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Life The Essentials of Human Development 2Nd Edition Edition Gabriela Martorell Full Chapter
Life The Essentials of Human Development 2Nd Edition Edition Gabriela Martorell Full Chapter
Life The Essentials of Human Development 2Nd Edition Edition Gabriela Martorell Full Chapter
Gabriela Martorell
Page ii
LIFE
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New
York, NY 10121. Copyright ©2022 by McGraw Hill LLC. All rights
reserved. Printed in the United States of America. No part of this
publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior
written consent of McGraw Hill LLC, including, but not limited to, in
any network or other electronic storage or transmission, or
broadcast for distance learning.
1 2 3 4 5 6 7 8 9 LWI 24 23 22 21
ISBN 978-1-264-47934-4
MHID 1-264-47934-4
mheducation.com/highered
brief contents Page iii
Preface xvi
part 1
1 About Human Development
part 2
2 Beginnings
part 3
3 Early Childhood
part 5
5 Adolescence
part 6
6 Emerging and Young Adulthood
part 7
7 Middle Adulthood
15 Physical and Cognitive Development in Middle Adulthood
361
part 8
8 Late Adulthood
part 9
9 The End of Life
Glossary G-1
Bibliography B-1
Name Index I-1
Subject Index I-29
Preface xvi
part 1
1 About Human Development
chapter 1
chapter 2
chapter 3
chapter 4 Page v
chapter 5
chapter 6
chapter 7
Physical and Cognitive Development in Early
Childhood 159
Physical Development 160
Bodily Growth and Change 160
Sleep Patterns and Problems 160
Brain Development 162
Motor Skills 163
Health and Safety 164
Obesity and Overweight 165
Undernutrition 165
Allergies 167
Deaths and Accidental Injuries 167
Environmental Influences on Health 169
Cognitive Development: Piagetian Approach 170
Advances of Preoperational Thought 170
Immature Aspects of Preoperational Thought 173
Theory of Mind 175
Media and Cognition 178
Memory Development: I nformation-Processing Approach 179
Basic Processes and Capacities 179
Recognition and Recall 179
Forming and Retaining Childhood Memories 180
Intelligence: Psychometric and Vygotskian Approaches 181
Traditional Psychometric Measures 181
Influences on Measured Intelligence 181
Testing and Teaching Based on Vygotsky’s Theory 182
Language Development 182
Vocabulary 182
Grammar and Syntax 183
Pragmatics and Social Speech 183
Private Speech 184
Delayed Language Development 185
Preparation for Literacy 185
Early Childhood Education 185
Preschool 185
Kindergarten 187
summary and key terms 188
Research in Action
Window on the World Surviving the First 5 Years of Life 168
chapter 8
4 Middle Childhood
chapter 9
chapter 10
chapter 11
chapter 12
chapter 13
chapter 15
chapter 16
part 8 Page x
8 Late Adulthood
chapter 17
chapter 18
chapter 19
Diversity
In response to requests from faculty, substantial space has been
devoted to addressing issues of diversity. When relevant, each
chapter includes current U.S. statistics drawn from census data and
other federal databases, including not just major population trends
but also demographic and statistical information on ethnic and racial
minorities. Moreover, in many cases, global statistics, trends, and
cultural differences in development have been explored as well.
Other forms of diversity have also been considered. For example,
information is included on different family systems, including gay
and lesbian parents, stepparents, divorced parents, and those
families in which adults remain single by choice.
Additionally, each chapter includes a Window on the World
feature. In this feature, a cross-cultural issue of interest is addressed
from a global perspective. These features cover a wide variety of
topics, including, for example, cultural differences in wedding
traditions and funeral ceremonies along with research-based
features on topics such as immigrant families, prenatal care, and
bullying. Each feature ends with What’s Your View—a series of
questions that can be used as springboards for class discussion or
writing prompts.
A complete Guide to Diversity can be found on page xii.
Page xvii
Current Research
Life: The Essentials of Human Development draws a current picture
of the state of the field. In well-established areas of psychology,
there is an emphasis on the inclusion of review articles and meta-
analyses in order to capture the major trends found through decades
of psychological research. In research areas with less information
available, the emphasis is on the inclusion of the newest research.
Moreover, scientifically important trends, such as the open science
movement and modern critiques of historical models of
development, are also discussed. Additionally, topics that have
recently arisen in the public consciousness have been included. For
example, there is new information on COVID-19 across the life span,
on technology and young children, on the opioid epidemic, and on
the development of transgender people.
Each chapter in Life: The Essentials of Human Development includes
a Research in Action feature, in which a closer look is taken at an
issue or area relevant to the chapter. The Research in Action
features are designed to stimulate critical thinking about a wide
variety of engaging topics, and they include such topics as Barbie
dolls, childhood trauma, the impact of technology on development,
and intimate partner violence. As with Window on the World
features, each Research in Action feature ends with What’s Your
View question prompts.
Page xviii
Apply Concepts and Theory
in an Experiential Learning
Environment
An engaging and innovative learning game, Quest: Journey
Through the Lifespan provides students with opportunities to
apply content from their human development curriculum to real-life
scenarios. Students play unique characters who range in age and
make decisions that apply key concepts and theories for each age as
they negotiate events in an array of authentic environments.
