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Life Span Development

Life Span Development


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About the Book

Informed and driven by research both into the subject of life-span development and into the needs of your development course, Life Span Development is the latest addition to the Santrock brand, written specifically for students in Australia and New Zealand. Our author team is comprised of developmental psychology researchers and academics from across Australia and New Zealand, writing in the specific areas of life span development that they teach and research in, to ensure you have access to the best content, including local statistics, case studies (such as Cathy Freeman and Martin Bryant) and examples. Developed to help all students study more efficiently and effectively, Life Span Development helps students to complete and understand the assigned material in a number of ways.The learning objectives framework provides a comprehensive roadmap to the text material, clearly pointing out the core concepts fundamental to students' learning and performance. Developmental Connection and Looking Forward/Back features highlight connections between topics/chapters, allowing students to link these concepts and form a topical view of development. Students also have access to market-leading digital resources to suit all learning styles and improve student grades and engagement. Connect has been developed alongside the text's learning objectives to aid student comprehension of core concepts through a range of interactive activities. McGraw-Hill's LearnSmart increases students' efficiency in studying by identifying what they know and don't know and provides immediate remediation, helping them to learn the material they are struggling with. And for real-life application of the core development concepts, Milestones video and assessment program helps bring the course material to life, so students can witness real children developing over time.

Table of Contents:
PART ONE: THE LIFE-SPAN PERSPECTIVE Chapter: 1 Introduction PART TWO: BEGINNINGS Chapter: 2 Biological Beginnings Chapter: 3 Prenatal Development and Birth PART THREE: INFANCY Chapter: 4 Physical Development in Infancy Chapter: 5 Cognitive Development in Infancy Chapter: 6 Socioemotional Development in Infancy PART FOUR: EARLY CHILDHOOD Chapter: 7 Physical and Cognitive Development in Early Childhood Chapter: 8 Socioemotional Development in Early Childhood PART FIVE: MIDDLE AND LATE CHILDHOOD Chapter: 9 Physical and Cognitive Development in Middle and Late Childhood Chapter: 10 Socioemotional Development in Middle and Late Childhood PART SIX: ADOLESCENCE Chapter: 11 Physical and Cognitive Development in Adolescence Chapter: 12 Socioemotional Development in Adolescence PART SEVEN: EARLY ADULTHOOD Chapter: 13 Physical and Cognitive Development in Adulthood Chapter:14 Socioemotional Development in Adulthood PART EIGHT: MIDDLE ADULTHOOD Chapter: 15 Physical and Cognitive Development in Middle Adulthood Chapter: 16 Socioemotional Development in Middle Adulthood PART NINE: LATE ADULTHOOD Chapter: 17 Physical Development in Late Adulthood Chapter: 18 Cognitive Development in Late Adulthood Chapter: 19 Socioemotional Development in Late Adulthood PART TEN: ENDINGS Chapter: 20 Death, Dying and Grieving

About the Author :
John W. Santrock received his Ph.D. from the College of Education and Human Development at the University of Minnesota. He has taught at the University of Charleston, the University of Georgia, and the University of Texas at Dallas. He has worked as a school psychologist and currently teaches educational psychology at the undergraduate level. In 2006, Dr. Santrock received the University of Texas at Dallas Excellence in Teaching Award. His research has included publications in the Journal of Educational Psychology on the contextual aspects of affectively toned cognition and children's self-regulatory behavior as well as teachers' perceptions of children from divorced families. He has been on the editorial boards of Developmental Psychology and Child Development. His publications include these exceptional McGraw-Hill texts: Child Development, 13th Edition; Life-Span Development, 14th Edition; Adolescence, 14th Edition; Psychology, 7th Edition; and Educational Psychology, 4th Edition. In the last 15 years, understanding of how the brain processes information has increased greatly as neuro-imaging techniques have been coupled with paradigms drawn from experimental psychology to investigate information processing in individuals with typical and disturbed brain development. My research applies the insights emerging from this research to understand how early disturbances in brain development, resulting from injury, genetically based developmental disorders, or atypical experiences such as chronic stress may influence information processing. I am interested in fundamental questions about human neuropsychological development, for example, the plasticity of different functional systems following early insult and/or atypical environmental experiences, and also in the application of the results of fundamental research to practical questions about how to optimize the development of children at heightened risk as a result of early insult and/or atypical environmental experiences. My current research focuses on the associations between anxiety, information processing and school learning. Many children experience high levels of anxiety, sometimes for lengthy periods as a result of divorce, illness in the family, teasing at school. Key questions are how anxiety affects the fundamental information processes, e.g. attention and memory, called on by school learning, how school learning can be protected in children experiencing high levels of anxiety, and whether interventions designed to manage the experience of anxiety reverse the effects of anxiety on information processing. I am interested in developmental, comparative and evolutionary aspects of cognition. In our comparative lab group we are investigating the performance of children and primates on non-invasive behavioural tasks such as invisible displacement, imitation recognition, mirror self-recognition, planning, and means-ends reasoning. We conduct studies with chimpanzees, orangutans, gorillas, gibbons, and spider monkeys at various zoos in Australia, the USA and Indonesia. Young children are tested here in the Early Cognitive Development Centre in the School of Psychology.


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Product Details
  • ISBN-13: 9780070997578
  • Publisher: McGraw-Hill Education
  • Publisher Imprint: McGraw-Hill Education / Australia
  • Height: 270 mm
  • Spine Width: 26 mm
  • Width: 216 mm
  • ISBN-10: 0070997578
  • Publisher Date: 14 Mar 2014
  • Binding: Paperback
  • Language: English
  • Weight: 1625 gr


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