by Carl Martins

Hypothesis Paper.

Hypothesis Paper.

Hypothesis Paper.

PLEASE READ EVERYTHING BEFORE HAND…..

Depression Levels of Bi-Polar Patients Before and After LSR 53

You will be testing the effects of LSR 53, a new medication that affects depression in patients diagnosed with Bi-Polar Disorder by a licensed Psychiatrist.

You will draw one sample of 20 participants and give each participant (patient) a pretest for depression. (see attached)Following the pretest, each patient will start a six week trial of LSR 53, a new depression medication, in accordance with the Psychiatrist’s instructions. Following the six week trial, each patient will take a post test for depression. Results of the pretest and post test will be compared to determine if LSR 53 was effective in changing depression levels. You will compare the means of the pretest and post test via a dependent samples “t” test.

Note: Use the fictitious “Bi-Polar Depression Survey” to rate each patients depression level before and after the trials.

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Pay particular attention to the information on the “t” test for dependent means in Chapter 7 of your text – it relates directly to your hypothesis test.

Attached, you will find a data set that accompanies your hypothesis.  Your job will be to apply the formula(s) in Chapter 7 of your text to the data, interpret your results, and write your paper.  The numbers in the Pretest column are the results of the Bi-Polar Depression Survey before LSR 53 was taken. The numbers in the Post Test column are the results of the survey after LSR 53 was taken. Higher numbers indicate greater depression levels. Max score is 100. You will be using a two-tailed test at the .05 level of significance to test your data.

Your hypothesis is below: (Use this hypothesis statement in your paper)

Depression levels in patients diagnosed with Bi-Polar Disorder change after a six week trial of LSR 53.

THIS IS A TEAM ASSIGNMENT…..I ONLY NEED TO DO THE(SEE BELOW)

The paper will be divided as follows:

Introduction:
Participants: Rachel
Apparatus: Rachel
Materials:
Procedure:
Results:
Discussion:

  • attachmentsamplepaperautomobileemissions.doc
  • attachmentstatistics_for_psychology_chapter_7.pdf
  • attachmentdependentsamplesdatasetpretestposttest1.xls
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by Carl Martins

Personality Theory Matrix

Personality Theory Matrix

Personality Theory Matrix

This assignment allows you to show how effectively you can compare and contrast behavioral, social-cognitive, and humanistic perspectives of personality.

For your final assignment at the publishing house, you have once again been asked to work with the author on a chapter for the personality theories book being published. You have been tasked with developing a matrix that compares and contrasts behavioral, social-cognitive, and humanistic perspectives of personality theories. This chapter will focus on how these theories can improve the readers’ personal and professional lives.

  • attachmentpsy250_v11_wk5_behavioral_social-cognitive_humanistic_personality_theories_matrix.docx

PSY/250 v11

Behavioral, Social-Cognitive, and Humanistic Personality Theories Matrix

PSY/250 v11

Page 2 of 2

psy250 v11 wk5 behavioral social cognitive humanistic personality theories matrix

Behavioral, Social-Cognitive, and Humanistic Personality Theories Matrix

Introduction

The behavioral perspective believes that personality is the result of your interactions with your environment. The social-cognitive perspective suggests you learn from observing others not just what you learn from your own experiences. And the humanistic perspective stresses the whole individual and delves into free will, self-efficacy, and self-actualization.

Instructions

This assignment will allow you to demonstrate how effectively you can compare and contrast behavioral, social-cognitive, and humanistic perspectives of personality (Course Learning Outcome #3).

For your final assignment at the publishing house, you have once again been asked to work with the author on a chapter for the personality theories book being published. You have been tasked with developing a matrix which will compare and contrast behavioral, social-cognitive, and humanistic perspectives of personality theories. This chapter will focus on how these theories can improve the readers’ personal and professional lives.

Complete the Personality Theories Matrix below. The information you develop in this matrix will inform the chapter on behavioral, social-cognitive, and humanistic perspectives of personality theories.

· Discuss how each criterion is represented in each personality theory. Respond in approximately 40 words per criterion. Explain your answers.

· Provide the page number from the textbook where you found the information for each response.

Use a citation generator, such as the Reference & Citation Generator in the Center for Writing Excellence for guidance on formatting your reference list using APA format. Consult the References page on the APA Style website for assistance. Don’t worry about perfection. If you make a mistake, your faculty member can help, so please let your faculty member know if you have any questions.

Submit your assignment.

Matrix

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Personality TheoriesCriterion – How does each theory:
 Define personality and how personalities developExplain intelligence and creativityContribute to your personal and professional growthDefine how your environment and past experiences play a part in your personalityIdentify with your basic human needsView behavior motivation of yourself and othersDescribe how your personality is affected by human observation
Behavioral perspective       
Social-cognitive perspective       
Humanistic perspective       

Copyright 2021 by University of Phoenix. All rights reserved.

Copyright 2021 by University of Phoenix. All rights reserved.

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by Carl Martins

Short Paper: The Clara Cell

Short Paper: The Clara Cell

Short Paper: The Clara Cell

Read The Clara Cell: A “Third Reich Eponym”‘? PDF attached below a scholarly article chronicling an ethical conflict from World War II.

Identify and describe the central ethical conflict of the case. If Max Clara and his research had been subject to the APA Code of Ethics, explain what principles and standards would have been violated. What are the ethical implications of making a moral judgment on past actions by researchers?

The short paper must be submitted as a 2–3 page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. Please find article attached below “The Clara Cell”

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  • attachmentTheClaraCellPDF.pdf

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

PSA For Emerging Adults

PSA For Emerging Adults

PSA For Emerging Adults

Help create a PSA for Emerging Adults! Need by tonight:)

Instructions and Rubric attached.

  • attachmentPSAforEmergingAdultsInstructions.docx
  • attachmentPSAforEmergingAdultsGradingRubric1.docx

PSYC 210

PSA for Emerging Adults Instructions

The purpose of this assignment is to write a public service announcement (PSA) to help adults understand emerging adulthood.

Assignment Instructions:

1. Watch three videos found in the Reading & Study for this week, taking notes using the study guides provided.

2. Based on what you learn, write a PSA (public service announcement) to help older adults (parents, employers, pastors, etc.) understand emerging adults. Use these questions to organize your thoughts about emerging adulthood:

· Who are they? Define general characteristics.

· What are they doing? What developmental tasks are generally a part of this life stage (hint: think about Erikson’s theory).

· What are their major concerns?

· Which presentation provides the best advice? Which advice that was given is least helpful? What advice would you give your previous self (if you are past this stage) or your current self (if you are currently in emerging adultlhood)?

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3. Your PSA must contain 300 – 500 words.

4. At least one specific idea from each of the video presentations must be included. You may also include information from Scripture, our textbook or other scholarly sources.

