Human Development Lifespan View 2nd Canadian Edition

Human Development: A Life-Span View, Second Canadian Edition provides a complete overview of the physical, cognitive and socio-emotional domains of growth and development over the life-span. It lays the grounding of theoretical and empirical foundations, accentuating discussions on emerging trends and controversial topics by placing them within a Canadian context and focusing on the Canadian experience. The second edition includes the most up-to-date findings and references - bringing human development to life by introducing students to the perspectives of those who pioneered the field, as well as those who are currently shaping it. Throughout the text, Canadian research and cultural examples are integrated with relevant international materials to ensure that the content is more applicable and relevant to Canadian students than ever before.

The authors employ a four-part structure to deliver, in 17 manageable chapters, a streamlined account of childhood, the school years, early adulthood, and beyond. KailRobert V. Kail is Distinguished Professor of Psychological Sciences at Purdue University. His undergraduate degree is from Ohio Wesleyan University and his Ph.D. Is from the University of Michigan.

Kail is editor of Child Development Perspectives and editor emeritus of Psychological Science. He received the McCandless Young Scientist Award from the American Psychological Association, was named the Distinguished Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University, and is a fellow of the Association for Psychological Science. Kail has also written CHILDREN AND THEIR DEVELOPMENT and SCIENTIFIC WRITING FOR PSYCHOLOGY.

His research focuses on cognitive development during childhood and adolescence. CavanaughJohn C.

Cavanaugh is President and CEO of the Consortium of Universities of the Washington Metropolitan Area. He received his undergraduate degree from the University of Delaware and his Ph.D. From the University of Notre Dame. Cavanaugh is a fellow of the American Psychological Association, the Association for Psychological Science, and the Gerontological Society of America, and has served as president of the Adult Development and Aging Division (Division 20) of the APA. Cavanaugh has also written (with the late Fredda Blanchard-Fields) ADULT DEVELOPMENT AND AGING. His research interests in gerontology concern family caregiving as well as the role of beliefs in older adults' cognitive performance. Instructor's Manual for Human Development(ISBN-10: ISBN-13: 297)The Instructor's Manual for the Second Canadian Edition has been adapted to include a wealth of material, including Instructional Goals and Teaching Strategies, Chapter Outlines, Learning Objectives, Lecture Expanders, Classroom Activities including Demonstrations and Role Plays, Writing Assignments, Student Projects, Questions to Stimulate Critical Thinking, Web Activities, InfoTrac College Edition Articles and Activities, Video Recommendations, and Handouts.

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Modular, Manageable, and Meaningful—help your students discover the lifespan!Discovering the Life Span, 2ce helps students truly connect to the material. Written in an engaging and accessible style and organized in a modular format, this title allows instructors to cover the entire lifespan without having to sacrifice content throughout their course. Students will get a better sense of the entire process of development and understand how the domains of development work together. Discovering the Life Span is a meaningful learning experience that prepares readers to apply content to their personal and future professional lives.NEW! Discovering the Lifespan, 2ce is also available via REVEL™ an immersive learning experience designed for the way your students read, think, and learn.

REVEL redesigns familiar and respected course content and enriches it for today’s students with new dynamic, rich-media interactives and assessments. The result is improved student engagement and improved learning.NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.

NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.Modular Format: This book uses a modular approach to optimize student learning. Each chapter is divided into three modules, and, in turn, each module is divided into several smaller sections making it more manageable for students and promoting a more optimal learning experience.

Additionally, it allows instructors to customize instruction by assigning only those modules that fit their course. Each of the book’s chapters focuses on a particular period of the lifespan, and, within each chapter, separate modules address the three main conceptual approaches to the period: physical development, cognitive development, and social and personality development. Because of the flexibility of this structure, instructors who wish to highlight a particular theoretical or topical approach to lifespan development can do so easily.MyVirtualLife is an engaging variable-based simulation that allows students to experience lifespan development firsthand. Students raise a child from birth through age 18, and then live their lives from age 18 through late adulthood.

