative to specific
learning objectives and goals, including APA outcomes and levels of Bloom’s
taxonomy.
• Connect Insight is a one-of-a-kind visual analytics dashboard—now available for
both instructors and students—that provides at-a-glance information regarding
student performance.
• The LearnSmart Reports allow instructors and students to easily monitor prog-
ress and pinpoint areas of weakness, giving each student a personalized study
plan to achieve success.

Online Instructor Resources

The resources listed here accompany Life-Span Development, Seventeenth Edition. Please con-
tact your McGraw-Hill representative for details concerning the availability of these and other
valuable materials that can help you design and enhance your course.

Instructor’s Manual Broken down by chapter, this resource provides chapter outlines, sug-
gested lecture topics, classroom activities and demonstrations, suggested student research proj-
ects, essay questions, and critical thinking questions.

Test Bank and Computerized Test Bank This comprehensive Test Bank includes more than
1,500 multiple-choice and approximately 75 essay questions. Organized by chapter, the ques-
tions are designed to test factual, applied, and conceptual understanding. All test questions are
available within TestGen™ software.

PowerPoint Slides The PowerPoint presentations, now WCAG compliant, highlight the key
points of the chapter and include supporting visuals. All of the slides can be modified to meet
individual needs.

xviii Connecting research and results

preface
Making Connections . . .
From My Classroom to Life-Span
Development to You
Having taught life-span development every semester for more than three decades, I’m always
looking for ways to improve my course and Life-Span Development. Just as McGraw-Hill looks
to those who teach the life-span development course for input, each year I ask the almost 200
students in my life-span development course to tell me what they like about the course and
the text, and what they think could be improved. What have my students told me lately about
my course and text? Students say that highlighting connections among the different aspects of
life-span development helps them to better understand the concepts. They confirm that a con-
nections theme provides a systematic, integrative approach to the course material. Thus, I have
continued to use this theme to shape my current goals for my life-span development course,
which, in turn, are incorporated into Life-Span Development:
1. Connecting with today’s students To help students learn about life-span development
more effectively.
2. Connecting research to what we know about development To provide students with the
best and most recent theory and research in the world today about each of the periods
of the human life span.
3. Connecting developmental processes To guide students in making developmental connec-
tions across different points in the human life span.
4. Connecting development to the real world To help students understand ways to apply
content about the human life span to the real world and improve people’s lives; and to
motivate them to think deeply about their own personal journey through life and better
understand who they were, are, and will be.

Connecting with Today’s Students

In Life-Span Development, I recognize that today’s students are as different in some ways from
the learners of the last generation as today’s discipline of life-span development is different
from the field 30 years ago. Students now learn in multiple modalities; rather than sitting down
and reading traditional printed chapters in linear fashion from beginning totheend,
motherstheir
have work
the virus (Croffut & others, 2018; Mnyani & others, 2017; Wojcicki,
preferences tend to be more visual and more interactive, and their reading2017). andIn study often
some areas of Africa, more than 30 percent of mothers have HIV, but
occur in short bursts. For many students, a traditionally formatted printed the textbook is no
majority of these mothers don’t know that they are infected (Mepham, Bland,

longer enough when they have instant, 24/7 access to news and informationand Newell,
from 2011). Later
around the in the chapter, in the section on nutrition, we will look
more closely at recent research on breast feeding in the United States, outlining
globe. Two features that specifically support today’s students are the adaptive ebook, Smart-
the benefits for infants and mothers and discussing several life-threatening dis-
book (see xvii), and the learning goals system.
eases that infants can contract as a result of malnutrition.

The Learning Goals System

My students often report that the life-span
preview
It is very important for infants to get a healthy start. When they do, their first two years of life are
development course is challenging because likely to be a time of amazing development. In this chapter, we focus on the biological domain
and the infant’s physical development, exploring physical growth, motor development, and sen-
of the amount of material covered. To sory and perceptual development.
help today’s students focus on the key
ideas, the Learning Goals System I devel- 1 Physical Growth and Development LG1 Discuss physical growth and development
oped for Life-Span Development provides in Infancy in infancy.
extensive learning connections throughout
the chapters. The learning system con- Patterns of Growth Height and Weight The Brain Sleep Nutrition
nects the chapter opening outline, learning
A baby is the most complicated Infants’ physical development in the first two years of life is extensive. Newborns’ heads are quite
large in comparison with the rest of their bodies. They have little strength in their necks and can-
object made by unskilled labor.
not hold their heads up, but they have some basic reflexes. In the span of 12 months, infants
—Anonymous become capable of sitting anywhere, standing, stooping, climbing, and usually walking. During the
second year, growth decelerates, but rapid increases in such activities as running and climbing xix
take place. Let’s now examine in greater detail the sequence of physical development in infancy.
FIGURE 1
CHANGES IN PROPORTIONS OF THE
HUMAN BODY DURING GROWTH. As
PATTERNS OF GROWTH
 and to become more coordinated in early childhood, although gains in height and weight
are not as dramatic in early childhood as in infancy.

goals for the chapter, mini-chapter maps

reach your learning goals that open each main section of the chap-
ter, Review, Connect, and Reflect questions
Physical Development in Infancy at the end of each main section, and the
chapter summary at the end of each
1 Physical Growth and Development in Infancy LG1 Discuss physical growth and development
in infancy. chapter.
Patterns of Growth • The cephalocaudal pattern is the sequence in which growth proceeds from top to bot-
tom. The proximodistal pattern is the sequence in which growth starts at the center of The learning system keeps the key
the body and moves toward the extremities.
ideas in front of the student from the
• The average North American newborn is 20 inches long and weighs 7.6 pounds. Infants
Height and Weight
grow about 1 inch per month in the first year and nearly triple their weight by their first beginning to the end of the chapter. The
birthday. The rate of growth slows in the second year.
main headings of each chapter correspond
• One of the most dramatic changes in the brain in the first two years of life is dendritic
The Brain
spreading, which increases the connections between neurons. Myelination, which speeds to the learning goals that are presented in
the conduction of nerve impulses, continues through infancy and even into adolescence.
the chapter-opening spread. Mini-chapter
• The cerebral cortex has two hemispheres (left and right). Lateralization refers to special-
ization of function in one hemisphere or the other. Early experiences play an important maps that link up with the learning goals
role in brain development.
• Neural connections are formed early in an infant’s life. Before birth, genes mainly direct
are presented at the beginning of each
neurons to different locations. After birth, the inflowing stream of sights, sounds, smells, major section in the chapter.
touches, language, and eye contact helps to shape the brain’s neural connections, as
does stimulationThen, at the
from caregivers endTheofneuroconstructivist
and others. each mainview,section in which of a chapter, the learning goal is repeated in Review,
brain development is influenced by a person’s environment and experiences, is an
Connect,
increasingly and Reflect, which prompts students to review the key topics in the section, connect
popular perspective.

Sleep
• Newborns tousually
existing knowledge,
sleep about 18 hours a day. Byand
6 monthsrelate what
of age, many they learned to their own personal journey through life.
American
infants approach adult-like sleeping patterns. REM sleep—during which dreaming
occurs—isReach Your
present more Learning
in early infancy than in Goals,
childhood andatadulthood.
the end of the chapter, guides students through the bulleted
• Sleepingchapter
arrangements review,
for infants varyconnecting with infants
across cultures. In America, thearechapter
more outline/learning goals at the beginning of the
likely to sleep alone than in many other cultures. Some experts believe shared sleeping
can leadchapter and
to sudden infant deaththe Review,
syndrome (SIDS), aConnect, andwhen
condition that occurs a sleep- questions at the end of major chapter sections.
Reflect
ing infant suddenly stops breathing and dies without an apparent cause. However, it is
generally accepted that the most critical factor in predicting whether an infant will
develop SIDS is prone sleeping.

connecting through research

Nutrition
• Infants need to consume about 50 calories per day for each pound they weigh. The
growing consensus is that in most instances breast feeding is superior to bottle feeding Connecting Research to
What We Know about
for both the infant and the mother, although the correlational nature of studies must be
considered.

How Does the Quality and Quantity of

Child Care Affect Children?
In 1991, the National Institute of Child Health and Human Development
(NICHD) began a comprehensive, longitudinal study of child-care
experiences. Data were collected on a diverse sample of almost
1,400 children and their families at 10 locations across the United
san22782_ch04_103-137.indd
States over a period135of seven years. Researchers used multiple meth-
SECTION 3 Infancy 135 Development
infrequent—only 12 percent of the children studied had experienced
positive nonparental child care (such as positive talk, lack of detach-
ment and flat affect, and language stimulation). Further, infants from
Over the years, it has been important for me to
low-income families experienced lower-quality child care than did include the most up-to-date research available. I
infants from higher-income families. When quality of caregivers’ care 30/06/18 11:32 AM

ods (trained observers, interviews, questionnaires, and testing) and
measured many facets of children’s development, including physical
health, cognitive development, and socioemotional development.
Following are some of the results of what is now referred to as the
NICHD Study of Early Child Care
and Youth Development or NICHD
SECCYD (NICHD Early Child Care
Research Network, 2001, 2002,
2003, 2004, 2005, 2006, 2010).
• Patterns of use. Many families
placed their infants in child care
very soon after the child’s birth,
and there was considerable insta-
bility in the child-care arrange-
ments. By 4 months of age,
nearly three-fourths of the infants
had entered some form of non-
maternal child care. Almost half
of the infants were cared for by a What are some important findings from the national longitudinal
relative when they first entered study of child care conducted by the National Institute of Child
Health and Human Development?
care; only 12 percent were ©Reena Rose Sibayan/The Jersey Journal /Landov Images
enrolled in child-care centers.
Socioeconomic factors were linked to the amount and type of
care. For example, mothers with higher incomes and families that
were more dependent on the mother’s income placed their infants in
child care at an earlier age. Mothers who believed that maternal
employment has positive effects on children were more likely than
other mothers to place their infant in nonmaternal care for more
hours. Low-income families were more likely than more affluent
families to use child care, but infants from low-income families who
were in child care averaged as many hours as other income groups.
In the preschool years, mothers who were single, those with more
education, and families with higher incomes used more hours of
center care than other families. Minority families and mothers with
less education used more hours of care by relatives.
• Quality of care. Evaluations of quality of care were based on charac-
was high, children performed better on cognitive and language tasks,
continue that tradition in this edition by looking
were more cooperative with their mothers during play, showed more closely at specific areas of research, involving
positive and skilled interaction with peers, and had fewer behavior
problems. Caregiver training and good child-staff ratios were linked experts in related fields, and updating research
with higher cognitive and social
competence when children were
throughout. Connecting Through Research
54 months of age. Using data col- describes a study or program to illustrate how
lected as part of the NICHD early child
care longitudinal study, a research
research in life-span development is conducted
analysis indicated that higher-quality and how it influences our understanding of the
early childhood care, especially at
27 months of age, was linked to chil- discipline. Topics range from How Can Newborns’
dren’s higher vocabulary scores in the
fifth grade (Belsky & others, 2007).
Perception Be Studied? to Parenting and Children’s
Higher-quality child care was Achievement: My Child Is My Report Card, Tiger
also related to higher-quality mother-
child interaction among the families
Moms, and Tiger Babies Strike Back to What Is
that used nonmaternal care. Further, the Relationship Between Fitness in Young Adults
poor-quality care was related to
higher rates of insecure attachment and Cardiovascular Health in Middle Age? to Does
to the mother among infants who
were 15 months of age, but only
Engaging in Intellectually Challenging Activities
when the mother was low in sensitivity and responsiveness. Affect Quality of Life and Longevity?
However, child-care quality was not linked to attachment security at
The tradition of obtaining detailed, extensive input from a number of leading experts in
36 months of age. In one study, higher-quality child care from birth
different areas of life-span development also continues in this edition. Biographies and photo-
to 4½ years of age was linked to higher cognitive-academic achieve-
ment at 15 years of age (Vandell & others, 2010). In this study, early
graphs of the leading experts in the field of life-span development appear on pages xiii to xv,
high-quality care also was related to youth reports of less external-
and the chapter-by-chapter highlights of new research content are listed on pages xxiii to xlv.
izing behavior (lower rates of delinquency, for example). In another
study, high-quality infant-toddler child care was linked to better
Finally, the research discussions have been updated in every period and topic. I expended every
memory skills at the end of the preschool years (Li & others, 2013).
•
effort to make this edition of Life-Span Development as contemporary and up-to-date as pos-
Amount of child care. In general, when children spent 30 hours
or more per week in child care, their development was less than
sible. To that
optimal (Ramey, 2005). end, there
In one study, more are more
time spent than 1,500 citations from 2017, 2018, and 2019.
in early
non-relative child care was related to higher levels of risk taking
and impulsivity at 15 years of age (Vandell & others, 2010).

Connecting Developmental Processes

teristics such as group size, child-adult ratio, physical environment,
caregiver characteristics (such as formal education, specialized train-
ing, and child-care experience), and caregiver behavior (such as
sensitivity to children). An alarming conclusion is that a majority of the
child care in the first three years of life was of unacceptably low qual-
ity. Positive caregiving by nonparents in child-care settings was
• Family and parenting influences. The influence of families and
parenting was not weakened by extensive child care. Parents
played a significant role in helping children to regulate their emo-
tions. Especially important parenting influences were being sensi-
Development through the life span is a long journey, and too often we forget or fail to notice
tive to children’s needs, being involved with children, and
the many connections from one point in development to another. A significant number of
cognitively stimulating them. Indeed, parental sensitivity has been

these connections are made in(continued)

the text narrative, and features are included to help students
connect topics across the periods of development.
SECTION 3 Infancy 191

xx Preface

san22782_ch06_166-195.indd 191 30/06/18 11:47 AM

 Developmental Connections, which appear multiple times in each chapter, point readers
PERSONALITY
to where the topic is discussedDEVELOPMENT
in a previous or subsequent chapter. Developmental Connections
highlight links across age
Emotions and temperament form periods of development
key aspects ofand connections
personality, between personal
the enduring biological, cogni-
character-
developmental connection
tive, and
isticssocioemotional processes.
of individuals. Let’s These key
now examine developmental
characteristics thatprocesses
often are are typically
thought of asdiscussed
central to Personality
in isolation
personalityfromdevelopment
each other, duringand students
infancy:often
trust fail
andtothesee their connections.
development of self and Included in the
independence. Erikson proposed that individuals go
Developmental Connection is a brief description of the backward or forward connection. For through eight stages in the course of
Trust
example, consider the development of the brain. In recent editions, I have significantly expanded
According to Erik Erikson (1968), the first year of life is characterized by the trust- human development. Connect to
versus-mistrust
content on the changes stageinofthedevelopment.
brain through Following
the life aspan,
life of regularity,
including newwarmth,
coverage andofprotection
changes inin “Introduction.”
the mother’s
the brain womb, the
during prenatal infant facesand
development a world that is less
an expanded secure. Erikson
discussion proposed
of the aging brainthatin infants
older
adults.learn
Thetrust whenbrain
prenatal theydiscussion
are cared for in a consistent,
appears in “Prenatalwarm manner. Ifand
Development theBirth”
infant and is not thewell
agingfed
and kept warm on a consistent basis, a sense of mistrust is likely
brain is described in “Physical Development in Late Adulthood.” An important brain topic that to develop.
we discussThe in issue
theseoftwotrust versus mistrust
chapters is not resolved
is neurogenesis, once and of
the production for new
all inneurons.
the first Connections
year of life.
It arises again at each successive stage of development and can have positive or negative out-
between these topics in these two chapters are highlighted through Developmental Connections.
comes. For example, children who leave infancy with a sense of trust can still have their sense
Topical Connections: Looking Back and Looking Forward
of mistrust activated at a later stage, perhaps if their parents are separated or divorced under
beginconflictual
and conclude each chapter by placing the chapter’s cov-
circumstances.
erage in the larger context of development. These sections
topical connections
looking back
remindThe theDeveloping
reader of whatSense happened developmentally
of Self When doesintheprevi- individual begining
We have discussed that impressive advances occur in the development of the brain dur-
to infancy.
sense aEngaging
separate in various physical, cognitive, and socioemotional activities
ous periods of development and make connections to topics
existence from others? Studying the development of a sense of self in infancy is difficult
strengthens mainly
the baby’s neural connections. Motor and perceptual development also are
that will be discussed
because in more
infants cannot detail.express their thoughts and impressions.keyThey
verbally aspectsalso
of thecannot
infant’s development. An important part of this development is the
Finally,
understand a Connect
complex question
instructions appears in the section self-
from researchers. coupling of perceptions and actions. The nature-nurture issue continues to be debated
with regard to the infant’s perceptual development. In this chapter, you will expand your
reviews—Review, Connect,strategy
One ingenious and Reflect—so students
to test infants’ visualcan practice
self-recognition is the use of a mirror
understanding of thetech-
infant’s brain, motor, and perceptual development by further exam-
makingnique, in which between
connections an infant’s mother
topics. Forfirst puts a in
example, dot“Physical
of rouge on the infant’s nose.
ining how infantsThen antheir competencies, focusing on how advances in their cogni-
develop
observer watches to see how often
and Cognitive Development in Middle and Late Childhood,”the infant touches its nose. Next, the infant
tive is
developmentplaced
help in adapt to their world, and how the nature-nurture issue is a
them
key aspect of the infant’s cognitive and language development.
frontare
students of asked
a mirror, and observers
to connect what detect whetherabout
they learned nose touching
attentionincreases. Why does this matter?
The idea is
in “Cognitive that increased
Development in nose touching
Infancy” and indicates
“Cognitive thatDevel-
the infant recognizes the self in the
mirror and is trying to touch or rub
opment in Early Childhood” with what they have just read off the rouge because the rouge violates the infant’s view
of the self. Increased touching indicates that the infant realizes that it is the self in the mirror
about attention deficit hyperactivity disorder in the middle and
but that something is not right since the real self does not have a dot of rouge on it.
late childhood chapter.
preview
Figure 3 displays the results of two investigations that used the mirror technique. The research-
Piaget’s descriptions developmental connection
of infants are just the starting point for our exploration of cognitive develop-
ers found that before they were 1 year old, infants did not recognize themselves ment. Excitement and enthusiasm
in the mirror about the study of infant cognition have been fueled by an inter-
Personality
Connecting Development to the Real World
(Amsterdam, 1968; Lewis & Brooks-Gunn, 1979). Signs of self-recognition in
est in what newborns and infants know, by continued fascination about innate and learned factors
began to appear among
the infant’s cognitive development, and Two key pointsabout
by controversies in development when their
whether infants construct
some infants when they were 15 to 18 months old. By the time they wereknowledge 2 years (Piaget’s
old, most view)chil- there
or know their world is directly.
more a strongIn this push
chapter,for indepen-
you will not only study
In addition to helping
dren recognized students in
themselves make research
the mirror. Inand
sum,developmental
infants begin toconnections,
develop Life-Span
a self-understanding
Piaget’s theory Devel- but also explore how infants learn, remember, and conceptu-
of infant development
dence are the second year of life
opment shows the important connections between the concepts discussed and
alize; learn
called self-recognition at approximately 18 months of age (Hart & Karmel, 1996; Lewis, 2005). the
about real
some world.
of their individual differences; and trace their language development.
and early adolescence. Connect to
In recent However,
years, students
mirrors in aremy
not life-span
familiar todevelopment
infants in allcourse
cultureshave increasingly
(Rogoff, 2003). Thus, toldphysical
me that “Socioemotional Development in
they self-recognition
want more of this maytypebe aofmore
information.
importantInmarker
this edition, real-life connections
of self-recognition in Westernarethan explicitly
non-
Adolescence.”
madeWestern
throughcultures (Thompson
the chapter & Virmani,
opening 1 Piaget’s
vignette,2010).
Connecting Theory
Supporting ofcultural
this
DevelopmentInfant Development
variation
to Life, the view, one
Milestones LG1 Summarize and evaluate Piaget’s theory of
studythat
program revealed
helpsthat 18- to 20-month-old
students watch life as toddlers fromand
it unfolds, urban middle-SES
Connecting withGerman
Careers. families were infant development.
Each chapter begins with a story designed to
Cognitive Processes The Sensorimotor Stage Evaluating Piaget’s Sensorimotor Stage
increase students’ interest and motivation to read 100 FIGURE 3
the chapter. For example, “Cognitive Develop- connecting Lewis and development
Poet Brooks-Gunn
Nora Perry asks,study “Who knowsTHE
tothelife DEVELOPMENT
thoughts of a child?” AsOFmuch SELF- as anyone, Piaget knew.
ment in Late Adulthood” begins with aWedescrip-are born capable of Through
Amsterdam study careful observations of his own three children—Laurent,
RECOGNITION IN INFANCY. Lucienne,
The graphand Jacqueline—
Strategies
80 for Parents and Their
and observations Young
of and interviewsshows
with otherthe children,
findingsPiaget changed perceptions
in whichof the way
tion of the remarkable Helen Small, who
Percent of subjects who recognized

learning. of two studies

Adult Children children think about the world.
published her first book at age 91 and completed infants less than 1 year of age did not
—Jean-Jacques Rousseau Piaget’s theory is a general, unifying story of how biology and experience sculpt cognitive
When adult children ask to return home to live, parents and their adult recognizeadult life (Paul,themselves
as our physical bodies in
2003). Although wella intentioned,
havemirror. Athis
slight
intrusiveness
themselves in a mirror

