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 4 Prenatal Development and Birth 89
Teratogens 99
The Mother’s State 107
Application 4.1 Growing Healthier Babies 108

The Father’s State 110

Engagement 4.1 Understanding Effects of Teratogens 111

4.3 The Perinatal Environment 111

Possible Hazards 113
The Mother’s Experience 114
The Father’s Experience 117

4.4 The Neonatal Environment 118

Breast or Bottle? 118
Identifying At-Risk Newborns 119
4.1 Prenatal Development 90 Risk and Resilience 122
Conception 90
Exploration 4.1 Skills for Parenting Tiny Babies 123
Prenatal Stages 92
Chapter Summary 124
4.2 The Prenatal Environment and Fetal Key Terms 125
Programming 98

5 Body, Brain, and Health 127

5.3 The Child 137
Brain Lateralization 138
Physical Behavior 138
Health and Wellness 139

5.4 The Adolescent 142

The Adolescent Brain: What’s Going On in There? 142
The Growth Spurt 143
Sexual Maturation 143
Exploration 5.1 Sports and Brain Damage 144
Health and Wellness 148

5.5 The Adult 151

The Changing Brain 151
5.1 Building Blocks of Growth and Lifelong Health 128 The Changing Reproductive System 153
The Endocrine System 129 Health and Wellness 155
The Brain and Nervous System 131 Theories of Aging: Why Do We Age and Die? 157
Principles of Growth 132 Exploration 5.2 Want to Live to Be 100? 158
A Life-Span Developmental Model of Health 132 Successful Aging 160
5.2 The Infant 133 Chapter Summary 162

Rapid Growth 134 Key Terms 163

Newborn Capabilities 134

Health and Wellness 137

Contents vii

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 6 Sensation, Perception, and Action 165
6.3 The Child 179
Locomotion: The Coupling of Perception and Action 179
Exploration 6.1 Grasping and Reaching 182
Integrating Sensory Information 182
Advances in Attention 183

6.4 The Adolescent 185

Attention 185
Hearing 186
Another Look at the Chemical Senses 187
Engagement 6.1 Are You a Supertaster? 188

6.5 The Adult 190

Vision 190
Hearing 193
6.1 Perspectives on Perception 166
Exploration 6.2 Aging Drivers 194
6.2 The Infant 167
Aging of the Chemical Senses 196
Vision 168
Application 6.2 Aiding Adults with Hearing Impairments 196
Hearing 172
Application 6.1 Aiding Infants and Children with Hearing
Changes in the Somaesthetic Senses 197

Impairments 174
The Adult in Perspective 197
Chapter Summary 198
The Chemical Senses: Taste and Smell 175
Key Terms 199
The Somaesthetic Senses 176
Influences on Early Perceptual Development 177

7 Cognition 201
Piaget’s Contributions 204
Challenges to Piaget 205
A Modern Take on Constructivism 206

7.2 Vygotsky’s Sociocultural Perspective 207

Culture and Thought 207
Social Interaction and Thought 208
Tools of Thought 208
Evaluation of Vygotsky 209
Application 7.1 Improving Cognitive Functioning 210

7.3 Fischer’s Dynamic Skill Framework 211

Comparison to Piaget and Vygotsky 212

7.4 The Infant 213

7.1 Piaget’s Constructivist Approach 202
The Development of Object Permanence 213
What Is Intelligence? 203
The Emergence of Symbols 215
How Does Intelligence Develop? 203

viii Contentss

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 7.5 The Child 216 7.7 The Adult 226
Preschoolers: Symbolic Thinking 216 Limitations in Adult Cognitive Performance 226
Exploration 7.1 Can There Really Be a Santa Claus? 217 Growth Beyond Formal Operations? 227
Elementary-Aged Children: Logical Thinking 219 Aging and Cognitive Skills 228
Chapter Summary 229
7.6 The Adolescent 220
Key Terms 231
Emergence of Abstract Thought 220
Progress Toward Mastery of Formal Operations 222
Engagement 7.1 How Well Do You Understand Piaget’s Stages
of Cognitive Development? 223
Implications of Formal Thought 224

8 Memory and Information Processing 233

8.3 The Child 242
Memory Development 242
Autobiographical Memory 246
Problem Solving 248
Application 8.1 Children’s Memory as Eyewitnesses 248

8.4 The Adolescent 250

Strategies 250
Basic Capacities 251
Metamemory and Knowledge Base 251
Engagement 8.1 Improve Your Memory! 252

8.5 The Adult 253

Developing Expertise 253
8.1 Conceptualizing Memory 234
Autobiographical Memory 254
Implicit and Explicit Memory 236 Memory and Aging 255
Neural Bases of Memory 237
Exploration 8.1 Forgetting: What Is Normal and What
Problem Solving 238
Is Not? 256
8.2 The Infant 239 Problem Solving and Aging 260
Uncovering Evidence of Memory 239 Chapter Summary 262
Problem Solving 241 Key Terms 263

Contents ix

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 9 Intelligence and Creativity 265
9.4 The Adolescent 277
Flynn Effect 277
IQ and School Achievement 278
Fostering Creativity 278

9.5 The Adult 279

IQ and Occupational Success 279
IQ and Health 280
Exploration 9.1 Intelligent AND Dumb? 281
Changes in IQ with Age 282
Predictors of Decline 283
Application 9.1 Intelligence Training for Aging Adults 284

Potential for Wisdom 284

9.1 Defining Intelligence and Creativity 266 Creative Endeavors 285
The Psychometric Approach 266
9.6 Factors that Influence IQ Scores over the Life
Engagement 9.1 What Do You Know about Intelligence Span 286
and Creativity? 267 Genes and Environments 286
Gardner’s Theory of Multiple Intelligences 269 Race and Ethnicity 289
Sternberg’s Triarchic Theory and Successful Intelligence 270 9.7 The Extremes of Intelligence 291
Creativity 272 Intellectual Disability 291
9.2 The Infant 273 Giftedness 293
Bayley Scales 273 Integrating Cognitive Perspectives 294
Infant Intelligence as a Predictor of Later Intelligence 273 Chapter Summary 295
Key Terms 297
9.3 The Child 274
The Stability of IQ Scores during Childhood 274
Causes of Gain and Loss 275
The Emergence of Creativity 275

10 Language and Education 299

10.1 The System of Language 300
Basic Components 300
Biology 301
Theories: Nature and Nurture 302
Exploration 10.1 Language Acquisition among Deaf
Children 304

10.2 The Infant 306

Mastering Language 306
The First Words 307
Mastery Motivation 310
Early Education 311

x Contentss

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 10.3 The Child 313 10.5 The Adult 327
Expanding Language Skills 313 Language 327
Achievement Motivation 314 Achievement Motivation 327
Engagement 10.1 What’s Your Motivation Style? 316 Literacy 328
Learning to Read 317 Continuing Education 328
Effective Schools, Effective Learning 319 Application 10.1 What Can Theory and Research Contribute
Teacher and School Characteristics 320 to Education? 329
10.4 The Adolescent 321 Chapter Summary 330
Declining Levels of Achievement 321
Key Terms 331
Cross-Cultural Differences 323
Pathways to Adulthood 325
Exploration 10.2 Combining Work and School 326

11 Self and Personality 333

11.4 The Adolescent 343
Self-Concept 343
Engagement 11.2 How Do Self-Conceptions Change
with Age? 343
Self-Esteem 344
Forging an Identity 344

11.5 The Adult 349

Self-Concepts and Self-Esteem 349
Application 11.1 Combating Negative Stereotypes
of Aging 351
Continuity and Discontinuity in Personality 352
Exploration 11.1 Personality and Culture: The Importance
11.1 Conceptualizing the Self and Personality 334 of Fit 354
Basic Concepts 334 Eriksonian Psychosocial Growth 355
Theories of Personality 334 Midlife Crisis? 357
Engagement 11.1 A Brief Personality Scale 335 Vocational Development and Adjustment 358
11.2 The Infant 337 Personality and Successful Aging 361
The Emerging Self 337 Chapter Summary 362

Temperament 338 Key Terms 363

11.3 The Child 341

Elaborating on a Sense of Self 341
Self-Esteem 341
The Developing Personality 342

