Full Download PDF of (Ebook PDF) Child Development: A Cultural Approach 3rd Edition All Chapter
Full Download PDF of (Ebook PDF) Child Development: A Cultural Approach 3rd Edition All Chapter
Full Download PDF of (Ebook PDF) Child Development: A Cultural Approach 3rd Edition All Chapter
http://ebooksecure.com/product/ebook-pdf-child-development-a-
cultural-approach-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-child-development-
worldwide-a-cultural-approach/
http://ebooksecure.com/product/ebook-pdf-child-development-a-
cultural-approach-australia-by-jeffrey-jensen/
http://ebooksecure.com/product/ebook-pdf-child-development-a-
cultural-approach-2nd-edition-by-jeffrey-j-arnett/
(eBook PDF) Human Development: A Cultural Approach 3rd
Edition
http://ebooksecure.com/product/ebook-pdf-human-development-a-
cultural-approach-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-child-development-a-
thematic-approach-6th-edition/
http://ebooksecure.com/product/ebook-pdf-child-development-an-
active-learning-approach-3rd-edition/
http://ebooksecure.com/product/ebook-pdf-child-development-a-
topical-approach-by-robert/
http://ebooksecure.com/product/ebook-pdf-human-development-a-
cultural-approach-2nd-edition/
Contents vii
Socializing Physical Functions: Weaning and Sleeping 209 SECTION 2 COGNITIVE DEVELOPMENT 258
Weaning 210 Theories of Cognitive Development 258
Sleeping 210 Piaget’s Preoperational Stage 258
Summary: Physical Development 211 Young Children’s Social Cognition:
The Development of “Theory of Mind” 261
SECTION 2 COGNITIVE DEVELOPMENT 212
Cultural Learning in Early Childhood 262
Theories of Cognitive Development 212
Piaget’s Theory: The Completion of the ■ CULTURAL FOCUS: Guided Participation
Sensorimotor Stage 212 Across Cultures 263
Vygotsky’s Cultural Theory of Cognitive Early Childhood Education 264
Development 214 The Importance of Preschool Quality 264
Language Development 216 Preschool as a Cognitive Intervention 266
The Biological and Evolutionary Bases Language Development 268
of Language 217 Advances in Vocabulary and Grammar 268
Milestones of Toddler Language: From Pragmatics: Social and Cultural Rules
First Words to Fluency 218 of Language 268
Learning Language in a Social and Summary: Cognitive Development 270
Cultural Context 222
SECTION 3 EMOTIONAL AND SOCIAL
■ CULTURAL FOCUS: Language Development DEVELOPMENT 271
Across Cultures 223 Emotional Regulation and Gender Socialization 271
Summary: Cognitive Development 224 Emotional Regulation 271
viii Contents
Summary: Emotional and Social Development 389 Physical Changes of Emerging Adulthood 444
Apply Your Knowledge 391 The Peak of Physical Functioning 444
Sleep Patterns and Deficits 445
10 Late Adolescence 392 Brain Development 447
SECTION 1 PHYSICAL DEVELOPMENT 394 Risk Behavior and Health Issues 448
Brain Development 394 Injuries and Fatalities: Automobile Accidents 448
Changes to the Adolescent Brain 394 ■ RESEARCH FOCUS: Graduated Driver Licensing 450
Implications of Adolescent Brain Changes 395 Substance Use and Abuse 451
Health Issues 396 Resilience 452
Obesity 396 Summary: Physical Development 454
The Cultural Context of Emerging Adulthood 442 SECTION 2 COGNITIVE DEVELOPMENT 491
■ CULTURAL FOCUS: The Features of Emerging Intelligence on the Rise 491
Adulthood 444 The Flynn Effect 491
x Contents
The Future of the Flynn Effect: Up and Down? 492 ■ RESEARCH FOCUS: Ethiopian Children Receive Laptops 504
English and Multilingualism Across the World 493 Bicultural and Hybrid Identities 505
English: An International Language 493 ■ CULTURAL FOCUS: “Teenagers” in Kathmandu, Nepal 505
The Growth of Multilingualism 495 Children’s Values in Today’s and Tomorrow’s World 506
■ EDUCATION FOCUS: Early Multilingual Education Individualism on the Rise 506
Across Contexts 496 Exposure to Diversity 508
Summary: Cognitive Development 498 Summary: Emotional and Social Development 508
SECTION 3 EMOTIONAL AND SOCIAL Apply Your Knowledge 509
DEVELOPMENT 499
Glossary G-1
Changing Gender Norms 499
Gender in Today’s World: Education, Unpaid References R-1
Work, and Physical Violence 499 Research Focus Answers A-1
Gender in Tomorrow’s World 502
Name Index NI-1
Globalization and Media 502
New Beliefs and Behaviors 502 Subject Index SI-1
Introducing the New Edition
W
elcome to the third edition of Child Development: of child development are the remarkable changes that both
A Cultural Approach! We have made many ex- have undergone in recent decades. This text reflects those
citing and important changes in this edition of changes.
