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Transitions Throughout the Lifespan


Play Overview Video

Transitions Throughout the Life Span is an introductory human development course designed for adult students. Twenty-six lessons provide a comprehensive and detailed look at human development from conception through old age. The course is organized into three-program units that delve into the biosocial, cognitive, and psychosocial changes that take place during each developmental stage.

The centerpiece for each lesson is video footage from the award-winning series, Transitions Throughout the Life Span. Each video clip is built around a case study, and features original footage of biological processes, historical research and contemporary studies. Some of the field’s most renowned researchers, including Mary Ainsworth, Nancy Segal, Albert Bandura, Jay Belsky, Ross D. Parke, Fredda Blanchard-Fields, and Robert J. Sternberg, among others, explain key concepts as well as the studies that have led to our current understanding of the development process.
Each lesson includes a number of interactive games and practice activities that engage students, reinforce learning, and the lesson ends with a quiz.

The textbook to accompany this course is The Developing Person Through the Life Span written by Kathleen Stassen Berger. Additional information is provided under the “How to Adopt Course & Print Materials” tab below. To request an exam and desk copy, please contact Worth Publishers.

For access to Coast Learning Systems’ online course preview site, please complete a Preview Request Form.

Lesson Titles and Descriptions

1. Introduction: Theories of Development – The Developing Person

This lesson introduces students to the scientific study of human development. From John Locke and JeanJacques Rousseau through Jean Piaget and Erik Erikson, scholars have considered the impact that nature and nurture have on human development. The lesson discusses the contexts in which humans develop, focusing on Uri Bronfenbrenner’s ecological model of development. The lesson explores some of the major theories from the study of psychology, such as psychoanalytic theory, learning theory, behaviorism, and cognitive theory. The final segment introduces the life-span perspective, which considers that development occurs throughout the life span and not just in childhood. Several theories have emerged from this perspective, including the notion of gains and losses occurring throughout a person’s lifetime and the changing nature of social interaction as explained by socioemotional selectivity theory.

2. Developmental Study as a Science – A Scientific Approach

This lesson introduces the student to research methodology—how scientists explore and gain knowledge to understand human development. To illustrate how developmental psychologists have used the scientific method, the lesson traces the evolution of attachment research, including research studies by Harry Harlow, Mary Ainsworth, and Mary Main. Students are introduced to research design and learn how researchers use observational studies and surveys to establish a relationship between the variables—or behaviors and characteristics—that they decide to investigate. The lesson considers the ethics of conducting and reporting scientific research and emphasizes the importance of approaching questions and problems and testing ideas and theories from many different perspectives.

3. The Beginnings: Heredity and Environment – Nature And Nurture: The Dance of Life

This lesson closely examines the role of heredity and environment, or nature and nurture, in development. While genes may be the first chapter in a particular story, it is important to recognize the multitude of influences that shape individuals throughout their lives. Students learn about DNA, genes acting in combination, and the effect that the environment can have on genetic expression. The lesson considers how studying the similarities and differences between monozygotic twins has yielded a wealth of information regarding the complex interaction between genes and the environment that influences human development at every age.

4. The Beginnings: Prenatal Development & Birth – The Wondrous Journey

This lesson follows the experiences of an expectant family through the prenatal process to the live birth of their second child. During this journey, students learn about the three trimesters of pregnancy and the developmental expectations associated with each trimester. Students also learn about the germinal, embryonic, and fetal periods of prenatal development. These divisions provide an orderly context in which to understand the environmental and genetic influences on the developing infant. The video lesson examines risk factors, or teratogens, that often influence the success or failure of conception and later the delivery of a healthy baby. It also discusses ways to reduce these risks and ensure that expectant mothers receive the proper prenatal care.

5. The First Two Years: Biosocial Development – Grow, Baby, Grow!

This lesson highlights the connection between normal physical growth and a supportive social environment — an area of study called biosocial development. Students learn about expected growth patterns, critical periods of brain development, and ways to support and encourage normal development. Experts in developmental psychology and pediatrics talk about gross and fine motor development, about the importance of reflexes for infant survival, and about the importance of nutrition and breast milk during the first two years.