Contents xi

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 12 Gender Roles and Sexuality 365
12.3 The Child 372
Acquiring Gender Stereotypes 372
Gender-Typed Behavior 373
Explaining Gender-Role Development 375
Application 12.1 Changing Gender-Role Attitudes
and Behavior 381
Childhood Sexuality 382
Sexual Abuse 383

12.4 The Adolescent 384

Adhering to Gender Roles 384
Not Adhering to Gender Roles: Transgender Youth 384
Attaining Sexual Maturity 385
Engagement 12.1 Test Your Understanding of Sex Exploration 12.1 Sexual Assaults on College Campuses 390
and Gender 366
12.5 The Adult 392
12.1 Sex and Gender 366 Changes in Gender Roles 392
Gender Roles and Stereotypes 367 Changes in Sexuality 394
Gender Differences or Similarities? 367 Chapter Summary 396

12.2 The Infant 370 Key Terms 397

Differential Treatment 370

Early Learning 371
The Beginnings of a Sexual Self 371

13 Social Cognition and Moral Development 399

Perspective Taking 405
Social Cognition in Adulthood 405

13.2 Perspectives on Moral Development 407

Moral Emotion: Psychoanalytic Theory and Beyond 407
Moral Reasoning: Cognitive-Developmental Theory 408
Moral Behavior: Social Learning Theory 410
Foundations of Morality: Evolutionary Theory 411

13.3 The Infant 412

Empathy, Prosocial Behavior, and Morality 413
Antisocial Behavior 413
Early Moral Training 414
Exploration 13.1 Marshmallows and the Life-Span ­Significance

13.1 Social Cognition 400 of Self-Control 415

Developing a Theory of Mind 400 13.4 The Child 416

Engagement 13.1 Do You Have a Theory of Mind? 402 Moral Understandings 416
Trait Perception 404 Moral Socialization 417

xii Contentss

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 13.5 The Adolescent 419 Moral Intuition and Emotion 426
Moral Identity 419 Exploration 13.2 Moral Thinking in India 426
Changes in Moral Reasoning 419
Engagement 13.2 Runaway Trolleys 427
Antisocial Behavior 420
Predicting Moral Action 428
Application 13.1 Stopping the Bullies 424 Religion and Spirituality 428
Chapter Summary 430
13.6 The Adult 425
Key Terms 431
Changes in Moral Reasoning 425
Culture and Morality 425

14 Emotions, Attachment, and Social Relationships 433

14.4 The Child 450
Parent–Child Attachments 450
Peer Networks 450
Play 450
Peer Acceptance 452
Friendships 453

14.5 The Adolescent 454

Attachments to Parents 454
Friendships 454
Changing Social Networks 455
Dating 456
Exploration 14.2 Searching for Love as an LGBT
Youth 457
14.1 Emotional Development 434
First Emotions and Emotion Regulation 434 14.6 The Adult 458
Emotional Learning in Childhood 436 Social Networks 458
Romantic Relationships 458
Exploration 14.1 Emotion Coaching or Emotion
Adult Attachment Styles 460
Dismissing? 437
Adolescents’ Emotional Lives 438 Engagement 14.1 Internal Working Models of
Emotions and Aging 438 Attachment 461
Adult Relationships and Adult Development 461
14.2 Perspectives on Relationships 440
Attachment Theory 440 Application 14.1 Building Secure Attachments 462

Peers: The Second World of Childhood 441 Exploration 14.3 Lonely Hearts 463

14.3 The Infant 442 Chapter Summary 464

An Attachment Forms 442 Key Terms 465

Quality of Attachment 444

Implications of Early Attachment 447
First Peer Relations 449

Contents xiii

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 15 The Family 467
15.4 The Adolescent 481
Ripples in the Parent–Child Relationship 481
Achieving Autonomy 482
Exploration 15.2 Helicopter Parents and the Quest
for Autonomy 483

15.5 The Adult 483

Establishing a Marriage 483
New Parenthood 484
The Child-Rearing Family 485
The Empty Nest 486
Grandparenthood 486
Changing Family Relationships 487

15.1 Understanding the Family 468 Exploration 15.3 Caring for Aging Parents in China 490

The Family as a System within Systems 468 15.6 Diverse Family Experiences 491

Engagement 15.1 Do You Know Today’s American Singles 491

Family? 469 Childless Married Couples 492
The Family as a Changing System 469 Gay and Lesbian Families 492
A Changing System in a Changing World 470 Divorcing Families 493
Reconstituted Families 494
15.2 The Infant 472
Mothers and Fathers 472 15.7 The Problem of Family Violence 495

Mothers, Fathers, and Infants: The System at Work 473 Why Does Child Abuse Occur? 496
What Are the Impacts of Child Abuse? 497
15.3 The Child 474
Parenting Styles 474 Application 15.1 How Do We Stop the Violence? 498

Social Class, Economic Hardship, and Parenting 475 Chapter Summary 499

Exploration 15.1 Culture and the Tiger Mother 476 Key Terms 499

Models of Influence in the Family 478

Sibling Relationships 479

16 Developmental Psychopathology 501

16.1 What Makes Development Abnormal? 502
DSM Diagnostic Criteria 502
Developmental Psychopathology 503

16.2 The Infant 506

Autism Spectrum Disorder 506
Depression 510

16.3 The Child 511

Externalizing and Internalizing Problems 511
Nature and Nurture 511
Attention Deficit Hyperactivity Disorder 512
Engagement 16.1 Could You Have ADHD? 514

xiv Contentss

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 Depression 515 Exploration 16.1 Peer Socialization or Peer Selection? 522

Application 16.1 How Do You Treat a Depressed Engagement 16.2 Is Anyone You Know Suicidal?
3-Year-Old? 517 Know the Warning Signs 524

16.4 The Adolescent 517 16.5 The Adult 525

Storm and Stress? 517 Stress and Disorder 525

Adolescent Problem Behaviors 518 Depression 525
Eating Disorders 518 Aging and Dementia 526
Substance Use Disorders 520 Chapter Summary 530

Depression and Suicidal Behavior 522 Key Terms 531

17 The Final Challenge: Death and Dying 533

The Dying Child 546
The Bereaved Child 547

17.5 The Adolescent 548

Advanced Understandings of Death 548
Experiences with Death 548

17.6 The Adult 549

Death in the Family Context 550
Exploration 17.1 Bereavement among the Partners of Gay Men
with HIV/AIDS 552
The Grief Work Perspective and Challenges to It 553
Who Copes and Who Succumbs? 555
Posttraumatic Growth 557
17.1 Matters of Life and Death 534 Engagement 17.2 The Bright Side of Bereavement 557
What Is Death? 534
17.7 Taking the Sting Out of Death 558
Engagement 17.1 Life and Death Attitudes 536 For the Dying 558
What Kills Us and When? 537 For the Bereaved 559
17.2 The Experience of Death 539 Taking Our Leave 559
Perspectives on Dying 539 Application 17.1 The Family Bereavement Program 559
Perspectives on Bereavement 541 Chapter Summary 560
17.3 The Infant 543 Key Terms 561

17.4 The Child 544

Grasping the Concept of Death 544

Contents xv

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 Appendix Careers in Human Development 562

Research 562

Teaching 563

Professional Practice 564

Pre-Bachelor’s- or Bachelor’s-Level Positions 564
Applied Developmental Psychologist 565
Counselor, Psychologist, or Therapist 565
Health and Allied Health Professionals 566
Other Options 566

