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vi Contents

■ SOCIAL ISSUES: HEALTH The Nurse–Family Partnership: ■ CULTURAL INFLUENCES Cultural Variation in Infant Sleeping
Reducing Maternal Stress and Enhancing Child Development Arrangements 99
Through Social Support 72
Influences on Early Physical Growth 100
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Childbirth 74 /VUSJUJPO 100
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Medical Interventions 77 Motor Development 106
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Preterm and Low-Birth-Weight Infants 78 Perceptual Development 109
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■ SOCIAL ISSUES: HEALTH A Cross-National Perspective on Health 7JTJPO 111
Care and Other Policies for Parents and Newborn Babies 81 *OUFSNPEBM
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The Newborn Baby’s Capacities 82 6OEFSTUBOEJOH
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3FGMFYFT 82 Summary 115
4UBUFT 83
Important Terms and Concepts 116
■ BIOLOGY AND ENVIRONMENT The Mysterious Tragedy of Sudden
Infant Death Syndrome 84
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Adjusting to the New Family Unit 87 Cognitive Development in Infancy
Summary 88 and Toddlerhood 117
Important Terms and Concepts 90
Piaget’s Cognitive-Developmental Theory 118
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PART III 5IF
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Infancy and Toddlerhood: &WBMVBUJPO
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■ SOCIAL ISSUES: EDUCATION Baby Learning from TV and Video:
The First Two Years The Video Deficit Effect 124
Information Processing 126
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Physical Development in Infancy $BUFHPSJ[BUJPO 128
and Toddlerhood 91 ■ BIOLOGY AND ENVIRONMENT Infantile Amnesia 129
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Body Growth 92
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Individual Differences in Early Mental Development 132
Brain Development 93 *OGBOU
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 Contents vii

Language Development 136 PART IV

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Summary 140 chapter 7
Important Terms and Concepts 141
Physical and Cognitive Development
in Early Childhood 166
chapter 6
Emotional and Social Development PHYSICAL DEVELOPMENT 167
in Infancy and Toddlerhood 142 A Changing Body and Brain 167
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Erikson’s Theory of Infant and Toddler Personality 143 #SBJO
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Influences on Physical Growth and Health 170
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Emotional Development 144 /VUSJUJPO 170
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■ BIOLOGY AND ENVIRONMENT Parental Depression and Child $IJMEIPPE
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Development 145 Motor Development 173
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Temperament and Development 148
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■ BIOLOGY AND ENVIRONMENT Development of Shyness .BLF#FMJFWF
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and Sociability 150 4ZNCPMo3FBM8PSME
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■ SOCIAL ISSUES: EDUCATION Children’s Questions: Catalyst for
Development of Attachment 152
Cognitive Development 181
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■ SOCIAL ISSUES: HEALTH Does Child Care in Infancy Threaten
Attachment Security and Later Adjustment? 157 ■ CULTURAL INFLUENCES Children in Village and Tribal Cultures
Observe and Participate in Adult Work 184
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Self-Development 159
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■ BIOLOGY AND ENVIRONMENT “Mindblindness” and
Summary 162 Autism 188
Important Terms and Concepts 163 &BSMZ
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MI LE S TO NE S Development in Infancy and Individual Differences in Mental Development 190
Toddlerhood 164 )PNF
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viii Contents
Language Development 193
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Important Terms and Concepts 198
chapter 8
Emotional and Social Development
in Early Childhood 199
Erikson’s Theory: Initiative versus Guilt 200
Self-Understanding 201
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Peer Relations 203
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■ CULTURAL INFLUENCES Ethnic Differences in the Consequences
of Physical Punishment 209
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Gender Typing 213
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■ SOCIAL ISSUES: EDUCATION Young Children Learn About Gender
Through Mother–Child Conversations 216
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Summary 222
Important Terms and Concepts 223
MILE S TO NE S Development in Early
Childhood 224
PART V
Middle Childhood:
195 Six to Eleven Years
chapter 9
Physical and Cognitive Development
in Middle Childhood 226
PHYSICAL DEVELOPMENT 227
Body Growth 227
Health Issues 227
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Motor Development and Play 230
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■ SOCIAL ISSUES: EDUCATION School Recess—A Time to Play,
a Time to Learn 233
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COGNITIVE DEVELOPMENT 234
Piaget’s Theory: The Concrete Operational Stage 234
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Information Processing 237
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■ BIOLOGY AND ENVIRONMENT Children with Attention-Deficit
Hyperactivity Disorder 239
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Individual Differences in Mental Development 242
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Language Development 248
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 Contents ix

Learning in School 250 PART VI

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■ SOCIAL ISSUES: EDUCATION Magnet Schools: Equal Access to
The Transition to Adulthood
High-Quality Education 253
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Summary 256 chapter 11
Important Terms and Concepts 258 Physical and Cognitive
Development in Adolescence 286
chapter 10
PHYSICAL DEVELOPMENT 287
Emotional and Social Development
Conceptions of Adolescence 287
in Middle Childhood 259
Puberty: The Physical Transition to Adulthood 288
Erikson’s Theory: Industry versus Inferiority 260 )PSNPOBM
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Emotional Development 264
The Psychological Impact of Pubertal Events 292
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Moral Development 265
Health Issues 295
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Peer Relations 267 ■ SOCIAL ISSUES: HEALTH Lesbian, Gay, and Bisexual Youths:
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■ BIOLOGY AND ENVIRONMENT Bullies and Their Victims 270 4VCTUBODF
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Gender Typing 271
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Family Influences 272
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Some Common Problems of Development 278
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■ CULTURAL INFLUENCES Impact of Ethnic and Political Violence on
Children 280 %FDJTJPO
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Important Terms and Concepts 283
MILESTONES Development in Middle
Childhood 284
x Contents

■ SOCIAL ISSUES: EDUCATION Media Multitasking Disrupts Attention PART VII

and Learning 312
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Summary 314
Important Terms and Concepts 316
chapter 13
chapter 12 Physical and Cognitive Development
Emotional and Social Development in Early Adulthood 342
in Adolescence 317
PHYSICAL DEVELOPMENT 343
Erikson’s Theory: Identity versus Role Confusion 318 Biological Aging Is Under Way in Early Adulthood 343
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Physical Changes 346
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■ CULTURAL INFLUENCES Identity Development Among Ethnic *NNVOF
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Minority Adolescents 322 3FQSPEVDUJWF
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Gender Typing 328 Changes in the Structure of Thought 358
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The Family 329
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Peer Relations 330 The College Experience 361
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■ BIOLOGY AND ENVIRONMENT Two Routes to Adolescent Choose Nontraditional Careers 365
Delinquency 337 Summary 366
Summary 338 Important Terms and Concepts 367
Important Terms and Concepts 339
MILE S TO NE S Development in Adolescence 340 chapter 14
Emotional and Social Development
in Early Adulthood 368
A Gradual Transition: Emerging Adulthood 369
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 Contents xi

■ CULTURAL INFLUENCES Is Emerging Adulthood Really a Distinct ■ BIOLOGY AND ENVIRONMENT Anti-Aging Effects of Dietary
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xii Contents

■ SOCIAL ISSUES: HEALTH Grandparents Rearing Grandchildren: Language Processing 470

The Skipped-Generation Family 435
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Late Adulthood
chapter 17
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in Late Adulthood 446
PHYSICAL DEVELOPMENT 447
Life Expectancy 447
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chapter 18
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■ BIOLOGY AND ENVIRONMENT Music as Palliative Care for Dying
Important Terms and Concepts 505 Patients 518
MI LE S TO NE S Development in Late Adulthood 506 The Right to Die 519
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How We Die 509 Summary 529
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 A Personal Note to Students
My more than 30 years of teaching human development have brought me in contact
with thousands of students like you—students with diverse college majors, future
goals, interests, and needs. Some are affiliated with my own field, psychology, but
many come from other related fields—education, sociology, anthropology, family
studies, social service, nursing, and biology, to name just a few. Each semester, my
students’ aspirations have proved to be as varied as their fields of study. Many look
toward careers in applied work—counseling, caregiving, nursing, social work, school
psychology, and program administration. Some plan to teach, and a few want to do
research. Most hope someday to become parents, whereas others are already parents
who come with a desire to better understand and rear their children. And almost all
arrive with a deep curiosity about how they themselves developed from tiny infants
into the complex human beings they are today.
My goal in preparing this third edition of Exploring Lifespan Development is to
provide a textbook that meets the instructional goals of your course as well as your
personal interests and needs. To achieve these objectives, I have grounded this book
in a carefully selected body of classic and current theory and research. In addition,
the text highlights the lifespan perspective on development and the interacting
contributions of biology and environment to the developing person. It also illustrates
commonalities and differences among ethnic groups and cultures and discusses the
broader social contexts in which we develop. I have provided a unique pedagogical
program that will assist you in mastering information, integrating various aspects
of development, critically examining controversial issues, applying what you have
learned, and relating the information to your own life.
I hope that learning about human development will be as rewarding for you
as I have found it over the years. I would like to know what you think about both
the field of human development and this book. I welcome your comments; please
feel free to send them to me at Department of Psychology, Box 4620, Illinois State
University, Normal, IL 61790.

Laura E. Berk

xiv
 Preface for Instructors
I wrote Exploring Lifespan Development with the goal of retain-
ing all the vital features of Development Through the Lifespan
while providing students with a clear, efficient read of the most
important concepts and empirical findings in the field of lifespan
development. The text has been refashioned with an exception-
ally strong emphasis on applications. Classical, contemporary,
and cutting-edge theories and research are made accessible to
students in a manageable and relevant way. This third edition
represents rapidly transforming aspects of the field, with a wealth
of new content and teaching tools:
■ Diverse pathways of change are highlighted. Investigators
have reached broad consensus that variations in biological
makeup and everyday tasks lead to wide individual differ-
ences in paths of change and resulting competencies. This
edition pays more attention to variability in development
and to recent theories—including ecological, sociocultural,
and dynamic systems—that attempt to explain it. Multicul-
tural and cross-cultural findings, including international
comparisons, are enhanced throughout the text. Biology
and Environment and Cultural Influences boxes also accen-
tuate the theme of diversity in development.
■ The lifespan perspective is emphasized. As in previous edi-
tions, the lifespan perspective—development as lifelong,
multidimensional, multidirectional, plastic, and embedded
in multiple contexts—continues to serve as a unifying
approach to understanding human change and is woven
thoroughly into the text.
■ The complex bidirectional relationship between biology and
environment is given greater attention. Accumulating evi-
dence on development of the brain, motor skills, cognitive
and language competencies, temperament and personality,
emotional and social understanding, and developmental
problems underscores the way biological factors emerge
in, are modified by, and share power with experience.
Interconnections between biology and environment are
integral to the lifespan perspective and are revisited
throughout the text narrative and in the Biology and
Environment boxes with new and updated topics.
■ Inclusion of interdisciplinary research is expanded. The
move toward viewing thoughts, feelings, and behavior as
an integrated whole, affected by a wide array of influences
in biology, social context, and culture, has motivated
developmental researchers to strengthen their ties with
other fields of psychology and with other disciplines.
Topics and findings included in this edition increasingly
reflect the contributions of educational psychology, social
psychology, health psychology, clinical psychology, neuro-
biology, pediatrics, geriatrics, sociology, anthropology,
social service, and other fields.
■ The links among theory, research, and applications are
strengthened. As researchers intensify their efforts to gener-
ate findings relevant to real-life situations, I have placed
even greater weight on social policy issues and sound
theory- and research-based applications. Further applica-
tions are provided in the Applying What We Know tables,
which give students concrete ways of building bridges
between their learning and the real world.
■ The role of active student learning is made more explicit.
TAKE A MOMENT..., a feature built into the chapter
narrative, asks students to think deeply and critically or
to engage in an exercise or application as they read. Ask
Yourself questions at the end of each major section have
been thoroughly revised and expanded to promote four
approaches to engaging actively with the subject matter—
Review, Connect, Apply, and Reflect. This feature assists
students in thinking about what they have learned from
multiple vantage points. A new LOOK AND L I S T E N
feature asks students to observe what real children, ado-
lescents, and adults say and do; speak with them or with
professionals invested in their well-being; and inquire into
community programs and practices that influence lifespan
development. In addition, highlighting of key terms within
the text narrative reinforces student learning in context.
Text Philosophy
The basic approach of this book has been shaped by my own
professional and personal history as a teacher, researcher, and
parent. It consists of seven philosophical ingredients that I
regard as essential for students to emerge from a course with a
thorough understanding of lifespan development. Each theme
is woven into every chapter:
1. An understanding of the diverse array of theories in the
field and the strengths and shortcomings of each. The
first chapter begins by emphasizing that only knowledge of
multiple theories can do justice to the richness of human
development. As I take up each age period and domain of
development, I present a variety of theoretical perspec-
tives, indicate how each highlights previously overlooked
aspects of development, and discuss research that evaluates
it. Consideration of contrasting theories also serves as the
context for an evenhanded analysis of many controversial
issues.
2. A grasp of the lifespan perspective as an integrative
approach to development. I introduce the lifespan per-
spective as an organizing framework in the first chapter and
refer to and illustrate its assumptions throughout the text,
in an effort to help students construct an overall vision of
development from conception to death.
3. Knowledge of both the sequence of human development
and the processes that underlie it. Students are provided
with a discussion of the organized sequence of development
xv
xvi Preface for Instructors
along with processes of change. An understanding of
process—how complex combinations of biological and
environmental events produce development—has been the
focus of most recent research. Accordingly, the text reflects
this emphasis. But new information about the timetable of
change has also emerged. In many ways, the very young
and the old have proved to be far more competent than
they were believed to be in the past. In addition, many
milestones of adult development, such as finishing formal
education, entering a career, getting married, having chil-
dren, and retiring, have become less predictable. Current
evidence on the sequence and timing of development,
along with its implications for process, is presented for all
periods of the lifespan.
4. An appreciation of the impact of context and culture on
human development. A wealth of research indicates that
people live in rich physical and social contexts that affect all
domains of development. Throughout the book, students
travel to distant parts of the world as I review a growing
body of cross-cultural evidence. The text narrative also dis-
cusses many findings on socioeconomically and ethnically
diverse people within the United States. Furthermore, the
impact of historical time period and cohort membership
receives continuous attention. In this vein, gender issues—
the distinctive but continually evolving experiences, roles,
and life paths of males and females—are granted substantial
emphasis. Besides highlighting the effects of immediate set-
tings, such as family, neighborhood, and school, I make a
concerted effort to underscore the influence of larger social
structures—societal values, laws, and government policies
and programs—on lifelong well-being.
5. An understanding of the joint contributions of biology
and environment to development. The field recognizes
more powerfully than ever before the joint roles of heredi-
tary/constitutional and environmental factors—that these
contributions to development combine in complex ways
and cannot be separated in a simple manner. Numerous
examples of how biological dispositions can be maintained
as well as transformed by social contexts are presented
throughout the book.
6. A sense of the interdependency of all domains of develop-
ment—physical, cognitive, emotional, and social. Every
chapter emphasizes an integrated approach to human
development. I show how physical, cognitive, emotional,
and social development are interwoven. Within the text
narrative, and in a special series of Ask Yourself questions
at the end of major sections, students are referred to other
sections of the book to deepen their grasp of relationships
among various aspects of change.
7. An appreciation of the interrelatedness of theory,
research, and applications. Throughout this book, I
emphasize that theories of human development and the
research stimulated by them provide the foundation for
sound, effective practices with children, adolescents, and
adults. The link among theory, research, and applications is
reinforced by an organizational format in which theory and
research are presented first, followed by practical implica-
tions. In addition, a current focus in the field—harnessing
knowledge of human development to shape social policies
that support human needs throughout the lifespan—is
reflected in every chapter. The text addresses the current
condition of children, adolescents, and adults in the United
States and elsewhere in the world and shows how theory
and research have combined with public interest to spark
successful interventions. Many important applied topics
are considered, such as family planning, infant mortality,
maternal employment and child care, teenage pregnancy
and parenthood, domestic violence, exercise and adult
health, religiosity and well-being, lifelong learning, grand-
parents rearing grandchildren, caring for aging adults with
dementia, adjustment to retirement, optimal aging, and
palliative care for the dying.
Text Organization
I have chosen a chronological organization for Exploring Lifespan
Development. The book begins with an introductory chapter
that describes the scientific history of the field, influential theo-
ries, and research strategies. It is followed by two chapters on the
foundations of development. Chapter 2 combines an overview
of genetic and environmental contexts into a single integrated
discussion of these multifaceted influences on development.
Chapter 3 is devoted to prenatal development, birth, and the
newborn baby. With this foundation, students are ready to look
closely at seven major age periods: infancy and toddlerhood
(Chapters 4, 5, and 6), early childhood (Chapters 7 and 8),
middle childhood (Chapters 9 and 10), adolescence (Chapters
11 and 12), early adulthood (Chapters 13 and 14), middle adult-
hood (Chapters 15 and 16), and late adulthood (Chapters 17 and
18). Topical chapters within each chronological division cover
physical development, cognitive development, and emotional
and social development. The book concludes with a chapter on
death, dying, and bereavement (Chapter 19).
The chronological approach assists students in thoroughly
understanding each age period. It also eases the task of inte-
grating the various domains of development because each is
discussed in close proximity. At the same time, a chronologi-
cally organized book requires that theories covering several age
periods be presented piecemeal. This creates a challenge for
students, who must link the various parts together. To assist
with this task, I frequently remind students of important earlier
achievements before discussing new developments, referring
back to related sections with page references. Also, chapters
or sections devoted to the same topic (for example, cognitive
development) are similarly organized, making it easier for stu-
dents to draw connections across age periods and construct an
overall view of developmental change.

