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CONTENTS

Features xii Genotypes, Phenotypes, and Patterns of Genetic

To the Student xiv Inheritance 32
To the Instructor xvi
Development from Conception to Birth 35
Acknowledgments xxii
The Stages of Prenatal Development 35
Sex Differences in Prenatal Development 40
PART 1 INTRODUCTION Prenatal Behavior 41
CHAPTER 1 Basic Issues in the Study of Development 1 Problems in Prenatal Development 42
Issues in the Study of Development 2 Genetic Disorders 42
Two Key Questions 2 Developmental Science in the Real World
Influences on Development 4 Fetal Assessment and Treatment 44
The Ecological Perspective and the Cultural Context of Chromosomal Errors 45
Development 7 Teratogens: Maternal Diseases 45
Vulnerability and Resilience 8
Three Kinds of Change 9 Technology and the developing child
High-Tech Monitoring for High-Risk Pregnancies 48
Technology and the developing child
Teratogens: Drugs 48
Cohort Effects of Health Information on the Internet 11
Other Teratogens and Maternal Factors 50
Theories of Development 11
Think Critically 53
Psychoanalytic Theories 11
Cognitive Theories 13 Conduct Your Own Research 53
Learning Theories 15 Summary 54
Developmental Science in the Real World Key Terms 55
Helping Children Who Are Afraid to Go to School 16
Comparing Theories 17 CHAPTER 3 Birth and Early Infancy 56
Finding the Answers: Research Designs and Methods 19 Birth 57
The Goals of Developmental Science 20 Birth Choices 57
Studying Age-Related Changes 20 The Process of Birth 59
Descriptive Methods 22 Low Birth Weight 62
Experimental Methods 23 Behavior in Early Infancy 64
Thinking About Research Responding to Media Reflexes and Behavioral States 64
Reports of Research 24 Thinking About Research Variations in
Cross-Cultural Research 24 Infants’ Cries 68
Research Ethics 26 Motor, Sensory, and Perceptual Abilities 68
Think Critically 26 Learning 69
Conduct Your Own Research 27 Technology and the developing child
Summary 27 Helping Preterm Infants Learn to Suck 70
Key Terms 28 Temperament and Social Skills 71
Health and Wellness in Early Infancy 73
PART 2 THE BEGINNINGS OF LIFE Nutrition, Health Care, and Immunizations 73

CHAPTER 2 Prenatal Development 29 Developmental Science in the Real World

Breast or Bottle? 74
Conception and Genetics 30
Illnesses 75
The Process of Conception 30
Infant Mortality 76
Thinking About Research Assisted Reproductive
Technology 31

vi
Think Critically 79
Conduct Your Own Research 79
Summary 79
Key Terms 80
PART 3 THE PHYSICAL CHILD
CHAPTER 4 Physical Development 81
The Brain and Nervous System 82
Growth Spurts 82
Synaptic Development 84
Myelination 85
Lateralization 86
Size, Shape, and Skills 88
Growth 88
Bones, Muscles, and Fat 89
Using the Body 90
The Endocrine and Reproductive Systems 91
Hormones 92
Sequence of Changes in Girls and Boys 93
The Timing of Puberty 95
Sexual Behavior in Adolescence 96
Prevalence and Predictors of Sexual Behavior
Sexually Transmitted Diseases 98
Teenage Pregnancy 99
Sexual Minority Youth 100
Health and Wellness 102
Health in Childhood 102
Developmental Science in the Real World
A Good Night’s Sleep for Kids (and Parents, Too!)
Thinking About Research Causes and
Consequences of Child Abuse and Neglect
Excessive Weight Gain 104
Technology and the developing child
Repetitive Strain Injury (RSI) of the Hand in Children
and Teens 106
Poverty and Children’s Health 107
Risky Behavior in Adolescence 108
Mortality 111
Think Critically 111
Conduct Your Own Research 111
Summary 112
Key Terms 114
CHAPTER 5 Perceptual Development 115
Thinking about Perceptual Development 116
Ways of Studying Early Perceptual Skills 116
Explanations of Perceptual Development 117
Sensory Skills 118
Seeing 119
Hearing and Other Senses 119
Perceptual Skills 121
Looking 121
Listening 123
Thinking About Research Langlois’s Studies of
Babies’ Preferences for Attractive Faces 124
Technology and the developing child
Cochlear Implants and Speech Development 125
Combining Information from Several Senses 126
Ignoring Perceptual Information 126
The Object Concept 127
Object Perception 127
Object Permanence 129
Perception of Social Signals 130
Early Discrimination of Emotional Expressions 130
96 Developmental Science in the Real World
Infant Responses to Maternal Depression 130
Cross-Cultural Commonalities and Variations 131
Think Critically 132
Conduct Your Own Research 132
Summary 132
102 Key Terms 133
104 PART 4 THE THINKING CHILD
CHAPTER 6 Cognitive Development I: Structure and
Process 134
Piaget’s Basic Ideas 136
Schemes 136
Adaptation 137
Causes of Cognitive Development 138
Infancy 139
Piaget’s View of the Sensorimotor Period 139
Challenges to Piaget’s View of Infancy 140
Technology and the developing child
What Infants Learn from Television 141
CONTE NTS vii
The Preschool Years 142
Piaget’s View of the Preoperational Stage 142
Challenges to Piaget’s View of Early Childhood 143
Theories of Mind 145
False Belief and Theory of Mind Across
Cultures 146
Alternative Theories of Early Childhood
Thinking 147
The School-Aged Child 149
Piaget’s View of Concrete Operations 149
Different Approaches to Concrete Operational
Thought 151
Adolescence 152
Piaget’s View of Formal Operations 152
Post-Piagetian Work on Adolescent Thought 155
Thinking About Research Elkind’s Adolescent
Egocentrism 156
Developmental Science in the Real World
Leading Questions and Children’s Memory 157
Development of Information-Processing Skills 157
Changes in Processing Capacity and Efficiency 157
Memory Strategies 158
Metamemory and Metacognition 161
Expertise 162
Think Critically 163
Conduct Your Own Research 163
Summary 163
Key Terms 165
CHAPTER 7 Cognitive Development II: Individual Differences
in Cognitive Abilities 166
Measuring Intellectual Power 167
The First IQ Tests 167
Thinking About Research The Flynn Effect 169
Modern IQ Tests 169
Stability of Test Scores 172
What IQ Scores Predict 173
Explaining Individual Differences in IQ Scores 174
Twin and Adoption Studies 174
Family Characteristics and IQ Scores 175
Early Interventions and IQ Scores 177
Interactions of Heredity and Environment 179
Explaining Group Differences in IQ or Achievement Test
Scores 179
Ethnic Differences 180
Technology and the developing child
The Digital Divide and Cognitive Test Scores
Developmental Science in the Real World
Stereotype Threat 181
viii CONTE NTS
Cross-Cultural Differences 182
Sex Differences 183
Alternative Views of Intelligence 185
Information-Processing Theory 185
Sternberg’s Triarchic Theory of Intelligence 186
Gardner’s Multiple Intelligences 187
Creativity 188
Think Critically 188
Conduct Your Own Research 189
Summary 189
Key Terms 190
CHAPTER 8 The Development of Language 191
Before the First Word: The Prelinguistic Phase 192
Early Sounds and Gestures 192
Receptive Language 193
Thinking About Research Sign Language and
Gestures in Children Who Are Deaf 194
Learning Words and Word Meanings 194
The First Words 194
Later Word Learning 196
Constraints on Word Learning 197
Learning the Rules: The Development of Grammar and
Pragmatics 198
Holophrases and First Sentences 198
The Grammar Explosion 199
Later Grammar Learning 200
Pragmatics 201
Explaining Language Development 202
Environmental Theories 202
Nativist Theories 204
Constructivist Theories 204
Individual and Group Differences in Language
Development 206
Differences in Rate 206
Cross-Cultural Universals and Differences in Language
Development 207
Learning to Read and Write 209
The Early Foundation: Phonological Awareness 209
Becoming Literate in School 210
Learning a Second Language 211
Technology and the developing child
Handwriting and Brain Development 211
Developmental Science in the Real World
One Language or Two? 213
Think Critically 214
180 Conduct Your Own Research 214
Summary 214
Key Terms 216
 PART 5 THE SOCIAL CHILD
CHAPTER 9 Personality Development: Alternative
Views 217
Defining Personality 218
Temperament 218
Developmental Science in the Real World
Temperamental Surgency in the Toddler Classroom 219
The Big Five 220
Technology and the developing child
Facebook and the Big Five 222
Genetic and Biological Explanations of Personality 223
The Biological Argument 223
Critique of Biological Theories 226
Learning Explanations of Personality 227
The Learning Argument 227
Critique of Learning Models 228
Thinking About Research Locus of Control and
Adolescent Health 230
Psychoanalytic Explanations of Personality 231
The Psychoanalytic Argument 231
Freud’s Psychosexual Stages 232
Erikson’s Psychosocial Stages 233
Evidence and Applications 235
Critique of Psychoanalytic Theories 236
A Possible Synthesis 237
Think Critically 238
Conduct Your Own Research 239
Summary 239
Key Terms 240
CHAPTER 10 Concepts of Self, Gender, and Sex Roles
The Concept of Self 242
The Subjective Self 242
The Objective Self 243
The Emotional Self 244
Self-Concept at School Age 245
Self-Concept and Identity in Adolescence 247
Evidence for Erikson and Marcia’s Theories 248
Technology and the developing child
Identity Play in Virtual Environments 249
Ethnic Identity in Adolescence 250
Developmental Science in the Real World
Adolescent Rites of Passage 251
Self-Esteem 252
The Development of Self-Esteem 252
Consistency of Self-Esteem over Time 254
The Development of the Concepts of Gender and Sex
Roles 254
Developmental Patterns 255
Thinking About Research Gender Differences in
Temperament: Real or Imagined? 256
Sex-Role Concepts and Stereotypes 257
Explaining Sex-Role Development 259
Biological Approaches 262
Think Critically 263
Conduct Your Own Research 263
Summary 263
Key Terms 264
CHAPTER 11 The Development of Social Relationships 265
Relationships with Parents 266
Attachment Theory 266
The Parent’s Bond to the Child 267
The Child’s Attachment to the Parent 269
Parent-Child Relationships in Adolescence 271
Variations in the Quality of Attachments 273
Secure and Insecure Attachments 273
Temperament and Attachment 275
Stability and Long-Term Consequences of Attachment
Quality 276
Relationships with Peers 278
Peer Relationships in Infancy and the Preschool
Years 278
Peer Relationships at School Age 279
Social Status 280
Peer Relationships in Adolescence 281
Sibling Relationships 285
Thinking About Research The Resource Dilution
Hypothesis 286
241 Behavior with Peers 286
Prosocial Behavior 287
Developmental Science in the Real World
Rearing Helpful and Altruistic Children 287
Aggression 288
Trait Aggression 289
Technology and the developing child
Cyberbullying 290
Think Critically 291
Conduct Your Own Research 291
Summary 291
Key Terms 293
CHAPTER 12 Thinking about Relationships: Social-Cognitive
and Moral Development 294
The Development of Social Cognition 295
Some General Principles and Issues 295
Describing Other People 296
CONTE NTS ix
Developmental Science in the Real World
Learning and Unlearning Prejudice 297
Reading Others’ Feelings 298
Thinking About Research Preventing Violence by
Increasing Children’s Emotional Competence 299
Technology and the developing child
Cinema Therapy for Children 301
Describing Friendships 301
Understanding Rules and Intentions 303
Moral Development 304
Dimensions of Moral Development 304
Kohlberg’s Levels and Stages of Moral Development 306
Causes and Consequences of Moral Development 310
Alternative Views 312
Think Critically 314
Conduct Your Own Research 314
Summary 314
Key Terms 315
PART 6 THE WHOLE CHILD
CHAPTER 13 The Ecology of Development: The Child within
the Family System 316
Understanding the Family System 317
Family Systems Theory 317
Bronfenbrenner’s Bioecological Approach 318
Technology and the developing child
Expanding the Microsystem with Digital
Communications 319
Dimensions of Family Interaction 320
Individuals in the Family System 320
Warmth and Responsiveness 322
Methods of Control and Communication Patterns
Thinking About Research To Spank or Not to
Spank? 324
Parenting Styles 325
Types of Parenting Styles 325
Parenting Styles and Development 326
Culture, Ethnicity, Socioeconomic Status and Parenting
Styles 327
Family Structure, Divorce, and Parental Employment 329
Family Structure 329
Divorce 333
Developmental Science in the Real World
When Divorce Is Unavoidable 335
Parental Employment 335
Social Support for Parents 336
x CONTE NTS
Think Critically 337
Conduct Your Own Research 337
Summary 337
Key Terms 338
CHAPTER 14 Beyond the Family: The Impact of the
Broader Culture 339
Nonparental Care 340
Difficulties in Studying Nonparental Care 340
Effects of Early Nonparental Care on Development 341
Developmental Science in the Real World
Choosing a Child Care Center 343
Before- and After-School Care 344
The Impact of Schools 345
Early Childhood Education 345
Technology and the developing child
Computers in the Preschool Classroom 346
Elementary School 348
The Transition to Secondary School 350
Engagement in and Disengagement from Secondary
School 352
Thinking About Research The Effects of Teenaged
Employment 353
Homeschooling 355
The Impact of Entertainment Media 357
Television and Video Games 357
Computers and Electronic Multitasking 359
Macrosystem Effects: The Impact of the Larger Culture 360
Socioeconomic Status and Development 360
Race and Ethnicity 364
The Culture as a Whole 368
Think Critically 369
323 Conduct Your Own Research 369
Summary 369
Key Terms 371
CHAPTER 15 Atypical Development 372
Understanding Atypical Development 373
Types of Problems 373
Developmental Science in the Real World
Knowing When to Seek Professional Help 374
Theoretical Perspectives on Atypical Development 375
Developmental Psychopathology 376
Attention Problems and Externalizing Problems 377
Attention Deficit Hyperactivity Disorder 377
Oppositional Defiant Disorder 381
Conduct Disorder 381
Internalizing Problems 383 The Preschool Years 404
Eating Disorders 383 Central Processes 406
Depression 385 Influences on the Basic Processes 407
Thinking About Research Pediatric Bipolar The Elementary School Years 407
Disorder 386 The Transition between 5 and 7 407
Adolescent Suicide 387 Central Processes 408
Influences on the Basic Processes: The Role of
Technology and the developing child Culture 409
Suicide and Social Networking 388
Adolescence 410
Atypical Intellectual and Social Development 389 Early and Late Adolescence 410
Mental Retardation 389 Central Processes and Their Connections 412
Learning Disabilities 391 Influences on the Basic Processes 413
Giftedness 392 A Return to Some Basic Questions 413
Pervasive Developmental Disorders 393 What Are the Major Influences on Development? 413
Schooling for Atypical Children 395 Does Timing Matter? 415
Think Critically 397 What Is the Significance of Individual Differences? 418
Conduct Your Own Research 397 A Final Point: The Joy of Development 419
Summary 398 Self-Test 421
Key Terms 399 Glossary 477
EPILOGUE Putting It All Together: The Developing Child 400 References 485
Transitions, Consolidations, and Systems 400 Credits 546
From Birth to 24 Months 401 Name Index 549
Central Processes 402 Subject Index 563
Influences on the Basic Processes 404

