The most common topics raised include managing the vast amount of content inherent to a Lifespan course and ensuring the dependability of the assigned material—is it current and accurate? Connect is the only integrated learning system that empowers students by continuously adapting to deliver precisely what they need, when they need it, and how they need it, so that your class time is more engaging and effective.
The 14th edition continues with the connections theme to help students better understand the concepts among the different aspects of life-span development. Our Milestones of Development video series helps bring the course material to life, allowing students to witness development as it unfolds. As a master teacher, John Santrock connects current research with real-world application, helping students see how developmental psychology plays a role in their own lives and future careers.
Through an integrated learning goals system, this comprehensive and chronological approach to lifespan development helps students gain the insight they need to study smarter, stay focused, and improve performance. Using a modified chronological approach and emphasizing the biopsychosocial framework, the text provides: a readable account of human development across the life span; conceptual foundations that enable students to become critical interpreters of developmental information; and an introduction to relevant research and its application to key issues.
The text also emphasizes the application of human development research across diverse professional settings, making it ideal for students who are pursuing a career related to psychology or areas such as education, health, and human sciences.
Succinct and filled with real-life examples, this text will capture your students' interest while introducing them to the essential issues, forces, and outcomes that make us who we are. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. His integrated, personalized learning program gives students the insight they need to study smarter and improve performance.
Connect with Life-Span Development and connect with success! Informed and driven by research. At McGraw-Hill Education, we have spent thousands of hours with you and your students, working to understand the key needs and concerns you face in Human Development courses. The most common topics raised include managing the vast amount of content inherent to this course and ensuring the dependability of the assigned material—is it current and accurate?
The 15th edition continues with the connections theme to help students better understand the concepts among the different aspects of human development. With its comprehensive, succinct, and applied coverage, the text has proven its ability to capture students' interest while introducing them to the issues, forces, and outcomes that make us who we are.
Robert V. Kail's expertise in childhood and adolescence, combined with John C. Cavanaugh's extensive research in gerontology, result in a book with a rich description of all life-span stages and important topics. A modified chronological approach traces development in sequential order from conception through late life, while also dedicating several chapters to key topical issues.
This organization also allows the book to be relatively briefer than other texts, a benefit given the enormous amount of information covered in the course. The authors provide theoretical and empirical foundations that enable students to become educated, critical interpreters of developmental information. A blend of basic and applied research, as well as coverage of controversial topics and emergent trends, demonstrates connections between the laboratory and life.
Author Tara L. Kuther integrates cutting-edge and classic research throughout the text to present a unified story of developmental science and its applications to everyday life. Robust pedagogy, student-friendly writing, and an inviting design enhance this exciting and inclusive exploration of the ways in which context informs our understanding of the lifespan. This book provides introductory coverage of growth and development throughout the lifespan.
The content emphasizes normal aspects as well as the unique problems and health promotion needs of each age and stage of development. It features a strong health promotion theme structured around Healthy People objectives. Lifespan coverage from prenatal development to death helps students integrate concepts related to normal changes in each stage of the life cycle.
Coverage of current research and trends in health care provide readers with the most up-to-date, accurate information. Health promotion and disease prevention, including Healthy People objectives, are highlighted throughout the book. Cultural content is highlighted throughout the book and in new Chapter 3: Cultural Considerations in Health Care to encourage students to consider cultural implications at every stage of development. Separate chapter on advanced old age and geriatrics Chapter 14 discuss the theories, physiological changes, and psychological aspects of aging; health promotion and maintenance; and the role of health care providers in caring for the geriatric patient.
All of this helps students understand how to maintain quality of life and promote health in advanced old age. Teaching techniques for every developmental stage are part of a consistent chapter format and provide age-appropriate patient education tips. Consistent chapter organization for each stage of growth and development makes information easy to access. Critical Thinking scenarios and questions appear at the end of each chapter to help students consider all variables when planning care across the lifespan.
