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Preface
This is an exciting time in the field of child development. Recent
years have brought new technologies, new theories, new ways of
thinking, new areas of research, and innumerable new findings. We
originally wrote How Children Develop to describe this ever-
improving body of knowledge of children and their development
and to convey our excitement about the progress that is being made
in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the seventh edition
of How Children Develop.
As teachers of child-development courses, we appreciate the
challenge that instructors face in trying to present these advances
and discoveries — as well as the major older ideas and findings — in
a one-semester course. Therefore, rather than aim at encyclopedic
coverage, we focus on identifying the most important
developmental phenomena and describing them in sufficient depth
to make them meaningful and memorable to students. In short, our
goal has been to write a textbook that makes the child-development
course coherent and enjoyable for students and teachers alike.
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Classic Themes
The basic premise of the book is that all areas of child development
are unified by a small set of enduring themes. These themes can be
stated in the form of questions that child-development research
tries to answer:
1. How do nature and nurture together shape development?
2. How do children shape their own development?
3. In what ways is development continuous, and in what ways is it
discontinuous?
4. How does change occur?
5. How does the sociocultural context influence development?
6. How do children become so different from one another?
7. How can research promote children’s well-being?
These seven themes provide the core structure of the book. They
are introduced and illustrated in Chapter 1 ; highlighted repeatedly,
where relevant, in the subsequent 14 content chapters; and utilized
in the final chapter as a framework for integrating findings relevant
to each theme from all areas of development. The continuing
coverage of these themes allows us to tell a story that has a
beginning (the introduction of the themes), a middle (discussion of
specific findings relevant to them), and an ending (the overview of
what students have learned about the themes). We believe that this
thematic emphasis and structure will not only help students
understand enduring questions about child development but will
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also leave them with a greater sense of satisfaction and completion
at the end of the course.
Contemporary Perspective
The goal of providing a thoroughly contemporary perspective on
how children develop has influenced the organization of our book
as well as its contents. Whole new areas and perspectives have
emerged that barely existed when most of today’s child-
development textbooks were originally written. The organization of
How Children Develop is designed to present these new topics and
approaches in the context of the field as it currently stands, rather
than trying to shoehorn them into organizations that once fit the
field but no longer do.
Consider the case of Piaget’s theory and current research relevant to
it. Piaget’s theory often is presented in its own chapter, most of
which describes the theory in full detail and the rest of which offers
contemporary research that demonstrates problems with the
theory. This approach often leaves students wondering why so
much time was spent on Piaget’s theory if modern research shows it
to be wrong in so many ways.
The fact is that the line of research that began more than 50 years
ago as an effort to challenge Piaget’s theory has emerged since then
as a vital area in its own right — the area of conceptual
development. Research in conceptual development provides
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extensive information on children’s understanding of such
fascinating topics as human beings, plants and animals, and the
physical universe. As with other research areas, most studies in this
field are aimed primarily at uncovering evidence relevant to current
claims, not those of Piaget.
We adapted to this changing intellectual landscape in two ways.
First, our chapter “Theories of Cognitive Development” ( Chapter 4
) describes the fundamental aspects of Piaget’s theory in depth and
honors his legacy by focusing on the aspects of his work that have
proven to be the most enduring. Second, a first-of-its-kind chapter
called “Conceptual Development” ( Chapter 7 ) addresses the types
of issues that inspired Piaget’s theory but concentrates on modern
perspectives and findings regarding those issues. This approach
allows us to tell students about the numerous intriguing proposals
and observations that are being made in this field, without the
artificiality of classifying the findings as “pro-Piagetian” or “anti-
Piagetian.”
The opportunity to create a textbook based on current
understanding also led us to assign prominent positions to such
rapidly emerging areas as epigenetics, behavioral genetics, brain
development, prenatal learning, infant cognition, acquisition of
academic skills, emotional development, prosocial behavior, and
friendship patterns. All these areas have seen major breakthroughs
in recent years, and their growing prominence has led to even
greater emphasis on them in this edition.