Resources 566

Glossary 568

References 586

Name Index 667

Subject Index 701

xvi Contentss

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 Preface
This book is about the development of human beings—from their helps us emphasize the processes behind development. Finally,
start as fertilized eggs to their dying days. It explores regularities a topical approach captures the spirit of a life-span perspective
as well as differences in development, and it asks fundamental on development: It encourages us—indeed obliges us—to view
questions about why we humans develop as we do. This ninth edi- each period of life in relation to what comes before and what
tion of Life-Span Human Development retains four core features comes after. In chronologically organized textbooks, many topics
valued by students and instructors over the years: (1) our unique are taken up only in connection with the age group to which they
integrated topical-chronological approach, (2) a presentation that seem most relevant and are then dropped. A topical organization
is both research-based and relevant to students, (3) an empha- stimulates us to ask intriguing questions we might otherwise not
sis on ideas—on the different theoretical perspectives that guide ask, such as these about close relationships:
thinking about human development and research, and (4) ­an
• What do infants’ attachments to their parents have in common
­in-depth exploration of the all-important nature–nurture issue.
with, and how do they differ from, attachments between child-
In addition, we introduce exciting new topics and controversies in
hood friends or between adult romantic partners?
life-span human development, update coverage throughout, and
• Do securely attached infants later have a greater capacity to
offer new pedagogical features and supplements to enhance the
form and sustain close relationships than infants whose early
teaching-learning process.
social experiences are less favorable?
• What are the consequences at different points in the life span
of lacking a close relationship?
Topical and Chronological Attachments are important throughout the life span and evolve
Approach over the life span; a topical organization helps make that clear.
The most distinctive feature of this book is its unique integrated
topical-chronological approach. Almost all other life-span devel-
Why Chronological?
opment textbooks adopt a chronological or “age-stage” approach,
carving the life span into age ranges and describing the prominent We also appreciate the strengths of the chronological approach,
characteristics of individuals within each age range. In contrast, particularly its ability to portray the whole person in each period
we adopt a topical approach for the overall organization of the of the life span. For this reason, we integrated the age-stage
book blended with a chronological approach within chapters. approach with the topical organization, aiming to have the best
Each chapter focuses on a domain of development, such as cogni- of both worlds.
tion, personality, or social relationships, and traces developmental Each topical chapter contains major sections on infancy,
trends and influences in that domain from infancy to old age. At childhood, adolescence, and adulthood. These age-stage sec-
the same time, each chapter highlights the special qualities of dif- tions call attention to the distinctive qualities of each phase of
ferent age groups through major sections on infancy, childhood, life and make it easier for students to find material on an age
adolescence, and adulthood. period of particular interest to them. In short, we believe that our
integrated topical-chronological approach gives students exactly
what they deserve: an understanding of the flow of ­life-span
Why Topical? development in particular areas and the factors influencing it
Why have we fought the tide? Like many other instructors, we along with an appreciation of the flavor of each developmental
have typically favored topically organized textbooks when teach- period.
ing child, adolescent, or adult development. As a result, it seemed
natural to extend that same topical approach to the whole life Adaptability of the Integrated
span. It also bothered us that chronologically organized texts often Topical-Chronological Approach
have to repeat themselves to remind readers of where develop-
Even though links across chapters are noted throughout the book,
ment left off in an earlier age period that was covered much earlier
instructors who are teaching condensed courses or who are other-
in the book.
wise pressed for time can omit a chapter without fear of rendering
More important, a topic-by-topic organization conveys the
other chapters incomprehensible. For example:
flow of development in each area—the systematic, and often dra-
matic, transformations we undergo as well as the ways in which • A cognitively oriented course might omit one or more of the
we continue to be the same individuals. The topical approach also socially oriented chapters (Chapters 11, 12, 14, 15, 16, and 17).

xvii

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 • A socially oriented course might omit one or more of the cog- these theoretical perspectives to guide their thinking and action
nitively oriented chapters (Chapters 6, 7, 8, 9, and 10). when they encounter a question about human development
outside the course.
Moreover, this approach gives instructors the flexibility to cover
With this in mind, we have devoted Chapter 2 to laying out in
infancy, childhood, and adolescence in the first portion of the
broad strokes the psychoanalytic, learning, cognitive developmen-
course, if they prefer, and to save the material on adulthood for
tal, and systems perspectives on human development. In later chap-
the end.
ters, we draw on these and other perspectives as we explore different
aspects of development; see, for example, treatment of the dynamic
systems view of motor development in Chapter 6; Jean Piaget’s
Research-Oriented and Relevant groundbreaking cognitive-developmental theory in comparison
Coverage to Lev Vygotsky’s sociocultural perspective and Kurt F ­ ischer’s
dynamic skill theory in Chapter 7; the ­information-processing
We have worked hard to create a text that is rigorous yet ­readable—
perspective in Chapter 8; alternative views of intelligence in
research-oriented yet “real” to students. The ninth edition of
Chapter 9; nativist, learning, and interactionist theories of
Life-Span Human Development tackles complex theoretical con-
­language development in Chapter 10; alternative theories of per-
troversies and presents both classic and contemporary research
sonality development in Chapter 11; theories of gender identity
from multiple disciplines. We aim to make developmental science
in chapter 12; theories of moral development, including evolu-
accessible and relevant to students’ lives and career goals but we
tionary theory, in Chapter 13; attachment theory in Chapter 14;
do not “dumb it down.”
and family systems theory in Chapter 15.
Students need to understand how we know what we know
about development—to appreciate the research process. With that
in mind, we describe illustrative studies and present data in graphs
and tables, and we cite the authors and dates of publication for
Nature–Nurture Theme
a large number of books and articles, all fully referenced in the Finally, we want students to gain a deeper understanding of
bibliography at the end of the book. Some students may wonder the nature–nurture issue and of the many interacting forces
why they are there. It is because we are committed to the value of affecting the developing person. We want students to appreci-
systematic research, because we are bound to give credit where ate that human development is an incredibly complex process
credit is due, and because we want students and their professors that grows out of transactions between a changing person and
to have the resources they need to pursue their interest in a topic a changing world and out of dynamic relationships among
during and after the course. biological, psychological, and social influences. No con-
We also appreciate that solid scholarship is of little good tributor to development—a gene, a temperament, a parent, a
to students unless they want to read it, can understand it, and culture—acts alone and is unaffected by other influences on
see its relevance. To make the material more “real,” we clarify development.
developmental concepts through examples, analogies, and We introduce the nature–nurture issue in Chapter 1, com-
visuals; we connect topics in the text to topics in the news, and pare theorists’ stands on the issue in Chapter 2, and give the
highlight the practical implications of research findings. This issue extended treatment in Chapter 3 on genes and environ-
book contains a wealth of applied material relevant to students’ ment. Each subsequent chapter includes one or more illustra-
current and future roles as parents, teachers, psychologists, tions of the intertwined contributions of nature and nurture to
health professionals, and other human service professionals. development and aging, and Chapter 16 looks at their roles in
It helps students see that major theories of human develop- the development of psychological disorders. Along the way, we
ment do not just guide researchers but can guide them—for describe exciting studies that bring home what it means to say that
example, in raising, educating, or treating infants, children, or genes and environment interact to influence development—as
adolescents, understanding themselves and making important when genes predisposing an individual to depression combine
life decisions, appreciating that their parents and grandparents with stressful life events to produce depression. We also illus-
are also developing persons, and coping with developmental trate the many ways in which genes and environment affect one
challenges. another—for instance, ways in which genetic makeup influences
the experiences an individual has, and ways in which experience
can affect the activation or expression of genes in ways that alter
development.
Theoretical Grounding In this edition, we have tried to convey how much more
Theories are critical in any science, guiding scientists on what today’s developmental scientists know about the intricacies of
to study, how to study it, and how to interpret their findings. We nature and nurture. We have incorporated new discoveries about
want students to leave the study of life-span human develop- genes, hormones, neural networks, and other biological forces in
ment with more than facts alone; we want them to appreciate development. We have also strengthened coverage of contextual
the major issues of interest to developmental scientists and how influences on development—ways in which developmental path-
the leading theories in the field have shaped our thinking about ways can differ, sometimes dramatically, depending on the indi-
development. Most important, we want students to learn to use vidual’s family, school, neighborhood, social class, and subcultural

xviii Preface

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 and cultural contexts. Most important, we illuminate the interplay Chapter 17 and offer a chart inside the back cover that sum-
between biological and environmental influences that is at the marizes major developments in each of seven periods of the
heart of the developmental process—and that makes it difficult life span. Finally, an appendix, Careers in Human Develop-
to leave this course as either an extreme nativist or an extreme ment, lays out possibilities for translating an interest in human
environmentalist. development into a career in research, teaching, or professional
practice.