Glossary includes definitions of Key Terms and additional terms help students review concepts and terminology at a glance. Bibliography is organized by chapter at the end of the book to facilitate additional research and study. By combining the best of topical and chronological approaches, this text presents life-span development as a motion picture rather than as a series of individual snapshots. Instructors, contact your Pearson representative for more information.
Lifespan Development, 6ce provides strong applications, and integrated learning objectives and assessment. Students who want to know "What does current research say? An exceptional pedagogical package that ties the textbook to online REVEL study tools complements the student-centered approach of the book and offers students the benefit of frequent self-assessment.
Farone, S. Nature, nurture and attention deficit hyperactivity disorder, Developmental Review, 20 4 , — Procedures: 1. Two weeks preceding this activity, announce to the students that during the next week they are assigned to go to the library and read the two articles on ADHD. Explain that one article refutes genetic origins of the disorder in favor of psychosocial explanations, while the other article Farone and Biederman rejects the arguments of the first article in favor of a more interactive view of genetics and environment in explaining ADHD.
After a week, divide the class into two groups. This activity can accommodate larger classes by asking about five students to volunteer for each of the two groups.
Assign each of the groups one of the articles to support in a class debate. At the end of the second week, hold the informal brief debate in class, and have each group present the main points of their article.
Then ask the students to try to convince one another that either a genetic explanation for ADHD makes the most sense or that an interaction of genetics and environment is more critical to understanding ADHD. What conclusions can be drawn from this activity regarding the nature—nurture debate? What about the connections between mind and body? How might developmental psychologists differ in their positions on these issues from physicians or philosophers?
In March of , a child custody judge in Utica, New York, ruled that a mother must quit smoking or lose visitation rights for her child. The judge said the mother could not smoke in her home or car whether the child was present or not. The ruling revolved around medical reports about the harm of passive or residual smoke to health. The ruling was intended to guarantee a smoke-free environment for the child.
However, there is controversy over the ruling as it raises a civil liberties issue about the rights of the mother in her private home. This activity asks students to consider the pros and cons of the ruling and provides a real application of course material to the developing child. Discussion should extend to the role of passive smoke in the homes of pregnant women including the effects of teratogens and in restaurants and public buildings.
Demonstration: The instructor should introduce the topic of teratogens and present the basic case, as given above, to the class.
Then, ask students to discuss pros and cons for each side of this argument. The class should discuss their reasoning for their opinions and integrate course material on teratogens into the discussion. Procedures: Material on teratogens and biological hazards to developing infants and children should be covered before conducting this activity.
It should be emphasized that cigarette smoking during pregnancy can result in low birth weight babies. Cigarette smoking has been associated with infertility, miscarriages, tubal pregnancies, infant mortality, and childhood morbidity. Additionally, cigarette smoking may cause long-term learning disabilities. Secondary smoke may also harm a mother and her developing baby.
It is best, while pregnant and after the baby is born, to avoid people who are smoking, according to leading scientists at the National Center on Birth Defects and Developmental Disabilities.
Instructors should present the basic case against passive smoke as stated above. Then the class should discuss their reasoning for their opinions. Integrate course material on teratogens into the discussion. Logistics: Materials: Paper and pencil. Approximate time: 10 to 20 minutes. In August , year-old Jennifer Johnson was found guilty of delivering a controlled substance to a minor; the minor was her baby who was born a cocaine addict.
She could have received a year sentence, but she was sentenced to a year of house arrest in a drug rehabilitation center and 14 years of probation. In your discussion, inform students of typical effects of cocaine on offspring babies whose mothers used cocaine during pregnancy had significantly lower cardiac output, lower stroke volume, and higher mean arterial blood pressure with a higher heart rate.
Divide students into groups, and have them discuss the questions listed in Handout 5. Group size: Small groups. Approximate time: Small groups 30 minutes. Sources: Roeleveld, N, Vingerhoets, E. Mental retardation associated with parental smoking and alcohol consumption before, during, and after pregnancy. Preventive Medicine, 21, — Van Bel, F.