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Getting Right to the Point
Our desire to offer a contemporary, streamlined approach led to
other departures from the traditional organization. It is our
experience that today’s students take child-development courses for
a variety of practical reasons and are eager to learn about children.
Traditionally, however, they have had to wait two or three or even
four chapters — on the history of the field, on major theories, on
research methods, on genetics — before actually getting to the
study of children. We wanted to build on their initial motivation
from the start.
Rather than beginning the book, then, with an extensive
examination of the history of the field, we include in Chapter 1 a
brief overview of the social and intellectual context in which the
scientific study of children arose and provide historical background
wherever it is pertinent in subsequent chapters. Rather than have
an early chapter of “blockbuster” theories that covers all the major
cognitive and social theories at once (at a point far removed from
the content chapters to which the theories apply), we present a
chapter on cognitive developmental theories just before the
chapters that focus on specific aspects of cognitive development,
and we similarly present a chapter on social developmental theories
just before the chapters that focus on specific aspects of social
development.
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Likewise, rather than have a separate chapter on genetics, we
include basic aspects of genetics as part of Chapter 3 , “Biology and
Behavior,” and then discuss the contributions of genetics to some of
the differences among individuals throughout the book. When we
originally chose this organization, we hoped that it would allow us,
from the first weeks of the course, to kindle students’ enthusiasm
for finding out how children develop. Judging by the
overwhelmingly positive response we have received from students
and instructors alike, it has.
Features
The most important feature of this book is the exposition, which we
have tried to make as clear and compelling as possible. As in
previous editions, we have given extra attention to making it
accessible to a broad range of students.
To further enhance the appeal and accessibility of the text, we have
retained three types of discussion boxes that explore topics of
special interest:
“Applications” boxes focus on how child-development research
can be used to promote children’s well-being. Among the
applications that are summed up in these boxes are genetic
testing, which probes the depths of an individual’s genetic
makeup; board-game procedures for improving preschoolers’
understanding of numbers; the Carolina Abecedarian Project;
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the tension between technology and parental interaction;
interventions to reduce child abuse; programs, such as PATHS,
for helping rejected children gain acceptance from their peers;
and Positive Youth Development and Service Learning
Programs, which seek to reduce problem behaviors and
increase positive behaviors.
“Individual Differences” boxes focus on populations that differ
from the norm with regard to the specific topic under
consideration, or on variations among children in the general
population. Some of these boxes highlight developmental
problems such as autism, ADHD, dyslexia, specific language
impairment, visual impairments, and conduct disorder,
whereas others focus on differences in the development of
children that center on attachment status, gender,
socioeconomic status (SES), and cultural differences.
“A Closer Look” boxes examine important and interesting
research in greater depth than would otherwise be possible:
the areas examined include brain-mapping techniques, effects
of the COVID-19 pandemic on academic achievement and
emotional adjustment, gender nonbinary identity, the
developmental impact of homelessness, and disparities
between poverty and health.
In place of the brief section summaries used in previous editions,
we cap each major section with a thought-provoking Review
Question. These prompts serve the dual purpose of encouraging
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deeper thinking about the material and of forcing the student to
pause before diving ahead in the chapter.
We have also retained a number of other features intended to
improve students’ learning. These features include boldfacing key
terms and supplying definitions both within the immediate text and
in marginal glossaries; extensive, bulleted Summaries at the end of
each chapter; Test Yourself quizzes for students to quickly test their
comprehension and understanding of the material in preparation
for exams or simply as a way to review; and Critical Thinking
Questions intended to promote deeper consideration of essential
topics.
New to the Seventh Edition
In every edition, we endeavor to address new developments in the
field, bring in fresh examples drawn from current events, and
incorporate research in areas that have become increasingly
important in recent years for both the students of child
development and the instructors who teach it. In addition to these
goals, we have sought in this seventh edition to balance the
inclusion of this new material with judicious cuts and consolidation
of coverage. We have worked to remove outdated and less relevant
material, eliminate overlapping coverage across chapters, and
present core concepts in a more concise manner. The result is a
leaner, more visually appealing text that delivers the same wealth of
coverage found in prior editions, but in a manner that we hope you,
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and more importantly your students, will find more manageable
and digestible.
