Connect with Lifespan Development and connect with success Informed and driven by research. At McGraw-Hill, we have spent thousands of hours with you and your students, working to understand the key needs and concerns you face in Human Development courses. The most common topics raised include managing the vast amount of content inherent to a Lifespan course and ensuring the dependability of the assigned material—is it current and accurate? The result of this research is John Santrock’s Life-Span Development. Life-Span Development ensures students complete and understand the assigned material in a number of ways: Santrock’s hallmark Learning Goals pedagogy provides a comprehensive roadmap to the text material, clearly pointing out the core concepts fundamental to students’ learning and performance. Our adaptive study tool, LearnSmart, increases students’ efficiency in studying by identifying what they know, and more importantly what they don’t know, providing immediate remediation for the areas in which they are struggling. At the same time, instructors have access to powerful, visual reports allowing them to quickly see where students’ strengths and weaknesses lie. Connect is the only integrated learning system that empowers students by continuously adapting to deliver precisely what they need, when they need it, and how they need it, so that your class time is more engaging and effective. The 14th edition continues with the connections theme to help students better understand the concepts among the different aspects of life-span development. This recurring theme of connections—Developmental Connections, Topical Connections, Connecting Development to Life, Connecting with Careers, and Connections through Research—ties together concepts from across chapters to reinforce the learning process and connects the material to students’ everyday lives and future aspirations. Our Milestones of Development video series helps bring the course material to life, allowing students to witness development as it unfolds. And of course, all of the text material is informed by Life-Span Development’s unique board of expert consultants—a who’s who of developmental psychology—who make sure the material is as accurate and up-to-date as possible.
... 165 Thomson , C. , 52 , 59 Thurman , S. K. , 230 Thyer , B. A. , 308 Timberlake , W. , 165 Webster - Stratton , 237 , 251 , 253 , 366 Author Index.
Haberstick, B.C., Lessem, J. M., Hopfer, C. J., Smolen, A., Ehringer, M.A., Timberlake, D., et al. (2005). Monoamine oxidase A (MAOA) and antisocial ...
Some, like the “behavior systems” approach of Timberlake(1994)assume thatbehavior can be explained by a system of interactingmodules thatareeither built ...
However, there is clear evidence that this constant ratio does not always produce reinforcement (Timberlake & Allison, 1974). Second and, as we shall see ...
... 30, 32 Thomae, H., 40 Thompson, L., 23-24 Timberlake, E. M., 16 Tobin, S. S., ... E, 33 Wolfe, S. M., 81 Wolinsky, M. A., 85 Zarit, J., 11, 30, 31, 32, ...
La Crisi Mondiale e Saggi Critici di Marxiano e Socialismo. Bologna, N. Zanichelli. ... TIMBERLAKE (P. H.): 1912. Experimental Parasitism, a Study of the ...
... 143 Tharp, R. G., 80 Thompson, R. H., 250 Timberlake, W., 308,309 Tingey, ... B. W., 70 Ries, B.J., 268 Robins, E.,298 Robinson, S. L., 91,244 Roper, ...
... R.L., McGrath, Joseph E. McKeachie McPhail, Clark Miller, J.G. Mitchell, ... Jerry 469 Taylor 39 Timberlake, William 464 Tolman 72, 140, 142 Tucker, ...
... 247 Fromme, H., 523 Frost, P., 106 Frost, R., 161 Fryer, R., 291 Fuhrer, D., 4 Fukuyama, H., 408 Fulbright, R. K., 486 Fulero, S., 440 Fuligni, A. J., ...
... C. 638 Ernst, D. 704 Ernst, E. 278 Esch, T. 110 Eslinger, P.J. 448 Esposito-Smythers, ... E. 197 Frontera, W. R. 408 Frost, J. 332 Frost, R. 699 Frost, ...