6. The First Two Years: Cognitive Development – The Little Scientists

This lesson focuses on the cognitive development that occurs during the first two years of life. This period of development is referred to in Piaget’s cognitive theory as the sensorimotor stage. Students learn that this is whenbabies learn about their world through their senses, by touching, feeling, hearing, and experiencing. Language development, another critical area in cognitive development, is discussed in depth. During the first two years, babies’ language abilities progress from cooing, to babbling, to forming simple words, to stringing two or more words together. Babies’ ability to understand and use language can have a profound impact on how they view and experience their world.

7. The First Two Years: Psychosocial Development – Getting to Know You

This lesson focuses on social and emotional development that occurs in the first two years. Researchers who study the psychosocial development of babies are interested in the factors that play a role in shaping a child’s emotions and personality. Topics covered in this lesson include temperament, social referencing, and attachment. An early example of emotional interaction involves face-to-face social play. Through this coordinated interaction, parents and babies influence each other in a process known as synchrony. The lesson also considers the research on attachment conducted by developmental psychologist Mary Ainsworth.

8. The Play Years: Biosocial Development – Playing and Growing

The lesson focuses on the physical development of children during the play years. Between the ages of 2 and 5, children’s bodies slim down and elongate. Their gross and fine motor skills are much improved. Children at this age can dress themselves and demonstrate improved coordination, such as hopping on one foot. Creative expression, such as drawing with crayons, demonstrates their newly acquired fine motor skills. This lesson also introduces the topic of child maltreatment and neglect. When caregivers harm children or endanger them in ways that can be avoided, this maltreatment can have long-term consequences on children’s physical development.

9. The Play Years: Cognitive Development – Playing and Learning

Preschoolers learn a great deal through play. This lesson illustrates the way that children’s experiences with puzzles, building blocks, and other toys during the years between the ages of 2 and 5 contribute to the development of their cognitive abilities. Every kind of game or puzzle can add to their understanding of themselves and their place in the world. The lesson presents how their mastery of language improves dramatically and their memory skills become more useful to them. Through guided participation and scaffolding, adults can assist children’s learning. The lesson explores the different theories advanced by Jean Piaget and Lev Vygotsky to explain the cognitive development of preschoolers. Language, theory of mind, and memory can be enhanced when children are placed in an enriched environment, such as a preschool.

10. The Play Years: Psychosocial Development – Playing and Socializing

As preschoolers engage in relationships with people outside of their family environment, they begin to master the social skills necessary to function in society. This lesson demonstrates how preschool children learn to negotiate relationships with other children through sociodramatic play, rough-and-tumble play, and other interactions with their peers. It further explains that children with a good self-concept and healthy self-esteem have an advantage in learning to get along with others, particularly when they learn emotional regulation—the ability to direct and modify their feelings in socially acceptable way. Children often express their emotions through their behavior, and parents can take steps to encourage prosocial behavior, such as helping and sharing, rather than allowing children to indulge in antisocial behavior, such as bullying and lying. The lesson explores the three predominant styles of parenting and explains the impact of these styles on children’s psychosocial development.

11. The School Years: Biosocial Development – The Golden Years of Childhood

As physical growth slows down for school-age children, nutrition and genetics continue to play an important role for their growing bodies. This lesson explores how high-fat diets, lack of exercise, and genetics have played a part in the rise of obesity among children this age. These factors affect not only how they play and interact with other children but also their future health. Most children this age are better at sports as a result of their improved eye-hand coordination. They have faster reaction times, can run faster, and have a relatively easy time improving their motor skills. The video lesson further discusses how children’s ability in sports has an important impact on their self-esteem. Another area of physical development is biologically based special challenges. The lesson deals with the behaviors associated with attention-deficit hyperactivity disorder (ADHD) and offers insights into the impact that ADHD and other learning disorders have on school-age children’s development.

12. The School Years: Cognitive Development – The Age of Reason

During the school years, new cognitive skills emerge as children pass into a new phase of their cognitive development—often identified as the “age of reason.” This lesson discusses how school-age children’s thought-processes become more sophisticated, more logical, and based in reality. In many countries, formal education begins at age six or seven. The lesson discusses the cognitive stage that Jean Piaget called concrete operational thought. School-age children use complex language and they become capable of moral reasoning. The lesson explores Lawrence Kohlberg’s theory of moral reasoning and considers the criticisms of this theory. The last segment discusses schoolchildren’s use of code-switching and considers the implications of total immersion, bilingual education, ESL programs, and other ways of learning more than one language.