New Coverage in the
Third Edition
Lifespan development is a fascinating and ever-changing field
of study, with constantly emerging new discoveries and refine-
ments in existing knowledge. The sixth edition represents this
burgeoning contemporary literature, with over 1,500 new cita-
tions. Cutting-edge topics throughout the text underscore the
book’s major themes. Here is a sampling:
CHAPTER 1: Updated Biology and Environment box on resil-
ience ● Updated section on developmental cognitive neuro-
science ● Increased coverage of evolutionary developmental
psychology, with special attention to the adaptiveness of human
longevity ● Updated Cultural Influences box on immigrant
youths ● Clarified explanation of sequential designs
CHAPTER 2: Updated Social Issues: Health box on the pros and
cons of reproductive technologies ● Updated section on devel-
opment of adopted children ● Enhanced attention to the impact
of poverty on development ● Expanded introduction to fam-
ily influences on development, including the importance of
coparenting ● Updated research on neighborhood influences
on children’s physical and mental health ● Current statistics on
the condition of children, families, and the aged in the United
States compared with other Western nations ● Introduction to
the concept of gene–environment interaction, with illustrative
research findings ● Expanded section on epigenesis, includ-
ing new examples of environmental influences on gene expres-
sion ● New Biology and Environment box highlighting a case
of epigenesis—prenatal smoking modifies gene expression
CHAPTER 3: Enhanced attention to fetal brain development,
sensory capacities, and behavior ● Expanded and updated
consideration of a wide range of teratogens ● New evidence
on the long-term consequences of emotional stress during
pregnancy ● Updated evidence on the contributions of doula
support to the birth process and to newborn adjustment ● New
research on parenting and development of preterm and low-
birth-weight infants ● Expanded and updated Social Issues:
Health box on health care and other policies for parents and
newborn babies ● New Social Issues: Health box on the Nurse–
Family Partnership—reducing maternal stress and enhancing
child development through social support ● Updated findings
on the roles of impaired brain functioning, maternal smoking,
and maternal drug abuse in sudden infant death syndrome
(SIDS) ● New evidence on the role of sleep in infant learn-
ing ● Updated research on touch sensitivity in newborns,
including techniques for reducing infant stress to painful med-
ical procedures
CHAPTER 4: Updated introduction to major methods of
assessing brain functioning, including the EEG geodesic sensor
net (GSN) and near-infrared spectroscopy (NIRS) ● Updated
Preface for Instructors xvii
discussion of advances in brain development, with special
attention to the prefrontal cortex ● New research on children
adopted from Romanian orphanages, including neurobio-
logical evidence bearing on the question of whether infancy
is a sensitive period of development ● Updated Cultural Influ-
ences box on cultural variation in infant sleeping arrange-
ments ● Updated section on breastfeeding ● New dynamic
systems research on development of walking and reaching ●
Enhanced attention to cultural influences—including infant
sleep and motor development ● New evidence on the percep-
tual narrowing effect in speech, music, and species-related face
perception, and in gender- and race-related face perception
CHAPTER 5: Revised and updated section on infant and toddler
imitation, revealing toddlers’ ability to infer others’ intentions ●
New section on symbolic understanding, including toddlers’
developing grasp of words and pictures as symbolic tools ●
New Social Issues: Education box on baby learning from TV
and video, including discussion of the video deficit effect ●
Revised section introducing information-processing concepts,
including working memory, automatic processes, speed of pro-
cessing, and executive function ● Revised and updated section
on infant and toddler categorization skills ● New research on
babies’ joint attention and preverbal gestures, revealing their
developing capacity to participate in cooperative processes nec-
essary for effective communication ● Updated findings on tod-
dlers’ earliest spoken words, including cultural variations ● New
findings on adult–child conversation and early vocabulary devel-
opment, with special attention to SES differences
CHAPTER 6: New research on consequences of effortful con-
trol—the self-regulatory dimension of temperament—for cog-
nitive, emotional, and social development ● Special attention
to the role of child genotype in parenting effects on tempera-
ment ● Revised and updated section on consequences of
early availability of a consistent caregiver for attachment secu-
rity, emotion processing, and adjustment, highlighting stud-
ies of children adopted from Eastern European orphanages ●
Updated findings on employed fathers’ increased involvement
in caregiving ● Revised and updated Social Issues: Health box
on child care, attachment, and later development ● New evi-
dence on toddlers’ scale errors, with implications for body self-
awareness
CHAPTER 7: Increased attention to brain development in early
childhood, with special attention to the prefrontal cortex and
executive function ● Updated statistics and research on the
health status of U.S. young children, including tooth decay,
immunizations, unintentional injury, and overall health sta-
tus ● New research on development of handedness, including
cultural variations ● New evidence on preschoolers’ magical
beliefs ● Revised and updated section on preschoolers’ under-
standing of symbol–real-world relations ● New research on
cultural variations in effective scaffolding ● New Social Issues:
Education box on children’s questions as a catalyst for cognitive
xviii Preface for Instructors
development ● Updated discussion of gains in executive func-
tion in early childhood, including attention, inhibition, and
planning ● Recent findings on toddlers’ early, implicit false-
belief understanding and its relationship to preschoolers explicit
grasp of false belief ● New evidence on cognitive attainments
and social experiences that contribute to mastery of false
belief ● Enhanced discussion of SES differences in emergent
literacy and math knowledge ● Updated discussion of the
effects of television and computers on academic learning
CHAPTER 8: Updated consideration of emotional self-
regulation in early childhood, including the influence of tem-
perament and parenting ● Enhanced Cultural Influences box
on ethnic differences in the consequences of physical punish-
ment ● New section on the role of positive peer relations in
school readiness ● New longitudinal evidence on the relation-
ship of early corporal punishment to later behavior problems ●
Enhanced attention to aggressive children’s distorted view of
the social world ● Updated discussion of parent training pro-
grams to reduce child conduct problems, with special atten-
tion to Incredible Years ● New findings on the harmful impact
of parental psychological control on children’s adjustment ●
Updated consideration of consequences of child maltreatment,
including new evidence on central nervous system damage
CHAPTER 9: Revised and updated section on overweight and
obesity, including current U.S. prevalence rates, international
comparisons, and coverage of contributing factors and conse-
quences ● Updated statistics on physical activity and fitness
among U.S. school-age children ● New sections on working-
memory capacity and executive function in middle childhood,
with implications for academic learning ● Revised and updated
Biology and Environment box on children with attention-
deficit hyperactivity disorder ● New research on development
of planning in middle childhood ● Updated evidence on the
school-age child’s theory of mind ● Discussion of secular
trends in IQ, including implications for understanding ethnic
variations in IQ ● Attention to the impact of the U.S. No Child
Left Behind Act on quality of U.S. education ● New research
on educational consequences of widespread SES and ethnic
segregation in American schools ● New Social Issues: Educa-
tion box on magnet schools as a means of attaining equal access
to high-quality education ● Revised and updated section on
U.S. academic achievement in international perspective, includ-
ing comparisons with high-performing nations
CHAPTER 10: Enhanced attention to cultural variations in
self-concept, with special attention to Asian versus U.S. com-
parisons ● Updated research on parenting practices and chil-
dren’s achievement-related attributions, including the influ-
ence of cultural values on likelihood of developing learned
helplessness ● New section on children’s understanding of
diversity and inequality, development of racial and ethnic prej-
udice, and strategies for reducing prejudice ● Updated evi-
dence on implications of peer-acceptance categories for bully-
ing and victimization ● Updated Biology and Environment
box on bullies and their victims ● New evidence on sex differ-
ences in development of gender identity in middle childhood ●
Enhanced attention to the role of effective coparenting in chil-
dren’s adjustment to parental divorce and remarriage ● New
research on the implications of self-care and after-school pro-
grams for school-age children’s adjustment ● Revised and
updated Cultural Influences box on impact of ethnic and polit-
ical violence on children ● Updated findings on the conse-
quences of child sexual abuse
CHAPTER 11: New section on adolescent brain development,
focusing on the imbalance between the cognitive control net-
work and the emotional/social network, with implications for
teenage reward-seeking, emotional reactivity, and risk-taking
● Updated evidence on teenage pregnancy and parenthood pre-
vention and intervention strategies ● Expanded and updated
research on adolescent decision making ● New research on
the impact of school transitions on adolescent adjustment ●
New Social Issues: Education box on the impact of “media
multitasking” on learning
CHAPTER 12: New research on personal and social factors
contributing to identity development in adolescence ● Updated
Social Issues: Health box on adolescent suicide ● Updated
evidence on adolescents’ capacity to integrate moral, social-
conventional, and personal concerns ● Enhanced consid-
eration of factors that promote moral identity, along with its
relationship to moral behavior ● New evidence on gender
intensification in adolescence ● Updated section on parenting
and adolescent autonomy, including research on immigrant
families ● Expanded and updated section on Internet friend-
ships, with special attention to teenagers’ use of social net-
working sites ● New findings on long-term outcomes of mul-
tisystemic therapy for violent juvenile offenders
CHAPTER 13: Updated Biology and Environment box on
telomere length as a marker of the impact of life circumstances
on biological aging ● New controversial evidence on the role
of free radicals in aging ● New research on SES variations in
adult health ● Updated statistics on the continued rise in adult
overweight and obesity ● New findings on negative stereotyp-
ing and discrimination experienced by overweight adults ●
Updated discussion of treatment of adult obesity ● New evi-
dence on the Internet as a contemporary way to initiate dating
relationships ● Updated research on psychological stress and
unfavorable health outcomes ● Enhanced discussion of the
psychological impact of attending college, including benefits of
opportunities to interact with racially and ethnically diverse
peers ● New findings on the role of gender stereotypes in
women’s likelihood of choosing STEM careers ● Updated
Social Issues: Education box on men who choose nontradi-
tional careers