CONTE NTS xi
FEATURES

DEVELOPMENTAL SCIENCE IN THE REAL WORLD

Helping Children Who Are Afraid to Go to School 16 Temperamental Surgency in the Toddler Classroom 219
Fetal Assessment and Treatment 44 Adolescent Rites of Passage 251
Breast or Bottle? 74 Rearing Helpful and Altruistic Children 287
A Good Night’s Sleep for Kids (and Parents, Too!) 102 Learning and Unlearning Prejudice 297
Infant Responses to Maternal Depression 130 When Divorce Is Unavoidable 335
Leading Questions and Children’s Memory 157 Choosing a Child Care Center 343
Stereotype Threat 181 Knowing When to Seek Professional Help 374
One Language or Two? 213

THINKING ABOUT RESEARCH

Responding to Media Reports of Research 24 Locus of Control and Adolescent Health 230
Assisted Reproductive Technology 31 Gender Differences in Temperament: Real or Imagined? 256
Variations in Infants’ Cries 68 The Resource Dilution Hypothesis 286
Causes and Consequences of Child Abuse and Neglect 104 Preventing Violence by Increasing Children’s Emotional
Langlois’s Studies of Babies’ Preferences for Attractive Faces 124 Competence 299
Elkind’s Adolescent Egocentrism 156 To Spank or Not to Spank? 324
The Flynn Effect 169 The Effects of Teenaged Employment 353
Sign Language and Gestures in Children Who Are Deaf 194 Pediatric Bipolar Disorder 386

TECHNOLOGY AND THE DEVELOPING CHILD

Cohort Effects of Health Information on the Internet 11 Facebook and the Big Five 222
High-Tech Monitoring for High-Risk Pregnancies 48 Identity Play in Virtual Environments 249
Helping Preterm Infants Learn to Suck 70 Cyberbullying 290
Repetitive Strain Injury (RSI) of the Hand in Children and Teens 106 Cinema Therapy for Children 301
Cochlear Implants and Speech Development 125 Expanding the Microsystem with Digital
What Infants Learn From Television 141 Communications 319
The Digital Divide and Cognitive Test Scores 180 Computers in the Preschool Classroom 346
Handwriting and Brain Development 211 Suicide and Social Networking 388

INTEGRATED SOCIAL AND CULTURAL TOPICS

Chapter 1 Cultural differences in how parents respond to the erratic sleep
Individualism versus collectivism schedules of infants
Importance of cross-cultural research Cultural practices and motor development of infants
Cross-cultural research methods Cross-cultural research on infants’ patterns of crying in the early
Example of a cross-cultural study weeks of life
The role of culture in Bronfenbrenner’s and Erikson’s theories Cross-cultural consistencies and differences in the techniques
The effect of culture on the social clock parents use to soothe crying babies
Chapter 2 Infant mortality across U.S. racial and ethnic groups
Links between race or ethnicity and genetic disorders Chapter 4
Culture and the HIV/Aids epidemic Poverty and children’s health
Chapter 3 Cross-cultural consistency in variables associated with early sexual
activity among teens
Cultural differences in beliefs about where infants should sleep
xii
Culture and teenage pregnancy
Culture and childhood obesity
Childhood mortality rates in developed and less developed countries
Chapter 5
Cross-cultural studies on perceptual development
Cross-cultural variations in object permanence
Cross-cultural consistencies and differences in children’s learning
about emotions
Universals in the interpretation of facial expressions
Race and babies’ preference for attractive faces
Chapter 6
The role of socially acquired knowledge in cognitive development
Cross-cultural research on theory of mind and false belief
Vygotsky’s sociocultural theory
The link between culture and formal operational thinking
Cross-cultural research examining changes in information-processing
efficiency in middle childhood
Chapter 7
Cultural variables associated with historical IQ score gains
Cultural beliefs about birth order
The influence of stereotype threat on minority children’s IQ scores
Cross-cultural research and the Flynn Effect
Cultural factors in test score differences across racial and ethnic groups
Cultural bias in IQ tests and schools
Technology and group differences on cognitive test scores
Cross-cultural differences in IQ and achievement test scores
Environmental explanations for sex differences in math achievement
Chapter 8
Infant-directed speech across cultures
Cross-cultural universals and variations in children’s first words and
in the sequence of stages in language development
Cross-cultural research examining phonological awareness in early
reading
The developmental advantages and disadvantages of bilingualism
Second-language learners in U.S. schools
Chapter 9
Cross-cultural research on the Big Five personality traits
Cross-cultural consistencies and variations in infant temperament
Cross-cultural differences in parents’ interactions with infants
Chapter 10
Culture and self descriptions
Cross-cultural validity of the identity crisis concept
Racial and ethnic identity development
Culture and the search for ethnic identity
Rites of passage programs for African American children and youth
The influence of individualism and collectivism on adolescent identity
development
The relevance of culture to sex differences in self-esteem
Cultural basis of gender roles
Cross-cultural studies of sex-role stereotypes
Cultural variables in social-learning explanations of gender role
development
Chapter 11
Sex differences in parenting across cultures
Cross-cultural studies of stranger and separation anxiety
Effects on attachment of shared infant caretaking in African cultures
Cross-cultural research on attachment quality
Cross-cultural research about personality and peer popularity
Cross-cultural studies of friendship
Cross-cultural studies of heterosexual romantic relationships in
adolescence
Homosexual teens and variations across ethnic groups
Cultural universality of gender segregation in middle childhood
Cross-cultural studies on bullies and victims
Cross-cultural research on aggression
Chapter 12
Racial prejudice in childhood
Cross-cultural studies of moral reasoning
The influence of culturally based gender roles on moral reasoning
Cross-cultural research examining prosocial reasoning
Chapter 13
Bronfenbrenner’s ecological theory
Links between parenting style and race or ethnicity in U.S. culture
Interactions among race or ethnicity, socioeconomic status, and
parenting style
Family structure and ethnicity
Technology and expanding the microsystems of immigrant families
Chapter 14
Variations in child-care arrangements among U.S. racial and ethnic
groups
Cross-cultural studies on school experience and emergence of
advanced cognitive skills
Associations among race or ethnicity, school achievement, and
school engagement
Racial and ethnic group differences in the effects of employment on
adolescent development
Rates of homeschooling across cultures and ethnic groups
Effects of child poverty on development
Explanation of the difference between race and ethnicity
Characteristics of African American, Hispanic American, and Asian
American families
Cultural beliefs and child development
Chapter 15
Cross-cultural and ethnic differences in the incidence of various
psychological disorders
Cultural factors influencing the development of eating disorders
Teen suicide rates across ethnic groups
FE ATURE S xiii
TO THE STUDENT