Decreased cardiac output in infants of mothers who abused cocaine. Pediatrics, 85, 30— Van Pelt, D. Insight, Sperm abnormalities among cocaine users. After they have discussed the questions and indicated the answers they believe to be correct, discuss the correct answers as a class.
Group size: Small-group discussion and full-class discussion. Approximate time: Small groups 10 minutes and full class 10 to 15 minutes.
Sources: Kellerman, T. Fetal Alcohol Syndrome Quiz. Learning Objective 4: Explain some of the ways heredity and environment interact to produce individual differences in development.
A genetic diagnostic test has been developed for the , Americans with a history of Huntington disease in their families. The test identifies which individuals have inherited the defective gene. These individuals will usually begin to show symptoms between the ages of 35 and These individuals also exhibit uncontrolled movements. Students should discuss the disadvantages and advantages of conducting these simple blood tests, and if they would have the test and why.
Disadvantages: Some people may be unable to cope with the knowledge that they will inevitably suffer from an incurable disease. Some individuals diagnosed with symptoms of the disease attempt suicide. Some families may break up, and some people may not be able to concentrate on their jobs. Some people who are informed that they will get the disease may prefer the knowledge and plan their lives accordingly, just as many cancer patients would rather know their fates.
The 50 percent of family members who will not get the disease can have children without wondering whether they are passing on a serious genetic condition. The rest can be more certain about their decisions not to have children. This genetic screening test represents a first step in prevention and successful treatment of Huntington disease.
Somewhere down the line, potential victims may be treated with medicines or genetic surgery. Logistics: Group size: Full-class discussion. Approximate time: 15 minutes. Classroom Activity 8: Postpartum Depression Learning Objective 7: Explain the changes that take place in the postpartum period.
Have students get into groups of two or three to discuss the well-known case of Andrea Yates as reported on the CNN website and discussion in the article written by attorney and psychology professor Elaine Cassel see link below. After they have discussed the case, lead a full-class discussion providing information on postpartum depression, including symptoms and how to help a person suffering from this disorder.
Logistics: Group size: Small-group discussion and full-class discussion. Approximate time: Small groups 10 minutes and full-class 10 to 15 minutes. Sources: Cassel, E. Postpartum psychosis: A difficult defense. Learning Objective 1: Discuss the evolutionary perspective on development. Ethical concerns in the conduct of research are handled in the scientific community in a variety of ways.
This activity has students examine various written codes of ethics from psychology, medicine, and sociology to compare ethical considerations in science. While this activity could fit into any chapter, the area of biology in human development engenders more ethical dilemmas and considerations than any other area of life-span development.
Demonstration: Instructors will supply students working in small groups with codes of ethics from psychology, medicine, and sociology. Students will be asked to compare the various codes across the related disciplines of study for similarities and differences and for completeness in dealing with aspects of life-span study.
Time: Approximately 30 minutes. Materials: All students will share copies of the written ethical codes for psychology, medicine, and sociology. Before conducting this activity, the instructor will explain the importance of ethical guidelines in the conducting of any research with humans and nonhuman animals.
For this activity, the class can be divided into three groups if the class size is around 30, or six or even nine groups if the class is as large as 60 or 90 or more. Students should compare and contrast the various ethical codes for similarities and differences. Each group should elect a leader to guide discussion within the group and to report back to the class as a whole.
Students should consider the following questions in evaluating the codes of ethics: How comprehensive are the various ethical codes?
Are there discipline-specific differences between the codes, and, if so, what are they? If not, what are the differences between the codes, and why do students think such differences are there if they are not specific to that discipline? Does each code contain information on resolving ethical dilemmas? If so, describe. What similarities exist across the various ethical codes?
What general conclusions can be drawn about ethics from evaluating ethical guidelines from several different, but related, disciplines of study? After approximately 20 minutes, each group should report on what they thought about the codes in terms of the questions above. Instructors should underscore the importance of ethics in research and help students appreciate the considerations scientists take into account in working with minors and vulnerable populations in life-span development.