CHAPTER 14: Revised and updated section on emerging adult-
hood, including new findings on emerging adults’ religios-
ity, spirituality, and commitment to community service ●
Enhanced discussion of the controversy over whether emerg-
ing adulthood really is a distinct period of development ●
Special attention to parenting of emerging adults, including
“helicopter parenting” ● Updated consideration of increas-
ingly flexible age-graded expectations for early adulthood life
events ● Updated consideration of factors that contribute to
enduring romantic relationships ● New findings on social
networking sites as contexts for early adulthood friendship ●
Expanded discussion of the rise in average age of leaving the
parental home ● Increased attention to parent–young-adult
child relationships ● New findings on sharing of house-
hold tasks in dual-earner marriages, including cross-national
evidence ● Updated research on relationship qualities and
communication skills contributing to marital satisfaction ●
Updated consideration of the dramatic increase in never-
married single parents, including SES and ethnic variations ●
New findings on career development in early adulthood, with
special attention to obstacles to success faced by women and
ethnic minorities ● Enhanced discussion of combining work
and family
CHAPTER 15: Updated Biology and Environment box on anti-
aging effects of dietary calorie restriction ● Updated evidence
on the risks of hormone therapy to reduce physical discomforts
of menopause ● New survey findings on sexual activity of U.S.
middle-aged adults ● Updated sections on risk of cancer and
heart disease in midlife ● New findings on midlife changes in
attention and memory ● New Social Issues: Education box on
how lessons in the art of acting improve memory in older
adults
CHAPTER 16: Enhanced consideration of the contribution of
parenting to generativity in midlife ● Updated Social Issues:
Health box on grandparents rearing grandchildren in skipped-
generation families ● Updated evidence on relationships
between middle-aged adults and their aging parents, including
ethnic variations ● New findings on midlife intergenerational
assistance to both children and aging parents ● Enhanced dis-
cussion of care of aging parents in poor health, with emphasis
on gender disparities, ethnic variations, and emotional, phys-
ical, and financial consequences ● New research on middle-
aged adults’ use of social networking sites ● Updated discus-
sion of the glass ceiling in career advancement faced by women
and ethnic minorities ● Discussion of the impact of the late-
2000s recession on delayed retirement
CHAPTER 17: Updated statistics on life expectancy in late
adulthood, including gender and SES variations ● Updated
international comparisons in healthy life expectancy ● New
research on brain development, including neurological changes
that enable older adults to compensate for declines in cen-
Preface for Instructors xix
tral nervous system functioning ● Updated findings on risk
and protective factors associated with various aspects of
physical aging ● Updated section on assistive technologies ●
Expanded and updated discussion of stereotypes of aging,
including stereotype threat, with implications for physical and
cognitive performance ● Updated consideration of SES and
ethnic variations in health in late adulthood ● Expanded con-
sideration of progress in compression of morbidity ● Updated
survey findings on sexual activity in late adulthood ● New
findings on neurological changes associated with Alzheimer’s
disease, including efforts to understand how abnormal amy-
loid and tau damage neurons ● New evidence on genetic and
environmental risks for Alzheimer’s, and on protective fac-
tors, with special emphasis on diet, education, and physical
activity ● Updated Social Issues: Health box on interventions
for caregivers of older adults with dementia, with increased
attention to respite and caregiving skills ● Expanded discus-
sion of episodic memory and prospective memory in late
adulthood ● Enhanced consideration of the impact of cogni-
tive training on older adults’ mental functioning, including
broadening programs to target self-efficacy ● New evidence
on the rapid rise in use of computers and the Internet among
older people
CHAPTER 18: Updated research on reminiscence in late adult-
hood ● New findings on personality development in late
adulthood, with special attention to openness to experience ●
Enhanced consideration of the benefits of spirituality and reli-
giosity in late life ● Consideration of sustaining an effective
person–environment fit in older adults’ social contexts, includ-
ing caregiving and housing arrangements ● New research on
divorce, remarriage, and cohabitation in late adulthood, includ-
ing aging baby boomers’ use of online dating services ● Updated
findings on late-life friendships ● New evidence on retirement
as a dynamic process with multiple transitions and wide indi-
vidual variation
CHAPTER 19: Updated research on diverse factors influencing
people’s adaptation to dying ● Updated discussion of dying at
home, in hospitals, and in nursing homes ● New findings on
hospice, including reducing patient suffering, improving fam-
ily functioning, and increasing ability to sustain patient care at
home ● Updated statistics on public attitudes toward passive
euthanasia, voluntary active euthanasia, and assisted suicide ●
New research on the role of expressions of happiness and humor
in bereavement adjustment ● New evidence on bereavement
interventions, with special attention to support groups based
on the dual-process model of coping with loss
xx Preface for Instructors

Pedagogical CHAPTER 17 Physical and Cognitive Development in Late Adulthood 447

c h a p t e r
Physical and Cognitive At age 67, Walt gave up his photography busi- little in the fast-moving conversation. But in one-to-one interactions

Features 17 Development in
ness and looked forward to more spare time
with 64-year-old Ruth, who retired from her
position as a social worker at the same time. For
Walt and Ruth, this culminating period of life was
filled with volunteer work, golfing three times a week,
in a calm environment, she showed the same intelligence, wit, and
astute insights that she had displayed all her life.
Late adulthood stretches from age 65 to the end of the life-
span. Unfortunately, popular images fail to capture the quality of
these final decades. Instead, many myths prevail—that older people

Maintaining a highly acces- Late Adulthood and joint vacations with Walt’s older brother Dick and his wife,
Goldie. Walt also took up activities he had always loved but had
have entered a period of deterioration and dependency and that
they are no longer able to

© JEFF GREENBERG/ THE IMAGE WORKS

little time to pursue—writing poems and short stories, attending learn. Young people who
theater performances, enrolling in a class on world politics, and cul- have little contact with

AP IMAGES/KHIN MAUNG WIN

sible writing style—one that tivating a garden that became the envy of the neighborhood. Ruth
read voraciously, served on the board of directors of an adoption
older adults are often
surprised that those like
agency, and had more time to visit her sister Ida in a nearby city. Walt and Ruth even exist—
is lucid and engaging without Over the next 20 years, Walt and Ruth amazed nearly everyone
who met them with their energy and vitality. Then, in their early
active and involved in the
world around them.
eighties, the couple’s lives changed profoundly. Walt had surgery As we trace physical
being simplistic—continues to treat a cancerous prostate gland and within 3 months was hospi-
talized again after a heart attack. He lingered for 6 weeks and then
and cognitive develop-
ment in late adulthood, we will see that the balance of gains and
died. Ruth’s grieving was interrupted by the need to care for Ida. declines shifts as death approaches. But in industrialized nations,
to be one of my major goals. Alert and spry at age 78, Ida deteriorated mentally in her seventy-
ninth year, despite otherwise excellent physical health. Meanwhile,
the typical 65-year-old can anticipate nearly two healthy, rewarding
decades before this shift affects everyday life. And as Ruth illus-

I frequently converse with stu- Cultures around the

Ruth’s arthritis worsened, and her vision and hearing weakened.
As Ruth turned 85, certain activities had become difficult—but
not impossible. “It just takes a little adjustment!” Ruth exclaimed in
trates, even after older adults become frail, many find ways to
surmount physical and cognitive challenges.
Late adulthood is best viewed as an extension of earlier periods,
world connect age with
dents, encouraging them to wisdom. Older adults’
life experience enhances
her usual upbeat manner. Reading was harder, so she downloaded
audiobooks to her MP3 player. At dinner in a noisy restaurant with
her daughter and family, Ruth felt overwhelmed and participated
not a break with them. As long as social and cultural contexts give
older adults support, respect, and purpose in life, these years are a
time of continued potential. ●
their ability to solve
relate what they read to their human problems and
fill leadership positions.

own lives. In doing so, I hope These are endeavors

of South African
anti-apartheid activist
PHYSICAL DEVELOPMENT number of years that an individual born in a particular year
can expect to live, starting at any given age—provide power-
ful support for the multiplicity of factors considered in previ-
to make the study of human Archbishop Desmond
Tutu and Myanmar
opposition leader Aung
TAKE A MOMENT… Do you know an older person who “seems
young” or “seems old” for his or her age? In using these descrip-
ous chapters that slow biological aging, including improved
tors, we acknowledge that chronological age is an imperfect
development involving and San Suu Kyi. Each is a

© BORDERLANDS/ALAMY
indicator of functional age, or actual competence and perfor-
Nobel Peace laureate. mance. Because people age biologically at different rates, some
80-year-olds appear younger than many 65-year-olds. Also,
pleasurable. chapter outline recall from Chapter 13 that within each person, change differs
across parts of the body. For example, Ruth became infirm phys-
PHYSICAL DEVELOPMENT Health, Fitness, and Disability Language Processing ically but remained active mentally, whereas Ida, though physi-
Life Expectancy Nutrition and Exercise
t
Sexuality
t
Problem Solving cally fit for her age, found it hard to engage in familiar tasks.
Physical Disabilities
t
Mental Disabilities
t
So much variation exists between and within individuals
Variations in Life Expectancy
t
Life Expectancy Wisdom
Health Care
in Late Adulthood
t
Maximum Lifespan that researchers have not yet identified any single biological
■ SOCIAL ISSUES: HEALTH Interventions for Factors Related to Cognitive measure that predicts the overall rate at which a person will age.
■ BIOLOGY AND ENVIRONMENT What Can

CHAPTER INTRODUCTIONS
Caregivers of Older Adults with Dementia Maintenance and Change But we do have estimates of how much longer older adults can
We Learn About Aging from Centenarians?
COGNITIVE DEVELOPMENT Cognitive Interventions expect to live, and our knowledge of factors affecting longevity
Physical Changes
Lifelong Learning 58 in late adulthood has increased rapidly.

AND VIGNETTES ABOUT REAL

Nervous System
t
Sensory Systems
t
Memory
Cardiovascular and Respiratory Systems
t
PART
Deliberate versus Automatic Memory
t
II Foun
Immune System
t
Sleep
t
Physical da tions
Associative Memory
t
Remote Memory
t
of Deve
Appearance and Mobility
t
Adapting to Prospective Memory Life Expectancy
lopmen

PEOPLE. To provide a help- Physical Changes of Late Adulthood t

Two friends enjoy a stroll in Tokyo, Japan. How old are they? How
SU
“I wonder how many years I have left,” Ruth asked herself
each M
old do they look and feel? Because people age biologically at differ-

ful preview, I include an out- M A gains

time a major life event, such as retirement or widowhood,
occurred. Dramatic R Yin average life expectancy—the
ent rates, the woman on the right appears younger, though both
are in their early eighties.
Genet
ic Fou
446 What ar ndatio
line and overview of chapter Each ind
e
from on genes, and ho
e gene
● ration w are they tra
to the
next?
ns (p.
36)
nsmitte
● In
X‐linke
d inhe
ividual’ d carried ritance
observa s ph
content in each chapter intro- genotyp
rodlike
ble chara enotype,
e and
en
cteristic
structur vironment. Ch
or dir
s, is a pr ectly
oduct
is more
on the
lik
imprin ely to affect
ting, on
X chrom , a harmful
ma
osome
and, th
allele is
erefore, Enviro
of both e paren les. In geno
for D nmental C
contain es with romoso reg ard mic
less of t’s allele
duction. To help students con- their len
deoxyr
our he
gth are
ibonuc
red itary en
genes,
in the
dowm
segme
ce ll nucleus
ent. Alo
ng
,
mes, ● Ha

can oc
rmful
genes
cur spon
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ke up.
m
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Describe
evelo
family
pmen ontexts
t (p. 45
instructi leic ac nts of hazard taneous mutation, perspec
tive of
functio
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)
id (DNA ous ly or which
struct a clear image of development and to enliven the text narrative, ● Ga
metes,
on
of prote s for makin
ins to
or
ga
the cell’s rich assortm
cytoplas
) that sen

m.
ent
d
ce
mutation environmenta be caused
gametes affects the ce
; soma
tic mu
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lls that Germlin
give ris
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along
suppor
● Th
wi th aspe
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ecologic
cts of
th
ly well‐b e environme ry,
m
al system the
s theo
sion pr sex lls at tation e to e first ein g and nt th
ocess ca cells, result fro any tim develop at
each chronological age division is unified by case examples woven individu
al
each pa receives a un
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lled me
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m a ce
in which divi-
ll
each
● Hu
man tra
as intell its that vary
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.
on
can oc
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body ment is
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and for
the fam
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each me bidirectional mic system ch -
context
na
for deve
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lop
the res ce sperm e set of gene polygen nce and perso a continuum
ulting s from ic inhe nality, , such mber’s inf ara
throughout that set of chapters. For example, the middle childhood complex
tion, or
human
mitosis
zygote

.
being
and ov
starts to
deve
um un
through lop into a
cell du
ite,
genes.
Describe
major
ritance
—the
result
effects
from
of many
others
. Bo
behavio luences, in wh c-
operate th direct and affect those
wi
must co thin the fam
rs
indirect
inf
of
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● If
the fer plica- and ex ch
plain ho romosoma ntinuall ily system luences

section highlights the experiences and concerns of 10-year-old Joey; some,

the
tilizing
Y chrom child will be
sperm
carries
an X ch
● Mo
st chrom
os
w they
occur.
l abno
rm alities,
change
s in its memb
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t to new ev
, which
ents an

HY
osome, a girl; romo- errors om al abno d
during

TOGRAP
twins a boy. if it co me rmalitie
ntains Down
result Frater syndrom iosis. The mo s result from
8-year-old Lizzie; their divorced parents, Rena and Drake; and their the mo
ther’s ov
when
two ov nal, or
dizygo
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IGHT PHO
Identic aries an a are released tic,
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on
al, or d each from ers are fects
when mo
a zygote nozygotic ,
is fertili
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RA DW
tosome ly milde some
classmates. In the chapters on late adulthood, students get to know stages
of cell
divide
duplica
s in tw
twins
o durin
develop s. r than
defects

© LAU
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(p. 41 ctive
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Walt and Ruth, a vibrant retired couple, along with Walt’s older What pr
es
© F4F

ocedur
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brother Dick, Dick’s wife Goldie, and Ruth’s sister Ida, a victim of giving
netic

malities
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decide with ge
Prenat wheth netic ab
Alzheimer’s disease. Besides a set of main characters who bring ● Re
detectio
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ntal pr
t to co
nor-
nceive.
it early
● So
cioecon
affects
tend to
family
omic sta
tus
function (SES) profou
tiv oblem ing. ndly
insemina e technolo be
traits, an smaller, to em Higher‐SES fam
unity to each age period, many additional vignettes offer vivid motherh
childbir
tion, in
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Describe le indivi ess ren. Lo y sti mulat-
parents sal‐assis externa
examples of development and diversity among children, adoles- inherita
● Tra
various
nce.
pattern
s of ge
its contr PART III Infancy and
netic Toddlerhood:●The First
raise serTwo
Many pa
who oth
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erwise
Years
al and
duals to
would
ethical
no
become
t, but th
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and em
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ds, critic cteristics an
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wer‐SES
d us
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do112 oll
minant ed by single
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of trans o are inf s. and FacethePer cep y unav ts are ).n-But
cents, and adults. domina –recessive genes
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END-OF-CHAPTER SUMMARIES. Chapter summaries are orga- ildrencate able the separate
mpare
prefe r d withasingthlychintri
incre an
With age, they ns foster tow ur n envirts respdond
bainfan ad to
warm week s ofgrelife,
ater co onments ults. trast features
t remembering object loca In the early
parts of a patte
ties am
safetyrn, stari
mm le, high , -con
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among g nonrelab).
sm
3
2004 tives,Atand2 atoement, scanning,
nized by learning objectives, encouraging active study. They (Hunnius & Geu
and infants
ze, 2004 a, ad
aging
ult
can s.better cont se of
nson, 1994).
rol their
sen

ampos et al., 2000). Why

vision improves
they thoroughly
explore a patte
rn’s features (Bro
a pattern, they
integrate
also include bolded key terms, which help students acquire BerkE
LD3_c
Once babies take
in all aspects of
ually, they beco
me so good

e? TAKE A MOMENT… C
h02_03
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who le. Grad ective
r06.ind unified they perceive subj
d 58
the parts into a tion that
rn orga niza 9‐month‐
at detecting patte not really present. For example,
and master the vocabulary of the field. boundaries that
are
nize d serie s of blinking light
s

he environment when you

olds look much
that resembles
longer at an
a human being
orga
walking than at
al, 1993 ).
an upside‐down
At 12 months,
infants
on (Bertenth te drawings,
or scrambled versi cts represented by incomple
her with what you experi
detect familiar
even when as muc
obje
h as two‐thirds
of the drawing
Senior, 1997).
is missing (see
As these find-
re 4.12 ) (Ros e, Jankowski, & e of obje cts and actions