her undergraduate degree 70 years after she

Swiss-born French Philosopher, 18th Century development. Piaget thought
children should agree beforehand on the conditions and expectations.
that, just structures that enable us to
by parents can slow the process by which their children become
adapt to the world, we build increase
mental in thethat
structures percentage
help us of infant
adjust to newself-
environmental
started college. 60example, they might discuss and agree on whether young adults responsible adults.
For
demands. Piaget stressed that children
will pay rent, wash their own clothes, recognition occurredtheir
actively construct around
ownWhen 15they
to move
cognitive 18worlds;
months informa-
back home,
Connecting Development to Life describes cook their own meals, do anytionhouse-is not just poured into theirof age.from
minds By 2the years of age,
environment.youngaHe majority
childrenof
sought
adult toneed
discover
to think how
hold chores, pay their phone children
bills, at different points in their development
children think about
recognized the world
about
themselves. how they and will
Why how
doneedsystematic
to
the influence of development in a real-world con- come and go as they please, changesbe in their thinking occur. researchers study whether change their behavior to make the
40 infants recognize
text on topics including From Waterbirth to Music sexually active or drink alcohol at living arrangement work. Elina
themselves in a mirror? Furman (2005) provides some
home, and so on. If these conditions
Therapy, Increasing Children’s Self-Esteem, and COGNITIVE PROCESSES
aren’t negotiated at the beginning, ©Digital Vision/Getty Images good recommendations in
Health Care Providers and Older Adults. conflict often results because the
expectations of parents andWhat
young processes do children use as they construct their
Boomerang Nation: How to Survive
knowledge
Living ofwiththe
Yourworld?
ParentsPiaget
. . . thedevel-
20
The Milestones program, described on page oped several concepts to answer this question; especially important
adult children will likely be violated. Second areTimeschemes,
Around. She assimilation,
recom-
Parents need to treat accommodation,
young organization, equilibrium, and equilibration. mends that when young adult chil-
xvi, shows students what developmental concepts adult children more like adults than dren move back home they expect
look like by letting them watch actual humans children and to let go of much of their to make adjustments. And as rec-
0 role. Parents shouldSchemes
parenting inter-
As the infant or child seeks to construct an understanding of the world, said
ommended earlier, she urges
develop. Starting from infancy, students track sev- act with young adult childrenPiaget
not as (1954),
What arethesomedeveloping brain
strategies that creates
can help schemes.
parents These are
and their young youngactions orsitmental
adults to down withrepresenta-
their
9–12 15–18
tions adult 21–24
that organize knowledge. In Piaget’s theory, a baby’s schemes
children get along better? arenegotiate
structured by simple
eral individuals, seeing them achieve major devel- dependent children who need to be
©Fuse/Getty Images
parents and the ground
schemes In Piaget’s theory, actions
closely or mental
monitored Ageactions
and protected but that can be performed on objects, such as sucking, looking,
(months) and at
rules for living grasping.
home before Older
they chil-
opmental milestones, both physically and that organize
representations ratherknowledge. drenofhave schemes that include strategies and plans for solvingactually
as adults who are capable problems. For example,
move back. Furman alsoin the
cognitively. Clips continue through adolescence responsible, mature behavior. Adult children have the right to choose
how much they sleep and eat, how they dress, whom they choose as
recommends that young adults set a deadline for how long they will
live at home and then stay focused on their goals (whether they want
and adulthood, capturing attitudes toward issues CHAPTER friends and lovers, what career they pursue, and how they spend their to save enough money to pay off their debts, save enough to start a
140 5 Cognitive Development in Infancy
money. However, if the young adult children act in ways that interfere businessSECTION
or buy their own3 home,Infancy
finish graduate school, and so 177 on).
such as family, sexuality, and death and dying. with their parents’ lifestyles, parents need to say so. The discussion Too often young adults spend the money they save by moving home
should focus not on the young adult children’s choices but on how their on luxuries such as shopping binges, nights on the town, expensive
activities are unacceptable while living together in the same home. clothes, and unnecessary travel, further delaying their ability to move
Some parents don’t let go of their young adult children when out of their parents’ home.
they should. They engage in “permaparenting,” which can impede
san22782_ch05_138-165.indd 140 not only their adult children’s movement toward independence and Preface
Children who leave college and return to live at home with their
xxi
30/06/18 11:34 AM
responsibility but also their own postparenting lives. “Helicopter par- parents are on the cusp of young adulthood, a time called emerging
san22782_ch06_166-195.indd 177 ents” is another label that describes parents who hover too closely adulthood. What characterizes individuals’ identity development30/06/18 11:41 AM
in their effort to ensure that their children succeed in college and during this time?
 Connecting with Careers profiles careers
connecting with careers ranging from an educational psychologist to a
Ahou Vaziri, Teach for America Instructor toy designer to a marriage and family therapist
Ahou Vaziri was a top student in author John Santrock’s educational to a research scientist at an educational center
psychology course at the University of Texas at Dallas, where she to a geriatric nurse—each of which requires
majored in Psychology and Child Development. The following year she
served as a teaching intern for the educational psychology course, then knowledge about human development.
submitted an application to join Teach for America and was accepted.
Ahou was assigned to work in a low-income area of Tulsa, Oklahoma,
A number of new Connecting with Careers
where she taught English to seventh- and eighth-graders. In her words, profiles appear in the new edition. These include
“The years I spent in the classroom for Teach for America were among
the most rewarding experiences I have had thus far in my career. I was Gustavo Medrano, a clinical psychologist who
able to go home every night after work knowing that I truly made a works at the Family Institute at Northwestern Uni-
difference in the lives of my students.”
Upon completion of her two-year teaching experience with Teach versity and provides therapy especially for Latino
for America, Ahou continued working for the organization by recruiting
college students to serve as Teach for America instructors. Subsequently,
children; Dr. Faize Mustaf-Infante, a pediatrician
she moved into a role that involved developing curricula for Teach for who is passionate about preventing obesity in chil-
America. Recently she earned a graduate degree in counseling from
Southern Methodist University, and she has continued working to
Ahou Vaziri with her students in the Teach for dren; Dr. Melissa Jackson, a child and adolescent
America program. What is Teach for America?
improve children’s lives. Courtesy of Ahou Vaziri psychiatrist who provides therapy for children with
a number of psychological disorders, including
ADHD, anxiety, depression, and post-traumatic
stress disorder; and Ahou Vaziri, a Teach for
(about 8 to 10 percent of the children), a wider team of professionals becomes involved, pos- America Instructor and curriculum designer.
sibly including school psychologists, principals, nurses, and/or community agency staff, to
create additional supports. The careers highlighted extend from the Careers Appendix that provides a comprehensive
Another important effortoverview
to improve theofeducation
careers in life-span
of children who are growingdevelopment
up in to show students where knowledge of human
low-income conditions is Teach for America (2018), a nonprofit organization that recruits and
selects college graduates fromdevelopment
universities to serve could
as teacherslead
for twothem.
years in public schools
in low-income communities. Since its inception in 1990, more than 42,000 individuals have
Part of applying development to the real world is understanding its impact on oneself. An
taught more than 50,000 students for Teach for America. These teachers can be, but are not
important
required to be, education majors. goal Ibefore
During the summer have established
beginning forattend
to teach, they my life-span development course and this text is to moti-
an intensive training program. To read about one individual who became a Teach for America
instructor, see Connecting withvate students to think deeply about their own journey of life. To further encourage students
Careers.
to make personal connections to content in the text, Reflect: Your Own Personal Journey of Life
Ethnicity in Schools More than one-third of African American and almost one-third
appears
of Latino students attend schools in the 47in thecityend-of-section
largest review
school districts, compared in 5each chapter. This feature involves a question that asks
with only
percent of White and 22 percent of Asian American students. Many of these inner-city schools
students
continue to be racially segregated, to underfunded,
are grossly reflect onandsome aspect
do not provide of the discussion in the section they have just read and
adequate
opportunities for children toconnect it to
learn effectively. Thus,their own
the effects life.andFor
of SES example,
of ethnicity are students are asked:
often intertwined (Chaudry & others, 2017; Umana-Taylor & Douglass, 2017; Sawyer & others,
2018; Watson, 2018). Do you think there is, was/will be a best age for you to be? If so, what is it? Why?
The school experiences of students from different ethnic groups vary considerably
(Koppleman, 2017; Nieto & Bode, 2018). I always
African include
American and this question
Latino students arein muchthe first content lecture I give in life-span development,
and
less likely than non-Latino White it
or Asiangenerates
American students thoughtful
to be enrolled inandcollegeinteresting
ratory programs and more likely to be enrolled in remedial and special education programs.
prepa- class discussion. Early in the “Introduction”
Asian American students arechapter is ato research
far more likely take advanceddiscussion
math and scienceon whether there is a best age to be, which includes recent
courses.
African American students are twice as likely as Latinos, Native Americans, or non-Latino
Whites to be suspended fromresearch
school. on the topic and a self-assessment that lets students evaluate their own life satisfac-
tion. every
However, diversity characterizes In addition, students
ethnic group (Gollnick & Chinn, are2017;asked
Nieto & a number of personal connections questions in the
Bode, 2018; Spencer & others, 2017). For example, the higher percentage of Asian American
students in advanced classes photograph captions.
is mainly true for students with Chinese, Taiwanese, Japanese,

328 CHAPTER 10 Socioemotional Development in Middle and Late Childhood

san22782_ch10_302-335.indd 328 30/06/18 12:05 PM

xxii Preface
Content Revisions
A significant reason why Life-Span Development has been successfully used by instructors for the previous sixteen editions is the painstaking
effort and review that goes into making sure the text provides the latest research on all topic areas discussed in the classroom. This new
edition is no exception, with more than 1,500 citations from 2017, 2018, and 2019.
Also, a number of content revisions were based on feedback obtained by McGraw-Hill using a Heat Map system that highlights aspects
of the content on which students are performing well and not well on tests. In this new edition, I especially focused on clarifying content
in “Physical and Cognitive Development in Infancy,” “Physical and Cognitive Development in Early Childhood,” and “Physical and Cogni-
tive Development in Middle and Late Childhood.” Along with many new Connecting with Careers profiles that highlight professionals in
practice, new research and content that has especially been updated and expanded include: diversity and culture; genetics and epigenetics;
neuroscience and the brain; identity issues, especially gender and transgender; health; technology; and successful aging.
Following is a sample of the many chapter-by-chapter changes that were made in this new edition of Life-Span Development.

Chapter 1: Introduction
• Update on life expectancy in the United States (U.S. Census
Bureau, 2017)
• New projections on the significant increase in older adults
in the world, with estimates of a doubling of the population
of individuals 60 and over and a tripling or quadrupling of
those 80 and over by 2050 (United Nations, 2015)
• New Connecting with Careers profile on Gustavo Medrano, a
clinical psychologist who provides therapy especially for
Latino children
• Updated data on the percentage of U.S. children and adoles-
cents under 18 years of age living in poverty, including data
reported separately for African American and Latino families
(Jiang, Granja, & Koball, 2017)
• In the discussion of gender, new content on transgender
(Budge & Orovecz, 2018; Savin-Williams, 2017)
• In the section on contemporary topics, a new discussion of
technology has been added, including an emphasis on how
pervasive technology has become in people’s lives and how it
might influence their development
• New coverage of a recent study of 26 countries indicating
that individuals in Chile had the highest life satisfaction;
those in Bulgaria and Spain the lowest (Jang & others, 2017)
• New description of the positive outcomes when individuals
have pride in their ethnic group, including recent research
(Umana-Taylor & others, 2018)
• In the section on biological processes, new emphasis on the
significant increase in studies of actual genes on development
and epigenetic studies (Clukay & others, 2018; Manzi & others,
2018) as well as the brain’s role in development (Park &
Festini, 2018; Sullivan & Wilson, 2018) because of techno-
logical advances
• New description of emerging adulthood and the dramatic
increase in studies on this transitional period between adoles-
cence and adulthood (Arnett, 2016a, b; Jensen, 2018)
• Inclusion of a study involving 17-year survival rates of 20- to
93-year-old Korean adults indicating that when biological age
became greater than chronological age, individuals were less
likely to have died (Yoo & others, 2017)
• New content involving how the information processing
approach often uses a computer analogy to help explain the
connection between cognition and the brain, and how
humans process information
• New discussion of artificial intelligence and the new emerg-
ing field of developmental robotics that examines various
developmental topics and issues using robots, including a
new photograph of a “human-like” baby robot (Cangelosi &
Schlesinger, 2015; Morse & Cangelosi, 2017)
• Updated and expanded coverage of research methods, includ-
ing the increased use of eye-tracking devices to assess infants’
perception (Boardman & Fletcher-Watson, 2017); attention
(Meng, Uto, & Hashiva, 2017); autism (Finke, Wilkinson, &
Hickerson, 2017); and preterm birth effects on language
development (Loi & others, 2017)
• In the section on physiological methods, expanded discussion
of recent advances in assessing genes to include specific
genes linked to childhood obesity (Xing & others, 2018)
Chapter 2: Biological Beginnings
• Updating of chapter based on comments by leading expert
Kirby Deater-Deckard
• Deletion of section on shared and non-shared environmental
experiences as it is now being given less attention as a result
of the increased emphasis on gene × environment interaction
• Updated and expanded research on how exercise, nutrition,
and respiration can modify the expression of genes (Kader &
others, 2018; Poulsen & others, 2018)
• Updated and expanded coverage of the process of methylation,
in which tiny atoms attach themselves to the outside of a
gene. Researchers have found that exercise, diet, and tobacco
use can change whether a gene is expressed or not through
the methylation process (Castellano-Castillo & others, 2018;
Martin & Fry, 2018).
• Updated and expanded discussion of genome-wide association
studies, including research on suicide (Sokolowski, Wasserman,
& Wasserman, 2016), autism (Ramaswami & Geschwind,
2018), and glaucoma (Springelkamp & others, 2017)
• Updated and expanded research on gene-gene interaction,
including studies of obesity (Bordoni & others, 2017), type 2
diabetes (Saxena, Srivastaya, & Banerjee, 2017), cancer
(Sucheston-Campbell & others, 2018), and cardiovascular
­disease (Olsen & others, 2018)
• Inclusion of recent research in which a higher-level maternal
responsivity to children with fragile X syndrome’s adaptive
behavior improved the children’s communication skills
(Warren & others, 2017)

