HELEN BEE

DENISE BOYD

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Bee, Helen 1., 1939-The developing child / Helen Bee, Denise Boyd.-1Ith ed.

p. cm.Includes bibliographical references and indexes.ISBN 0-205-47453-5

1. Child psychology-Textbooks. 2. Child development-Textbooks. I. Boyd, DeniseRoberts. II. Title.

BF721.B336 2006155.4--dc22

Printed in the United States of America10 9 8 7 6 5 4 3 RRD-OH 10 09 08

When my two older children, Marianne and Matthew, were 7 and 4 years of age, re-spectivery, I was a graduate student in human development who had developed thequestionable habit of trying out everything I was learning in school on my two chil-dren. One day, I rather absentmindedry asked Marianne what she wanted to wear toschool the next day. she replied, somewhat indignantry, "Doyou realrywant to know,or is this just another one of your studies?" This exchange, and millions of others likeit with these two offspring and their younger brother, Christopher, who came along ayear or so later, taught me important things about development that no course ortextbook or experiment could have. In this spirit, I recommend to all readers of thisbook that they seek out experiences that will put them in touch with children'severyday thoughts, feelings, and expressions in order to amplify and extend what theylearn in their coursework. Further, to express my gratitude to them for teaching me somuch about development, I dedicate the eleventh edition of The Developing child tomy children: Marianne Boyd Meece, Matthew Boyd, and Christopher Boyd.

9 Personality Development: AlternativeViews 244

10 Concepts of Self, Gender, andSex Roles 273

11 The Development of SocialRelationships 301

12 Thinking about Relationships: Social-Cognitive and Moral Development 335

PART 2 The 'Beginnings of life

2 Prenatal Development 323 Birth and Early Infancy 63

PART 3 The Physical child

4 Physical Development 915 Perceptual Development 125

PART 'I- The Thinking child

13 The Ecology of Development: The Childwithin the Family System 361

14 Beyond the Family: The Impact of the BroaderCulture 390

15 Atypical Development 4256 Cognitive Development I: Structure and

Process 1487 Cognitive Development II: Individual

Differences in Cognitive Abilities 1828 The Development of Language 213

Epilogue __

Putting It All Together: The DevelopingChild 456

Basic Issues in the studyof Development 1

3Perspectives on DevelopmentNature versus Nurture 3Stages and Sequences 4Internal and External Influences on Development 5

RESEARCH REPORT How Do Behavior GeneticistsIdentify Genetic Effects? 7The Ecological Perspective 10Vulnerability and Resilience 12

Theories of Development 13Psychoanalytic Theories 13Cognitive- Developmental and Information-Processing

Theories 15Learning Theories 17Comparing Theories 20

Finding the Answers: Research Designs and Methods 22Relating Goals to Methods 22Studying Age-Related Changes 23Identifying Relationships between Variables 25Cross-Cultural (or Cross-Context) Research 27

THE REAL WORLD Thinking Critically aboutResearch 28Research Ethics 29

Summary 30

Key Terms 31

SEE FOR YOURSElF 31

PART 2 The 'Beginnings of Life

2 Prenata~Development 32Conception and Genetics 34

The Process of Conception 34

RESEARCH REPORT Assisted ReproductiveTechnology 36Genotypes, Phenotypes, and Patterns of Genetic Inheritance 37

Development from Conception to Birth 41The Stages of Prenatal Development 41Sex Differences in Prenatal Development 45Prenatal Behavior 46

Problems in Prenatal Development 47Genetic Disorders 47Chromosomal Errors 49

THE REAL WORLD Fetal Assessment andTreatment 50Teratogens: Maternal Diseases 51Teratogens: Drugs 54Other Teratogens and Maternal Factors 56

Summary 61

Key Terms 61

SEE FOR YOURSELF 62

3 BLrth and Early Infancy 63

Birth 65Birth Choices 65The Process of Birth 67Low Birth Weight 71

Behavior in Early Infancy 74Reflexes and Behavioral States 74

RESEARCH REPORT Variations in Infants' CriesPhysical and Cognitive Abilities 78Temperament and Social Skills 81

Health and Wellness in Early Infancy 84Nutrition, Health Care, and Immunizations 84

THE REAL WORLD Breast or Bottle? 85Illnesses 86Infant Mortality 87

Summary 89

Key Terms 90

SEE FOR YOURSElF 90

PART 3 The Physical child

4 PhYSLca~ VevdopmentThe Brain and Nervous System 93

Growth Spurts 93Synaptic Development 94Myelination 96Lateralization 97

Bones, Muscles, and Motor Skills 99Patterns of Change in Size and Shape 99Bones 100Muscles and Fat 101Using the Body 102

The Endocrine and Reproductive Systems 103Hormones 103

THE REAL WORLD Sports for Children 104Sequence of Changes in Girls and Boys 106The Timing of Puberty 108

Sexual Behavior in Adolescence 109Prevalence of Sexual Behavior 109Explaining Adolescent Sexual Behavior 110Sexually Transmitted Diseases and Sex Education 110Teenage Pregnancy 111Homosexuality 112