13. The School Years: Psychosocial Development – A Society of Children

School-age children increasingly come to define who they are in terms of others, are more independent, and begin spending more and more time with their peers. In his psychoanalytic theory, Erickson called this stage a time of industry versus inferiority. This lesson presents the social development of schoolchildren and how it takes place on two fronts. First, adult–child relationships nurture a child and teach basic social skills. Second, peer relationships teach cooperation, competition, and intimacy. Among the topics addressed in this video lesson are social cognition, bullying, and the effects of divorce.

14. Adolescence: Biosocial Development – Explosions

This lesson explores the physical changes that take place during puberty—a period of rapid growth and hormonal change in early adolescence that produces an adult body capable of reproduction. Adolescents become more concerned about their body image as they undergo these physical changes, and this can affect their self-esteem. Their growing maturity gives them greater freedom to make choices and mistakes. The video lesson explores the impact of nutrition on adolescent health, considers various cultural ideals about appearance, and discusses social pressures that can produce anxiety and stress. The final segment discusses the health risks associated with using drugs and drinking alcohol and considers the effects of peer pressure.

15. Adolescence: Cognitive Development – What If?

As adolescents mature, they develop the ability to engage in more complex and sophisticated types of thinking and reasoning. This lesson details the journey that adolescents take from what Jean Piaget called concrete operational thinking to formal operational thought, where they are capable of thinking hypothetically. As teenagers revel in their newfound cognitive powers, they have a natural tendency to express adolescent egocentrism—to focus intently on the physical, mental, and emotional changes they are experiencing. The video lesson explains how teens learn in school and how educating adolescents is different from educating younger school-age children.

16. Adolescence: Psychosocial Development – Who Am I?

This lesson explores the psychosocial development of adolescents. Erik Erikson’s theory of psychosocial development identifies this period as one of identity versus role confusion. As adolescents endeavor to adopt adult roles, they are still in the process of discovering who they are and what they want in life. Forging an identity involves integrating a set of values, beliefs, attitudes, and aspirations into a coherent and relatively
stable self-definition. Although most people continue to form and change their identities throughout their life span, adolescence marks an especially intense time in this process—one in which teenagers explore many different paths when facing the question of who they are.

17. Early Adulthood: Biosocial Development – Choices

This lesson focuses on the physical changes of early adulthood—the period between ages 18 and 35. Young adults are at their physical peak. Now on their own, these young adults are responsible for making decisions that affect their physiological development: what foods they eat and whether to drink alcohol, smoke cigarettes, or use other drugs. Biological topics explored in this lesson include organ reserve, homeostasis, pregnancy, and early signs of physiological decline. The video lesson also considers the health risks posed by eating disorders, such as anorexia and bulimia, and by violence and risk-taking behaviors.

18. Early Adulthood: Cognitive Development – Decisions, Decisions

To understand the complexity of adult cognition, it is important to appreciate how thinking and reasoning develop and change over the life span. This lesson deals with cognitive development in early adulthood and illustrates how some young adults progress toward post-formal thinking, recognizing subjective factors while also becoming more capable of reasoning in emotional situations. Early adulthood is a period in life when the decisions one makes can have a significant impact on the rest of one’s life. Complex decisions, such as what career to pursue or finding a life partner, rarely offer clear right or wrong answers. Such challenges encourage a change in thinking, as adults accept and adapt to the contradictions and inconsistencies of everyday life. This lesson explores the impact of the college experience on cognitive growth and considers how various life experiences help adults develop moral reasoning skills that allow them to confront difficult moral issues.

19. Early Adulthood: Psychosocial Development – Love and Work

This lesson focuses on psychosocial development in early adulthood. As they mature, young adults become less focused on themselves and more focused on intimate relationships. This lesson deals with psychosocial development in early adulthood, exploring intimacy and generativity—two psychological tasks that Erik Erikson described as central to adults. Adulthood is a period when many people seek out a love interest and perhaps form a family. Many also express generativity — giving back to society through work by serving as a mentor and leader, or leaving a legacy for the future by parenting and educating the next generation. The video lesson also covers topics such as marital equity, communication, and the rise of dual-earner families.