TAKE A MOMENT... Built into the text narrative, this feature asks f. When you move on your
Figu
ings reveal, infan
supports pattern
ts’ increasing know
perception.
ledg

ture in a patte
rned
avoid fallin g in each new ts’ tend ency to search for struc born s prefer to

students to “take a moment” to think about an important point, inte- Infants must learn
position—sittin
to use depth cues

old takes her first

to
ng—and in vario andmarks and routes of tr
us situations.
g, crawling, walki steps, she uses vision to make
depth expan ds.
Infan

look at phot os and

ies to face perc
stimulus also appl simplified drawings of faces
eption. New

r than unna
with features
tural ly (ups ide‐
As this 10-month- ts, and her understanding of (upright) rathe ti, & Simion,
postural adjustmen arranged naturally 4.13) (Cassia, Tura ike pattern
grate information on human development, or engage in an exercise or g happens by the stair s.” Will down or sidew
2004; Mondloc
ays) (see Figure
h et al., 1999 ). They also track
farther than they
a facel
track othe r
. The same thin staircase as their visual field city is new-
an application to clarify a challenging concept. TAKE A MOMENT... right over the edge of the side of the bed and the
Timmy become
he becomes a mor
wary
e expe rienc ed crawler? Rese
arch suggests that
experience, babi
es grad ually
moving across
stimuli (Johnson
borns’ tendency
, 1999). Yet anot
to look long er at
her amazing capa
both human and
animal faces

extensive everyday each body position (sitting,

he will. From
highlights and reinforces the text’s strength in conversing with and figure out how
crawling, then
to use depth cues
walking) to dete
in
ct the danger of
with more crawling
falling (Adolph,
experience
ple, infan ts mor e likely
2008). For exam they started to crawl) are far
actively engaging the student in learning and in inspiring critical (regardless of
to refuse to cros
when
s the deep side out how
And with
of the visual cliff. to navi-
toddlers figure
ing experience, ing the necessary
pos-
thinking. increased walk
gate slopes and
uneven surfa
(Adolph et al.,
ces by mak
2008; Joh & Ado
lph, 2006). As
ures and
tural adjustments g in different post
how to avoid fallin h expands.
infants discover of dept three‐
understanding other aspects of
situations, their ement promotes
Independent mov are better than
oned crawlers
rstanding. Seas ct locations l patterns.
dimensional unde agemates at remembering obje daries in visua
nced ). Why does Subjective boun e, look like to
their inexperie pos et al., 2000 FIG URE 4.12 e, missing two‐thirds of its outlin habituating
en objects (Cam ENT … Com- imag rcycle. After
and finding hidd a difference? TAK E A MOM What does the ts detect a moto intact
mak e such ent whe n you are you? By 12 months, infan imag e, they were shown an
crawling ronm motorcycle nth‐olds
own expe rience of the envi what you experience to the incomplete a nove l form. Twelve‐mo
pare your with paire d with ating that
place to another own, motorcycle figure novel figure, indic very little
driven from one you move on your ed longer at) the of
drive yourself. When es of trave l, recovered to (look motorcycle pattern on the basis Senior, 1997.)
walk or rout the wski, &
when you landmarks and they recognized Rose, Janko
more aware of look like from n. (Adapted from
you are much of what things visual informatio
e careful note ts.
and you take mor is true for infan
of view. The same
different points

PM
10/17/13 12:16
 CHAPTER 7
ntrol. Offering bribes (“Finish your
Physical and Cogn
itive Developm
ent in Early Child
hood 171
ve an extra cookie”) causes children

TTY IMAGES
Infectious Dise
ase and Mal
to the measles
is commonplace
nutrition. Hal’s
in developing reaction
many children
s and the treat more (Birch, Fisher, &

RED CHOPSTICKS/GE
live in poverty nations, where
nizations. Poor and do not recei
diet depresses the ve routine imm
ing children far body’s immune u-

LOOK AND LISTEN. This new active-learning feature asks students

more susceptib system, mak-
annual deaths of le to disease. Of the
children under 7.5 million
in developing age 5 worldwid

L OOK A N D LI ST EN
countries and e, 98 percent are
diseases (World 65 percent are due
Health Organiza to infectious
to observe what real individuals say and do; speak with or observe Disease, in turn
ability to abso , reduces appe
rb foods, espe
tion, 2012a).
tite and limit
infections. In cially in children s the body’s
parents, teachers, or other professionals; and inquire into commu- unsafe water and
and nearly 1 milli
developing coun
tries,
contaminated food diarrhea, resulting from
s,
on childhood deat leads to growth stunting
with intestinal
Arrange to join a family with at least
Organization, hs each year (Wo
nity programs and practices that influence children, adolescents, reveal that the
the shorter child
2012a). Studies
more persisten
ren
t diarrhea is in
rld Health
and closely observe parental mealtim
carried out in
Brazil and Peru
early childhood
mental tests duri are in height and the lower ,
and adults. Through repea
atmosphere, this
family and cultu
ted, unpressure
3-year-old learn
re prefer.
d exposure in a
positive
s to like foods that mealtime
adults in his
Niehaus et al.,
Most developm
2002).
ng the school
to promote healthy eating habits? Ex
years (Checkley
they score on
et al., 2003;
rhea can be prev ental impairments and deaths
control. Offering ented with near due to diar-
brib therapy (ORT), ly cost‐free oral
have an extra cook es (“Finish your vegetables, in which sick
glucose, salt, and children are given rehydration
less and the treat
ie”) causes child
more (Birch, Fish
ren to like the
er, & Davison,
and you can
healthy food loses. Since 1990
half the families in
water that quic
, public health
As indicated in earlier chapters
kly replaces fluid
work ers have taught
a solution of
s the body
2003). the developing
LO OK AN D nearly
Arrange to join
LIS TEN
a family with at
ORT. Also, supp
functioning) subs
lements of zinc
tantially reduce
ited States and in developing count
world how to
(essential for imm
administer
une system
and closely obser least one presc rhea (Aggarwa the incidence of seve
hooler for a meal l, Sentz, & Mill
to promote healt
ve parental meal
hy eating habit
time practices.
s? Explain. ●
Are they likely
,
Immunization nt high‐quality food to support hea
. In industrialized
er, 2007). re diar-

As indicated in eases have decli nations, childhood

earli er ned dramatica dis-
United States and chap ters, many child large ly as a result of lly duri ng the past half‐
in developing ren in the widespread imm cent
cient high‐qua countries lack
access to suffi-
young children.
Hal got the mea unization of infan ury,
lity food to supp ts and
year‐old Hal rode ort healthy deve mates from mor sles because, unlik
a bus from a lopment. Five‐ e economically e his class-
laboratory pres poor neighbor receive a full prog adva ntaged homes,
chool. His moth hood to our ram of immuniz he did not
ered her rent, let er’s welfare chec U.S. preschoolers ations. Abo d 30 perc 361
alone food. Hal’s k barely cov- lack essential in Early Adulthoout ent of
32 perc Cogn lopment imm unizations. The
and in essential diet
vitamins and mine was deficient in protein13 Physical andent poveDeve
foritive rty‐stricken child rate rises to
inattentive, and rals, and he wasCHAPTER receive full prot ren, many of who
unruly. Througho thin, pale, ection until age m do not
cence, a nutritiona ut childhood school entry (U.S 5 or 6, when it
lly deficient diet and adoles- . Department of is required for
stature, attention is 2010e). In cont Health and Hum
and memory diffi associated with shor-ter rast, fewer than an Services,

R/THE IMAGE WORKS

and achievement culties, lowe natu immunizations 10 percent of pres
test score to controls who usedrtheirintelligen in Denmark and choolers lack
even et
e afteral., 2011 ). Compares,dand hyperactivity diffe red sharplyce percent in Can Norway, and fewe
(Dan family factors that to use migha style that and aggressio box”n— —
ada,
Kingdom (World the Netherlands, Sweden, and
r than 7
tionships required
ASK YOURSELF QUESTIONS. Active engagement with the sub- , are
stud ents
cont t ght
acco unt
“out side
for the Heal the United
style rolled (Cec these rela- th Organization,
ral
Slack & Yoo, approach—wh il et oal.,thou
2005; Luko ls are Why does the
from their typic
2005al ). s. Creative wski indivetidua al., 2010 United States lag 2010).
e creative idea

FITTERE
man y mor rienc es, pers istent; As noted in earli behind in imm
generated expe er unization?
y, open to new failure access to the heal chapters, many U.S. children
Inf
alsoect ant of ambiguit to try again after
ject matter is also supported by study questions at the end of toleriou do not have

TIMES/BRENDAN
s succ th care
Diseed, easand e willing, 2011). Finally, creativity vaccines is only one cause.they need. But inab
and driven to g & Sternberg Parents with stres
ility to pay for
One day, it may be often fail to sche
for(Lub
art,I notic
2003ed ; Zhan
that Hal hadFor
gy. been wom en especially, p- Zark
dule vaccinati
on
sful daily lives
several week ener abse unsu adou appo
each major section. Three types of questions prompt students to wasdem
and
ands times, so I asked Lesli nt
ng, divofromrce,
his preschool teach yard
e, reari
or
the play an lia, 2008). Som
e parents have
intm ents (Falagas
&

© ST. PETERSBURG
wrong. d“Hal pted by child media reports been influence
pone or disru ’s been 1990). er, what suggesting a link d by
explpost
ained. In nernour
well‐
hospitalizant,
(Vaillant & Vaill ed with theed.meaWhe n personal servative used for deca between a merc
ury‐based pre-
ive part ished childiply rmin sles, ” she des in vaccines
nessport ivity is mult ren,dete can continue ber of children diagnose
think about human development in diverse ways: Review ques- es havesum
In no effec
undernourishe l facto
spiraand
situationa
l, with pote
, creat
t on
d, disease rs
des,
phys jointical
interactsold
well into
ly prom
grow
with
ordinary
ote
th. But when child
age.
malnutrition in
ivity hood
it, creatchild
ren are
ill- show no such associati
2007). In area
d with autis
on (Richler et al.,
m.
and a rise in the
But large‐scale
2006; Thompson
num-
studies
for many deca ntial ly severe conseque a vicious s where many et al., ng
parents have refus Week activity, keepi with
tions help students recall and comprehend information they have AS K
nces. nize their child
threateningComm cons
ren, disease
unity college stude
equethe nces
beat of
outbnts
(Tuy
reakjoin in a Peace ed tontsimm
s have morerred
a drum circle. Theoccu ular
stude intera
, with
settin gs, the
u-ct
more
life‐
YO UR SE LF
pace with en &extra Bisgcurric
ard, 2003
peers in academic and colleg e. ). Publ ic
just read; Apply questions encourage the application of knowl- REVIEW How
does expertise
affec t infor
but not the same
mation processin
as, creativity?
g? diver
they
se
bene fit cognitively from
attending

sing sides of com

plex issues,
necessary for, nesses of oppo r attitudes
Why is expertise ia wrote strengths and weak quality of their thinking. Thei in liter-
edge to controversial issues and problems faced by children, BerkELD3_ch
07_166_198_r05.in
APP dd LY171 For her
human developm
the diffe
ent course, Marc
ring implicatio
ns of Piaget’s
ned that
and and reflecting
and valu es also
on the
broa den. They show
increased inter
soph ical and
est
historical
a paper discu
ssing
ation . Next, she reaso g perfo rmin g arts, and philo ic dive rsity. Also,
educ the ethn
adolescents, adults, and professionals who work with them; Vygotsky’s theo
combining the
ries for
two perspectiv
ion by itself .
es is more effec
Expla in how Marcia’s
tive than relyin
reasoning
ature

as note
,
issues and grea
d in Chap
ter tolerance for
ter
racial and
12, college leave
s its mark on mor
individua l right s and
al rea-
human
on either posit cognition. ring concern with political activism. Finally,
and Reflect questions help make the study of human develop- illustrates adva
nced epistemic

ribe a classroom
experience or
assig nme nt
ivistic thinking.
in soning by foste
welfare, som etim es expr essed in
iple worldviews
encourages youn g peop le to
ge years, stu-
REFLECT Desc promoted relat exposure to mult themselves. During the colle
ge courses that ly at nced self-esteem,
ment personally meaningful by asking students to reflect on one of your colle look more close
dents develop grea identity.
ter
e of
self- unde rstanding, enha
academic
and a firmer sens diverse peers in
ents interact with itively—
their own development and life experiences. Each question is The College
Experience
The more stud
and extracurricula
r settings, the mor
plex caus es of even
e they benefit cogn
ts, thinking critic
ally, and
a). Also,
y peop le view in grasping the com solut ions (Bowman, 2011
lem oth in
answered on the text’s MyDevelopmentLab website. Looking back at
s
the
as
traje
form
ctory of their lives
ative —more influentia
, man
l than
ege
any
serv
othe
es as
r
a
gene
inter
rating effective
acting with racia
prob
lly and ethn
issue s
ically
and
mixed peers—b
in out-of-class
settings—
ect
the college year This is not surprising.
Coll
atten -
CHAPTER 16
cour ses explorin Emo g dive rsity
tional andgem And students who conn
d. full Sociaent.
period of adulthoo ng ground,” a time for devoting predicts gains
in civic enga l Developmenttheir classroom
in Middle Adul
testi behaviors. To experiences with 2011 b). Thesthooe d
“developmental valu es, roles, and munity service man , 429
tion to explorin
g alter nativ
oration, college
e
Biology and
exposes students
to a form of their com
learning show
large cognitive
gain s (Bow
ce of programs
that integrate
facilitate this expl new ideas and Environmenbeliefs, new re the importan
findings undersco into out-of-class campus life.
encounters with
“culture shock”— rtunities, and new academic
oppo Wh at Fac
tand social
school grad uate s com muti ng students
freedoms and ent of U.S. hightor
s Proartment
demands. Mor
e than 70 perc ation (U.S. Dep mote t
Dropping Ou
tution of highPsy er educ
cholog e to a high-status
offering a routical Well-B