Health and Wellness 113Health in Childhood 114

RESEARCH REPORT Child Abuse and Neglect 116Adolescent Health 118Poverty and Health 120Mortality 121

Summary 123

Key Terms 124

SEE FOR YOURSELF 124

5 Perceptuat VevdopmentThinking about Perceptual Development 127

Ways of Studying Early Perceptual Skills 127Explanations of Perceptual Development 128

Sensory Skills 130Seeing 130Hearing and Other Senses 131

Perceptual Skills 133Looking 133

RESEARCH REPORT Langlois's Studies of Babies'Preferences for Attractive Faces 135Listening 136Combining Information from Several Senses 137Ignoring Perceptual Information 138Individual Differences in Perceptual Skills 139

The Object Concept 140Object Perception 140Object Permanence 142

Perception of Social Signals 143Early Discrimination of Emotional Expressions 143Cross-Cultural Commonalities and Variations 144

THE REAL WORLD Infant Responses to MaternalDepression 145

Summary 146

Key Terms 147

SEE FOR YOURSELF 147

PART 4 The Thinking chad

6 CognLtLve Vevdopment I:Structure and Process 148

Piaget's Basic Ideas 150Schemes 150Assimilation and Accommodation 151Equilibration 151Causes of Cognitive Development 152

Infancy 153Piaget's View of the Sensorimotor Period 153Challenges to Piaget's View of Infancy 155

The Preschool Years 157Piaget's View of the Preoperational Stage 157Challenges to Piaget's View of Early Childhood 158Theories of Mind 159False Belief and Theory of Mind across Cultures 161Alternative Theories of Early Childhood Thinking 162

The School-Aged Child 164Piaget's View of Concrete Operations 164A Different Approach to Concrete Operational Thought 166

Adolescence 167Piaget's View of Formal Operations 167Post- Piagetian Work on Adolescent Thought 169

Development of Information-Processing Skills 171

RESEARCH REPORT Elkind's AdolescentEgocentrism 172Changes in Processing Capacity and Efficiency 173

THE REAL WORLD The Child as Witness 174Metamemory and Metacognition 175Memory Strategies 176Expertise 179

Summary 180

Key Terms 181

SEE FOR YOURSELF 181

7 Cognitive Vevdopment II:Individual Differences inCognitive Abilities 182

184Measuring Intellectual PowerThe First IQ Tests 184Modern IQ Tests 186Stability of Test Scores 189

THE REAL WORLD Using Standardized Tests toImprove Schools 190What IQ Scores Predict 190

Explaining Individual Differences in IQ Scores 192Evidence for the Importance of Heredity 193Evidence for the Importance of Environment 193School Experience and Special Interventions 197Interactions of Heredity and Environment 199

Explaining Group Differences in IQ or Achievement TestScores 200

Racial Differences 200Cross-Cultural Differences 201

RESEARCH REPORT Stereotype Threat 202Sex Differences 204

Alternative Views of Intelligence 206Information-Processing Theory 206Sternberg's Triarchic Theory of Intelligence 208Gardner's Multiple Intelligences 209

Summary 210

Key Terms 211

SEEFOR YOURSELF 212

8 The Development ofLanguage 213

Before the First Word: The Prelinguistic Phase 215Early Perception of Language 216Early Sounds and Gestures 216Receptive Language 217

Learning Words and Word Meanings 218Characteristics of the First Words 218The Naming Explosion 219Later Word Learning 220Extending the Class 221Constraints on Word Learning 222

Learning the Rules: The Development of Grammar andPragmatics 223

Holophrases 223First Sentences 223The Grammar Explosion 224Later Grammar Learning 226Pragmatics 227Language and Self-Control 227

Explaining Language Development 228Imitation and Reinforcement 228Newer Environmental Theories 228Nativist Theories 230Constructivist Theories 231An Eclectic Approach 231

Individual and Group Differences in LanguageDevelopment 232

Differences in Rate 232Cross-Cultural Differences in Language Development 234

Learning to Read and Write 235The Early Foundation: Phonological Awareness 235

RESEARCH REPORT African American VernacularEnglish 236Becoming Literate in School 237Learning a Second Language 238

THE REAL WORLD One Language or Two? 238

Summary 241

Key Terms 242

SEEFOR YOURSELF 243

PART 5 The Sodal child

9 PersonaUty Development:Alternative Views 244

Defining Personality 247The Big Five 247Links to Temperament 250Dimensions of Temperament 250

Genetic and Biological Explanations of Personality 252The Biological Argument 252Critique of Biological Theories 255

Learning Explanations of Personality 255The Learning Argument 256

THE REAL WORLD Role Models in Life and in theMedia 258Critique of Learning Models 259

Psychoanalytic Explanations of Personality 260The Psychoanalytic Argument 260Some Differences between Freud and Erikson 261Freud's Psychosexual Stages 261Erikson's Psychosocial Stages 263Bowlby's Model of Attachment 265Evidence and Applications 266

RESEARCH REPORT Adoption andDevelopment 267Critique of Psychoanalytic Theories 268