Discuss the answers to the critical-thinking multiple-choice questions presented in Handout 1. For question 1, be sure the class understands the evolutionary process. The question will provide a concrete example of natural selection. The purpose of question 2 is to apply the material presented in chapter 1. The goal is to become aware of these developmental issues, because they define the nature of developmental psychology. Question 3 encourages students to review gene X environment interactions, and helps them.
Question 4 continues the theme of applying the issues from chapter 1. Review these as necessary; again, you may want to work with a few examples from topics in chapter 2. Question 5 stresses the limitations of research involving teratogens. Some of the issues presented were not addressed in the textbook; however, these are important issues to consider.
This question requires students to think about how the research is conducted and the conclusions that can be drawn from the various methodologies employed. Question 6 continues to provide practice in identifying inferences, assumptions, and observations.
A good discussion prior to this exercise would involve asking students whether they are beginning to develop their own criteria or procedures for discriminating these different sorts of propositions. They may find the material for this question difficult, because it is largely descriptive; in fact, three of the alternatives in this question are observations. You may want to alert your students to the fact that the pattern of two inferences, two observations, and one assumption established in previous exercises has changed in this exercise.
The answers to these critical-thinking multiple-choice questions are presented in Handout 2. Group size: Small groups 5 to discuss the questions, then a full-class discussion. Approximate time: Small groups 15 to 20 minutes , full-class discussion of any questions 15 minutes. The purpose of this activity is threefold. Second, these types of essay questions afford the students an opportunity to apply the concepts to their own lives, which will, in turn, facilitate their retention of the material.
Third, the essay format will also give students practice expressing themselves in written form. Ideas to help students answer the critical-thinking essay questions are provided in Handout 4.
Group size: Individual, then full class. Personal Applications Personal Application 1: All in the Family Learning Objective 2: Describe what genes are and how they influence human development. The purpose of this exercise is for students to recognize the varied influence of heredity and environment within a family.
The power of genetics is phenomenal, and though each cell only contains 23 pairs of chromosomes, the possible manifestations of this hereditary material are nearly limitless. To what extent does the environment contribute to our similarities with our siblings? Or does it? The challenge of identifying the relative influences of nature and nurture is tremendous. Instructions for Students: Describe the major traits you share with each of your siblings. What major traits are very different for you and your siblings?
Which ones do you believe are biologically based, and which ones do you think are the result of your environment? How do you explain the differences, given you have the same parents and grew up in the same family?
If you are an only child, compare and contrast your traits with those of each of your parents. Use in the Classroom: Have students contribute examples of both similar and dissimilar traits shared with siblings.
Challenge students to provide evidence, counterarguments, reasoning, or research methods that might serve to determine the answer. The way in which we are raised not only impacts us because of the experience itself, but because those very experiences are the result of the combination of genetic and environmental influences on our parents.
Furthermore, it is our own genetic make-up that influences both the environmental influences that come to us and those that we particularly seek out. The combination of these three processes of confounded influence creates the person we become. Passive: What kind of environmental experiences did your parents provide for you because of who they were? Evocative: What environmental experiences did you have due to your genetic make-up?
Active: What environmental experiences did you seek out due to aspects of your genetic make-up? Use in the Classroom: Plan to help your students get in the frame of mind for thinking through these concepts. Provide examples from your own life—including specifics about parents and their characteristics, and particular inherited traits that obviously served to influence life experiences.
This may be difficult to grasp, so you may have to have students work through it in class. If certain students feel they have good examples, have them share in order to provide as many concrete examples as possible, and then have students proceed to write their full responses.
Source: Scarr, S. Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, — We automatically assume that because we live in the same house and have the same parents, we share the same environment with our siblings. But very few siblings would admit that they share similar life experiences. The older siblings will swear that the younger ones always get their way, and that their parents are not nearly as hard on their younger brother or sister as they were on them.