5. Identify your sources with an APA formatted citation and reference entry (current edition). Please contact your instructor if you have any questions about this.

6. Submit your work. Please note that your assignment will be reviewed for originality using SafeAssign.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 6.

Page 1 of 1

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

Interpretations provide alternative frames of reference or perspectives for events in a client’s life.

Interpretations provide alternative frames of reference or perspectives for events in a client’s life.

Interpretations provide alternative frames of reference or perspectives for events in a client’s life.

Interpretations provide alternative frames of reference or perspectives for events in a client’s life. In the following examples, provide an attending response (question, reflection of feeling, or the like) and then write an interpretation. Include a check-out in your interpretation.

“I didn’t get the promotion. I’ve been there the longest and have even been training the new staff and showing them how we use the software. But this is the third time they’ve chosen someone junior to me. I really wonder what’s going on.”

Listening response:

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From earlier discussions, you suspect gender is an issue. Write an interpretation/reframe from that frame of reference.

From earlier discussions, you suspect race or ethnicity is an issue. Write an interpretation/reframe from that frame of reference.

From earlier discussion, you suspect age or disability is an issue. Write an interpretation/reframe from that frame of reference.

Assume that you are a senior manager who seeks to defend the company. What would an interpretation/reframe be from that frame of reference?

Now, provide an interpretation/reframe from your own perspective.

A teen comments: “I’m tired of being bullied about being gay. The teasing goes on and on. Just getting up each morning and facing school is awful. Each day seems to get worse. I’m dreaming of it every night. Last night I dreamed that I was flying and could do anything I wanted. I just flew away into a quiet space. Then I got very frightened, and it was so quiet. But suddenly, it almost felt comfortable.”

Listening response:

Write an interpretation/reframe from a psychodynamic frame of reference.

Write an interpretation/reframe from a multicultural frame of reference.

Write an interpretation/reframe from a conservative anti-gay frame of reference.

Now provide an interpretation/reframe from your own perspective.

The preceding examples of interpretations and reframes are representations of value and theoretical issues that you will find in counseling and therapy. What is your personal position on these issues? Interpretations/reframes come from the counselor’s life and experience. Finally, how do you reconcile the importance of client responsibility for her or his own behavior with your position? What would you actually do in these situations?

Use this space to reflect on the above questions

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

Group Leadership Self-Assessment

Group Leadership Self-Assessment

Group Leadership Self-Assessment

You have had the opportunity to work as a member of a small group as your cohort developed your group proposal concept. During your work in your cohort group, you made notes and observed the dynamics which emerged while working together in a small group. You have paid special attention and taken notes on your role in your small group in order to achieve the heightened self-awareness required to become a skilled group leader.

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You also had the opportunity to practice your group leaderships skills at each stage of group development using Theravue. You will now use your knowledge of small group process and your newly acquired group leadership skills to reflect on your progress as a group leader as you complete your Group Leadership Self-Assessment for submission in Week 11.

To Prepare:

  • Review your notes from your cohort group work in Weeks 3 and 4.
  • Review your experience in creating group leadership responses using Theravue in Weeks 6, 7, and 8.
  • Using your knowledge of group dynamics and group leadership skills, consider your growth as a group member and group leader.
  • Review the Group Leadership Self-Reflection Guidelines to guide your Week 11 Group Leadership Self-Assessment Assignment.
  • attachmentgroupleadership.pdf

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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by Carl Martins

Review Josh’s Recorded Video Of His Intake Interview With Therapist Dr. Amy Wenzel, And Complete The Attached Biopsychosocial Assessment.

Review Josh’s Recorded Video Of His Intake Interview With Therapist Dr. Amy Wenzel, And Complete The Attached Biopsychosocial Assessment.

Review Josh’s Recorded Video Of His Intake Interview With Therapist Dr. Amy Wenzel, And Complete The Attached Biopsychosocial Assessment.

Review Josh’s recorded video of his intake interview with therapist Dr. Amy Wenzel, and complete the attached biopsychosocial assessment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

follow link.      Josh’s recorded video of his intake interview with therapist Dr. Amy Wenzel

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  • attachmentCNL-605-T6BiopsychosocialAssessmentTemplate.docx
  • attachmentRubric_Print_Format-3.xlsx

CNL-605: Biopsychosocial Assessment Template

Client’s Name: Enter client’s name here.Date: Select or enter the date here.
DOB: Select or enter the client’s DOB here.Age: Enter the client’s age here.
Start Time: Enter the start time here.End Time: Enter the end time here.

Identifying Information:

[Enter client’s identifying information here.]

Presenting Problem/Chief Complaint:

[Enter client’s presenting problem/chief complaint here.]

Substance Use History:

[Enter client’s substance use history here.]

Addictions (i.e., gambling, pornography, video gaming):

[Enter client’s addictions here.]

Medical History/Mental Health History/Hospitalizations:

[Enter client’s medical history, mental health history, and/or hospitalizations here.]

Abuse/Trauma History:

[Enter client’s abuse/trauma history here.]

Social History and Resources:

[Enter client’s social history and resources here.]

Legal History:

[Enter client’s legal history here.]

Educational History:

[Enter client’s identifying information here.]

Family History:

[Enter client’s family history here.]

Cultural Factors:

[Enter client’s cultural factors here.]

Resources, Strengths, and Weaknesses:

[Enter client’s resources, strengths, and weaknesses here.]

Case Conceptualization (Conceptualize the case using your preferred theoretical orientation):

[Enter your case conceptualization here.]

Clinical Justification:

[Enter your clinical justification here.]

Initial Diagnosis (DSM-5):

Principal Diagnosis:ICD-10 Code:DSM-5 Disorder:Subtypes:Specifiers:
     
     
Provisional Diagnosis:ICD-10 Code:DSM-5 Disorder:Subtypes:Specifiers:
     
     

Initial Treatment Goals Informed by Theoretical Orientation (SMART Goal Format):

Goal # 1:
Objectives:Interventions:Target Date:
1.  
2.  
Goal # 2:
Objectives:Interventions:Target Date:
1.  
2.  
Student Clinician’s Name: Enter your name here.Date: Select or enter the date here.

© 2020. Grand Canyon University. All Rights Reserved.