E/ALAMY
enroll in an insti ein on people’s
b). Besidesin rds, colleges and g enduring effects
of Education, 2012 Mid life
rewa ge education has postcollege oppo
rtuni-
mon etary ?young people. Completing a colle

© CULTURA CREATIV
personal and worldview, and d in
career and its

W
ing impa ct on
cognitive deve lopm ent, ed first in the worl
universities have
a tranhat sform
factors contribute s, the United States rank toda y it is six-
FEATURE BOXES. Thematic boxes accentuate the philosophi-
to individ- In the 1970 degr ees;
ual differences
in psychological People describe ties.
flow of youn g adul ts with college lds havi ng gradu-
t of percasentage of 25- to 34-year-o
withlog
well-being
l Im
ica an perspectiv pac at midli fe? Cons
the height of enjoy
41 perc ent , and Sout h
Psycho the lifesp
chological, and llege e,
istent ment
even as an ecsta teenth,, with
just
tic stateIt. lags far behind such coun
tries as Canada,
Japan
(OECD,
Cosocial forces arebiolo gical, psy- rate is 63 percent
cal themes of this book. (See page iv for a complete listing.) Attend theiringeffects are inter
ds of stud ies reve wove
al
involved,gical
n. d psycholo
broa
and chan
mery
The more
ence flow, the
& Côté , more
ated.
ges frompeople experi- the global leader—where the
Korea,
they
a). Major cont ribut ing facto rs are the high
secondary scho
U.S. child pov-
ols in low-
Thousan Goo d Healthsenio of college (Montgo judge their
inspiredlives to 2012 elementary and
man to the andr yearExercise ). As research gratif ying (Nakamura
be
rate, poor-quality of high school drop
out
the freshGood healtah& nzini, 1991, 2005 ning erty
& and the high rate
2003;any Pascarell affec Terets energy and me better at reaso
Csiks zentmihalyi, 2009 neighborhoods,
age. But indicgates,
rydurin students zestbeco
for life at tifyin
Flow g the ). me
inco
by Perr y’s theo middle and late solution, iden depends on perse
hood , taking steps have no clear adult-
ance and skill ver-
lems that to improve health and
Biology and Environment boxes highlight the growing t prob
abouvent disability beco
of psychological
mes a better predi
well-being. Many
pre-
ctor
studies
ende
at complex
avors that offer
for growth. These
potential
qualities
confirm that enga
ging in regular are well-developed
attention to the complex, bidirectional relationship between walking, dancing,
is more strongly
health and a posit
jogging, or swim
associated with
exercise—
ming—
self-rated
adulthood.
in middle These yoga stude
accomplishment
contributes great
nts express a sense
. Maintaining an of purpose and
exercise regimen
10/17/13 12:17 PM

ive outlook in Close Friendsh ly to midlife psych

ips and
biology and environment during development. Examples younger adults
people who main
likely to perceive
(Bherer, 2012).
tain an exercise
older than in
Middle-aged
regimen are
a Good Mar
Supportive frien
riag e
dships improve
ological well-b
eing.

health by prom ment

themselves as oting positive emot al
include A Case of Epigenesis: Smoking During Pregnancy active for their
special sense of
2005). In addit
age and, there
accomplishment
particularly
fore, to feel a
(Netz et al.,
protecting again
Cortina, 2006;
st stress (Fiori,
Powdthavee, 2008
ions and
Antonucci, &
and higher incom

thermore, sexua
e is
psychological well- modestly linked to
being (Myers, 2000
l satisfaction predi
). Fur-
ion, physical activ of college alum ). In
ity enhances ni, those who prefe a survey health, and marr cts mental
Alters Gene Expression; Children with Attention-Deficit Hyper- PART VI Adol
escen ce:
self-efficacy and
(see page
The Trans411 ition in to
effective
Adul
Chapter 15).
thoo d
stress management
pational prestige
friends were twice
and high incom
as likely as other
rred occu-
e to close
fying sex lives than
ied couples have
singles (see Chap
more satis-
ter 13).
322 Sense of Con dents to describe
them
respon- Mastery of
selves as “fairly” Multiple Role
activity Disorder; Anti-Aging Effects of Dietary Calorie Restric- Personal Life
trol and
Investment
“very” unhappy
(Perkins, 1991, or Success in hand s

uences
Myers, 2000). as cited by ling multiple roles

Cultural Infl
Middle-aged adult parent, worker, —spouse,
s who report a A good marriage community volun
of control over high sense boosts psychologi linked to psych teer—is

tion; and Music as Palliative Care for Dying Patients. their lives—healt
report more favor
events in vario
h, family, and
us aspects of
work—also
well-being even
over 13,000 U.S.
more. When inter
adults were repea
cal
views with
MIDUS survey,
both men and
ological well-being
as role involveme
. In the
nt increased,
WORKS

ologiong
able Am years later, peop ted five women reported
being Dev elo of pm
ent psych cal well- le who remained ronmental mast greater envi-
Identittoyself-e . Sense control contribute reported great married ery, more rewa
rding social
AN/THE IMAGE

fficacy. It Ado
y also predi lesc ents sfurther remained single
er happiness than
those who
relationships, heigh
tened sense of
Ethniceffec Min tive orit
coping strategies,
cts use of more
divorced became
. Those who separ
ated or
in life, and more
positive emotion.
purpose
of social support, including seeki ri- less happy, repor more, adults who Further-
racia l mino ng siderable depre ting con- occupied mult
Cultural Influences boxes deepen the attention to culture andwiththeremonoby helps ssion (Marks & and who also repor iple roles
© DAVID M. GROSSM

posit of outlo theirok biracsusta in a g

s are awareive in theties, ial youn 1998). The role Lambert, ted high control

M
ost adolescent and facemanyof healt h, ing – of marriage in gesting effective (sug-
but work
relati vely diffic ulties (Lach nclud familblack
y, increases with ment al health role management)
cultural ancestry AgrigHowe oroae ver, peopman, le—iNeup
ert,n,&white– predi age, becoming especially high scored
t it. i, 2011 –Asia a powe rful in well-
unconcerned abou Perso ). white, black ctor by late midli being—an outco
threaded throughout the text and accentuate both cross- for teenagers who
are memment
identity— those a
bers of mino
sense to
of
nal rity
goals
life investmen
ethnicand
invol
Asian
veme
whitent
, black
t—fir
–Hisp
–Hispanic, and & Jun, 2004;
m commit-
anic— regar ded
Altho
Marks & Green
ugh not everyone
fe (Marks, Bum
field, 2009
pass,
).
that was stronger
(Ahrens & Ryff,
2006
for less-educated
). Contr
adults
ol over roles may
me

groups, ethnic desgoals feelings

and —als in pursuitcentr to
as less of al ried, the link betw is better off mar- be vital for indi
viduals with lowe
ip and attitu o adds toethni ment city
cultural and multicultural variations in human develop- group membersh
associated with
to the quest for
that mem
identity. As
life satisf
bersh
Accor
ip—i
theyding
wells
s centr
actio
devetolop
n
Miha
to feed-
cog-
al
(Stau dinge their
ly Csikszentm
al health(Herm
ident
r & Bowen, 2010
2004).ihaly
ities
Perhaps these
and an, being
). ado-that marr
i, vital ed fewer
is similar in many
een marriage and

iage changes peop

nations, sugge
well-
sting
tional attainment
may be particular
fewer economic
, whos e role
ly stressful and
r educa-
combinations
who have
me more senpring
sitive of happiness is lesce flow— ntstheencoaunter in ways that make le’s behavior resources.
nitively and beco
ment—for example, Immigrant Youths: Adapting to a New back from the
youths beco me
social envir
painf ully
chological
onment, mino
demanding
aware that, they
loses all
state rity

sense
meanare
tion.
of being sooppo
This
ingful activ
engro
and
rtuni
comm
ity that one
psy-in their home
ties
uniti
of belonging
partn
to
s
et al.,
ssed in a es to forge a 2000; Lansford et al., 2005
ers moni
them better off

tor each other’s

(Diener
). Married
health and
Finally, among
munity volunteerin
midlife contribute
nonfamily roles
g in the latter part
, com-
of
dice and discrimina of time and self-a stron g sense offer care in times s uniquely to psych
targets of preju ts to develop wareness. of illness. They cal well-being ologi-
Land; Impact of Ethnic and Political Violence on Children; discovery comp
a sense of cultu
licates their effor
ral belonging and
a set of per-
either culture.
Adolescents whos
bers encourage
and save more
e fam- money than single
also earn
people,
2012). It may do
effica
(Choi & Kim, 2011

cy, generativity,
so by strengthen
; Ryff et al.,
ing self-
mean ingfu l goals. c- ily mem and altruism.
sonally colle ethnic
Is Emerging Adulthood Really a Distinct Period of Develop- tivist cultures,
adolescent
t families from
In many immigran s’ commitment to
ts and fulfilling
family
them to disprove
stereotypes of
low achieve-
behavior
ment or antisocial
obeying their paren longer the family has the
ment?; and The New Old Age. obligations lesse
been in the imm
ns the
igrant-receiving
BerkEL nce that induces
accul
coun
turat
try—
ive
typically surmount tion
threat that discr
poses to a favor
imina
able ethnic
Stilt walkers celeb
festival. Minority
rate their herita
youths whose cultu
ge at a Caribbean their
re is respected
porate ethnic value
youth
in
s
a circumstaD3_ch 16_422_443_r05.in
dd ting
from young people more likely to incor
cal distress resul 429 identity. These community are
stress, psychologi the host es of unfai r into their ident ity.
the minority and manage experienc and customs
conflict between 2000 ). , by seek-
Ong, & Madd en,
treatment effec
tively c identity asso-
is
culture (Phinney, y restri ct ort and enga g- A stron g, secure ethni ism,
When immigran
t parents tightl ing social supp ney & r self-esteem, optim
assimila- lem solving (Phin ciated with highe onment
through fear that ing in direct prob adolescents ery over the envir
their teenagers rmine Scott, 2003). Also, and sense of mast ylor &
r society will unde Chavira, 1995; history, tra- , 2005; Umana-Ta
tion into the large gsters taught them the (St. Louis & Liem itt,
tions, their youn whose families age of their ethni
c ell & Gardner-K
their cultural tradi aspects of their ethnic value s, and langu Upde graff, 2007; Worr scent s with
ting ditions, act with reasons, adole
often rebel, rejec frequently inter 2006). For these c group
group and who likely to forge n to their ethni
background. discr imina tion can - ethni city peers are more a positive connectio stress , show higher
At the same time, same es et al., tively with
of a positive eth- c identity (Hugh cope more effec fewer emo-
the formation a favorable ethni school, and have
interfere with can-American al., 2006). achievement in than agemates
one study, Mexi 2006; McHale et rity adolescent
s vior problems
nic identity. In ed more discrimi- can society help mino tional and beha their ethnicity
expe rienc How ely? Here weak ly with
youths who had their ethnic- conflicts constructiv who identify only Way, & Pahl,
likely to explore resolve identity 2011; Greene,
nation were less about it ant approache
s: (Ghavami et al., 2006;
t feeling good are some relev ham, & Sellers,
ity and to repor e with low ting, in which 2006; Seaton, Scott o, 2006).
rts, 2003). Thos effective paren & Alfar
(Romero & Robe sharp drop in self- ● Promote
s benefit from Umana-Taylor ity—by
show ed a and adole scent a bicul tural ident
ethnic pride children d to Forming s from both the
in the face of discrimination. ethni c pride yet are encourage adop ting value
esteem people famil y in their exploring and
minority young ing of ethnicity lture and the domi
nant
With age, many But because explore the mean adolescent ’s subcu Biculturally
ethnic identity. added benefits.
strengthen their c identity can own lives. culture—offers be achieved in
forging an ethni schools respect
minority scents tend to
the process of s show no ● Ensure that identified adole to have
confusing, other ages, unique learn- ity as well and
be painful and (Hua ng & youths’ nativ e langu other areas of ident
mem-
others regress right to high-quali
ty able relations with
change, and still with parents ing styles, and especially favor 2007;
). Young people c groups (Phinney,
Stormshak, 2011 challenges. education. bers of other ethni In sum, achievement
cities face extra the same 2001).
of different ethni l students, ct with peers of Phinney et al., aspects
y of high schoo ● Foster conta ct between ity enhances many
In a large surve ted with respe of ethni c ident ent.
ial teenagers repor racial ethnicity, along uson, social developm
part-black birac (García Coll & Magn of emotional and
tion as their mono ethnic groups
as much discrimina less posi-
rts, yet they felt 1997).
black counterpa compared
ethnicity. And
tively about their

PM
0/17/13 12:17
xxii Preface for Instructors
to Adulthood
escence: The Transition
312 PART VI Adol

: Education
Social Issues boxes discuss the impact of social conditions on chil- Social Issues

RICH/ALAMY
ts
asking Disrup
Media Multit
dren, adolescents, and adults and emphasize the need for sensitive Attention and
Learning

© BOB DAEMM
colored
ferent cities using
social policies to ensure their well-being: to study for my shapes as cues
and keeping