Preface xxiii
• New content on the number of children born worldwide with
sickle-cell anemia and how stem cell transplantation is being
explored in the treatment of infants with sickle-cell anemia
(Azar & Wong, 2017)
• Updated description of how research now supports the use of
hydroxyurea therapy for infants with sickle-cell anemia begin-
ning at 9 months of age (Nevitt, Jones, & Howard, 2017)
• New Connecting with Careers profile on genetic counselor
Jennifer Leonhard
• Inclusion of information from a recent research review that
concluded fetal MRI does not provide good results in the
first trimester of pregnancy because of small fetal structures
and movement artifacts (Wataganara & others, 2016). In this
review, it also was argued that fetal MRI can especially be
beneficial in assessing central nervous system abnormalities
in the third trimester of pregnancy.
• New commentary that maternal blood screening can be used
to detect congenital heart disease risk in the fetus (Sun &
others, 2016)
• New content on fertility drugs being more likely to produce
multiple births than in vitro fertilization (March of Dimes, 2018)
• New coverage of a recent national study in which low birth
weight and preterm birth were significantly higher in infants
conceived through assisted reproduction technology
­(Sunderam & others, 2017)
• Discussion of a recent study of 3- to 5-year-old children in
which parents’ secure attachment increased their adopted
children’s secure attachment, with mothers’ secure attach-
ment making a stronger contribution to their children’s
secure attachment than fathers’ secure attachment (Barone,
Lionetti, & Green, 2017)
• Coverage of a recent research review of internationally
adopted adolescents in which although a majority were
well adjusted, adoptees had a higher level of mental health
problems than their non-adopted counterparts (Askeland &
others, 2017)
• Inclusion of recent research that revealed no differences in
the adjustment of school-aged children adopted in infancy by
gay, lesbian, and heterosexual parents (Farr, 2017)
• Description of a recent study of lesbian and gay adoptive
families which indicated that 98 percent of the parents
reported their children had adjusted well to school (Farr,
Oakley, & Ollen, 2016)
Chapter 3: Prenatal Development and Birth
• Revisions based on feedback from leading expert consultant
Janet DiPietro
• Added commentary about the special concern that drugs can
be transferred from the mother to the fetus through the pla-
centa (Koren & Ornoy, 2018)
• Updated data on the average length and weight of the fetus at
different points in prenatal development, including revisions
involving these data in Figure 3 in “Biological Beginnings”
• New commentary about neurogenesis being largely complete
by about the end of the fifth month of prenatal development
(Keunen, Counsell, & Benders, 2017)
xxiv Preface
• Discussion of recent research indicating that isotretinoin
(used to treat acne) is commonly prescribed for adolescent
girls seeking contraceptive advice but often is not accompa-
nied by adequate information about its harmful effects on
­offspring if the girls become pregnant (Eltonsy & others,
2016; Stancil & others, 2017)
• Coverage of recent research on negative outcomes for fetal
alcohol spectrum disorders (FASD) that include lower execu-
tive function (Kingdon, Cardoso, & McGrath, 2016), as well
as externalized and internalized behavior problems (Tsang &
others, 2016), and a significantly lower life expectancy
(Thanh & Jonsson, 2016)
• New content about a recent large-scale U.S. study in which
11.5 percent of adolescent and 8.7 percent of adult pregnant
women reported using alcohol in the previous month (Oh &
others, 2017)
• New description of the French Alcohol Society’s (2016)
­recommendation that women should not consume any
­alcohol during pregnancy
• Discussion of a recent meta-analysis of 15 studies that
­concluded smoking during pregnancy increases the risk of
children having ADHD and that the risk is greater if their
mother is a heavy smoker (Huang & others, 2018)
• Inclusion of recent research indicating that maternal cigarette
smoking during pregnancy was linked to increased risk of
­cigarette smoking in offspring at 16 years of age (De Genna
& others, 2016)
• Description of recent research in which daughters whose
mothers smoked during their pregnancy were more likely to
subsequently smoke during their own pregnancy (Ncube &
Mueller, 2017)
• Coverage of a recent study that found despite the plethora of
negative outcomes for maternal smoking during pregnancy,
23 percent of pregnant adolescent and 15 percent of adult
pregnant women reported using tobacco in the previous
month (Oh & others, 2017)
• Inclusion of recent research in which cocaine use during
pregnancy was associated with impaired connectivity of the
thalamus and prefrontal cortex in newborns (Salzwedel &
others, 2017)
• Discussion of recent research indicating that cocaine use by
pregnant women is linked to attention deficit hyperactivity
disorder, oppositional defiant disorder, and posttraumatic
stress disorder (PTSD) in offspring (Richardson & others,
2016), as well as self-regulation problems at age 12 (Minnes
& others, 2016)
• Coverage of a recent meta-analysis that found marijuana
use during pregnancy was associated with the following
­outcomes in offspring: low birth weight and an increased
likelihood of being placed in a neonatal intensive care unit
(Gunn & others, 2016)
• New research indicating that pregnant women have increased
their use of marijuana in recent years (Brown & others, 2016)
• Description of recent research that found cardiac defects,
pulmonary problems, and microcephaly were among the most
common fetal and neonatal outcomes when pregnant women
have rubella (Yazigi & others, 2017)
• Inclusion of a recent study that concluded maternal obesity
during pregnancy is associated with an increased likelihood
of offspring becoming obese in childhood and adulthood
(Pinto Pereira & others, 2016)
• Revised content on fish consumption by pregnant women,
who are now being advised to increase their fish consump-
tion, especially eating more low-mercury-content fish such as
salmon, shrimp, tilapia, and cod (American Pregnancy
­Association, 2018)
• Inclusion of recent research that revealed maternal prenatal
stress and anxiety were linked to lower levels of infants’
­self-regulation (Korja & others, 2017)
• Description of a recent study in which taking antidepressants
early in pregnancy was linked to increased risk of miscarriage
(Almeida & others, 2016)
• Discussion of a recent study that found when fetuses were
exposed to serotonin-based antidepressants, they were more
likely to be born preterm (Podrebarac & others, 2017)
• Coverage of a recent study that revealed taking antidepres-
sants in the second or third trimester was associated with
increased risk of autism in children (Boukhris & others 2016)
• Description of a recent research review that concluded
tobacco smoking is linked to impaired male fertility and
increases in DNA damage, aneuploidy (abnormal number of
chromosomes in a cell), and mutations in sperm (Beal, Yauk,
& Marchetti, 2017)
• Discussion of a recent study that revealed regular exercise
by pregnant women was linked to more advanced develop-
ment in the neonatal brain (Laborte-Lemoyne, Currier, &
Ellenberg, 2017)
• Inclusion of recent research in which two weekly 70-minute
yoga sessions reduced pregnant women’s stress and enhanced
their immune system functioning (Chen & others, 2017)
• Discussion of a recent research review in which participation
in CenteringPregnancy increased initiation of breast feeding
by 53 percent overall and by 71 percent in African American
women (Robinson, Garnier-Villarreal, & Hanson, 2018)
• Coverage of a recent Swedish study that found women who
gave birth in water had fewer vaginal tears, shorter labor,
needed fewer drugs for pain relief and interventions by medi-
cal personnel, and rated their birth experience more posi-
tively than women who had conventional spontaneous
vaginal births (Ulfsdottir, Saltvedt, & Georgsson, 2018)
• Inclusion of recent studies in which massage reduced women’s
pain during labor (Gallo & others, 2018; Shahoei & others,
2018; Unalmis Erdogan, Yanikkerem, & Goker, 2017)
• Update on the percentage of U.S. births that take place in hos-
pitals, at home, and in birthing centers and the percentage of
babies born through cesarean delivery (Martin & others, 2017)
• New description of global cesarean delivery rates, with the
Dominican Republic and Brazil having the highest rates
(56 percent) and New Zealand and the Czech Republic the
lowest (26 percent) (McCullough, 2016). The World Health
Organization recommends a cesarean rate of 10 percent or less
• Revised and updated content on cesarean delivery to include
two specific reasons it is carried out: failure to progress
through labor and fetal distress
• Coverage of recent studies that have found low Apgar scores
are linked to long-term needs for additional educational sup-
port and reduced educational attainment (Tweed & others,
2016), risk of developmental vulnerability at 5 years of age
(Razaz & others, 2016), and risk for developing ADHD
(Hanc & others, 2016)
• Updated data on the percentage of births in the United
States that are preterm, low birth weight, and cesarean
­section (Martin & others, 2017)
• Description of recent research indicating that extremely
­preterm and low birth weight infants have lower executive
function, especially in working memory and planning
­(Burnett & others, 2018)
• Inclusion of recent research that revealed kangaroo care was
effective in reducing neonatal pain (Johnston & others, 2017;
Mooney-Leber & Brummelte, 2017)
• Discussion of a longitudinal study in which the nurturing
positive effects of kangaroo care with preterm and low birth
weight infants at one year of age were still present 20 years
later in a number of positive developmental outcomes
(Charpak & others, 2017)
• Coverage of a recent study that revealed worsening or minimal
improvement in sleep problems from 6 weeks to 7 months
postpartum was associated with increased depressive symptoms
(Lewis & others, 2018)
• Description of recent research that found women who had a
history of depression were 20 times more likely to develop
postpartum depression than women who had no history of
depression (Silverman & others, 2017)
• Inclusion of recent research in which mothers’ postpartum
depression, but not generalized anxiety, was linked to their
children’s emotional negativity and behavior problems at
2 years of age (Prenoveau & others, 2017)
• Coverage of a recent meta-analysis that concluded that physi-
cal exercise during the postpartum period is a safe strategy
for reducing postpartum depressive symptoms (Poyatos-Leon
& others, 2017)
• Discussion of a recent study that found depressive symptoms
in mothers and fathers were linked to impaired bonding with
their infant in the postpartum period (Kerstis & others, 2016)
Chapter 4: Physical Development in Infancy
• Changes based on feedback from leading children’s nutrition
expert, Maureen Black, and leading children’s motor develop-
ment expert, Karen Adolph
• New discussion of how infant growth is often not smooth
and continuous but rather is episodic, occurring in spurts
(Adolph & Berger, 2015; Lampl & Schoen, 2017)
• Coverage of a recent study that found higher-quality mother-
infant interaction predicted a higher level of frontal lobe
functioning when assessed by EEG later in infancy (Bernier,
Calkins, & Bell, 2016)
• Description of a recent study in which sleep sessions lasted
approximately 3.5 hours during the first few months and
increased to about 10.5 hours from 3 to 7 months (Mindell
& others, 2016)
Preface xxv
• Discussion of recent research indicating that later bedtime
sleep and less sleep across a 24-hour period were linked to
infants having more separation distress, greater inhibition, and
higher anxiety and depression levels (Mindell & others, 2017)
• Other recent research indicating that a higher level of mater-
nal emotional availability at bedtime was associated with a
lower level of infant distress at bedtime and longer infant
sleep duration (Philbrook & Teti, 2016)
• New indication that approximately 15 to 25 percent of
infants have sleep problems
• New commentary about how many mothers today are provid-
ing their babies with “tummy time” to prevent a decline in
prone skills that can occur because of the “back to sleep
movement” to prevent SIDS
• Discussion of a recent research review that revealed a posi-
tive link between infant sleeping and cognitive functioning,
including memory, language, and executive function (Tham,
Schneider, & Broekman, 2017)
• Coverage of a recent study that found sleep difficulties in
infancy were linked to developmental problems in attention
(Geva, Yaron, & Kuint, 2016)
• Description of recent research in which introduction of veg-
etables at 4 to 5 months of age was linked with a lower level
of infant fussy eating at 4 years of age than when vegetables
were introduced after 6 months (de Barse & others, 2017)
• Updated data on the continuing increase in breast feeding
by U.S. mothers (Centers for Disease Control and Preven-
tion, 2016)
• Updated support for the role of breast feeding in reducing
a number of disease risks for children and their mothers
(Bartick & others, 2018)
• Inclusion of a recent research review indicating that breast
feeding is not associated with a reduced risk of allergies in
young children (Heinrich, 2017)
• Description of recent research indicating a reduction in hos-
pitalization for breast-fed infants and breast-feeding mothers
for a number of conditions (Bartick & others, 2018)
• Discussion of a recent study that found a small increase in
intelligence for children who had been breast-fed (Bernard &
others, 2017)
• New Connecting with Careers profile on Dr. Faize Mustafa-
Infante, pediatrician
• New coverage of a recent study of infants’ organization of
exploratory behaviors in planning locomotion in challenging
contexts (Kretch & Adolph, 2018)
• Discussion of a recent study that examined a number of
­predictors of motor milestones in the first year (Flensborg-
Madsen & Mortensen, 2017)
• Inclusion of recent research in which 3-month-old infants
were provided with reaching experiences and subsequently
engaged in increased object exploration and attention focus-
ing at 5.5 months of age compared with infants of the same
age who had not received this intervention (Libertus, Joh, &
Needham, 2016)
• New coverage of a recent study that revealed 3-month-old
infants who participated in active motor training using sticky
xxvi Preface
mittens that allowed them to pick up toys engaged in more
sophisticated object exploration at 15 months (Wiesen,
­Watkins, & Needham, 2016)
• Inclusion of recent research in which kangaroo care was
effective in reducing neonatal pain (Seo, Lee, & Ahn, 2016)
• Revision of the nature/nurture section in the content on
­perceptual development to better reflect the Gibsons’ view
Chapter 5: Cognitive Development in Infancy
• Changes based on feedback from leading experts Patricia
Miller and John Richards
• New coverage of a recent study of 5-month-olds that found
their better performance on an A-not-B task was linked to
how well they focused their attention on a different task, indi-
cating that infants’ attention may be involved in performance
variations on the A-not-B task (Marcovitch & others, 2016)
• Expanded and updated criticism of the innate view of the
emergence of infant morality with an emphasis on the
­importance of infants’ early interaction with others and later
transformation through language and reflective thought
(Carpendale & Hammond, 2016)
• Revised writing for improved clarity of the section “Evaluation
of the Sensorimotor Stage”
• Inclusion of a recent study that found sustained attention at
10 months of age was linked to better self-regulation at
18 months of age, even when infants had insensitive mothers
(Frick & others, 2018)
• Revised discussion of habituation for improved student
understanding
• Coverage of a recent study in which hand-eye coordination
involving connection of gaze with manual action on objects
rather than gaze following alone predicted joint attention
(Yu & Smith, 2017)
• New description of Andrew Meltzoff’s (2017) view that
infants’ imitation informs us about their processing of social
events and contributes to rapid social learning
• Revisions and updates based on feedback from leading
experts Roberta Golinkoff and Virginia Marchman
• Deletion of section on infant intelligence tests as there is less
interest in these tests than in the past
• New opening commentary about the nature of language learn-
ing and how it involves comprehending a sound system (or
sign system for individuals who are deaf), the world of objects,
actions, and events, and how units such as words and gram-
mar connect sound and world (Hoffman, 2018; Nathan, 2018)
• Revised definition of infinite generativity to include compre-
hension as well as production
• Expanded description of how statistical regularity of informa-
tion is involved in infant word learning (Pace & others, 2016)
• New commentary on how infants’ babbling influences the
behavior of their caregivers, creating social interaction that
facilitates their own communicative development (Albert,
Schwade, & Goldstein, 2018)
• New research that indicates age at babbling onset predicts when
infants will say their first words (McGillion & others, 2017a)
• New commentary describing why gestures such as pointing
promote further advances in language development
• New commentary about the vocabulary spurt and how it
involves an increase in the pace at which words are learned
• Expanded discussion of statistical learning, including how
infants soak up statistical regularities around them merely
through exposure to them (Aslin, 2017)
• Expanded descriptions of the functions that child-directed
speech serves, including providing infants with information
about their native language and heightening differences with
speech directed to adults (Golinkoff & others, 2015)
• Coverage of recent research in which child-directed speech
in a one-to-one social context for 11- to 14-month-olds was
related to productive vocabulary at 2 years of age for Spanish-
English bilingual infants for both languages and each language
independently (Ramirez-Esparza, Garcia-Sierra, & Kuhl, 2017)
• New discussion of recent research in several North American
urban areas and the small island of Tanna in the South Pacific
Ocean that found fathers in both contexts engaged in child-
directed speech with their infants (Broesch & Bryant, 2018)
• New emphasis on the importance of social cues in infant
language learning (Akun & others, 2018; McGillion &
­others, 2017b)
• Coverage of a recent study in which both full-term and pre-
term infants who heard more caregiver talk (based on all-day
recordings) at 16 months of age had better language skills at
18 months of age (Adams & others, 2018)
• Revised definitions of recasting, expanding, and labeling
• New content on the recent position statement issued by the
American Association of Pediatrics (2016) on co-viewing of
videos indicating that infants can benefit when parents watch
videos with them and communicate with them about the videos
• Expanded coverage of how parents can facilitate infants’ and
toddlers’ language development
Chapter 6: Socioemotional Development
in Infancy
• Revisions based on feedback from leading expert Joan Grusec
• New introductory comments about the important role that
cognitive processes, in addition to biological and experiential
influences, play in children’s emotional development, both in
the moment and across childhood (Bell, Diaz, & Liu, 2018;
Jiang & others, 2017)
• Discussion of a recent study in which maternal sensitivity
was linked to lower levels of infant fear (Gartstein, Hancock,
& Iverson, 2018)
• Description of a recent study that revealed excessive crying
in 3-month-olds doubled the risk of behavioral, hyperactive,
and mood problems at 5 to 6 years of age (Smarius & oth-
ers, 2017)
• Coverage of a recent study that found depressed mothers
rocked and touched their crying infants less than non-
depressed mothers did (Esposito & others, 2017a)
• New description of a study in which young infants with a
­negative temperament used fewer attention regulation strategies,
and maternal sensitivity was linked to more adaptive emotion
regulation in infants (Thomas & others, 2017)
• New research that found positive affectivity, surgency, and
self-regulation capacity assessed at 4 months of age was
linked to school readiness at 4 years of age (Gartstein,
­Putnam, & Kliewer, 2016)
• Two new research studies in which a lower level of effortful
control at 3 years of age was linked with ADHD symptoms
in the first grade (Willoughby, Gottfredson, & Stifter, 2017)
and at 13 years of age (Einziger & others, 2018)
• Description of a recent study that revealed if parents had a
childhood history of behavioral inhibition, their children who
also had a high level of behavioral inhibition were at risk for
developing anxiety disorders (Stumper & others, 2017)
• New coverage of recent research in which children who had
a difficult temperament at 5 and 14 years were more likely to
have mental health problems at 21 years of age (Kingsbury
& others, 2017)
• Expanded and updated content on the increasing belief that
babies are socially smarter than used to be thought, including
information about research by Amanda Woodward and her
colleagues (Krough-Jespersen & Woodward, 2016; Liberman,
Woodward, & Kinzler, 2018; Shneidman & Woodward, 2016;
Sodian & others, 2016) indicating how quickly infants under-
stand and respond to others’ meaningful intentions
• Discussion of a recent study in which maternal sensitivity and
a better home environment in infancy predicted higher self-­
regulation at 4 years of age (Birmingham, Bub, & Vaughn, 2017)
• Description of recent research that revealed providing parents
who engage in inadequate or problematic caregiving with
practice and feedback focused on interacting sensitively with
their infants enhances parent-infant attachment security
­(Dozier & Bernard, 2017; Dozier, Bernard, & Roben, 2017;
Woodhouse & others, 2017)
• Inclusion of recent research in Zambia, where siblings were
substantially involved in caregiving activities, that revealed
infants showed strong attachments to both their mothers and
their sibling caregivers, with secure attachment being the
most frequent attachment classification for both mother-
infant and sibling-infant relationships (Mooya, Sichimba, &
Bakermans-Kranenburg, 2016)
• Description of a recent study that did not find support for
the view that genes influence mother-infant attachment
(Leerkes & others, 2017b)
• Updated and expanded coverage of the neuroscience of
attachment to include the role of the brain’s neurotransmitter
dopamine circuits that provide pleasure and reward when
mothers care for their infant and are exposed to their
infants’ cues. These experiences and brain changes likely
promote mother-infant attachment and sensitive parenting
(Feldman, 2017; Kim, Strathearn, & Swain, 2016; Sullivan
& Wilson, 2018).
• Discussion of a recent study that found when adults used
scaffolding, infants were twice as likely to engage in helping
behavior (Dahl & others, 2017)
• Coverage of a recent study of disadvantaged families in
which an intervention that involved improving early maternal
Preface xxvii
 scaffolding was linked to improved cognitive skills when the
children were 4 years old (Obradovic & others, 2016)
• Coverage of a recent study in which both paternal and mater-
nal sensitivity assessed when the infant was 10 to 12 months
old were linked to the child’s cognitive development at
18 months of age and the child’s language development at
36 months (Malmburg & others, 2016)
• New content about mothers playing 3 times more often with
children than fathers do (Cabrera & Roggman, 2017)
• Inclusion of recent research with low-income families indi-
cating that fathers’ playfulness when children were 2 years
of age was associated with more advanced vocabulary skills
at 4 years of age, while mothers’ playfulness when children
were 2 years of age was linked to a higher level of emotion
regulation at 4 years of age (Cabrera & others, 2017)
• Discussion of a recent study that found negative outcomes
on cognitive development in infancy when fathers were more
withdrawn and depressed and positive outcomes on cognitive
development when fathers were more engaged and sensitive,
as well as less controlling with their infants (Sethna &
­others, 2017)
Chapter 7: Physical and Cognitive
Development in Early Childhood
• Inclusion of recent research on how poverty is linked to mat-
urational lags in children’s frontal and temporal lobes, and
these lags are associated with low school readiness skills
(Hair & others, 2015)
• Coverage of a recent study in which young children’s higher
cognitive ability was linked to increased myelination by
3 years of age (Deoni & others, 2016)
• Discussion of a recent study of 4-year-old girls that found a
nine-week motor skill intervention improved the girls’ ball
skills (Veldman & others, 2017)
• Description of recent research indicating that higher motor
skill proficiency in preschool was linked to engaging in a
higher level of physical activity in adolescence (Venetsanou
& Kambas, 2017)
• Inclusion of recent research that found children with a low
level of motor competence had a lower motivation for sports
participation and lower global self-worth than their counter-
parts who had a high level of motor competence (Bardid &
others, 2018)
• Discussion of a recent study that revealed 2½-year-old
­children’s liking for fruits and vegetables was related to their
eating more fruits and vegetables at 7 years of age (Fletcher
& others, 2018)
• Updated data on the percentage of U.S. 2- to 5-year-old
­children who are obese (Ogden & others, 2016)
• Update on the leading causes of death in young children in
the United States (Centers for Disease Control and
­Prevention, 2017)
• New description of the recently devised 5-2-1-0 obesity
­prevention guidelines for young children: 5 or more servings
of fruits and vegetables, no more than 2 hours of screen
xxviii Preface
time, minimum of 1 hour of physical activity, and 0 sugar-
sweetened beverages daily (Khalsa & others, 2017)
• New discussion of a longitudinal study that revealed when
young children were exposed to environmental tobacco
smoke they were more likely to engage in antisocial behavior
at 12 years of age (Pagani & others, 2017)
• Revisions based on feedback from leading expert Megan
McClelland
• Inclusion of recent research showing the effectiveness of the
Tools of the Mind approach in improving a number of
­cognitive processes and academic skills in young children
(Blair & Raver, 2014)
• New research indicating that parental engagement in mind-
mindedness advanced preschool children’s theory of mind
(Hughes, Devine, & Wang, 2017)
• Inclusion of a recent study of 3- to 5-year-old children that
revealed earlier development of executive function predicted
theory of mind performance, especially for false-belief tasks
(Doenyas, Yavuz, & Selcuk, 2017)
• Updated and expanded theory of mind content involving
­various aspects of social interaction, including the influence
of secure attachment and mental state talk, parental engage-
ment, and living in a higher-socioeconomic-status family
(Devine & Hughes, 2018a, b)
• Coverage of a recent study in which theory of mind pre-
dicted the severity of autism in children (Hoogenhout &
­Malcolm-Smith, 2017)
• Revisions in the discussion of young children’s language
development based on feedback from leading experts Roberta
Golinkoff and Virginia Marchman
• Expanded discussion of young children’s literacy and the key
aspects involved
• Coverage of a recent multigenerational study that found
when both children and their mothers participated in Head
Start, positive cognitive and socioemotional outcomes
occurred for the children (Chor, 2018)
• Update on the increase in publicly funded preschool programs
that now exist in 42 states plus the District of Columbia
(National Institute for Early Education Research, 2016)
• Description of two recent studies that confirmed the impor-
tance of improved parenting engagement and skills in the
success of Head Start programs (Ansari & Gershoff, 2016;
Roggman & others, 2016)
Chapter 8: Socioemotional Development
in Early Childhood
• New emphasis on the degree to which young children learn
by observing the behavior of others, including a recent study
in which young children who observed a peer being rewarded
for confessing to cheating were more likely to be honest in
the future (Ma & others, 2018)
• Inclusion of recent research indicating that a broad capacity
for self-evaluative emotion was present in the preschool years
and was linked to young children’s empathetic concern
(Ross, 2017)
• Description of a recent study in which young children with
higher emotion regulation were more popular with their peers
(Nakamichi, 2018)
• New commentary about connections between different emo-
tions and how they may influence development, including a
recent study in which participants’ guilt proneness combined
with their empathy to predict an increase in prosocial behav-
ior (Torstevelt, Sutterlin, & Lugo, 2016)
• New discussion of how recent research has documented the
role of guilt in young children’s cooperation (Vaish, 2018;
Vaish, Carpenter, & Tomasello, 2016)
• Coverage of a recent study in Great Britain in which gender
non-conforming boys were most at risk for peer rejection
(Braun & Davidson, 2017)
• Inclusion of a recent research review of a large number of
studies that found authoritarian parenting was associated with
a higher level of externalizing problems (Pinquart, 2017)
• Coverage of a recent study in which an authoritarian style, as
well as pressure to eat, were associated with a higher risk for
being overweight or obese in young children (Melis Yavuz &
Selcuk, 2018)
• Discussion of a recent study that revealed children of author-
itative parents engaged in more prosocial behavior than their
counterparts whose parents used the other parenting styles
discussed in the section (Carlo & others, 2018)
• Description of a recent research review in which authoritative
parenting was the most effective parenting style in predicting
which children and adolescents would be less likely to be
overweight or obese later in their development (Sokol, Qin,
& Puti, 2017)
• Inclusion of a recent research review of risk factors for
engaging in child neglect which concluded that most risks
involved parental factors, including a history of antisocial
behavior/criminal offending, having mental/physical prob-
lems, and experiencing abuse in their own childhood (Mulder
& others, 2018)
• New commentary about how in many traditional cultures,
fathers use an authoritarian style; in such cultures, children
benefit more when mothers use an authoritative parenting style
• Coverage of a recent research review that concluded there is
widespread approval of corporal punishment by U.S. parents
(Chiocca, 2017)
• Discussion of a longitudinal study that found harsh physical
punishment in childhood was linked to a higher incidence of
intimate partner violence in adulthood (Afifi & others, 2017b)
• Description of a recent Japanese study in which occasional
spanking at 3 years of age was associated with a higher level of
behavioral problems at 5 years of age (Okunzo & others, 2017)
• Discussion of a recent meta-analysis that found when physi-
cal punishment was not abusive, physical punishment still
was linked to detrimental child outcomes (Gershoff &
­Grogan-Kaylor, 2016)
• Coverage of a recent study that found physical abuse was
linked to lower levels of cognitive performance and school
engagement in children (Font & Cage, 2018)
• Inclusion of a recent study that revealed exposure to either
physical or sexual abuse in childhood and adolescence was
linked to an increase in 13- to 18-year-olds’ suicidal ideation,
plans, and attempts (Gomez & others, 2017)
• Description of a longitudinal study in which experiencing
abuse and neglect in the first five years of life was linked to
