Life-span Human Development

Carol K. Sigelman, David Shaffer, Elizabeth Rider

ISBN 10: 0534553508 / ISBN 13: 9780534553500

Published by Wadsworth Publishing Co Inc 16/08/2002, 2002

About this Item

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Bibliographic Details

• Title: Life-span Human Development
• Publisher: Wadsworth Publishing Co Inc 16/08/2002
• Publication Date: 2002
• Language: English
• ISBN 10: 0534553508
• ISBN 13: 9780534553500
• Binding: Hardcover
• Edition: 4th Edition
• Condition: Very Good

About this title

Synopsis

This life-span development text, known for its clear, authoritative writing style and its solid research orientation, offers a topical organization at the chapter level and a consistent chronological presentation within each chapter. Each chapter focuses on a domain of development such as physical growth, cognition, or personality and traces developmental trends and influences in that domain from infancy to old age. Within each developmental chapter, you will find sections on four life stages: Infancy, Childhood, Adolescence, and Adulthood. This unique organization enables students to comprehend the processes of transformation that occur within the many areas of human development. New co-author Elizabeth Rider brings to this edition her expertise in cognitive development and gender issues. Additional enhancements include a stronger emphasis on biological and cultural influences, a new four-color design, and an improved pedagogical plan.

About the Author

Carol K. Sigelman (Ph.D., George Peabody College for Teachers at Vanderbilt University), is Associate Vice President for research and graduate studies and Professor of Psychology at The George Washington University. She has also taught at Texas Tech University, Eastern Kentucky University (where she won the Outstanding Teacher Award), and the University of Arizona. She taught courses in child, adolescent, adult, and lifespan development for 25 years and has published extensively on such topics as the communication skills of individuals with developmental disabilities, peer reactions to children and adolescents who are different, and children's developing understanding of diseases and psychological disorders. Recently, through a grant from the National Institute of Child Health and Human Development, she studied children's intuitive theories of AIDS and developed and evaluated a curriculum to correct their misconceptions and teach them the basic facts of HIV infection. Now, through a grant from the National Institute on Drug Abuse, she and her colleagues are doing similar research on how well children of different ages understand the effects of alcohol and drugs on body, brain, and behavior.