Organization of the Text

Engaging Students
Core Concepts: Chapters 1 to 4
The ninth edition provides learning objectives for each major
The book begins by orienting students to the life-span perspec- numbered section and continues to use a variety of other strate-
tive on human development and to approaches to the scientific gies to increase students’ engagement with the material and, more
study of development (Chapter 1), as well as to the central issues importantly, their learning.
and theoretical perspectives that have dominated the field (Chap-
ter 2). Next it explores developmental processes in some depth,
examining genetic and environmental influences on develop- Learning Objectives
ment (Chapter 3) and then focusing on important environmen- Each major numbered section starts with two to five learning
tal influences during the critical prenatal and perinatal periods objectives to focus students’ reading and give it purpose.
(Chapter 4).

Development of Basic Human Capacities: Checking Mastery Questions

Chapters 5 to 10 To encourage students to actively check their command of the
material as they progress through the chapter, we pose two to
Chapters on the growth and aging of the body and nervous
four Checking Mastery questions at the end of each numbered
system and on health (Chapter 5) and on the development of
chapter section. Instructors can find the answers in the Instructor’s
sensory, perceptual, and motor capacities (Chapter 6) launch
Manual and can decide whether they want to use the questions
our examination of the development of basic human capaci-
as assignments or test items or give the answers to students so that
ties. Chapter 7 turns to cognitive development, starting with
they can test their own mastery.
the influential theory of Jean Piaget and then moving on to
Vygotsky’s and Fischer’s perspectives; Chapter 8 views mem-
ory and problem solving from an information-processing per- Making Connections Questions
spective; Chapter 9 highlights the psychometric approach to Also at the end of each major section, Making Connections ques-
cognition, exploring individual differences in intelligence and tions invite students to reflect on the material—to weigh in on a
creativity; and Chapter 10 explores language development and debate in the field, evaluate the material’s implications for public
the roles of language, cognition, and motivation in educational policy, apply the material to a case example, or explore the mate-
achievement. rial’s relevance to their own development. These questions can
serve as the basis for writing assignments, essay questions, or class
Development of Self in Society: discussions.
Chapters 11 to 17
The next three chapters concern the development of the self: Boxes
changes in self-conceptions and personality and their relation- The topics we address in boxes sprinkled throughout the chap-
ships to vocational identity and development (Chapter 11); in ters were chosen because they struck us as both interesting and
gender roles and sexuality (Chapter 12); and in social cognition, important; they are not fluff to be skipped! This edition con-
morality, and prosocial and antisocial behavior (­ Chapter 13). The tinues to include three kinds of boxes, each with a different
self is set more squarely in a social context as we trace life-span purpose:
changes in attachment relationships (Chapter 14) and in roles • Exploration boxes allow more in-depth investigation of
and relationships within the family (Chapter 15). Finally, we offer research or thinking on a topic.
a life-span perspective on developmental problems and disorders • Application boxes examine how knowledge has been applied
(Chapter 16) and examine how humans of different ages cope to optimize development.
with dying and bereavement (Chapter 17). • Engagement boxes provide opportunities for students to
engage personally and actively with the material—to assess
Getting the Big Picture their own knowledge, beliefs, traits, and attitudes by com-
pleting personality scales, test items, surveys, and short
To help students pull together the “big picture” of life-span
quizzes.
human development at the end of the course, we remind stu-
dents of some of the major themes of the book at the end of To see the titles of these boxes, scan the table of contents.

Preface xix

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 Content Updates in This Edition Chapter 6. Sensation, Perception,
As always, the book has been thoroughly updated to convey the and Action
most recent discoveries and insights developmental scientists have • New twists in the study of how infants learn to avoid drop-offs
to offer. We have added some exciting new topics and revised • Discussion of our limited capacity for multitasking
and updated coverage of many other topics for this edition. A few • An updated discussion of driving in later life
examples:

Chapter 1. Understanding Life-Span Human Chapter 7. Cognition

Development • Introduction of the theories of Piaget, Vygotsky, and Fischer
and reminders of their themes in the chapter’s survey of mile-
• New illustrations of how the digital age may be affecting
stones in cognitive development
development
• New attempts to relate theories to classroom learning
• Discussion of the criticism that most psychological research
is about “WEIRD people” (such as American college stu-
dents) who are not representative of people around the Chapter 8. Memory and Information
globe—and a call for understanding development in its cul- Processing
tural context
• Discussion of cases of amnesia to bring home the importance
of memory processes in development
Chapter 2. Theories of Human Development • More on the neural bases of memory
• Application of each major theoretical perspective to under-
standing and changing sexual risk behavior in adolescence
Chapter 9. Intelligence and Creativity
• A deeper dive into Bronfenbrenner’s bioecological systems
theory • A new report on the implications of socioeconomic status for
IQ and changes in intellectual abilities with age
Chapter 3. Genes, Environment, • Research on why even intelligent people sometimes make
“dumb” decisions
and Development
• Coverage of the differential susceptibility hypothesis and
research suggesting that so-called risk genes that pre-
Chapter 10. Language and Education
dispose some children to psychological problems in • The latest on bilingualism and its implications for cognitive
­unsupportive environments may also help them benefit from development and aging
supportive environments • A reworked discussion of nature and nurture in language acqui-
• More on epigenetic effects of the environment on gene expres- sition, including a discussion of how the quantity and quality of
sion and examples of key findings and their implications speech to young language learners affects their progress

Chapter 4. Prenatal Development and Birth Chapter 11. Self and Personality
• The latest research on fetal programming in response to the • A new box on culture and personality to supplement the chap-
prenatal environment and its implications for later health and ter’s contrasts of development in individualistic and collectivist
development cultures
• New studies of the effects of exposure to radiation, pollution, • Recent multicultural research on changes in self-esteem and
and maternal stress on prenatal development personality in adulthood
• A box on parenting tiny, low birth weight babies

Chapter 12. Gender Roles and Sexuality

Chapter 5. Body, Brain, and Health
• An updated account of significant similarities and differences
• A timely discussion of sports-related concussions and brain between the sexes
development • A new section on transgender youth
• The latest on centenarians and why they live so long • An exploration of sexual assaults on college campuses

xx Preface

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 Chapter 13. Social Cognition and Moral • Introductory material that lays out the plan for the chapter and
Development introduces key concepts, theories, and issues relevant to the
area of development to be explored
• Exciting research on the roots of morality in infancy and early • Learning objectives at the start of each major numbered
childhood, as illustrated by a sense of fairness, evaluation of section
good guys and bad guys, and a motivation to help • Developmental sections (in Chapters 5–17) highlighting four
• A look at moral thinking in India and the role of religious and developmental periods: infancy, childhood, adolescence, and
spiritual beliefs in moral thinking adulthood
• Checking Mastery and Making Connections questions after
Chapter 14. Emotions, Attachment, each major section
and Social Relationships • A Chapter Summary reviewing the chapter’s main messages
• A Key Terms section listing new terms introduced in the chap-
• More on the quality of adolescents’ attachments to parents, ter in the order in which they were introduced and with the
friends, and romantic partners page number on which they were introduced. Printed in blue,
• New coverage of dating among LGBT youth bold font, key terms are defined when they are first presented
• A box examining loneliness as a public health threat through in a chapter and are included in the glossary at the end of the
the life span book.