H
ello, and welcome to the study of a fascinating subject—children and their development.
Welcome, too, to the adventure of science. From the very first edition of this book, one of
Helen Bee’s goals has been to convey a sense of excitement about scientific inquiry. We hope
that each of you gains some feeling for the way psychologists think, the kinds of questions they
ask, and the ways they go about trying to answer those questions. We also want you to gain some
sense of the theoretical and intellectual ferment that is part of any science. Think of psychology
as a kind of detective story: Psychologists discover clues after hard, often painstaking work; they
make guesses or hypotheses; and then they search for new clues to check on those hypotheses.
Of course, we also want you to come away from reading this book with a firm foundation
of knowledge in the field. Although there is much that developmental psychologists do not
yet know or understand, a great many facts and observations have accumulated. These facts
and observations will be of help to you professionally if you are planning (or are already in) a
career that involves working with children, such as teaching, nursing, social work, medicine,
or psychology; the information will also be useful to you as a parent, now or in the future. We
hope you enjoy the reading as much as we have enjoyed the writing.

How to Work with This Textbook

To get the most out of any textbook, you should think of yourself as working with it
so that you can understand and remember the information in it, rather than reading it

1
as you would a magazine, a newspaper article, or a novel. To work with your textbook
Basic Issues in the Study most effectively, take advantage of its structural and pedagogical features.
of Development
LEARNING OBJECTIVES Before you read each chapter, read over the Learning Ob-
jectives at its beginning. Each of these Learning Objectives is paired with one of the
subsections of the chapter, or with a chapter feature box, so these questions provide an
outline for the material you should know by the end of the chapter. More information
will stick in your mind if you have an idea of what to expect.
VIGNETTES The story at the beginning of each chapter will engage your interest in the
LEARNING OBJECTIVES major topics and themes.
Issues in the Study of Development Theories of Development Finding the Answers: Research Designs
1.1 What answers have been proposed 1.6 What are the main ideas of the psycho- and Methods
to the nature-nurture and continuity-
discontinuity questions?
1.2 What are the internal and external vari-
analytic theories?
1.7 What
guide
old walking down
developmental
aretothe
solving problems.
main ideas of cognitive-
1.10 What are the goals of developmental science?
In effect, he tells
1.11 himself
a flight of stairs might say to sectional,
and information-
Whathow
himself “Be
to do
are the prosthings.
careful.” and
longitudinal,
Forofexample,
and cons
Suchsequential
cross- a 3-year-
a statement would
HEADINGS AND SUBHEADINGS Think of the headings and their
ables that influence development?
1.3 How does the ecological perspective
improve scientists’ understanding of child
be the result
processing

development?
hisdo
of his internalization of statementsresearch
theories?
1.8 How environment.
learning theorists explain
made todesigns?
him by more mature individuals in
1.12 What descriptive methods are used by
Piaget also recognized the existence and importance
developmental of egocentric
scientists? speech. However, he
subheadings as a way of dividing the information that follows them
development? 1.8a Howthat
believed do psychologists help chil-
egocentric speech 1.13 asWhat
disappeared the child
is the approached the end
primary advantage of the
of the ex- preop-
1.4 In what ways do the concepts of vulner-
1.9 What
ability and resilience help us better un-
drenstage.
erational overcome
are the criteria
ternalized
school refusal?
In contrast,
at age 6that
Vygotsky claimed that
or developmental
7, when children enter the
egocentric
perimental
1.13a
speech becomes completely in-
method?
How does
final period critical thinking
of cognitive help
development, the
into categories. The information in each major section and subsec-
derstand child development? scientists
ingrowth use to compare
stage. Thus, hetheories?
suggested that the logical thinking you evaluate media reports
Piaget ascribed of children
to older
1.5 How do the three kinds of age-related
change differ?
1.5a How is the availability of health
resulted from their internalization of speech routines they
and adults in the social world rather than1.14 from Why
research?
had acquired from older children
is cross-cultural
schemes research important
they had constructed for themselves
tion is linked to the heading and subheading under which it is found.
through interaction with the physical world. to the study of human development?
information on the Internet likely to
affect today’s cohort of children?
At present, there is insufficient evidence1.15to support
What areorthecontradict
(Miller, 2002). However, some of his ideas have velopmental
been supported
ethical standards
researchers
most of that
must follow?
by research.
de-
Vygotsky’s ideas
For instance, re-
searchers have found that private speech helps children solve problems (Villegas, Castellanos, &
Each of the Learning Objectives listed at the beginning of the chapter
Gutiérrez, 2009). In addition, some intriguing research on children’s construction of theory
children and teens as well
lendsasweight
the parents, teachers,
majorand oth- is repeated next to its corresponding subheading, to help you keep
W
of mind ideas during
hen it comes to child and adolescent development, social interactions to Vygotsky’s propositions. It
seems that
you have a great deal of personal experience. ersinwho
children
For pairsare
andresponsible for children’s
groups do produce upbringing.theory
more sophisticated Information
of mind ideas
than individual children
one thing, you had a childhood and an adolescence
of your own, and you have had many opportunitiesVygotsky’s
to observe theory
media such who work
as thehave
ternet
on problems
as books,
basisprovided
movies,
for recommending
alone. For this shows,
television reason, educators
that schoolinsights
you with additional childreninto
and the haveIn- used
do assignments
work on projects in groups rather than individually (Norton & D’Ambrosio, 2008). However,
the trials and in mind the big picture. Thinking of the material in this way creates
the sophistication of a group’s ideas appears to depend on the presence of at least one1 fairly ad-
vanced individual child in the group (Tan-Niam, Wood, & O’Malley, 1998). Thus, Vygotsky’s
theory may ignore the important contributions of individual thought to group interaction.
a kind of information network in your mind that will make it easier
The School-Aged Child to recall the material when you are tested. Structuring your notes to
Like their younger counterparts, school-aged children develop figurative schemes at an
impressive pace, especially when formal schooling introduces them to a breadth of ideas and
basic facts about the world that take them beyond everyday experience. What is different about
correspond to these headings and Learning Objectives will help even
this stage, though, is that children’s operative schemes begin to take shape and to provide them
with a network of rules that provide logical frameworks for their figurative schemes. Conse-
quently, the child develops a set of immensely powerful, abstract, general rules or strategies for
more. To have the best chance of creating the information network,
examining and interacting with the world. Piaget called these new rules concrete operations.

Piaget’s View of Concrete Operations Learning Objective 6.11

stop reading between major sections, reflect back on what you have
Piaget defined concrete operations as a set of powerful, abstract schemes that are critical build-
ing blocks of logical thinking, providing internal rules about objects and their relationships.
What are concrete operations, and
how do they represent an advance
over earlier forms of thought?
read, and review your written notes.
REVERSIBILITY Piaget thought that the most critical of all the concrete operations was
reversibility—the understanding that both physical actions and mental operations can be re-
versed. The clay sausage in a conservation experiment can be made back into a ball; the water
can be poured back into the shorter, fatter glass. This understanding of the basic reversibility
of actions lies behind many of the gains made during this period.
MARGIN GLOSSARY Key terms are defined in the margins. As you
For example, if you understand reversibility, then knowing that A is larger than B also
tells you that B is smaller than A. The ability to understand hierarchies of classes, such as
“Fido,” “spaniel,” “dog,” and “animal,” also rests on this ability to go backward as well as for- reversibility One of the most critical of
come to each boldfaced term in the text, stop and read its definition
ward in thinking about relationships. Both Piaget’s original observations and more recent
research have demonstrated that at about age 7 or 8 the child first grasps the principle of
class inclusion, the idea that subordinate classes are included in larger, superordinate classes.
the operations Piaget identified as part
of the concrete operations period: the
understanding that actions and mental
in the margin. Then go back and reread the sentence that introduced
Bananas are included in the class “fruit,” fruits are included in the class “food,” and so forth. operations can be reversed.
Preschool children understand that bananas are also fruit, but they do not yet fully under-
stand the relationship between the classes—that the class “fruit” is superordinate, including all
class inclusion The principle that
subordinate classes of objects are included
the key term. Reading over the key terms in the margins just before
bananas as well as all other types of fruit, such as oranges and apples. in superordinate classes.

CHA P TER 6 • Cognitive Development I: Structure and Process 149

you take an exam can also be a helpful review strategy if you have
thoroughly studied the material in which the terms are introduced.

xiv
THINK CRITICALLY QUESTIONS Think Critically questions encour-
age you to relate material in the book to your own experiences. They can Table
9.4
INFLUENCE OF CHILD’S TEMPERAMENT

also help you remember the text because linking new information to AND MOTHER’S SOCIAL SUPPORT ON
THE CHILD’S SECURE OR INSECURE ATTACHMENT

Child Mother’s Social Securely Attached Insecurely Attached

things you already know is a highly effective memory strategy. Irritability
High
Support
Low
Children
2
Children
9
High High 12 1

CONDUCT YOUR OWN RESEARCH Each chapter ends with a feature Low
Low
Low
High
7
13
2
2
Source: From S. B. Crockenberg, Table 5, 862, “Infant Irritability, Mother Responsiveness, and Social Support

that encourages you to replicate the findings of a developmental study in Influences on the Security of Infant-Mother Attachment,” Child Development, 52, 1981, p. 857–865.

an informal way or find out more about a specific topic. tachment to the mother when the child was 12 months old. We might expect that irritable babies
would be more likely to be insecurely attached, merely because they are more difficult to care for.
In fact, Crockenberg found a small effect of this kind (see Table 9.4). But Crockenberg didn’t stop

SUMMARY Looking over the chapter summary can also help you there. She also measured the level of the mother’s social support—the degree of help she received
from family and friends in dealing with the strains of having a new child or other life changes she
might be experiencing. The results of the study show that insecure attachment in the child was

assess how much information you remember. The summaries are
organized by the same Learning Objective questions presented at the
beginning of the chapter.
most likely when the mother had an irritable infant and low levels of support. If the baby was ir-
ritable, but the mother had good support, the child nearly always developed secure attachment.
Only when two difficult conditions occurred together did a poor outcome result for the child.
In a later study, Crockenberg (1987) found that a higher level of anger and noncompliant
behavior (perhaps reflections of what is called neuroticism in the Big Five) was common in
toddlers who had been irritable as infants and whose mothers were angry and punitive toward
them. Furthermore, such angry and punitive behavior by the mother was more likely if the
mother had experienced rejection in her own childhood and if she experienced little support
from her partner. Clearly, Crockenberg’s work reveals a system of effects.
Returning to Figure 9.4, you’ll see that arrow 8 emphasizes the transactional elements of
the system. Once the child’s unique pattern of behaviors and attitudes (personality) is formed,

KEY TERMS Key terms are listed alphabetically at the end of each
chapter in addition to being defined in the margins. When you finish
this pattern affects the environment she will encounter, the experiences she will choose, and
the responses of the people around her, which in turn affect her behavior (Feinberg, Reiss,
Niederhiser, & Hetherington, 2005).
No doubt even this fairly complex system underestimates the intricacy of the process of
personality development in the child. Most research does not yet encompass all the pieces of
the puzzle. But the very fact that developmental psychologists are turning toward such complex
models is a very good thing. Development is complex, and developmentalists will not be able to

a chapter, try to recall the definition of each term. A page number is describe it or explain it until they begin to examine and try to measure all these separate forces.