the text. Lene Arnett Jensen is joining this edition as a co- Globalization and technology have been making the
author with Jeffrey Jensen Arnett. Together, we have also world smaller—with distances shrinking and intercon-
published a topically organized child development text and nections multiplying. Cultural diversity and globalization
a lifespan development text. This third edition has been ex- are often part of the everyday experiences of today’s
panded to a total of 12 chapters, compared to nine in the students—through travel, migration, and study abroad
previous two editions. Chapter 1 has been reorganized and programs, as well as everyday real-life and virtual interac-
reconceptualized. We have made these changes to enhance tions. We see this vividly in our twins’ lives as they learn
the learning experience for students and to make the text about different cultures from their college instructors, have
more comprehensive. friends from different countries, and play internet games
In every chapter, this edition features up-to-date re- with children from across the globe. These worldwide
search. During the revision process, we have worked changes are here to stay and will continue to profoundly
closely with instructors to provide the full scope of child impact children’s lives.
development that students need to know. While we have Today, the field of child development is as fascinating
substantially strengthened the coverage by adding three and important as it has ever been—and, like the world,
new chapters, we have also largely preserved the organi- looks much different than it did 15 or 25 years ago. This
zation of the previously existing nine chapters, making it text speaks to those changes. After all, child development
easy for instructors who have used prior editions to use the does not occur in a vacuum. It happens in numerous com-
present one. munal contexts and cultural settings that are perpetu-
We have also worked closely with the Pearson team ally changing. By encouraging students to see children
during the revision process to develop and enhance a through a cultural lens, this text balances the universals
wide range of interactive features that make the content and Western-centric research that have in the past char-
and cultural approach even more engaging to students. acterized much of the field with the growing body of
Throughout the text, you’ll see exciting new videos, in- research on the development of children from diverse
teractive figures and maps, digital writing prompts, and cultures within and across countries. Our experiences of
self-assessments with instant feedback that allow stu- growing up and working in a number of different coun-
dents to be active and enthusiastic learners. As authors, tries have translated into an approach that emphasizes
we are involved in the creation of every one of these inter- how universal features of development are shaped by
active features to ensure that they seamlessly align with cultural diversity. Child Development: A Cultural Approach,
our content. Third Edition, offers this new approach in four funda-
mental ways:
xi
xii Introducing the New Edition
than 5 percent of the total. By 2100, the world’s popula- recent, begun in 2013, because scholars recognized that it
tion is expected to reach 11 billion, with almost all growth was taking longer than in the past to “grow up” in many
taking place in economically developing countries. countries and that ages 18 to 25 had become crucial years of
Worldwide, child development is remarkably diverse. In change and preparation for adult life. Also, major interna-
Africa, for example, most children are multilingual be- tional organizations dedicated to the well-being of children,
cause they learn both local and European languages in such as UNICEF (United Nations Children’s Fund) and
primary school. In Asia, after centuries of being excluded the WHO (World Health Organization), have broadened
from educational opportunities, girls are reaching parity their focus on younger children to include adolescents and
with boys in educational achievement. In fact, 15-year- emerging adults.
old-girls in many Asian countries outperformed boys In this text we provide in-depth coverage from prenatal
on recent international science tests. In Europe, it is now development through middle childhood, and also cover ad-
typical for young people in many countries to take a “gap olescence and emerging adulthood. The learning goal is for
year”—a year devoted to travel and exploration before students to know what contemporary child development
they commit to higher education or a “real” job—as they looks like—to understand how the meanings of childhood,
enter emerging adulthood. For students, it is more impor- adolescence, and emerging adulthood are dependent on
tant than ever to have knowledge of the wider world be- cultural and historical circumstances. For example, emerg-
cause of the increasingly globalized economy and because ing adulthood exists in some cultures but not others, and
so many issues—such as climate change, disease, and consequently, adult work may be taken on anywhere from
terrorism—cross borders. middle childhood to the 20s.
