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Life Span Development by John W. Santrock

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1Functional Movement Development Across The Life Span

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  • Title: ➤  Functional Movement Development Across The Life Span
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1554.76 Mbs, the file-s for this book were downloaded 24 times, the file-s went public at Tue May 24 2022.

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2Life-span Development And Behavior

“Life-span Development And Behavior” Metadata:

  • Title: ➤  Life-span Development And Behavior
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 904.71 Mbs, the file-s for this book were downloaded 23 times, the file-s went public at Fri Jul 22 2022.

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3Study Guide For Sigelman And Rider's Life-span Human Development

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“Study Guide For Sigelman And Rider's Life-span Human Development” Metadata:

  • Title: ➤  Study Guide For Sigelman And Rider's Life-span Human Development
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 544.08 Mbs, the file-s for this book were downloaded 47 times, the file-s went public at Sat Mar 27 2021.

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4ERIC ED424141: The Development Of Musical Preference Across The Life Span.

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This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of tolerance for musical styles across the life span, and the second with the rated eminence of pop music artists. Both of these encompass aspects of stylistic knowledge and preference, and the results are discussed in terms of this cognitive-affective distinction. (EH)

“ERIC ED424141: The Development Of Musical Preference Across The Life Span.” Metadata:

  • Title: ➤  ERIC ED424141: The Development Of Musical Preference Across The Life Span.
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 11.95 Mbs, the file-s for this book were downloaded 117 times, the file-s went public at Sun Dec 27 2015.

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5Life Span Development : Bases For Preventive And Interventive Helping

This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of tolerance for musical styles across the life span, and the second with the rated eminence of pop music artists. Both of these encompass aspects of stylistic knowledge and preference, and the results are discussed in terms of this cognitive-affective distinction. (EH)

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  • Title: ➤  Life Span Development : Bases For Preventive And Interventive Helping
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1066.20 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Mon Nov 18 2019.

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6Life-span Human Development

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This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of tolerance for musical styles across the life span, and the second with the rated eminence of pop music artists. Both of these encompass aspects of stylistic knowledge and preference, and the results are discussed in terms of this cognitive-affective distinction. (EH)

“Life-span Human Development” Metadata:

  • Title: Life-span Human Development
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 2120.44 Mbs, the file-s for this book were downloaded 145 times, the file-s went public at Fri Jul 02 2021.

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7Student Study Guide To Accompany Life-Span Development

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This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of tolerance for musical styles across the life span, and the second with the rated eminence of pop music artists. Both of these encompass aspects of stylistic knowledge and preference, and the results are discussed in terms of this cognitive-affective distinction. (EH)

“Student Study Guide To Accompany Life-Span Development” Metadata:

  • Title: ➤  Student Study Guide To Accompany Life-Span Development
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 700.49 Mbs, the file-s for this book were downloaded 13 times, the file-s went public at Fri Oct 13 2023.

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8Human Development, A Life-span Perspective

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This paper focuses on the relationship between the cognitive and affective aspects of listening to various music styles. The document describes two cross-sectional studies of the same sample of 275 subjects drawn from 5 age groups (9-10 years; 14-15 years; 18-24 years; 25-49 years; and 50+ years). The first study deals with the development of tolerance for musical styles across the life span, and the second with the rated eminence of pop music artists. Both of these encompass aspects of stylistic knowledge and preference, and the results are discussed in terms of this cognitive-affective distinction. (EH)

“Human Development, A Life-span Perspective” Metadata:

  • Title: ➤  Human Development, A Life-span Perspective
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1463.32 Mbs, the file-s for this book were downloaded 20 times, the file-s went public at Tue Apr 11 2023.

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9Life-span Development And Behavior

Comprend des bibliogr

“Life-span Development And Behavior” Metadata:

  • Title: ➤  Life-span Development And Behavior
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 830.30 Mbs, the file-s for this book were downloaded 20 times, the file-s went public at Wed Jun 16 2021.

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10Life-span Human Development

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Comprend des bibliogr

“Life-span Human Development” Metadata:

  • Title: Life-span Human Development
  • Author: ➤  
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 2518.94 Mbs, the file-s for this book were downloaded 19 times, the file-s went public at Tue Sep 28 2021.

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11Human Development : The Span Of Life

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Comprend des bibliogr

“Human Development : The Span Of Life” Metadata:

  • Title: ➤  Human Development : The Span Of Life
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1396.79 Mbs, the file-s for this book were downloaded 20 times, the file-s went public at Fri Aug 27 2021.