20. Middle Adulthood: Biosocial Development – Thriving in Midlife

This lesson focuses on physical changes during middle adulthood. As adults grow older, biosocial development can no longer be measured by chronological age. During the mid-life period, adults experience signs of aging in skin elasticity, muscle tone, and hair color. They also face declines in eyesight and hearing. Lifestyle choices and health habits can influence how quickly or slowly these declines occur, while genetics also plays a significant role in the variations in health. The lesson explores the ways midlife adults compensate for the physiological declines of aging. Regular exercise and good nutrition can help individuals improve their physical well-being and quality of life during middle adulthood. The lesson also includes a discussion of health concerns, such as the use of hormone replacement therapy by women experiencing menopause, the prevalence of osteoporosis, and the effect of diminishing levels of testosterone on men.

21. Middle Adulthood: Cognitive Development – Use It or Lose It

This lesson focuses on the cognition of midlife adults. Adults at any age can continue to grow and expand intellectually, particularly because they become adept at compensating for decreases in cognitive ability in a variety of ways. Genetics, age, environment, and experience all influence cognition. Individuals in middle adulthood have accumulated life experiences that affect their crystallized intelligence even when the processing abilities associated with fluid intelligence may have already peaked and are in decline. The lesson explores various methods of measuring general intelligence and considers the multidimensionality of intelligence. Other topics include Sternberg’s triarchic theory of intelligence, the comparative benefits of studying birth cohorts (longitudinal studies) versus conducting cross-sectional studies, and the plasticity of intelligence.

22. Middle Adulthood: Psychosocial Development – Making Lemonade

This lesson addresses the challenges and changes of middle adulthood in terms of emotional and social development. Research suggests that most midlife adults do not experience a “midlife crisis”; nevertheless, changes in careers, divorce, or health inevitably have some effect on one’s life. Personality differences influence how individuals handle these changes. During midlife, many adults become part of what is termed “the sandwich generation,” caring for the needs of their children as well as their aging parents. Oftentimes, family and friends serve as important sources of satisfaction with life.

23. Late Adulthood: Biosocial Development – Accepting the Challenge

Physical functioning in late adulthood can vary greatly between any two people. This lesson discusses the realities of aging in terms of physiological changes and declines. Older adults are especially likely to stay active and happy if they accept the challenges of growing older with positive lifestyle choices. Ageism, or negative stereotypes based upon chronological age, is also discussed, as are the normative processes of primary and secondary aging. The growing specialty of gerontology is presented, and the genetics of aging and the possibility of enhancing longevity are addressed.

24. Late Adulthood: Cognitive Development – Making Memories

This lesson focuses on cognition during late adulthood. It looks at information processing, short-term memory, and long-term memory. The biological declines that characterize normative aging include declines in brain functioning that are normal and not necessarily serious. Many adults find ways to adjust to this cognitive decline. One approach is selective optimization with compensation, a strategy of using existing abilities to compensate for cognitive losses. In some cases, such as dementia, cognitive decline is serious and often irreversible, and older adults may no longer be able to function independently. The lesson ends by addressing the many ways in which cognitive abilities can be enhanced in late adulthood, particularly by keeping physically and cognitively active

25. Late Adulthood: Psychosocial Development – Staying in the Game

Relationships remain very important to aging adults. As we age, we become more selective about whom we spend time with. Social networks may shrink because of this selectivity. This lesson presents psychosocial theories on late adulthood, including self theories, stratification theories, and dynamic theories. Erikson viewed the crisis of this time of life as integrity versus despair, as older adults reflect back on their lives with either a sense of satisfaction or disappointment. The video lesson discusses the importance of close friends, or the social convoy, and the value of remaining socially active in older adulthood. It concludes with a discussion of quality of life, including the ability to engage in activities of daily life and instrumental activities of daily life, and the importance of remaining actively involved in personallymeaningful activities.

26. Epilogue: Death and Dying – Living and Dying

Accepting and preparing for death is the focus of this final lesson, which explores the stages of adjustment to death proposed by Elisabeth Kübler-Ross. The lesson discusses how preparing for one’s death by having a will
and/or an advanced directive can make the grieving process a bit easier on the surviving family because the person dying has made his or her choices known. Culture and religion can have a profound influence not only on an individual’s ability to accept and cope with his or her own mortality but also on variations in how people choose to grieve the loss of a loved one. Finally, everyone deserves to die with dignity, and the lesson describes how hospice can help families achieve this.