Although this text covers scientific findings from across
the world, it aims to do something even more important. 3. Encompassing Diverse
The ultimate learning goal is for students to think cultur-
ally about development. As this text emphasizes, diverse
Developmental Contexts
cultures exist both within and across nations, often inter- Not only has child development broadened in terms of
secting in important ways with ethnicity, race, and religion. the age groups covered, but today the field also addresses
We hope that through this text students will learn to apply many more contexts of development than previously.
child development to the work they do as well as to their From an early focus in the field on family (e.g., Freud)
own lives, and to understand that there is always a cultural and peers (e.g., Piaget), researchers now address many
basis to development. To be clear, this does not mean that other contexts such as work, media, and civic and reli-
biology is not important. Transcending the old “nature ver- gious organizations. This text addresses all of these devel-
sus nurture” division, students will learn that humans have opmental contexts.
evolved to be an incomparably cultural and global spe- It is not only that we cover diverse contexts, but we
cies, and that current research reveals fascinating ways that also address topics that reflect cultural diversity and change
genes and the environment influence one another. within those contexts. For example, we address diverse
families, including sexual minority and multigenerational
2. Broadening the Scope of Child families. This text recognizes that many children all over
the world work—not just to support their leisure activi-
Development ties, but to support their families. We cover not only long-
The second way that this text takes a new approach known risks of media use to children’s development, but
corresponds to the historical expansion of the field of also benefits of media use to cognitive, emotional, and so-
child development, from an early, narrow focus on young cial development.
children to a broader one that now encompasses adoles- Every chapter also includes “Apply Your Knowledge
cents and emerging adults. This expansion is reflected in the as a Professional” videos and “Apply This Chapter to Your
growth of professional organizations supported by instruc- Experiences” journaling prompts to help students see how
tors, researchers, and practitioners. The oldest, the Society what they have learned is applicable across a wide range of
for Research in Child Development (SRCD), was started in professions and developmental contexts. For example, the
1933. The Society for Research on Adolescence (SRA) and videos include interviews with a media literacy teacher, a
the European Association for Research on Adolescence child development researcher, a reproductive endocrinolo-
(EARA) were established about a half century later, in gist, and a court-appointed child advocate. In short, the
1984 and 1988 respectively, as scholars increasingly recog- learning goal is for students to know that current theory
nized the importance of the adolescent years. The Society and research on child development pertain to many con-
for the Study of Emerging Adulthood (SSEA) is even more texts and societal roles.
Introducing the New Edition xiii
Enhanced Emphasis on
Cultural Diversity
Additional Cultural Videos. The second edition intro-
duced culturally based “Chapter Introduction” videos with Watch PUBERTY RITUALS
Video
Focus” videos filmed in Botswana, Mexico, and the United
States. In this third edition we have added new videos to
broaden and deepen understanding of culture, for example
on the interaction between genes and culture in childhood
obesity, and an unforgettable account of a young adolescent
boy in Congo who sells cakes on the street to help support
his family. There are also new videos homing in on cul-
tural diversity within the United States, including one with
Latina adolescents recounting changing views of gender
in their community and one on religiosity among African
American adolescents and emerging adults.
OR MN NH
porate interactive maps, figures, and tables to help
ID
WY
SD WI
MI
NY MA
RI
students appreciate the diversity that exists within
NV NE
IA
OH
PA CT the United States and understand the role of culture,
IL IN NJ
CA
UT
CO
KS
WV
VA MD ethnicity, socioeconomic status, and other factors in
MO KY
TN
NC child development. The maps of the United States help
OK
AZ
NM AR SC
students understand similarities and differences be-
GA
tween states. We also have many maps of the world
MS AL
AK TX LA
0−9%
FL
10−19% that allow students to compare countries and regions
HI
20−29%
30−39% across the globe. This edition includes new world
Percentage of population over age 5 who speak
a language other than English at home
40−50%
No data
maps on phenomena such as postpartum maternal de-
Map 8.2 Multilingualism in the United States pression and cosleeping.
Source: U.S. Bureau of the Census (2010).
Expanded Opportunities
Education Focus: Early Multilingual Education
to Apply Knowledge Across Contexts
Additional Education Focus Features. On the basis of a comprehensive review of the research on
multilingualism, a group of social scientists has issued policy
This edition includes an Education guidelines for professional caregivers and teachers to ensure
Focus feature in every chapter, whereas
Source: David Grossman/Alamy Stock Photo
of child development research to edu- 2. Ensure that multilingual children have exposure to rich
versions of both the first language and English across a
cational settings, both in and outside variety of contexts.