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12Life- Span Human Development

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Comprend des bibliogr

“Life- Span Human Development” Metadata:

  • Title: Life- Span Human Development
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 2081.31 Mbs, the file-s for this book were downloaded 13 times, the file-s went public at Sat Sep 23 2023.

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13The Developing Person Through The Life Span & Exploring Human Development Student Media Tool Kit

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Comprend des bibliogr

“The Developing Person Through The Life Span & Exploring Human Development Student Media Tool Kit” Metadata:

  • Title: ➤  The Developing Person Through The Life Span & Exploring Human Development Student Media Tool Kit
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 3011.27 Mbs, the file-s for this book were downloaded 57 times, the file-s went public at Thu Mar 16 2023.

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14Human Development : A Life Span Approach

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Comprend des bibliogr

“Human Development : A Life Span Approach” Metadata:

  • Title: ➤  Human Development : A Life Span Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 2370.83 Mbs, the file-s for this book were downloaded 115 times, the file-s went public at Wed May 22 2019.

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15Development Of Posture And Gait Across The Life Span

Comprend des bibliogr

“Development Of Posture And Gait Across The Life Span” Metadata:

  • Title: ➤  Development Of Posture And Gait Across The Life Span
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 794.98 Mbs, the file-s for this book were downloaded 44 times, the file-s went public at Mon Jul 27 2020.

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16The Process Of Human Development : A Holistic Life-span Approach

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Comprend des bibliogr

“The Process Of Human Development : A Holistic Life-span Approach” Metadata:

  • Title: ➤  The Process Of Human Development : A Holistic Life-span Approach
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 2929.15 Mbs, the file-s for this book were downloaded 22 times, the file-s went public at Tue Jan 10 2023.

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17Perspectives : Life-span Development

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Includes index and bibliographical references

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  • Title: ➤  Perspectives : Life-span Development
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 475.30 Mbs, the file-s for this book were downloaded 91 times, the file-s went public at Tue Sep 15 2009.

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18Life Span Development : A Topical Approach To

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Includes index and bibliographical references

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  • Title: ➤  Life Span Development : A Topical Approach To
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1832.21 Mbs, the file-s for this book were downloaded 333 times, the file-s went public at Thu Jun 10 2021.

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19Life-span Human Development

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Includes index and bibliographical references

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  • Title: Life-span Human Development
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 1259.76 Mbs, the file-s for this book were downloaded 386 times, the file-s went public at Tue Jan 31 2012.

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20Human Development : A Life-span Approach

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Includes index and bibliographical references

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  • Title: ➤  Human Development : A Life-span Approach
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 313.97 Mbs, the file-s for this book were downloaded 28 times, the file-s went public at Mon May 31 2021.

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21ERIC ED381953: Exceptional Cognitive Development: A Life Span Developmental Approach.

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The belief that gifted children are more likely to have personality problems than "normal" individuals is not supported by research, but the image of the disturbed gifted child persists. This paper reviews research from a life-span developmental perspective to examine why this image persists. The paper critically examines the research of L. Terman, L. Hollingworth, W. Roedell, P. Janos, S. Dauber and C. Benbow, G. Betts and M. Neihart, and Tomlinson-Keasey and Little. The research specifically addresses personality traits, social cognition, social standing, characteristics of the extremely gifted, profiles of gifted/talented children, attachment among early college entrants, sex differences, family harmony, and predictor and outcome variables. Strengths and weaknesses of recent studies are explored, revealing such problems as subject preselection, low percent of variance accounted for by predictor variables, and cohort effects. (Contains 19 references.) (JDD)

“ERIC ED381953: Exceptional Cognitive Development: A Life Span Developmental Approach.” Metadata:

  • Title: ➤  ERIC ED381953: Exceptional Cognitive Development: A Life Span Developmental Approach.
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 13.06 Mbs, the file-s for this book were downloaded 96 times, the file-s went public at Sun Oct 12 2014.

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22Study Guide For Kail & Cavanaugh's Human Development : A Life-span View

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306 pages ; 28 cm

“Study Guide For Kail & Cavanaugh's Human Development : A Life-span View” Metadata:

  • Title: ➤  Study Guide For Kail & Cavanaugh's Human Development : A Life-span View
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 604.07 Mbs, the file-s for this book were downloaded 27 times, the file-s went public at Thu Nov 28 2019.

