Human Dev I/Child Psychology There are four groups of questions. You will respond to one question from each group for a total of four responses. For each response, include the group and question...

Human Dev I/Child Psychology
There are four groups of questions.  You will respond to one question from each group for a total of four responses.  For each response, include the group and question number (e.g., G1 Q1) before you respond to the question. Demonstrate your learning by using the language of the course, citing your sources, and integrating concepts. DO NOT COPY DIRECTLY FROM THE TEXT. APA citation only.
Group 1 - Answer 1 of the following (worth 5 points):
1. Describe the ACE's study including what an ACE score represents (1 point) and how ACE scores relate to adult outcomes (1 point). Using either Bronfen
enner's model or the Lifespan Perspective describe how ACEs might influence development through these perspectives (2 points).  How does the concept of resilience relate to ACE scores and long-term outcomes (1 point) (consider specific resilience factors discussed in Canvas and/or your course text)?
2. You hypothesize that parents of newborns who receive the PURPLE program materials will show more sensitive parenting behaviors. Briefly describe a study designed to test this hypothesis including a
ief description of the Period of PURPLE crying program (1 points); whether your study will be an experimental or co
elational design and why (1 point); what your independent and dependent variables (1 point) will be and how you will measure these variables (1 point); and who will be included in your study (1 point).
2. Explain a way affluent parenting could advantage and also a way it could disadvantage a child's outcome? (2pts)  Discuss how poverty and homelessness influence prenatal development and prenatal health care, birth outcomes, and infant
ain development (3 pts).
Group 2: Answer 1 of the following (worth 5 points):
1. Describe the CRISPR method and how this method takes gene-environment influences to a whole new level (1 pt).  In your discussion, include how CRISPR might exert an influence on child development, consider cu
ent and future generations (not only do these changes influence this generation but all future generations) (1 pt)?  Discuss at least one negative and one positive outcome of using CRISPR to influence development (2 pt)?  What do you think are the moral/ethical issues of CRISPR (think about both moral/ethical uses to support and prohibit CRISPR) (1 pt)? 
2. Your friend Esme is wo
ied because she has been drinking and smoking (tobacco) and just found out that she is 4 weeks pregnant. She knows you're taking this class and asks your advice on how this will affect her developing baby. As you give advice, share what you know about the influence of these potential teratogens (1 point each - alcohol, smoking)? Share two factors that influence the effects of teratogens (1 point each) and when exposure for these teratogens is most detrimental (1 point). 
Group 3: Answer 1 of the following (worth 5 points):
1. Watch the video and answer the questions below.
Play media comment.
· Based on the infant’s motor and perceptual skills how old (in months) do you think this child is and why?  Present at least two developmental milestones you observe on the video that support your assessment of the child's age. (2 points)
· What evidence do you see of dynamic systems theory of motor development?  What future development skill will these support? (2 points)
· How does the caregiver support the child’s motor and perceptual development (be sure to use concepts from course material)? (1 point)
2. Around a year of age infants typically take their first steps.  Discuss how the following concepts are involved in this physical milestone:  experience-expectant
ain growth; operant conditioning; Vygotsky's theory; dynamic systems theory; perceptual development (1 point for each concept).
3. Define the concepts of adaptation, assimilation, and accommodation (3 points). Explain how the balance between assimilation and accommodation varies over time with regard to cognitive equili
ium and disequili
ium (1 point).  Use examples from your own life to illustrate each of these terms and processes of cognitive development (1 point).  
Group 4: Answer 1 of the following (worth 5 points):
1. Considering what you know about infant/toddler development explain why we see positive development in the behavior (non-compliance, independence) in the the "Te
ible Twos." Why might we want to reframe this as the "Typical Twos?" Explain how behaviors that seem aggressive, noncompliant may just be a function of how infants and toddler learn about the world, reflect temperamental dimensions, manifest Erikson's sociodevelopmental stages, and how parenting behaviors can help shape these behaviors.
2. Gina, an 18-month old female from Brazil, has been separated from her parents at the US/Mexico border as her parents are processed for federal prosecution. What would you tell a friend who asks you what the short and long-term outcomes might be for Gina. In your response, include information on five of the following (1 point each):
ain development, attachment, sensitive periods, stress, temperament, and resilience.  This is not an opinion piece. You must connect to course concepts and specific theory
esearch for credit - general statements will not count.  