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by Carl Martins

Assessment Of Addiction

Assessment Of Addiction

Assessment Of Addiction

This assignment provides the opportunity to interpret results from an assessment tool to determine client problems, strengths, resources, and potential barriers to treatment. For this assignment, learners will select a case study from Riverbend City: Cases Studies media piece that was reviewed in u05s3 (see the Resources for a link). Learners will complete the Addiction Severity Index (ASI) using the media piece for the client in the chosen case study. Assessment Of Addiction

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Assignment Instructions:

  1. Select a case study from Riverbend City: Case Studies.
  2. Apply all sections of the ASI using the media piece for this unit.
  3. Interpret results for each section, indicating client problems, strengths, resources, and potential barriers to treatment.
  4. Analyze the assessment data to develop a diagnosis based on the DSM-5 criteria.
  5. Analyze the assessment data and develop initial treatment recommendations for the client in the chosen case study?
  6. Create two treatment goals for the client in the chosen case study based on the completed ASI data.
  7. Identify any legal and ethical issues associated with use of the assessment for diagnosis and treatment planning.
  8. Submit the completed template to the assignment submission area.
  • attachmentAssessmentPracticeScoringGuide.pdf
  • attachmentRiverbendCityCaseStudiesTranscript.pdf

5/20/2020 Assessment Practice Scoring Guide

https://courseroomc.capella.edu/bbcswebdav/institution/ADD/ADD5106/190400/Scoring_Guides/u06a1_scoring_guide.html 1/1

Assessment Practice Scoring Guide

Due Date: End of Unit 6 Percentage of Course Grade: 30%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Conduct a complete addiction assessment on a selected client. 15%

Does not conduct a complete addiction assessment on a selected client.

Conducts a partial addiction assessment on a selected client.

Conducts a complete addiction assessment on a selected client.

Conducts a complete addiction assessment on a selected client summarizes information to be utilized in the treatment process.

Interpret assessment results, indicating client problems, strengths, resources, and potential barriers to treatment. 15%

Does not interpret assessment results, indicating client problems, strengths, resources, and potential barriers to treatment.

Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment with errors in accuracy and/or completeness.

Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment.

Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment. In addition, prioritizes needs based on the data from each section of the assessment.

Develop a diagnosis based on the DSM-5 criteria through analysis of assessment data. 14%

Does not develop a diagnosis based on the DSM-5 criteria through analysis of assessment data.

Develops an inaccurate diagnosis based on the DSM-5 criteria.

Develops a diagnosis based on the DSM-5 criteria through analysis of assessment data.

Develops a diagnosis based on the DSM-5 criteria through analysis of assessment data and identifies validated diagnostic criteria to support the diagnosis.

Develop initial treatment recommendations through analysis of assessment data. 14%

Does not develop initial treatment recommendations through analysis of assessment data.

Develops initial treatment recommendations that are not supported by assessment data.

Develops initial treatment recommendations through analysis of assessment data.

Develops initial treatment recommendations through analysis of assessment data and links all recommendations to specific data from the assessment.

Create treatment goals that are supported by assessment data. 14%

Does not create treatment goals that are supported by assessment data.

Proposes treatment goals that are not supported by the assessment data.

Creates treatment goals that are supported by assessment data.

Creates treatment goals that are supported by assessment data and uses professionally validated criteria to support the appropriateness of the goals.

Identify any legal and ethical issues associated with use of the assessment. 14%

Does not identify any legal and ethical issues associated with use of the assessment.

Identifies some but not all of the legal and ethical issues associated with use of the assessment.

Identifies any legal and ethical issues associated with use of the assessment.

Identifies any legal and ethical issues associated with use of the assessment and directly relates the issues to the field of addictions treatment.

Communicate effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional. 14%

Does not communicate effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.

Inconsistently communicates effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.

Communicates effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.

Communicates effectively through writing that is free of errors and that shows the consistent use of grammar, punctuation, and mechanics as expected of an addiction professiona

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by Carl Martins

Exploring Lifespan Development

Exploring Lifespan Development

Exploring Lifespan Development

Exploring Lifespan Development

F O U R T H E D I T I O N

Laura E. Berk Illinois State University

Vice President and Senior Publisher: Roth Wilkofsky Managing Editor: Tom Pauken Development Editors: Judy Ashkenaz, Michelle McSweeney Editorial Assistants: Rachel Trapp, Laura Hernandez Manager, Content Production: Amber Mackey Team Lead/Senior Content Producer: Elizabeth Gale Napolitano Program Management: Ann Pulido Digital Studio Product Manager: Elissa Senra-Sargent Senior Operations Specialist: Carol Melville, LSC Photo Researcher: Sarah Evertson—ImageQuest Rights and Permissions Manager: Ben Ferrini Interior Designer: Carol Somberg Cover Design: Lumina Datamatics, Inc. Full-Service Project Management: iEnergizer/Aptara, Inc. Electronic Page Makeup: Jeff Miller Copyeditor and References Editor: Lorretta Palagi Proofreader: Chuck Hutchinson Indexer: Linda Herr Hallinger Supplements Project Manager: Southern Editorial Services, Inc. Printer/Binder and Cover Printer: Courier, Corp., Kendallville, IN Text Font: Times Cover Art: Harold Gregor, “Bright, Autumn Bright,” 2012 Cover Photo and About the Author Photo: Courtesy of Ken Kashian Exploring Lifespan Development

Copyright © 2018 by Laura E. Berk. Copyrights © 2014, 2011, 2008 by Pearson Education, Inc.

All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 221 River Street, Hoboken NJ 07030.

Library of Congress Cataloging-in-Publication Data Names: Berk, Laura E., author. Title: Exploring lifespan development / Laura E. Berk, Illinois State University. Description: Fourth Edition. | Boston : Pearson, [2018] | Revised edition of the author’s Exploring lifespan development, 2014. | Includes bibliographical references and index. Identifiers: LCCN 2017013903| ISBN 9780134419701 | ISBN 0134419707 | ISBN 9780134420714 | ISBN 0134420675 | ISBN 9780134420677 Subjects: LCSH: Developmental psychology–Textbooks. Classification: LCC BF713 .B466 2017 | DDC 155–dc23 LC record available at https://lccn.loc.gov/2017013903

Dedication To David, Peter, and Melissa, with love

Student Edition ISBN 10: 0-13-441970-7 ISBN 13: 978-0-13-441970-1

Instructor’s Review Edition ISBN 10: 0-13-442071-3 ISBN 13: 978-0-13-442071-4

À la Carte Edition ISBN 10: 0-13-442067-5 ISBN 13: 978-0-13-442067-7

https://lccn.loc.gov/2017013903

Laura E. Berk is a distinguished professor of psychol- ogy at Illinois State University, where she has taught child, adolescent, and lifespan development for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her mas- ter’s and doctoral degrees in child development and educa-

tional psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia.Exploring Lifespan Development

Berk has published widely on the effects of school environments on children’s devel- opment, the development of private speech, and the role of make-believe play in develop- ment. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American. She has also been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Reader’s Digest. Exploring Lifespan Development

Berk has served as a research editor of Young Children, a consulting editor for Early Childhood Research Quarterly, and as an associate editor of the Journal of Cognitive Education and Psychology. She is a frequent contributor to edited volumes, having written the article on social development for The Child: An Encyclopedic Companion and the article on Vygotsky for The Encyclopedia of Cognitive Science. She is coauthor of the chap- ter on make-believe play and self-regulation in the Sage Handbook of Play in Early Child- hood and the chapter on psychologists writing textbooks in Career Paths in Psychology: Where Your Degree Can Take You, published by the American Psychological Association. Exploring Lifespan Development

Berk’s books include Private Speech: From Social Interaction to Self-Regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; Landscapes of Development: An Anthology of Readings; and A Mandate for Playful Learning in Pre- school: Presenting the Evidence. In addition to Exploring Lifespan Development, she is author of the best-selling texts Development Through the Lifespan, Child Development, and Infants, Children, and Adolescents, published by Pearson. Her book for parents and teachers is Awakening Children’s Minds: How Parents and Teachers Can Make a Difference.

