More extensive research focus, with more than 1000 citations from the 21st century, more depth of coverage of key research studies, and more than 60 graphs to help illustrate the results of research. An example of the increased emphasis on depth of research description and visual presentation of data is Alan Slater’s research on habituation and dishabituation in Chapter 7.
Learning Goals are presented as objectives for students to accomplish by the end of the chapter. First they are stated at the beginning of each chapter in tandem with a chapter outline/map of key headings, to help focus students' attention on the key ideas of lifespan development; then they are revisited in the "Review and Reflect" summary that concludes each section of a chapter, and finally summarized in the "Reach Your Learning Goals" end-of-chapter visual. All the supplements now reflect the text's new learning goals system.
Improved Organization and Accessibility--Every sentence, paragraph, section, and chapter of this book was carefully examined and
when appropriate revised and rewritten. The result is a much clearer, better organized presentation of material in this new edition. Many new introductions to sections were written,
numerous sections were moved, and a number of new examples of concepts were introduced all in the interest of providing students with a more understandable, integrated book.
Many new content areas have been added and many others updated and expanded. Among the content improvements are new material on evolutionary developmental psychology (Bjorklund & Pellegrini, 2002) (Chapter 2), the collaborative gene (Gottlieb, 2002) (Chapter 2), brain lateralization in older adults (Chapter 3), emotions in adolescence (Rosenblum & Lewis, 2003) (Chapter 10), meaning in life (Baumeister & Voh, 2002) (Chapter 13), stepfamilies (Hetherington & Stanley-Hagan, 2002) (Chapter 14), and work during adolescence (Chapter 16).
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2005 McGraw-Hill Higher Education