Chapter 15. The Family

Supplements
• More on the family as a system and the importance of sup- The ninth edition of Life-Span Human Development is accompa-
portive coparenting nied by an outstanding array of supplements for both the instructor
• Research on the implications of helicopter parenting for the and the student that are intended to enrich the student’s learning
development of college students experience inside and outside the classroom. All the supplements
• Challenges facing older adults in a rapidly changing China have been thoroughly revised and updated. We invite instructors
and students to examine and take advantage of the teaching and
Chapter 16. Developmental learning tools available.
Psychopathology
Online Instructor’s Manual
• Highlights of the Great Smoky Mountains Study of the origin
and course of psychological disorders. The Instructor’s Manual contains chapter-specific outlines; a
• Research on identifying through brain imaging children at risk list of print, video, and online resources; and student learning
for depression and treating preschool children suffering from objectives. The manual has a special emphasis on active learn-
depression ing, offering suggested student activities and projects for each
• A new section on how adolescent problem behavior grows out chapter.
of the normal developmental tasks of adolescence
Cengage Learning Testing, Powered
Chapter 17. The Final Challenge: Death by Cognero®
and Dying Cengage Learning Testing Powered by Cognero® is a flexible,
online system that allows you to import, edit, and manipulate
• Coverage of the Brittany Maynard right-to-die case content from the text's test bank or elsewhere, including your own
• Recent research questioning findings of widespread resilience favorite test questions; create multiple test versions in an instant;
among bereaved adults and deliver tests from your learning management system, your
• An exploration of bereavement among partners of gay men classroom, or wherever you want.
with HIV/AIDS
Online PowerPoint® Lecture Slide Decks
Chapter Organization The Online PowerPoint® Lecture Slides are designed to facilitate
an instructor’s use of PowerPoint in lectures. Slides are provided
The chapters of this book use a consistent format and contain the
for each chapter; they contain main concepts with figures, graph-
following:
ics, and tables to visually illustrate main points from the text.
• A chapter outline that orients students to what lies ahead Slides have been designed to be easily modifiable so instructors
• A chapter opener that engages student interest are able to customize them with their own materials.

Preface xxi

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 MindTap Reviewers
MindTap for Life-Span: Human Development creates a unique We are very grateful to nine “cohorts” of reviewers for the con-
learning path that fosters increased comprehension and effi- structive criticism and great suggestions that have helped us make
ciency of learning. It engages students and empowers them each edition of this book better than the one before:
to produce their best work—consistently. In MindTap, course
material is seamlessly integrated with videos, activities, apps,
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and more.
In MindTap, instructors can: Nina Banerjee, Delaware State University
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enhanced with multimedia and activities to encourage and Fredda Blanchard-Fields, Louisiana State University
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an instructor’s syllabus exactly. Denise Ann Bodman, Arizona State University
• Integrate their own content. Instructors can modify the Mind-
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problem areas.
Bonny K. Dillon, Bluefield College
David R. Donnelly, Monroe Community College–Rochester
Acknowledgments Shelley Drazen, Binghamton University (SUNY)
Michelle R. Dunlap, Connecticut College
We would like to express our continuing debt to David Shaffer
of the University of Georgia for allowing his child development Marion Eppler, East Carolina University
textbook to inform the first and second editions of this book. Dan Florell, Eastern Kentucky University
Credit for excellent supplementary materials goes to Bradley James N. Forbes, Angelo State University
Caskey, who revised the Instructor’s Manual with Test Bank. Claire Ford, Bridgewater State College
Producing this book required the joint efforts of Cengage Carie Forden, Clarion University
Learning and SPi Global. We thank our product manager, Star
Jody S. Fournier, Capital University
Barruto, for her leadership of the project, and Stefanie Chase,
our content developer, for her superb efforts to keep the project Janet Fritz, Colorado State University
moving, support us cheerfully throughout, and make this edition Rebecca J. Glover, University of North Texas
the most visually appealing and pedagogically effective edition Cheryl Hale, Jefferson College
yet. We thank Phil Scott at SPi Global for outstanding manage- Charles Harris, James Madison University
ment of the book’s production and Padmarekha Madhukannan Karen Hartlep, California State University–Bakersfield
and Carly Bergey for photo research. We are grateful, as well,
Abby Harvey, Temple University
for the able assistance of Ruth Sakata Corley, production proj-
ect manager; Vernon Boes, art director; and Deanna Ettinger, IP Christina Hawkey, Arizona Western College
analyst. We also appreciate the strong support of James Finlay, Jay E. Hillis, Bevill State Community College–Brewer
marketing manager. Debra L. Hollister, Valencia Community College
We remain deeply indebted to sponsoring editors past—to Amy Holmes, Davidson County Community College
C. Deborah Laughton, who insisted that this project be under- Stephen Hoyer, Pittsburg State University
taken, and to Vicki Knight, who skillfully shepherded the first
Malia Huchendorf, Normandale Community College
edition through its final stages and oversaw the second edition.
Finally, Patrick Sheehan deserves thanks for his help with refer- David P. Hurford, Pittsburg State University
encing, and Corby Rider deserves appreciation for his support and Vivian Jenkins, University of Southern Indiana
understanding of his workaholic mother. Wayne G. Joosse, Calvin College

xxii Preface

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 John Klein, Castleton State College Louise Perry, Florida Atlantic University
Franz Klutschkowski, North Central Texas College Sharon Presley, California State University–East Bay
Jim Korcuska, University of San Diego Mark Rafter, College of the Canyons
Suzanne Krinsky, University of Southern Colorado Lakshmi Raman, Oakland University
Brett Laursen, Florida Atlantic University Marjorie Reed, Oregon State University
Sherry Loch, Paradise Valley Community College Elizabeth Rhodes, Florida International University
Becky White Loewy, San Francisco State University Eileen Rogers, University of Texas–San Antonio
Rosanne Lorden, Eastern Kentucky University Mark Runco, California State University–Fullerton
Carolyn Cass Lorente, Northern Virginia Community Pamela Schuetze, Buffalo State College
College–Alexandria Matt Scullin, West Virginia University
Nancy Macdonald, University of South Carolina–Sumter Lisa Sethre-Hofstad, Concordia College
Susan Magun-Jackson, University of Memphis Timothy Shearon, Albertson College of Idaho
Robert F. Marcus, University of Maryland Dawn Taylor-Wright, Meridian Community College
Gabriela A. Martorell, Portland State University Luis Terrazas, California State University–San Marcos
Rebecca Kang McGill, Temple University Brooke Thompson, Gardner-Webb University
Russell Miars, Portland State University Polly Trnavsky, Appalachian State University
Ann K. Mullis, Florida State University Katherine Van Giffen, California State
Ronald L. Mullis, Florida State University University–Long Beach
Bridget C. Murphy-Kelsey, Metropolitan State College Nancy L. Voorhees, Ivy Tech Community College–Lafayette
Susan L. O’Donnell, George Fox University Catherine Weir, Colorado College
Shirley M. Ogletree, Southwest Texas State University Kyle Weir, California State University–Fresno
Jim O’Neill, Wayne State University Diane E. Wille, Indiana University–Southeast
Rob Palkovitz, University of Delaware Ruth Wilson, Idaho State University
Suzanne Pasch, University of Wisconsin–Milwaukee Robin Yaure, Penn State Mont Alto

Preface xxiii

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00731_fm_hr_i-xxv.indd 24 1/23/17 12:40 PM
Another random document with
no related content on Scribd:
 A TUAREG WOMAN.

