Life Span Development Info

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Driven by learning goals, previous editions of this text have
been widely adopted for their accurate, complete, and up-to-date
coverage. While maintaining these hallmarks, this revision includes
increased coverage of adulthood and aging, a new “Interlude”
feature on applications, and updated research with more 21st-century
citations than ever before.

--This text refers to an out of print or unavailable edition of
this title.

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Reviews for Life Span Development:

0

Dec 15, 2015

This review has been hidden because it contains spoilers. To view it, click here. i want to read
2

May 01, 2019

Read for : SS5752 - Life Span Development

Not much to say here as it's a decent introductory text for a survey course. Yet, a topical approach may be a more fitting form for this area (and that should be available in most university libraries).
4

Jul 24, 2017

I had to read this for a Developmental Psych class. Hated the class, but actually enjoyed the book. It made the subject more attainable and the stories mixed in kept it interesting. The subject matter could be very dry otherwise.
3

Mar 15, 2019

It was for a class. The book was boring the class was great. It wasn't that the content was boring it was just the way it read. It took me a while to read it. But it's about mental health illnesses through the lifespan. Just like the title kinda implies.
2

Dec 13, 2019

Written in too casual style, hard to focus on what's important and what not. Last chapters are missing theoretical backup and end up being an endless string of names and studies- again very hard to study. Needs improvement. Luckily not ultimate field.
5

Dec 01, 2017

Great book

Good class for Life Span Development. The exercises were helpful. I recommend this book.
Take your time and enjoy the learning process.



4

May 02, 2019

After previewing several books for the upcoming term, I decided to stay with the tried and true. I like he updates. I am sure that my students will appreciate this text.
4

Dec 02, 2013


Karakteristik perspektif masa hidup:berlangsung seumur hidup, multidimensi( biologis, kognitif, dan sosioemosi), multiarah(ada yang berkembang dan ada yang menyusut), plastis(plastisitas: kapasitas untuk berubah), multidisiplin kontekstual (tipe pengaruh: pengaruh normtif berdasarkan usia, sejarah dan no normatif.
Konsepsi usia: Usia kronologis (sebenarnya), usia psikologis (kapasitas adaptif individu), usia sosial (ibu dari seorang anak berusia 3 tahun, kurang akurat)
Teori-teori perkembangan
Karakteristik perspektif masa hidup:berlangsung seumur hidup, multidimensi( biologis, kognitif, dan sosioemosi), multiarah(ada yang berkembang dan ada yang menyusut), plastis(plastisitas: kapasitas untuk berubah), multidisiplin kontekstual (tipe pengaruh: pengaruh normtif berdasarkan usia, sejarah dan no normatif.
Konsepsi usia: Usia kronologis (sebenarnya), usia psikologis (kapasitas adaptif individu), usia sosial (ibu dari seorang anak berusia 3 tahun, kurang akurat)
Teori-teori perkembangan kognitif
(1) TPK Piaget menyatakan bahwa anak-anak secara aktif membangun pemehaman mengenai dunia melalui empat tahap perkembangan kognitif yang melibatkan proses orgnisasi dan adaptasi. a. Tahap sensorimotor, berlangsung dari bayi lahirhingga berusia sekitar 2 tahun. Bayi membangun pemahaman nya mengenai dunia dengan tindakan fisik dan motorik, b. tahap praoperasi, 2-7 tahun. anak-anak melukiskan dunia dengan kata-kata dan gambar, c. tahap operasi konkret, 7-11 tahun. Anak bernalar secara logis mengeai peristiwa konkret dan mengklasifikasikan obye ke dalam bentuk yang berbeda, d, Tahap operasi formal, 11-15 tahun. Remaja bernalar secara lebih abstrak, idealis, dan logis.
(2) Teori Vygotsky,melukiskan perkembanan anak sebagai aspek yang tidak terpisahkan dari aktivitas sosial dan budaya. Zona perkembangan proksimal (ZPD) merupakan istilah yang digunakan untuk rentang tugas yang terlalu sulit bagi anak untuk dikuasai sendiri, namun dapat dipelajari dengan bimbingan dari orang lain. Scaffolding berarti mengubah level dukungan, seiring dengan meningkatnya kompetensis siswa, bantuan yang diberikan dapat dikurangi). Strategi pengajaran Vygotsky dalam kelas: a. Menilai ZPD anak, b. menggunakan ZPD dalam mengajar, c. menggunakan kawan sebaya yang lebih terampil sebagai guru,d. menempatkan instruksi dalam konteks yang bermakna (memeberikan soal dan pengaplikasiannya), e. mengubah ruang kelas dengan ide Vygotsky (Center one), dalam model ini scaffolding digunakan untuk meningkatkan kemampuan literasi.
(Perbandingan antara teori Vygotsky dan Piaget, halama 255)
(3)Teori pemrosesan informasi, mengedepankan bahwa individu memanipulasi, memonitor, dan menyusun strategi terhadap informasi yang ditemuinya, tidak mendeskripsikan perkembangan dalam bentuk tahapan
TEORI PERILAKU DAN KOGNITIF SOSIAL
(1) Pengkondisian Operant Skinner, dalam pengkondisian operant, konsekuensi dari suatu perilaku akan mengubah peluang munculnya perilaku itu,sementara perilaku yang dihukum akan mengurangi kecenderungan munculnya perilaku tersebut. Penghargaan dan hukuman akan mempengaruhi perkembangan seseorang. Aspek penting dalam perkembangan adalah perilaku, ukan pikiran atau perasaaan.
(2) Teori kognitif sosial Bandura, menyatakan bahwa perilaku, lingkungan, dan kognisi merupakan faktor penting dalam perkembangan. Melakukan observational learning (imitation atau modelling) yaitu pembelajaran dengan menggunakan observasi terhadap hal-hal yang dilakukan orang lain. Bandura juga menyatakan bahwa manusia secara kognitif menampilkan kembali perilaku orang lain, dan mengadopsinya.
(3) Teori etologi menegaskan bahwa perilaku sangat dipengaruhi oleh Biologi, terkait evolusi dan ditandai oleh periode kritis atau sensitif.Lorenz--> mempelajari perilaku angsa abu-abu (imprinting,tetasan telur mengikuti induk yang dilihat pertama kalinya)
(4) Teori ekologi Bronfenbrenner menyatakan bahwa perkembangan mencerminkan pengaruh dari sistem lingkungan (mikrosistem, mesosistem, makrosistem, dan kronosistem) ...more
2