3. Provide support for development of the first language in Experts recommend that children learning more than one language be exposed to them
of school. Students read an overview of the childcare environment.
at an early age.
the topic and then respond to a review 4. Support the first language by also visiting other contexts
and places where it is spoken. Review Question:
question. 5. Have the caregiver speak to the child in the language The policy report focuses on ways to support multilingual
that comes most naturally to ensure a rich language development in immigrant children. Do you think there is
environment. a need for new policies for professional caregivers and
6. Develop programs that expose children to high-quality teachers to support multilingual development among
English at an early age. Such exposure may involve American children from families in which only English is
home visitation, center-based early childhood education spoken? Explain.
programs, healthcare providers, and mass media.
Introducing the New Edition xv
Chapter 3: Genetics and Prenatal Development • The chapter on adolescence in the second edition has
been expanded into two chapters in this edition. This
• The latest statistics on assisted reproductive technolo-
chapter, covering ages 10 to 14, addresses the dramatic
gies and age of viability in developed countries, as well
changes of early adolescence.
as sex ratios at birth across diverse countries.
• New glossary terms and descriptions pertaining to • The physical changes of puberty are the most obvious,
neurogenesis, multifactorial disorders, and maternal but there are other striking changes, for example, in
blood screening. cognitive development, self-esteem, family and peer
relations, and media use.
Chapter 4: Birth and the Newborn Child
• Information from diverse countries on maternal and Chapter 10: Late Adolescence
paternal postpartum depression. • This chapter addresses many developmental advances
• The latest statistics for episiotomies (within the United that take place in late adolescence, including in cogni-
States) and C-section rates (across countries). tion, moral reasoning, and self-conceptions.
Chapter 11: Emerging Adulthood Chapter 12: The Future of Child Development
• Important information about sleep in emerging adult- • This new chapter examines a variety of ways that the
hood, including the concepts of delayed sleep phase syn- lives of children may change in the future, but always
drome and sleep debt, as well as tips for sleep hygiene. in all humility, acknowledging that no one knows for
certain what the future may hold.
• A new section on the opportunities and limitations
of online learning, and on blended learning, in which • Future predictions include greater gender parity, a rise
students learn partly online and partly through face-to- in intelligence in most of the world, a worldwide in-
face learning in the classroom. crease in children’s use of English and multilingualism,
and a rise in individualism that is partly driven by the
global diffusion of media.
jectives help students better organize and understand 3.3 Explain how behavior geneticists use heritability estimates
and concordance rates in their research.
the material. The end-of-section summaries are orga-
nized around these same objectives, as are all of the
supplements and assessment materials.
Section Summaries
SUMMARY: GENETIC INFLUENCES ON DEVELOPMENT
Organized by Learning Objective
LO 3.1 Distinguish between genotype and environment. The concept of reaction range also involves
phenotype, and identify the different forms of gene–environment interactions because it means that
(LO), a summary appears at the
genetic inheritance. genes set a range for development and environment end of each of the three major
Nearly all cells in the human body contain 46 chromo- determines where development falls within that range.
somes, organized into 23 pairs. There are about 19,000
sections within a chapter.
LO 3.5 Explain how the theory of genotype S
genes in the 46 chromosomes and 3 billion nucleotide environment effects casts new light on
pairs. These genes constitute a person’s genotype. A per- the old nature–nurture question.
son’s actual expressed characteristics are called the pheno- Rather than viewing nature and nurture as separate forces,
type. Genotype and phenotype may be different because this theory proposes that genes influence environments
of dominant–recessive inheritance, incomplete dominance, through three types of genotype S environment effects:
and environmental influences. Most human character- passive (parents provide both genes and environment to
istics are polygenic, meaning that they are influenced by their children); evocative (people evoke responses from
multiple genes rather than just one. others in their social environment); and active (people seek
Revel
Educational Technology Designed for the Way
Today’s Students Read, Think, and Learn
Revel is an interactive learning environment that deeply engages students and prepares
them for class. Media and assessment integrated directly within the authors’ narrative let
students read, explore interactive content, and practice in one continuous learning path.
Thanks to the dynamic reading experience in Revel, students come to class prepared to
discuss, apply, and learn from instructors and from each other.
and tests can be authored online, allowing instructors ultimate flexibility and the ability
to efficiently manage assessments wherever and whenever they want. Instructors can
easily access existing questions and then edit, create, and store using simple drag-and-
drop and Word-like controls. Data on each question provides information relevant to the
skill level and difficulty level. In addition, each question maps to the text’s major section,
or topic, learning objective, and the American Psychological Association (APA) learning
objective. For more information go to www.PearsonMyTest.com.
xx
About the Authors xxi
Lene and Jeff live in Worcester, Massachusetts, with their twins, Miles and Paris.