THINK CRITICALLY
listed for each term, so you can easily look back if you can’t remember • Suppose that parents received an “owners’ manual” for their children at birth, and that one
of the features of the owners manual was a complete description of the child’s tempera-

a definition. ment. In what way would having such information so early in a child’s life affect parents’
responses to children? How might parental access to such information facilitate or impede
the development of children’s personalities?
• As you learned in the chapter, children with difficult temperaments are punished more of-
ten than those who are more easy-going. How would you explain this finding using the

SELF-TESTS A 25-question multiple choice test for each chapter is at 238 •

PART 5 The Social Child
1.9 Whatmodel
interactive are theincriteria
Figurethat
compare theories?
9.4 developmental
on page 237. scientists use to

Psychologists don’t think of theories as “true” or “false.” In-

They can be done quickly and yield information that is
more generalizable than information from case studies or
naturalistic observation.

the end of the book. Use these chapter tests to assess your knowledge stead, they compare theories on the bases of assumptions
and usefulness. 1.13 What is the primary advantage of the experimental method?
To test causal hypotheses, it is necessary to use experimen-

and prepare for quizzes and exams. Finding the Answers: Research Designs and Methods
1.10 What are the goals of developmental science?
The goals of developmental psychology are to describe, to
At this point, the task of understanding and remembering the information in a explain, to predict, and to influence age-related change.
Developmental psychologists use various methods to meet
these goals.
developmental psychology textbook may seem overwhelming. However, when you fin- 1.11 What are the pros and cons of cross-sectional, longitudinal,
and sequential research designs?
tal designs in which participants are assigned randomly to
experimental or control groups. An experimenter manipu-
lates an independent variable in order to observe its effects
on a dependent variable.
1.13a How does critical thinking help you evaluate media reports of
research?
Critical thinkers display independent thinking, suspension
of judgment, and willingness to modify or abandon prior
judgments. These strategies help them resist the tendency

ish reading this book, you will have a better understanding of both yourself and other Cross-sectional studies, in which separate age groups are
each tested once, provide quick answers to questions about
age differences but do not allow for observation of devel-
to accept media reports of research on the basis of the
authoritativeness of the sources (i.e., scientists, scientific
journals). They investigate the methods used in the stud-

people. So, the benefit you will derive from all your hard work will be well worth it. opmental processes. Longitudinal studies, which test the
same individuals repeatedly over time, enable researchers
to observe developmental processes at work, but research-
ies on which media reports are based and evaluate whether
reporters’ claims about them are supported.

ers cannot determine whether the changes they observe 1.14 Why is cross-cultural research important to the study of
can be generalized to individuals other than those who human development?

Denise Boyd
participate in the study. Sequential designs balance the Cross-cultural research helps developmentalists iden-
pros and cons of cross-sectional and longitudinal studies tify universal patterns and cultural variables that affect
by combining both approaches. development.

1.12 What descriptive methods are used by developmental
scientists?
Case studies and naturalistic observation provide a lot of
important information, but it usually is not generalizable.
Correlational studies measure relations between variables.
1.15 What are the ethical standards that developmental
researchers must follow?
Ethical principles that guide psychological research in-
clude protection from harm, informed consent, confidenti-
ality, knowledge of results, and protection from deception.

KEY TERMS
behavior genetics (p. 5)
behaviorism (p. 3)
case studies (p. 22)
classical conditioning (p. 15)
cognitive-developmental
theories (p. 13)
cohort (p. 10)
control group (p. 23)
correlation (p. 22)
critical period (p. 5)
cross-cultural research (p. 24)
cross-sectional design (p. 20)
dependent variable (p. 23)
developmental science (p. 2) learning theories (p. 15) operant conditioning (p. 15)
developmental theories (p. 11) libido (p. 11) positive reinforcement (p. 15)
eclecticism (p. 19) longitudinal design (p. 20) psychoanalytic theories (p. 11)
ego (p. 12) maturation (p. 4) psychosexual stages (p. 12)
experiment (p. 23) naturalistic observation (p. 22) psychosocial stages (p. 12)
experimental group (p. 23) negative reinforcement (p. 16) punishment (p. 16)
hypothesis (p. 20) nonnormative changes scaffolding (p. 13)
id (p. 12) (individual differences) (p. 10) sensitive period (p. 5)
independent variable (p. 23) normative age-graded changes sequential design (p. 20)
information-processing theories (p. 10) superego (p. 12)
(p. 14) normative history-graded zone of proximal development
internal models of experience changes (p. 10) (p. 13)
(p. 6) norms (p. 3)

28 PART 1 • Introduction

T O T H E STUDE NT xv
TO THE INSTRUCTOR

O
ne of the greatest challenges in updating a text is being open to new theories and
concepts and willing to rethink and reorganize whole chapters, rather than stick-
ing reflexively (or defensively) to old rubrics. In addition, revising sometimes in-
cludes eliminating favorite examples that are out of date and searching for new metaphors
that will speak to current students. Perhaps hardest of all, one must cut as well as add ma-
terial. Over many editions, the changes accumulate; if you were to compare this edition
to the first edition, published in 1975, you would find almost no common sentences, let
alone common paragraphs. Still, my goal was to retain most of the threads running from
the first through the eleventh editions that made Helen Bee’s approach to development
unique. In particular, four central goals have guided the writing of The Developing Child:
• To actively engage the student in as many ways as possible.
• To find that difficult but essential balance among theory, research, and practical application.
• To present the most current thinking and research.
• To maintain a strong emphasis on culture.
New to the Thirteenth Edition
Following are some chapter highlights of the new edition.

Chapter 1
• A new chapter-opening vignette on commonly held beliefs about development that intro-
duces the idea of child development as a science
• A new Technology and the Developing Child topic, “Cohort Effects of Health Information
on the Internet”

Chapter 2
• A new chapter-opening vignette on culturally-specific birth preparations introduces the
recent medical and technological advances that have made childbirth and infancy safer
around the world
• Updated discussion on early studies that suggested that maternal cocaine use led to devel-
opmental problems in children
• Coverage of the HIV/AIDs epidemic and pregnancy in Africa
• A new Technology and the Developing Child topic, “High-Tech Monitoring for High-Risk
Pregnancies”

Chapter 3
• New topics include cross-cultural research on the incidence of cesarean sections, cul-
tural differences in responding to infant sleep patterns, and cultural practices and motor
development
• New figure detailing the Back to Sleep Campaign
• A new Technology and the Developing Child topic, “Helping Preterm Infants Learn to Suck”

Chapter 4
• Topics on which coverage has been expanded and updated include left-handedness, a dis-
cussion of precocious puberty, rates of sexual activity for U.S. high school students, the
variation of sexual experience across ethnic groups, cross-cultural perspectives on sexual
activity in the teen years, and updates on accidents and accidental death among adolescents
xvi
• New figure summarizing teen sexual activity across cultures
• A new Technology and the Developing Child topic, “Repetitive Strain Injury (RSI) of the
Hand in Children and Teens”

Chapter 5
• A new Technology and the Developing Child topic, “Cochlear Implants and Speech
Development”

Chapter 6
• New discussion of egocentrism as a lifelong theme of cognitive development.
• A new Technology and The Developing Child topic, “What Infants Learn from Television”
Chapter 7
• New chapter opening vignette about a highly gifted child who was thought to have autistic
disorder in early childhood
• New topics covered include the relationship between ethnic groups and IQ scores
• A new Technology and the Developing Child topic, “The Digital Divide and Cognitive Test
Scores”

Chapter 8
• Updated topics include new studies on infant-directed speech as a tool that infants use in
language development
• A new Technology and the Developing Child topic, “Handwriting and Brain
Development”

Chapter 9
• New chapter opening vignette about an infant who displays behavior that is associated with
the development of an inhibited temperament in early childhood
• A new Technology and the Developing Child topic, “Facebook and the Big 5”

Chapter 10
• A new Technology and the Developing Child topic, “Identity Play in Virtual Environments”
• New discussion of culture and self descriptions
Chapter 11
• New coverage of attachment and adoption
• New discussion of sex differences in parenting across cultures
• New discussion of culture, personality, and social status
• Updated discussion of aggression within cliques
• New discussion of heterosexual and homosexual relationships across cultures
• New coverage of bullies and victims
• New Thinking About Research topic, “The Resource Dilution Hypothesis”
• New Technology and the Developing Child topic, “Cyberbullying”
Chapter 12
• Updated vignette about Thomas Lickona᾽s approach to character education
• New Technology and the Developing Child topic, “Cinema Therapy for Children”
T O T H E IN STRUCTOR xvii
 Chapter 13
• Updated discussion of parental employment.
• New Technology and the Developing Child topic, “Expanding the Microsystem with Digital
Communication.
• New figure on two-parent families around the world
Chapter 14
• Revised and updated sections include those on nonparental care, television, and video games
• New Technology and the Developing Child topic “Computers in the Preschool Classroom”
• New figure on homeschooling
• New figure on poverty and age
Chapter 15
• A new chapter-opening vignette examines non-normative developmental paths and how
they combine with expected developmental changes, including the resulting frustrations
and challenges
• A new Technology and the Developing Child topic, “Suicide and Social Networking”
• Updated discussion of culture, age, gender, and ethnicity
• Revised and updated section on eating disorders

Chapter Self-Tests
• 15 New Chapter Tests

Pedagogy
The Thirteenth Edition of The Developing Child includes several important pedagogical features.