Development Through the Lifespan Seventh Edition
Part I: Theory and research in human developmenT
1 History, Theory, and Research Strategies 2
Part II: FoundaTions oF developmenT
2 Genetic and Environmental Foundations 42
3 Prenatal Development, Birth, and the Newborn Baby 74
Part III: inFancy and Toddlerhood: The FirsT Two years
4 Physical Development in Infancy and Toddlerhood 114
5 Cognitive Development in Infancy and Toddlerhood 148
6 Emotional and Social Development in Infancy and Toddlerhood 182
Part IV: early childhood: Two To six years
7 Physical and Cognitive Development in Early Childhood 214
8 Emotional and Social Development in Early Childhood 256
Part V: middle childhood: six To eleven years
9 Physical and Cognitive Development in Middle Childhood 292
10 Emotional and Social Development in Middle Childhood 334
Part VI: adolescence: The TransiTion To adulThood
11 Physical and Cognitive Development in Adolescence 366
12 Emotional and Social Development in Adolescence 406
Part VII: early adulThood
13 Physical and Cognitive Development in Early Adulthood 436
14 Emotional and Social Development in Early Adulthood 468
Part VIII: middle adulThood
15 Physical and Cognitive Development in Middle Adulthood 506
16 Emotional and Social Development in Middle Adulthood 536
Part IX: laTe adulThood
17 Physical and Cognitive Development in Late Adulthood 568
18 Emotional and Social Development in Late Adulthood 608
Part X: The end oF liFe
19 Death, Dying, and Bereavement 644
Brief contents
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Development Through
the Lifespan
S e v e n t h e d i t i o n
Laura E. Berk
Illinois State University
Vice President and Senior Publisher: Roth Wilkofsky
Managing Editor: Tom Pauken
Development Editors: Judy Ashkenaz, Michelle McSweeney
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Text Font: Times
Cover Art: Harold Gregor,“No Words for Where,” 2012
Copyright © 2018 by Laura E. Berk. Copyrights © 2014, 2010, 2007, 2004, 2001, 1998 by Pearson Education, Inc.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained
from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to
Pearson Education, Inc., Permissions Department, 221 River Street, Hoboken NJ 07030.
Li
ary of Congress Cataloging-in-Publication Data
Names: Berk, Laura E., author.
Title: Development through the lifespan / Laura E. Berk, Illinois State
University.
Description: Seventh Edition. | Boston : Pearson, 2018. | Revised edition of
the author’s Development through the lifespan, [2014]
Identifiers: LCCN XXXXXXXXXX | ISBN XXXXXXXXXXStudent edition) | ISBN XXXXXXXXXX
Subjects: LCSH: Developmental psychology–Textbooks.
Classification: LCC BF713 .B XXXXXXXXXX | DDC 155–dc23 LC record available at
https:
lccn.loc.gov/ XXXXXXXXXX
1 16
Dedication
To David, Peter, and Melissa, with love
Student Edition
ISBN 10: XXXXXXXXXX
ISBN 13: XXXXXXXXXX
Instructor’s Review Edition
ISBN 10: XXXXXXXXXXX
ISBN 13: XXXXXXXXXX
À la Carte Edition
ISBN 10: XXXXXXXXXX
ISBN 13: XXXXXXXXXX
https:
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Laura E. Berk is a distinguished professor of psychol-
ogy at Illinois State University, where she has taught child,
adolescent, and lifespan development for more than three
decades. She received her bachelor’s degree in psychology
from the University of California, Berkeley, and her mas-
ter’s and doctoral degrees in child development and educa-
tional psychology from the University of Chicago. She has been a visiting scholar at Cornell
University, UCLA, Stanford University, and the University of South Australia.
Berk has published widely on the effects of school environments on children’s devel-
opment, the development of private speech, and the role of make-believe play in develop-
ment. Her empirical studies have attracted the attention of the general public, leading
to contributions to Psychology Today and Scientific American. She has also been featured
on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and
Reader’s Digest.
Berk has served as a research editor of Young Children, a consulting editor for Early
Childhood Research Quarterly, and as an associate editor of the Journal of Cognitive
Education and Psychology. She is a frequent contributor to edited volumes, having written
the article on social development for The Child: An Encyclopedic Companion and the
article on Vygotsky for The Encyclopedia of Cognitive Science. She is coauthor of the chap-
ter on make-believe play and self-regulation in the Sage Handbook of Play in Early Child-
hood and the chapter on psychologists writing textbooks in Career Paths in Psychology:
Where Your Degree Can Take You, published by the American Psychological Association.
Berk’s books include Private Speech: From Social Interaction to Self-Regulation;
Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; Landscapes
of Development: An Anthology of Readings; and A Mandate for Playful Learning in Pre-
school: Presenting the Evidence. In addition to Development Through the Lifespan, she is
author of the best-selling texts Child Development and Infants, Children, and Adolescents,
published by Pearson. Her book for parents and teachers is Awakening Children’s Minds:
How Parents and Teachers Can Make a Difference.
Berk is active in work for children’s causes. She serves on the governing boards of
the Illinois