The authors with their twins when they were toddlers and now at the outset of emerging adulthood.
Acknowledgments
W
e are grateful to all the talented and dedicated Mary Gauvain, University of California, Riverside
people who contributed to the third edition. We Arthur Gonchar, University of La Verne
would like to thank our senior editors and port- Brian Grossman, San Jose State University
folio managers with Pearson, Amber Chow, Erin Mitchell, Richard Kandus, Mt. San Jacinto College
and Kelli Strieby, who supported our vision for this third Michelle Pilati, Rio Hondo College
edition and mobilized the resources necessary to bring it to Wendy Sanders, College of the Desert
fruition. Shannon LeMay-Finn, our superb Development Emily Scott-Lowe, Pepperdine University
Editor, brought her extensive experience, sharp focus, and Susan Siaw, Cal Poly, Pomona
delightful sense of humor. The Managing Editor, Marita Malati Singh, Los Angeles Mission College
Sermolins Bley at Ohlinger Studios, brought her excellent Colorado
organizational skills to the entire project. Thanks also go to Silvia Sara Canetto, Colorado State University
Jane Kaddu and Madison Durham at Ohlinger Studios and Jessica Herrick, Mesa State College
to Allison Campbell at Integra Software Services for coordi- Diana Joy, Community College of Denver
nating all aspects of production. Katie Toulmin and Sabrina David MacPhee, Colorado State University
Avilés from Cabin 3 Media produced an outstanding slate Peggy Norwood, Community College of Aurora
of new videos, and Elissa Senra-Sargent produced the Revel
Connecticut
product. Christopher Brown, Senior Product Marketing
Carol LaLiberte, Asnuntuck Community College
Manager, and Debi Henion, Senior Field Marketing Manager,
Edward Keane, Housatonic Community College
handled the marketing of the text and organized focus
groups that provided valuable feedback on the Revel text. Florida
Finally, we would like to thank the hundreds of review- Maggie Anderson, Valencia College
ers who scrutinized chapters, sections, and other materials Diane Ashe, Valencia College
in the course of the development of the text. We benefited Diana Ciesko, Valencia College
greatly from their suggestions, and now instructors and Debra Hollister, Valencia College
students reading the text will benefit, too. Sorah Dubitsky, Florida International University
Shayn Lloyd, Tallahassee Community College
Haili Marotti, Edison State Community College
INSTRUCTORS
Daniel McConnell, University of Central Florida
Alabama Seth Schwartz, University of Miami
Darlene Earley Andrews, Southern Union State Community Anne Van Landingham, Orlando Tech
College Lois Willoughby, Miami Dade College
Sarah Gasper-Luckadoo, Jefferson State Community College Georgia
Lillian Russell, Alabama State University Jennie Dilworth, Georgia Southern University
Carroll Tingle, University of Alabama Dorothy Marsil, Kennesaw State University
Alaska Nicole Rossi, Augusta State University
Karen Gibson, University of Alaska Anchorage Amy Skinner, Gordon College
Sharon Todd, Southern Crescent Technical College
Arizona
Richard Detzel, Arizona State University and Northern Hawaii
Arizona University Katherine Aumer, Hawaii Pacific University
Elaine Groppenbacher, Chandler Gilbert Community College Ashley Biddle, University of Hawaii–Leeward Community
and Western International University College
California Idaho
Patricia Bellas, Irvine Valley College Jennifer M. Weaver, Boise State University
Bella DePaulo, University of California, Santa Barbara Illinois
Shaun-Adrian Chofla, Butte College Gregory Braswell, Illinois State University
Ann Englert, California State Polytechnic University, Pomona Carolyn Fallahi, Waubonsee Community College
Lenore Frigo, Shasta College Lisa Fozio-Thielk, Waubonsee Community College
Mary Garcia-Lemus, Cal Poly San Luis Obispo Christine Grela, McHenry County College
xxii
Acknowledgments xxiii
Lynnel Kiely, City Colleges of Chicago: Harold Washington Donna Carol Gainer, Mississippi State University
College Linda Morse, Mississippi State University
Kathy Kufskie, Southwestern Illinois College Missouri
Mikki Meadows, Eastern Illinois University Scott Brandhorst, Southeast Missouri State University