In the following paragraphs, we outline some of the most
significant highlights of the seventh edition. We hope you find it to
be useful and appealing.
Chapter 1
New section highlighting the importance of building empathy
for diverse populations of children has been added to the
discussion of Reasons to Learn About Child Development.
Discussion of the National Institutes of Child Health and
Human Development’s Investigative Interview Protocol has
been added to the discussion of child testimony.
The discussion of Methods for Studying Child Development has
been updated with a new subsection on replicability, as well as
a discussion of efforts to expand child development research
beyond WEIRD populations and to be more inclusive of other
populations around the world — themes that the authors return
to in subsequent chapters.
Chapter 2
New discussions of ectopic pregnancies and on fetal taste in
the section on Prenatal Development.
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Updates to the discussion of Drugs and Maternal Factors in the
section on Teratogens, including new discussions of
nanoplastics and the COVID-19 pandemic.
Updated and expanded section on The Birth Experience, with
more detailed discussions of hormonal changes, practices and
complications during birthing, and the impact of events such
as the COVID-19 pandemic, natural disasters, and conflict.
Expanded discussion of structural racism in the examination of
the multiple-risks model.
Chapter 3
New example of experience-dependent processes covers recent
research on language acquisition in children who are born deaf.
Updated and expanded discussion of infant feeding with a
detailed investigation of the impact of social practices around
breast-feeding in the United States and other countries.
Updated discussion of child obesity, including the impact of
COVID-19 responses and difficulties with using BMI as a
measure for child health.
Updates to Box 3.4 on Poverty and Health Disparities, including
discussion of the Baby’s First Years research project.
The discussion of vaccines has been updated with information
on practices and public response to the COVID-19 vaccine.
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Chapter 4
Updated discussion of Sociocultural Theories with recent
research on cultural variation in the development of general
abilities.
New table added to the Summary comparing the main themes,
change mechanisms, and metaphors for child’s nature
presented in the various theories of cognitive development.
Chapter 5
Recent research presented throughout the discussion of visual
development — particularly in the development of visual
acuity, visual scanning, and gaze-following — and in the impact
of cultural environment.
The impact of the COVID-19 pandemic is discussed in sections
on object perception and picture perception (in Box 5.2 ).
New discussion and photo demonstrating the use of the
Crawliskate® device in studies on motor development.
Chapter 6
Discussion of dialects has been added to the section on The
Components of Language.
Expanded and updated discussion of infant-directed speech
and infant speech in various cultures in the section on What Is
Required for Language?
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Updates to Box 6.2 Language Development and Socioeconomic
Status include discussion of cultural factors and the impact of
SES on caregiver interactions.
Box 6.3 Technology Versus Parental Interaction: A Language-
Learning Comparison has been revised to present research on
the impact of the COVID-19 pandemic on word learning and on
the Ahlan Simsim early child literacy program.
Chapter 7
Expanded discussion of the development of conceptual
understanding in infancy, including the benefits of headcam
and eyecam technology in this research.
Updates to Box 7.1 Children with Autism Spectrum Disorder,
including discussion of reasons for increases in the number of
children diagnosed as being on the spectrum.
New research on the effects of training in spatial skills added to
the discussion of the development of spatial understanding.
Chapter 8
Recent research added to the discussion of HOME measures of
family influences on intelligence.
Updated discussion of the Flynn effect, including recent
findings of a reverse Flynn effect in the United States and other
countries.
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Recent research on the development of writing skills among
immigrant populations.
New Box 8.3 on the Impact of the Great Pandemic on Children,
highlighting the negative effects of prolonged school closures
in the United States and efforts to reverse those effects.
Chapter 9
Revised chapter introduction includes discussion of AI and the
social robot Moxie in socioemotional development in children.
Box 9.2 Developmental Social Neuroscience has been updated
with recent research on white-matter development and
mindfulness interventions.