A Possible Synthesis 268

Summary 271

Key Terms 272

SEE FOR YOURSELF 272

10 Concepts of sel£ G-ender, andSex Roles 273

The Concept of Self 275The Subjective Self 276The Objective Self 276The Emotional Self 278Self-Concept at School Age 279Self-Concept and Identity in Adolescence 280Ethnic and Racial Identity in Adolescence 283

THE REAL WORLD Adolescent Rites of Passage 286

Self-Esteem 287The Development of Self- Esteem 287Consistency of Self- Esteem over Time 288

The Development of the Concepts of Gender and SexRoles 289

Developmental Patterns 289

RESEARCH REPORT A Troublesome Cluster ofTraits 290Sex-Role Concepts and Stereotypes 292Explaining Sex-Role Development 294Biological Approaches 298

Summary 299

Key Terms 299

SEE FOR YOURSELF 300

11 The Veve~opment of .socLa~Rdationships 301

Relationships with Parents 303Attachment Theory: Concepts and Terminology 304The Parent's Bond to the Child 305The Child's Attachment to the Parent 306Parent-Child Relationships in Adolescence 309

Variations in the Quality of Attachments 311Internal Working Models of Attachment 311Secure and Insecure Attachments 311Stability and Long- Term Consequences of Attachment Quality

314Temperament and Attachment 316Does Quality of Attachment Matter in Adulthood? 316

Relationships with Peers 317Peer Relationships in Infancy and the Preschool Years 318Peer Relationships at School Age 318Social Status 320Peer Relationships in Adolescence 322Sibling Relationships 326

Behavior with PeersProsocial Behavior

327327

HiE REAL WORLD Rearing Helpful and AltruisticChildren 328Aggression 329

RESEARCH REPORT Bullies and Victims 330Trait Aggression 331

Summary 332

Key Terms 333

SEE FOR YOURSElF 334

12 Thinking about Re~aHonshLpS:Social-Cognitive and MoralVevdopment 335

The Development of Social Cognition 337Some General Principles and Issues 337Describing Other People 338

THE REAL WORLD Learning and Unlearning RacialPrejudice 339Reading Others' Feelings 340

RESEARCH REPORT An Intervention to IncreaseChildren's Emotional Competence 342Describing Friendships 344Understanding Rules and Intentions 345

Moral Development 346Dimensions of Moral Development 346Kohlberg's Stages of Moral Development 350Causes and Consequences of Moral Development 354Alternative Views 356

13 The Ecology of Development:The child within the FamilySystem 361

Bronfenbrenner's Bioecological Approach 363

Dimensions of Family Interaction 365The Emotional Tone of the Family 365Methods of Control 366Communication Patterns 367

RESEARCH REPORT To Spank or Not to Spank? 368

Patterns of Child Rearing 369Parenting Styles 369A Research Example: The Work of Steinberg and

Dornbusch 371Racial and Ethnic Differences in Parenting Styles 373Adding Up What Is Known about Parenting Style 374

Other Aspects of Family Dynamics 375The Child's Characteristics 375Differential Treatment of Siblings 378The Parents' Characteristics 379

Family Structure, Divorce, and ParentalEmployment 379

Family Structure 379Divorce 383Understanding the Effects of Family Structure and

Divorce 384

THE REAL WORLD When Divorce IsUnavoidable 385Parents' Jobs 385Social Support for Parents 387

Summary 388

Key Terms 388

SEE FOR YOURSELF 389

14 Beyond the Family:The Impactof the Broader Culture 390

Nonparental Care 392Difficulties in Studying Nonparental Care 392Who Is Taking Care of the Children? 393Effects of Nonparental Care on Cognitive Development 393Effects of Nonparental Care on Personality 394Effects of Nonparental Care on Attachment 395Interpreting Research on Nonparental Care 397

THE REAL WORLD Choosing a Day-Care Center 397Before- and After-School Care 398

The Impact of Schools 399Schooling and Cognitive Development 399Fitting In and Adapting to School 400School Transitions 401Engagement in and Disengagement from Secondary

School 403

RESEARCH REPORT The Effects of TeenagedEmployment 404Homeschooling 407

The Impact of Entertainment Media 408Effects of Television on Learning 408Television and Aggression 409Parents' Regulation of Television Viewing 411The Effects of Video Games 411

Macrosystem Effects: The Impact of the LargerCulture 413

Economic Variations: Social Class and Poverty 413Race and Ethnicity 417The Culture as a Whole 421

Summary 423

Key Terms 424

SEE FOR YOURSELF 424

15 Atypical Development 425Understanding Atypical Development 427

Developmental Psychopathology 427Vulnerability and Resilience 428

RESEARCH REPORT Why Are Boys MoreVulnerable? 429Types and Frequency of Problems 430

Attention Problems and Externalizing Problems 432Attention Deficit Hyperactivity Disorder 432

THE REAL WORLD Knowing When to SeekProfessional Help 433Conduct Disorder 436

Internalizing Problems 439Eating Disorders 439Depression 441Adolescent Suicide 443

Atypical Intellectual and Social Development 444Mental Retardation 444Learning Disabilities 446Giftedness 447Pervasive Developmental Disorders 449