The younger ones believe the older siblings get to do everything, and they are treated like babies with all their restrictions. Then there are the middle children! Instructions for Students: Consider how your environment growing up was different from those of your siblings, given you were raised in the same household. Use in the Classroom: This can be a fun way to get students talking and sharing childhood and even current stories. Feel free to share some of your own, and encourage students to compare their experiences with those of their siblings.
How many felt they had an overall easier time than their siblings? A harder time? Conclude by emphasizing the varying circumstantial influences experienced by people functioning in very close proximity, and how this contributes to differences in behavior. The purpose of this exercise is to demonstrate the significance of pregnancy from a cultural standpoint.
Each culture takes its own particular view of the major stages of life: birth, childhood, puberty, parenthood, work, old age, and death.
It is interesting and important to be aware of the different cross-cultural perspectives, especially in our multicultural society. Instructions for Students: Describe your cultural views of pregnancy.
How are pregnant women viewed and treated by society? What beliefs are held about the biological processes occurring with regard to her body? What is the perception of the developing fetus? What preparations are made for the upcoming labor, delivery, and birth? How is impending parenthood anticipated? Use in the Classroom: If you are fortunate and have an ethnically diverse group of students, make a grid on the board comparing and contrasting beliefs for each of the above categories.
If you have a homogeneous class, put students in groups and assign them particular cultures to research with regard to the various aspects of pregnancy and childbirth. Each group will then present their findings to the class. The purpose of this exercise is to prompt students to think about all that is involved in preparing to become parents.
It is not just becoming a parent that is demanding and has numerous implications; planning, conceiving, and sustaining a healthy pregnancy also require a great deal of preparation as well—from both the mother and the father! Instructions for Students: If you are not yet a parent, think and write about the following: Women: Your physical condition prior to becoming pregnant—how will you take care of and prepare your body for conception?
Address nutrition, physical shape, drugs, alcohol, smoking, and other environmental stressors. What might be your health-care plans physician, midwife, etc. What kind of labor and delivery experience do you want hospital versus home delivery? Who will you want with you during this time?
What postpartum situation do you anticipate? How might you prepare yourself to be an exceptional mother? Men: Your physical condition prior to conception—address nutrition, physical shape, drugs, alcohol, smoking, and other environmental stressors. How do you plan to support the mother during pregnancy?
Labor and delivery? Were you surprised to read of the important role fathers play in this extensive process? How might you prepare yourself to be an exceptional father? Use in the Classroom: Put together several different profiles of couples, or single women, who want to conceive or are already experiencing pregnancy. Present the profiles to students to read, then have a class discussion on the implications of the various circumstances surrounding each pregnancy and impending birth.
Emphasize the dangers of poor choices, the risks of particular behaviors, and the benefits of planning, preparation, and healthy living. The purpose of this exercise is for students to recognize the various ways the human body carries out and experiences the same biological processes. It involves a series of physiological stages that all members of the same species are programmed to go through. However, rarely are they experienced in the same way. As we have been studying the influences of both biology and environmental factors on human behavior, it is important to recognize the varying contributions of both to such a fundamental life process.
Instructions for Students: Ask your mother if she can recall her experience giving birth to you and your siblings. What is different about each situation?
What is similar? What might account for the differences? What factors might contribute to the variety of birthing experiences women have? Use in the Classroom: Comparing labor and delivery stories can be very interesting and informative. If you feel comfortable, share your own stories of the birth of your children, and bring in contrasting stories from friends and family. Have students then try to conclude which of those factors result from nature and which may be due to environmental circumstances.
Were there any aspects of labor and delivery that the mother may have been able to change somehow? Were there any mothers who had drastically different birthing experiences with their different children? Why might this have been? The purpose of this project is to demonstrate the concept of heritability by using height as an example Handout 8. Have students do a kinship study of two families one of the families can be their own to collect the necessary data.