having more interpersonal problems and lower academic
achievement from childhood through the thirties (Raby &
others, 2018)
• Coverage of a recent study that indicated a bidirectional asso-
ciation between a child’s behavior (conduct problems, for
example) and quality of sibling relationships (Pike & Oliver,
2017)
• Discussion of a recent study in which experiencing maltreat-
ment and parental divorce during childhood was linked to
midlife suicidal ideation (Stansfield & others, 2017)
• Coverage of a recent study that found interparental hostility
was a stronger predictor of children’s insecurity and external-
izing problems than interparental disagreement and low levels
of interparental cooperation (Davies & others, 2016)
• Description of recent research on non-residential fathers in
divorced families that linked high father-child involvement
and low interparental conflict to positive child outcomes
(Flam & others, 2016)
• Discussion of a recent study that found co-parenting follow-
ing divorce was positively associated with better mental
health and higher self-esteem and academic achievement
(Lamela & Figueiredo, 2016)
• Updated data on the percentage of gay and lesbian parents
who are raising children
• Inclusion of recent research that revealed no differences in
the adjustment of school-aged children adopted in infancy by
gay, lesbian, and heterosexual parents (Farr, 2017)
• Description of a recent study of lesbian and gay adoptive fami-
lies in which 98 percent of the parents reported their children
had adjusted well to school (Farr, Oakley, & Ollen, 2017)
• Coverage of a longitudinal study that found a multi-component
(school-based educational enrichment and comprehensive
family services) preschool-to-third-grade intervention with
low-income minority children in Chicago was effective in
increasing their likelihood of graduating from high school
and succeeding in college (Reynolds, Qu, & Temple, 2018)
• Update on the most recent national survey of screen time
indicating a dramatic shift to greater use of mobile devices in
young children (Common Sense Media, 2013)
• Inclusion of recent research with 2- to 6-year-olds that indicated
increased TV viewing on weekends was associated with a higher
risk of being overweight or obese (Kondolot & others, 2017)
• Description of a recent meta-analysis that found children’s
exposure to prosocial media is linked to higher levels of proso-
cial behavior and empathetic concern (Coyne & others, 2018)
Chapter 9: Physical and Cognitive
Development in Middle and Late Childhood
• New coverage of the increase in brain connectivity as chil-
dren develop (Faghiri & others, 2018), including a longitudi-
nal study that found greater connectivity between the
prefrontal and parietal regions in childhood was linked to
Preface xxix
 better reasoning ability later in development (Wendelken &
others, 2017)
• Discussion of a recent study of elementary school children
that revealed 55 minutes or more of daily moderate-to-­
vigorous physical activity was associated with a lower
­incidence of obesity (Nemet, 2016)
• New inclusion of processing speed as one of the cognitive
processes positively influenced by children’s exercise (Chu &
others, 2017)
• Description of a recent meta-analysis that found participation
in a sustained program of physical activity improved children’s
attention, executive function, and academic achievement
(de Greeff & others, 2018)
• Coverage of a recent study with 7- to 13-year-olds in which a
6-week high-intensity exercise program resulted in improved
cognitive control and working memory (Moreau, Kirk, &
Waldie, 2018)
• Inclusion of recent research with 8- to 12-year-olds indi-
cating that screen time was associated with lower connec-
tivity between brain regions, as well as lower language
skills and cognitive control, while time spend reading was
linked to higher levels in these areas (Horowitz-Kraus &
Hutton, 2018)
• Updated data on the percentage of 6- to 11-year-old U.S. chil-
dren who are obese (Ogden & others, 2016)
• Inclusion of a recent Japanese study that revealed the family
pattern that was linked to the highest rates of overweight/
obesity in children was a combination of irregular mealtimes
and the most screen time for both parents (Watanabe &
­others, 2016)
• Discussion of a recent study in which children were less
likely to be obese or overweight when they attended schools
in states that had a strong policy emphasis on serving healthy
foods and beverages (Datar & Nicosia, 2017)
• Coverage of a longitudinal study in which elevated levels of
body fat and blood pressure beginning in childhood were
linked to premature death from coronary heart disease in
adulthood (Berenson & others, 2016)
• Inclusion of research indicating that children with high blood
pressure are likely to continue having it, as well as other
heart abnormalities, as adults (Fan & others, 2018)
• Updated statistics on the percentage of U.S. children who
have different types of disabilities and an updated version of
Figure 4 (National Center for Education Statistics, 2016)
• Updated statistics on the percentage of U.S. children who
have ever been diagnosed with ADHD (Centers for Disease
Control and Prevention, 2016)
• Description of a recent research review that found girls with
ADHD had more problematic peer relations than typically
developing girls in a number of areas (Kok & others, 2016)
• Coverage of a recent research review that concluded ADHD
in childhood is linked to a number of long-term outcomes
(Erksine & others, 2016)
• Discussion of a recent study that found childhood ADHD
was associated with long-term underachievement in math and
reading (Voigt & others, 2017)
xxx Preface
• Description of a recent study in which individuals with
ADHD were more likely to become parents at 12 to 16 years
of age (Ostergaard & others, 2017)
• Coverage of a recent research review that concluded stimula-
tion medications are effective in treating children with
ADHD in the short term, but long-term benefits of such med-
ications are not clear (Rajeh & others, 2017)
• Inclusion of a recent meta-analysis that concluded physical
exercise is effective in reducing cognitive symptoms of
ADHD in individuals 3 to 25 years of age (Tan, Pooley, &
Speelman, 2016)
• Coverage of a recent meta-analysis in which exercise was
associated with better executive function in children with
ADHD (Vysniauske & others, 2018)
• Description of a recent study in which an 8-week yoga
­program improved the sustained attention of children with
ADHD (Chou & Huang, 2017)
• Inclusion of recent commentary concluding that despite posi-
tive research findings using neurofeedback, mindfulness train-
ing, and exercise to improve the attention of children with
ADHD, it remains to be determined if these interventions are
as effective as stimulant drugs and/or whether they benefit chil-
dren as add-ons to stimulant drugs (Den Heijer & others, 2017)
• Updated data on the increasing percentage of children who
are diagnosed with autism spectrum disorders (Christensen &
others, 2016)
• Inclusion of a recent study that revealed a lower level of
working memory was the executive function most strongly
associated with autism spectrum disorders (Ziermans &
­others, 2017)
• New coverage of two recent surveys in which only a minority
of parents reported that their child’s autism spectrum disor-
der was identified prior to 3 years of age and that one-third
to one-half of the cases were identified after 6 years of age
(Sheldrick, Maye, & Carter, 2017)
• Discussion of a recent study in which children’s verbal work-
ing memory was linked to these aspects of both first and
­second language learners: morphology, syntax, and grammar
(Verhagen & Leseman, 2016)
• Inclusion of recent research that found mindfulness-based
intervention improved children’s attention self-regulation
(Felver & others, 2017)
• Description of the most recent revision of the Wechsler Intel-
ligence Scale for Children–V and its increased number of
subtests and composite scores (Canivez, Watkins, &
­Dombrowski, 2017)
• Coverage of recent research that found a significant link
between children’s general intelligence and their self-control
(Meldrum & others, 2017)
• Discussion of a recent two-year intervention with families
­living in poverty in which maternal scaffolding and positive
home stimulation improve young children’s intellectual
­functioning (Obradovic & others, 2016)
• New content on stereotype threat in the section on cultural
bias in intelligence tests (Grand, 2017; Lyons & others,
2018; Williams & others, 2018)
• Update on the percentage of U.S. students who are classified
as gifted (National Association for Gifted Children, 2017)
• New commentary that vocabulary development plays an impor-
tant role in reading comprehension (Vacca & others, 2018)
• New description of the importance of encouraging students
to monitor their writing progress (Graham & Harris, 2017;
Harris & Graham, 2017)
• Coverage of a recent study of 6- to 10-year-old children that
found early bilingual exposure was a key factor in bilingual chil-
dren outperforming monolingual children on tests of phonologi-
cal awareness and word learning (Jasinksa & Petitto, 2018)
• Discussion of research that found bilingual children were
­better at theory of mind tasks than monolingual children
were (Rubio-Fernandez, 2017)
Chapter 10: Socioemotional Development
in Middle and Late Childhood
• New description of recent research studies indicating that
children and adolescents who do not have good perspective-
taking skills are more likely to have difficulty in peer rela-
tions and engage in more aggressive and oppositional
behavior (Morosan & others, 2017; Nilsen & Basco, 2017;
O’Kearney & others, 2017)
• Inclusion of a longitudinal study that revealed the quality of
children’s home environment (which involved assessment of
parenting quality, cognitive stimulation, and the physical
home environment) was linked to self-esteem in early adult-
hood (Orth, 2017)
• New discussion of a recent book, Challenging the Cult of Self-
Esteem in Education (Bergeron, 2018), that criticizes educa-
tion for promising high self-esteem for students, especially
those who are impoverished or marginalized
• Coverage of a longitudinal study that found a higher level of
self-control in childhood was linked to a slower pace of aging
at 26, 32, and 38 years of age (Belsky & others, 2017)
• New description of an app that is effective in improving chil-
dren’s self-control: www.selfregulationstation.com/sr-ipad-app/
• New discussion of a longitudinal study in which a higher
level of emotion regulation in early childhood was linked to a
higher level of externalizing problems in adolescence (Perry
& others, 2017)
• New section, “Social-Emotional Education Programs,” that
describes two increasingly implemented programs: (1) Second
Step (Committee for Children, 2018) and (2) Collaborative
for Academic, Social, and Emotional Learning (CASEL, 2018)
• Substantial revision of the discussion of Kohlberg’s theory of
moral development to make it more concise and clear
• Expanded and updated discussion of Darcia Narváez’s
emphasis on the need to make better progress in dealing with
an increasing array of temptations and possible wrongdoings
in a human social world that is becoming more complex over
time (Christen, Narváez, & Gutzwiller, 2018)
• Inclusion of a recent study of individuals from adolescence
through middle adulthood that revealed as they got older
their external moral identity motivation decreased while their
internal moral identity motivation increased (Krettenauer &
Victor, 2017)
• Discussion of a recent study with eighth-grade students in
36 countries that revealed girls had more egalitarian attitudes
about gender roles than boys did (Dotti Sani & Quaranta,
2015)
• Inclusion of recent research indicating that when children
have a better parent-child affective relationship with their
stepparent, the children have fewer internalizing and
externalizing problems (Jensen & others, 2018)
• Coverage of a recent study of young adolescents in which
peer rejection predicted increases in aggressive and rule-
breaking behavior (Janssens & others, 2017)
• Substantial expansion and updating of information on bully-
ing and cyberbullying (Hall, 2017; Muijs, 2017; Zarate-Garza
& others, 2017)
• Description of a longitudinal study that revealed children
who were bullied at 6 years of age were more likely to have
excess weight gain at age 12 to 13 (Sutin & others, 2016)
• Inclusion of a longitudinal study that revealed being a victim of
bullying in childhood was linked to increased use of mental
health services five decades later (Evans-Lacko & others, 2017)
• Description of recent longitudinal studies that indicated vic-
tims bullied in childhood and adolescence have higher rates
of agoraphobia, depression, anxiety, panic disorder, and sui-
cidality in their early to mid-twenties (Arseneault, 2017;
Copeland & others, 2013)
• Coverage of recent research in which adolescents who were
bullied both directly and through cyberbullying had more
behavioral problems and lower self-esteem than their counter-
parts who were only bullied in one of the two ways (Wolke,
Lee, & Guy, 2017)
• Inclusion of a 2018 update on the Every Student Succeeds
Act (ESSA), indicating that the Trump administration was
going forward with ESSA but giving states much more flex-
ibility in its implementation (Klein, 2018a, b)
• Discussion of a recent intervention (City Connects program)
with first-generation immigrant children attending high-poverty
schools that was successful in improving the children’s
­reading and math skills (Dearing & others, 2016)
• New coverage of a recent research review that concluded
increases in family income for children in poverty were
linked to increased achievement in middle school, as well as
higher educational attainment in adolescence and emerging
adulthood (Duncan, Magnuson, & Votruba-Drzal, 2017)
• New content on Teach for America (2018) and its efforts to
place college graduates in teaching positions in schools located
in low-income areas and inclusion of a new Connecting with
Careers feature on Teach for America instructor Ahou Vaziri
• Coverage of recent research indicating that many parents and
teachers with growth mindsets don’t have children and ado-
lescents with growth mindsets (Haimovitz & Dweck, 2017)
• New research that indicates that parents and teachers can
create growth mindsets in children and adolescents by doing
the following things: teach for understanding, provide feed-
back that improves understanding, give students opportunities
Preface xxxi
 to revise their work, communicate how effort and struggle
are involved in learning, and function as partners with chil-
dren and adolescents in the learning process (Hooper &
­others, 2016; Sun, 2015)
• Inclusion of recent research that found students from lower-
income families were less likely to have a growth mindset
than were students from wealthier families but the achieve-
ment of students from lower-income families was more likely
to be protected if they had a growth mindset (Claro,
Paunesku, & Dweck, 2016)
• Updated data on U.S. students’ math and science achieve-
ment in comparison with their counterparts in other coun-
tries (Desilver, 2017; PISA, 2015: TIMSS, 2015)
• Discussion of a recent study in China that found young
­adolescents with authoritative parents showed better adjust-
ment than their counterparts with authoritarian parents
(Zhang & others, 2017)
Chapter 11: Physical and Cognitive
Development in Adolescence
• Coverage of a recent study of non-Latino White and African
American 12- to 20-year-olds in the United States that found
they were characterized much more by positive than prob-
lematic development (Gutman & others, 2017). Their engage-
ment in healthy behaviors, supportive relationships with
parents and friends, and positive self-conceptions were much
stronger than their angry and depressed feelings.
• New discussion of three recent studies in Korea and Japan
(Cole & Mori, 2018), China (Song & others, 2017), and
Saudi Arabia (Al Alwan & others, 2017), all of which found
secular trends of earlier pubertal onset in recent years
• Inclusion of research in which onset of menarche before
11 years of age was linked to a higher incidence of distress
disorders, fear disorders, and externalizing disorders in
females (Platt & others, 2017)
• Description of a recent study that linked childhood sexual
abuse to earlier pubertal onset (Noll & others, 2017)
• Coverage of a recent study that found early-maturing girls
had higher than average rates of depression and antisocial
age as middle-aged adults mainly because their difficulties
began in adolescence and did not lessen over time (Mendle
& others, 2018)
• New research indicating that early-maturing girls are at
increased risk for physical and verbal abuse in dating (Chen,
Rothman, & Jaffee, 2018)
• New summary of the influence of early and late maturation
on adolescent development
• New content on the role of social media and the Internet in
influencing adolescents’ body images, including one study of
U.S. 12- to 14-year-olds that found heavier social media use
was associated with body dissatisfaction (Burnette,
Kwitowski, & Mazzeo, 2017)
• Inclusion of a recent study of U.S. college women that found
more time on Facebook was related to more frequent body
and weight concern related to comparison with other women,
more attention to the physical appearance of others, and
xxxii Preface
more negative feelings about their own bodies (Eckler,
­ alyango, & Paasch, 2017)
K
• New research that revealed young adolescent boys had a
more positive body image than their female counterparts
(Morin & others, 2017)
• Description of recent research in which reduced connectivity
between the brain’s frontal lobes and amygdala during
­adolescence was linked to increased depression (Scheur &
others, 2017)
• Coverage of a longitudinal study that found 11- to 18-year-
olds who lived in poverty conditions had diminished brain
functioning at 25 years of age (Brody & others, 2017).
­However, those adolescents whose families participated in a
supportive parenting intervention did not show this dimin-
ished brain functioning.
• New discussion of two recent studies of sexting, one
­indicating the frequency of sexting by high school students
(Strassberg, Cann, & Velarde, 2017), the other documenting
that for Latino adolescents, sexting is associated with engag-
ing in oral, vaginal, and anal sex (Romo & others, 2017)
• Updated data on the occurrence of various sexual activities
by adolescents according to age, gender, and ethnicity,
including updates for Figure 5 (Kann & others, 2016a)
• New commentary that while the majority of sexual minority
adolescents have competent and successful developmental
paths through adolescence, a recent large-scale study revealed
that sexual minority youth have a higher prevalence of
health-risk factors than non-sexual-minority youth (Kann &
others, 2016b)
• Updated data on the percentage of adolescent males and
females who engage in oral sex (Child Trends, 2015)
• Description of a recent study that found that early sexual
debut was associated with a number of problems, including
sexual risk taking, substance use, violent victimization, and
suicidal thoughts and attempts in both sexual minority and
heterosexual adolescents (Lowry & others, 2017)
• Discussion of a recent study of Korean girls in which early
menarche was associated with earlier initiation of sexual
intercourse (Kim & others, 2017)
• Inclusion of recent research in which adolescents who in the
eighth grade reported greater parental knowledge and more
rules about dating were less likely to initiate sex between the
eighth and tenth grade (Ethier & others, 2016)
• Description of a recent study of African American girls that
revealed those for whom religion was very or extremely
important were much more likely to have a later sexual debut
(George Dalmida & others, 2018)
• Updated data on the percentage of adolescents who use
­contraceptives when they have sexual intercourse (Kann &
others, 2016a)
• Updated data on the continued decline in adolescent preg-
nancy to a historic low in 2015 (Martin & others, 2017)
• Important new section on the increasing number of medical
organizations and experts who have recently recommended
that adolescents use long-acting reversible contraception
(LARC), which consists of intrauterine devices (IUDs) and
 contraceptive implants (Allen & others, 2017; Diedrich, Klein,
& Peipert, 2017; Society for Adolescent Medicine, 2017)
• New research on factors that are linked to repeated adolescent
pregnancy (Dee & others, 2017; Maravilla & others, 2017)
• Inclusion of recent studies and research views that find
­comprehensive sex education programs and policies are far
more effective in pregnancy prevention, reduction of sexually
transmitted infections, and delay of sexual intercourse than
are abstinence-only programs and policies (Denford & others,
2017; Jaramillo & others, 2017; Santelli & others, 2017)
• New content on the recent increase in abstinence-only-until-
marriage (AOUM) policies and programs in the United
States that don’t seem to recognize that a large majority of
adolescents and emerging adults will initiate sexual inter-
course, especially given the recent increase in the age at
which U.S. males and females get married (Society of
­Adolescent Health and Medicine, 2017)
• Updated data on the percentage of U.S. adolescents who are
obese (Centers for Disease Control and Prevention, 2016)
• Updated national data on adolescents’ exercise patterns,
including gender and ethnic variations (Kann & others, 2016a)
• Updated data on the significant gender differences in exercise
in adolescence, with females exercising far less than males
(YRBSS, 2016)
• Coverage of recent research indicating that a combination of
regular exercise and a diet plan results in weight loss and
enhanced executive function in adolescents (Xie & others, 2017)
• Description of a recent research review concluding that
among a number of cognitive factors, memory was the factor
that was most often improved by exercise in adolescence
(Li & others, 2017)
• Update on the low percentage of adolescents who get 8
hours of sleep or more per night (Kann & others, 2016a)
• Discussion of a recent experimental study in which adoles-
cents’ sleep was restricted to five hours for five nights, then
restored to ten hours for two nights, which negatively
affected their sustained attention, especially in the early
morning (Agostini & others, 2017)
• Inclusion of a recent national study of more than 10,000 13-
to 18-year-olds that revealed that a number of factors involv-
ing sleep timing and duration were associated with increased
rates of anxiety, mood disorders, substance abuse, and behav-
ioral disorders (Zhang & others, 2017)
• Description of a recent study of college students that revealed
consistently low sleep duration was associated with less effec-
tive attention the next day (Whiting & Murdock, 2016)
• Discussion of a recent study of college students that found a
higher level of text messaging activity during the day and at
night was related to a lower level of sleep quality (Murdock,
Horissian, & Crichlow-Ball, 2017)
• Inclusion of new content indicating increasing concern about
the rising number of adolescents who mix alcohol and energy
drinks, a practice that is linked to higher rates of risky
­driving (Wilson & others, 2018)
• Updated coverage of the Monitoring the Future study’s
assessment of drug use by secondary school students, with
2017 data on U.S. eighth-, tenth-, and twelfth-graders
(­ Johnston & others, 2018). Included in the update is an
important discussion of how the increase in adolescent use of
illicit drugs in the last decade is due to the increased use of
marijuana by adolescents.
• Updated coverage of the Monitoring the Future study’s
assessment of adolescents’ frequency of vaping nicotine,
which now is occurring more frequently than adolescents’
cigarette smoking (Johnston & others, 2018)
• Description of a recent meta-analysis of longitudinal studies
that found when adolescents use e-cigarettes they are at
increased risk for subsequent cigarette smoking (Soneji &
others, 2018)
• Inclusion of recent research in which parental monitoring
was linked to a lower level of polysubstance use by adolescents
(Chan & others, 2017)
• Description of a recent intervention study that revealed
Latino parents who had participated in a program that
emphasized the importance of parental monitoring had
­adolescents who engaged in lower levels of drug use than a
control group of adolescents whose parents had not partici-
pated in the program (Estrada & others, 2017)
• Discussion of a recent large-scale national study in which
friends’ alcohol use was a stronger influence on adolescents’
alcohol use than parental use (Deutsch, Wood, & Slutske, 2018)
• New research indicating that having an increase in Facebook
friends across two years in adolescence was linked to an
enhanced motivation to be thin (Tiggemann & Slater, 2017)
• Coverage of a recent study in which greater use of social
­networking sites was linked to increased narcissism (Gnambs
& Appel, 2018)
• Inclusion of new information from the Bill and Melinda
Gates Foundation (2017, 2018) indicating that many
­adolescents graduate from high school without obtaining
the necessary academic skills to succeed in college or to
meet the demands of the modern workplace
• Updated data on school dropouts, including the dramatic
decrease in dropout rates for Latino adolescents in recent
years (National Center for Education Statistics, 2017)
• Inclusion of new information on the Bill and Melinda Gates
Foundation’s (2011, 2016) funding of a new generation of
digital courseware to improve students’ learning
• Updates on expansion of “I Have a Dream” programs to
encompass 28 states plus Washington, DC, and New Zealand
(“I Have a Dream Foundation,” 2017)
Chapter 12: Socioemotional Development
in Adolescence
• Coverage of research indicating that low self-esteem in early
adolescence predicted depressive symptoms in late adoles-
cence and emerging adulthood (Messelink, Van Roekel, &
Oldehinkel, 2018)
• New discussion of recent longitudinal studies that revealed
the ethnic identity of adolescents is influenced by positive
and diverse friendships (Rivas-Drake & others, 2017; Santos
& others, 2017)
Preface xxxiii
• Description of a recent study that revealed high school stu-
dents who reported turning to spiritual beliefs when they
were experiencing problems were less likely to engage in
­substance use (Debnam & others, 2018)
• Discussion of a recent study across three countries (England,
Scotland, and Canada) in which adolescents who reported
having a higher level of spirituality were more likely to have
positive health outcomes (Brooks & others, 2018)
• Description of a recent study of Chinese American families
that found parent-adolescent conflict increased in early ado-
lescence, peaked at about 16 years of age, and then declined
through late adolescence and emerging adulthood (Juang &
others, 2018)
• Inclusion of recent research with fifth- to eighth-graders in
which a higher level of parental monitoring was associated
with students’ having higher grades (Top, Liew, & Luo, 2017)
• Coverage of a study that found adolescents with high levels of
depressed mood were likely to engage in drinking when their
parents engaged in parental monitoring (Kelly, Becker, &
Spirito, 2017). However, in this study, parents with a high level
of depressed mood were less likely to monitor their adolescents
effectively than their counterparts who were less depressed.
• Inclusion of a recent study that revealed from 16 to 20 years
of age, adolescents perceived that they had increasing inde-
pendence and a better relationship with their parents
­(Hadiwijaya & others, 2017)
• Discussion of a recent study of Latino families that revealed
a higher level of secure attachment with mothers during
­adolescence was linked to a lower level of heavy drug use
(Gattamorta & others, 2017)
• Coverage of a recent longitudinal study that found a secure
base of attachment knowledge in adolescence and emerging
adulthood was predicted by observations of maternal
­sensitivity across childhood and adolescence (Waters, Ruiz,
& Roisman, 2017)
• Discussion of a recent study that found boys were more
likely to be influenced by peer pressure involving sexual
behavior than were girls (Widman & others, 2016)
• Description of recent research in which adolescents adapted
their smoking and drinking behavior to that of their best
friends (Wang & others, 2016)
• Inclusion of recent research on adolescent girls that found
friends’ dieting predicted whether adolescent girls would
engage in dieting or extreme dieting (Balantekin, Birch, &
Savage, 2018)
• Discussion of a recent study indicating that friendship quality
was linked to the quality of romantic relationships in adoles-
cence (Kochendorfer & Kerns, 2017)
• Inclusion of recent research in which having a supportive
romantic relationship in adolescence was linked with positive
outcomes for adolescents who had a negative relationship
with their mothers (Szwedo, Hessel, & Allen, 2017)
• Discussion of recent research that revealed mother-daughter
conflict in Mexican American families was linked to an
increase in daughters’ romantic involvement (Tyrell &
­others, 2016)
• New main section on “Socioeconomic Status and Poverty”
xxxiv Preface
• Inclusion of a recent study that found of 13 risk factors, low
SES was the most likely to be associated with smoking
­initiation in fifth graders (Wellman & others, 2017)
• Discussion of a recent Chinese study in which adolescents in
low-SES families were more likely to have depressive symp-
toms (Zhou, Fan, & Yin, 2017)
• Coverage of a U.S. longitudinal study that revealed low SES
in adolescence was linked to having a higher level of depres-
sive symptoms at age 54 for females (Pino & others, 2018).
In this study, low-SES females who had completed college
were less likely to have depressive symptoms than low-SES
females who had not completed college.
• Inclusion of a U.S. longitudinal study that found low SES
in adolescence was a risk factor for cardiovascular disease
30 years later (Doom & others, 2017)
• Coverage of a recent study of 12- to 19-year-olds that found
their perceived well-being was lowest when they had lived in
poverty from 0 to 2 years of age (compared with 3 to 5, 6 to
8, and 9 to 11 years of age) and also indicating that each
additional year lived in poverty was associated with lower
perceived well-being in adolescence (Gariepy & others, 2017)
• Description of a recent study that found these four psycho-
logical and social factors predicted higher achievement by
adolescents living in poverty: (1) academic commitment,
(2) emotional control, (3) family involvement, and (4) school
climate (Li, Allen, & Casillas, 2017)
• Description of a recent study comparing Asian, Latino, and non-
Latino immigrant adolescents in which immigrant Asian adoles-
cents had the highest level of depression, lowest self-esteem, and
experienced the most discrimination (Lo & ­others, 2017)
• New discussion of various ways that stress can negatively
influence the development of ethnic minority families and
adolescents (Davis & others, 2018)
• Inclusion of a recent study of Mexican-origin youth that revealed
when adolescents reported a higher level of familism, they
engaged in lower levels of risk taking (Wheeler & others, 2017)
• Description of a recent study in which night-time mobile
phone use and poor sleep behavior increased from 13 to
16 years of age (Vernon, Modecki, & Barber, 2018)
• Discussion of a recent study in which heavy media multitask-
ers were less likely to delay gratification and more likely to
endorse intuitive, but wrong, answers on a cognitive reflec-
tion task (Schutten, Stokes, & Arnell, 2017)
• Coverage of recent research that found less screen time was
linked to adolescents’ better health-related quality of life
(Wang & others, 2018) and that a higher level of social
media use was associated with a higher level of heavy drink-
ing by adolescents (Brunborg, Andreas, & Kvaavik, 2017)
• Updated data on the percentage of adolescents who use