Michelle Sherwood, Eastern Illinois University Sabrina Brinson, Missouri State University
Beth Venzke, Concordia University Chicago Steven Christiansen, St. Louis Community College
Indiana Bret Cormier, Missouri State University
Kimberly Bays, Ball State University Kim Glackin, Metropolitan Community College, Blue River
Bradley Mitchell, Ivy Tech Community College Northwest Peter J. Green, Maryville University
Iowa Montana
Shawn Haake, Iowa Central Community College Nicole McCray, University of Montana
Brenda Lohman, Iowa State University
Nebraska
Jennifer Meehan Brennom, Kirkwood Community College
Susan Sarver, University of Nebraska-Lincoln
James Rodgers, Hawkeye Community College
Kari Terzino, Iowa State University Nevada
Bridget Walsh, University of Nevada, Reno
Kansas
Joyce Frey, Pratt Community College New Jersey
David P. Hurford, Pittsburg State University Christine Floether, Centenary College
Carmelo Nina, William Paterson University
Kentucky
Melissa Sapio, Montclair State University
Myra Bundy, Eastern Kentucky University
Janelle C. Simmons, Kean University
Janet Dean, Asbury University
George Martinez, Kentucky Community and Technical College New Mexico
Katherine Demitrakis, Central New Mexico Community
Louisiana
College
Kim Herrington, Louisiana State University at Alexandria
Eartha Johnson, Dillard University New York
Paul Anderer, SUNY Canton
Maine
Rachel Annunziato, Fordham University
Diane Lemay, University of Maine at Augusta
Sybillyn Jennings, Russell Sage College—The Sage Colleges
Elena Perrello, The University of Maine and Husson University
Paul Kochmanski, Erie Community College, City Campus
Ed Raymaker, Eastern Maine Community College
Judith Kuppersmith, College of Staten Island
Maryland Jonathan Lang, Borough of Manhattan Community College
Diane Finley, University of Maryland University College Steven McCloud, Borough of Manhattan Community College
Stacy Fruhling, Anne Arundel Community College Julie McIntyre, The Sage Colleges
Carol Miller, Anne Arundel Community College Martha Mendez-Baldwin, Manhattan College
Gary Popoli, Harford Community College Elisa Perram, The Graduate Center, The City University
Terry Portis, Anne Arundel Community College of New York
Rachelle Tannenbaum, Anne Arundel Community College
Nicole Williams, Anne Arundel Community College North Carolina
Paul Foos, University of North Carolina, Charlotte
Massachusetts
Donna Henderson, Wake Forest University
Catherine Caldwell-Harris, Boston University
Amy Holmes, Davidson County Community College
Claire Ford, Bridgewater State University
Jason McCoy, Cape Fear Community College
Barbara Madden, Fitchburg State University
Melissa Smith, University of North Carolina, Asheville
Candace J. Schulenburg, Cape Cod Community College
Andrew Supple, University of North Carolina
Michigan at Greensboro
Nancy Hartshorne, Delta College Maureen Vandermaas-Peeler, Elon University
H. Russell Searight, Lake Superior State University
Ohio
Minnesota Amie Dunstan, Lorain County Community College
Jarilyn Gess, Minnesota State University Moorhead Jamie Harmount, Ohio University
Dana Gross, St. Olaf College James Jackson, Clark State Community College
Rodney Raasch, Normandale Community College James Jordan, Lorain County Community College
Mississippi William Kimberlin, Lorain County Community College
Linda Fayard, Mississippi Gulf Coast Community College Jennifer King-Cooper, Sinclair Community College
xxiv Acknowledgments
Maba, 511.
Machærium, 472.
“Mace,” 393.
Macleya, 395.
Maclura, 354, 356.
Macrosporangium, 241, 243.
Macrospore, 200, 242, 243, 245, 246.
Macrocystis, 72.
Macrozamia, 254.
Madder, 552, 553.
Madia, 574.
Madotheca, 192.
Mad-wort, 534.
Maesa, 513.
Magnolia, 389.
Magnoliaceæ, 388.
Magnolieæ, 388.
Mahernia, 422.
Mahogany, 436.
Mahonia, 149, 390.
Maiden-hair, 206, 213.
Maize, 289, 293, 296.
Maize-blight, 113.
Majanthemum, 309, 314.
Malachium, 366.
Malachra, 428.
Malaxis, 332.
Malcolmiinæ, 404.
Male-Fern, 214.
Mallow, 425.
Malope, 429, 430.
Malopeæ, 428.
Malpighiaceæ, 442.
Malpighia, 422.
Malt, 296.
Malus, 152, 463, 464, 465.
Malva, 426, 428, 429, 430.
Malvaceæ, 425.
Malveæ, 428.
Malvaviscus, 428.