Students should record the height of all family members over 18 years of age and separate them by sex. Next, they should calculate the mean and range of heights of both sexes for both families and compare them. This exercise is intended to give them experience both with a kinship study design and with the concept of having a variable with a clear operational definition.
Once data collection is completed, students should answer the questions that are listed at the end of Handout 8.
Environmental influences: The data from those in the older generations may be difficult to interpret because 60 or more years ago different health and nutrition standards may have influenced growth cohort effects. The effect of gender: The data must be segregated by sex because humans are sexually dimorphic in height. Males are characteristically larger than females.
Advantages of using height as a measure rather than intelligence or temperament: Height is a good measure to use because it has an easy, uncontroversial, operational definition. Intelligence and temperament are harder to define in exact terms and are therefore more controversial.
Learning Objective 3:Identify some important reproductive challenges and choices. Chapter 2 introduces the concept of genetic counseling and how genetic counseling can help expectant couples learn about the possibility that their infants will suffer from genetically based problems. While the focus in the text is on the process of counseling, it does not say much about how this service is delivered from community to community.
For this project, have students find out if genetic counseling services are available in your community Handout 9. They will want to discuss how people can find out about these services. Form groups of up to four individuals, and divide the following tasks between individuals or pairs. Students should contact hospitals to learn whether they disseminate information about genetic counseling, and, if they do, students should obtain the pamphlets or handouts that they provide.
If there are other services or organizations for expectant couples e. If the students can identify individuals in the. In addition, they can go to the public library and look up books or other reference materials about genetic counseling. Once they have determined what information is publicly available, have them write a report that answers the questions at the end of Handout 9.
Use in the Classroom: Have the groups report their findings to the class, and then lead a general discussion to summarize the findings. Are the reports consistent? Why or why not? How well do the results correspond to the material in the text? What implications do the findings have for people seeking genetic counseling in your area?
The dangers of drinking alcohol, smoking, and other drug use on fetal development are now well known and widely publicized. Despite this fact, many women continue to use these substances while they are pregnant. This research activity attempts to find out why Handout Have students ask a number of female friends who smoke or drink to talk to them about whether they will do these things when they are pregnant.
Then have them ask their friends whether they know that smoking and drinking endanger prenatal development and about what they know in detail. Have them talk about the dangers, and then ask again whether their friends will drink and smoke. You may want to suggest that students prepare an interview schedule of questions to ask. Be sure to instruct the students to avoid judgmental statements and to interview the women individually so their answers will be confidential.
Discuss the findings in class. Do different people give different reasons? Or are there common reasons among many? Discuss whether the women suggested ways that the message about the dangers of drinking and smoking for prenatal development can be made more convincing to prospective parents.
Source: Salkind, N. Child development. How actively are fathers participating in the births of their children? Have students find out by carrying out the interview project described in Handout They should identify two first-time, expectant fathers and two fathers of children under the age of 2, and then interview these men using the questions provided.
Instruct students to write a brief report summarizing their findings. They should describe their sample and how they interviewed the fathers and soon-to-be fathers, and then summarize similarities and differences between the two pairs of men.
Have students form groups of three or four to discuss and compare their findings. Have each group report to the class to identify any trends and generalizations that seem warranted by their findings. Will she keep her baby or put it up for adoption?
Through an agency, they meet a teenage single mother. They spend time together, eventually creating a bond, and she agrees to sign away custody to the couple. He is extremely intelligent, has a wonderful personality, and is an emotionally warm child. His mother lives a wild lifestyle but is determined that her son be given the same chances and happiness that everyone else takes for granted.
Website Suggestions At the time of publication, all sites were current and active; however, please be advised that you may occasionally encounter a dead link. At one time, there were both tall and short giraffes. The short giraffes could only feed from the sides of the trees since they were unable to reach the tops of the trees.
There are no short giraffes today. What concept described in chapter 2 best explains the disappearance of short giraffes? Circle the letter of the best answer, and explain why it is the best answer and why the other answers are not as good. Chapter l describes several important issues in developmental psychology.