Schooling for Atypical Children 451

Summary 454

Key Terms 455

SEE FOR YOURSELF 455

Putttng ItAll Together:The Developtng chLld 456

Transitions, Consolidations, and Systems 457

From Birth to 18 Months 457Central Processes 459Influences on the Basic Processes 461

The Preschool Years 462Central Processes 463Influences on the Basic Processes 464

The Elementary School Years 464The Transition between 5 and 7 464Central Processes 466Influences on the Basic Processes: The Role of Culture 467

Adolescence 467Early and Late Adolescence 467Central Processes and Their Connections 470Influences on the Basic Processes 471

A Return to Some Basic Questions 472What Are the Major Influences on Development? 472Does Timing Matter? 474What Is the Nature of Developmental Change? 477What Is the Significance of Individual Differences? 478A Final Point: The Joy of Development 479

Glossary 480

References 488

Photo Credits 537

Name Index 539

Subject Index 558

1 How Do Behavior Geneticists Identify Genetic Effects? 7

2 Assisted Reproductive Technology 363 Variations in Infants' Cries 774 Child Abuse and Neglect 1165 Langlois's Studies of Babies' Preferences for Attractive

Faces 1356 Elkind's Adolescent Egocentrism 1727 Stereotype Threat 2028 African American Vernacular English 2369 Adoption and Development 267

10 A Troublesome Cluster of Traits 29011 Bullies and Victims 33012 An Intervention to Increase Children's Emotional

Competence 34213 To Spank or Not to Spank? 36814 The Effects of Teenaged Employment 40415 Why Are Boys More Vulnerable? 429

CHAPTER 1Culture and Informal Theories of Development 31Research Design 31

CHAPTER 2Inheritance Diagram 62Beliefs about Pregnancy 62

CHAPTER 3Concerns about Childbearing 90

CHAPTER 4Calculating Your BMI 124Gender Differences in Dieting 124

CHAPTER 5Object Permanence 147Infants' Responses to Lullabies and Play Songs 147

CHAPTER 6Children's Use of Clustering Strategies 181Using Play Behavior to Assess Stage of CognitiveDevelopment 181

1 Thinking Critically about Research 28

2 Fetal Assessment and Treatment 503 Breast or Bottle? 854 Sports for Children 104

5 Infant Responses to Maternal Depression 1456 The Child as Witness 1747 Using Standardized Tests to Improve Schools 1908 One Language or Two? 2389 Role Models in Life and in the Media 258

10 Adolescent Rites of Passage 28611 Rearing Helpful and Altruistic Children 32812 Learning and Unlearning Racial Prejudice 33913 When Divorce is Unavoidable 38514 Choosing a Day-Care Center 39715 Knowing When to Seek Professional Help 433

CHAPTER 7Standardized Testing Programs 212Stereotype Threat in Women 212

CHAPTER 8Private Speech 243Mean Length of Utterance 243

CHAPTER 9Validity of Parental Ratings of Temperament 272Gender Segregation on the School Playground 272

CHAPTER 10Self-Concept in Middle Childhood and Adolescence 300Male and Female Stereotypes 300

CHAPTER 11Safe Base Behavior 334Development of the Social Convoy 334

CHAPTER 12Children's Descriptions of Others 360Piaget's Stages of Moral Reasoning 360

CHAPTER 13Autobiographical Memories of Divorce 389

CHAPTER 14Day-Care Arrangements 424

TV Violence 424

CHAPTER 15Peer Comparison 455Inclusion and Burnout 455

Integrated Cultural Topics

• Cultural variations in the location of birth and the qualifica-tions of birth attendants

• Cross-cultural research on infants' patterns of crying in theearly weeks of life

• Cross-cultural consistencies and differences in the techniquesparents use to soothe crying babies

• Cross-cultural consistency in variables associated with earlysexual activity among teens

• Cross-cultural variations in object permanence

• Cross-cultural consistencies and differences in children'slearning about emotions

• The role of socially acquired knowledge in cognitivedevelopment

• Cross-cultural research on theory of mind and false belief

• Cross-cultural research examining changes in information-processing efficiency in middle childhood

• Cultural differences in parents' beliefs about the need to stim-ulate babies' intellectual development

• The influence of stereotype threat on minority children's IQscores

• Cultural factors in test score differences across racial andethnic groups

• Cross-cultural universals and variations in children's firstwords and in the sequence of stages in language development

• Cross-cultural research examining phonological awareness inearly reading

• The developmental advantages and disadvantages ofbilingualism

• Second-language learners in U.S. schools

• The use of Black English (Ebonics) in schools

• Cross-cultural consistencies and variations in infanttemperament

• Rites of passage programs for African American children andyouth

• The influence of individualism and collectivism on adolescentidentity development

• Cultural variables in social-learning explanations of genderrole development

• Effects on attachment of shared infant caretaking in Africancultures

• Cultural universality of gender segregation in middlechildhood

• The influence of culturally based gender roles on moralreasoning

• Links between parenting style and race or ethnicity in U.S.culture

• Interactions among race or ethnicity, socioeconomic status,and parenting style

• Variations in child-care arrangements among u.s. racial andethnic groups

• Associations among race or ethnicity, school achievement, andschool engagement

• Racial and ethnic group differences in the effects of employ-ment on adolescent development