Throughout the simulation, students experience course concepts firsthand and see the impact of their decisions over time. Unique to Pearson, MyVirtualLife is the richest application available for lifespan development.Chapter-Opening Prologues: Each chapter starts with an attention-grabbing account of an individual who is at the developmental stage covered in that chapter.

Personalize Learning with REVEL™REVEL: Reading has been the cornerstone of education since the advent of the printing press. Yet despite our world becoming ever more technologically interconnected, the ways in which learners and educators interact with the written word have remained largely static. With REVEL from Pearson, a new learning experience can begin.

Through our interactions with customers around etexts, videos, and powerful reporting tools, we arrived at REVEL — an immersive learning experience that enlivens familiar and respected course content with media interactives and assessments., REVEL empowers educators to increase engagement in the course, to better connect with students, and to break through to learning reimagined. For more information, visit http://www.pearsonhighered.com/revel/. New To This EditionPersonalize Learning with REVEL™REVEL: Reading has been the cornerstone of education since the advent of the printing press. Yet despite our world becoming ever more technologically interconnected, the ways in which learners and educators interact with the written word have remained largely static. With REVEL from Pearson, a new learning experience can begin.

Through our interactions with customers around etexts, videos, and powerful reporting tools, we arrived at REVEL — an immersive learning experience that enlivens familiar and respected course content with media interactives and assessments., REVEL empowers educators to increase engagement in the course, to better connect with students, and to break through to learning reimagined. For more information, visit at the chapter level include the following:Chapter 1: Introduction. p. 5: expanded explanation of scientific methods used by researchers. p. 9: Critical and Sensitive Periods–added a paragraph to describe research on animals vs human children learn more about this topic. p.

26: Added new figure (from US 3e) re correlation (uses Belgian experiment on adolescents exposed to films containing violent or non-violent imagery to show correlation between viewing violent imagery and behaving violently). p. 27: Choosing a Research Setting: added a paragraph re controversial 2014 Facebook mood-manipulation study.

Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 2: The Start of Life. p.

38: updated section on multiple births (to note that it’s possible for only 1 of 2 monozygotic twins to have some conditions, such as Down Syndrome); updated birth statistics from Statistics Canada. p. 38, Figure 2.2–revised with 2013 Statistics Canada data for live births and multiple births.

p. 41: revised information in “Inherited Genetic Disorders” to clarify that Down Syndrome is not inherited and that Fragile X syndrome is inherited. p. 56: new section added in “Pregnancy Problems” section about fetal origins theory as a framework for understanding adult outcomes in health; this theory is most often used to explain outcomes such as diabetes, heart disease, and obesity as a function of maternal diet and nutritional deficiencies (or excess).

p. 56: Figure 2.11 updated with more current statistics/data. p. 64: “Birth: From Fetus to Neonate”–added brief statement re safety of home births, based on analysis of rates in British Columbia.

p. 66: added statement re increasing prevalence of midwifery programs across Canada. p. 68: Birth Complications–updated statistics for Canada (based on Statistics Canada 2013 data). p. 69: Figure 2.14: International Infant Mortality–updated to reflect latest statistics (Statistics Canada and WHO, 2014). p.

70: Figure 2.15: Outcomes and Gestational Age (updated to reflect current data). p. 72: brief update on over-prevalence of use of C-sections in Western countries, and WHO recommended targets for this procedure.

p. 72: Figure 2.15: Caesarean Deliveries (updated to reflect more recent data). Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 3: Infancy. p. 108: “Appraising Piaget: Support and Challenges”–revised to acknowledge the scientific debate around validity of Piaget’s theories (some aspects of theory are disputed by researchers in recent years).

p. 112: “Individual Differences in Intelligence”: statement added to acknowledge that in recent decades, the goal of measuring infant intelligence has changed. pp. 112-13: description of Bayley scales updated: more detailed description of what is measured by these scales for infant development. Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 4: The Early Childhood and Preschool Years.