Still the Tuareg woman is allowed to have friends of the opposite

sex, and, as in the days of the Troubadours, her praises are sung in
many a charming rondeau. These male friends, who correspond to
the Italian cicisbeos, draw their swords in honour of the fair lady of
their choice, and shout her name as a war-cry as they fling
themselves upon the foe in the clash of combat. The woman, in her
turn, celebrates the exploits of her cicisbeo in verse, and she adorns
his leather shield and the scabbard of his sword with the work of her
hands. All, however, ends there, and we are irresistibly reminded of
Petrarch’s songs in honour of his Laura when she was a stout,
middle-aged woman, the mother of seven children.
Alas! we must tell the whole truth, and this reference to Petrarch
brings me back to my subject: Tuareg women in general. What a pity
that after all I have said about their lofty spirit, their manners, and the
good influence they exercise, I am obliged to own that I cannot
admire their figure, which resembles that of a Durham cow ready for
a prize show, or of a moulting goose more than anything else.
Their faces are pleasing, sometimes even very pretty. Delicate
features, big eyes full of expression, and very long black hair parted
in the middle and plaited together at the back of the head, give them
a charming appearance, but they have absolutely no figures, they
are just one mass of fat; their arms are like the jellies exposed for
sale in pork-butchers’ shops, and the less said about the rest of their
bodies the better.
In striking contrast to their wives, Tuareg warriors are generally
very lean, and their figures are well knit. Their limbs are very finely
moulded, and they walk with a slow dignity all their own, raising their
feet rather high from the ground much as an ostrich does, a mode of
progression which is probably the reason for their habit of leaning on
their spears as they advance.
The most striking peculiarity of the Tuareg costume is the veil,
called the litham in Arabic, and the tagelmust in Tamschek, which
covers the face, leaving only the eyes visible. It consists of a band of
stuff, generally black, which goes round the head like a turban to
begin with, and then passes over the mouth and nose, coming round
a third time across the forehead, and looking rather like a visor.
The tribe to which a Tuareg belongs is shown by his tagelmust. A
well-bred Amacher never takes it off, not even to eat or sleep, and
the negroes of the riverside have adopted the custom in imitation of
their masters. Their veils are, however, generally white, as are also
those of Tuaregs who are not rich enough to buy the lustrous black
stuffs from Haussa, used by the well-to-do.
The veil seems to have been originally adopted as part of the
Tuareg costume on hygienic grounds, for in the long wanderings of
the tribes amongst the sand of the deserts it protects the respiratory
organs. By degrees, however, this tagelmust grew to be considered
a sign of the modesty of the wearer, and to show the face became a
breach of etiquette.
 Strange to say, the women do not hide their faces, a very
noteworthy difference this between Mahommedans, whose females
are always veiled, and Tuaregs, amongst whom it is the men who
thus disguise their features. To make up for this, however, if a Tuareg
woman wishes to show great respect to any one she is talking to,
she covers her mouth with a piece of her robe.
The Tuaregs themselves tell the following legend—they have one
for every occasion—to explain this peculiarity of their costume.
“In olden times women used to keep their faces veiled as do the
Mahommedans, whilst men left their faces uncovered; but one day
the enemy surprised a camp of our ancestors. The attack was so
sudden and so utterly unexpected that the Tuaregs were seized with
panic and fled, leaving behind them their families and their property.
They flung down their arms, making no effort to defend themselves,
but trusting for escape entirely to the fleetness of their legs.
 A TUAREG IN HIS NATIONAL COSTUME.

“The women, however, picked up the swords, the spears, and the
daggers, with which they faced the enemy and drove them off.
“From that day, to show their admiration for the conduct of their
wives, and their shame for their own cowardice, the men wore the
veil and the women left their features exposed to view.”
In addition to the veil the Tuaregs wear a tunic of lustrous black
cotton, which falls nearly to the ankles, and in the front of which is a
huge pocket.
The Tuareg who wishes to be very “chic,” to use the last slang
expression in vogue in France and England, has this pocket made of
red material; but whatever the colour it is always of huge size. It is
difficult to imagine what quantities of things that pocket will hold. In it
a Tuareg can stow away yards upon yards of stuff, any amount of
beads, whole coverlets, etc., etc.; and to see him dispose of
everything in such a limited space, reminds one of the conjurors who
put a cannon ball, a cage full of birds, and a bowl with gold fish all
into a single nut.
Long wide trousers envelope the lower part of the body, and are
drawn in at the waist with running strings, whilst sandals made of ox
or antelope hide protect the feet from the burning heat of the sun-
parched sand.
The costume is completed by quantities of little leather sachets,
containing amulets, hung round the neck on thin cords. These
amulets protect their wearer from all evil influences, and secure to
him all the good things his heart desires.
The weapons of a Tuareg are all what the French call armes
blanches, that is to say, swords, spears, daggers, etc., and it is rare
indeed for any of them to own firearms. Even if they have them they
will not use them unless they are positively driven to do so. They
have a kind of superstitious dread, and at the same time a contempt
for guns. “They are not weapons worthy of a man,” say these
Tuaregs, who admit that their women excel them in courage.
The national weapon par excellence is the so-called tellak or short
dagger, the sheath of which is fastened to the left wrist with a leather
armlet. The hilt of this tellak is of the shape of a cross, and the
wearer is not at all inconvenienced by wearing it. He generally rests
his hand on the hilt when he is not using the weapon. If he is
threatened with any danger, the dagger is drawn from the sheath
with the right hand in an instant.
The spear or lance is generally made entirely of iron, except for
certain copper ornaments; a few, however, have wooden handles,
though the actual weapon is of metal. The Ihaggaren alone have the
right of wearing the iron spear, and the so-called takuba or sword
worn at the side, suspended on a cotton or silk cord.
According to circumstances, the spear is used as a missile or as a
lance. Mounted Tuaregs use it much as European lancers do, but
when they are fighting on foot, they fling it with marvellous skill, and
will rarely miss an enemy at a distance as great as fifty feet. The red
and green leather shields of the Tuaregs are often decorated with
considerable taste, and we must not forget to mention the ahabeg,
which is alike a weapon and an ornament, consisting of a circlet of
stone worn on the left arm a little above the wrist.
The horses of the Tuaregs are very ugly and small but strong. The
saddles in use are of wood covered over with leather, and a thick
coverlet of felt protects the hinder quarters of the steed. The bits are
of very well forged iron, the bridle is of plaited leather; the stirrups of
copper are very small, no bigger than a child’s bracelet, and the
horseman only rests his big toe in them.
But the animal which takes first rank, whether for riding or for
carrying bales of merchandise, the equipment of camps, meat, milk,
etc., is the camel.
The Tamschek language has many names for this useful animal,
a different one being used for it according to its age and capacity.
The camel used as a beast of burden is a strongly-built and heavy-
looking animal, known as an amnis, whilst the areggan or saddle
camel, used for riding, is much lighter, has slenderer limbs, and is far
more spirited. For guiding the amnis or the areggan a bridle is used,
passing through a ring which was fixed in the nose of the animal at a
very early age.
The camel is the chief wealth of a Tuareg. “How many camels has
your father?” I was asked, and it was very difficult to convince my
questioner that this useful animal would be of no good to us in
France.
The costume of Tuareg women is simpler than that of their
husbands, and consists of a long piece of stuff, which is rolled round
and round the body, a pair of cotton drawers, and a fariuel, or shawl,
which they wear over their heads, and drape about their figures as
gracefully as their extreme stoutness will admit.
Copper ornaments are much valued and are very rare. As a
general rule the women and men both like any sort of trinket which
can be hung round the neck; an old sardine tin is a very suitable
present for an admirer to give to a Tuareg lady. A Tuareg’s house is
his tent. The very poor, however, live in straw huts called ehan.
The tent or ehakit is made of skins upheld by a central stake; the
edges of the skins are very irregular, and are fastened with the aid of
tags to pegs stuck in the ground.
During the night the tent is closed, and the owner is shut up within
it, but in the daytime it is left open on the side opposite the sun;
blinds made of very thin laths of wood, kept together with strips of
leather, plaited in and out, shield those in the tent from the heat and
glare of the rays reflected from the burning sands.
An encampment of tents is called an amezzar, a group of camps,
generally occupied by one tribe, is a tausi, and over such an
agglomeration the chief or amrar has full authority.
The imrad camps are surrounded
by palisades or afaradj, between
which and the tents occupying the
centre of the enclosure the flocks and
herds are sheltered at night and
protected from the lions, which still
prowl in the vicinity.
The Ihaggaren seldom have their
flocks and herds with them, but when
they have, certain of the imrads under
them live in the camp and look after
the animals.
TUAREGS.
Within the tent the woman is
mistress. It is her business to look
after and order about the slaves. She milks the cows and she does
the cooking. But amongst the more important tribes the house, or
rather tent-keeping cares do not occupy the whole of the day, and
the nights are so warm that all sensible Tuaregs sit up till midnight at
least.
Well, how does the woman employ her spare time? She does her
leather work very much as European ladies do their embroidery, or
she sings to the accompaniment of an amzad, or violin with but one
string. She even composes verses.
Yes, she makes verses! Will not this arouse the interest of all the
blue-stockings of Europe? Surely when their occupations are so
much alike their sympathies will go out to their sisters in the distant
desert.
I can even add that Tuareg verses will always scan, and that they
all rhyme. Surely this is a good deal more than can be said of the
effusions of most female scribblers!
The men too write poetry sometimes. I have not time or space to
give specimens of the productions of these writers of the Niger
districts; but I cannot refrain from quoting two examples given by
Commandant Hanotaux in his Tamschek grammar, which were
written by Tuaregs of the north.
The first is a madrigal, composed and transcribed in the album of
a young lady of Algiers by Bedda of Ida. It must be observed that
Bedda was the first Tuareg to visit Algeria.
 I speak; and, Angelina, thine the name!
Love in my heart for thee can never die.
What son of Adam may endure the flame
That burns within that dark, alluring eye?
For love of thee, enslavèd by thy glance,
I e’en would journey forth afar to France!