social networking sites and engage in text messaging daily
(Lenhart, 2015; Lenhart & others, 2015)
• Updated statistics on the decline in U.S. juvenile delinquency
cases (Hockenberry & Puzzanchera, 2017)
• Inclusion of a recent study of more than 10,000 children and
adolescence which found that living in a family environment
characterized by poverty and child maltreatment was linked
 to increased risk of entering the juvenile justice system in
adolescence (Vidal & others, 2017)
• Description of a recent study of middle school adolescents
that found peer pressure for fighting and friends’ delinquent
behavior were linked to adolescents’ aggression and delin-
quent behavior (Farrell, Thompson, & Mehari, 2017)
• Inclusion of recent research in which adolescent males with
callous-unemotional traits were at increased risk of engaging
in delinquency (Ray & others, 2017)
• New content indicating that at 12 years of age, 5.2 percent
of females and 2 percent of males had experienced first-onset
depression (Breslau & others, 2017). Also in this study, the
cumulative incidence of depression from 12 to 17 years of
age was 36 percent for females and 14 percent for boys.
• Recent research that found co-rumination with friends was linked
to greater peer stress for adolescent girls (Rose & ­others, 2017)
• Discussion of recent research indicating that family therapy
can be effective in reducing adolescent depression (Poole &
others, 2018)
• Inclusion of a recent study that revealed adolescents who
were isolated from their peers and whose caregivers emotion-
ally neglected them were at significant risk for developing
depression (Christ, Kwak, & Lu, 2017)
• Description of a recent meta-analysis in which adolescent
females who were obese were more likely to have depression
(Quek & others, 2017)
• Inclusion of recent research indicating that adolescents who were
being treated in a suicide clinic experienced lower family cohe-
sion than nonclinical adolescents and adolescents going to a
­general psychiatric clinic (Jakobsen, Larsen, & Horwood, 2017)
• Updated data on the percentage of U.S. adolescents who
­seriously consider suicide each year (Kann & others, 2016a)
• Discussion of recent research indicating that the most signifi-
cant factor in a first suicide attempt during adolescence was
major depressive episode, while for children it was child mal-
treatment (Peyre & others, 2017)
• Description of two recent studies that revealed maltreatment
during the childhood years was linked with suicide attempts
in adulthood (Park, 2017; Turner & others, 2017)
• Inclusion of a recent study that found a sense of hopeless-
ness predicted an increase in suicidal ideation in depressed
adolescents (Wolfe & others, 2018)
• New coverage of the most recent research on Fast Track in
which one-third of its reduction in later crime outcomes in
emerging adulthood were accounted for by improvements in
social and self-regulation skills at 6 to 11 years of age
(Sorensen, Dodge, and the Conduct Problems Prevention
Research Group, 2016)
Chapter 13: Physical and Cognitive
Development in Early Adulthood
• New coverage of Seth Schwartz’s (2016) view that emerging
adulthood is a two-sided coin in which an individual can
experience and pursue positive improvements in their life and
well-being or experience downward turns in their life and
well-being
• New section, “The Changing Landscape of Emerging and
Early Adulthood,” that describes how today’s emerging and
young adults have very different profiles and experiences in
education, work, and lifestyles compared with their counter-
parts from earlier generations (Vespa, 2017)
• Inclusion of recent research indicating that recent cohorts of
emerging adults seem more reluctant to mature than earlier
cohorts (Smith & others, 2018)
• Description of a national longitudinal study of emerging adult
health lifestyles in which three clusters involved whether indi-
viduals smoked or not, engaged in binge drinking or not,
were obese or not, and exercised regularly or were sedentary:
(1) consistently healthy lifestyle, (2) consistently unhealthy
lifestyle, and (3) shifting lifestyle over time (Daw, Margolis,
& Wright, 2017)
• Inclusion of a recent study with U.S. community college stu-
dents that found they believe they will be an adult when they
are able to care for themselves and others (Katsiaficas, 2017)
• New coverage of recent trends in first-year college students’
increasing motivation to be well-off financially, as well as
their increased reports of feeling overwhelmed with what they
have to do, depressed, and anxious (Eagan & others, 2017)
• Discussion of a recent study in which a higher level of
energy drink consumption was linked to more sleep problems
in college students (Faris & others, 2017)
• Updated data on the incidence of obesity in U.S. adults
­(Flegal & others, 2016)
• Discussion of recent international comparisons of 33 coun-
tries in which the United States had the highest percentage
of obese adults (38.2 percent) and Japan the lowest percent-
age (3.7); the average of the countries was 23.2 percent of
the population being obese (OECD, 2017)
• New section on binge-eating disorder (Browley & others,
2017; Stice & others, 2017; Wilfley, Fitzsimmons-Craft, &
Eichen, 2017)
• Inclusion of a recent study in which individuals with BED
were more likely to come from families with ineffective func-
tioning, especially in the area of emotional involvement
­(Tetzlaff & others, 2017)
• Description of cognitive behavior therapy and interpersonal
therapy as the most strongly supported therapies for treating
binge eating disorder (Grilo, 2017)
• Inclusion of a research review that concluded studies in
which individuals are randomly assigned to engage in exer-
cise have shown exercise and pharmacological treatments are
equally effective in treating depression (Netz, 2017)
• Coverage of a recent meta-analysis in which moderate and
vigorous aerobic exercise resulted in a lower incidence of
major depressive disorder (Schuch & others, 2016b)
• Discussion of a national survey that revealed individuals with
higher levels of physical activity and cardiovascular fitness
were less likely to have depressive symptoms (Loprinzi &
others, 2017)
• Description of a recent study that found higher screen time
by parents was linked to both parents’ and children’s higher
waist-to-height ratio (Dong & others, 2017)
Preface xxxv
• Inclusion of recent research that revealed a mortality risk
reduction for individuals who replaced screen time with an
increase in daily activity levels (Wijndaele & others, 2017)
• Updated data on binge drinking in college and through early
adulthood, including new Figure 3 (Schulenberg & others, 2017)
• Updated data on extreme binge drinking in college students,
including data on not only 10 or more drinks at one time in
the last two weeks, but also 15 or more in the same time
frame (Schulenberg & others, 2017)
• Inclusion of a longitudinal study that revealed frequent binge
drinking and marijuana use in the freshman year of college
predicted delayed college graduation (White & others, 2018)
• Coverage of a recent study in which pregaming occurred more
frequently in college women when they drank alcohol mixed
with energy drinks (Linden-Carmichael & Lau-Barraco, 2017)
• Description of a recent U.S. national study of more than
43,000 adults that found between 2001–2002 and 2012–
2013, high-risk drinking and alcohol use disorder increased
more in women, older adults, ethnic minorities, and individu-
als from low socioeconomic groups (Grant & others, 2017)
• Updated data on the continuing decline in smoking by U.S.
adults, including new data indicating 480,000 individuals in
the U.S. die each year because of smoking, a figure that
includes 41,000 individuals who die each year as a result of
secondhand smoke (Centers for Disease Control and
­Prevention, 2018a)
• Updated data on the percentage of individuals in emerging
adulthood and early adulthood who are using electronic vapor-
izers (which include e-cigarettes) (Schulenberg & others, 2017)
• Inclusion of recent research in which sexual activity in adults
on day 1 was linked to greater well-being the next day (Kash-
dan & others, 2018). In this study, higher reported sexual
pleasure and intimacy predicted more positive affect and less
negative affect the next day.
• Coverage of a recent research review that concluded a sexual
double standard continues to exist, with stricter social norms
for female sexuality (Boislard, van de Bongardt, & Blais, 2016)
• New research indicating that suicidal ideation was associated
with entrance into a friends-with-benefits (FWB) relationship
as well as continuation of the FWB relationship (Dube &
others, 2017)
• Updated data based on a national survey that found 3.8 per-
cent of U.S. adults reported that they were gay, lesbian,
bisexual, or transsexual (Gallup, 2015)
• New commentary that whether an individual is heterosexual,
gay, lesbian, or bisexual, the person cannot be talked out of
his or her sexual orientation (King, 2017)
• Updated statistics on HIV/AIDS in the United States (Centers
for Disease Control and Prevention, 2018) and around the
world (UNAIDS, 2017)
• New description of a recent study of 1,423 four-year universi-
ties in which those with higher tuition, more liquor viola-
tions, and greater numbers of fraternity men and athletes
were more likely to report rape on their campuses (Wiersma-
Mosley, Jozkowski, & Martinez, 2017)
• New coverage of the “Me Too” movement and sexual harassment
xxxvi Preface
• New discussion of a study that found the search for and
presence of meaning was linked to wisdom in emerging
adults (Webster & others, 2018)
• Updated data on the percentage of full-time and part-time
college students who work, which has decreased slightly in
recent years (Condition of Education, 2017)
• Updated data on the average number of hours U.S. adults
work per week (Saad, 2014)
• Updated data from a recent survey in which employers said
that 2017 was the best year since 2007 for recent college
graduates to enter the job market (CareerBuilder, 2017)
• Inclusion of recent research in which an increase in job
strain increased workers’ insomnia while a decrease in job
strain reduced their insomnia (Halonen & others, 2018)
• Description of a recent study that found depression following
job loss predicted increased risk of continued unemployment
(Stolove, Galatzer-Levy, & Bonanno, 2017)
• Coverage of a study that revealed heavy drinking from age 16
to 30 was linked to higher unemployment in middle age
(Berg & others, 2018)
Chapter 14: Socioemotional Development
in Early Adulthood
• Description of a longitudinal study in which disinhibition
in childhood predicted self-efficacy in adulthood (Blatny &
others, 2015)
• Coverage of a longitudinal study that tracked participants
from 8 to 35 years of age and found relative to a low-stable
trajectory, an increasing trajectory of shyness was linked to
social anxiety, mood, and substance use disorders in adult-
hood (Tang & others, 2017)
• New content based on a longitudinal study that revealed
emotional dysregulation in the fifth grade was linked to
engaging in violent crimes at 22 to 23 years of age (Kalvin &
Bierman, 2017)
• Inclusion of a longitudinal study of participants from 13 to
72 years of age in which avoidant attachment declined across
the lifespan and being in a relationship predicted lower levels
of anxious and avoidant attachment across adulthood
(Chopik, Edelstein, & Grimm, 2018)
• Description of a study in which attachment-anxious individuals
had higher levels of health anxiety (Maunder & others, 2017)
• Coverage of a recent research review that concluded insecure
attachment in adulthood was linked to a higher level of
social anxiety (Manning & others, 2017)
• Updated data on the number of Americans who have tried
Internet matchmaking, and gender differences in the catego-
ries males and females lie about in Internet matchmaking
forums (statisticbrain.com, 2017)
• Description of recent research on how romantic relationships
change in emerging adulthood, including different characteris-
tics of adolescent and emerging adult romantic relationships
(Lantagne, Furman, & Novak, 2017)
• New section, “Relationship Education for Adolescents and
Emerging Adults,” that examines the increasing number of
 relationship education programs for adolescents and emerg-
ing adults, describes their main components, and evaluates
their effectiveness (Hawkins, 2018; Simpson, Leonhardt, &
Hawkins, 2018)
• Inclusion of data from the recent Match.com Singles in
America 2017 national poll that describes Millennials’ inter-
est in having sex before a first date, interest in marrying but
taking considerable time to get to know someone before com-
mitting to a serious relationship, and males’ interest in hav-
ing females initiate the first kiss and ask a guy for his phone
number (Match.com, 2017)
• Updated data on the percentage of U.S. adults who are single
(U.S. Census Bureau, 2017)
• Updated data on the percentage of U.S. adults who are
cohabiting, which increased to 18 million people in 2016,
an increase of 29 percent since 2007 (Stepler, 2017; U.S.
Census Bureau, 2016)
• Inclusion of recent research indicating that women who
cohabited within the first year of a sexual relationship were
less likely to get married than women who waited more
than one year before cohabiting (Sassler, Michelmore, &
Qian, 2018)
• Coverage of a recent study in which cohabiting individuals
were not as mentally healthy as their counterparts in commit-
ted marital relationships (Braithwaite & Holt-Lunstad, 2017)
• Description of a recent study of long-term cohabitation
(more than 3 years) in emerging adulthood that found emo-
tional distress was higher in long-term cohabitation than in
time spent single, with men especially driving the effect
(Memitz, 2018). However, heavy drinking was more common
in time spent single than in long-term cohabitation.
• Updated data on the percentage of U.S. adults who are married
(Parker & Stepler, 2017)
• Updated data on the continued trend to wait longer before
getting married in the United States, with the age at first
marriage now at 29.5 years for men and 27.4 years for
women (Livingston, 2017)
• Movement of section on gender and friendships from the sec-
tion on love to the new section on “Gender Relationships”
• New section, “Cross-Cultural Differences in Romantic Rela-
tionships,” that includes comparisons of collectivist and indi-
vidualist cultures (Gao, 2016) as well as intriguing
comparisons of romantic relationships in Japan, Brazil,
France, and Qatar (Ansari, 2015)
• Inclusion of a large-scale study that revealed experiencing a
romantic breakup lowered individuals’ self-esteem but that
the effect disappeared one year after the breakup (Luciano &
Orth, 2017)
• New discussion of the marriage paradox including research
showing that emerging adults may not be abandoning mar-
riage because they don’t like marriage or are disinterested in
it, but are delaying marriage because they want to position
themselves in the best possible way for developing a healthy
marital relationship (Willoughby, Hall, & Goff, 2015;
­Willoughby & James, 2017)
• Coverage of a recent study of married, divorced, widowed,
and single adults that revealed married individuals had the
best cardiovascular profile; single men the worst (Manfredini
& others, 2017)
• Inclusion of a recent study in Great Britain that found no
differences in the causes of breakdowns in marriage and
cohabitation (Gravningen & others, 2017). In this study,
“grew apart,” “arguments,” “unfaithfulness/adultery,” “lack of
respect, appreciation,” and “domestic violence” were the
most frequent reasons given for such breakdowns.
• Description of a study of individuals one to 16 years into
their marriage that found an increasing trajectory of tension
over the course of the marriage was consistently linked to an
eventual divorce (Birditt & others, 2017)
• Updated statistics on divorce rates around the world, with
Russia continuing to have the highest rate (OECD, 2016)
• Coverage of a study that found individuals who were
divorced had a higher risk of having alcohol use disorder
(Kendler & others, 2017)
• Inclusion of recent data indicating that the remarriage rate
for men is almost twice as high as it is for women
­(Livingston, 2017)
• Updated data on the average age at which U.S. women first
give birth, which occurred more frequently in their thirties
than in their twenties in 2016 for the first time ever, with an
average age of 27 for first-time mothers in 2016 (Centers for
Disease Control and Prevention, 2017)
• New research that found the frequency of sexual intercourse
in the second to fourteenth years of a marriage was impor-
tant to marital satisfaction, but that a satisfying sex life and a
warm interpersonal relationship were more important
(Schoenfeld & others, 2017)
• New main section, “Gender Communication, Relationships,
and Classification”
• Extensive new content on transgender (Budge & Orovecz,
2017; Budge & others, 2018a, b; Katz-Wise & others, 2018)
• Discussion of a variety of terms used to describe transgender
individuals
• New content indicating that it is much more common to
have a transgender identity of being born male but identify-
ing with being a female than the reverse (Zucker, Lawrence,
& Kreukels, 2016)
• Discussion of a recent research review that concluded
­transgender youth have higher rates of depression, suicide
attempts, and eating disorders than their non-transgender
peers (Connolly & others, 2016)
Chapter 15: Physical and Cognitive
Development in Middle Adulthood
• Inclusion of a recent research review that found positive
s­ ubjective time perceptions were linked to better health and
well-being while negative subjective time perceptions were
associated with lower levels of health and well-being
(Gabrian, Dutt, & Wahl, 2017)
• Description of a recent study in which undergraduate stu-
dents were shown a computer-generated graph of a person
identified as a younger adult, middle-aged adult, or older
adult (Kelley, Soboroff & Lovaglia, 2017). When asked
Preface xxxvii
 which person they would choose for a work-related task, they
selected the middle-aged adult most often.
• New commentary about how neurobiological functioning
slowly declines in middle age, but competence at work and
completing life’s everyday tasks usually show little or no
decline. Also, because of a sense of urgency, many adults
may do their best work in middle age.
• Update on the percentage of adults 40 to 59 years of age
classified as obese (40.2 percent) (Centers for Disease
­Control and Prevention, 2016)
• Coverage of recent research in which an increase in weight
gain from early to middle adulthood was linked to an
increased risk of major chronic diseases and unhealthy aging
(Zheng & others, 2017)
• Inclusion of recent research that revealed greater intake of
fruits and vegetables was linked to increased bone density in
middle-aged and older adults (Qui & others, 2017)
• Discussion of a Chinese study that found men and women
who gained an average of 22 pounds or more from 20 to
45–60 years of age had an increased risk of hypertension and
cholesterol, as well as elevated triglyceride levels in middle
age (Zhou & others, 2018)
• Description of a recent study that revealed a healthy diet in
adolescence was linked to a lower risk of cardiovascular
­disease in middle-aged women (Dahm & others, 2018)
• Inclusion of a 32-year study that found individuals who con-
tinued to have a lower socioeconomic status through the
years of the study had a lower level of cardiovascular health
than their counterparts whose SES improved across the study
years (Savelieva & others, 2017)
• New coverage of the American Heart Association’s Life’s
Simple 7—the seven factors that people need to optimize to
improve their cardiovascular health
• Description of a study in which optimal Life’s Simple 7 at
middle age was linked to better cardiovascular health recovery
following a heart attack later in life (Mok & others, 2018)
• Inclusion of a longitudinal study in which increased respiratory
fitness from early adulthood to middle adulthood was linked to
less decline in lung health over time (Benck & others, 2017)
• New research indicating that perceiving oneself as feeling
older predicted an increase in sleep difficulties in middle age
over time (Stephan & others, 2017)
• Discussion of a recent study of young and middle-aged adults
that found females had more sleep problems than males
(Rossler & others, 2017). However, the good news in this
study is that a majority of individuals (72 percent) reported
that they did not have any sleep disturbances.
• New content on the important role of cortisol in stress and
health (Leonard, 2018; Wichmann & others, 2017)
• Coverage of a recent study of men and women from 21 to
55 years of age in which married individuals had lower corti-
sol levels than their never-married or previously married
counterparts (Chin & others, 2017)
• Inclusion of recent research indicating a bidirectional link
between perceived control and health (Infurna & others,
2013; Robinson & Lachman, 2017)
xxxviii Preface
• Discussion of a recent study that found the more fre-
quently middle-aged and older adults had sex, the better
their overall cognitive functioning was, and especially so in
working memory and executive function (Wright, Jenks, &
Demeyere, 2018)
• Coverage of a recent cross-cultural study in China that
found Mosuo women had fewer negative menopausal symp-
toms and higher self-esteem that Han Chinese women
(Zhang & others, 2016)
• Discussion of a recent study that revealed the more minutes
per week women exercised during the menopausal transition,
the lower their stress level was (Guerin & others, 2018)
• Description of the increased use of acupuncture to reduce
negative symptoms of menopause (Lund & others, 2018)
• Inclusion of the recent position statement of the North
American Menopause Society (2017) regarding the current
status of research on various aspects of hormone replacement
therapy (HRT)
• Inclusion of a consensus that there is a slight increase in
breast cancer for women taking hormone replacement therapy
(American Cancer Society, 2017; www.breastcancer.org, 2017)
• Discussion of recent studies and research reviews that indi-
cate testosterone replacement therapy (TRT) does not
increase the risk of prostate cancer (Debruyne & others,
2017; Yassin & others, 2017)
• Description of a recent study in which TRT-related benefits
in quality of life and sexual function were maintained for
36 months after initial treatment (Rosen & others, 2017)
• Inclusion of recent research on 24- to 93-year-olds that found
everyday problem solving performance increased from early
to middle adulthood but began to show a decline at about
50 years of age (Chen, Hertzog, & Park, 2017). In this study,
fluid intelligence predicted everyday problem-solving perfor-
mance in young adults but, with increasing age, crystallized
intelligence became a better predictor.
• Coverage of a Danish study across 33 years of individuals 20
to 93 years of age which found that those who engaged in a
light level of leisure-time physical activity lived 2.8 years lon-
ger, those who engaged in a moderate level of leisure-time
physical activity lived 4.5 years longer, and those who
engaged in a high level of leisure-time physical activity lived
5.5 years longer (Schnohr & others, 2017)
• Updated data on the modest decline in the percentage of
Americans who believe in God and think religion is very
important in their lives (Pew Research Center, 2015)
• Inclusion of recent data on the percentage of women
(60 percent) and men (47 percent) who say religion is very
important in their lives (Pew Research Center, 2016)
• Discussion of a recent study that found spiritual well-being
predicted which heart failure patients would still be alive five
years later (Park & others, 2016)
• New research that indicated adults who volunteered had
lower resting pulse rates and their resting pulse rate
improved when they were deeply committed to religion
(Krause, Ironson, & Hill, 2017)
• Coverage of a recent study of veterans with combat exposure
in which those who engaged in negative religious coping were
 more likely to have posttraumatic stress disorder (PTSD)
symptoms while those who engaged in positive religious
­coping were more likely to have perceived posttraumatic
growth (PPTG) symptoms (Park & others, 2017)
Chapter 16: Socioemotional Development
in Middle Adulthood
• Discussion of a recent study in which participating in an inter-
generational civic engagement program enhanced older adults’
self-perceptions of generativity (Gruenewald & others, 2016)
• Inclusion of recent research that found a higher level of
­generativity in middle age was linked to greater wisdom in
late adulthood (Ardelt, Gerlach, & Vaillant, 2018)
• Coverage of a recent study of gender differences in coping with
stress that revealed women were more likely than men to seek
psychotherapy, talk to friends about the stress, read a self-help
book, take prescription medication, and engage in comfort eat-
ing (Liddon, Kingerlee, & Barry, 2017). In this study, when
coping with stress, men were more likely than women to attend
a support group meeting, have sex or use pornography, try to
fix problems themselves, and not admit to having problems.
• Discussion of recent research indicating that individuals high
in conscientiousness, agreeableness, and extraversion live
­longer while those high in neuroticism die earlier (Graham &
others, 2017)
• Description of recent research that found individuals high in
openness to experience have superior cognitive functioning
across the life span, have better health and well-being
­(Strickhouser, Zell, & Krizan, 2017), and are more likely to
eat fruits and vegetables (Conner & others, 2017)
• Inclusion of recent research that found conscientiousness was
linked to better health and well-being (Strickhouser, Zell, &
Krizan, 2017), increased academic success in medical school
(Sobowale & others, 2018), decreased addiction to Instagram
(Kircaburun & Griffiths, 2018), lower risk for alcohol addic-
tion (Raketic & others, 2017), and lower risk of dementia
(Terracciano & others, 2017)
• Discussion of recent research indicating that people high in
agreeableness have a lower risk of dementia (Terracciano &
others, 2017)
• Description of recent research in which individuals who
were higher in neuroticism had a higher risk of dementia
(Terracciano & others, 2017)
• Inclusion of a recent research review in which the personality
trait that changed the most as a result of psychotherapy was
emotional stability, followed by extraversion (Roberts &
­others, 2017). In this study, the personality traits of individu-
als with anxiety disorders changed the most, those with
­substance use disorders the least.
• Inclusion of recent research in which more pessimistic col-
lege students had more anxious mood and stress symptoms
(Lau & others, 2017)
• Discussion of a recent study of married couples that revealed
the worst health outcomes occurred when both spouses
decreased their optimism across a four-year period (Chopik,
Kim, & Smith, 2018)
• Description of a recent study in which lonely individuals who
were optimistic had a lower suicide risk (Chang & others, 2018)
• Inclusion of recent research with middle-aged adults that indi-
cated positive marital quality was linked to better health for
both spouses (Choi, Yorgason, & Johnson, 2016)
• New discussion of the increasing divorce rate in middle-aged
adults and the reasons for the increase (Stepler, 2017), as
well as the recent labeling of divorce in adults age 50 and
older as “gray divorce” (Crowley, 2018)
• Coverage of a recent study of divorced adults 50+ years old
that found divorce was more likely to occur if couples had been
married fewer years, had a marriage of lower quality, did not
own a home, and had financial problems (Lin & others, 2018)
• Description of a recent Swiss study of middle-aged adults in
which single divorcees were more lonely and less resilient
than their married and remarried counterparts (Knopfli &
others, 2016). Also in this study, single divorcees had the
lowest self-reported health.
• New commentary that grandparents play especially important
roles in grandchildren’s lives when family crises such divorce,
death, illness, abandonment, or poverty occur (Dolbin-
McNab & Yancura, 2017)
• New content on how grandparents in many countries facili-
tate women’s participation in the labor force
• Coverage of a recent study of adult grandchildren in which
grandparents provided more frequent emotional support to
the grandchildren when parents were having life problems
and more frequent financial support when parents were
unemployed (Huo & others, 2018)
• Description of the increasing percentage of grandparents who
are raising grandchildren (U.S. Census Bureau, 2015)
• Discussion of a recent study that revealed parent and off-
spring marital disruptions were linked, with each parental
­disruption associated with a 16 percent increase in the
­number of offspring marital disruptions (Amato & Patterson,
2017). In this study, marital conflict also was related to more
marital disruptions in offspring.
• Coverage of research indicating that when a grown child
­
suffers problems, it decreases their parents’ well-being (Suitor &
others, 2017). When more than one grown child have prob-
lems, parental well-being decreases further.
• Inclusion of recent research in which older adult fathers had
elevated depressive symptoms when they reported having
more negative relationships with their middle-aged children
(Polenick & others, 2018). Also in this study, the association
was stronger for older adult fathers and their middle-aged
daughters, and the fathers had better health when they had
better relationships with their daughters.
• Description of an intergenerational study of African Americans
that found grown children who had a better relationship with
their biological father (but not their social father) were more
involved as fathers with their own children (Brown, Kogan, &
Kim, 2018)
• Coverage of a recent Chinese intergenerational study in
which sons were more likely to receive financial and helping/
caring support from elderly parents (Chen & Jordan, 2018).
Preface xxxix
 Also in this study, sons were more likely to give financial
support and daughters to give helping and caring support to
elderly parents.
Chapter 17: Physical Development in Late
Adulthood
• Updated life expectancy rates for a number of developed
countries (Central Intelligence Agency, 2015)
• Discussion of recent projections for life expectancy in 2030
in 35 developed countries, with the United States increasing
in life expectancy but having one of the lowest projected
increases of all countries in the study (Kontis & others,
2017). In this study, South Korea is expected to have the
highest life expectancy of the 35 countries in 2030, with
South Korean women the first group to break the 90-year
barrier with a projected life expectancy of 90.8 in 2030.
• Life expectancy updates in the United States with gender and
ethnic comparisons (U.S. Department of Health and Human
Services, 2017)
• Coverage of a recent study of U.S. and Japanese centenarians
that found in both countries, health resources (better cogni-
tive function, fewer hearing problems, and positive daily
­living activities) were linked to a higher level of well-being
(Nakagawa & others, 2018)
• New description of a study using the Chinese Longitudinal
Healthy Longevity Survey that found severe loneliness at
prior assessment points predicted poorer cognitive function
at subsequent assessment points (Zhong & others, 2017)
• Update on the oldest living person in the world and in the
United States in 2017
• Update on gender differences in the oldest people alive in the
world today, with no men among the oldest 25 individuals
• Updated and expanded coverage of the diseases that are
linked to mitochondrial dysfunction to include diabetic
­kidney disease (Forbes & Thorburn, 2018)
• Inclusion of recent research in which older adults lost signifi-
cant excess weight and improved their mobility considerably
by participating in a community-based weight reduction
­program (Rejeski & others, 2017)