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Berk is active in work for children’s causes. She serves on the governing boards of the Illinois Network of Child Care Resource and Referral Agencies and of Artolution, an organization devoted to engaging children, youths, and families in collaborative public art projects around the world as a means of promoting resilience and relief from trauma. Berk has been designated a YWCA Woman of Distinction for service in education. She is a fel- low of the American Psychological Association, Division 7: Developmental Psychology. Exploring Lifespan Development

About the Author

iv

S O C I A L I S S U E S : H E A LT H

The Pros and Cons of Reproductive Technologies 42 The Nurse–Family Partnership: Reducing Maternal Stress and

Enhancing Child Development Through Social Support 73 A Cross-National Perspective on Health Care and Other Policies for

Parents and Newborn Babies 82 Does Child Care in Infancy Threaten Attachment Security and Later

Adjustment? 161 Lesbian, Gay, and Bisexual Youths: Coming Out to Oneself and

Others 310 Childhood Attachment Patterns and Adult Romantic

Relationships 390 Partner Abuse 397 The Silver Lining in Life’s Adversities 425 Grandparents Rearing Grandchildren: The Skipped-Generation

Family 447 Interventions for Caregivers of Older Adults with Dementia 477 Elder Suicide 497

S O C I A L I S S U E S : E D U C AT I O N

Baby Learning from TV and Video: The Video Deficit Effect 126 Magnet Schools: Equal Access to High-Quality Education 262 Media Multitasking Disrupts Learning 323 How Important Is Academic Engagement in College for Successful

Transition to the Labor Market? 374

B I O L O G Y A N D E N V I R O N M E N T

Resilience 8 The Tutsi Genocide and Epigenetic Transmission of Maternal Stress

to Children 57 The Mysterious Tragedy of Sudden Infant Death Syndrome 85 “Tuning In” to Familiar Speech, Faces, and Music: A Sensitive Period

for Culture-Specific Learning 111 Infantile Amnesia 130 Parental Depression and Child Development 149 Development of Shyness and Sociability 153 Autism and Theory of Mind 193 Transgender Children 224 Children with Attention-Deficit Hyperactivity Disorder 246 Bullies and Their Victims 280 Two Routes to Adolescent Delinquency 349 Telomere Length: A Marker of the Impact of Life Circumstances on

Biological Aging 357 Anti-Aging Effects of Dietary Calorie Restriction 416 What Factors Promote Psychological Well-Being in Midlife? 441 What Can We Learn About Aging from Centenarians? 462 Experience Corps: Promoting Retired Adults’ Physical and Mental

Health and Children’s Academic Success 514 Music as Palliative Care for Dying Patients 530

C U LT U R A L I N F L U E N C E S

The Baby Boomers Reshape the Life Course 10 Immigrant Youths: Adapting to a New Land 26 Cultural Variation in Infant Sleeping Arrangements 99 Social Origins of Make-Believe Play 134 Why Are Children from Asian Cultures Advanced in Drawing

Skills? 179 Children in Village and Tribal Cultures Observe and Participate in

Adult Work 188 Ethnic Differences in the Consequences of Physical Punishment 215 The Flynn Effect: Massive Generational Gains in IQ 254 Impact of Ethnic and Political Violence on Children 289 Identity Development Among Ethnic Minority Adolescents 333 Is Emerging Adulthood Really a Distinct Stage of Development? 385 Cultural Variations in Mourning Behavior 539

A P P LY I N G W H AT W E K N OW

Do’s and Don’ts for a Healthy Pregnancy 74 Reasons to Breastfeed 101 Signs of Developmentally Appropriate Infant and Toddler Child

Care 137 Helping Toddlers Develop Compliance and Self-Control 165 Signs of Developmentally Appropriate Early Childhood

Programs 198 Positive Parenting 217 Signs of High-Quality Education in Elementary School 259 Helping Children Adjust to Their Parents’ Divorce 286 Handling Consequences of Teenagers’ New Cognitive

Capacities 319 Supporting Healthy Identity Development 334 Preventing Sexual Coercion 369 Resources That Foster Resilience in Emerging Adulthood 384 Strategies That Help Dual-Earner Couples Combine Work and Family

Roles 407 Managing Stress 422 Relieving the Stress of Caring for an Aging Parent 450 Increasing the Effectiveness of Educational Experiences for Older

Adults 486 Fostering Adaptation to Widowhood in Late Adulthood 507 Suggestions for Resolving Grief After a Loved One Dies 538

Features at a Glance

Contents A Personal Note to Students xiii

Preface for Instructors xiv

P A R T I

THEORY AND RESEARCH IN HUMAN DEVELOPMENT

c h a p t e r 1 History, Theory, and Research Strategies 1

A Scientific, Applied, and Interdisciplinary Field 3

Basic Issues 3 Continuous or Discontinuous Development? 4 One Course of Development or Many? 4 Relative Influence of Nature and Nurture? 5 Exploring Lifespan Development

The Lifespan Perspective: A Balanced Point of View 5 Development Is Lifelong 5 Development Is Multidimensional and Multidirectional 6 Development Is Plastic 6 Development Is Influenced by Multiple, Interacting Forces 7

■ BIOLOGY AND ENVIRONMENT Resilience 8

Scientific Beginnings 9 Darwin: Forefather of Scientific Child Study 9

■ CULTURAL INFLUENCES The Baby Boomers Reshape the Life Course 10

The Normative Period 11 The Mental Testing Movement 11

Mid-Twentieth-Century Theories 11 The Psychoanalytic Perspective 11 Behaviorism and Social Learning Theory 13 Piaget’s Cognitive-Developmental Theory 14

Recent Theoretical Perspectives 16 Information Processing 16 Developmental Neuroscience 17 Ethology and Evolutionary Developmental Psychology 17 Vygotsky’s Sociocultural Theory 18 Ecological Systems Theory 19