• Characteristics of African American, Hispanic American, andAsian American families

• Cross-cultural differences in the incidence of various psycho-logical disorders

• Cultural factors influencing the development of eatingdisorders

Hello, and welcome to the study of a fascinating subject-ehildren and their development.Welcome, too, to the adventure of science. From the very first edition of this book, one ofHelen Bee's goals has been to convey a sense of excitement about scientific inquiry. Wehope that each of you gains some feeling for the way psychologists think, the kinds ofquestions they ask, and the ways they go about trying to answer those questions. We alsowant you to gain some sense of the theoretical and intellectual ferment that is part of anyscience. Think of psychology as a kind of detective story: Psychologists discover clues afterhard, often painstaking work; they make guesses or hypotheses; and then they search fornew clues to check on those hypotheses.

Of course, we also want you to come away from reading this book with a firmfoundation of knowledge in the field. Although there is much that developmental psy-chologists do not yet know or understand, a great many facts and observations have ac-cumulated. These facts and observations will be of help to you professionally if you are

planning (or are already in) a career that involves working with children, such asteaching, nursing, social work, medicine, or psychology; the information will alsobe useful to you as a parent, now or in the future. We hope you enjoy the read-

C Ii APT E R ing as much as we have enjoyed the writing .

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To get the most out of any textbook, you should think of yourself as working withit so that you can understand and remember the information in it, rather thanreading it as you would a magazine, a newspaper article, or a novel. To work withyour textbook most effectively, take advantage of its structural and pedagogicalfeatures.

Chapter Outlines Before you read each chapter, read over the outlineat its beginning. More information will stick in your mind if you have anidea of what to expect.

Vignettes The story at the beginning of each chapter will engage yourinterest in the major topics and themes.

Headings and subheadings Think of the headings and theirsubheadings as a way of dividing the information that follows them intocategories. The information in each major section and subsection islinked to the heading and subheading under which it is found. Think-ing of the material in this way creates a kind of information network inyour mind that will make it easier to recall the material when you aretested. Structuring your notes to correspond to headings will help evenmore. To have the best chance of creating the information network, stopreading between major sections, reflect back on what you have read,and review your written notes.

'Before G-oingOn To help you review, the text includes "BeforeGoing On" questions near the end of each major section. You shouldstop reading and try to answer these questions. If you can't answer thequestions, go back and review. You will know what parts of the sectionto review because each question corresponds to a section subheading.Once you've completed this process, take a break before you begin an-other major section.

Margin G-lossary Key terms are defined in the margins. As youcome to each boldfaced term in the text, stop and read its definition inthe margin. Then go back and reread the sentence that introduced thekey term. Reading over the key terms in the margins just before you takean exam can also be a helpful review strategy if you have thoroughlystudied the material in which the terms are introduced.

Critical Thinking Questions Critical thinking questions and ac-tivities encourage you to relate material in the book to your own experi-ences. They can also help you remember the text because linking newinformation to things you already know is a highly effective memory strategy.

Chapter Summaries Looking over the chapter summary can also help you assesshow much information you remember. The summaries are organized by major chapterheadings.

Key Terms Key terms are listed alphabetically at the endof each chapter in addition to being defined in the margins.When you finish a chapter, try to recall the definition ofeach term. A page number is listed for each term, so youcan easily look back if you can't remember a definition.

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At this point, the task of understanding and remembering the informationin a developmental psychology textbook may seem overwhelming. However,when you finish reading this book, you will have a better understanding of bothyourself and other people. So, the benefit you will derive from all your hard workwill be well worth it.

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One of the greatest challenges in updating a text is being open to new theories and con-cepts and willing to rethink and reorganize whole chapters, rather than sticking reflexively(or defensively) to old rubrics. Revising also sometimes includes eliminating favorite ex-amples that are out of date and searching for new metaphors that will speak to currentstudents. Perhaps hardest of all, one must cut as well as add material. Over many editions,the changes accumulate; if you were to compare this edition to the first edition, publishedin 1975, you would find almost no common sentences, let alone common paragraphs.Still, my goal was to retain most of the threads running from the first through the tenthedition that made Helen Bee's approach to development unique. In particular, four centralgoals have guided the writing of The Developing Child:

• To actively engage the student in as many ways as possible

• To find that difficult but essential balance among theory, research, and practicalapplication

• To present the most current thinking and research

• To maintain a strong emphasis on culture

The eleventh edition of The Developing Child includes updated information about the the-ories and research presented in the tenth edition, as well as additions to most chapters.

Chapter 1

• The chapter opens with an examination of the modern tendency to look to expertsrather than experienced parents for advice on childrearing.

• A new box teaches students how to think critically about media reports of research.

• The section devoted to theories ends with a discussion of eclecticism.

Chapter 2

• The chapter-opening vignette addresses the issue of prosecuting pregnant drug usersfor child abuse.

• The Research Report discusses assisted reproductive technology.

• Environmental hazards were added to the discussion of teratogens.

Chapter 3

• Research on individual differences in catch-up development exhibited by childrenwho were born prematurely is discussed.