• Updated information about diseases that women are more
likely to die from than men are (Ostan & others, 2016)
• Discussion of a recent study that revealed long sleep duration
predicted all-cause mortality in individuals 65 years and older
(Beydoun & others, 2017)
• Coverage of a recent Korean study in which sleeping 9 hours
a day or longer was linked to a higher incidence of sarcope-
nia (Kwon & others, 2017)
• Description of a recent Chinese study in which older adults
who engaged in a higher level of overall physical activity,
­leisure-time exercise, and household activity were less likely
to have sleep problems (Li & others, 2018)
• Inclusion of a recent study of older adults that revealed walk-
ing a dog regularly was associated with better physical health
(Curl, Bibbo, & Johnson, 2017)
• Description of a recent study that found a 10-week exercise
program improved the physical (aerobic endurance, agility,
xl Preface
and mobility) and cognitive (selective attention and plan-
ning) functioning of elderly nursing home residents (Pereira &
others, 2017)
• Expanded discussion of falls in elderly adults, including infor-
mation that falls are the leading cause of fatal injuries among
individuals who are 65 years and older (National Center for
Health Statistics, 2018)
• Coverage of a recent study in which individuals who had rel-
ative to low physical fitness and increased to intermediate or
high fitness were at a lower risk for all-cause mortality
(Brawner & others, 2017)
• Description of a recent study of frail elderly adults in which
a high-intensity walking intervention reduced their frailty,
increased their walking speed, and improved their mobility
(Danilovich, Conroy, & Hornby, 2018)
• Inclusion of a recent research review that concluded exercise
reduces depressive symptoms in older adults (Seo & Chao,
2018)
• Coverage of recent research on older adults that found
poorer visual function was associated with cognitive decline
(Monge & Madden, 2016; Roberts & Allen, 2016), and with
having fewer social contacts and engaging in less challenging
social/leisure activities (Cimarolli & others, 2017)
• New coverage of the recent increased interest in using stem-
cell-based therapy to treat macular degeneration (Bakondi &
others, 2017)
• New discussion of a recent Japanese study of older adults
(mean age: 76 years) in which undergoing cataract surgery
reduced the risk of developing mild cognitive impairment
(Miyata & others, 2018)
• Coverage of a recent study of 80- to 106-year-olds that found
a substantial increase in hearing loss in the ninth and tenth
decades of life (Wattamwar & others, 2017). In this study,
although hearing loss was universal in the 80- to 106-year-
olds, only 59 percent wore hearing aids.
• In a recent study, older adults with a hearing problem who
used a hearing aid were less likely to be lonely than their
counterparts with a hearing problem who did not use a hear-
ing aid (Weinstein, Sirow, & Moser, 2016)
• New discussion of a recent study of 65- to 85-year-olds that
found dual sensory loss in vision and hearing was linked to
reduced social participation and less social support, as well
as increased loneliness (Mick & others, 2018)
• Coverage of a recent study of elderly adults in which those
who had a dual sensory impairment involving vision and
hearing had functional limitations, experienced cognitive
decline, were lonely, and had communication problems
(Davidson & Gutherie, 2018)
• Discussion of another recent study in which older adults with
a dual sensory impairment involving vision and hearing had
more depressive symptoms (Han & others, 2018)
• Coverage of a recent research review that concluded older
adults have a lower pain sensitivity but only for lower pain
intensities (Lautenbacher & others, 2017)
• Inclusion of a recent study in which a Mediterranean diet
lowered the risk of cardiovascular problems in adults age 65
and older (Nowson & others, 2018)
• Update on the leading causes of death in older adults, with
recent data indicating that beginning in the 65- to 74-year-old
age range, cancer has replaced cardiovascular disease as the
leading cause of death in the United States (Centers for
­Disease Control and Prevention, 2018)
• Inclusion of a recent study that revealed moderate drinkers
were more likely to be alive and not have a cognitive impair-
ment at 85 years of age (Richards & others, 2018)
• Inclusion of recent research on older adults in which resis-
tance training improved their physical functioning, psycholog-
ical well-being, and quality of life (Pedersen & others, 2017)
• Update on the percentage of older adults who are overweight
or obese (Flegal & others, 2016)
• Coverage of four recent studies that found overweight and
obese older adults are less healthy and experience an earlier
death than their normal-weight counterparts (Batsis & others,
2018; Bowman & others, 2017; Khan & others, 2018;
­Stenholm & others, 2017)
Chapter 18: Cognitive Development
in Late Adulthood
• Updated chapter opening story on Helen Small’s remarkable
life and longevity
• Inclusion of a recent study that found slow processing speed
predicted an increase in older adults’ falls one year later
(Davis & others, 2017)
• Coverage of a recent study in which impaired visual process-
ing speed predicted an increase in vehicle crashes in older
adults (Huisingh & others, 2017)
• New research that indicated cognitive speed of processing
training was associated with driving frequency and prolonged
driving in older adults across a five-year period (Ross &
­others, 2016)
• Discussion of a recent experimental study in which high-
intensity aerobic training was more effective than moderate-
intensity aerobic training or resistance training in improving
older adults’ processing speed (Coetsee & Terblanche, 2017)
• Coverage of a recent study of older adults that found slower
processing speed was associated with unsafe driving (Hotta &
others, 2018)
• Inclusion of a recent study of older adults that found playing
games involving processing speed for five sessions a week
across four weeks improved their processing speed (Nouchi &
others, 2017)
• Inclusion of a recent study of older adults in which using
compensation strategies was associated with higher levels of
independence in everyday living in both cognitively normal
and mildly cognitively impaired older adults (Tomaszewski &
others, 2018)
• Discussion of a recent study of older adults which revealed
that across a 10-year period women who were physically
active experienced less decline in executive function than
women who were not physically active (Hamer, Muniz
­Terrera, & Demakakos, 2018)
• Description of a recent experimental study that revealed yoga
practice that included postures, breathing, and meditation
improved the attention and information processing of older
adults (Gothe, Kramer, & McAuley, 2017)
• Coverage of a recent study that found that when older adults
regularly engaged in mindfulness meditation, their goal-
directed attention improved (Malinowski & others, 2017)
• Inclusion of a recent study indicating that visual distraction
especially impaired auditory selective attention in older adults
(Van Gerven & Guerreiro, 2016)
• Description of a recent study that found a mindfulness
­training program improved older adults’ explicit memory
(Banducci & others, 2017)
• Coverage of a recent study that revealed imagery strategy
training improved older adults’ working memory (Borella &
others. 2017)
• Inclusion of recent research in which aerobic endurance was
linked to better working memory in older adults (Zettel-­
Watson & others, 2017)
• Discussion of recent research with young, middle-aged, and
older adults that found all three age groups’ working memory
improved with training but that older adults improved less
than young adults with the training (Rhodes & Katz, 2017)
• New section, “Metacognition,” that includes information
about strengths and weaknesses in metacognitive skills in
older adults compared with those of younger adults (Hargis &
others, 2017; McGillivray & Castel, 2017)
• Inclusion of recent research that found young adults made
better decisions than older adults in unfamiliar domains, but
not in familiar domains (Wayde, Black, & Gilpin, 2017)
• New section, “Mindfulness,” reflecting the increased interest
in mindfulness training in improving older adults’ cognitive
functioning (Fountain-Zaragoza & Prakash, 2017)
• Description of a recent study in which self-reflective explor-
atory processing of difficult life circumstances was linked to a
higher level of wisdom (Westrate & Gluck, 2017)
• Discussion of a recent study of cognitive functioning in older
adults in ten European countries that found improved mem-
ory between 2004 and 2013, with the changes more positive
for those who had decreases in cardiovascular diseases and
increases in exercise and educational achievement (Hessel &
others, 2018)
• New coverage of a recent Australian study that found older
adults who had retired from occupations that involved higher
complexity maintained their cognitive advantage over their
retired counterparts who had worked in less complex occupa-
tions (Lane & others, 2017)
• New discussion of a recent study of older adults working in
low-complexity jobs that found experiencing novelty in their
work (assessed through recurrent work-task changes) was
linked to better processing speed and working memory
­(Oltmanns & others, 2017)
• Inclusion of recent research revealing that older adults with
type 2 diabetes had more severe cognitive impairment than
their counterparts who did not have the disease (Bai &
­others, 2017)
• Coverage of a recent study of the oldest-old Chinese that
revealed early-stage kidney disease was associated with
­cognitive decline (Bai & others, 2017)
Preface xli
• Inclusion of a recent study that revealed older adults who
continued to work in paid jobs had better physical and
­cognitive functioning than retirees (Tan & others, 2017)
• New discussion of a study that found those who had retired
for health reasons had lower verbal memory and verbal flu-
ency than their counterparts who had retired voluntarily or
for family reasons (Denier & others, 2017)
• Coverage of a recent study that found the following were
among the most important motives and preconditions to
­continue working beyond retirement age: financial, health,
knowledge, and purpose in life (Sewdas & others, 2017)
• New content on links between nutrition and cognitive aging,
including a recent research review that concluded multinutri-
ent approaches using the Mediterranean diet are linked to a
lower risk of cognitive impairment (Abbatecola, Russo, &
Barbieri, 2018)
• Discussion of a recent study that revealed time to death dur-
ing terminal decline was a good predictor of cognitive decline
over time (Bendayan & others, 2017)
• Description of a recent research review in which engaging in
low or moderate exercise was linked to improved cognitive
functioning in older adults with chronic diseases (Cai &
­others, 2017)
• Description of recent research in which participating in
­physical activity in late adulthood was linked to less cognitive
decline (Gow, Pattie, & Geary, 2017)
• Coverage of a recent study that found fish oil supplementa-
tion improved the working memory of older adults
­(Boespflug & others, 2016)
• New description of a study that revealed cognitive training
using virtual-reality-based games with stroke patients improved
their attention and memory (Gamito & others, 2017)
• Inclusion of a recent study that revealed individuals with
Alzheimer disease were less likely to use syntactic components
in their language than those who did not have Alzheimer
­disease (Orimaye & others, 2017)
• Description of a recent study in which the lower working
memory capacity of older adults compared with younger
adults impaired their comprehension of sentences (Sung &
others, 2017)
• New content on Ellen Bialystok and her colleagues’ (2016)
conclusion that being bilingual may be one of the best ways
to delay the onset of Alzheimer disease by as many as four
or five years
• Inclusion of recent research in which bilingual Alzheimer
patients had better neural network functioning, especially in
the neural network involving executive function, than did
monolingual Alzheimer patients (Perani & others, 2017)
• Updated statistics on the percentage of U.S. older adults in
different age groups in the work force, including 2017 data
(Mislinski, 2018)
• Updates on the OECD’s surveys on average age of retirement
in leading economic countries with France now having the
lowest average age and Korea the highest (OECD, 2017)
• Updated data on the average age of retirement that includes
2017 data (Anspach, 2017)
xlii Preface
• Inclusion of a recent study that revealed baby boomers
expect to work longer than their predecessors from prior
­generations (Dong & others, 2017)
• Description of a recent research review in which workplace
organizational policies, financial security, and poor physical
and mental health were antecedents of early retirement
(Topa, Depolo, & Alcover, 2018)
• Updated data (2017) on the percentage of American workers
who are very confident that they will have a comfortable
retirement (Greenwald, Copeland, & VanDerhei, 2017)
• Coverage of a recent research review that concluded in the
last two decades depression is not more common in older
adults than in younger adults and not more likely to be
caused by psychological factors (Haigh & others, 2018). In
this review, it also was found that depression in older adults
is more likely to be chronic (that is, has a higher rate of
relapse) than in younger adults, which is likely linked to
higher medical problems in older adults.
• Inclusion of a recent study of community-dwelling older
adults in which light physical exercise, taking lessons, using
a computer, and participating in community activities pre-
dicted a lower level of depressive symptoms (Uemura &
­others, 2018)
• New discussion of a recent research review that concluded
depressed older adults respond to psychological treatments as
effectively as their younger adult counterparts do (Haigh &
others, 2018). However, also in this review, it was concluded
that antidepressants are less effective with older adults than
younger adults.
• Researchers have recently found that electroconvulsive treat-
ment (ECT) is more effective than antidepressants in treating
older adults’ depression (Dols & others, 2017; Rhebergen &
others, 2015; Spaans & others, 2015)
• Description of a recent Taiwanese study that found consis-
tent moderate exercise of 15 minutes or more per session
three times a week was associated with a lower risk of
­developing depressive symptoms (Chang & others, 2017)
• Inclusion of recent studies supporting the effectiveness of
reminiscence therapy in reducing depressive symptoms in
older adults (Wu & others, 2018; Yen & Lin, 2018)
• Coverage of recent national statistics indicating that the sui-
cide rate is highest in the 45-to-64 age group, followed by
individuals 85 and over, while the 65–84 age group has a
lower rate of suicide than these groups, a rate similar to that
of 20- to 34-year-olds (Centers for Disease Control and
­Prevention, 2015)
• Discussion of a recent study that revealed older adults who
had moderate to severe depression were 48 times more likely
to engage in suicidal ideation than their counterparts who
had minimal to mild depressive symptoms (Rossom &
­others, 2018)
• Inclusion of recent research on suicide in older adults with
content on triggers for suicidal ideation, psychological factors
in suicide, and protective factors (Huang & others, 2017)
• Coverage of a recent study in which a decline in socioeco-
nomic status was linked to increased suicide attempts in
older adults (Dombrovski & others, 2018)
• Updated data on the percentage of older adults with Alzheimer
disease and updates on the significant increase in Alzheimer dis-
ease in individuals 85 and older (Alzheimer’s Association, 2017)
• New content on women being more likely to have the
APOE4 gene than men and commentary about the APOE4
gene being the strongest genetic predictor of late-onset (65
years and older) Alzheimer disease (Dubal & Rogine, 2017)
• New content on APP, PSEN1, and PSEN2 gene mutations
being linked to the early onset of Alzheimer disease
­(Carmona, Hardy, & Guerreiro, 2018)
• New discussion of the epigenetics of Alzheimer disease,
including the role of DNA methylation (Kader & others,
2018; Marioni & others, 2018; Zaghlool & others, 2018)
• Update on the five drugs that have been approved by the
U.S. Food and Drug Administration to treat Alzheimer
­disease (Almeida, 2018)
• Inclusion of recent research indicating that older adults who
attended religious services regularly lived longer than their
counterparts who did not attend these services (Idler &
­others, 2017)
• Coverage of a recent study in which older adult women had
higher levels of spirituality than did older men (Bailly &
­others, 2018)
• New description of a recent study of older adults in which
secure attachment to God was linked to an increase in
­optimism and self-esteem in the future (Kent, Bradshaw, &
Uecker, 2018)
• New discussion of a recent study of older adults in which
religious service attendance was associated with higher levels
of resilience and lower levels of depression (Manning &
Miles, 2018)
• Coverage of a recent study that revealed higher levels of
­spiritual/religious coping were linked to lower levels of
depressive symptoms (Lee & others, 2017)
• Inclusion of a recent study of Latinos that found lack of
­religiosity was associated with elevated anxiety and depressive
symptoms in older adults but not in young and middle-aged
adults (Leman & others, 2018)
Chapter 19: Socioemotional Development
in Late Adulthood
• Description of a recent study that supports the activity theory
of aging by indicating that an activity-based lifestyle was asso-
ciated with lower levels of depression in older adults (Juang &
others, 2018)
• Coverage of a study that found an instrumental reminiscence
intervention improved the coping skills of older adults
(­Satorres & others, 2018)
• Inclusion of a recent study of individuals 22 to 94 years of age
that revealed on days when middle-aged and older adults, as
well as individuals who were less healthy, used more selective
optimization with compensation strategies, they reported hav-
ing a higher level of happiness (Teshale & Lachman, 2016)
• Discussion of a recent study in which older adults reacted
with less anger about a personal memory than younger adults
did (Kunzmann & others, 2017)
• Inclusion of a recent meta-analysis that concluded emotional
experiences in older adults are more positive than for
younger adults (Laureiro-Martinez, Trujillo, & Unda, 2017).
Also, in this review, it was concluded that older adults focus
less on negative events in the past than younger adults do.
• New commentary by Laura Carstensen (2016) noting that
when older adults focus on emotionally meaningful goals
they are more satisfied with their lives, feel better, and experi-
ence fewer negative emotions
• New recommendations on ways that older adults can become
more socially engaged (Sightlines Project, 2016)
• Coverage of a recent study in which emotionally unstable
adults’ self-esteem declined the most in the second half of
life (von Soest & others, 2018). In this study, not having a
cohabiting partner, being unemployed and having a disability
were associated with having a lower level of self-esteem and a
steeper decline in self-esteem over a five-year period.
• New description of a study that found older adults with a
higher level of conscientiousness experienced less cognitive
decline as they aged (Luchetti & others, 2016)
• New discussion of a study of older adults in which higher
levels of neuroticism predicted higher frailty and lower levels
of openness to experience and agreeableness predicted lower
frailty (Stephan & others, 2017)
• Coverage of a study indicating that in older adults, a higher
level of agreeableness was linked to a lower risk of develop-
ing dementia while a higher level of neuroticism was associ-
ated with a higher risk of developing dementia (Terracciano &
others, 2017)
• Discussion or research revealing that older adults with
higher levels of openness and lower levels of agreeableness
engaged in more frequent sexual activity and had lower lev-
els of sexual dysfunction (Allen & Desille, 2017). Also in
this study, higher levels of conscientiousness were related to
more conservative attitudes about sex and lower levels of
sexual dysfunction.
• Inclusion of recent research indicating that higher levels of
conscientiousness, openness to experience, agreeableness, and
extraversion were linked to positive emotions in older adults,
while neuroticism was associated with negative emotions
(Kalbaugh & Huffman, 2017)
• New content indicating that individuals who are extraverted
and low in neuroticism are likely to live longer (Graham &
others, 2017)
• Discussion of a recent study of 15- to 105-year-old individuals
in 29 European countries that revealed younger individuals
engaged in age discrimination more than did older individu-
als (Bratt & others, 2018)
• Updated research indicating that low-SES older adults are at
greater risk for an earlier death than higher-SES older adults
(Domenech-Abella & others, 2018)
• Updated data on significant increases in use of the Internet,
smartphones, and social networking by U.S. older adults
(Anderson, 2017)
• Updated data on the percentage of older adults who are married
and who are widowed (U.S. Census Bureau, 2017)
Preface xliii
• Coverage of a recent study that found, among older men, those
who were married were more likely to endorse stereotypically
masculine traits but also to have higher androgyny scores than
unmarried older men (Lemaster, Delany, & Strough, 2017)
• Description of a recent study that explored centenarians’ mari-
tal history and living arrangements with outcomes that were
quite different for men and women (Poulain & Herm, 2016)
• Inclusion of a recent study indicating lower rates of divorce
among older adults who had been married for a longer time,
had better marital quality, owned a home, and were wealthier
(Lin & others, 2018)
• Discussion of a recent study in which partnered older adults
were more likely to receive Social Security, enjoy relatively
higher Social Security benefits, and less likely to live in poverty
(Lin, Brown, & Hammersmith, 2017)
• Updated data on the dramatic increase in older adults who
are now cohabiting (Stepler, 2017)
• New discussion of recent research on the health and well-
being of older LGBT individuals with a focus on compari-
sons of those who are married, unmarried and partnered, and
single (Goldsen & others, 2017)
• Updated data on the percentage of men and women 65 years
and older who are divorced, which increased dramatically
from 1980 to 2015 (U.S. Census Bureau, 2016b)
• Coverage of a recent national study of older adults in which
men who are in cohabiting relationships have psychological
well-being that is similar to married men and better than dat-
ers and the unpartnered (Wright & Brown, 2017). In con-
trast, there were few differences in psychological well-being
of women based on their partnership status.
• New discussion of research indicating that middle-aged adults
feel more positive about providing support for their children
than for their aging parents (Birditt & others, 2018)
• Inclusion of recent research that found older adults who vol-
unteered regularly had a lower risk of cognitive impairment
(Infurna, Okun, & Grimm, 2016)
• Description of a recent study that revealed older adults
reported fewer problems with friends, fewer negative friend-
ship qualities, less frequent contact with friends, and more
positive friendship qualities with a specific friend than
younger adults did (Schlosnagle & Strough, 2017)
• Inclusion of a recent study in which 18 percent of older
adults stated that they were often or frequently lonely (Due,
Sandholt, & Waldorff, 2018)
• Expanded discussion of socioemotional selectivity theory to
include the role of a decreasing amount of time to live as an
explanation for prioritizing meaningful relationships in late
adulthood (Moss & Wilson, 2017; Segerstrom & others, 2016)
• Description of a recent Hong Kong study in which older
adults 75 and older who used smartphones and the Internet
to connect with family, friends, and neighbors had a higher
level of psychological well-being than those who did not
(Fang & others, 2018)
• Coverage of a recent 2016 Nielsen survey that found older
adults watch a staggering amount of television—51 hours,
32 minutes per week—far more than any other age group
(Recode, 2016)
xliv Preface
• Description of a longitudinal study of individuals from 13 to
72 years of age in which attachment anxiety declined in middle-
aged and older adults (Chopik, Edelstein, & Grimm, 2018).
Also in this study, attachment avoidance decreased in a lin-
ear fashion across the life span. Being in a relationship was
linked with lower rates of attachment anxiety and attachment
avoidance, and men were higher in attachment avoidance
throughout the life span.
• Updated data on the percentage of older adults who engage
in volunteering (U.S. Bureau of Labor Statistics, 2016)
• Inclusion of recent research on links between volunteering by
older adults and improved health (Burr & others, 2018; Carr,
Kail, & Rowe, 2018), better cognitive functioning (Proulx, Curl, &
Ermer, 2018), and less loneliness (Carr & others, 2018)
• Expanded and updated discussion of why volunteering has
positive outcomes for older adults (Carr, 2018)
• Updated data on the increasing number of older adults living
in poverty (U.S. Census Bureau, 2016a)
• Inclusion of recent research indicating that the life satisfaction
of Latino older adults was higher than for African American
and non-Latino older adults (Zhang, Braun, & Wu, 2017)
• Coverage of recent research in which older adult immigrants
had higher levels of life satisfaction than native-born older
adult U.S. residents (Calvo, Carr, & Matz-Costa, 2017). In
this study, Latino immigrants had the highest life satisfaction
of all groups studied. These findings have been labeled the
“happiness paradox.”
• Description of a recent study in which four factors emerged
as best characterizing successful aging: proactive engagement,
wellness resources, positive spirit, and valued relationships
(Lee, Kahana, & Kahana, 2017)
Chapter 20: Death, Dying, and Grieving
• Inclusion of a recent study in which completion of advance
directives was associated with a lower probability of receiving
life-sustaining treatment (Yen & others, 2018)
• Updated information on countries that allow euthanasia
­(Belgium, Columbia, Luxembourg, and the Netherlands) and
assisted suicide (Belgium, Canada, Finland, Luxembourg, the
Netherlands, and Switzerland)
• Update on the increasing number of states that allow assisted
suicide—California, Colorado, Montana, Oregon, Vermont,
and Washington, as well as Washington, DC
• New definition of assisted suicide as a key term and clearer
distinctions made between euthanasia, in which the patient
self-administers the lethal medication and is allowed to
decide when and where to do this, and euthanasia, in
which the physician or a third party administers the lethal
medication
• Inclusion of a recent Gallup poll in which 69 percent of U.S.
adults said that euthanasia should be legal, 51 percent said
that they would consider ending their own lives if faced with
a terminal illness, and 50 percent reported that physician-
assisted suicide is morally acceptable (Swift, 2016)
• New content on recent criticisms of the “good death” con-
cept that suggest moving away from focusing on a single
Another random document with
no related content on Scribd:
banquette her own se’f. I done seed her, one mornin’; she war a-
scrubbin’ lak mad. An’ bress yer, honey, she done had a veil on; so
no one won’t know her. Shore’s I live, she done brick her banquette
wid a veil on.”
“If she cleans the banquette herself, they must be very poor,” was
Pepsie’s logical conclusion. “Perhaps, after all, they’re not so proud;
only they don’t want people to know how poor they are. And, Tite,
don’t you tell that on the poor lady. You know it’s just one of your
stories about her having a veil on. It may have been some one else.
You couldn’t tell who it was, if she had a veil on, as you say.”
This argument did not in the least shake Tite Souris in her
conviction that she had seen the granddaughter of the Count
d’Hautreve bricking her banquette before “sun-up” with a veil over
her face.
However, Lady Jane and Pepsie were reconciled, and the little
cripple, to show her confidence in the child’s affection, was now as
anxious to have her go to Mam’selle Diane and learn music, as she
was averse to it before.
“Yes, Lady dear, I want you to learn to play on the piano, and I’ll
tell you what I’ve been thinking of,” said Pepsie as they leaned
confidentially toward each other across the table, “mama has some
money in the bank. She’s been saving it to get something for me.
You know, she does everything I want her to do. I wanted to learn to
read, and she had a teacher come to me every day until I could read
and write very well, so I’m sure she’ll do this, if I want her to; and this
is what it is: She must buy a piano to put right there in that space
next to bed.”
“For me to play on? Oh, Pepsie, how lovely!” and Lady Jane
clasped her hands with delight.
“And you can practise all the time,” continued the practical Pepsie.
“You know, if you ever learn music well you must practise a great
deal. Cousin Marie practised three hours a day in the convent. And
then, when you are grown up, you’ll sing in the cathedral, and earn a
great deal of money; and you can buy a beautiful white satin dress,
all trimmed down the front with lace, and they will ask you to sing in
the French Opera, on Rue Bourbon; and every one will bring you
flowers, and rings and bracelets, and jewels, and you’ll be just like a
queen.”
“And sit on a throne, and wear a crown?” gasped Lady Jane, her
eyes wide and sparkling, and her cheeks flushed over the glories of
Pepsie’s riotous imagination.
“Yes,” said Pepsie. Now that she had started she meant to give full
rein to her fancy. “And every one will be ready to worship you, and
you’ll ride out in a blue carriage, with eight white horses.”
“Oh, oh!” interrupted Lady Jane rapturously; “and you’ll go with
me, and it will be just as good as riding in Tante Modeste’s milk cart.”
“Better, much better,” agreed Pepsie, quite willing, in her present
mood, to admit that there was something better; “and then you’ll
have a big, big house in the country, with grass, and trees, and
flowers, and a fountain that will tinkle, tinkle all the time.”
“And you and Mama Madelon will live with me always.” Here a
sudden shadow passed over the bright little face, and the wide eyes
grew very wistful. “And, Pepsie, perhaps God will let papa and mama
come and live with me again.”
 “YES, LADY DEAR, I WANT YOU TO LEARN TO PLAY ON THE
PIANO, AND I’LL TELL YOU WHAT I’VE BEEN THINKING OF,” SAID
PEPSIE
 “Perhaps so, dear,” returned Pepsie with quick sympathy. “When I
say my prayers, I’ll ask.”
Presently Lady Jane said softly, with an anxious glance at Pepsie,
“You know, you told me that mama might come back before
Christmas. It’s nearly Christmas, isn’t it? Oh, I wish I could know if
she was coming back! Can’t you ask your cards, Pepsie? Perhaps
they’ll tell if she’ll come.”
“I’ll try,” replied Pepsie, “yes, I’ll try; but sometimes they won’t tell.”
When Lady Jane asked permission of Madame Jozain to study
music with Mam’selle Diane, Tante Pauline consented readily. In fact,
she was overjoyed. It was no common honor to have one’s niece
instructed by a d’Hautreve, and it was another feather in her much
beplumed cap. By and by people would think more of her and treat
her with greater consideration. When she was once intimate with the
d’Hautreve ladies, the neighbors wouldn’t dare turn the cold shoulder
to her; for through their interest in the child she expected to gain a
foothold for herself; but she had yet to learn how very exclusive a
d’Hautreve could be, under certain circumstances.
 CHAPTER XVII
LADY JANE’S DANCING-MASTER