Learning Objectives Learning Objectives, each paired with one of the subsections of the
chapter, are introduced on the first page of the chapter. The Learning Objectives reappear
in the margin next to the corresponding chapter subsection and again in the end-of-chapter
summary. New feature box learning objectives appear next to the corresponding feature, and
are also covered in the chapter summary. The Learning Objectives help students organize
and retain the material as they read the textbook by informing them of the key information
they are expected to take away from that section of the chapter, and the feature-specific learn-
ing objectives encourage them to apply chapter themes and concepts to boxed content. The
Learning Objectives help you, the instructor, assess student learning outcomes because they
are tied to the test items in the accompanying Test Bank.

Vignettes Each chapter begins with a compelling vignette which engages readers, interest
in the chapter topic.

Margin Glossary All boldfaced terms in the text are defined in the margin as well as in a
glossary at the end of the book.

Think Critically Questions The critical thinking questions at the end of the chapter
encourage students to relate information in the text to their personal experiences.

Conduct Your Own Research Each chapter ends with a feature that gives readers instruc-
tions for either informally replicating a developmental study’s findings or for finding out more
about a specific topic.

xviii TO THE I N S T RU C T O R
Summary Summaries are organized by major chapter headings and include bulleted entries
summarizing the information that follows each subheading.

Developmental Science in the Real World Every chapter includes a boxed discussion of
the application of scientific knowledge to a practical question. The intent of these discussions
is to show students not only that it is possible to study applied questions with scientific meth-
ods but also that all the theory and research they are reading about has some relevance to their
own lives. To facilitate this goal, each Developmental Science in the Real World box begins
with a brief vignette about a parenting issue and ends with questions for reflection designed to
encourage readers to apply ideas to issues.

Thinking about Research Every chapter includes a boxed discussion of a particularly

important study or series of studies. Each Thinking about Research box ends with two questions
for critical analysis that encourage readers to critically evaluate the findings presented in the box.

Technology and the Developing Child Today’s developing child is growing up in a tech-
nologically infused world that is remarkably different from that of earlier generations. With an
emphasis on emerging research, the new Technology and the Developing Child boxes examine
the effect of this new environment on child development. Topics include the effects of well-
established technologies such as television, as well as issues surrounding more recent develop-
ments like social networking. The discussion ends with two questions that encourage readers
to use their Internet research skills to think more deeply about the topic.

Chapter Self-Tests Practice tests for each chapter appear at the end of the book. Each offers
25 multiple-choice practice test questions and their answers to help students evaluate their
knowledge and prepare for exams and quizzes.

Teaching and Learning Package

Test Bank Amy Malkus of East Tennessee State University has provided an extensively up-
dated Test Bank containing over 1,800 thoroughly reviewed questions, including multiple
choice, completion (fill in the blank), and critical essays. Test items have also been written to
assess student comprehension of select videos, simulations, and other multimedia features
within MyDevelopmentLab, for instructors who wish to make MyDevelopmentLab a central
component of their course. Every test item is correlated with the Learning Objectives intro-
duced in the textbook. All questions are accompanied by the correct answer, a page refer-
ence, a difficulty ranking, and a question-type designation. The Test Bank is also available in
Pearson MyTest, a powerful assessment generation program that helps instructors easily
create and print quizzes and exams. Questions and tests can be authored on-line, allowing
instructors ultimate flexibility and the ability to efficiently manage assessments anytime, any-
where. For more information, go to www.PearsonMyTest.com.

Instructor’s Manual The Instructor’s Manual, prepared by Arthur McGovern of Nichols

College, is a wonderful tool for classroom preparation and management. The easy-to-find
format includes detailed cross-references to features in the Instructor’s Manual, as well as to
other print and media supplements and outside teaching resources. The Instructor’s Manual is
both comprehensive and extensive. Each chapter includes the following resources:
• An At-a-Glance Grid, with detailed pedagogical information, references to both print and
media supplements for each concept, and a chapter overview.
• An Integrated Teaching Outline, with summaries of key concepts.
• List of key terms.
• Lecture material, including outlines and suggested discussion topics, with references to per-
tinent activities in the Instructor’s Manual and videos from the Pearson video library.
• Updated classroom activities, demonstrations suggested readings, and out of class projects
T O T H E IN STRUCTOR xix
 • An updated list of video, media, print, and Web resources.
• The appendix includes a compilation of handouts and video offerings.
PowerPoint™ Presentation Pauline Zeece of The University of Nebraska-Lincoln has pre-
pared a dynamic PowerPoint presentation that is an exciting interactive tool for use in the
classroom. Each chapter includes the following:
• Key points covered in the textbook.
• Images from the textbook, with demonstrations.
• Embedded videos
Video-embedded PowerPoint slides are available on DVD (ISBN: 0-205-85278-5) that allow
instructors to seamlessly integrate videos into their lectures without the need for Internet
access. Lecture-only PowerPoint slides are available on our Instructor’s Resource Center for
your convenience (www.pearsonhighered.com/IRC). Please contact your Pearson representa-
tive if you do not have access to the Instructor’s Resource Center.

Classroom Response System (CRS) Prepared by Pauline Zeece of the University of

Nebraska-Lincoln, the Classroom Response System (CRS) facilitates class participation in lec-
tures as well as a method of measurement of student comprehension. CRS also enables student
polling and in-class quizzes. CRS is highly effective in engaging students with class lectures, in
addition to adding an element of excitement to the classroom. Simply, CRS is a technology that
allows professors to ask questions to their students through text-specific PowerPoints provided
by Pearson. Students reply using handheld transmitters called clickers that capture and immedi-
ately display student responses. These responses are saved in the system grade book and/or can
later be downloaded to either a Blackboard or WebCT grade book for assessment purposes. These
are available for download on the Instructor’s Resource Center at www.pearsonhighered.com.

MyDevelopmentLab MyDevelopmentLab combines proven learning applications with

powerful assessment to engage students, assess their learning, and help them succeed.
• An individualized study plan for each student based on performance on chapter pre-tests,
this tool helps students focus on the specific topics where they need the most support. The per-
sonalized study plan arranges content from less complex thinking, such as remembering and
understanding—to more complex critical thinking skills—such as applying and analyzing—
based on Bloom’s taxonomy. Every level of the study plan provides a formative assessment
quiz.
• MyVirtualChild is an interactive simulation that allows students to play the role of a par-
ent and rare their own virtual child. By making decisions about specific scenarios, students
can raise their children from birth to age 18 and learn firsthand how their own decisions
and other parenting actions affect their child over time.
• Media Assignments for each chapter —including videos with assignable questions—feed
directly into the grade book, enabling instructors to track student progress automatically.
• The Pearson eText lets student access their textbook anytime and anywhere, and anyway
they want, including listening online.
• The MyDevelopmentLab Question Library provides over 1,800 test items in the form of
Pre-Tests, Post-Tests, and Chapter Exams. These questions are parallel forms of questions
found in the instructor test bank, ensuring that students using MyDevelopmentLab for
review and practice will find their tests to be of similar tone and difficulty, while protecting
the integrity of the instructor test bank.
• ClassPrep is available for instructors within MyDevelopmentLab. This exciting new instruc-
tor resource makes lecture preparation easier and less time consuming. ClassPrep collects the
very best class preparation resources—art and figures from our leading texts, videos, lecture
activities, classroom activities, demonstrations, and much more—in one convenient on
destination. Search through ClassPrep’s extensive database of tools by content topic or by
content type; select resources appropriate for your lecture, many of which can be down-
loaded directly; or build your own folder of resources and present from within ClassPrep.

xx TO THE I N S T RU C T O R
Pearson Video Resources Quality videos make the text content come to life in class and
engage students in the learning experience by helping them truly contextualize the material
they are learning. We have been filming videos in the continental United States as well as
around the world to help bring the science of development to life. Following are some of our
video resources (please contact your Pearson representative to obtain these):
• MyDevelopmentLab Cross-Cultural Videos Filmed on location both in the United States
and internationally, these videos show similarities and differences in development across
cultures throughout the lifespan.
• Observation Videos for Lifespan Development (ISBN: 0-205-87909-8) This DVD con-
tains videos for all stages of lifespan development, including: Infancy, Preschool, Middle
Childhood, Adolescence, Early Adulthood, Middle Adulthood, and Late Adulthood
Accessing All Resources For a list of all student resources available with The Developing Child,
Thirteenth Edition, go to www.mypearsonstore.com, enter the text ISBN (0-205-25602-3) and
check out the “Everything that Goes With it” section under the book cover.
For access to all of the Instructor supplements for The Developing Child, Thirteenth Edition, go
to www.pearsonhighered.com/irc and follow the directions to register (or log in if you already
have a Pearson user name and password to access the catalog).
You can request hard copies of the supplements through the Pearson sales representative. If
you do not know your sales representative, go to www.pearsonhighered.com/replocator and
follow the directions. For technical support for any of your Pearson products, you and your
students can contact http://247.pearsoned.com/

T O T H E IN STRUCTOR xxi
ACKNOWLEDGMENTS

T
hanks to the wonderful people at Pearson who participated in the development and
completion of this project. In addition, I am grateful to all of the reviewers who took time
to comment on this and previous editions of The Developing Child. The following people
provided invaluable feedback through their reviews for the Thirteenth Edition:
Janet Arndt, Gordon College
Stephanie Babb, University of Houston-Downtown
Patricia Bellas, Irvine Valley College
Nicole Bragg, Mt. Hood Community College
Alaina Brenick, University of Maryland
Jennifer Brennom, Kirkwood Community College
Barbara Briscoe, Leeward Community College
Sharon Carter, Davidson County Community College
Elaine Cassel, Lord Fairfax Community College
Michelle Clark, Christopher Newport University
Wanda Clark, South Plains College
Carrie Dale, Eastern Illinois University
Gloria Daniels, Hinds Community College
Stephanie Ding, Del Mar College
William Elmhorst, Marshfield High School
Lisa Fozio-Thielk, Waubonsee Community College
James Guinee, University of Central Arkansas
Sharon Habermann, Providence Theological Seminary
Sandra Hellyer, Ball State University
Mary Hughes Stone, San Francisco State University
Annette Iskra, Xavier University of Louisana
Alisha Janowsky, University of Central Florida
Tara Johnson, Indiana University of Pennsylvania
Jennifer Kampmann, South Dakota State University
Dr. William Kimberlin, Lorain County Community College
Salvador Macias, University of South Carolina Sumter
Nicole Martin, Kennesaw State University
Donna Mesler, Seton Hall University
Nick Murray, East Carolina University
Lisa Newell, Indiana University of Pennsylvania
Linda Petroff, Central Community College
Laura Pirazzi, San Jose State University
Lakshmi Raman, Oakland University
Amy Resch, Citrus College
Robert Stennett, Gainesville State College
Jeffrey Turner, Mitchell College
Ruth Wallace, Butler Community College

xxii
 1 Basic Issues in the Study
of Development

Issues in the Study of Development
1.1 What answers have been proposed
to the nature-nurture and continuity-
discontinuity questions?
1.2 What are the internal and external vari-
ables that influence development?
1.3 How does the ecological perspective
improve scientists’ understanding of child
development?
1.4 In what ways do the concepts of vulner-
ability and resilience help us better un-
derstand child development?
1.5 How do the three kinds of age-related
change differ?
1.5a How is the availability of health
information on the Internet likely to
affect today’s cohort of children?
LEARNING OBJECTIVES
Theories of Development
1.6 What are the main ideas of the psycho-
analytic theories?
1.7 What are the main ideas of cognitive-
developmental and information-
processing theories?
1.8 How do learning theorists explain
development?
1.8a How do psychologists help chil-
dren overcome school refusal?
1.9 What are the criteria that developmental
scientists use to compare theories?
Finding the Answers: Research Designs
and Methods
1.10 What are the goals of developmental science?
1.11 What are the pros and cons of cross-
sectional, longitudinal, and sequential
research designs?
1.12 What descriptive methods are used by
developmental scientists?
1.13 What is the primary advantage of the ex-
perimental method?
1.13a How does critical thinking help
you evaluate media reports of
research?
1.14 Why is cross-cultural research important
to the study of human development?
1.15 What are the ethical standards that de-
velopmental researchers must follow?