Extensive updates to the discussion of Bronfenbrenner’s
bioecological model, covering the most recent Pew Research
Center parenting survey, and in the major subsection on
Children and the Media, with trends and concerns in the use of
technology, social media, media violence, physical inactivity,
and pornography.
Chapter 10
Revised chapter opener addresses some of the replicability
issues and debates around the marshmallow test.
New discussion of the presentation of emotion recognition
abilities among neurodivergent children, innovations to help
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these children become more attentive to emotions, and the
possible impact of face coverings in emotion recognition.
Updates to the discussion of Internalizing Mental Disorders in
the wake of the COVID-19 pandemic, including updates to the
discussion of treatments and shortages in adequate treatment
options for children in the United States.
Chapter 11
The discussion of Sources of Self-Esteem includes recent
research on transgender and nonbinary children.
Additions to the discussion of Ethnic and Racial Identity
include parent ethnic-racial socialization, cultural differences
in parents’ discussion of racism, and recent research on
identity and self-esteem.
Updated discussion of incidence of harassment and violence
experience by sexual minority youth, including a new
discussion on intersectionality.
Chapter 12
Substantial updates to statistics and research presented in the
section on Family Structure, including a new subsection on
Cohabitating Parents.
New discussion of recent cross-cultural studies on the impact
of parenting styles on child behavior.
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Updates throughout discussion of Child Maltreatment,
including recent research on cultural variation in discipline
techniques.
Updates to Box 12.4 Homelessness in the United States,
including a brief discussion of interventions.
Chapter 13
Recent research on cross-race and cross-ethnic friend groups in
the discussion of Children’s Choice of Friends.
Expanded and updated discussion of The Role of the Internet
and Social Media in Friendships, including presentation of
recent studies on activity trends among youth and adolescents,
particularly during the COVID-19 pandemic.
Updates throughout the discussion of The Potential Costs of
Friendships and Negative Peer Interactions, including new
presentation of the peer socialization hypothesis.
Box 13.3 Cyberbullying has been thoroughly updated.
Chapter 14
Updates to Box 14.1 Cultural Contributions to Children’s
Prosocial Tendencies, including discussion of the warm glow
effect.
Updates to Box 14.3 Oppositional Defiant Disorder and Conduct
Disorder, including recent cross-cultural research.
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Chapter 15
Extensive updating and restructuring throughout the chapter,
including revised terminology and key term definitions to
reflect current language and usage (particularly in the new
subsection on Gender Terminology), and a focus on issues and
research related to transgender and gender nonbinary
populations, where applicable.
Updated Table 15.1 Summary of Average Gender Differences
with recent research.
New subsection expanding on the discussion of Gender
Socialization.
Thoroughly revised and restructured section on Theoretical
Explanations for Gender Development, including expanded
discussions of gender schema theory and social cognitive
theory, and a new discussion of developmental intergroup
theory, as well as an explanation of opportunity structure in
the discussion of the bioecological model.
New detailed discussion of prenatal development and prenatal
sexual differentiation in the section on Milestones in Gender
Development. Expanded coverage and recent research
presented throughout the other subsections in the Milestones
in Gender Development section, including gender constancy,
gender-role flexibility, gender intensification, and ambivalent
sexism.
New detailed presentation of Gender Identity opens the section
on Patterns of Gender Development, and extensive updates
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throughout the remainder of this section, including Box 15.3
Sexual Harassment and Sexual Violence.
Achieve for How Children Develop
Achieve for How Children Develop is a comprehensive online
learning platform that makes it easy to integrate assessments,
activities, and analytics into your teaching. Built from the ground
up for today’s learners, it includes an interactive e-book,
LearningCurve adaptive quizzing, a robust video collection, and
more. Achieve can be integrated with all major LMS providers and
meets a high level of web accessibility standards. See the very front
of the text for more information about these engaging digital
resources.