Comparing Theories 21

Studying Development 21 Common Research Methods 21 General Research Designs 25

■ CULTURAL INFLUENCES Immigrant Youths: Adapting to a New Land 26

Designs for Studying Development 28

Ethics in Lifespan Research 31

Summary 32

Important Terms and Concepts 34

P A R T I I

FOUNDATIONS OF DEVELOPMENT

c h a p t e r 2 Genetic and Environmental Foundations 35

Genetic Foundations 36 The Genetic Code 36 The Sex Cells 37 Boy or Girl? 37 Multiple Offspring 37 Patterns of Gene–Gene Interactions 38 Chromosomal Abnormalities 40

Reproductive Choices 41 Genetic Counseling and Prenatal Diagnosis 41

■ SOCIAL ISSUES: HEALTH The Pros and Cons of Reproductive Technologies 42

Adoption 44

Environmental Contexts for Development 45 The Family 45 Socioeconomic Status and Family Functioning 47 Poverty 47 Affluence 48 Beyond the Family: Neighborhoods and Schools 48 The Cultural Context 50

Understanding the Relationship Between Heredity and Environment 53

The Question, “How Much?” 53 The Question, “How?” 54

■ BIOLOGY AND ENVIRONMENT The Tutsi Genocide and Epigenetic Transmission of Maternal Stress to Children 57

Summary 58 Important Terms and Concepts 59

c h a p t e r 3 Prenatal Development, Birth, and the Newborn Baby 60

Prenatal Development 61 Conception 61 Germinal Period 62 Period of the Embryo 63 Period of the Fetus 64

Prenatal Environmental Influences 66 Teratogens 66 Other Maternal Factors 71

■ SOCIAL ISSUES: HEALTH The Nurse–Family Partnership: Reducing Maternal Stress and Enhancing Child Development Through Social Support 73

The Importance of Prenatal Health Care 73

v

vi Contents

Childbirth 75 The Stages of Childbirth 75 The Baby’s Adaptation to Labor and Delivery 76 Assessing the Newborn’s Physical Condition: The Apgar Scale 76

Approaches to Childbirth 77 Natural, or Prepared, Childbirth 77 Home Delivery 77

Medical Interventions 78 Fetal Monitoring 78 Labor and Delivery Medication 78 Cesarean Delivery 79

Preterm and Low-Birth-Weight Infants 79 Preterm versus Small-for-Date Infants 79 Consequences for Caregiving 79 Interventions for Preterm Infants 80

The Newborn Baby’s Capacities 81 Reflexes 81

■ SOCIAL ISSUES: HEALTH A Cross-National Perspective on Health Care and Other Policies for Parents and Newborn Babies 82

States of Arousal 83

■ BIOLOGY AND ENVIRONMENT The Mysterious Tragedy of Sudden Infant Death Syndrome 85

Sensory Capacities 86

Adjusting to the New Family Unit 88

Summary 89

Important Terms and Concepts 90

P A R T I I I

INFANCY AND TODDLERHOOD: THE FIRST TWO YEARS

c h a p t e r 4 Physical Development in Infancy and Toddlerhood 91

Body Growth 92 Changes in Body Size and Muscle–Fat Makeup 92 Changes in Body Proportions 92 Individual and Group Differences 92

Brain Development 93 Development of Neurons 94 Measures of Brain Functioning 94 Development of the Cerebral Cortex 96 Sensitive Periods in Brain Development 97 Changing States of Arousal 98

■ CULTURAL INFLUENCES Cultural Variation in Infant Sleeping Arrangements 99

Influences on Early Physical Growth 100 Heredity 100 Nutrition 100 Malnutrition 102

Learning Capacities 103 Classical Conditioning 103 Operant Conditioning 103 Habituation 104 Imitation 104 Exploring Lifespan Development

Motor Development 106 The Sequence of Motor Development 106 Motor Skills as Dynamic Systems 106 Fine-Motor Development: Reaching and Grasping 108

Perceptual Development 109 Hearing 109 Vision 110

■ BIOLOGY AND ENVIRONMENT “Tuning In” to Familiar Speech, Faces, and Music: A Sensitive Period for Culture-Specific Learning 111

Intermodal Perception 114 Understanding Perceptual Development 115

Summary 116

Important Terms and Concepts 117

c h a p t e r 5 Cognitive Development in Infancy and Toddlerhood 118

Piaget’s Cognitive-Developmental Theory 119 Piaget’s Ideas About Cognitive Change 119 The Sensorimotor Stage 120 Follow-Up Research on Infant Cognitive Development 122 Evaluation of the Sensorimotor Stage 125

■ SOCIAL ISSUES: EDUCATION Baby Learning from TV and Video: The Video Deficit Effect 126

Information Processing 127 A General Model of Information Processing 127 Attention 129 Memory 129 Categorization 130

■ BIOLOGY AND ENVIRONMENT Infantile Amnesia 130

Evaluation of Information-Processing Findings 132

The Social Context of Early Cognitive Development 132

Individual Differences in Early Mental Development 133 Infant and Toddler Intelligence Tests 134

■ CULTURAL INFLUENCES Social Origins of Make-Believe Play 134

Early Environment and Mental Development 135 Early Intervention for At-Risk Infants and Toddlers 138

Language Development 139 Theories of Language Development 139 Getting Ready to Talk 140 First Words 141 The Two-Word Utterance Phase 141 Individual Differences 141 Supporting Early Language Development 142

Summary 143

Important Terms and Concepts 144

Contents vii

c h a p t e r 6 Emotional and Social Development in Infancy and Toddlerhood 145

Erikson’s Theory of Infant and Toddler Personality 146 Basic Trust versus Mistrust 146 Autonomy versus Shame and Doubt 146

Emotional Development 147 Basic Emotions 147 Understanding and Responding to the Emotions of Others 148

■ BIOLOGY AND ENVIRONMENT Parental Depression and Child Development 149

Emergence of Self-Conscious Emotions 150 Beginnings of Emotional Self-Regulation 150

Temperament and Development 151 The Structure of Temperament 151 Measuring Temperament 152 Stability of Temperament 152

■ BIOLOGY AND ENVIRONMENT Development of Shyness and Sociability 153

Genetic and Environmental Influences 154 Temperament and Child Rearing: The Goodness-of-Fit Model 155

Development of Attachment 155 Bowlby’s Ethological Theory 156 Measuring the Security of Attachment 157 Stability of Attachment 158 Cultural Variations 158 Factors That Affect Attachment Security 158 Multiple Attachments 160

■ SOCIAL ISSUES: HEALTH Does Child Care in Infancy Threaten Attachment Security and Later Adjustment? 161

Attachment and Later Development 162

Self-Development 163 Self-Awareness 163 Categorizing the Self 164 Self-Control 164