children and teens as well as the parents, teachers, and oth-

W
hen it comes to child and adolescent development,
you have a great deal of personal experience. For
one thing, you had a childhood and an adolescence
of your own, and you have had many opportunities to observe
ers who are responsible for children’s upbringing. Information
media such as books, movies, television shows, and the In-
ternet have provided you with additional insights into the trials

1
Another random document with
no related content on Scribd:
just the same as Mr. Hale’s pack in the library, so I sneaked out the
Knave o’ Hearts. After the telephone man left, I gave the card to Mr.
Hale. And say, what do you s’pose he did?”
Anna shook her head. “I can’t guess. Do go on.”
“Well, first he gave that funny giggle o’ his, then he slips the card
in his pocket, and asks me where I got it.” Maud paused
dramatically. “When I said I found it on Major Richards’ dresser he
looked at me kinda funny and”—a violent sneeze interrupted the
recital—“then he gave me a raise in wages.”
“Bless me!” Anna ejaculated admiringly. “That was smart work,
Maud.”
Her companion smiled deprecatingly. “’Tain’t nothing to what I
can do when I set my mind to it,” she replied. “I just happened on
Major Richards’ cards. How’s your ankle?”
The waitress started at the abruptness of the question.
“It is not so painful,” she said, and glanced significantly at the
clock on the mantel. “Isn’t it ’most time for you to see about setting
the table for dinner?”
“No; the family’s dining out to-night,” rejoined Maud, “so that me
and cook can rest up. Mrs. Hale is pretty much of a fool, but she is
considerate of us. There are times,” added Maud in a burst of
confidence, “when I feel darn sorry for her.”
“Don’t let your sympathies get the better of your judgment,”
warned Anna. “Mr. and Mrs. Hale are—well, you might say
‘discordantly’ happy.”
Maud wrinkled her brows. “If you are hinting they like to fuss, you
are dead right,” she acknowledged. “There’s one thing odd I’ve
noticed to-day”—She paused to contemplate herself in the mirrored
door with inward satisfaction; the simple black dress on her slight,
trim figure and neat white collar and cuffs, which Mrs. Hale insisted
should be worn by her servants, was becoming.
“What were you noticing to-day?” asked Anna, growing impatient
as the pause became prolonged.
 “That Mrs. Hale and Miss Polly Davis were getting as thick as
thieves,” explained Maud. “I ain’t never seen them so loving.”
“Is that so?” Anna stroked her cheek reflectively. “Mrs. Hale feels
Miss Judith’s marriage more than she is willing to allow, I believe,
and she’s just looking ’round to find somebody to ‘mother.’”
“It’s a funny deal her picking on Miss Polly for that,” laughed
Maud as she arranged the tea dishes on the tray preparatory to
departure. “D’ye know, as poor as I am, I’d give a month’s wages to
know who had a hand in killing Mr. Austin.” She paused and placed
her lips against Anna’s right ear. “Them bloody shears Mr. Ferguson
is forever exhibiting never belonged to Miss Judith,” she whispered,
“but Miss Polly’s are missing from her desk.”
Down in Robert Hale’s den Polly Davis stopped transcribing his
manuscript notes to stare at three letters which she spread before
her. She read them in rotation for at least the seventh time, then
settled back in her chair and, resting her weight on its arms,
contemplated the notes.
The first was but a scrawl:
Dearest:
You must dine with me to-night. I will not take a
refusal and will call at the usual hour.
Your devoted lover,
John.
The second letter was from Judith:
Do not hesitate to use the enclosed check for your
contemplated trip. Return the loan at your
convenience, and let me know if you should need
more.
Ever, dear Polly, faithfully yours,
Judith.
 “My contemplated trip,” quoted Polly softly. The haggard lines in
her face were accentuated by the merciless electric light which beat
down from a lamp but a few feet above her typewriter desk. “Judith,
are you mad!”
Slowly her eyes turned to the third note. It had no
commencement other than the words:
In recognition of your valuable services I am
increasing your salary fifty dollars per month. Please
arrange to give me additional hours daily.
Yours, etc.,
Robert Hale.
 CHAPTER XI
THE THREAT

From their corner table Judith watched, with total lack of interest,
the gay throng which filled the public dining room at Rauscher’s,
although the scene was one to arrest attention. The smartly gowned
women, the foreign attachés in their gay uniforms in contrast to the
khaki-clad army officers and the somber evening dress of numerous
civilians, formed an attractive center for the mirrored walls and
shaded lights. Judith’s inattention was a source of displeasure to her
mother whose efforts to sustain the conversation had failed.
“Really, Judith,” she remonstrated, “it is very annoying of you to
make me repeat my remarks.”
“I beg your pardon, Mother.” Judith awoke from dreary thoughts.
“I did not mean to be rude, but our—our mourning”—glancing down
at her black dress—“seems so incongruous here. We should have
found a less conspicuous place to dine.”
“Tut! you are supersensitive; we must eat and why not here? We
are not giving a dinner.” Mrs. Hale paused to bow to an
acquaintance. “Robert and your husband went to the club so that we
would not have even an appearance of a party. Why, there is Frank
Latimer. Wave to him, Judith.”
Not waiting for her suggestion to be followed, Mrs. Hale signaled
vigorously with her fan and succeeded in catching the eye of the
attentive major-domo who, guessing her meaning, directed Latimer’s
attention to her table. Mrs. Hale greeted the stockbroker with a
cordial smile.
“Join us, Frank,” she exclaimed, as their waitress placed a chair
for him. Latimer cast a doubtful eye at an adjoining table.
 “That is my habitual place,” he explained. “I dine here every
night.”
“Fortunate man, with no domestic problems,” sighed Mrs. Hale.
“Really, Anna could not have selected a more unfortunate time to fall
downstairs—or was it upstairs, Judith?”
“I don’t know, Mother.” Judith had changed color at Latimer’s
approach as memory of her interview in his office, the conversation
she had overheard the night before, and her letter explaining the
bond transaction recurred to her. “Anna is so seldom ill that we can
forgive her this once.” She raised grave eyes to Latimer. “Do dine
with us, Frank.”
Latimer had only opportunity to murmur his thanks as Mrs. Hale
took possession of the situation and claimed his undivided attention.
As the meal progressed he stole a look now and then at Judith. Her
preoccupation was evident and the furtive glances she cast about
the big dining room were indicative of her nervous condition.
Latimer’s anxiety grew. Would Mrs. Hale never give him a chance for
a private word with Judith? After the receipt of her note that morning
he had tried to write an answer, but, after a vain attempt to crystallize
his thoughts into black ink, he had thrown down his pen and applied
to that mixed blessing, the telephone, only to be told that Judith was
not at home.
If Judith divined his desire to talk with her she gave no sign of it.
Latimer’s anxiety was tinged with vexation. Was Judith deliberately
avoiding every effort he made to drag her into the conversation? His
hot temper was gaining the upper hand when Mrs. Hale
unconsciously gave him the opening he had been hoping for.
“How is the stock market?” she asked, and not waiting for an
answer, added, “Did you purchase those Liberty Bonds Robert spoke
of last week?”
“Yes.” Latimer turned determinedly to Judith. “Your husband sold
your Troy Valve bonds at somewhat of a sacrifice.”
Mrs. Hale caught the words and looked at her daughter in open
consternation.
 “Judith! You haven’t parted with the bonds your grandfather left
you?” she exclaimed.
“Yes.” Judith tossed down her napkin and pushed back her chair.
“Joe and I decided that this was the time to invest in Liberty Bonds.”
Her charming smile disarmed criticism. “Besides, industrials are
dangerous investments.”
“Fiddlesticks!” ejaculated Mrs. Hale with indignant emphasis.
“You know what General Hale thought of his Valve bonds and how
carefully he portioned them out among us in his will. Your father will
be seriously displeased, Judith.”
“Not when I tell him that the bonds are already depreciating in
value,” responded Judith quietly. “They are depreciating, Frank, are
they not?” Her emphasis on the verb arrested Latimer’s attention and
quickly he caught his cue.
“Liberty Bonds are a better investment,” he stated, “especially
just now. You”—he smiled at Mrs. Hale—“are putting your money in
Liberty Bonds.”
But Mrs. Hale was not appeased. “I am not selling valuable
bonds,” she retorted. “The money I invest in Liberty Bonds is the
income from other sources. What did you realize on your bonds,
Judith?”
Judith’s brow wrinkled in thought, then she turned to Frank. “I
have a poor head for figures,” she admitted softly. “What did Joe get
for the bonds, Frank?”
Latimer eyed her thoughtfully. “We paid Joe $1,275, less
commission. The bonds bring $125 each.”
“Is that all!” And Mrs. Hale’s eyebrows rose in displeasure. “What
a wretched time to sell. I shall remonstrate with your husband for
permitting you to part with the bonds.”
“You will do nothing of the sort.” The girl’s tone brought a hot
flush to her mother’s cheeks, but there was that in Judith’s
expression which checked her angry rejoinder. “Please, Mother,
remember that I am independent as far as my fortune is concerned,
and am my own mistress.”
Mrs. Hale considered her for a minute, then to Latimer’s horror,
for he had a shy man’s distaste of scenes, her lower lip quivered
suggestively, while her pale blue eyes grew moist.
“What a way to address your mother, Judith,” she said
reproachfully. “I, who have your best interests at heart. It is most
unkind.”
“I had no intention of being unkind.” Judith laid her hand for a
second gently on her mother’s shoulder. “Only, please do not discuss
my affairs with my husband; he also”—she looked squarely at
Latimer—“has my best interests at heart and I can rely upon his
honest judgment.”
Latimer bowed. “Joe is no fool,” he remarked dryly. “Don’t worry,
Mrs. Hale, I guarantee that Judith is quite right in the stand she is
taking, and”—again he bowed—“I admire her for it.”
“You have always approved of woman suffrage,” grumbled Mrs.
Hale, as she rose and led the way down the aisle to the entrance to
the dining room. “But take a word of advice from an older woman,
Judith; it is not the wife who asserts her independence who gains her
wishes, it is she who concedes the little things of life who controls
the big issues. To rule, a woman must never show she rules.”
She paused to speak a complimentary word to the major-domo,
and Judith, striding ahead down the short staircase, discovered that
Latimer was keeping step with her. Before he could voice his
thoughts, she had formulated her line of action.
“If you have any stock deals,” she said in an undertone, “do tip
me off. Hush, not a word; I don’t wish Mother to know I am playing
the market, here she comes.”
His ideas in a whirl, Latimer assisted them into their limousine
just as a touring car drove up to the curb and stopped with a grinding
of brakes which echoed down the street. A second more and John
Hale had flung himself out of the car and dashed over to the
limousine. A rapid survey showed him that the only occupants of the
car were Mrs. Hale and Judith.
“Where have you left Polly?” he demanded.
“Left her?” Mrs. Hale’s voice showed her astonishment.
“Nowhere; Polly has not been with us.”
“Not with you?” Her brother-in-law stared at her. “Didn’t she dine
with you?”
“She did not,” tartly. “What gave you that impression?”
“Mrs. Davis told me that Polly telephoned she was with you.”
Hale turned almost savagely toward Judith. “Where is she?”
“I do not know.” Judith eyed him in wonderment. It was not often
that she saw him discomposed in manner. He moved slightly and the
light from the limousine’s lamps showed his features more clearly.
“Surely, Uncle John, you are not worried about her whereabouts?”
John Hale passed a nervous hand over his chin. “Polly was to
dine with me,” he explained. “I waited at her home, and finally her
mother returned from dining with a neighbor and gave me Polly’s
message. I remembered you were to dine here, so chased you up.
You are sure you don’t know where she is?”
“Of course we don’t,” chimed in Mrs. Hale. “Bless me, John, why
worry? Polly is quite old enough to take care of herself, and she is
not likely to get lost in Washington.”
“Lost? Of course not,” with rough emphasis. “I have a message
for Polly which must be delivered. Have you any idea where she is
dining, Judith?”
Judith thought a moment before replying. “Possibly she is with
the Wards in Chevy Chase,” she suggested. “I recall Polly had a
telephone talk with Kate this afternoon.”
“Thanks.” John Hale swung around and caught Latimer by the
shoulder. Until that moment he had ignored the presence of the little
stockbroker.
 “Drive out to Chevy Chase, Frank,” he urged. “Come, man, don’t
keep me waiting,” and, not heeding Latimer’s remonstrances, he
hurried him toward his car. Then, as the latter hung back with the
reiterated statement that he had an important business engagement,
he interrupted him with an oath.
“Cut it out, Frank,” John Hale spoke between clenched teeth. “I’ll
explain later; jump in.” Scarcely waiting for Latimer to do so, he
climbed in behind the wheel and, turning the car up Connecticut
Avenue, he speeded up that thoroughfare.
Latimer rode in perturbed silence, occasionally stealing a glance
at his companion’s set, stern features. He had followed John Hale in
his college days with doglike fidelity, and the habit had clung through
their years of faithful friendship. As the car left the city limits behind
and tore along the road leading to the fashionable suburb of Chevy
Chase, Latimer broke the protracted silence.
“What’s to pay, John?” he asked.
John Hale waited until they had overtaken a trolley, then slowed
down the car’s speed almost to a crawl.
“God knows!” he responded, and his voice was not quite steady.
“Frank, I—I’m miserable—miserable,” and Frank, after one glance at
his face, forebore to question further.