A MONG all Lady Jane’s friends there was no one who

congratulated her on her good fortune with half the enthusiasm
and warmth displayed by little Gex.
“Vell, vell, my dear leetle lady,” he said, rubbing his small hands
delightedly. “Vhy, you are in luck, and no mistake! To have such a
teacher for the music as Mam’selle Diane d’Hautreve is as good as a
fortune to you. She’ll give you the true style,—the style of the French
nobility, the only style vhat is good. I know just vhat that is. Peoples
think old Gex knows nothing; but they’re mistaken, leetle lady;
they’re mistaken. They don’t know vhat I vas once. There isn’t
nothing in music that Gex hasn’t heard. I’ve seen everything fine,
and I’ve heard everything fine, vhen I used to be alvays at the
French opera.”
“Oh, were you in the French opera?” interrupted Lady Jane, with
sparkling eyes; “that’s where Pepsie says I shall sing, and I’m going
to have flowers and—and a throne, and—oh, I don’t remember; but
everything, everything!” she added impressively, summing it all up in
one blissful whole.
“Vell, I shouldn’t vonder, I shouldn’t vonder,” said Gex, looking at
her proudly, with his head on one side, much like an antiquated crow,
“for you’ve got one voice already vhat vould make soft the heart of
one stone.”
“Oh, Mr. Gex, where did you hear me sing?” and Lady Jane looked
at him with grave surprise. “I never sang for any one but Pepsie, and
Mam’selle Diane, and you weren’t there.”
“But I’ve heard you sing; I’ve heard you, my leetle lady,” insisted
the old man, with twinkling eyes. “It vas one morning vhen you vas a-
singing vith Mam’selle Diane, outside on the banquette. I stepped
out, and there I heard you sing like one leetle bird; but you didn’t
know I vas a-listening.”
“No, I didn’t know it,” said Lady Jane, smiling brightly again. “I’m
glad you heard me, and some day I’ll sing, ‘Sleep, baby, sleep,’ for
you if you’d like to hear it.”
Mr. Gex assured her that he would, and added that he adored the
music. “I haven’t heard the fine music for many years,” he remarked,
with a little sigh, “and I used to be just crazed for it; but I vas different
then, leetle lady, I vas different; you vouldn’t think it, but I vas
different.”
“You didn’t wear a handkerchief over your ears then, did you, Mr.
Gex?”
“No, no, my leetle lady; it vas the ear-ache vat made me tie up my
ear.”
“Did you wear an apron, and did you sew?” continued Lady Jane,
very curious to know in what ways he was different.
“Vear an apron!” exclaimed Gex, holding up his hands. “Vhy, bless
your leetle heart, I dressed like one gentleman. I vore the black
clothes, fine and glossy. I vas one neat leetle man. My hair vas black
and curly and, you von’t believe it, I’m afraid you von’t believe it, but I
vore the silk hose, and leetle fine shoes tied vith one ribbon, and one
gold chain across my vaistcoat, and one ring on that finger,” and Gex
touched one of his hard and shrunken digits my way of emphasis.
“Did you, Mr. Gex,—oh, did you?” and Lady Jane’s eyes glistened,
and her little face was one smile of delight. “Oh, how nice you must
have looked! But you didn’t have a fruit-stall then?”
“No, indeed; no, indeed; I vas in one fine business. I vas
fashionable then; I vas one fine leetle gentleman.”
“Mr. Gex, what did you do?” cried Lady Jane, in a little, shrill,
impetuous voice, for her curiosity had reached the climax. “I want to
know what you did, when you curled your hair and wore a gold
chain.”
“I vas one professeur, leetle lady. I vas one professeur.”
 “One professeur! Oh, what is one professeur?” cried Lady Jane
impatiently.
“He is one gentleman vhat does teach.”
“Then you taught music. Oh, I’ve guessed it,—you taught music,”
and Lady Jane looked at him admiringly. “Now I know why you like it
so much!”
“No, no, leetle lady. It vas not the music. It vas the sister to the
music; it vas the dance. I vas professeur of the dance. Think of that,
of the dance. So nimble, so quick; see, like this,” and little Gex,
carried away by the memory of his former triumphs, took hold of the
sides of his apron and made two or three quaint, fantastic steps,
ending them with a little pirouette and a low bow which enchanted
Lady Jane.
“Oh, how funny, how funny! Please do it again—won’t you, Mr.
Gex? Oh, do, do!”
Gex smiled indulgently, but shook his head. “No, no, leetle lady.
Once is enough, just to show you how nimble and quick one
professeur of the dance can be; but then I vas young and supple,
and full of life. I vas running over vith life; I vas one fine leetle
gentleman, so springy and light, and I vas all the fashion. Vould you
believe it, leetle lady? I had one fine grand house on Rue Royale,
and all the rich peoples, and all the noblesse, and all the leetle
gentlemen and the small leetle ladies like you came to the
‘Professeur Gex’ to learn the dance.”
“But why, why, Mr. Gex, did you leave the Rue Royale?” asked
Lady Jane, greatly puzzled at his changed condition, and anxious to
know by what strange freak of destiny he had been brought to sell
fruit and vegetables in Good Children Street, to wear an apron, and
to mend his own stockings.
“Ah, vell, my leetle lady, it vas many things vhat brought me to
here,” he replied, with a sigh of resignation. “You see, I did not stay
the fashion. I got old, and the rheumatism made me slow and stiff,
and I vas no more such a fine, light leetle gentleman. I could not
jump and turn so nimble and quick, and a new professeur came from
Paris, and to him vent all my pupils. I had no money, because I vas
vairy fond of good living and I lived high like one gentleman; and so
ven I vas old I vas poor, and there vas nothing but to sell the fruit and
vegetables in Good Children Street.”
“Oh, dear, dear, what a pity!” sighed Lady Jane regretfully. To think
that the mighty had fallen so low touched her loyal little heart, and
brought the tears of sympathy to her blue eyes.
“Naiver mind, naiver mind. You see I vas old, and I could not teach
the dance alvay; but attendez, my leetle lady, listen to vhat I say,”
and he clasped his hands persuasively, and turned his head on one
side, his little twinkling eyes full of entreaty. “Vould you now, vould
you like to learn the dance? I’m old, and I’m no more so nimble and
light, but I know the steps, all the fine steps, and my leetle lady must
learn the dance some time. Von’t you let me teach you how to take
the fine leetle steps?”
“Oh, Mr. Gex, will you?” cried Lady Jane, jumping down from her
chair, with a flushed, eager face, and standing in front of the little
dancing-master. “Do, do!—I’m all ready. Teach them to me now!”
“Vell, that is all right, stand as you are, and I vill begin just now,”
said Gex, beaming with pleasure, while he hurriedly rolled his aprons
up under his armpits, and pushed his spectacles well on the top of
his bald head. “Now, now, leetle lady, turn out your toes, take hold of
your skirt, just so. Right foot, left foot, just so. Vatch me. Right foot,
left foot. One, two, three. Right foot, one, two; left foot, one, two,
three; half around, one, two, three; just so, vatch me. Back again,
half around, one, two, one two—oh, good, good, vairy good! My
leetle lady, you vill learn the dance so vell!”
It was a delicious picture that they made in the dingy little shop,
surrounded by fruit and vegetables. Lady Jane, with her yellow flying
hair, her radiant rosy face, her gracious head coquettishly set on one
side, her sparkling blue eyes fixed on Gex, her dainty little fingers
holding out her short skirt, her slender, graceful legs and tiny feet
advancing and retreating in shy mincing steps, turning and whirling
with a graceful swaying motion first on one side, then the other, right
in front of Gex, who, with a face of preternatural gravity, held out his
loose trousers’ legs, and turned his small brogans to the correct
angle, while he went through all the intricate steps of a first dancing-
lesson in the quaint, old-fashioned style of fifty years ago, every
movement being closely followed by the child with a grace and spirit
really charming.
When the lesson was over, and Lady Jane ran to tell her friend of
this latest stroke of good fortune, Pepsie showed all her white teeth
in a broad smile of satisfaction.
“Well, Lady,” she said, “you are a lucky child. You’ve not only found
a music-teacher, but you’ve found a dancing-master.”
 CHAPTER XVIII
LADY JANE’S CHRISTMAS PRESENTS