Summary 166 Important Terms and Concepts 167

MILESTONES Development in Infancy and Toddlerhood 168

P A R T I V

EARLY CHILDHOOD: TWO TO SIX YEARS

c h a p t e r 7 Physical and Cognitive Development in Early Childhood 170

PHYSICAL DEVELOPMENT 171 A Changing Body and Brain 171

Skeletal Growth 171 Brain Development 171

Influences on Physical Growth and Health 174 Heredity and Hormones 174 Nutrition 174 Infectious Disease 175 Childhood Injuries 176

Motor Development 177 Gross-Motor Development 177 Fine-Motor Development 177 Individual Differences in Motor Skills 178

■ CULTURAL INFLUENCES Why Are Children from Asian Cultures Advanced in Drawing Skills? 179

COGNITIVE DEVELOPMENT 180 Piaget’s Theory: The Preoperational Stage 180

Advances in Mental Representation 180 Make-Believe Play 180 Symbol–Real-World Relations 181 Limitations of Preoperational Thought 182 Follow-Up Research on Preoperational Thought 183 Evaluation of the Preoperational Stage 185

Vygotsky’s Sociocultural Theory 186 Private Speech 186 Social Origins of Early Childhood Cognition 187 Vygotsky’s View of Make Believe Play 187 Evaluation of Vygotsky’s Theory 187

■ CULTURAL INFLUENCES Children in Village and Tribal Cultures Observe and Participate in Adult Work 188

Information Processing 189 Executive Function 189 Memory 190 The Young Child’s Theory of Mind 192

■ BIOLOGY AND ENVIRONMENT Autism and Theory of Mind 193

Early Childhood Literacy 194 Early Childhood Mathematical Reasoning 194

Individual Differences in Mental Development 195 Home Environment and Mental Development 195 Preschool, Kindergarten, and Child Care 196 Educational Media 197

Language Development 199 Vocabulary 199 Grammar 200 Conversation 201 Supporting Language Development in Early Childhood 201

Summary 202

Important Terms and Concepts 204

c h a p t e r 8 Emotional and Social Development in Early Childhood 205

Erikson’s Theory: Initiative versus Guilt 206

Self-Understanding 207 Foundations of Self-Concept 207 Emergence of Self-Esteem 207

Exploring Lifespan Development

viii Contents

Emotional Development 208 Understanding Emotion 208 Emotional Self-Regulation 208 Self-Conscious Emotions 209 Empathy and Sympathy 209

Peer Relations 210 Advances in Peer Sociability 210 First Friendships 211 Peer Relations and School Readiness 212 Parental Influences on Early Peer Relations 212

Foundations of Morality and Aggression 213 The Psychoanalytic Perspective 213 Social Learning Theory 214

■ CULTURAL INFLUENCES Ethnic Differences in the Consequences of Physical Punishment 215

The Cognitive-Developmental Perspective 216 The Other Side of Morality: Development of Aggression 217

Gender Typing 220 Gender-Stereotyped Beliefs and Behavior 220 Biological Influences on Gender Typing 221 Environmental Influences on Gender Typing 221 Gender Identity 222 Reducing Gender Stereotyping in Young Children 223

■ BIOLOGY AND ENVIRONMENT Transgender Children 224

Child Rearing and Emotional and Social Development 225 Styles of Child Rearing 225 What Makes Authoritative Child Rearing Effective? 226 Cultural Variations 227 Child Maltreatment 227

Summary 230

Important Terms and Concepts 231

MILESTONES Development in Early Childhood 232

P A R T V

MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS

c h a p t e r 9 Physical and Cognitive Development in Middle Childhood 234

PHYSICAL DEVELOPMENT 235 Body Growth 235

Health Issues 235 Nutrition 236 Overweight and Obesity 236 Illnesses 238Exploring Lifespan Development

Motor Development and Play 239 Gross-Motor Development 239 Fine-Motor Development 239 Sex Differences 239 Games with Rules 240

Shadows of Our Evolutionary Past 241 Physical Education 241

COGNITIVE DEVELOPMENT 242 Piaget’s Theory: The Concrete Operational Stage 242

Concrete Operational Thought 242 Limitations of Concrete Operational Thought 243 Follow-Up Research on Concrete Operational Thought 243

Information Processing 245 Executive Function 245

■ BIOLOGY AND ENVIRONMENT Children with Attention-Deficit Hyperactivity Disorder 246

Memory Strategies 247 Knowledge and Memory 248 Culture and Memory Strategies 248 The School-Age Child’s Theory of Mind 248 Cognitive Self-Regulation 249 Applications of Information Processing to Academic Learning 249

Individual Differences in Mental Development 250 Defining and Measuring Intelligence 250 Other Efforts to Define Intelligence 251 Explaining Individual and Group Differences in IQ 53

■ CULTURAL INFLUENCES The Flynn Effect: Massive Generational Gains in IQ 254

Language Development 256 Vocabulary and Grammar 257 Pragmatics 257 Learning Two Languages 258

Learning in School 259 Educational Philosophies 259 Teacher–Student Interaction and Grouping Practices 260 Teaching Children with Special Needs 261

■ SOCIAL ISSUES: EDUCATION Magnet Schools: Equal Access to High-Quality Education 262

How Well Educated Are U.S. Children? 263

Summary 265 Important Terms and Concepts 267

c h a p t e r 1 0 Emotional and Social Development in Middle Childhood 268

Erikson’s Theory: Industry versus Inferiority 269 Self-Understanding 269

Self-Concept 269 Self-Esteem 270 Influences on Self-Esteem 270

Emotional Development 273 Self-Conscious Emotions 273 Emotional Understanding 274 Emotional Self-Regulation 274

Moral Development 274 Moral and Social-Conventional Understanding 275 Understanding Individual Rights 275 Understanding Diversity and Inequality 276

Contents ix

Peer Relations 277 Peer Groups 277 Friendships 278 Peer Acceptance 279

■ BIOLOGY AND ENVIRONMENT Bullies and Their Victims 280

Gender Typing 281 Gender-Stereotyped Beliefs 281 Gender Identity and Behavior 281

Family Influences 282 Parent–Child Relationships 283 Siblings 283 Only Children 283 Divorce 284 Blended Families 286 Maternal Employment and Dual-Earner Families 287

Some Common Problems of Development 288 Fears and Anxieties 288

■ CULTURAL INFLUENCES Impact of Ethnic and Political Violence on Children 289

Child Sexual Abuse 290 Fostering Resilience in Middle Childhood 290

Summary 291

Important Terms and Concepts 293

MILESTONES Development in Middle Childhood 294

P A R T V I

ADOLESCENCE: THE TRANSITION TO ADULTHOOD

c h a p t e r 1 1 Physical and Cognitive Development in Adolescence 296

PHYSICAL DEVELOPMENT 297 Conceptions of Adolescence 297

Puberty: The Physical Transition to Adulthood 298 Hormonal Changes 298 Body Growth 298 Motor Development and Physical Activity 299 Sexual Maturation 300 Individual Differences in Pubertal Growth 300 Brain Development 302