Additional Instructor Resources in Achieve: All in One Place
The LearningCurve quizzing system was designed based on
insights from learning and memory research. It combines
adaptive question selection, immediate and valuable feedback,
and a gamelike interface to engage students in a learning
experience that is unique to them. State-of-the-art question
analysis reports allow instructors to track the progress of
individual students, as well as their class as a whole.
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An interactive e-book allows students to highlight, bookmark,
and make their own notes, just as they would with a printed
textbook.
Presentation slides are available in two formats that can be
used as they are or can be customized. One set includes all the
textbook’s illustrations and tables. The second set consists of
lecture slides that focus on key themes and terms in the book
and include text illustrations and tables.
Written by Lynne Baker-Ward (North Carolina State University)
and Barinder Bhavra, the Instructor’s Resource Manual
includes handouts for student projects, reading lists of journal
articles, course-planning suggestions, and supplementary
readings, in addition to lecture guides, chapter overviews, and
learning objectives.
The Test Bank for How Children Develop by Chrysalis Wright
(University of Central Florida) and Jill L. Saxon features more
than 100 multiple-choice and essay questions for each chapter.
Each question is keyed to the textbook by topic, type, and level
of difficulty.
The Video Collection for Developmental Psychology is an
extensive archive of over 150 video clips that covers the full
range of the course and includes classic experiments, research
footage, interviews, news clips, and more. This collection is
newly updated with recent videos on cyberbullying, food
insecurity, online dating, talking about race, body image,
gender neutral parenting, and the effects of the COVID-19
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pandemic on mental health and learning. Many clips can be
assigned as Video Activities with a short quiz included. All
Macmillan Learning videos are closed captioned and
accompanied by a transcript to accommodate all learners.
The Video Explorations for Development (formerly Video
Activities) are tutorials that integrate video and assessment to
give students an engaging overview of topics such as Prenatal
Testing, Brain Development at different stages, Theory of Mind,
and more.
For the first time, the popular Concept Practice tutorials by
Thomas Ludwig (Hope College) are available for development
courses. These short activities enable students to practice their
understanding of more than 45 important concepts.
Developing Lives provides a robust interactive experience in
which users “raise” their own child from conception to
adolescence. As the child grows, the student responds to events
both planned and unforeseen, making important decisions
(nutrition choices, doctor visits, sleeping location) and facing
uncertain moments (illness, divorce, a new baby), with each
choice affecting how the child grows. The entire product has
been revised and features new scenarios, including celebrating
baby’s 1st birthday, discovering cultural practices around losing
baby teeth, and exploring rites of passage.
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In Developing Lives, students can “raise” their own child.
Also Available: Achieve Read & Practice
Achieve Read & Practice marries Macmillan Learning’s mobile-
accessible e-book with the acclaimed LearningCurve adaptive
quizzing. Instructors can assign reading and quizzing easily,
students can complete assignments on any device, and the cost is
significantly less than that of a printed book. Find out more at
http://macmillanlearning.com/readandpractice .
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Acknowledgments
So many people have contributed (directly and indirectly) to this
textbook that it is impossible to know where to start or where to
stop in thanking them. All of us have been given exceptional
support by our spouses and significant others — Xiaodong Lin, Seth
Pollak, and Andrew Gershoff — and by our children — Benjamin
Clore; Todd, Beth, and Aaron Siegler; Avianna Lin McGhee; Eli and
Nell Pollak; and Noah and Ella Gershoff — as well as by our parents,
relatives, friends, and other loved ones. Our advisers in college and
graduate school, Richard Aslin, Ann Brown, Les Cohen, Ted Dix,
Harry Hake, George Holden, Robert Liebert, Jim Morgan, Paul
Mussen, Elissa Newport, and Jim Pate, helped to launch our careers
and taught us how to recognize and appreciate good research.