Who holds thee, Angelina, in his arms,

May dream secure, the fairest vision thou!
We thought no human limbs the lissom charm
Of fleet gazelles could e’er surpass, but now,
Since we have seen thy perfect form and face,
We know that we were wrong; thou hast all grace!

If thou shouldst come to us, come to our land,

Each man among us would go forth to thee
And sue thy favour; and should one demand
What price I’d pay could I but purchase thee,
I ween, for such possession I would give, indeed,
Six thousand golden pieces, or my steed![7]

Are not the sentiments expressed in this madrigal wonderfully

gallant for a so-called savage?
The second piece of poetry is really a satire, the daughter of
Abukias apostrophized in it having been compelled to repulse the too
ardent advances of an admirer, who could not forgive her scorn.
 Daughter of Aboukias! thou hast come,
And the sun was hot when thou didst say “good-day”;
Time was, when but to hear thy words repeated
Filled me with mad desire to be with thee,
For thou wast in mine eyes a houri.
But now we know thy nature through and through.
Rash are thy words—reserve unknown to thee;
And in thy treachery thou wilt die.
Wert thou of noble race, how would thy good blood show?
By silence golden—not by reckless blame of other women,
For thou wouldst know thyself!
Yet one more word before I close,
A word which many others will confirm;
Aye, others married ere thy birth,
Whose steps have led them far away to lands unknown to thee,
And towns, whose very names thou hast not heard.
Young men there are, thou fain wouldst know,
Owners of herds and camels which will ne’er be thine,
To saddle in war or to milk when at peace.
But as for thy lover, the man thou didst scorn,
What matter to us though thou left him forlorn?

No translation could really give any idea of the vigorous ring of

these verses in the original Tamschek. They are alike forcible and
rhythmic without any of that undue use of gutturals for which the
Tuaregs blame the Arabs, calling their language in derision the
Takhamkhamen.
When Tuareg women receive, or, as we should say, are “at home
to their friends,” they recite such verses as those quoted above, or
tell long stories which last for several meetings. The men gather
about them wearing their best clothes, and vieing with each other in
their efforts to appear to advantage. The worthy deeds of those who
acquitted themselves well in recent conflicts are recounted, whilst
the cowards (who take care not to put in an appearance) are held up
to public scorn. It will readily be understood that the Tuareg customs,
which differ in so marked a degree from those of the Mahommedans,
give a great influence to the female sex, and place a woman far
above her admirers, who often sue in vain for notice from her.
As long as there is plenty of pasturage for the flocks and herds
the days pass peacefully by, as we have described, in the Tuareg
camp, but directly grass becomes scarce the tents must be struck,
and the tribe moves on to better feeding-grounds.
When the word to break up the temporary home has been given
all is bustle and animation, the amezzar resembling some great
beehive. The camels which are to carry the loads are assembled, the
tents go down as if by magic, some of the imrads rapidly roll them
up, and pack them on the backs of the patient beasts, whilst others
stow away the modest furniture and household utensils.
Meanwhile the young Ihaggaren have gone forward to choose the
spot for the new camp. Presently they return, and place themselves
at the head of the party, acting alike as guides and protectors to it.
Behind them come the women, chattering together in the quaint,
cradle-like saddles they occupy on the fleeter camels, whilst the
older men gather round the amrar, and march solemnly on with him.
Last of all, led by the slaves, come the pack-saddle animals,
guarded by the warriors, who protect them from pillage, of which
there is always more or less danger in the desert.
The site of the new encampment reached, tents and furniture are
unladed, and all is arranged as it was before. The same kind of life
as that already described begins again, and goes on without
interruption for weeks or even for months, according to the fertility of
the district.
Of course all this refers only to times of peace, but amongst the
Ihaggaren constantly, and amongst the imrads more rarely, but still
pretty often, war, with its many complications, breaks out and upsets
everything.
Amongst nomad tribes constant struggle with others is all but a
necessity of existence. In certain dry seasons pasturage is alike
meagre and innutritious, but the flocks and herds must have food,
hence perpetual disputes and quarrels, in which the Amenokal, when
there is one, often intervenes to prevent bloodshed if the would-be
belligerents are of the same confederation.
If, however, there is no central authority to preserve order the
quarrel spreads and becomes general. This was the original cause
of the feud between the Awellimiden and the Hoggars of the north,
as well as with the Kel Gheres on the west, a feud which has been
going on uninterruptedly from time immemorial.
In time of war the imrad or worker suffers but little. Everything is,
in fact, so settled by tradition amongst the Tuaregs that even a battle
is more like a set of quadrilles than anything else.
To begin with, there is generally a palaver, and when all attempts
to patch up the quarrel have failed resort is had to arms. The
disputants separate, having fixed a time for their meeting, and on the
day and at the place agreed upon the two armies or attabu are
drawn up as in a mediæval tournament.
The forces advance in closely serried battalions. Sometimes the
Tuareg fights on horseback, but as a rule he prefers to meet his foe
on foot. The combatants hurl defiance at each other and rush
shouting to the fray. Spears are flung at a distance of some fifty feet,
but they are pretty well always caught on the shields of those at
whom they are hurled.
Meanwhile the confusion rapidly increases; the chiefs now begin
to challenge each other to single combat, and it is no unusual thing
for the two armies to cease hostilities with one accord to watch the
issue of the struggle between the leaders. Spears, no longer of any
use, are flung aside, the dagger and sword taking their place, and
gleaming in the sunshine as they are raised against the foe. Blood
begins to flow copiously on either side. Here two warriors are holding
each other at bay at arms’ length, each trying to pierce his
adversary’s heart with his sword; there two others are locked in a
murderous embrace, stabbing at each other with their daggers, or
trying to crack each other’s skulls with the stone amulet alluded to
above.
 TUAREG HORSEMAN.

At last one side wavers, inferior in strength or in numbers to the

other. The warriors begin to flee, and the victors shout, “Ia! ia! Our
adellin rour’ onen imzaden!” (“Ah! ah! There will be no violins for
you!”) And this sarcasm, which means that their wives will be angry
and scorn them, often so stings the fugitives that they rally and go
back to the struggle, eager to win the praises of their women on their
return to their tents.
In these battles life is taken without pity or remorse; but, as I have
already said, when the victory is won the prisoners are spared. I
have even been told by several very trustworthy authorities, that
when peace is made on the request of one side or the other, the
victors will entirely reclothe the prisoners taken before sending them
home.
 War, however, amongst the Tuaregs generally takes the form of
raids, such as those in vogue with the Arabs.
Dangerous as are these raids, they offer the advantage of taking
the enemy by surprise, and meeting him face to face instead of
being attacked in the rear. Moreover, the profit if victorious is
immediate, and the booty often considerable.
There is plenty of scope in them too for individual courage and for
skill in stratagem, promptitude in attack, and for showing off what
they greatly admire, the military virtues of endurance under privation,
knowledge of the country to be traversed, and so on.
Here I must just add, by way of parenthesis, that one of the chief
charges brought against the Tuaregs, that of being treacherous, is
the result of this habit of theirs of falling unawares upon their foe. I
really cannot blame them, however, for are not surprises and night
attacks amongst the tactics of European armies, and does any one
dream of attaching dishonour to them?
Military regulations deal with them quite openly, only stipulating
that they should not be attempted except with very well-disciplined
troops, who are thoroughly in hand. All the more honour then to the
Tuaregs that this is their usual way of going to work.
 MOORS AND TUAREGS.