National Academic Advisory Team

Pauline Abbott, Ed.D., California State University, Fullerton
Roberta Beam, M.A., Tyler Junior College
Mary Belcher, M.A., Orange Coast College
Joyce Bishop, Ph.D., Golden West College
Fredda Blanchard-Fields, Ph.D., Georgia Institute of Technology
Michael Catchpole, Ph.D., R. Psych., North Island College, British Columbia, Canada
Chuansheng Chen, Ph.D., University of California, Irvine
Donald Cusumano, Ph.D., St. Louis Community College
Linda Flickinger, M.A., St. Clair County Community College
Andrea R. Fox, M.D., M.P.H., University of Pittsburgh and VA Pittsburgh Healthcare System
Ellen Greenberger, Ph D., University of California, Irvine
Jutta Heckhausen, Ph.D., University of California, Irvine
Sally Hill, M.A., Bakersfield College
Amy Himsel, M.A., University of California, Irvine
Doug Hughey, M.A., Mt. San Antonio College

Phyllis Lembke, M.A., Coastline Community College
Jeanne Ivy, M.S., L.P.A., Tyler Community College
Sandra J. McDonald, M.S, Sierra College
Mary K. Rothbart, Ph.D., University of Oregon
Susan Siaw, Ph.D., California State Polytechnic University, Pomona
Barbara W. K. Yee, Ph.D., University of South Florida
Judy Yip, Ph.D., University of Southern California
Elizabeth Zelinski, Ph.D., University of Southern California

On-Camera Experts

Diann M. Ackard, Ph.D., L.P., LLC, Psychologist, Minneapolis, Minnesota
Linda Acredolo, Ph.D., Professor of Psychology, University of California, Davis
Mary Ainsworth, Ph.D., Late Professor Emeritus of Developmental Psychology, University of Virginia
Carolyn Aldwin, Ph.D., Professor of Human Development and Family Studies, University of California, Davis
Virginia Allhusen, Ph.D., Research Specialist, Department of Psychology and Social Behavior, University of California, Irvine
Albert Bandura, Ph.D., Professor of Psychology, Stanford University
Ronald K. Barrett, Ph.D., Professor of Psychology, Loyola Marymount University
Elizabeth Bates, Ph.D., Professor of Psychology and Cognitive Science, University of California, San Diego
Jay Belsky, Ph.D., Professor of Psychology and Director, Institute for the Study of Children, Families, and Social Issues, Birkbeck College, University of London
Kathleen Stassen Berge, Ph.D., Professor of Psychology, Bronx Community College, City University of New York
Belinda Biscoe, Ph.D., Psychologist and Program Director, Educational Testing, Evaluation, Assessment, and Measurement, University of Oklahoma
David F. Bjorklund, Ph.D., Professor of Developmental Psychology, Florida Atlantic University
Fredda Blanchard-Fields, Ph.D., Professor of Psychology and Director, Adult Development Laboratory, Georgia Institute of Technology
C. J. Brainerd, Ph.D., Professor of Surgery and Director, Informatics and Decision-Making Laboratory, University of Arizona
Jeanne Brooks-Gunn, Ph.D., Professor of Child Development and Education and Director, Center for Children and Families, Teachers College, Columbia University

Celia A. Brownell, Ph.D., Associate Professor of Psychology, University of Pittsburgh
Kay Bussey, Ph.D., Child Psychologist and Associate Professor of Psychology, Macquarie University
Samara P. Cardenas, M.D., Physician
Elizabeth Carll, Ph.D., Clinical Psychologist, New York
Laura L. Carstensen, Ph.D., Professor of Psychology, Stanford University
Susan T. Charles, Ph.D., Assistant Professor of Psychology and Social Behavior, University of California, Irvine
Javier Chavez, M.F.C.C., Clinical Director, Heart Community Group Homes
Dan M. Cooper, M.D., Professor of Pediatrics and Director, UCI Clinical Research Center University of California, Irvine
Renatta M. Cooper, M.A., Director, Jones/Prescott Institute, Hixon Center for Early Childhood Education, Pacific Oaks College
Ann C. Crouter, Ph.D., Professor of Human Development, Pennsylvania State University
Carley Flam Decker, Ph.D., Clinical Psychologist
David G. Diaz, M.D., Reproductive Endocrinologist and Medical Director, West Coast Fertility Centers
Peter H. Ditto, Ph.D., Associate Professor of Psychology and Social Behavior, University of California, Irvine
Judith Semon Dubas, Ph.D., Research Scientist, Department of Family and Child Care Studies, University of Nijmegen
Byron Egeland, Ph.D., Professor of Child Development, University of Minnesota
Nancy Eisenberg, Ph.D., Regents’ Professor of Psychology, Arizona State University