The Psychological Impact of Pubertal Events 303 Reactions to Pubertal Changes 303 Pubertal Change, Emotion, and Social Behavior 304 Pubertal Timing 304

Health Issues 306 Nutritional Needs 306 Eating Disorders 306 Sexuality 307 Exploring Lifespan Development

■ SOCIAL ISSUES: HEALTH Lesbian, Gay, and Bisexual Youths: Coming Out to Oneself and Others 310

Sexually Transmitted Infections 311 Adolescent Pregnancy and Parenthood 311 Substance Use and Abuse 313

COGNITIVE DEVELOPMENT 314 Piaget’s Theory: The Formal Operational Stage 315

Hypothetico-Deductive Reasoning 315 Propositional Thought 315 Follow-Up Research on Formal Operational Thought 316

An Information-Processing View of Adolescent Cognitive Development 317

Scientific Reasoning: Coordinating Theory with Evidence 317 How Scientific Reasoning Develops 318

Consequences of Adolescent Cognitive Changes 318 Self-Consciousness and Self-Focusing 318 Idealism and Criticism 319 Decision Making 319

Learning in School 320 School Transitions 320 Academic Achievement 321

■ SOCIAL ISSUES: EDUCATION Media Multitasking Disrupts Learning 323

Dropping Out 324

Summary 325 Important Terms and Concepts 327

c h a p t e r 1 2 Emotional and Social Development in Adolescence 328

Erikson’s Theory: Identity versus Role Confusion 329 Self-Understanding 330

Changes in Self-Concept 330 Changes in Self-Esteem 330 Paths to Identity 331 Identity Status and Psychological Well-Being 331 Influences on Identity Development 332

■ CULTURAL INFLUENCES Identity Development Among Ethnic Minority Adolescents 333

Moral Development 334 Kohlberg’s Theory of Moral Development 334 Are There Sex Differences in Moral Reasoning? 336 Coordinating Moral, Social-Conventional, and Personal

Concerns 336 Influences on Moral Reasoning 337 Moral Reasoning and Behavior 338 Religious Involvement and Moral Development 338 Further Challenges to Kohlberg’s Theory 339

The Family 340 Parent–Adolescent Relationships 340 Family Circumstances 341 Siblings 341

Peer Relations 342 Friendships 342 Cliques and Crowds 344 Dating 345

x Contents

Problems of Development 346 Depression 346 Suicide 347 Delinquency 348

■ BIOLOGY AND ENVIRONMENT Two Routes to Adolescent Delinquency 349

Summary 350

Important Terms and Concepts 351

MILESTONES Development in Adolescence 352

P A R T V I I

EARLY ADULTHOOD

c h a p t e r 1 3 Physical and Cognitive Development in Early Adulthood 354

PHYSICAL DEVELOPMENT 355 Biological Aging Is Under Way in Early Adulthood 355

Aging at the Level of DNA and Body Cells 355 Aging at the Level of Tissues and Organs 356

■ BIOLOGY AND ENVIRONMENT Telomere Length: A Marker of the Impact of Life Circumstances on Biological Aging 357

Physical Changes 358 Cardiovascular and Respiratory Systems 358 Motor Performance 358 Immune System 360 Reproductive Capacity 360

Health and Fitness 361 Nutrition 362 Exercise 363 Substance Abuse 364 Sexuality 365 Psychological Stress 369

COGNITIVE DEVELOPMENT 370 Changes in the Structure of Thought 370

Epistemic Cognition 370 Pragmatic Thought and Cognitive-Affective Complexity 371

Expertise and Creativity 372

The College Experience 373 Psychological Impact of Attending College 373 Dropping Out 374

■ SOCIAL ISSUES: EDUCATION How Important Is Academic Engagement in College for Successful Transition to the Labor Market? 374

Vocational Choice 375 Selecting a Vocation 375 Factors Influencing Vocational Choice 375 Vocational Preparation of Non-College-Bound Young Adults 377

Summary 378

Important Terms and Concepts 379

c h a p t e r 1 4 Emotional and Social Development in Early Adulthood 380

A Gradual Transition: Emerging Adulthood 381 Unprecedented Exploration 381 Cultural Change, Cultural Variation, and Emerging Adulthood 383 Risk and Resilience in Emerging Adulthood 384

■ CULTURAL INFLUENCES Is Emerging Adulthood Really a Distinct Stage of Development? 385

Erikson’s Theory: Intimacy versus Isolation 386

Other Theories of Adult Psychosocial Development 387 Levinson’s Seasons of Life 387 Vaillant’s Adaptation to Life 387 The Social Clock 388

Close Relationships 388 Romantic Love 389

■ SOCIAL ISSUES: HEALTH Childhood Attachment Patterns and Adult Romantic Relationships 390

Friendships 391

The Family Life Cycle 393 Leaving Home 393 Joining of Families in Marriage 394 Parenthood 396

■ SOCIAL ISSUES: HEALTH Partner Abuse 397

The Diversity of Adult Lifestyles 400 Singlehood 400 Cohabitation 401 Childlessness 402 Divorce and Remarriage 402 Varied Styles of Parenthood 403

Career Development 405 Establishing a Career 405 Women and Ethnic Minorities 405 Combining Work and Family 406

Summary 408

Important Terms and Concepts 409

MILESTONES Development in Early Adulthood 410 Exploring Lifespan Development

P A R T V I I I

MIDDLE ADULTHOOD

c h a p t e r 1 5 Physical and Cognitive Development in Middle Adulthood 412

PHYSICAL DEVELOPMENT 413 Physical Changes 413

Vision 414 Hearing 414

Contents xi

Skin 415 Muscle–Fat Makeup 415 Skeleton 415 Reproductive System 415

■ BIOLOGY AND ENVIRONMENT Anti-Aging Effects of Dietary Calorie Restriction 416

Health and Fitness 418 Sexuality 419 Illness and Disability 419 Hostility and Anger 421

Adapting to the Physical Challenges of Midlife 422 Stress Management 422 Exercise 423 Hardiness 424 Gender and Aging: A Double Standard 424

■ SOCIAL ISSUES: HEALTH The Silver Lining in Life’s Adversities 425

COGNITIVE DEVELOPMENT 424 Changes in Mental Abilities 425

Cohort Effects 426 Crystallized and Fluid Intelligence 426

Information Processing 427 Speed of Processing 427 Executive Function 428 Memory Strategies 429 Practical Problem Solving and Expertise 430 Creativity 430