“M
om, I’m going
” called 16-year- a mental tally
of how many
biology test now,
shutting her pitched beeps
they
old Cassie while high-
her desk, she headphones.
Sitting down at heard through
bedroom door. orking web- performed
lar social-netw Half the sample
accessed a popu es and ously,
donned headphon tasks simultane
New Social Issues: Education boxes focus on home, school, and site on her
began listening
player, and place
lapto p,
to a favorite song
d her cell phon
on her
e next to her
any text
MP3 the
the other half
(Foerde, Know
separately
lton, &
could hear it chime if Poldrack, 2006
). Both work fragments
community influences on learning. Examples include Baby Learn- elbow so
messages arrive
she

textbook and begin

d. Only then did
to read.
she open

sentative
her
groups learned
the weather in
to predict
the two-city
multitaskers
Media multitaskin
attention, yieldi
g while doing home Frequent multi-

to have trouble
ing.
ng superficial learn ng out irrelevant
filteri
nationally repre situation, but the taskers are likely tasking.
In a survey of a they are not multi
ing from TV and Video: The Video Deficit Effect; Media Multitasking sample of U.S.
two-thirds repor
8- to 18-year-old
ted engaging in
s, more
two or more
or most of the
than
were unable to
learning to new
apply
weather
their stimu li even when

tinuously shifti
ng their attention
between
out irrele-
at once, some problems. partici- er time filtering
media activities 2010). Their revealed that the tasks, have a hard
Disrupts Attention and Learning; Magnet Schools: Equal Access to time (Rideout,
most frequent
Foehr, & Roberts,
type of medi a mult
home
itaski
work,
ng is
fMRI evidence
pants work ing only
camp
on the weather task
us, which plays
acti-
a vital
vant
(Oph
stimu li when they are
ir, Nass, & Wagn
er, 2009).
not multitasking

her
c while doing vated the hippo
ious, strate- l preparatio for n
listening to musi TV or using memory—consc Beyond superficia trouble
High-Quality Education; and The Art of Acting Improves Memory in but many also
the Internet while
report watching
studying (Jeon
of a telev ision
g & Fishbein,
or com-
role in explicit
gic recall, which
used flexib
enables new infor
ly and adaptively
mation
in contexts
biology test, Cassi
conce
e is likely to have
gically processing
ntrating and strate ng off her com-
2007). The prese
nce to be CHAP tion. In n after turni
om is a al learn ingTEsitua new informatio ed teachers
Older Adults. puter in the youn
strong predictor
g person’s bedro
of this behavior
ds into classrooms
(Foehr,
Social
, where
outside the origin
contrast, the mult
cortical areas invol
ved in implicit
R 6 Em sub-
itaskers activated otional and So
memory—
puter and MP3
cial
often De comp velop
player. Experienc
lain that comp
ment
ared to students
’s teenagers are
more
of

2006). And it exten of learning that today

in Inf
students can be
seen text-m essaging under a shall Issues
ower , automatic form a generation ago,
and learn
ancy an
less thoro
d To ughly.
ddler
their desks or surfin g the Inter net on cell
takes place : Healt
unconsciously.
as 1980, studies
linke d heav y easily distracted
One teacher reflec
ted, “It’s the way they’ve hood 157
phones.
rms that media
Dmultoeitask s C- hild Asaearly
Careuseinwith execu
h
tive-function diffic
ent media
ulties
grown up—work
ing short times
one time” (Clay,
on many dif-
2009, p. 40).
New Social Issues: Health boxes address values and practices rel- Research confi
ing great ly reduc es learning. In A one ttexpe
ac
tasks:
ri-
hm
medi
(Nun ez-SmithIn
ent Se itaskers, who are accus
etfa al., 2008). Frequ
nc y Thre tome d to con- ferent things at

A
ts were given two multcurity aten
ment, participan re inf weather in two dif- and La
ct thean ter Adj students have
evant to physical and mental health. Examples include The Nurse– learning to prediration ts who experien ustm school, many low-SES minority their learn-

RAPHY
By middle en
from the ce
an ir emplo daily sepa- t? pounding
at risk for d early placem emic tracks, com

PHOTOG
yed paren alo ng is that thousands of
ts
each subj ect wit h insen been placed in low acad
attachme ent inclass
rate childescarin caree,likel to sitive car nal research following that assign-
Family Partnership: Reducing Maternal Stress and Enhancing Child opment t bene
rtanproblems fit nt
of sepa
ins ecurity rts, who are mor e lon y
g hours egi
diffivin g ines.
culti Long itudi
child eighth to twelfth grade reve
als

B. SENISI
an impo so, but ? Somht by expe and devel one ch ant in ching
ntsothcan be taug e res - e content relev
ild-ca re arran U.S.car
ild e, from emic prog-
adolNa esce
tional Ins -leve
ers dis aglree . king
eaand
rchers empthi hasiz
nk attachme est, gement— studorents more tha n ry track accelerates acad
thin Evi dence fro te to inter nt ge prep arato education
ins t tothe tional or general

© ELLEN
enco opurag
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e high titute of m thecontribumother–chils doecurity inc
rs that men a colle
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Development Through Social Support; A Cross-National Perspective tothe stud
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track
itschek, 1999).
ing program, low- in
Even in

levels
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n 00 igatioity y senio spent few uaylity ols with
familiecons s—isten
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n to dainstr uctio(NI n, CHman D Early erseco ndar scho
child to lower course
on Health Care and Other Policies for Parents and Newborn Babies; not
itself Beca
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nonpare defic
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te,
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ermore
Ch
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ild Care
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pared to students
fficial)
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and Interventions for Caregivers of Older Adults with Dementia. childAlthough
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ther,Nati
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search Ne lls (NI
uahigh
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ild care
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less stim ulati ng classroom expe
pton, 2009).
ri-

has decli and child by low- g depe SES ever, at a,twork, a CH diffeD Ea rly rd-Kresser, & Ham and
Famema tics, and scien -cacere exp nds of nEducage ation4½,to2007 2002b). s (Wo rthy, Hungerfo into academic
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ternave
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133 in Ch sitivity and HO a- to substa d to Au ty.

APPLYING WHAT WE KNOW TABLES. To accentuate the link

ms. Rathe problems strali
spread
powerfu
l impact apter 5), exerts
ME scores in the Un ndard care, wh r, heavy (Love et an children’s be
than do on child a more these dif ited Sta ich is wid al., 2003 havior
es exposu ren fic tes , may pro e- ).
Early Ch re to ch ’s adjus
tment with fam ulties, especiall mote
Conclu
sions 10/17/13 12:18 PM
ild ild ily risk y when
Watamura hood Research care (NICHD NICHD factors. combin Taken tog
between theory and research and applications, Applying What We 74 PART
et al., 20
ForIIemFoundations
and car
ployed
egiving
Ne twork, 19
11).of Development
parents,
98; years rev
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ipants du

d child-ca
A
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in both
ser look at
preschoo
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some inf
an
eth er, research
insecurity ts may be at ris gests that
an
sug
k for att
can be ba lan cing wo worst in poor-qu to inade d lat er adjus ach
feel ove re envir tment pro ment
Know tables provide easily accessible practical advice on the may res
thereby
rloaded
by
pond les work and fam
s sensiti
stressful
Applying What We Know
vely
. Mothe
rk
rs wh
ily pressu o
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whereas
social ski
tho
and child se in both hig
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ality qu
care, an ate child care,
d pa
employm rental pressu
en
long ho
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blems du
urs in suc e
h
ris
paterna king the infant’s to their babies, best. In home inapprop t and child rea of full-time
between e environments
importance of caring for oneself and others throughout the life- (see page
dual-ea
l involv
15Do’s
8),
em
ma
ent in car
and
rner fam ny more U.S. fat
security.
Don’ts
egiving for
And as
has risen a Healthy
quality
(W atamura
child car
Pregnancy e
et al., 20
we
bu
re presch
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oolers in
ality ho
far ed
high-
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reductio
incomes
riate to
use
n in child these findings
-ca
are limite re services. Wh
ring. Bu
t
to
it is
justify
life con ilie s also he rs in be nefited 11). These mes to wo rk are for d or en fam-
flict (Ga ced to sta mothers who
span. The tables also speak directly to students as parents or future QuDo
ality an
linsky, Au report work–fam

d Exte
mann, &
Bond, 20
ily
09).
high-qua
Evidenc
from the
lity child
e from
protectiv Don’t
care.
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e influe
nce of
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Instead,
al securi
it makes
ty is no
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t promo
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want
’s
Neverthe nt of Ch nations other ind availa sense to ted.
con ustriaDon’t
lizetake any drugs withoutbil ity of higyour doctor.
Do make lessure
s, pothat you have beenild vaccinated
Care against infectious diseases
firms that relieve consulting increase
parents and to those pursuing child- and family-related careers or conare
meMost
tribdangerous
nt. Invaccinations
exposed
the NIC are
or-
ute to a to the embryoqu
higher rat
ality ch and fetus, such as rubella, beforet you
ild care
note safe during
HD Study, of insecure att
ma y
pregnancy.
ne ed
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full days
no harm
a, for exa
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children
’s de Don’t car
mple, inf velop
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ild smoke. e If you have
ment. In cut down pa
pregnancy,
paren
or,ge
already
work–fam
ts witsmoked
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h-quality
ily -life con
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- are pregnant, nmentot-fu ts wh an outside. ve (see
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fac s— bined home an babies were
get tor
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Do eat a well‐balanced diet andg take
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pregnancy.
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s ha
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full-ti
smoke
rk. In the d opportunities
NIC
to HD
baby ’s firs me) employm part-time
get pregnant
study,
for
me inform
Anpregnancy. ati25
vesto greater t year wa ent dur-
work. They include: Do’s and Don’ts of a Healthy Pregnancy, Signs To
ask them
prescribed by your doctor, both prior to and during
30 as
pounds gradually.
ses s paren
ts’fromintern
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nt of tim friends, or baDon’tallengage
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ild care
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fetus
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Do obtain
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ate your
youraldoctor, library, or bookstore about prenatal
workin veloccupation
opment or a yie
that
lde
of Developmentally Appropriate Infant and Toddler Child Care, childho
(Main & Askch
ods with
their exDo keep physically
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Goldwyn od memories
, 1998
fit through moderate
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).
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engage in activities that might expose your embryo or
es were balance
Positive Parenting, Helping Children Adjust to Their Parents’ positIfive
Do avoid emotional stress. are a singleard
youor less ofmother,
negativexpectant
or friend on whom you can rely for emotional e,support.
tend
whethfind
the impo fetus
, reg
er
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cuss
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en and Don’tedchoose
dr
their
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e of ea
ren. In
contrast,
rly relatias a time
wayspregnancy
paren
onshipsto go on a diet.
ts wh
to have
are less usually or descr o dismiss
have
Divorce, Resources That Foster Resilience in Emerging Adulthood, BerkEL
and mas Don’t
Do get plenty of rest. An overtired mother is at risk for pregnancy complications.
Do enroll in a prenatal and childbirth education class with your partner or other
ter yweight
warm
gain
(Behgain
ren
too,much
s,
sen weight
sitivewith
is associated
Hesse,
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2007; Co of learning
D3_ch0
6_142_
163_r0 companion. When parents know what to expect, the nine months before birth ,
Relieving the Stress of Caring for an Aging Parent, and Fostering 6.indd
can 157
be one of the most joyful times of life. yl, Newl
and,

Adaptation to Widowhood in Late Adulthood. (See page iv for a mothers from seeking prenatal care. Many also engage in high‐
Childbirth
complete listing.) risk behaviors, such as smoking and drug abuse, which they
do not want to reveal to health professionals (Daniels, Noe, &

milesto
Mayberry, 2006; Maupin et al., 2004). These women, who receive Yolanda and Jay agreed to return the following spring to share
little or no prenatal care, are among those who need it most! their experiences with my next class. Two‐week‐old Joshua
Clearly, public education about the importance of early and came along as well. Their story revealed that the birth of a baby

MILESTONES TABLES. A Milestones table appears at the end of
nes
sustained prenatal care for all pregnant women is badly needed. is one of the most dramatic and emotional events in human
Refer to Applying What We Know above, which lists “do’s and
don’ts” for a healthy pregnancy, based on our discussion of the
experience. Yolanda explained:

prenatal environment. By morning, we knew I was in labor. It was Thursday, so we went

each age division of the text. These tables summarize major phys- Develo in for my usual weekly appointment. The doctor ■ Ge

baby was on the way, but it would be a while. rel

nesaid, yes,
ral fac the
tual know

Middle pment in
Heatetold
d tous to go ledge, kn
ASK metacogn one’s occupati owledge
home and relax and come to the hospital in three or four itivhours.
e know on, an
Y OURSELF uncha ledge rem d
ical, cognitive, language, emotional, and social attainments, pro- Adulth
We checked in at 3 in the afternoon; Joshua arrivedngated2oro’cma lock
y increa ain
se. (416)
GES

the next morning. When, finally, I was ready to deliver, it went

ETTY IMA

REVIEW Why is it difficult to determine the prenatal effects

viding a convenient aid for reviewing the chronology of lifespan of many environmental agents, such as drugs and pollution?
ood quickly; a half hour or so and some good hard pushes, and there
he was! His face was red and puffy, and his head was misshapen,
TIONS/
IMAGES

CK/G

APPLY Nora, pregnant for the first time, believes that a few but I thought, “Our son! I can’t believe he’s really here.”
COMSTO
WALTER JETTA PRODUC
/GETTY

cigarettes and a glass of wine a day won’t be harmful. Provide

development. Nora with research‐based reasons for not smoking or drinking.
■ In men, Jay was also elated by Joshua’s birth. “I wanted to sup-
quantity
HODGES

declin
port Yolanda
es. (40 of and
semento an
experience as much as I could. It was awe-
6) d sperm
REFLECT If you had to choose five environmental influences to ■ Intensome, indescribable,” he said,
sity of sex holding Joshua and kissing him
publicize in a campaign aimed at promoting healthy prenatal frequgently.
ency Inuathe
l respofollowing
nse sections, we explore the experience
development, which ones would you choose, and why? slightly. of sexual activit declines, bu
(40
of childbirth, fromy dro
both t
■ Rates of
7) ps onthe
ly
parents’ and the baby’s point of

ENHANCED ART AND PHOTO PROGRAM. A revised art style pre-

cancer
view.
increase. and
(407–40 cardiovascular
8) disease
COGN
ITIVE
sents concepts and research findings with clarity and attractive- PHYSIC
40–50
years ■
■ Consciou
Crystalliz
intellige
sness of
ed intell
aging inc
ige
reases.
(401, 42
AL nce declin nce increases 5)

ness, thereby aiding student understanding and retention. Each ■ Accommo

eye, abilit dative ability of
discrimi y to see in dim the lens of the
■ Spe
ed of pro
can com
pe
cessing
es. (413–
declin
414)
practice. nsate through es, but adults
; fluid
■ Practical
increase.
problem
solving
na light, an (415) experien (417–41 and exp
increases tion decline; 8) ertise
photo has been carefully selected to complement the text discus- sensitivit d color
ce and ■ Creativit
y
RBIS

. (402) y to gla thoughtf may become mo

■ He re
aring los ul, emph re delib
DOSS/CO

s at hig shift fro

■ Ha
ir grays h frequ
encies occ m self-e asize integrati erately
and thi goals. (41 xpression ng ideas,

sion and to represent the diversity of people in the United States ns. urs. (40 8) to more an
altruistic d
© LAURA

■ Lin (40 2)
es on the 1)
pronoun face be
S/CORBIS

ced; ski com e more

begins
to sag . n loses elasticit
(402–40
and around the world. y and
DUCTION

■ We 3)
ight gai
rise in fat n continues, acc
beneath ty deposits in the ompanied by
CO PRO

the skin a
■ Los declines. torso, while fat
s of lea (403)
© FLORES

occurs. n body
(403) mass (m
uscle an
■ In
women, d bone)

IN-TEXT KEY TERMS WITH DEFINITIONS, END-OF-CHAPTER TERM leading producti

to on of est
menstrua shortening an rogen
l cycle. d irregu drops,
(403) larity of
the
EDIT

LIST, AND END-OF-BOOK GLOSSARY. Mastery of terms that make

/PHOTO
ERG

■ Ability to
GREENB

up the central vocabulary of the field is promoted through in-text attentio attend selective
n— ly
another— switching fro and to adapt
© JEFF

m one tas
compensa declines, but k to
ad
practice. te through exp ults can
highlighting of key terms and concept definitions, which encour- ■ Am
ount of
(415–41

memory information
declines,
6)
erience

retained
and

reduced in
use of me in part because working
ages students to review the terminology of the field in greater ■ Re
trieving
memory information fro
becomes
mory str

m
ategies.
of
(416)
more dif long-term
depth by rereading related information. Key terms also appear in ficult. (41
6)

an end-of-chapter page-referenced list of important terms and 444

Note: Nu
mbers in
concepts and an end-of-book page-referenced glossary. parenthe
ses indica
te the pa
ge or pa
BerkEL ges on wh
D3_ch1
6a_mile ich each
_444_4
45_r01 mileston
.indd e is discu
444 ssed.