Mrs. Hale, from the window of her limousine, watched John

Hale’s abrupt departure with astonishment not unmixed with
resentment.
“Upon my word, Judith, your uncle grows more impossible every
day,” she remarked, and, meeting with no comment from her
daughter, she picked up the speaking tube and called to her
chauffeur, “Home.”
On reaching there, Mrs. Hale changed her mind with
characteristic suddenness.
 “I’ll run down to the club and pick up your father,” she said as she
hopped back into the limousine. “I remember now that he left word
we were to call for him. Won’t you come, Judith?”
Judith, halfway up the steps leading to the front door, shook her
head.
“No thanks, Mother, I have several letters to write,” and with a
wave of her hand she hurried inside the house. Maud, who had
waited in some uncertainty until she saw the limousine drive off with
Mrs. Hale seated in it, closed the front door.
“Can I do anything for you, Mrs. Richards?” she asked, as Judith
paused to look at several notes lying on the hall table. None was
addressed to her and she laid them back again.
“No, Maud, not a thing,” she replied. “Has Major Richards
returned?”
“Not yet, ma’am.” Maud, catching a furtive look at herself in the
long mirror on the wall, rearranged her cap to a more becoming
angle. “Is it too early to take your pitcher of ice water to your boudoir,
ma’am? Anna said you had one generally.”
“It is not too early.” Judith turned toward the circular staircase.
“How is Anna?”
“Much better, ma’am; she practiced walking around after dinner
and got on first rate,”—Maud lingered a moment—“not but what I
warned her to be careful; ’tain’t any use of taking chances with a
banged-up ankle.”
“True,” agreed Judith absently, and, unloosening her coat, she
went upstairs. Instead of going at once to her boudoir she hurried
down the hall to her father’s den, and as she entered it Polly Davis
looked up from the manuscript she was copying and stopped her
machine.
“You—here!” Judith halted abruptly.
“Yes.” Polly pushed her chair away from the typewriter. “Why
not?” The question was put with studied insolence and Judith’s eyes
widened. “I am working on your father’s manuscript.”
 “But at this hour—”
“I am working overtime.” Polly flipped a note in her direction.
“Your father here asks me to give him ‘additional service.’” She
smiled and shrugged her shoulders. “Any objections?”
“Objections? No.” Judith’s manner retained its old friendliness,
and she ignored the girl’s manifest hostility.
“Then why question my presence here?”
“I do not question your right to be here.” Judith chose a chair near
Polly. “I have just seen Uncle John—”
“Well?” as Judith stopped.
“Uncle John was told by your mother that you were dining with
us.”
“Pardon me,”—Polly’s interruption was curtly spoken, although
the words chosen were politeness itself—“Mr. Hale was informed
that I was with you.”
“But you were not.”
“In one sense, yes; in another I am with you while working in this
household.” Again Polly shrugged her shoulders. “Of course I am not
responsible for whatever interpretation you and he put on my
message to my mother.”
Judith regarded her for a moment in silence.
“What is your object in splitting straws?” she inquired. “Wait—
Uncle John understood you were to dine with him, then thought you
were with us, and he now believes you are with the Wards in Chevy
Chase and is motoring there, and—on returning home, I find you
here.”
“Your uncle asked me to dine with him, but I never accepted his
invitation,” replied Polly. “Frankly, I preferred to wait here and see
you.”
“Why didn’t you tell me, Polly, and I would have remained at
home,” exclaimed Judith. “Have you had any dinner?” with a hasty
glance about in quest of a tray.
“I dined at the Pastry Shop.” Polly leaned back in her chair and
watched Judith. “I asked for you before I left this afternoon, but you
had not returned from your drive, and so I came back an hour ago.
What was your object in writing this note?” and leaning forward Polly
placed Judith’s note and check in her lap.
Judith did not touch the papers.
“The note is self-explanatory,” she stated. “I hope the vacation
will restore your health.”
“My health is quite robust, thank you,” dryly. “Let us have done
with camouflage, Judith, and be honest with each other. What is your
object in wishing to get rid of me?”
“I have no such desire.”
Polly’s lip curled in scorn. “You wish to get me away from
Washington, away from this house,” she charged. “Why?”
The two girls contemplated each other, but while Judith was pale,
a feverish color heightened the sparkle in Polly’s over-bright eyes.
When Judith spoke it was with deliberation.
“I suggested that you go on a vacation,” she said, “for your own
good.”
“Indeed!” Polly’s laugh ended in a sneer. “Are you quite sure your
consideration is not misdirected?”
“Quite sure.” Judith’s temper was gaining the upper hand in spite
of her endeavor to keep it under control. “Once before you ignored
my advice; you know with what results.” She paused. “Austin’s death
—”
“Well?” Polly leaned forward, both hands on the arms of her
chair.
Instead of completing her sentence Judith placed the note and
her check on Polly’s typewriter.
“You had better arrange to leave to-morrow,” she said softly.
 “I won’t.” Polly’s voice rang out clearly. “I don’t know whom you
are trying to shield, but you shan’t drive me away—you shan’t—you
shan’t!”
“Polly,”—Judith’s manner compelled the hysterical girl to gain
some hold on the remnant of her self-control—“you have forced this
scene; I have tried to avoid it by supplying you with a way out.” She
pointed to the check. “I was the first person to find Austin’s body—”
“Ah! You admit it.” Polly’s voice rose almost to a scream. “Why
haven’t you told that to the police?”
“Because of my desire to shield you,” Judith stated calmly.
“To shield me!” Polly half rose, resting her weight on the arms of
her chair.
“Exactly.” Judith stood up and pulled her coat about her
shoulders. “In addition to my silence, I took from Austin’s body a
trinket—”
“Yes, go on”—Polly watched her fascinated, as she took a step
toward the door.
“Your conduct to-night forces me to use a threat.” Judith spoke in
a monotone and slowly the color ebbed from Polly’s cheeks. “Unless
you leave Washington within twenty-four hours, I shall give the
trinket to the police.”
“What—” Polly moistened her parched lips. “What is the trinket?”
“A Mizpah locket. Good-night,” and without a backward glance
Judith hurried away.
 CHAPTER XII
THE THEFT