Mamme, 355.
Mammea, 414.
Mammillæ, 377.
Mammillaria, 375, 377.
Mammoni, 355.
Mancinil-tree, 432.
Mandragora, 522.
Mandrake, 522.
Manettia, 550.
Mangifera, 439.
Manglesia, 450.
Mango, 439.
Mangold, 369, 372.
Mangosteen, 414.
Mangrove, 486.
Manihot, 431, 434.
Manilla Hemp, 325.
Maniok, 434.
“Manna,” 547.
Manna Ash, 546, 547.
Manna-grass, 296.
Manna-lichen, 142.
Mannit, 72.
Maple, 442.
Maranta, 327.
Marantaceæ, 277, 327.
Marasmiei, 171.
Marasmius, 168, 171.
Marattia, 212.
Marattiaceæ, 209, 210, 212, 236.
Marcgraviaceæ, 415.
Marchantia, 181, 183, 184, 190.
Marchantiaceæ, 190.
Marchantieæ, 190.
Mare’s-tail, 486.
Marigold, 572.
Marjoram, 539, 541.
Marrow, 480.
Marrubium, 538.
Marsilia, 216, 217, 219, 220, 245.
Marsiliaceæ, 210, 218, 239.
Marsh Cinquefoil, 458.
Marsh-marigold, 382.
Martynia, 529.
Masdevallia, 332.
Massariaceæ, 130.
Massulæ, 331.
“Mast,” 347.
Mastic, 439.
Mastigobryum, 192.
Mastigocoleus, 24.
Maté, 445.
Matico, 363.
Matricaria, 572, 574.
Matthiola, 400, 402.
Maurandia, 525.
Mauritia, 301.
Maxillaria, 332.
May, 465.
Mayacaceæ, 308.
Maydeæ, 293.
Meadow-grass, 151, 294, 296.
Meadow Rue, 385.
Meadow-sweet, 457.
Mecca-balsam, 438.
Meconopsis, 395.
Medicago, 471, 473.
Medick, 471, 473.
Medinilla, 484.
Medlar, 465.
Meesea, 197.
Megacarpæa, 400, 401.
Melaleuca, 489.
Melampodium, 572.
Melampsora, 147, 152, 153.
Melampsorella, 147.
Melampyrum, 526.
Melanconidaceæ, 130.
Melandrium, 367.
Melanogaster, 176.
Melanommaceæ, 30.
Melanoselinum, 497.
Melanosinapis, 402.
Melanospora, 125.
Melanoxylon, 468.
Melanthium, 310.
Melastomaceæ, 483.
Meliaceæ, 435.
Melianthaceæ, 440.
Melianthus, 440.
Melica, 287, 290, 294.
Melilotus, 466, 470, 471.
Melinophyl, 18.
Melissa, 540, 541.
Melobesia, 80, 84.
Melocactus, 375, 377.
Melochia, 422.
Melogrammataceæ, 130.
Melon, 481.
Melosira, 19.
Melosireæ, 21.
Menispermaceæ, 390.
Menispermum, 390.
Mentha, 47, 536, 539, 541.
Menthol, 541.
Mentzelia, 476.
Menyantheæ, 542, 543.
Menyanthes, 240, 543, 550.
Menziesia, 509.
Mercurialis, 431, 434.
Mercury, 431.
Merendera, 310.
Mericarp, 492.
Meridieæ, 21.
Merismopedium, 10, 24.
Merismopedium form, 27.
Mertensia, 533.
Merulius, 166.
Mesembrianthemeæ, 375.
Mesembrianthemum, 375.
Mesocarpaceæ, 46.
Mesomycetes, 1, 95, 108.
Mesotænium, 43, 44.
Mespilus, 463, 465.
Metaxenous, 148.
Metrosideros, 489.
Metroxylon, 298, 301.
Metzgeria, 191, 192.
Metzleria, 563.
Meum, 495.
Michauxia, 562.
Miconia, 484.
Micrasterias, 44.
Microcachrys, 255, 260, 261.
Microchæte, 26.
Microchloa, 295.
Micrococcus, 26, 35, 38.
Microcoleus, 22, 24.
Microconidia, 89.
Microcycas, 254.
Microdictyon, 62.
Microglena, 15.
Micropyle, 242.
Microsphæra, 121.
Microspira-comma, 40.
Microspora, 54.
Microsporangia, 237, 240.
Microspore, 200, 214.
Microtea, 372.
Mignonette, 406.
Mikania, 571.
Mildews, 119, 122.
Milfoil, 572.
Milium, 294.