(Very minor revisions, only). Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 5: Middle Childhood. p.

192: Figure 5-1: Fat of the Land–updated to provide more recent statistics on overweight and obesity among children. p. 200: discussion of ADHD–added statement about evidence for dietary treatments for ADHD. p. 207: Figure 5-4: Primary Languages Spoken in the Home–updated to include more recent statistics for Canada (to 2011 census). p.

219: “Below the Norm: Intellectual Disability”–term “mental retardation” changed to “intellectual disability”; added brief statement to illustrate how some derogatory terms such as “spaz”, “moron” and “sped” come from old IQ scales and names of physical conditions. p. 228: added statement clarifying Gilligan’s “justice” and “caring” orientations within different contexts. p. 237: updated statistics on prevalence of different family types in Canada (single-parent; multigenerational; gay/lesbian-parented) to 2012 data.

Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 6: Adolescence. p. 253: Illegal Drugs: data on illegal drug use among adolescents updated to 2012 statistics. p.

253: Figure 6-4 (showing alcohol, cannabis and other drug use among adolescents–updated with more recent data). p. 255: NEW section added–Drugs and the Developing Brain (discussing research on effects of smoking and drug use on adolescent brain development). p. 265: Figure 6-7 (Teenage Online Activity): data updated to reflect 2013 statistics. p. 271: NEW table (from Feldman US 3e) re Marcia’s four categories of identity.

p. 282: updated statistics on youth crime in Canada (showing downward trend).

p. 284: updated statistics on prevalence of sexual intercourse among adolescents. p. 285: Figure 6-11 (Adolescents and Sexual Activity) updated with more recent data (2012).

Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 7: Early Adulthood. p. 296: Figure 7-2 (Obesity on the Rise): updated to reflect latest data (to 2014).

Lifespan Human Development Chapter 1

pp. 296-97: updated obesity statistics for adults in Canada (to 2014). p. 296: Physical Disabilities: revised discussion to expand on employment context for people with disabilities. p.

310: Demographics of Higher Education: revised entire section. p. 310: Figure 7-6: figure on income vs education replaced with new figure showing employment vs education level (based on 2014 Statistics Canada data). p. 325: Cultural Dimensions box (re Gay and Lesbian Relationships): revised to reflect information from 2011 Canadian Census. p.

327: Figure 7-9 (Common-law unions in Canada)–updated to 2011 data from Statistics Canada. p. 328: Figure 7-10 (Postponing marriage): Replaced with updated statistics for Canada.

p. 335:Figure 7-12 (The Gender-Wage Gap): replaced with updated Statistics Canada (2011 Census) data.

Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 8: Middle Adulthood. p. 344: minor revision to discussion about osteoporosis (to update risk factors, and dietary modifications that help to prevent osteoporosis). p. 358: Added NEW From Research to Practice box: What Is Multitasking Doing to Our Brains? (discusses effect of multitasking–especially with respect to electronic media–on productivity).

Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 9: Late Adulthood. p. 387: Demographics of Late Adulthood: updated statistics for number of older adults in Canada. p. 387: Figure 9-1 (The Flourishing Older Adult Population)–updated statistics (to 2014). p. 395: in discussion about Alzheimer’s, added new information about recent Canadian research (Sandra Black and Vladimir Hachinski, CIHR 2014) who have found evidence that Alzheimer’s disease may be caused by vascular disease.

p. 416: financial issues in late adulthood–updated statistics for number of older adults living in poverty in Canada; also revised Figure 9-10 (Poverty and Older Adults) with more recent statistics (2014). Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel)Chapter 10: Death and Dying. p. 431: Death in Infancy and Childhood–updated statistics for annual number of stillbirths and miscarriages in Canada.