Judith had not inherited her mother’s fondness for being waited
upon and therefore she had never employed a personal maid.
After her interview with Polly she went immediately to her bedroom
and it required but a brief time to put away her coat and scarf. In
removing the latter from around her neck, its delicate mesh caught in
the diamond horseshoe pin, her only ornament, which she wore in
the front of her evening dress. In striving to free the scarf she
discovered to her dismay that one of the diamonds was missing from
the horseshoe.
The pin had been her husband’s wedding gift. Throwing down the
scarf, Judith bent anxiously and peered at the carpet, but it was
difficult to see so small an object against its soft coloring. Dropping
to her knees, she felt about until her fingers touched a hard
substance. A look at it disclosed the missing diamond, and with an
exclamation of pleasure and relief Judith rose, folded the stone in a
piece of tissue paper and placed it with the diamond pin in her
jewelry box. In doing so she caught sight of a gold locket safely
ensconced in the bottom of the box under several bracelets and
chains. Judith considered the locket gravely, then closed and locked
the jewelry box just as her name was called in the boudoir. With
heightened color, she hastened across the bedroom and joined her
husband.
“I did not hear you enter, Joe,” she exclaimed as he held out both
hands to her. “How does it happen that you returned so early? I
thought you planned to run in and see Dr. McLane about that
troublesome cough of yours?”
“Oh, that can wait until morning,” lightly. “I came back to be with
you.” He placed a morris chair for her before the hearth, where a
coal fire burned fitfully, and perched himself on the chair’s broad
mahogany arm. “I haven’t seen you alone to-day.” His voice was
tinged with reproach.
Judith slipped a hand inside his. “I did not mean to neglect you,”
she said. “But Mother and certain business matters claimed a lot of
attention. Why,”—turning her head as it rested against the cushion of
the high-backed chair—“why did you volunteer to dine with Father at
the club and not come with us to Rauscher’s?”
“It was your mother’s plan, not mine.” Richard laughed softly. “My
first impressions of your mother have radically changed.”
“In what way?”
“I thought her all fuss and feathers, but underneath it she has a
will of iron.” Richards’ smile grew rueful. “Does your father ever
oppose her wishes?”
It was Judith’s turn to smile. “Not if he can help it,” she admitted.
“Father is something of a diplomat as far as Mother is concerned.
Perhaps you have noticed it.”
“Yes.” Richards stared into the fire; he had become grave.
“Somehow, dearest, I do not believe your father likes me. Oh, he’s
been polite enough,”—as she was about to speak—“but there is
something in his manner,—well,”—with another rueful smile—“it
couldn’t by any stretch of the imagination be termed cordial at any
time, and lately”—he hesitated—“the dislike is more apparent.”
Judith’s pretty color, which had come when she found him waiting
for her in the boudoir, had waned. “Lately?” she queried. “Do you
mean within the last few days?”
“Yes; to be exact, since Austin’s Hale’s mur—death,” he caught
himself up. “Don’t mind, darling,” observing the shadows which had
gathered in her eyes. “I am sorry I mentioned the subject. Your
father, like the rest of us, is upset by the tragedy—we will all return to
normal when the mystery is solved.”
“When?” Judith contemplated her well-fitting suède slipper and
the embroidered silk stockings just peeping beneath her skirt. “Have
the police advanced any new theories?”
“Only that the crime was premeditated.”
Judith looked up. “Premeditated? Then some one must have
known of Austin’s plans to come here Tuesday night.” She drew in
her breath sharply. “Some bitter enemy.” She again looked directly
up at Richards and found him gazing in the fire. “What is your
theory?”
“My theory? I hardly knew—know anything of Austin, therefore it
is difficult for me to form a theory.” Judith took silent note of his
quickly covered confusion, and her hand, still resting in his, moved
uneasily. “Was Austin the type of man to have an implacable
enemy?”
“N—no,” Judith drawled out the word. “He sometimes had a nasty
way of speaking, which used to annoy Uncle John; but he was
generally very agreeable, and some people found him fascinating.”
“Meaning women?” Judith did not reply at once, and Richards’
eyes narrowed. “You think that Austin was killed on impulse?”
“So it appears to me,” she confessed and suppressed a shudder.
There was a brief silence, then Richards roused himself. “I agree
with you,” he said. “The nature of the weapon used proves that.”
“The shears?” Judith glanced up and then looked quickly away.
“You think Austin was stabbed with the shears?”
“Evidently, for there was no other weapon.”
“No other weapon has been found,” Judith corrected him softly.
“The murderer may have carried it off with him.”
“True,” acknowledged Richards, “but then how came the shears
to have blood on them? For what purpose were they used?”
Judith’s breathing seemed suspended for an infinitesimal second,
and several minutes elapsed before she spoke.
“I am not good at solving problems.” She twirled his seal ring,
which she had given him, about on his finger. “Have you heard Uncle
John’s theory that Austin was killed by a burglar?”
Richards regarded her fixedly for a minute. “Is that so!” he
exclaimed. “And what leads him to suspect a burglar?”
“Austin’s gold watch is missing.” Judith felt his arm slip down
about her shoulders, and his weight rested against the cushioned
back of her chair. “Also, Father found some papers missing from his
safe.”
“He did—when?” The question shot from Richards.
“Sometime Thursday. I don’t know exactly when.” Judith caught
his intent gaze, and while her heart beat a bit more rapidly, she
continued to look directly at him.
“Has he notified the police?”
“I presume so. He was talking to Detective Ferguson yesterday
just before dinner.” Judith’s voice sounded a trifle strained in her own
ears, but apparently Richards took no notice. His gaze had shifted
again to the fireplace.
“When Mr. Hale first examined the safe he declared that its
contents were intact,” he remarked. “Your news is surprising, Judith.
It may be that poor Austin found a burglar rifling the safe and was
killed by him—it is a reasonable hypothesis in the light of your
father’s discovery. You said something else was missing—”
“Yes, Austin’s watch. It was a valuable heirloom inherited from his
grandfather, and he always carried it with him. The watch has not
been found either on his body or in his room.”
“But, Judith, it may be among his effects in New York,” Richards
suggested. “Your mother told me that he had quarters at the Yale
Club and kept a trunk there.”
Judith shook her head. “Uncle John talked to the steward of the
club on the long distance telephone, and a search was made, but the
watch could not be found.” Abruptly she changed the subject. “Will
you please hand me a glass of water, Joe?”
 Richards had started for the door when she called him back.
“Don’t go downstairs, the ice water is here,” she looked about the
boudoir. “There, Maud put it over by the bedroom door.”
Richards filled a glass for her and replacing it a moment later on
the table, he poured out a glass for himself and almost gulped it
down. Crossing the room, he again seated himself on the arm of
Judith’s chair.
“Judith,” he began, “a strange thing happened to-day and I want
to tell you about it.”
“Yes, dear,” she prompted gently, as he paused. “Go on.”
But Richards evidently found some difficulty in continuing, for
several seconds elapsed before he spoke again.
“The treasurer of the Metropolis Bank called me up this afternoon
and asked me to stop in and see him,” he went on. “And when I
reached the bank I was informed that ten thousand dollars had been
placed to my credit.”
“Good gracious!” Judith clapped her hands. “Why, Joe!”
“Exactly—why?” dryly. “Why should any one do such a thing? I
have no near relatives, no one under obligation to me, and so I told
the bank treasurer, but he refused to disclose the donor’s name or
by whose authority the bank had acted. He did assure me that it was
perfectly proper for me to use the money, stating that it was a gift
without a string tied to it and that the money is legally mine.”
“But that is splendid!” exclaimed Judith. “Are you not elated?”
“No, only puzzled,” Richards admitted slowly. “I have racked my
brain, Judith, to find out where that money could have come from,
and”—he held her close to him, his eyes scanning her face. “Did you
give it to me?”
Slowly her eyes fell before his ardent look and a telltale blush
mantled her cheeks.
“Yes,” she murmured, and for a second clung to him, then pushed
him gently from her. Suddenly he raised her hands and kissed them
passionately.
“Judith,”—he steadied his voice before continuing—“I can never
thank you, never. Therefore it is all the harder to tell you that I cannot
take your money.”
“But you must!” she exclaimed in alarm. “Dear, I am wealthy in
my own right and this money is some I had lying idle in a savings
bank. It is no sacrifice for me to give it to you.”
“I would like to think that it is,” he murmured wistfully. “Tell me,
dearest, what put it into your head to make me so generous a
present?”
“I—eh—” Judith’s native honesty would not permit an evasion. “I
heard that you had met with reverses in business, Joe.”
Richards looked at her long and intently. “You heard?” he
repeated. “Where?”
Judith raised a protesting finger. “‘Ask me no questions—’” she
quoted, “you know the old saw, Joe”; and before he had time to
frame another question, she asked reproachfully. “Why did you not
come to me at once, Joe? I would gladly have helped.”
A dull red flush mounted almost to Richards’ forehead and he
averted his eyes from her steady gaze.
“I can’t borrow from a woman, Judith—even the very best and
dearest woman in the world,” he confessed. “Keep your money,
sweetheart. My financial embarrassment was only temporary, but”—
his voice deepened with emotion—“I prize your loyalty above all
earthly things. Judith, I shall strive to be worthy of you,” and dropping
on one knee he kissed her hand with fervor.
Judith saw his shapely head and fine features through a mist of
tears. Her faith in him should stand all tests. In spite of what she had
learned of the stolen bonds, he must be innocent—he was worthy of
her trust, her love. Impulsively she leaned nearer and he caught her
in passionate embrace.
The clock had ticked away fully an hour when Judith awoke to the
time.
 “It is almost midnight,” she exclaimed reproachfully and rose in
haste. As she walked across the boudoir her attention was attracted
by a package of addressed and stamped envelopes. “Oh, I forgot to
give these to Maud to mail first thing in the morning, and they are
important.”
“Let me have them.” Richards snatched them up. “There is a post
box in front of the house; I’ll be right back.” And he hastened down
the hall to the circular staircase.
Not waiting to lower any of the lights, Judith went into her
bedroom and started to undress. It took but a moment to slip on her
wrapper, and she was about to comb her hair when the disorderly
appearance of her dressing table startled her. Her toilet articles were
tossed hither and yon.
Judith’s hand sought her jewelry box; the key was already turned
in the lock. Tossing back the lid, she gazed inside—the box was
empty.
A half-strangled cry escaped from her white lips and Richards
heard it as he entered the boudoir; a second more and he was by
her side.
“See—my jewels—they are gone,” she gasped. “Your horseshoe,
even, Joe.”
“Hush, my darling, I’ll find it or get you another.” Alarmed by her
pallor, he picked up a bottle of smelling salts which stood on the
dressing table and held it open before her. “I will replace the jewelry.”
“You can’t replace the locket.”
“The locket!” Richards changed color. “Have you lost the locket?”
In her agitation she failed to catch his question.
“My jewelry was here, every piece, and the locket, when I went in
to speak to you, Joe,” she declared. “I added the horseshoe just
before you called me.”
Richards gazed at her in dumfounded silence. “What is that?” he
asked. “You left your jewelry in that box when you came in to talk to