Jun 06, 2011

Overall the book was okay. It was not the most engaging read and some chapters dragged. The book unfortunately presented a handful of the material in a way that was far too dull for my taste. There were some better chapters/sections, and a few interesting points, but a majority of it glazed over information learned in previous courses (such as an intro to Psychology course) and made it feel repetitive for learning.

I did like the presentation of the material inside the books, so it was at least Overall the book was okay. It was not the most engaging read and some chapters dragged. The book unfortunately presented a handful of the material in a way that was far too dull for my taste. There were some better chapters/sections, and a few interesting points, but a majority of it glazed over information learned in previous courses (such as an intro to Psychology course) and made it feel repetitive for learning.

I did like the presentation of the material inside the books, so it was at least aesthetically pleasing. The end of section&chapter reviews were a nice feature for study aids, and the fact that it has online material is an additional help for studying (though I don't believe it does a very good job at letting people know of this feature).

One of my big (unrelated, personal) problems with the book is the design of the cover. I bought the book brand new and it got dirty easily and was not nearly as durable as the hardcover binding should've been.

While I understand that life-span development is a huge topic to cover in one book, I feel as though the books physical weight means nothing for quality learning material.

As far as class material goes, this one is not on my list for books I find helpful or necessary to have around. ...more
2

May 12, 2010

Throughout the book, the author inserts data that dampens the outlook of aging. I think a fresh prespective would be to include how to maintain a healthy lifestyle, not just statistics on death, obesity, etc. Why not teach readers about nutrition and exercise, dealing with evitable stress (loss, change, aging, health concerns, etc.), etc.? It doesn't have to read like a self-help book, but let's balance the negative aspects with some positive ones.
1

Mar 14, 2009

I have decided I officially hate psychology! First of all, the book has so many typos and errors I had a hard time not looking for more as I was reading. Second, it was so boring I had a hard time staying awake. I wonder why people would spend their entire lives trying to figure out if a baby can distinguish between an airplane and a bird. Who cares? I certainly don't.
4

Sep 12, 2013

I think the only thing I didn't like about the book is the fact that I had to get the brand new version for my human development class and it cost $120 for a paperback.

The book has a lot of interesting information and I really like how the chapters are split up.
4

Jan 09, 2016

Not the first time I've taken a final exam. First time I've taken a final exam in the middle of the night while simultaneously battling mosquitoes....
4

Jun 19, 2012

Great resource for any people working with early adults all the way up to late adulthood. Perfect for people in the field of childcare - but check out the newer edition
3

Aug 02, 2013

Okay... has all of the necessary information. It is just not really "interesting"
2

Dec 06, 2012

Engaging enough, though I hope to never encounter the adjective, "pubertal," again. Goodbye, PSY 311.

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