Which of these issues receives the greatest emphasis in chapter 2? One specific gene X environment interaction that has been studied by researchers is the interaction of the 5-HTTLPR gene with particular life events in the prediction of mental health.
Which of the following is an accurate description of this research? Circle the letter of the best answer, and explain why it is the best answer and why other answers are not so good. The combination of having the short version of the 5-HTTLPR gene and experiencing stressful life events predicted increased risk of developing depression.
Knowing what version of the 5-HTTLPR gene an individual has is a good indicator of their risk of developing depression. This research highlights which life events are perceived as most stressful and allows people to avoid them if possible, reducing their risk of depression.
All participants who had both the short version of 5-HTTLPR and had experienced significant life stress were clinically depressed. Which of the following topics taken from chapter 2 correctly illustrates the chapter 1 topic paired with it? Teratology is the field that investigates the causes of birth defects.
Research has found that certain agents influence the development of birth defects. Which of the following is not a concern regarding the research methodology involved in teratology? During the past two decades, parents, researchers, and physicians have reacted against the so-called standard childbirth, once very widely practiced in American hospitals. Most have begun to favor a variety of prepared or natural forms of childbirth. Which of the following statements represents a basic assumption of standard childbirth practice that critics have rejected?
Important individuals were excluded from the birth process. The mother was separated from her infant in the first minutes and hours after birth. Giving birth was like a disease. Babies were slapped or spanked. Babies were scared by the bright lights. Genetic imprinting is not the best answer. It refers to the differing effects genes can have when they are inherited either from the mother or the father.
Genetic foundations of development is not the best answer. It focuses specifically on genes, and how they transmit the characteristics of a species from one generation to another. Meiosis is not the best answer. It describes a specialized form of cell division. Natural selection is the best answer as it refers to the evolutionary process by which the best adapted within a species survive and reproduce. Bidirectional view is not the best answer.
It refers to human evolution, and how environmental and biological conditions influence each other. Biological, cognitive, and social processes in development is not the best answer.
These processes are simply not uniformly discussed in the chapter. The focus of the chapter is on one aspect of biological processes: genetic determination. Continuity versus discontinuity is not the best answer. There is no discussion of prenatal or postnatal change as gradual or stage-like in this chapter.
Nature versus nurture is the best answer. This is a continuing theme of the chapter, throughout which the point is made that environments interact with genotypes in the course of development.
For example, natural selection determines which genotypes survive. In the discussion of genetic principles, it is clear that genetic expression is a function, in varying degrees, of environmental influence.
Stability versus change is not the best answer. The sections on prenatal development detail the changes in the developing embryo or fetus over time, but the core issue of stability versus change is not a focus of that section. Periods of development is not the best answer. While the discussion of prenatal development is organized around three separate periods, it is not a pervasive theme of Chapter 2. This is the correct answer. The researchers were able to determine that this combination of genes and.
This is not the best answer. The 5-HTTLPR gene on its own was not a good predictor of depression risk, only the gene in combination with certain environmental influences.
Stressful life events on their own were not the best predictor of depression risk. Only in combination with the specific variant of the gene was life stress a good predictor of depression.
This particular gene X environment interaction predicted a greater risk of depression; it did not indicate that individuals who had this combination were destined to be depressed. Germinal, embryonic, and fetal periods do not illustrate the concept of stability. Prenatal development involves rapid and radical change, not stability. These phases better illustrate periods of development. The transition to parenthood illustrates the concept of the microsystem. As a couple transitions into parenthood, they experience enormous changes in their family and home life with the addition of the new baby.
Teratology does not illustrate the concept of biological determinants and influences. Teratogens are not biological determinants, rather they are environmental influences on development. The concept of discontinuity is that development produces qualitatively new and different features, often in what appears to be a progression of stages.
These events represent an end to development. What to expect when you are expecting does not illustrate the concept of cognitive processes.
Exposure to many teratogens is not the best answer.
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