We also have all benefited from collaborators who shared our quest
for understanding child development and from a great many
exceptionally helpful and generous colleagues, including Larry
Aber, Karen Adolph, Martha Alibali, Renee Baillargeon, Sharon
Carver, Zhe Chen, Robert Crosnoe, Richard Fabes, Cindy Fisher,
Andrew Grogan-Kaylor, Aletha Huston, Melanie Jones, David Klahr,
Patrick Lemaire, Casey Lew-Williams, Angeline Lillard, John Opfer,
Elizabeth Planalp, Karl Rosengren, Kristin Shutts, Tracy Spinrad,
Robert Sternberg, David Uttal, Carlos Valiente, and Erica Wojcik. We
owe special thanks to our assistants, Sheri Towe and Theresa
Treasure, who helped in innumerable ways in preparing the book.
And we would like to thank Nancy Eisenberg and Judy DeLoache
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whose work creating and shaping earlier editions of this book
continues to be felt in this most recent edition.
We would also like to thank the many reviewers who contributed to
this and previous editions: Daisuke Akiba, Queens College, City
University of New York; Kimberly Alkins, Queens College, City
University of New York; Hiram Allen, College of New Rochelle; Dina
Anselmi, Trinity College; Mireille Babineau, University of Toronto–
St. George Campus; Lynne Baker-Ward, North Carolina State
University; Hilary Barth, Wesleyan University; Christie
Bartholomew , Kent State University; Christopher Beevers,
University of Texas at Austin; Martha Bell, Virginia Tech; Cynthia
Berg, University of Utah; Rebecca Bigler, University of Texas at
Austin; Margaret Borkowski, Saginaw Valley State University; Lyn
Boulter, Catawba College; Ty W. Boyer, Georgia Southern
University; Lorry J. Bradley, Northampton County Area Community
College; Renia Brown-Cobb, Virginia State University; Eric Buhs,
University of Nebraska–Lincoln; G. Leonard Burns, Washington
State University; Allison Butler, Bryant University; Wendy Carlson,
Shenandoah University; Erik W. Cheries , University of
Massachusetts Amherst; Mel Joseph Ciena, University of San
Francisco; Kristi Cordell-McNulty, Angelo State University; Myra
Cox, Harold Washington College; Maria Crisafi, Columbia
University; Kimberly Cuevas, University of Connecticut; Emily
Davidson, Texas A&M University–Main Campus; Peggy DeCooke,
The State University of New York at Purchase; Ed de St. Aubin,
Marquette University; Marissa Diener, University of Utah; Julie
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Earles, Wilkes Honors College, Florida Atlantic University; Sharon
Eaves, Shawnee State University; Jessica Espinosa, Miami Dade
College; Guadalupe Espinoza, California State University, Fullerton;
Elisa Esposito, Widener University; Urminda Firlan, Grand Rapids
Community College; Dorothy Fragaszy, University of Georgia;
Jeffery Gagne, University of Texas–Arlington; Jennifer Ganger,
University of Pittsburgh; Alice Ganzel, Cornell College; Catherine
Gaze, Elmhurst College; Janet Gebelt, Westfield State University;
Peter Gerhardstein, Binghamton University; Melissa Ghera, St.