Acknowledgments
The dedicated contributions of many individuals helped make
this book a reality and contributed to refinements and improve-
ments in this third edition. An impressive cast of reviewers
provided many helpful suggestions, constructive criticisms, and
enthusiasm for the organization and content of the text. I am
grateful to each one of them.
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Preface for Instructors xxiii
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Another random document with
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his eyes from the Squaw Spy.
“Artena is mad,” he said, at length, after looking her in the eye. “She
knows not what she says. Steamboat, take her.”
He looked at the young warrior who had stepped to her side, and his
red hands encircled her arms.
But she wrenched herself loose, displaying in the action a strength
that astonished the spectators, and before Steamboat Dick could
secure her, she stood beyond reach, and his Spencer rifle was
clutched in her hands.
“Artena’s head is not cracked!” she cried, directing her words at
Captain Jack. “She means just what she says. If Mouseh raises his
revolver to Cohoon’s head again, the Modocs shall be chiefless!”
Jack glanced from the girl to his tribe, then back again.
“Artena,” he said, “is a Modoc, Cohoon is a Warm Spring dog. His
forefathers fought ours long years ago. The tree of hatred has
thrived between the two nations, and the river of death has watered
its roots. She can not love the man who— Ha! what says Artena
now?”
The Squaw Spy was a prisoner, for a savage had suddenly leaped
through an opening in the ceiling, and encircled her with his long red
arms. She gritted her teeth and struggled, but all to no purpose; the
giant Modoc was too much for her, and she submitted, while the
Indians clapped their hands in approval of their brother’s deed.
Nor did the captor handle his prize decently. One hand suddenly flew
to her throat, and, strangled until her face assumed a darker color
than its own natural one, she became as limp as a cloth in his hands,
and appeared senseless.
Captain Jack, in the ebullition of his wrath, permitted this, and there
was but one in the whole assemblage who tried to resent the
indignity.
This person was Cohoon!
He sprung forward with a cry of horror when he saw Artena’s
condition; but was confronted by Captain Jack, whose right hand
hurled him back.
“There’s some infernal treachery between these two,” he cried,
glancing at his braves. “Artena would not strike for Cohoon if he was
nothing to her. Say—girl, what—”
He was flung aside by Cohoon’s clenched hand, and, before he
could recover, Steamboat Dick was hurled upon him, and Artena lay
upon the spy’s arm.
The severing of Cohoon’s bonds was ’Reesa South’s work!
Unable to control the spirit that suddenly swept over her, she had
snatched a knife from the belt of a young savage who stood near,
and liberated Cohoon before the astonished chiefs and braves could
interpose a hand.
And she gained the spy’s side unharmed, and, smiling over her
triumph, faced the array of rifles and knives.
“Back!” yelled Jack, rising and throwing himself before his maddened
braves, who were pressing forward. “Leave all this to me. This night
we will rid ourselves of every enemy that infest this cave!”
Then he wheeled upon Cohoon, whose Spencer was leveled at his
breast.
“What is Artena to Cohoon?” he cried.
The answer followed quickly upon the heels of the interrogative, and
startled every one.
“His wife!”
The sentence roused Artena, and, starting up, she knocked the rifle
from its level.
Cohoon tried to remedy the accident; but the whiz of an arrow
prevented him.
He groaned; the weapon dropped from his hands, and, with a barbed
shaft sticking in his side, he dropped upon his knees.
A wild yell greeted the result of the shot; but it was broken in twain
by the Squaw Spy, who snatched the rifle from the ground, and, with
a cry of defiance, threw herself before the man who had called her
wife!
 CHAPTER XI.
NEW YORK HARRY.
The gray light of morning was revealing the camp of the United
States troops when the sentry before General Alvin Gillem’s head-
quarters halted a stalwart Indian who, with aboriginal boldness, was
stalking toward the door.
“What blue-coat stop Indian for?” demanded the red-man.
“For the simple reason that you have no business with the General.”
“Indian much talk with gold-star chief. He lookin’ for Klamath.”
“But I shall not disturb him on your account,” said the sentry. “You
can loiter about the camp till sunrise.”
The Klamath did not move, but burst into a hearty cachinnation,
decidedly English.
“So you thought I was an Indian, Tom Baird,” he said. “Well now,
that’s a rich joke. Can’t you tell old Kit South from a Klamath?”
“Kit South it is, upon my honor!” exclaimed the sentry. “Here, give me
your hand; but don’t tell the boys how you sold me.”
The scout took the extended hand, and shook it heartily while he
laughed.
“I reckon, Tom, you’ll let me see Gillem now,” he said, and as the
sentry moved toward the tent, the curtains parted and a head was
thrust forth.
“Well, well, Kit,” said the voice of Gillem. “You do make an excellent
Klamath. What’s the news from Arrow-Head? But, come in, and we’ll
talk matters over while I dress.”
Tom Baird stepped aside, and the ranger entered the General’s tent.
Kit threw himself upon a blanket and burst into a fit of laughter.
“’Reesa’s in a bad fix, and Cohoon’s in a worser,” he said; “but I must
laugh when I think how readily Jack swallowed our story about
Arrow-Head. You see, General, he had been itching to b’lieve such a
thing for so long, that he took right to the tale we brought. But once
thar, we stood on the edge of perdition, and I had to do a deed that
went ag’in’ my grain.”
Gillem dropped his boot-straps, and looked up at the scout.
“While we war talkin’ to Jack, in pops an Indian boy, and he war goin’
to tell who we war; but I don’t know how he knew the truth unless he
see’d us fix up. But I sp’iled his story before he got started. I just
caught him up, and I guess I let a spoonful o’ blood out’n his breast. I
didn’t want to kill the little fellow; he looked as innocent as a lamb,
but I hed to do it to save my own skin.”
“I hope you may be forgiven for that blow,” said the soldier, with a
smile.
“I hup so, too, General; but what riles me, the red devils hev still got
’Reesa—Baltimore Bob, in particular.”
“That fellow again?” queried Gillem. “He must be a demon, Kit.”
“That’s just what he is. When a white man turns Injun, Satan
registers a new devil on his books.”
“A white man, Kit? You don’t mean that—”
“Yes, I do. Baltimore Bob is a white chap called Rafe Todd,” and then
the scout detailed a history of the renegade’s crime, and subsequent
desertion. “You see, I knowed nothing of this when he came about
our parts,” he continued, “and he began cutting around ’Reesa. But,
she wouldn’t have any thing to do with him, for she was rather soft
on a fellow named Harris,” and there was a merry twinkle in the
father’s eye while he spoke the last sentence. “Finally, he insulted
’Reesa and I wanted to cowhide him. By Jehu! I would have skinned
’im alive, I guess; ’Van took it up, and one night they fought a duel
with rifles along Lost River. ’Van hit the fellow somewhere, and he
tumbled over the bank into the water. We saw him floating down-
stream, dead, as we thought. But he isn’t dead. ’Van saw Jack
unmask him the other day, and after that the white devil shot ’Van in
the head.”
“Is Harris dead?”
“No; I brought him off from the last fight, and he’s in Cap. Jackson’s
tent now, nigh about as well as anybody. When Bob, or Rafe Todd,
found that he wasn’t dead, he put him into the clutches of their Curly-
headed Doctor, with eye-orders to get him out o’ the way. The
medicine fool tried it, but ’Van took care of an advantage, and
knocked the doctor down. Then he broke an’ run, got into the river,
was strangled, and Cohoon got him out when he was nigh about
gone. I guess we’ll never see Cohoon ag’in. They’ll make short shrift
of the brave red fellow. Where’s Artena and Donald?”
Gillem shook his head.
“Their absence perplexes me. I never liked the idea of sending that
girl among the Modocs. She walks into the jaws of death every time
she enters the lava-caves. If the Modoc chiefs ever get a good
chance at her—”
“Why, she’s gone. But it puzzles me about Mack,” said Kit. “If he got
out of the river, he would have been hyar afore this, I think.”
“Something startling may detain him. Recollect, he has friends to
save.”
“And I—I have a wife to avenge!” cried the scout, springing to his
feet, all the anger of his nature aroused. “General, I had a dream,
during the short sleep I snatched in Jackson’s tent, last night. It’s too
long to tell, but it amounted to this; I killed the man who sent the red
devils against my cabin—Rafe Todd. I don’t b’lieve in dreams very
much; but I dreamt this one over three times in an hour, and I know
thar’s something in it. If he don’t deserve—”
The sentence was suddenly shortened by the appearance of the
sentry, who announced that several soldiers were conducting a
Modoc prisoner to head-quarters.
Gillem glanced at Kit and smiled, as he rose to his feet.
“We’re decimating their ranks at the rate of one per week,” he said.
“This war is costing Uncle Sam a neat little figure.”
“Yes,” said Lava-Bed Kit. “It costs about two millions to kill a Modoc;
half that sum to give one a flesh-wound. Reg’lars can’t fight Indians
in California.”
“Please don’t reflect upon the regulars, Kit,” responded Gillem. “You
know I won’t argue with you on the question you have sprung; but let
us take a look at the solitary captive of the whole army.”
The two men left the tent, and greeted a sturdy sergeant and two
privates who had halted before it with the captive Modoc.
This fellow, they said, had entered the camp with a white rag
streaming from his gun-barrel, and declared himself disgusted with
the Modoc cause. He would fight no more against the Government,
and wished to be released on parole. His name, he said, was New
York Harry, and his rank a sub-chief under the Modoc rebel.
General Gillem relieved him of his arms, a fine Spencer rifle, a brace
of silver-mounted revolvers, and a bowie-knife, and released him on
his word of honor.
“I will tell my men of you,” he said, through Kit, who acted as
interpreter on the occasion, “and if you attempt to pass the lines, you
will be shot dead.”
The savage expressed himself fully satisfied with the restrictions,
and, after delivering some important information concerning Jack,
was allowed to depart.
Gillem and the scout watched the Indian a while, and then
separated, after a brief conversation.
New York Harry sauntered about the camp and conversed with
numerous scouts. He found his way to Colonel Mason’s head-
quarters, and was soon enrolled in the United States service as a
scout. A new Spencer rifle and revolver were furnished him, and he
was to lead a squad of soldiers to Jack’s retreat at nightfall. He
harbored a deadly hatred against the Modoc, and exhibited a fresh
scar, which extended across his right cheek, as a mark of Jack’s
affection for his followers.
“Well, ’Van, do you think you can go with me to the Beds, to-night?”
“I do, Kit. I am going with you,” replied the young man, who lay upon
a pallet in the tent of Captain Jackson of the—th regular infantry. “I
want to help snatch ’Reesa from the red cutthroats, to save Cohoon,
if I can, and to settle accounts with Rafe Todd.”
“You’ve got too many irons in the fire,” said South, with smile. “Take
a couple out, ’Van.”
The young ranger shook his head.
“Not for Joe, or, rather, not for ’Van Harris,” he said, returning the
scout’s smile. “If I burn any of those irons, it will be my own fault, Kit.
We are going alone, I suppose.”
“Yes; though there’s one fellow who’d like to go along, I’m thinking!”
“Who is he—Mack?”
“Lord bless you, no!” exclaimed the scout. “Here it’s sundown
almost, and Mack hasn’t showed his face. Gillem’s gettin’ flustered
about him, an’ I mus’ own that somethin’ of that nature’s troublin’ me.
We’ll look for Donald, too, when we get to the Beds. But the fellow
what would like to go with us is an Indian—a genuine Modoc.”
“The fellow who surrendered this morning?” asked the ranger.
“That’s the chap.”
“Jackson was telling me about him to-day, and I wouldn’t be
surprised to learn that the fellow is a spy. And to think that Mason
would commission him as a scout! I must say that our army officers
are forgetting the lessons they learned in the rebellion.”
“It looks that way,” said Kit. “I’ve been watching the Indian nigh all
day, but I’ve see’d nothing suspicious about him.”
“Well, he may be in earnest. I’d like to see him.”
“Then we’ll walk out a bit. I want you to see Davis and Gillem afore
we go back to the caves. Blast the luck! I wish our plot to kidnap
Jack had succeeded. I know something now. That young Oregonian
who come into camp the other day was Rafe Todd.”
“He was. I learned enough from the Indians to satisfy me on that
point,” said ’Van Harris. “He lay behind a rock while you and Artena
conversed with Gillem, and it was he who denounced the girl as a
traitress. He beat her to the cave.”
Kit South did not speak, but gritted his teeth with rage, and they left
the tent.
The young ranger had completely recovered from his wound, and
seemed much refreshed by his day’s rest. He belonged to McKay’s
Lava-Bed Rangers; and had been of signal value to the service since
the inauguration of the Modoc war. He had offered his services
simultaneously with Kit South, and at once enlisted under the
chieftainship of the Warm Spring hero.
Like the giant scout, he could speak the Modoc tongue without
difficulty, and was well versed in the cunning toils of Indian warfare.
The scouts held brief conversations with the two Generals in Gillem’s
head-quarters, and about seven o’clock took their departure.
“I’m not coming back this time without ’Reesa,” said Kit, while he
held Davis’ hand.
“Nor I without a canceled account with Rafe Todd,” chimed in the
young ranger.
“You can’t kill him!” said Kit, turning to the young speaker. “I told you
about my dream. I b’lieve it now as firmly as I b’lieve I live. I’m going
to kill that devil myself.”
“Bring him alive into camp, Kit, and we’ll hang him for killing the
sergeant, at Fort Crook.”
“Never mind, Gen’ral; I’ll settle the army’s bill against him when I
settle mine.”
A few minutes later the scouts left the officers, and, well disguised,
hurried toward the outskirts of the camp.
“Why the Indian intends staying about to-night after all,” suddenly
whispered Kit to his companion. “I thought Luke Davis, Dave Webb,
and Sam Thatcher, war goin’ to the beds with him.”
“The Indian—where is he?” asked young Harris. “I want to see him.”
“There he goes, now look, quick—he’s turning—coming this way—
going right toward the boys’ tent.”
The scout quickly drew his young comrade into a tent, near at hand,
and, parting the curtains just the least, they watched the savage.
He was walking directly toward the Sibley, and was distinctly visible
in the soft April gloaming.
His Spencer was slung on his back, and he walked rapidly, as
though something on the other side of the camp demanded his
attention.
Suddenly, when New York Harry had arrived opposite the tent, Evan
Harris caught Kit’s arm.
“Don’t you know him?” he cried, looking up into the scout’s face,
excitedly.
“Know him—yes; he’s a Modoc scoundrel.”
“He is not,” said the younger ranger. “His name is Rafe Todd.”
The old scout started at the mention of the deserter’s name, but
shook his head.
“That won’t do, boy. When did you see Rafe last?”
“Yesterday.”
“Had he a scar on his face?”
“No.”
“Well, this fellow has a scar on his cheek—a tremendous scar, too,
and it’s at least five days old. I think he is playing some little game,
but the boys are posted, and at the first sign of treachery, they’ll put
him out of the way forever. Come, we’ll go, now.”
They left the tent, but the young ranger could not take his eyes from
New York Harry.
“You may reason soundly, Kit,” he said, at length, “but I will bet my
life that Rafe Todd stands in that fellow’s moccasins.”
“He can’t,” said the scout, quickly and confidently. “That scar says he
is not Rafe Todd, and didn’t I look him squarely in the eye when you
lay about dead in Jack’s cave, and see that his face was as smooth
as your’n, barring his paint? And then that Indian is a better man—
physically—than the white villain.”
The youth did not reply to this argument; but his countenance told
that he still adhered to his opinion regarding the identity of New York
Harry.
 CHAPTER XII.
A TURNING OF TABLES.
To acquaint the reader with Artena’s sudden appearance before
Cohoon’s would-be-torturers, we must needs return to the bank that
overlooked the interior of the cave.
For many minutes after Donald McKay’s departure in search of the
boat, which was intended to convey her from Jack’s stronghold,
Artena kept her eye fixed upon the sleeping spies and their
surroundings. She felt suspicious of Baltimore Bob, indeed, she had
reached the conclusion that he had recognized the two men, despite
their paint and Klamath garments, and she looked for some coming
treachery on his part.
Therefore, so intent upon these thoughts was the Indian’s mind, that
the footsteps that loosened a pebble and caused it to roll into the
black water, did not disturb her in the least. True, the noise was
scarcely distinguishable above the swash of the waves; but it was
big with events.
A dark figure wearing a cavalry jacket and Indian leggings was
crawling upon the watcher with the movements of the panther, and
the look that shot from the dark eyes was indicative of the fiercest
triumph and revenge, strangely commingled.
Once or twice the Indian—for an Indian the girls’ foe undoubtedly
was—paused and listened, as if he knew that Donald McKay was
not far off; but he never took his eyes from his prey.
Suddenly crouching very near the ground, imitating the movements
of the panther in every particular, he sprung upon the watcher, who
was secured before she could comprehend her situation.
One of the scarlet hands prevented her from crying aloud, and down
the bank with his captive the savage hurried.
He knew his path in the gloom, and avoided the numerous crags that
projected riverward as dexterously as though he could see like the
owl. By and by he took his hand from Artena’s mouth, cautioning her
at the same time not to utter a word, and at length executed a halt, in
the midst of Stygian darkness.
He had bound the nether limbs of the Squaw Spy in the light of the
fire beside which the spies slept, and he placed her on the ground,
while he turned his attention to the kindling of a fire.
In this he succeeded, and the blaze told Artena that her captor was a
gigantic young savage, named Hunter Phil.
She had known him for years; in truth, from girlhood—known him as
a vindictive lover, who had persecuted her with his attentions without
a moment’s cessation, when she was in his presence. But she had
not, until that hour of capture, encountered him for some time, and
had begun to hope that some Union bullet had terminated his
existence.
“Artena with Phil once more,” said the Indian, turning from the fire
and throwing himself before the girl, who sat on the stony floor of the
little cavern. “Phil no let Jack catch her again, for he’d kill her for
spying in his stony lodges for blue-coats.”
“Then, what are you going to do with me?” asked the girl, anxiously,
but with great calmness.
“Phil going to leave Modocs,” was the reply. “Blue-coats whip ’em, by
’m by. Jack’s cause lost, and Phil want to save his neck, for big
General hang Jack and his braves. So, Phil leave cave when night
come again, and Artena go with him to Arrow-Head.”
“But blue-coat law take Phil there.”
“Then Phil go to Feather river. Won’t catch him there!”
“Ah! but they will,” said the girl, with a smile at the Indian’s fear of
justice.
“Then Phil get in big ship, an’ go out on ocean. If blue-coats follow
him there, then he go to—” he paused and looked up into Artena’s
eyes—“to the devil!”
The girl laughed at the expression of triumph that sat enthroned
upon the Indian’s face. He had solved the difficult problem of
ultimate escape, and was proud thereof.
“Does Phil think that Jack would kill Artena?” asked the girl, quickly
returning to seriousness.
The Indian nodded.
“Kill her in minute! Don’t he know that she Davis’ spy? Hasn’t Phil
lain beside the big General’s tent and heard Artena tell him about
Jack? And Baltimore Bob came right from the camp after hearing
Artena and Kit talking to Davis, and told Jack that she was a
traitress. Ah, Artena, Jack knows all at last. You go with Phil now,
eh?”
The girl nodded, and almost beside himself with joy, the savage drew
his knife and severed her bonds.
Then she continued to converse with her dusky lover, until,
completely hoodwinked by her cunning words, he was thrown off his
guard, and never dreamed of treachery.
Without resistance, she possessed herself of his tomahawk, talking
the while of their future life among the Klamaths, and all at once the
weapon shot up into space, and as quickly and irresistibly
descended upon the unprotected head of the red-skin!
It took a terrible blow to fell the giant; but Artena’s arm was equal to
the emergency, and with a groan, he sunk to the ground.
She did not wish to kill him, for to him, no doubt, she owed her life,
and with throbless heart, she bent over the stricken lover, and felt his
pulse. For a moment it beat to the ratio of one hundred beats per
minute, and then they lessened until they ceased altogether.
Hunter Phil was dead!
Quite assured of this, the Squaw Spy rose to her feet, and once
more possessed herself of her own weapons. Now she would return
to the bank, where Donald, no doubt, waited for her, and wondered
at her absence. She knew that Phil was not aware of the ranger’s
presence: his words had told her this; and she was too far remote
from the bank to hear the shots that broke the stillness there a while
after her departure. Thoroughly acquainted with the intricacies of the
Lava-Beds, Artena thought that she could return to the spot without
difficulty, and left the dead lover’s cave on her mission.
But she missed the proper corridor, and followed one which led her
to a contemplation of the scene which was transpiring in Jack’s cave
—the arraignment of Cohoon as a spy.
She watched it from the shadow of a lava-crag, with an interest
bordering on terror, and when the Modoc’s arm was lifted to take the
Warm Springer’s life, by a well-directed pistol-shot she disarmed the
executioner, and then fearlessly showed herself, as the reader has
already witnessed.
Immediately after shooting the pistol from Jack’s hand, she flung her
weapons into the deeper gloom, deeming it policy to deny the act,
which was ascribed to McKay by the Indians.
What followed her surrender is described in chapter ten, so far as it
goes, and now we resume the thrilling narrative.