Robert Emery, Ph.D., Professor of Psychology and Director of Center for Children Families, and the Law, University of Virginia
Robert J. Ferry Jr., M.D., Assistant Professor of Pediatrics, University of Texas Health Science Center at San Antonio
Wyndol Furman, Ph.D., Professor of Psychology and Director of Clinical Training, University of Denver
Michele J. Gains, M.D., Assistant Professor, College of Allied Health, Charles R. Drew University of Medicine and Science, University of California, Los Angeles
Alberto Gedissman, M.D., FAAP, Pediatrician and Executive Director, Pediatric and Adolescent Comprehensive Care Medical Group, Children’s Hospital of Orange County
Jean Berko Gleason, Ph.D., Professor of Psychology, Boston University
Charles G. Go, Ph.D., Youth Development Advisor, University of California Cooperative Extension, Alameda County
Alison Gopnik, Ph.D., Professor of Psychology, University of California Berkeley
Carol J. Grabowski, M.D., Obstetrician-Gynecologist and Chief of Staff Women’s Hospital, Long Beach Memorial Medical Center
Ellen Greenberger, Ph.D., Professor of Psychology and Social Behavior, University of California, Irvine
Susan Harter, Ph.D., Professor of Psychology, University of Denver
Leonard Hayflick, Ph.D., Professor, University of California, San Francisco
Jutta Heckhausen, Ph.D., Professor of Psychology and Social Behavior, University of California, Irvine
Ravenna Helson, Ph.D., Research Psychologist, Adjunct Professor Emeritus of Psychology, and Director, Mills Longitudinal Study, University of California Berkeley
Beverly Hendrickson, M.D., FAAP, Pediatrician, TLC Pediatrics

Christopher Hertzog, Ph.D., Professor of Psychology and Cognitive Science, Georgia Institute of Technology
Thomas M. Hess, Ph.D., Professor of Psychology, North Carolina State University
Amy Himsel, M.A., Graduate Researcher, Department of Psychology and Social Behavior, University of California, Irvine
E. Alison Holman, R.N., Ph.D., Family Nurse Practitioner and Professional Researcher, University of California, Irvine
Carollee Howes, Ph.D., Professor of Education, University of California, Los Angeles
Doug Hughey, M.A., Instructor of Human Development, Mt. San Antonio College
Carolyn H. Johnson, M.S., Instructor of Human Development and Family Studies, Pennsylvania State University
Daniel P. Keating, Ph.D., Professor of Human Development and Applied Psychology University of Toronto
Pamela K. Keel, Ph.D., Associate Professor of Psychology, Harvard University
Bryan Kemp, Ph.D., Psychologist and Clinical Professor of Medicine, University of California, Irvine
David Kessler, Author, The Needs of the Dying and Director of Palliative Care, Citrus Valley Health Partners and Hospice
Donald B. Kohn, M.D., Professor of Pediatrics, Molecular Microbiology, and Immunology, Keck School of Medicine, University of Southern California
Claire B. Kopp, Ph.D., Kopp and Associates, Professor of Applied Developmental Psychology, Claremont Graduate University
Ronald Kotkin, Ph.D., Associate Clinical Professor of Pediatrics and Director of the Child Development Center, University of California, Irvine
Gisela Labouvie-Vief, Ph.D., Professor of Psychology, Wayne State University