John Fisher College; Helana Girgis, Hartwick College; Susan
Graham, University of Calgary; Andrea Greenhoot, University of
Kansas; Jessica Greenlee, Virginia Commonwealth University;
Shelia Greenlee, Christopher Newport University; Frederick Grote,
Western Washington University; John Gruszkos, Reynolds
University; Hanna Gustafsson, University of North Carolina; Alma
Guyse, Midland College; Louise Hainline, Brooklyn College; Lauren
Harris, Michigan State University; Sybil Hart, Texas Tech
University; Karen Hartlep, California State University–Bakersfield;
Patricia Hawley, University of Kansas–Main Campus; Joan Henley,
Arkansas State University; Susan Hespos, Northwestern University;
Doris Hiatt, Monmouth University; Aline Hitti, University of San
Francisco; Susan Holt, Central Connecticut State University; Jayde
Homer, Washington University in St. Louis; Joseph Horton, Grove
City College; Lisa Huffman, Ball State University; Wendy Jung,
Tulane University; Lana Karasik, The College of Staten Island;
Kathryn Kipp, University of Georgia; Rosemary Krawczyk,
Minnesota State University; Amber Kreischer, University of Texas
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at Austin; Raymond Krukovsky, Union County College; Sarah
Kucker, Oklahoma State University; Tara Kuther, Western
Connecticut State University; Debbie Laible, Lehigh University;
Martin Lampert, Holy Names University; Richard Lanthier, George
Washington University; Elida Laski, Boston College; Kathryn
Lemery, Arizona State University; Barbara Licht, Florida State
University; Jeffrey Liew, Texas A&M University; Angeline Lillard,
University of Virginia; Kathleen Manz, Raritan Valley Community
College; Lori Markson, Washington University in St. Louis; Dorothy
Marsil, Kennesaw State University; Marsha J. McCartney, University
of Kansas; Wayne McMillin, Northwestern State University; Martha
Mendez-Baldwin, Manhattan College; Scott Miller, University of
Florida; Michael Mueller, Ryerson University; Keith Nelson,
Pennsylvania State University–Main Campus; Paul Nicodemus,
Austin Peay State University; Tracy Nishida, Arizona State
University; Katherine O’Doherty, Vanderbilt University; Christin
Ogle, American University; John Opfer, The Ohio State University;
Beverly Pead, Springfield Technical Community College;
Christopher Poirier, Stonehill College; Ann Repp, University of
Texas at Austin; Nicole Rivera, North Central College; Shannon
Ross-Sheehy, University of Tennessee; Valerie San Juan, Bradley
University; Sarah Sanborn, Clemson University; Leigh A. Shaw,
Weber State University; Jennifer Simonds, Westminster College;
Rebekah Smith, University of Texas–San Antonio; Tara Stoppa,
Eastern University; Mark Strauss, University of Pittsburgh–Main
Campus; Spencer Thompson, University of Texas–Permian Basin;
Marisel Torres-Crespo, Hood College; Lisa Travis, University of
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Illinois Urbana–Champaign; Laura Butkovsky Turner, Roger
Williams University; Joanna P. Weaver, Northeastern University;
Roger Webb, University of Arkansas–Little Rock; Keri Weed,
University of South Carolina–Aiken; Sherri Widen, Boston College;
Fei Xu, University of California, Berkeley; H. Melis Yavuz,
University of Toronto–Mississauga.
We would especially like to thank Campbell Leaper, University of
California, Santa Cruz, for his major contributions to the revision of
our chapter on gender development ( Chapter 15 ). We are indebted
to Campbell for bringing to the seventh edition his expertise and
keen insight in this important area.
Thanks are particularly due to our friends and collaborators at
Worth Publishers. As executive program manager for psychology,
Daniel DeBonis provided exceptional support and any number of
excellent suggestions. We would also like to thank Marge Byers,
who nurtured our first edition from its inception and helped us to
realize our vision. Peter Deane, our development editor for the first
four editions, is in a class by himself in both skill and dedication.
Peter’s creative thinking and firm understanding of the field
enhanced the content of the book in innumerable ways. We are
deeply grateful to him. Special thanks go to the development editor
for the latest three editions, Andrew Sylvester, who provided
consistently outstanding help throughout the process, as well as to
assistant editor Olivia Madigan, executive content project manager
Vivien Weiss, director of content management enhancement Tracey
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Kuehn, executive managing editor Michael Granger, art manager
Matthew McAdams, senior cover design manager John Callahan,
interior designer Dirk Kaufman, design manager Natasha Wolfe,
executive permissions editors Cecilia Varas and Robin Fadool,
photo researcher Cheryl Du Bois, senior workflow project manager
Paul Rohloff, and compositor Lumina Datamatics, and Vanavan
Jayaraman in particular, for their excellent work. They have helped
create a book that we hope you will find a pleasure to look at as well
as to read. Executive marketing manager Katherine Nurre and
marketing coordinator Claudia Cruz provided outstanding
promotional materials to inform professors about the book. Senior
media editor Shoba Emanuel managed the superb package of
ancillary material.
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