C HRISTMAS came and went; and whatever hopes, desires, or

regrets filled the loving little heart of Lady Jane, the child kept
them to herself, and was outwardly as bright and cheerful as on
other days, although Pepsie, who watched her closely, thought that
she detected a wistfulness in her eyes, and, at times, a sad note in
the music of her happy voice. If the affection that finds expression in
numerous Christmas gifts can make a child contented, Lady Jane
had certainly no reason to complain.
The first thing on which her eyes fell when she awoke was her
stockings, the slender legs very much swollen and bulged, hanging
in madame’s chimney-corner, waiting to be relieved of their undue
expansion. Even Raste—the extravagant and impecunious Raste—
had remembered her; for a very dressy doll, with a French-gilt
bangle encircling its waist (the bangle being intended not for the doll,
but for Lady Jane), bore a card on which was inscribed in bold
characters, “M. Adraste Jozain,” and underneath the name, “A mery
Crismus.” Adraste was very proud of his English, and as Lady Jane
was more grateful than critical it passed muster. Then there was a
basket of fruit from Gex, and beside the basket nestled a little yellow
duckling which came from Mam’selle Diane, as Lady Jane knew
without looking at the tiny old-fashioned card attached to it. And,
after she had been made happy at home, she still had another
pleasure in store, for Pepsie, wishing to witness the pleasure of her
little friend, had the Paichoux presents, with her own and Madelon’s,
beautifully arranged on her table, and carefully covered, until the
important moment of unveiling. Every Paichoux had remembered
Lady Jane, and a finer array of picture books, dolls, and toys was
never spread before a happier child; but the presents which pleased
her most were a small music box from Madelon, a tiny silver thimble
from Pepsie, and Mam’selle Diane’s little duckling. These she kept
always among her treasures.
“The day I like best,” said Pepsie, after Lady Jane had exhausted
all the adjectives expressive of admiration, “is the jour de l’an, New
Year’s, as you call it. Then Tante Modeste and the children come
and bring bonbons and fireworks, and the street is lighted from one
end to the other, and the sky is full of rockets and Roman candles,
and there is so much noise, and every one is merry—because the
New Year has come.”
At that moment, Tite Souris entered with an expressive grin on her
ebony face, and an air of great mystery:
“Here you, chil’runs, I done got yer Crismus; doan’ say nufin ’bout
it, ’cause ’t ain’t nufin’ much. I ain’t got no money ter buy dolls an’
sech; so I jes bought yer boaf a ‘stage-plank.’ I lowed yer might lak a
‘stage plank.’”
Unfolding a large yellow paper, she laid a huge sheet of coarse
black ginger-bread on the table among Lady Jane’s treasures.
“Thank you, Tite,” said Lady Jane, eyeing the strange object
askance. “What is it?”
“Oh Lor’, Miss Lady, ain’t ye neber seed a ‘stage plank’? It’s ter
eat. It’s good,—ain’t it, Miss Peps’?”
“I don’t know, Tite; I never ate one,” replied Pepsie, smiling
broadly, “but I dare say it’s good. It’s kind of you to think of us, and
we’ll try it by and by.”
“Dear me!” said Pepsie, after Tite, who was grinning with
satisfaction, had left the room. “What shall we do with it? We can’t
eat it.”
“Perhaps Tony will,” exclaimed Lady Jane, eagerly. “He will eat
almost anything. He ate all Tante Pauline’s shrimps, the other day,
and he swallowed two live toads in Mam’selle Diane’s garden. Oh,
he’s got a dreadful appetite. Tante Pauline says she can’t afford to
feed him.” And she looked anxiously at her greedy pet.
 “Well, we’ll try him,” said Pepsie, breaking off a piece of the ‘stage
plank’ and throwing it to Tony. The bird gobbled it down promptly,
and then looked for more.
Lady Jane clapped her hands delightedly. “Oh, isn’t Tony nice to
eat it? But we mustn’t let Tite know, because she’d be sorry that we
didn’t like it. We’ll keep it and give it all to Tony,” and in this way Tite’s
“stage plank” was disposed of.
If Christmas was a merry day to Lady Jane, New Year’s was
certainly a happy one. The Paichoux children came, as Pepsie said
they would, loaded with bonbons and fireworks, and all day the
neighborhood was lively with their fun—and such a dinner as they
brought with them! Lady Jane thought there never could be anything
as pretty as the table in Madelon’s little room, loaded, as it was, with
all sorts of good things. Tante Modeste went home to dine with her
husband, but the children remained until the milk-cart came for them
when it was quite dark.
After they were all gone, and quiet was restored to the tiny
dwelling, Lady Jane remarked to Pepsie that she thought New Year’s
was better than Christmas.
“But just wait,” said Pepsie, smiling mysteriously, “just wait until
Carnival. Christmas and New Year’s are lovely; but Mardi-gras—oh,
Mardi-gras! there’s nothing like it in the world!”
Lady Jane wondered very much what “Mardi-gras” was, but tried
to wait patiently until that wonderful day should arrive. The time did
not pass slowly to her, surrounded as she was by tender care and
affection.
Pepsie was teaching her to read and sew, and Mam’selle Diane
was drilling her in scales,—although at times Madame d’Hautreve
grumbled and quavered about the noise, and declared that the child
was too young; for, stretch them all she could, her tiny fingers would
not reach an octave.
And then there were the dancing lessons, which were always a
pleasure, and a constant source of amusement in which Pepsie and
Tite Souris shared; Pepsie as an enraptured spectator, and Tite
Souris by personating Mr. Gex in Lady Jane’s frequent rehearsals;
and even Tony had caught the spirit of Terpsichore, and under Lady
Jane’s constant instruction had learned to take steps, to mince and
hop and pirouette, if not as correctly, at least as gracefully as the
ancient Professor Gex.
Tite Souris had happened to pass Gex’s little shop one day while
Lady Jane was taking her lesson, and from that moment the
humorous darky could never speak of the little dancing-master
without loud explosions of laughter. “Oh Lor’, Miss Peps’, I wish you
jes’ done seed littl’ Mars Gex, a-stanin’ up wid he toes turn out so he
look lak he o’ny got one foot, an’ he ap’on roll up un’er he arms, an’
he hands jes’ so,”—here Tite caught the sides of her scant skirt,
displaying two enormous feet and a pair of thin black legs—“a-
steppin’, an’ a-hoppin’ an’ a-whirlin’ an’ a-smilin’ wid he eyes shet,
jes’ as if he done got religion, an’ was so happy he doan’ know
what’er do. An’ Miss Lady, wid ’er head on one side, lak a morkin
bird, a-holdin’ out ’er littl’ skirt, an’ a-steppin’, an’ a-prancin’, for all de
worl’ jes’ lak Mars Gex, an’ a-puttin’ ’er han’ on ’er bre’s’, an’ a-
bowin’ so er yaller har all-a-mos’ tech der flo’. Lor’, Lor’, I done mos’
die a-larfin’. Such cuttin’s up yer nebber did see! It’s might’ funny,
Miss Peps’, all dis yer dancin’ an’ a-caperin’, but I’se scared ’bout
Miss Lady wid all dem goin’s on. I’m feared der gobble-uns’ll ketch
’er sum time, w’en ’ers a-steppin’ an’ a-hoppin’, an’ tote ’er off ter dat
dar ole wicked devil, wat’s watchin’ fer triflin’ chil’ren lak dat, ’cause
Deacon Jone say, der devil’ll git all pussuns wat dance, shore,
shore.”
“Nonsense, Tite, go away!” cried Pepsie, laughing till the tears
came at her handmaid’s droll pantomime. “If what you say is true,
where do you think you’ll go to? Haven’t you been acting Mr. Gex for
Miss Lady, over and over, when she’s been repeating her dancing-
lesson to me? Haven’t you been standing right up on that floor,
holding out your skirt, and dancing back and forth, and whirling, and
prancing, as much like Mr. Gex as you possibly could? Haven’t you
now, Tite? And I’m sure the ‘gobble-uns’ would take an ugly black
thing like you before they would a little angel like Miss Lady.”
 “But I war jes’ a-funnin’, Miss Peps’. Date ole devil know I war jes’
a-funnin’; an’ he ain’t gwine ter tote me off w’en I ain’t done no harm;
’t ain’t lak I war in earnest, yer know, Miss Peps’.” And with this nice
distinction Tite comforted herself and went on her way rejoicing.
About this time Madame Jozain was seized with a sudden spasm
of piety and took to going to church again. However, she kept at a
discreet distance from Father Ducros, who, at the time of the death
of the young widow, had asked her some rather searching questions,
and several times when he met her afterwards remarked that she
seemed to have given up church-going. She was very glad,
therefore, when about this time she heard that he had been sent to
Cuba on a mission, which Madame hoped would detain him there
always. One Sunday it occurred to her that she ought to take Lady
Jane to church with her, and not allow her to grow up like a heathen;
and besides, the child dressed in her best had such an air of
distinction that she would add greatly to the elegant appearance
Madame desired to make.
Pepsie had a knack of dressing Lady Jane as Madame never
could; so the little girl was sent across the street to be made
beautiful, with flowing glossy hair and dainty raiment. And when
Madame, dressed in one of the young widow’s elegant mourning
suits, somewhat changed to better suit her age and position, leading
Lady Jane by the hand with a gentle maternal air, limped slowly up
the broad aisle of the Cathedral, she felt perfectly satisfied with
herself and her surroundings.
Lady Jane had never been in a church before, and the immense
interior, the grand, solemn notes of the organ, and the heavenly
music of the choir made a deep and lasting impression upon her,
and opened up to her new vistas of life through which her pure little
soul longed to stray.
The musical nature is often a religious nature, and in the child was
a deep vein of piety, which only needed working to produce the
richest results; therefore, the greatest of all her pleasures from that
time was to go to church and listen to the music, and afterwards to
tell Pepsie of all she had seen and enjoyed, and to repeat, as far as
it was possible with her small, sweet voice, the heavenly strains of
the anthems she had heard.
 CHAPTER XIX
MARDI-GRAS

O NE morning—it was the day before Mardi-Gras—when Lady

Jane entered Pepsie’s room, instead of finding her friend
engaged in her usual occupation, the table was cleared of all that
pertained to business, and on it was spread a quantity of pink
cambric, which Pepsie was measuring and snipping with great
gravity.
“Oh, Pepsie, what are you making?” cried Lady Jane, greatly
surprised at this display of finery.
“It’s a domino,” replied Pepsie curtly, her mouth full of pins.
“A domino, a domino,” repeated Lady Jane. “What’s a domino? I
never saw one.”
“Of course, you never saw one, because you never saw a Mardi-
Gras,” said Pepsie, removing the pins, and smiling to herself as she
smoothed the pattern on the cloth.
“Mardi-gras! Is it for Mardi-gras?” asked Lady Jane eagerly. “You
might tell me all about it. I don’t know what it’s for,” she added, much
puzzled, and somewhat annoyed at Pepsie’s air of secrecy.
“Well, it’s for some one to wear, Mardi-Gras,” replied Pepsie, still
smiling serenely, and with an exasperating air of mystery.
“Oh, Pepsie—who, who is it for?” cried Lady Jane, pressing close,
and putting both arms around her friend’s neck; “tell me, please, do!
If it’s a secret I won’t tell.”
“Oh, it’s for a little girl I know,” said Pepsie, cutting and slashing
the cambric with the greatest indifference, and evidently bent on
keeping her own counsel.
 Lady Jane stood still for a moment, letting her arms fall from
Pepsie’s neck. Her face was downcast, and something like a tear
shone on her lashes; then, a little slowly and thoughtfully, she
climbed into her chair on the other side of the table, and, leaning on
her elbows, watched the absorbed Pepsie silently.
Pepsie pinned, and snipped, and smoothed, all the while smiling
with that little air of unconcern which so puzzled the child. Presently,
without looking up, she said:
“Can’t you guess, Lady, who it’s for?”
“Isn’t it for Sophie Paichoux?” ventured Lady Jane.
“No, no,” said Pepsie decidedly; “the one I mean it for isn’t any
relation to me.”
“Then, I don’t know any other little girl. Oh, Pepsie, I can’t guess.”
“Why, you dear, stupid, little goose!” cried Pepsie, laughing aloud.
“Oh, Pepsie. It isn’t! is it?” and Lady Jane’s eyes shone like stars,
and her face broke into a radiant smile. “Do you mean it for me?
Really, do you, Pepsie?”
“Why, certainly. Who do you think I’d make it for, if not for you?”
“Oh, you dear, darling Pepsie! But why didn’t you say so just at
first? Why—why did you make me,” she hesitated for a word, and
then added, “why did you make me—jealous?”
“I only wanted to tease you a little,” laughed Pepsie. “I wanted to
see if you’d guess right off. I thought you’d know right away that I
didn’t love any one else well enough to make a domino for her, and I
wanted to try you, that was all.”
This rather ambiguous explanation was quite satisfactory, and
after a great many caresses Pepsie went on to tell that Tante
Modeste had been there very early, and that she had invited Lady
Jane to go in her milk-cart, that afternoon, up on Canal Street to see
the King of the Carnival arrive. The cans were to be taken out of the
cart, and an extra seat was to be put in, so that all the young ones
could take part in the glorious spectacle.
 Then Pepsie waited for Lady Jane to get her breath before she
finished telling her of Tante Modeste’s plans for the next day, the
long-looked-for Mardi-gras.
The little Paichoux wanted Lady Jane to see everything; by some
means she must take an active part in the festivities; she must be on
Canal Street not as a spectator, but as an actor in the gay scene.
“Children don’t enjoy it half as well, at least mine don’t,” said Tante
Modeste, “if they’re cooped up in a cart, or on a gallery, so the best
way is to put a domino on them, and turn them in with the crowd.”
“But I’m afraid for Lady,” demurred Pepsie, “she might get
frightened in such a crowd, or she might get lost.”
“You needn’t be afraid of that; Tiburce is going to take care of my
young ones, and I’ve told him that he must hold fast to the child all
the time. Then, Tite can go too; I’ve got an old domino that’ll do for
her, and she can keep the child’s hand fast on the other side. If they
keep together, there’s no danger.”
“But perhaps Madame Jozain won’t allow her to go on Canal
Street.”
“Yes, she will, she’ll be glad to get rid of the care of the child. I just
met her coming from market, she had a cream cheese for the little
one. I guess she’s pretty good to her, when it doesn’t put her out.
She says Madame Hortense, the milliner, on Canal Street, is an old
friend of hers, and she’s invited her to come and sit on her gallery
and see the show, and there’s no room for children, so she’ll be very
glad to have her niece taken care of, and it’s so good of me, and all
that. Oh dear, dear! I can’t like that woman. I may be wrong, but
she’s a dose I can’t swallow,” and Tante Modeste shrugged her
shoulders and laughed.
“But Lady’s got no domino,” said Pepsie ruefully, “and I’m afraid
Madame Jozain won’t make her one.”
“Never mind saying anything to her about it. Here’s two bits. Send
Tite for some cambric, and I’ll cut you a pattern in a minute. I’ve
made so many I know all about it, and, my dear, you can sew it up
through the day. Have her ready by nine o’clock. I’ll be here by nine.
I’m going to take them all up in the cart and turn them out, and they
can come back to me when they’re tired.”
In this way Tante Modeste surmounted all difficulties, and the next
morning Lady Jane, completely enveloped in a little pink domino,
with a tiny pink mask carefully fastened over her rosy face, and her
blue eyes wide with delight and wonder sparkling through the two
holes, was lifted into the milk cart with the brood of little Paichoux,
and with many good-byes to poor forlorn Pepsie and to Tony, who
was standing dejectedly on one leg, the happy child was rattled
away in the bright sunlight, through the merry, noisy crowd, to that
center of every delight, Canal Street, on Mardi-gras.
There was no room for Tite Souris in the cart, so that dusky
maiden, arrayed in the colors of a demon of darkness, an old red
domino with black, bat-like wings, was obliged to take herself to the
rendezvous, near the Clay statue, by whatever means of locomotion
she could command. When the cart was passing Rue Royale, there
was Tite in her uncanny disguise, flapping her black wings, and
scuttling along as fast as her thin legs would carry her.
At last the excited party in the milk cart and the model for a
diabolical flying machine were together under Tante Modeste’s
severe scrutiny, listening with much-divided attention to her final
instructions.
“Tiburce, attend to what I tell you,” she said impressively; “you are
the eldest of the party, and you must take care of the little ones,
especially of Lady Jane; keep her hand in yours all the time, mind
what I say—don’t let go of her. And you, Tite, keep on the other side
and hold her hand fast. Sophie, you can go in front with the two
smallest, and the others can follow behind. Now keep together, and
go along decently, no running or racketing on the street, and as soon
as the procession passes, you had better come back to me. You will
be tired and ready to go home. And Tite, remember what Miss
Pepsie told you about Miss Lady. If you let anything happen to her,
you’d better go and drown yourself.”
Tite, with her wings poised for flight, promised everything, even to
drowning herself if necessary; and before Tante Modeste had
climbed into her cart the whole brood had disappeared amongst the
motley crowd.
At first, Lady Jane was a little frightened at the noise and
confusion; but she had a brave little heart, and clung tightly to
Tiburce on one side and Tite on the other. In a few moments she
was quite reassured and as happy as any of the merry little imps
around her.
It was delightful; she seemed to be carried along in a stream of
riotous life, all disguised and decorated to suit their individual
fancies. There were demons and angels, clowns and monks, imps
and fairies, animals and birds, fish and insects—in fact, everything
that the richest imagination could devise.
At first, Tite Souris ambled along quite decorously, making now
and then a little essay at flying with her one free wing, which gave
her a curious one-sided appearance, provoking much mirth among
the little Paichoux; but at length restraint became irksome, and finally
impossible. She could bear it no longer, even if she died for it.
Ignoring all her promises, and the awful reckoning in store for her,
with one bound for freedom she tore herself from Lady Jane’s
clinging hand and, flapping her hideous wings, plunged into the
crowd, and was instantly swallowed up in the vortex of humanity that
whirled everywhere.
The procession was coming, the crowd grew very dense, and they
were pulled, and pushed, and jostled; but still Tiburce, who was a
strong, courageous boy, held his ground, and landed Lady Jane on a
window-sill, where she could have a good view. The other Paichoux,
under the generalship of Sophie, came up to form a guard, and so, in
a very secure and comfortable position, in spite of Tite’s desertion
Lady Jane saw the procession of King Rex, and his royal household.
When Tiburce told her that the beautiful Bœuf gras, decorated so
gaily with flowers and ribbons, would be killed and eaten afterward,
she almost shed tears, and when he further informed her that King
Rex was no King at all, only a citizen dressed as a King in satin and
velvet, and feathers, she doubted it, and still clung to the illusion that