Additionally, as students analyze real-world behaviors and contexts,
they are exposed to different cultures and intersecting biological,
cognitive, and socioemotional processes. Each quest has layered
replayability, allowing students to make new choices each time they
play—or offering different students in the same class different
experiences. Fresh possibilities and outcomes shine light on the
complexity of and variations in real human development. This new
experiential learning game includes follow-up questions, assignable
in Connect and auto-graded, to reach a higher level of critical
thinking.
Page xix
Real People, Real World, Real
Life
At the higher end of Bloom’s taxonomy, the McGraw Hill
Education Milestones video series offers an observational tool
that allows students to experience life as it unfolds, from infancy to
late adulthood. This groundbreaking, 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 Psychology, Milestones also includes interviews with
adolescents and adults to reflect development throughout the entire
life span.
New to this edition, Milestones are available in a more engaging,
WCAG-compliant format. Ask your McGraw Hill representative about
this new upgrade!
Writing Assignment
McGraw Hill’s new Writing Assignment Plus tool delivers a
learning experience that improves students’ written communication
skills and conceptual understanding with every assignment. Assign,
monitor, and provide feedback on writing more efficiently and grade
assignments within McGraw Hill Connect®. Writing Assignment Plus
gives you time-saving tools with a just-in-time basic writing and
originality checker.
Page xx
Provide a Smarter Text
and Better Value
Author: E. M. Stooke
Language: English
BY
E. M. STOOKE
1921
CONTENTS.
I. THE ARRIVAL
II. DICK RUNS AN ERRAND
DICK'S RETRIEVER.
CHAPTER I.
THE ARRIVAL.
With this, she turned her head towards the door, beneath
which she had stuffed some old matting to keep out the
draught.
The widow looked disturbed. She rose from her chair, raked
the dying embers together in the fireplace, and lit the
candle; for she and Dick had been sitting the last half-hour
by firelight—they always did so to save lamp oil after she
had put away her sewing at nine o'clock on winter evenings.
"I reckon your guess isn't far out, Dick," agreed the widow.
"Here, you poor creature, let me look at you. Why, you're
cold as ice, and one of your paws is bleeding!"
Then, turning her kind face to her little son, who stood
looking down on their visitor with pitying eyes, she went on,
—
The mother and her son sat still for a time, silently admiring
the beautiful animal.
"Must we?" The boy stooped over the exhausted animal and
caressed its curly jacket. "Good-night, old man!" he said
softly. "I'm glad we heard you whining. I'm glad we let you
in."
CHAPTER II.
DICK RUNS AN ERRAND.
"What shall we call our dog then?" asked Molly, with quite
an important air of ownership.
"Yes! Yes!" his little sister and the twins agreed in a breath.
"Isn't his coat looking beautiful, mother?" Dick said one day
to Mrs. Wilkins, as the much-dreaded winter drew near.
"Ah, it is, my dear!" was her reply. "It's because he's so well
fed—that's the reason. Do you know, Dick, I almost envy
that dog the bits folks throw to him, sometimes, when you
children are on short rations. But there, I won't complain!
P'raps I shall get some more washing or sewing work to do
before long. I'm sure I don't mind how hard I slave, if only I
can manage to get necessaries for you children."
"To be sure I did," was the reply; and the donor afterwards
told himself that the expression of mingled wonderment and
delight on the little face was worth three times the amount.
"Take it and welcome, my lad," said he. "Now I will bid you
good-day."
"Good-day, sir; and—and thank you ever so!" burst from
Dick's quivering lips; after which he looked at the coin a
second time, and murmured with delight, "Won't mother be
surprised and glad! Fancy a shilling!—a whole shilling! Why,
that's as much as I get at the rectory for cleaning boots in a
week!"
CHAPTER III.
DICK'S ENCOUNTER WITH THE BULLY.
"I wasn't going to call to him, sir. And I wasn't going to run
away either. I ain't a coward," Dick found voice enough to
declare.
"Oh, you are not a coward, eh? Then that's all right. Now
show me that piece of money!" persisted the bully, gripping
Dick's shoulder so tightly that he could have shrieked with
pain, had he been less brave than he was.
"What of that? Let me see it, I tell you, or I'll give you
something to remember me by. Ah!" as Dick's hand went
reluctantly into his pocket. "I thought I should bring you to
reason. So the gentleman gave you this, eh? A shilling!
Well, it's a great deal too much money for a little boy like
you to have. Think of it I—twelve pence, to be sucked away
in candy!"
"Oh, you shan't! You shan't!" cried poor Dick, losing all self-
control, and throwing himself bodily upon the bigger boy.
"'Tis mine," he contended, breaking into a passion of sobs
and tears. "I earned it myself, and I mean to have it. Give it
to me this minute, and take your match-box back. A thing
like that's no good to me and mother. You're a coward and a
thief."
"And I want to buy all sorts of things for mother and the
children," sobbed the miserable and indignant Dick. "Listen
to me, sir!" He ceased crying, took a step towards young
Filmer, and looked fearlessly into his face. "If you don't give
me back my money at once," he said, "I'll go straight to the
farm and tell your father."
"So that's your little game, is it?" exclaimed the bully. "Well,
it's a fortunate thing you mentioned it to me, because now I
can tell you what the result of your doing it would be. I
should make my mother promise me that she would never
have Mrs. Wilkins to do washing or charing for her again."