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23Journey Across The Life Span : Human Development And Health Promotion

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306 pages ; 28 cm

“Journey Across The Life Span : Human Development And Health Promotion” Metadata:

  • Title: ➤  Journey Across The Life Span : Human Development And Health Promotion
  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 659.30 Mbs, the file-s for this book were downloaded 191 times, the file-s went public at Sat Feb 18 2023.

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24Study Guide For Sigelman And Rider's 'Life-span Human Development'. Fourth Ed.

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306 pages ; 28 cm

“Study Guide For Sigelman And Rider's 'Life-span Human Development'. Fourth Ed.” Metadata:

  • Title: ➤  Study Guide For Sigelman And Rider's 'Life-span Human Development'. Fourth Ed.
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  • Language: English

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25Development Of Eye-Hand Coordination Across The Life Span

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306 pages ; 28 cm

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26Development Across The Life Span

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306 pages ; 28 cm

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27Study Guide To Accompany Human Development, Across The Life Span [by] Fergus Hughes, Lloyd Hope

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xiii, 182 pages ; 28 cm

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28Life-Span Human Development

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xiii, 182 pages ; 28 cm

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29Personality Development Through The Life Span

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xiii, 182 pages ; 28 cm

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30Human Odyssey: Life Span Development

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xiii, 182 pages ; 28 cm

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31Life-span Development [book + Electronic Resource]

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xiii, 182 pages ; 28 cm

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32Human Development Across The Life-Span

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xiii, 182 pages ; 28 cm

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33Development Across The Life Span

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xiii, 182 pages ; 28 cm

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34ERIC ED253309: Implications For Research Of A Life-Span Approach To Teacher Development.

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This paper examines the life-span approach to developmental psychology as it relates to teacher development research and presents some empirical results demonstrating the potential of the approach for increasing understanding of teacher development. Five assumptions of the life-span orientation as applied to the study of teacher development are discussed. Additionally, a typology of characteristics of life events is specified. Both assumptions and categories of the typology are viewed in relation to their implications for teacher development. Reported next, as an illustration of the value of the life-span approach, is a longitudinal exploratory study of preschool teachers enrolled in the 2-year Child Development Associate inservice education program. In October 1981, May 1982, and March 1983, 55 subjects were administered a battery of measures to assess the teacher-as-person, teacher-as-teacher, and teacher-as-teacher-as-person. Findings revealed differences between first- and second-year trainees; effects of teaching experience; variation across time on teacher-as-person variables; and significant relationships between teacher beliefs and personal characteristics. In conclusion, the design and results of the study are discussed with respect to the contribution that a life-span approach to teacher development may have on the study of inservice education. (RH)

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35ERIC EJ1139899: Linking Developmental Themes To Theories In The Autobiographical Narratives Of Life-Span Development Students

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Prior research findings point to the efficacy of using autobiographical life-story narration as a learning tool in undergraduate classes. The current study seeks to add to the existing literature on this topic by performing a qualitative analysis across events recorded in students' autobiographical narratives. The purpose of this analysis is to assess student learning of preselected developmental theories (Piaget, Schaie & Willis, and Erikson). Participants were undergraduates (N = 108) enrolled in introductory life-span development classes at a public state college in the southeastern United States. Participants composed three written assignments of a flowing narrative quality due at designated time intervals throughout the semester. The first assignment covered infancy through preschool (0-6 years); the second, the elementary school years through adolescence (7-19 years); and the third, early through late adulthood (20 years onward). In completing their assignments, participants conducted an introspective analysis of their own development (past, present, and realistic speculations about the future) in terms of applicable developmental principles. The data were analyzed for correct and incorrect links between dominant themes and corresponding developmental conceptions. Results are discussed in light of participants' content learning in the context of each preselected developmental theory. Implications for undergraduate teaching, learning, and assessment are also presented.

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36ERIC ED386904: Relating Life-Span Research To The Development Of Gifted And Talented Children. Abstracts Of Selected Papers [from] The Annual Esther Katz Rosen Symposium On The Psychological Development Of Gifted Children (3rd, Lawrence, Kansas, February 19-20, 1993).