p. 439: Euthanasia and Assisted Suicide–updated to include 2015 Supreme Court of Canada ruling that “sanctity of life” includes “passage into death” and fact that laws around assisted suicide/euthanasia are changing all over the world. Revised end-of-module quizzes (with new end-of-chapter quiz added for Revel). About the Author(s) Robert S. Feldman is Professor of Psychology and Dean of the College of Social and Behavioral Sciences at the University of Massachusetts Amherst. A recipient of the College Distinguished Teacher Award, he teaches psychology classes ranging from 15 to nearly 500 students. During the course of more than two decades as a college instructor, he has taught both undergraduate and graduate courses at Mount Holyoke College, Wes- leyan University, and Virginia Commonwealth University, in addition to the University of Massachusetts.Feldman, who initiated the Minority Mentoring Program at the University of Massachu- setts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow.

He initiated distance learning courses in psychology at the University of Massachusetts.Feldman is actively involved in promoting the field of psychology. He is on the Board of Directors of the Federation of Associations in Behavioral and Brain Sciences (FABBS), and is on the board of the FABBS Foundation.

A Fellow of both the American Psychological Association and the Association for Psychological Science, Professor Feldman received a B.A. With High Honors from Wesleyan University and an M.S.

From the University of Wisconsin—Madison.He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and he has written more than 150 books, book chapters, and scientific articles. He has edited Develop- ment of Nonverbal Behavior in Children (Springer-Verlag), Applications of Nonverbal Behav- ioral Theory and Research (Erlbaum), and co-edited Fundamentals of Nonverbal Behavior (Cambridge University Press). He is also author of Child Development, Understanding Psy- chology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have been translated into a number of languages, including Spanish, French, Portuguese, Dutch, Chinese, and Japanese.His research interests include honesty and deception in everyday life and the use of nonverbal behaviour in impression management.

His research has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.Feldman loves music, is an enthusiastic–if not exactly expert–pianist, and he enjoys cooking and travelling. He has three children, and he and his wife, a psychologist, live in western Massachusetts, in a home overlooking the Holyoke mountain range.Oriane Landry is Assistant Professor in the Psychology, Neuroscience, and Behaviour Department at McMaster University, where she teaches courses in infancy through adulthood as well as research methods. She has also taught courses in developmental psychol- ogy, child psychopathology, research methods, and statistics at Dalhousie University and the University of Western Ontario.Dr. Landry received a B.A. From Dalhousie University and an M.A. And Ph.D from McGill University.

She was also a Post Doctoral Fellow at the University of Nottingham, UK. Her main research interests are the early development of cognitive processes, especially attention, in typical children and in children with autism. Discovering the Lifespan, Canadian Edition, is her first textbook.

Reviews“It offers a concise, yet seamless merge of the physical and cognitive perspectives on development with the social and personality dimensions. A truly enjoyable read!”-Jennifer Potton-Roberts, Mohawk College“The depth and breadth of the content is impressive but not overwhelming for college-level students as I have seen in other lifespan development texts.”-Ravi Ramkissoonsingh, Niagara College“Informative, readable, use of good examples. Student tailored.”-Alwin Spence, John Abbott College“Chapter prologues and end-summaries effectively illustrate the central themes of the chapter in a concrete way.In text self-test and review boxes help students challenge their understanding of the material before moving on.Excellent depth and accuracy. There is certainly a great deal of information available to the engaged and motivated student.”-Anonymous“This text is a clearly written, user friendly text that helps students connect the dots between developmental knowledge/theory and the human and personal experience of development.”-Anonymous. PearsonChoicesGive your students choices!

PearsonChoices products are designed to give your students more value and flexibility by letting them choose from a variety of text and media formats to best match their learning style and their budget.Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students, see the. Revel for Discovering the Lifespan, Second Canadian Edition - Instant Access, 2/E Feldman & Landry ISBN-10:. ISBN-13: 816 ©2017. Electronic Book. Available.

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