• The discussion of adjustment to parenthood has been expanded.

Chapter 4• The vignette contrasts media coverage of the "Mozart effect" on brain development

to the systematic approach of researchers to such claims.

• There is additional coverage of childhood obesity and how it can be treated.

• Coverage of adolescent drug use, and the factors that predispose teens to addiction,has been expanded.

• A discussion of recent research showing that stress contributes to the relationshipbetween poverty and childhood health has been added.

Chapter 5• The chapter begins with a discussion of infants' abilities to perceive various aspects

of music.

Chapter 6• There is greater emphasis than in the previous edition on Baillargeon's and Spelke's

work on object perception.

• A discussion of research examining Elkind's adolescent egocentrism now appears inthis chapter.

• The role of siblings in theory of mind development is discussed.

• The section on memory now includes a review of information processing theory(first presented in Chapter 1).

Chapter 7• This chapter opens with a discussion of an award-winning composer, Hiraki Oe,

who is mentally retarded.

• The "Flynn effect" and its proposed causes are included in the discussion of intelli-gence testing.

• The box addressing the use of standardized tests in schools includes a discussion of"No Child Left Behind" legislation.

• A new Research Report box describes research that both supports and challenges thestereotype threat hypothesis.

• The newest version of the WISC, the WISC- IV, is discussed in detail.

• The discussion of birth order effects on IQ scores now includes information abouthow cultural beliefs may contribute to the relationship.

• The discussion of the possible causes of gender differences in math achievement hasbeen expanded.

Chapters• The chapter opens with a critical look at the notion that hearing babies can benefit

from learning sign language.

• The theory section includes a new discussion of the degree to which the various the-ories can be integrated into a comprehensive explanation of language development.

• Fast-mapping has been added to the discussion of word learning.

• The discussion of ESL and bilingual education has been expanded.

Chapter 9

• The opening vignette addresses notions about personality that are implicit in popu-lar books for parents such as The Difficult Child and The Explosive Child.

Chapter 10

• The chapter opens with a discussion of the long-term outcomes experienced by in-dividuals who have undergone sex reassignment surgery in infancy.

• Biological theories of gender role development have been added to the chapter.

Chapter 11

• In the opening vignette, the relative influences of parental and peer relationships arediscussed in the context of a case in which peer influence led a group of girls fromaffluent homes to become involved in a spree of armed robberies.

• Discussions of individual differences have been integrated into sections devoted toattachment formation, prosocial behavior, and aggression.

Chapter 12

• The pros and cons of character education are the subject of the opening vignette.

• The Real World box discusses how racial prejudice develops.

Chapter 13

• This chapter's opening vignette analyzes Golding's Lord of the Flies from the per-spective of systems theory.

• There is a greater emphasis on Bronfenbrenner's theory, now known as the bioeco-logical approach, than in previous editions.

Chapter 14-

• The chapter opener recounts the history of Sesame Street and its effects onpreschoolers' development.

• A new Real World box addresses strategies for choosing a day-care arrangement.

• A discussion of how research on nonparental care should be interpreted has beenadded to the chapter.

• The discussion of entertainment media now includes the effects of video games oncognitive and social development.

Chapter 15• In the chapter-opening vignette, the trials associated with parenting a child with dis-

abilities are portrayed in a fictitious case of a boy with profound mental retardation.

• A new section discusses pervasive developmental disorders.

Epilogue• The epilogue is a comprehensive summary of the book's chapters.

The eleventh edition of The Developing Child includes several important pedagogicalfeatures.

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

8efore '-ToingOn Questions in the margin at the end of each major sectionprompt students to stop reading and determine whether they can recall informationfrom the section before moving on.

Margin '-Tlossary All boldfaced terms in the text are defined in the margins as wellas in a glossary at the end of the book.

Critical Thinking Questions The critical thinking questions and activities inthe margins encourage students to relate information in the text to their own personalexperiences.

Chapter Summaries Summaries are organized by major chapter heading and in-clude bulleted entries summarizing the information that follows each subheading.

See for Yourself Each chapter ends with a feature that gives readers instructionsfor either replicating the findings of a developmental study in an informal way or find-ing out more about a specific topic.

The eleventh edition of The Developing Child includes two types of boxeddiscussions: Real World and Research Report.

The Real World Every chapter includes a boxed discussion of theapplication of scientific knowledge to a practical question. For exam-ple, the Real World feature in Chapter 4 discusses sports for children.The intent of these discussions is to show students not only that it ispossible to study such applied questions with scientific methods, butalso that all the theory and research they are reading about may havesome relevance to their own lives. To facilitate this goal, each RealWorld box begins with a brief vignette about a parenting issue andends with questions for reflection, which encourage readers to applythe ideas in the box to that issue.

Research Report Every chapter includes a boxed discussion of aparticularly important study or series of studies. For example, the Research Re-port in Chapter 15 looks at studies aimed at finding out why boys are more vul-nerable to some kinds of disabilities than girls are. Further, each ResearchReport ends with two questions for critical analysis, which encourage readers tocritically evaluate the findings presented in the box.

