Life Span Development - By John W. Santrock

Product Description
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Life Span Development

Australia/New Zealand

Written by: John W. Santrock
Category: Non Fiction, Family & Relationships, Parenting, Babies/Children

Book Details:

ISBN 10: 0070997578
ISBN 13: 9780070997578
Format: Paperback
Page Count: 832
Publisher: McGraw-Hill Education / Australia
Date Published: 2014
Language: English
Edition: 1st

Book Options Available
Price (NZD)
Special Mentions
Condition: Very Good (1)
Notes: Minor creases on front cover. Small mark on external pages, Cover is slightly worn


Informed and driven by research both into the subject of life-span development and into the needs of your development course, Life Span Development is the latest addition to the Santrock brand, written specifically for students in Australia and New Zealand. Our author team is comprised of developmental psychology researchers and academics from across Australia and New Zealand, writing in the specific areas of life span development that they teach and research in, to ensure you have access to the best content, including local statistics, case studies (such as Cathy Freeman and Martin Bryant) and examples. Developed to help all students study more efficiently and effectively, Life Span Development helps students to complete and understand the assigned material in a number of ways.The learning objectives framework provides a comprehensive roadmap to the text material, clearly pointing out the core concepts fundamental to students' learning and performance. Developmental Connection and Looking Forward/Back features highlight connections between topics/chapters, allowing students to link these concepts and form a topical view of development. Students also have access to market-leading digital resources to suit all learning styles and improve student grades and engagement. Connect has been developed alongside the text's learning objectives to aid student comprehension of core concepts through a range of interactive activities. McGraw-Hill's LearnSmart increases students' efficiency in studying by identifying what they know and don't know and provides immediate remediation, helping them to learn the material they are struggling with. And for real-life application of the core development concepts, Milestones video and assessment program helps bring the course material to life, so students can witness real children developing over time. John W. Santrock received his Ph.D. from the College of Education and Human Development at the University of Minnesota. He has taught at the University of Charleston, the University of Georgia, and the University of Texas at Dallas. He has worked as a school psychologist and currently teaches educational psychology at the undergraduate level. In 2006, Dr. Santrock received the University of Texas at Dallas Excellence in Teaching Award. His research has included publications in the Journal of Educational Psychology on the contextual aspects of affectively toned cognition and children's self-regulatory behavior as well as teachers' perceptions of children from divorced families. He has been on the editorial boards of Developmental Psychology and Child Development. His publications include these exceptional McGraw-Hill texts: Child Development, 13th Edition; Life-Span Development, 14th Edition; Adolescence, 14th Edition; Psychology, 7th Edition; and Educational Psychology, 4th Edition. In the last 15 years, understanding of how the brain processes information has increased greatly as neuro-imaging techniques have been coupled with paradigms drawn from experimental psychology to investigate information processing in individuals with typical and disturbed brain development. My research applies the insights emerging from this research to understand how early disturbances in brain development, resulting from injury, genetically based developmental disorders, or atypical experiences such as chronic stress may influence information processing. I am interested in fundamental questions about human neuropsychological development, for example, the plasticity of different functional systems following early insult and/or atypical environmental experiences, and also in the application of the results of fundamental research to practical questions about how to optimize the development of children at heightened risk as a result of early insult and/or atypical environmental experiences. My current research focuses on the associations between anxiety, information processing and school learning. Many children experience high levels of anxiety, sometimes for lengthy periods as a result of divorce, illness in the family, teasing at school. Key questions are how anxiety affects the fundamental information processes, e.g. attention and memory, called on by school learning, how school learning can be protected in children experiencing high levels of anxiety, and whether interventions designed to manage the experience of anxiety reverse the effects of anxiety on information processing. I am interested in developmental, comparative and evolutionary aspects of cognition. In our comparative lab group we are investigating the performance of children and primates on non-invasive behavioural tasks such as invisible displacement, imitation recognition, mirror self-recognition, planning, and means-ends reasoning. We conduct studies with chimpanzees, orangutans, gorillas, gibbons, and spider monkeys at various zoos in Australia, the USA and Indonesia. Young children are tested here in the Early Cognitive Development Centre in the School of Psychology. Read more

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