Adult Learners: Becoming a Student in Midlife 431 Characteristics of Returning Students 431 Supporting Returning Students 431

Summary 432

Important Terms and Concepts 433

c h a p t e r 1 6 Emotional and Social Development in Middle Adulthood 434

Erikson’s Theory: Generativity versus Stagnation 435

Other Theories of Psychosocial Development in Midlife 437 Levinson’s Seasons of Life 437 Vaillant’s Adaptation to Life 438 Is There a Midlife Crisis? 438

Stability and Change in Self-Concept and Personality 549 Possible Selves 439 Self-Acceptance, Autonomy, and Environmental Mastery 439 Coping with Daily Stressors 440 Gender Identity 440

■ BIOLOGY AND ENVIRONMENT What Factors Promote Psychological Well-Being in Midlife? 441

Individual Differences in Personality Traits 442

Relationships at Midlife 443 Marriage and Divorce 443 Changing Parent–Child Relationships 444

Grandparenthood 445 Middle-Aged Children and Their Aging Parents 446

■ SOCIAL ISSUES: HEALTH Grandparents Rearing Grandchildren: The Skipped-Generation Family 447

Siblings 449 Friendships 450

Vocational Life 451 Job Satisfaction 451 Career Development 452 Career Change at Midlife 453 Planning for Retirement 453

Summary 454

Important Terms and Concepts 455

MILESTONES Development in Middle Adulthood 456

P A R T I X

LATE ADULTHOOD

c h a p t e r 1 7 Physical and Cognitive Development in Late Adulthood 458

PHYSICAL DEVELOPMENT 459 Life Expectancy 459

Variations in Life Expectancy 460 Life Expectancy in Late Adulthood 461

Physical Changes 461 Nervous System 461

■ BIOLOGY AND ENVIRONMENT What Can We Learn About Aging from Centenarians? 462

Sensory Systems 463 Cardiovascular and Respiratory Systems 465 Immune System 465 Sleep 465 Physical Appearance and Mobility 466 Adapting to Physical Changes of Late Adulthood 467

Health, Fitness, and Disability 468 Nutrition and Exercise 469 Sexuality 470 Physical Disabilities 471 Mental Disabilities 473

■ SOCIAL ISSUES: HEALTH Interventions for Caregivers of Older Adults with Dementia 477

Long-Term Health Care 478

COGNITIVE DEVELOPMENT 479 Memory 479

Explicit versus Implicit Memory 480 Associative Memory 480 Remote Memory 481 Prospective Memory 481

xii Contents

Language Processing 482

Problem Solving 483

Wisdom 483

Factors Related to Cognitive Maintenance and Change 484

Cognitive Interventions 485

Lifelong Learning 486

Summary 487

Important Terms and Concepts 489

c h a p t e r 1 8 Emotional and Social Development in Late Adulthood 490

Erikson’s Theory: Ego Integrity versus Despair 491

Other Theories of Psychosocial Development in Late Adulthood 492

Peck’s Tasks of Ego Integrity and Joan Erikson’s Gerotranscendence 492

The Positivity Effect 492 Reminiscence 493

Stability and Change in Self-Concept and Personality 493 Secure and Multifaceted Self-Concept 494 Agreeableness, Acceptance of Change, and Openness to

Experience 494 Spirituality and Religiosity 494

Contextual Influences on Psychological Well-Being 495 Control versus Dependency 495 Physical Health 496

■ SOCIAL ISSUES: HEALTH Elder Suicide 497

Negative Life Changes 498 Social Support 498

A Changing Social World 498 Social Theories of Aging 499 Social Contexts of Aging: Communities, Neighborhoods, and

Housing 500

Relationships in Late Adulthood 503 Marriage 503 Lesbian and Gay Couples 504 Divorce, Remarriage, and Cohabitation 505 Widowhood 506 Never-Married, Childless Older Adults 506 Siblings 507 Friendships 508 Relationships with Adult Children 508 Elder Maltreatment 509

Retirement 511 The Decision to Retire 511 Adjustment to Retirement 512 Leisure and Volunteer Activities 513

Successful Aging 513

■ BIOLOGY AND ENVIRONMENT Experience Corps: Promoting Retired Adults’ Physical and Mental Health and Children’s Academic Success 514

Summary 515

Important Terms and Concepts 517

MILESTONES Development in Late Adulthood 518

P A R T X

THE END OF LIFE

c h a p t e r 1 9 Death, Dying, and Bereavement 520

How We Die 521 Physical Changes 521 Defining Death 522 Death with Dignity 522

Attitudes Toward Death 523

Thinking and Emotions of Dying People 525 Do Stages of Dying Exist? 525 Contextual Influences on Adaptations to Dying 526

A Place to Die 528 Home 528 Hospital 528 Nursing Home 529 The Hospice Approach 529

■ BIOLOGY AND ENVIRONMENT Music as Palliative Care for Dying Patients 530

The Right to Die 531 Ending Life-Sustaining Treatment 531 Medical Aid-in-Dying 533 Voluntary Euthanasia 534

Bereavement: Coping with the Death of a Loved One 535 Grief Process 535 Personal and Situational Variations 536 Bereavement Interventions 538

■ CULTURAL INFLUENCES Cultural Variations in Mourning Behavior 539

Death Education 540

Summary 541

Important Terms and Concepts 542

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

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by Carl Martins

Mental Imagery 2

Mental Imagery 2

Mental Imagery 2

Purpose: The goal of this assignment is to  start  thinking about your cognitive world. It is useful to consider new   perspectives and how they might affect our understanding of our   environment or ourselves. For this chapter, I want you to think about   how you use (or don’t use) mental Imagery in your every day life.

Task: The book has a section on “Individual   difference in mental imagery” (if you have the 9th edition, you may  need  to contact a friend who has the 10th to read this short section).  It  describes different cognitive styles when it comes to the way may execute a mental images. However, it also cautions you to not treat these as distinct categories, everybody can probably do a mixture of both styles.

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  1. For paragraph 1 for this discussion, I want you to explain in your  own words what are the Visualizers vs Verbalizers which are the two  cognitive styles used in mental imagery. How does this  relate to or  support propositional codes and analog codes?
  2. For the second paragraph is for fun, what type of cognitive style  do you typically rely  on? Provide an example of where you used one  style, the other, or both?  Or think think of an example where you  struggled forming mental images.

Formatting: Short written response. Please write in   complete sentences. Minimum 2 paragraphs (1 per question), though it  can  be longer.  You can share resources or links that you find relevant  in  your response. You can even comment on other students’ ideas, but  it is  not required for this discussion.

  • attachmentEXP4604Bookcopy.pdf
  • attachmentEXP4604Bookcopy.pdf

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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