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This monograph presents abstracts of 29 papers that relate life-span research to the development of gifted and talented children. Sample topics include: attitudes about rural schools and programs for the gifted; social competence, self-esteem, and parent-child time and interaction in an advantaged subculture; helping families of gifted children interact with schools; determinants of underachievement among gifted and nongifted black students; differentiated assessment of self-concept: understanding the diversity and growth of talent in creative domains; the long-term development of giftedness and high competencies in children enriched in language during infancy; the power gamesmanship tactics of emotionally disturbed gifted children: four case studies; development of giftedness among siblings: a case study; performance-based versus standardized assessment of young gifted children; the Hollingworth longitudinal study; studies of giftedness in a third world setting; comparison of narrative language abilities in gifted/learning disabled and high-achieving gifted students; the Simon's Rock early college program; religious development of gifted individuals; early mentor relationships in the lives of eminent and creative adults; families of the gifted; social giftedness; early influences in the development of artistic talent; implications for females of male conceptions of abilities; second language learning and gifted children; and verbal giftedness and the development of relativistic thinking. (DB)

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37ERIC ED183473: Implications Of The Socioeconomic Life Cycle For A Life-Span Conception Of Adult Human Development.

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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38Life Span Development : A Topical Approach

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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39Life-span Human Development

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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40Human Development : A Life-span View

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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41Contextual Influences Of Span/life Course Development

Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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42Child Development In Life-Span Perspective

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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43Life-span Development And Behavior. Volume 9

Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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  • Title: ➤  Life-span Development And Behavior. Volume 9
  • Language: English

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44Life-span Development : Infancy Through Adulthood

Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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  • Title: ➤  Life-span Development : Infancy Through Adulthood
  • Language: English

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45Life-span Development : Frameworks, Accounts, And Strategies

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

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  • Title: ➤  Life-span Development : Frameworks, Accounts, And Strategies
  • Author:
  • Language: English

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46Development Across The Life Span

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Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

“Development Across The Life Span” Metadata:

  • Title: ➤  Development Across The Life Span
  • Author: ➤  
  • Language: English

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47The Handbook Of Life-span Development

Behavioral development among adults is viewed from a life-span perspective. Derived from sociological literature, a life-span perspective is interpreted as a conceptualization of achievement associated with success and failure in school and in the world of work. Remarks are organized around the question of whether achievement in adults' world of work can be foretold in the scholastic achievement of childhood and adolescence. Data are taken from research on social inequality and mobility. The most pertinent concerns in that literature are to describe and explain the processes that allocate people to hierarchically ranked social positions throughout their lives. Patterns of continuity and discontinuity from one generation to another, one individual to another, and with regard to one individual across the life span are indicated by many factors including IQ tests, peer recognition, earnings, occupational status, and social standing. Findings from a review of recent literature by sociologists including O.D. Duncan, G.H. Elder, D.L. Featherman, R.A. Van Dusen, and H. Winsborough indicate that there is an overall trend toward greater continuity between the scholastic achievement of youth and the occupational and economic attainments of adults. Additional research is suggested on the sequence of institutional contexts--the home, school, and work/economy--in which achievement behavior takes place across the life cycle. (DB)

“The Handbook Of Life-span Development” Metadata:

  • Title: ➤  The Handbook Of Life-span Development
  • Language: English

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48Human Development; The Span Of Life

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Includes bibliographical references

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  • Title: ➤  Human Development; The Span Of Life
  • Authors: ➤  
  • Language: English

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49Test Item File Development Across The Life Span

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Includes bibliographical references

“Test Item File Development Across The Life Span” Metadata:

  • Title: ➤  Test Item File Development Across The Life Span
  • Author:
  • Language: English

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50Life-span Development : Concepts, Theories, And Interventions

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Includes bibliographical references

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  • Title: ➤  Life-span Development : Concepts, Theories, And Interventions
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 354.90 Mbs, the file-s for this book were downloaded 140 times, the file-s went public at Thu Jul 22 2010.

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Available books for downloads and borrow from The Open Library

1Life-span development

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“Life-span development” Metadata:

  • Title: Life-span development
  • Author:
  • Language: English
  • Number of Pages: Median: 654
  • Publisher: ➤  WCB Brown & Benchmark Publishers - McGraw-Hill - W.C.Brown - Mcgraw-Hill College - Brown & Benchmark Publishers - W.C. Brown - Wm. C. Brown Publishers - santrock - McGraw-Hill Higher Education - William C Brown Communications - McGraw Hill Higher Education - McGraw-Hill College - McGraw-Hill Companies
  • Publish Date: ➤  
  • Publish Location: ➤  Boston, Mass - Boston - Madison, Wis - Dubuque, Iowa - New York - Boston, MA - Dubuque, IA - Dubuque,Iowa - Madison, WI
  • Dewey Decimal Classification: 155305.2
  • Library of Congress Classification: BF-0713.00000000.S26 1989BF-0713.00000000.S26 1986BF-0713.00000000.S26 2006BF-0713.00000000.S26 1992BF-0713.00000000.S26 1995BF-0713.00000000.S26 1999BF-0713.00000000BF-0713.00000000.S26 2004BF-0713.00000000.S26 1997BF-0713.00000000.S26 2002BF-0713.00000000.S26 1983BF-0713.00000000.S26 2008BF-0713.00000000.S257 2008