Cohoon lay on the ground, like one dead; but he was still imbued
with life.
The arrow had produced a senseless state, so nearly akin to death
as to deceive the Indians, and they glared fiercely upon the youth
whose empty bow told that he had sped the fatal arrow.
“Here, boy,” and the speaker, Captain Jack, turned upon the youth.
“Here, I want you, I say.”
Several chiefs pushed the youth forward, and he soon found himself
lifted from the ground by Mouseh’s strong arms.
“Curse your little heart!” cried the chief. “You’ve punished the man
whom I alone had the right to punish. Now to the spirit-land I send
you. Yon lava-wall will be reddened by your blood, and may your fate
be a warning to future self-installed executioners.”
He raised the youth above his head, as he uttered the last sentence,
and darted a quick look at Artena, who, with ready rifle, stood over
her lover, her eyes fixed upon the youth, so speedily devoted to
death.
A moment of breathless suspense followed, and then the Indian boy
left the chief’s grasp.
But his body did not strike the stony wall.
No! it struck a wall of flesh and blood, and Artena and ’Reesa South
were hurled ten feet backward by the strange weapon!
“Secure them!” cried Jack, pointing to the stricken girls with an air of
triumph, and several braves snatched thongs from their girdles and
sprung to the task.
The Indian’s invention had baffled his foes, and the hurling of the
youth against them was an action unlooked-for by every occupant of
the cave.
The force of the body was absolutely irresistible; it flew from Jack’s
hands like a thunderbolt, and after prostrating the girls, it struck the
foot of the wall beyond, and quivered there like a piece of raw liver.
Jack’s victory was greeted with wild shouts of approbation, and he
stepped forward quietly and secured the Spencer which had fallen
from Artena’s hands.
Then he stooped over Cohoon, and smiled faintly when he looked up
at his braves again.
A moment later, the Warm Spring chief opened his eyes, and, with
the assistance of his stern captor, rose to his feet.
His hands had been lashed to his side, but his nether limbs were
free, and he looked around upon the scene.
Neither Artena nor ’Reesa had recovered from the attack. Side by
side they lay, like corpses, in the light of the fire, and when the spy’s
gaze fell upon them, he shot a look of vengeance at Jack.
“Dead?”
The question was quite natural, for the young red ranger could not
see the girls’ bonds, which the position of their bodies hid.
“Dead are Artena and the white girl,” answered the Modoc, to see
what effect such words would have upon the ranger, and also to
torture his inmost soul.
A tinge of pain quivered Cohoon’s lips, and the lurid light of a storm
flashed in his dark eyes. That light warned more than one Indian,
and the clicking of rifle-locks again broke the silence.
“Who else, then?” demanded the ranger, and he moved forward an
inch.
The lying answer accorded well with the torture which the chief’s first
words had inflicted.
“This hand,” cried Jack, stretching forth his right hand. “It sent
Cohoon’s traitress—”
The snapping of cords interrupted the sentence, and the next
moment the spy was among his enemies! Jack saw the veins on his
forehead swell to enormous size; but the storm burst before he could
prepare to receive it.
The strength of a Sampson slept in the ranger’s muscles, and he
leaped among the Modocs with a short, sharp cry, closely allied to
the vengeful sound that often emerges from the panther’s throat.
Captain Jack received a blow from the Spencer, which the madman
wrenched from his grip, and then the weapon was stained with other
blood.
His sudden onslaught nonplused the Indians. They dared not shoot,
for their own brethren were likely to receive the balls, and only those
nearest Cohoon could get a sight of him.
He cleared a path for his daring feet.
Like Simon Kenton, among the savages of early Ohio, he fought his
way to the river bank, and then disappeared!
But not uninjured!
His escape from death seemed miraculous. It was his sudden
onslaught that saved him. It confused the savages, and almost in the
twinkling of an eye he was gone.
They could swear that his trail was marked with his own blood, and
when they returned to their chief, who was recovering from the spy’s
attack, it was to tell him that his foe would never cross his path
again.
This brave had sunk his knife into the scout’s side; that one had shot
him in the back as he fell into the stream, and a third had crushed
one shoulder with a clubbed carbine.
Not a savage could be found who had not inflicted some wound
upon the brave ranger, and amid the bestowal of self-praise, Jack
rose to his feet and pointed to the two captives still remaining in his
hands.
“Scar-face,” he said, “take them to the little spring cave, and let the
eyes of three of my best braves regard them until I command
further.”
Scar-faced Charley sprung to his task, and with the assistance of
four braves whom he selected from the band, the two helpless
captives were borne from the cave.
The chieftain was not in the humor to carry out his plans of
punishment at present. He pressed his hand to his head, but quickly
removed it, and saw it covered with blood.
“Look!” he cried, putting forth the gory member. “Mouseh’s blood is
flowing. Come, Modocs, swear that for every drop that falls from his
head, a blue-coat shall die!”
Then the cave resounded with shouts of vengeance; and stepping
toward the wall, with his own blood the murderer of Canby traced the
outlines of a gallows on the gray stone.
Then he turned to his braves, but spoke not.
They read the significance of the horrid design, and swore, for the
hundredth time, to die with rifles in their hands.
Some kept their oaths; but how Jack and others kept theirs, the
reader of the Modoc war has seen.
 CHAPTER XIII.
THE TRAITOR’S FLIGHT.
“Pale-faces stay here till Harry see if path clear. Jack’s spies may be
near.”
The speaker was the individual known as New York Harry, who had
surrendered to the troops on the morning of Kit South’s return to
camp, and he addressed the three men whom he had led to the
lava-beds, for the purpose, as he averred, to surprise a small
detachment of Modocs.
“Now look here,” said Sam Thatcher, one of the trio, who had been
warned by keen Kit South. “You’re not going alone. I’m going to
crawl for’ard with you, and by hokey! if I see a suspicious move on
your part, I’ll send a ray of starlight through your head.”
The Indian did not reply, and submitted to the border-man’s
company, with ill-humor plainly visible in his dark eyes.
“Now, stay hyar, boys, an’ keep eyes an’ ears open,” said Thatcher,
and as the guide, impatient to be off, moved slowly on, he added.
“This chap’s up to something—something devilish; I feel it away
down in my boots.”
Then the twain pushed forward together, and soon disappeared.
Ever and anon Harry would pause and listen intently, but not a sound
reached his ears. The stillness of the tomb brooded over the
fortresses of the renowned Modocs, and the stars shed a strange
light upon the death-traps of lava.
Sam Thatcher kept his eyes fastened upon his guide. He knew that
Kit South never suspicioned any one without cause, and when he
told him to watch Harry, he knew that treachery was in the air.
Suddenly the Modoc paused and turned his head.