Angeline Lillard, Ph.D., Associate Professor of Psychology, University of Virginia
Loren G. Lipson, M.D., Chief, Division of Geriatric Medicine and Director, USC Center for Senior Health Care, University of Southern California
JoAnn Manson, M.D., Dr.Ph., Professor of Medicine, Harvard Medical School and Chief of Preventive Medicine, Brigham and Woman’s Hospital
Dan P. McAdams, Ph.D., Professor of Psychology, Human Development, and Social Policy and Director, The Foley Center for the Study of Lives, Northwestern University
Shirley McGuire, Ph.D., Assistant Professor of Psychology, University of San Francisco
Robert McLaren, Ph.D., Professor of Child and Adolescent Studies, California State University, Fullerton
Thomas R. Minor, Ph.D., Associate Professor of Psychology, University of California, Los Angeles
Suzanne H. Mitchell, Ph.D., Assistant Professor of Behavioral Neuroscience, Oregon Health and Science University
Phyllis Moen, Ph.D., Professor of Human Development and Sociology and Director, Cornell Careers Institute, Cornell University
Robert Moyzis, Ph.D., Professor of Biological Chemistry, University of California, Irvine
Margie R. Sherman Murray, M.A., Career/Life Counselor
Nora S. Newcombe, Ph.D., Professor of Psychology, Temple University
Robert Ortiz, Ph.D., Associate Professor of Special Education, California State University, Fullerton
Denise C. Park, Ph.D., Professor of Psychology and Senior Research Scientist, University of Michigan
Ross D. Parke, Ph.D., Distinguished Professor of Psychology and Director, Center for Family Studies, University of California, Riverside

Gerald R. Patterson, Ph.D., Senior Research Scientist, Oregon Social Learning Center
Marlin S. Potash, Ed.D., Psychologist and President, Potash Management Corporation
Brent Roberts, Ph.D., Associate Professor of Psychology, University of Illinois at Urbana-Champaign
K. Warner Schaie, Ph.D., Professor of Human Development and Psychology and Director, Gerontology Center, Pennsylvania State University
Nancy Segal, Ph.D., Professor of Developmental Psychology and Director, Twin Studies Center, California State University, Fullerton
W. Donald Shields, M.D., Professor of Pediatrics and Neurology, Mattel Children’s Hospital, UCLA School of Medicine
Susan Siaw, Ph.D., Professor of Psychology and Behavioral Sciences, California State Polytechnic University Pomona
Robert Siegler, Ph.D., Professor of Cognitive Psychology, Carnegie Mellon University
Larry Snyder, M.D., Family Practitioner, Pacific Crest Medical Group, Inc.
Ralph M. Steiger, M.D., Perinatologist and Director of Perinatal Services, Fountain Valley Regional Hospital and Medical Center
Laurence Steinberg, Ph.D., Distinguished Professor of Psychology, Temple University
Robert J. Sternberg, Ph.D., Professor of Psychology, Yale University
Mark A. Stevens, Ph.D., Psychologist, Assistant Director, Student Counseling Services, University of Southern California
Susan M. Swearer, Ph.D., Assistant Professor of Educational Psychology, University of Nebraska—Lincoln
Patrick T. Terenzini, Ph.D., Professor of Higher Education and Senior Scientist, Center for the Study of Higher Education, Pennsylvania State University
Ross A. Thompson, Ph.D., Distinguished Professor of Psychology, University of Nebraska

Tim Urdan, Ph.D., Associate Professor of Psychology, Santa Clara University
Elaine Vaughan, Ph.D., Associate Professor of Psychology and Social Behavior, University of California, Irvine
Susan Krauss Whitbourne, Ph.D., Professor of Psychology, University of Massachusetts Amherst
Keith E. Whitfield, Ph.D., Associate Professor of Biobehavioral Health, Pennsylvania State University
Sherry L. Willis, Ph.D., Professor of Human Development, Pennsylvania State University
Steven H. Zarit, Ph.D., Professor of Human Development and Assistant Director, Gerontology Center. Pennsylvania State University

I have worked with the staff at Coast Learning Systems for over 10 years. They are professional in all aspects and endeavor to keep up with the ever changing world of academia."
-Bonnie Shimasaki, Learning Resources Assistant, Pasadena City College


Instructors can customize the course by making learning assets open or closed to student view, add learning assets such as new assignments, discussion forums, web research activities, and extra credit work. Instructors also have the option to request a “copy” of their prior course each term. Finally, there is the option of turning on automatic student tracking that simplifies the evaluation process.

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The Developing Person Through The Life Span
Worth Publishers, ISBN: 978-1-4292-8381-6

One-Time Use Online Course Access Code
Coast Learning Systems, (800) 547-4748
ISBN: 978-1-59846-551-8
Access Codes are sold through bookstores only; we do not sell directly to students.

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