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  • First Year Published: 1983
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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2Life-span development

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“Life-span development” Metadata:

  • Title: Life-span development
  • Author:
  • Language: English
  • Number of Pages: Median: 800
  • Publisher: ➤  McGraw-Hill Ryerson Higher Education - McGraw-Hill Higher Education - McGraw-Hill Education - McGraw-Hill Ryerson
  • Publish Date: ➤  
  • Publish Location: ➤  New York, NY - Toronto - [Toronto]
  • Dewey Decimal Classification: 155
  • Library of Congress Classification: BF-0713.00000000.S26 2012BF-0713.00000000.S26 2011BF-0713.00000000.L54 2005BF-0713.00000000.S26 2013BF-0713.00000000.S26 2017BF-0713.00000000.L53 2011BF-0713.00000000.S257 2010BF-0713.00000000.S257 2015BF-0713.00000000.S26 2015

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  • First Year Published: 2005
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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3Life-Span Development

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“Life-Span Development” Metadata:

  • Title: Life-Span Development
  • Author:
  • Language: English
  • Number of Pages: Median: 738
  • Publisher: ➤  Mcgraw-Hill College - McGraw Hill Higher Education - Mcgraw Hill Higher Education - McGraw-Hill Education - Mc Graw Hill Education - Brown & Benchmark Pub - McGraw-Hill Education (ISE Editions) - McGraw-Hill Higher Education
  • Publish Date: ➤  
  • Publish Location: New Delhi
  • Dewey Decimal Classification:
  • Library of Congress Classification: BF-0713.00000000.S26 2024BF-0713.00000000.S26 2021

“Life-Span Development” Subjects and Themes:

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  • First Year Published: 1999
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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4A topical approach to life-span development

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“A topical approach to life-span development” Metadata:

  • Title: ➤  A topical approach to life-span development
  • Author:
  • Language: English
  • Number of Pages: Median: 625
  • Publisher: ➤  McGraw-Hill - McGraw-Hill Higher Education
  • Publish Date:
  • Publish Location: Boston
  • Dewey Decimal Classification: 305.2
  • Library of Congress Classification: BF-0713.00000000.S257 2010BF-0713.00000000.S257 2002BF-0713.00000000.S257 2007BF-0713.00000000.S257 2005

“A topical approach to life-span development” Subjects and Themes:

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  • First Year Published: 2002
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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5Essentials of Life-Span Development

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“Essentials of Life-Span Development” Metadata:

  • Title: ➤  Essentials of Life-Span Development
  • Author:
  • Language: English
  • Number of Pages: Median: 1303
  • Publisher: ➤  McGraw Hill Higher Education - McGraw-Hill Higher Education - McGraw-Hill
  • Publish Date:

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Access and General Info:

  • First Year Published: 2007
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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6STUDY GUIDE to Accompany Life-Span Development

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“STUDY GUIDE to Accompany Life-Span Development” Metadata:

  • Title: ➤  STUDY GUIDE to Accompany Life-Span Development
  • Author:
  • Number of Pages: Median: 400
  • Publisher: McGraw Hill
  • Publish Date:

Edition Identifiers:

Access and General Info:

  • First Year Published: 2008
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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7Student Study Guide to Accompany Life-Span Development

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  • Title: ➤  Student Study Guide to Accompany Life-Span Development
  • Author:
  • Language: English
  • Publisher: Mcgraw-Hill College
  • Publish Date:

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Access and General Info:

  • First Year Published: 1997
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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8A Topical Approach to Life-Span Development with MM Courseware for Child and Adult Development CD-ROM and PowerWeb

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“A Topical Approach to Life-Span Development with MM Courseware for Child and Adult Development CD-ROM and PowerWeb” Metadata:

  • Title: ➤  A Topical Approach to Life-Span Development with MM Courseware for Child and Adult Development CD-ROM and PowerWeb
  • Author:
  • Language: English
  • Number of Pages: Median: 672
  • Publisher: ➤  McGraw-Hill Humanities/Social Sciences/Languages
  • Publish Date:

Edition Identifiers:

Access and General Info:

  • First Year Published: 2004
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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