Thanks to the wonderful people at Allyn & Bacon who participated in the develop-ment and completion of this project, including Susan Hartman and Erin Liedel. Inaddition, I am grateful to all of the reviewers who took time to comment on thisand previous editions of The Developing Child. The following people provided in-valuable feedback through their reviews for the eleventh edition:

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Steven H. BaronMontgomery County Community College

Elizabeth M. BlunkTexas State University

Megan E. BradleyFrostburg State University

Tsu-Ming ChiangGeorgia College and State University

Emily DoolittleGeorge Washington University

Janet GebeltWestfield State College

Celia B. HilberJacksonville State University

Wendy JordanovTennessee State University

Kee Jeong KimVirginia Technical University

Brady J. PhelpsSouth Dakota State University

Jane A. RysbergCalifornia State University

Delar K. SinghEastern Connecticut State University

Gordon Lee WhitmanTidewater Community College

Thanks also to the following people who provided thoughtful criticism and commentaryon earlier editions and drafts:

Janette B. BensonUniversity of Denver

Marvin W. BerkowitzMarquette University

Katherine BlackUniversity of Hartford

Peter J. ByrneMaria College

Saundra K. CiccarelliGulf Coast Community College

Joan CookCounty College of Morris

Rita M. CurlMinot State University

Wallace E. Dixon, Jr.Heidelberg College

Jerome DusekSyracuse University

Cynthia ErdleyUniversity of Maine

Donna Frick-HorburyAppalachian State University

Gloria GartnerLakeland Community College

Betty K. HathawayUniversity of Arkansas at Little Rock

Patricia A. JarvisIllinois State University

Janice H. KennedyGeorgia Southern University

Pamela LudemannFramingham State College

Philip J. MohanUniversity of Idaho

Terese MorrowIllinois Central College

Donald SanzottaCayuga Community College

Jane P. SheldonUniversity of Michigan-Dearborn

Nancy WhiteYoungstown State University

RicWynnCounty College of Morris

Sheri D. YoungJohn Carroll University

INSTRUCTOR SUPPLEMENTSFOR QUALIFIED ADOPTERS

The Developing child Instructor's classroom Kit and CD,ROM,Volumes I and II Our unparalleled Classroom Kit includes every instructional aida child development professor needs to manage the classroom. We have made our re-sources even easier to use by placing all of our print supplements in two convenientvolumes, and electronic copies of all of our resources on two CD-ROMs which can befound within the print volumes. Organized by chapter, each volume contains anInstructor's Manual, Test Bank, Grade Aid with Practice Tests, and slides from The Devel-oping Child PowerPoint™ presentation. Electronic versions of the Instructor's Manual,Test Bank, and Grade Aid, PowerPoint images from the text, and video clips, all search-able by key terms, are made easily accessible to instructors on the accompanyingClassroom Kit CD-ROMs.

Instructor's Manual Prepared by Dara Musher-Eizenman, Bowling Green StateUniversity, the Instructor's Manual is a wonderful tool for classroom preparation andmanagement. A brand new "easy-to-find" format includes detailed cross-references tofeatures in the Instructor's Manual as well as to other print and media supplements andoutside teaching resources. The Instructor's Manual is both comprehensive and exten-sive. Each chapter includes the following resources:

• An At-a-Glance Grid, with detailed pedagogical information, references to bothprint and media supplements for each concept, and a chapter overview

• A detailed chapter outline, with summaries of key concepts

• Teaching objectives, which correlate with the Grade Aid with Practice Tests learningobjectives

• List of key terms

• Lecture material, including outlines and suggested discussion topics, with referencesto pertinent activities in the Instructor's Manual and videos from the Allyn & Baconvideo library

• Updated classroom activities and demonstrations

• An updated list of video, media, print, and Web resources

• Discussion of the CD-ROM Development: Journey through Childhood andAdolescence, including pertinent discussion questions and full table of contents

• New Web links

Test Bank The Test Bank, prepared by Carolyn Meyer, Lake-Sumter CommunityCollege, helps students prepare for exams with challenging questions that target keyconcepts. Each chapter includes

• Over 100 questions, including multiple-choice, true/false, short answer, and essayquestions-with answers or answer justifications

• Page references, a difficulty rating, a topic heading, and a category designation foreach question

In addition, the appendix includes a sample open-book quiz.

The Test Bank is also available in TestGen 5.5 computerized format, which makes cre·ating tests for the classroom easy. This version is available from your Allyn & Bacon salesrepresentative.

PowerPoineM Presentation Edward Brady, Southwestern Illinois College, pre-pared a PowerPoint presentation that is an exciting interactive tool for use in the class-room. Each chapter includes

• Key points covered in the textbook

• Images from the textbook, with demonstrations

• A link to the companion Web site for activities

The PowerPoint files are housed on the Instructor's Classroom Kit for yourconvemence.

MyDevelopmentLab MyDevelopmentLab is a state-of-the-art interactive and in-structive solution to the study of human development. This multimedia resource canbe used to supplement a traditional lecture course or to administer a course entirelyonline. It is an all-inclusive tool, a text-specific e-book plus multimedia tutorials, audio,video, simulations, animations, and controlled assessments, to completely engage stu-dents and reinforce learning. Fully customizable and easy to use, MyDevelopmentLabmeets the individual teaching and learning needs of every instructor and every student.Visit the site at www.mydevelopmentlab.com.