What I may call these hunting expeditions are greatly facilitated, if

not altogether necessitated, by the very nature of a nomad life. The
preparations are made with the greatest secrecy, and only the
sturdiest walkers and the best horsemen are allowed to take part in
them. The party, never very large, numbering at the most a hundred,
if the way is long as it often is, starts preceded by guides, who lead
the razzia by the least frequented route. The most important point to
be kept in view is the position of the various wells by the way, for on
a knowledge of this essential detail success chiefly depends.
Gliding silently between the encampments of the enemy on the
frontiers, the Tuaregs in which are always on the alert, for their
exposed situation makes them watchful, the marauding expedition
flings itself suddenly upon the amezzar or tribe chosen. The greatest
skill is needed to take the enemy unawares, and sometimes all the
precautions are in vain, for those attacked have had warning
beforehand, but not in time to send couriers out to summon their
friends to their aid.
 The men then all take to flight, but the women remain, for though
the men who resist are slain, no Tuareg would stain his hands with
the blood of a defenceless woman; the flocks and herds with the
camels are hastily hidden in the bush, but the assailants, or
imihagen as they are called, know how to find and collect them.
The next thing to do is to carry off the booty before those pillaged
or the imihagen come back to avenge themselves, for they
meanwhile have not been inactive, but by means of messengers, or
by fires lit on the tops of the dunes, have let their relations know of
their need. A column is quickly formed, and starts in pursuit of the
raiders.
It is their turn now to have to flee for their lives. The big camels
used as beasts of burden and the flocks and herds hamper their
march. If they do not get a good start they are often overtaken, and
being far less numerous than those they have robbed they have to
pay dearly for their audacity.
The pursuing column now shows considerable skill in getting
ahead of the raiders, and awaiting them at some well or pond which
they must pass, they there in their turn fall suddenly upon the enemy.
The marauders are by this time weary, whilst the robbed are fresh
and in first-rate positions. The robbers are dying of thirst; their
enemies have drank their fill at their ease.
One such razzia succeeds another, until at last one party to the
quarrel is worn out and sues for peace, a marabout acting as
intermediary. Innumerable palavers now take place, the Tuareg
warriors holding forth to the assembled crowds in long speeches, for
they are as anxious to show off their eloquence as they are jealous
of their reputation for military skill. A truce is finally patched up, and
though it never lasts long it serves as an excuse for a feast, in which,
by the way, the Tuaregs, who are naturally frugal and abstemious,
rarely indulge.
Children are very kindly treated in Tuareg camps. Except to
compel the girls to empty the bowls of the curdled milk, the drinking
of which makes them fat, they are never beaten. As soon as they
can stand alone the little boys are taught to fling the spear, small
weapons suited to their size being specially made for them. The
father looks after the martial education of his sons, whilst the mother
teaches the girls to work leather, to sing, and to read the written
characters I have already described. This is how it comes about that
women can generally decipher inscriptions more readily than men.
A strange custom prevails with regard to inheritance, not only
amongst the Tuaregs but in other African tribes, and that is, the
nephew is the heir of the uncle, not the son of the father. The child of
an imrad woman is a serf, and the son of a slave is a slave no matter
whether the father is a free man or not. “It is the womb which gives
to the child its complexion,” say the Tuaregs. It is the law of Beni-
Omia.
The great Awellimiden tribes, however, repudiate this custom,
saying that it reflects unfairly upon the virtue of their women. “One is
always sure to be the son of one’s mother,” they say, “but not of
one’s father. That is why a race less noble than our own have
adopted the custom of inheritance from uncle to nephew. They are
sure that in the veins of the latter flows the blood of the former.”
The rest of the Tuaregs, however, who have always been noted
for their gallantry, date the origin of the so-called Beni-Omia law from
Gheres, the father of the Kel Gheres.
Gheres, they say, had a wife named Fatimata Azzer’a, and a
sister called Gherinecha. Each of them had a son; the child of the
former was called Ituei, that of the latter, R’isa.
Now Gheres, feeling old age gaining on him, wished to prove his
wife. He pretended he was ill, and went to consult an old sorcerer
who dwelt in a hut on a lofty dune, from which he never came down
into the plains. There was no well there, and the sorcerer had neither
sheep nor oxen nor camels, none knew what he drank or what he
ate.
On his return to his camp after his visit to the sorcerer, Gheres
sent for his wife and said to her—“Woman, thou alone canst cure
me. My days are numbered unless I can anoint my body with magic
ointment made from the brains of a child. Give me thy son.”
“My son is mine,” replied Fatimata; “I have had the trouble of
bearing and rearing him. It is true I love thee next to him, but even if
thy life depend on it, I will not have him die.”
The chief then sent for Gherinecha and made the same demand
of her as he had of his wife.
“After thee, my brother,” she said, “I love R’isa best. But if God
inflicts on me the anguish of choosing between thee and him, I
choose. Take thou the child, do as the sorcerer bids thee, and may
Allah protect thee.”
So Gheres hid his nephew in the bush, killed a kid, took its brains,
rubbed his body with them and returned to his camp, where he
summoned his relations and subjects to appear before him. He then
told the story of what he pretended had happened, and everybody
admired the devotion of Gherinecha. Then he called for the child—
who had been brought in unperceived under the cloak of a slave—
and presented him to the assembled crowds, saying, “Behold my
heir and my successor. As my sister loves me more than my wife
does, it is but just that after my death my sister’s son should inherit
my wealth and my rights.”
The Ben-Omia law has at least had the good result where it is
enforced of preserving the purity of the Tuareg blood, for the son of a
black slave woman would be and remain a slave all his life, no
matter how great the power or how high the lineage of his father.
Amongst the Awellimiden, on the other hand, that is to say,
amongst the three chief tribes, the Kel Kumeden, the Kel Ahara, and
the Kel Tedjiuane, which dominate the rest of the Confederation, this
system has not been observed, with the result that the complexions
of the Awellimiden have been notably darkened by the admixture of
negro blood.
The Tuaregs are extremely superstitious, and I have already
alluded to the number of charms with which they deck themselves.
 The Demons or Alchinen play a great part amongst them, and are
looked upon as almost human. They are supposed to inhabit the
mountains, camping on them, and living a life very much like that of
the Tuareg tribes themselves. They have their own quarrels, their
own wars, and they too make raids on each other. They are,
however, endowed with the power of becoming invisible, and they
come unseen to take and to drink the milk of the cows belonging to
the Tuaregs. “Beware,” say the Tuaregs, “when you are out at night
that you do not run against an alchin (the singular of alchinen). You
will see nothing at the time, but the next morning when you wake you
will find that your foot is sore and you cannot walk. You have trodden
on the foot of a demon.”

A YOUNG TUAREG.

In spite of the undoubted courage of the Tuaregs, they hate the

idea of death. They do not say of any one who has died, “He is
dead,” but Aba, he has disappeared. It is a sign of very bad breeding
to speak of a dead relative or even to pronounce his name. He must
be alluded to only as mandam, or such an one. None but the
descendants of an illustrious chief or the sons of an Amenokal
tolerate any allusion to their ancestors, in which case pride is
stronger than superstition.
We came in contact on our journey with the two great
Confederations of the Igwadaren and the Awellimiden; the former, as
we have seen, are a prey to anarchy and they rob traders, but their
importance is almost nil.
It is very different with the Awellimiden. I do not of course deny
that certain tribes are dangerous to travellers; for frequent revolts
against the central authority occur, and during our stay at Say the
Cheibatan tried to shake off the suzerainty of the Amenokal, but they
were cruelly punished by Madidu and his nephew Djamarata.
As a rule, however, the protection promised by a chief can be
depended on, and for this reason the Awellimiden will certainly be
the first Tuaregs whom we shall be able to induce to lead a more
civilized life.
True Awellimiden, or direct descendants from Lemta, are few.
They include at present three tribes, the Kel Kumeden, the Kel
Ahara, and the Kel Tedjucane. The Amenokal or principal chief is
always a member of the first-named, and inherits in the usual order
of primogeniture in these districts, that is to say, the brothers reign in
succession according to age, then the son of the eldest, and so on.
It is, however, open to the Confederation to depart from this rule,
and the Amenokal is not regularly invested with authority until the
consent of the assembled Ihaggaren has been given. But it is a very
rare thing for an exception to be made, and the right of veto, though
it has been used, is seldom exercised.
The predecessor of Madidu was Alimsar, who had succeeded his
brother El Khotab, the protector of Barth. I transcribe below the
genealogy of the descendants of El Khotab and Alimsar just as it
was given to me.

EL KHOTAB