Transparencies for Human Development Approximately 125 new, full-color acetates allow instructors to enhance classroom lecture and discussion. Images in-cluded are from Bee/Boyd, Developing Child, tenth edition; Cook/Cook, ChildDevelopment; Martin/Fabes, Discovering Child Development; and Boyd/Bee, LifespanDevelopment, fourth edition.

Development: Journey through childhood Video, with Video (j-uideA wonderful tool, the video offers two or three clips per chapter, and the Video Guideprovides critical thinking questions for each clip. Clips cover topics such as a live birth,babies and language development, differences in personality among toddlers, child andparent interaction, and exceptional children. In addition, the Video Guide provides Webresources for more information.

Development: Journey through childhood and AdolescenceCD-ROM This multimedia learning tool is available to be packaged with the text orsold separately. It includes eight units that cover development from the prenatal periodthrough adolescence and introduce all of the biological, cognitive, and psychosocialchanges that occur along the way. Clips include footage of live births, interviews withadolescents and the elderly, and toddlers learning to walk. In addition, audio clips, flashanimations, and 3-D video animations accompany the footage. Written by Dr. KellyWelch of Kansas State University, the CD-ROM includes several exercises for students,such as "drag-and-drop" activities, multiple-choice quizzes, flash cards of glossaryterms, journal writing, and instant feedback exercises called "Mad Minutes."

Insights into Human Development Video This new video is available to ac-company The Developing Child, eleventh edition. The video highlights important high-interest topics in human development, including imagination in early childhood,motivation and school success, and aggression in adolescent romantic relationships. Avideo user's guide, with critical thinking questions and Web resources, is available tosupport the use of the video in the classroom.

Allyn & 8acon Digital Media Archive for Human Development,2006 This comprehensive source includes still images, PowerPoint slides, and videoclips from Allyn & Bacon's textbooks on child and lifespan development.

Course Management Use these preloaded, customizable, content and assessmentitems-available in CourseCompass, Blackboard, and WebCT formats-to teach youronline courses.

Myvevelopmentlab MyDevelopmentLab is a state-of-the-art interactive and in-structive solution to the study of human development. It is an all-inclusive tool, a text-specific e-book plus multimedia tutorials, audio, video, simulations, animations, andcontrolled assessments, to completely engage students and reinforce learning. Fully cus-tomizable and easy to use, MyDevelopmentLab meets the individual learning needs ofevery student. Visit the site at www.mydevelopmentlab.com.

(TradeAid with Practice Tests Prepared by Kristine Anthis, Southern Con-necticut State University, this is a comprehensive and interactive study guide. Eachchapter includes

• "Before You Read," providing a brief chapter summary and chapter learningobjectives

• ''As You Read;' a collection of demonstrations, activities, and exercises, including ac-tivities that correspond to the CD-ROM Development: Journey through Adolescence

• "After You Read," containing three short practice quizzes and one comprehensivepractice test

• "When You Have Finished," with Web links to further resources and a crosswordpuzzle using key terms from the text

An appendix includes answers to all practice tests and the crossword puzzle.

Companion Web Site The book's companion Web site atwww.ablongman.com/beelle is a unique resource for connecting the text material toresources on the Internet. Each chapter includes

• Learning objectives

• Updated and annotated Web links for additional sources of information

• Flash cards with glossary terms

• Online practice tests

Development: Journey through childhood and AdolescenceCD-ROM This multimedia learning tool is available to be packaged with the textor sold separately. It includes eight interactive units that cover development from theprenatal period through adolescence and introduce all of the biological, cognitive, andpsychosocial changes that occur along the way. Clips include footage of live births, in-terviews with adolescents and the elderly, and toddlers learning to walk. Flash and 3-Dvideo animations teach students about the inner workings of the human body, includ-ing the reproductive organs, conception, and pregnancy. Written by Dr. Kelly Welch ofKansas State University, the CD-ROM includes several exercises for students, such as"drag-and-drop" activities, multiple-choice quizzes, flash cards of glossary terms, jour-nal writing, and instant feedback exercises called "Mad Minutes:'

Research. Navigat()f 1M Allyn & Bacon)s new Research Navigator'M is an easy wayfor students to start a research assignment or research paper. By offering extensive helpon the research process and three exclusive databases of credible and reliable sourcematerial, including EBSCO's ContentS elect Academic Journal Database, New YorkTimes Search by Subject Archive, and "Best of the Web" Link Library, Research Naviga-tor™helps students make the most of their online research time.

Tu.tor Center The Tutor Center at www.aw.com/tutorcenter (access code required)provides students with free, one-on-one, interactive tutoring from qualified psychologyinstructors on all material in the text. The Tutor Center offers students help with un-derstanding major principles as well as methods for study. During Tutor Center hours,students can obtain assistance by phone, fax, Internet, and email. For more details andordering information, please contact your Allyn & Bacon publisher's representative.

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