Milk-thistle, 570.
Milk-vetch, 470.
Milk-wort, 443.
Millet, 296.
Mimosa, 473.
Mimosaceæ, 466, 473.
Mimulus, 525, 526, 527.
Mimusops, 511.
Mint, 539.
Mirabilis, 374.
Mistletoe, 501.
Mitella, 452.
Mitromyces, 173.
Mitrula, 136, 159.
Mnium, 197.
Mock Orange-blossom, 455.
Modiola, 427.
Moehringia, 366.
Mohria, 215.
Molinia, 151, 294.
Mollinedia, 389.
Mollisia, 135.
Mollisiaceæ, 135.
Mollugo, 375.
Momordica, 481.
Monacanthus, 333.
Monangic, 243.
Monarda, 540, 541.
Monardeæ, 540.
Money-wort, 513.
Monimia, 389.
Monimiaceæ, 389.
Monkshood, 383.
Monoblepharis, 102, 108.
Monocotyledones, 3, 273, 274, 276.
Monocotyledonous flower, 276.
Monœcious, 236.
Monostroma, 53.
Monotropa, 334, 506, 507.
Monstera, 303, 305, 307.
Montia, 373.
Moonwort, 211.
Moraceæ, 351, 353.
Moræa, 321.
Morchella, 136.
Moreæ, 354.
Morell, 136.
Moricandiinæ, 404.
Morina, 560.
Morinda, 549.
Mortierellaceæ, 100.
Mortierella, 100.
Morus, 351, 354.
Moschatel, 453.
Moss, 182.
“Moss-flower,” 183.
Moss-fruit, 186.
Moss-rose, 460.
Mosses, 1, 2, 181, 188, 192, 234.
Mougeotia, 46.
Moulds, 31, 94, 122.
Mountain-ash, 465.
Mountain-meal, 20.
Mountain-pine, 266.
Mouse-tail, 383.
Mucor, 97, 98, 99.
Mucoraceæ, 96.
“Mucor-yeast,” 97.
Mucro, 257.
Mucuna, 471.
Mud-wort, 525.
Muehlenbeckia, 360.
Mulberry, 353, 356.
Mullein, 523.
Murracytaceæ, 15.
Musa, 324, 325.
Musaceæ, 277, 323.
“Muscardine,” 128.
Muscari, 312, 314.
Musci, 2.
frondosi, 188, 192.
Muscineæ, 1, 181.
Museæ, 325.
Mushroom, 159, 166, 168.
Musk-rose, 460.
Mutisieæ, 570.
Myanthus, 333.
Mycelium, 85.
Mycena, 171.
Mycoidea, 8, 54.
Mycoideaceæ, 47, 54.
Mycomycetes, 1, 95, 114.
Mycorhiza, 124, 175, 180, 506.
Mycosiphonales, 95, 104.
Myosotis, 533, 534, 535.
Myosurus, 379, 380, 383, 384.
Myrcia, 488.
Myrica, 350.
Myricaceæ, 337, 350.
Myricaria, 411, 412.
Myriophyllum, 486.
Myriotrichia, 71.
Myriotrichiaceæ, 71.
Myristica, 392, 393.
Myristicaceæ, 393.
Myrmecodia, 550, 553.
Myroxylon, 473.
Myrrh, 438.
Myrrha, 438.
Myrrhis, 495, 498.
Myrsinaceæ, 513.
Myrsine, 513.
Myrtaceæ, 487.
Myrteæ, 488.
Myrtifloræ, 451, 482.
Myrtle, 487, 488.
Myrtus, 488, 489.
Myxamœba, 6.
Myxogasteres, 5.
Myxomycetes, 1, 4, 5.
Myxophyceæ, 22.
Myzodendron, 500, 501.
Naccaria, 83.
Nægelia, 528.
Najadaceæ, 278, 281.
Najas, 281.
Nandina, 390.
Narcissus, 316, 317, 318.
Nardostachys, 557, 558.
Nardus, 291, 295, 558.
Narthecium, 310.
Narthex, 496.
Nasturtium, 400, 402, 420.
Navicula, 19.
Naviculeæ, 20, 21.
Neck-canal-cells, 184.
Neckera, 197.
Neckeraceæ, 197.
Nectandra, 392, 393.
Nectria, 116, 125, 127.
Neea, 374.
Negundo, 441, 442.
Nelumbo, 386.
Nelumboneæ, 386.
Nemalion, 81.
Nemalionales, 82.
Nemastomaceæ, 84.
Nemesia, 525.
Nemophila, 515.
Neomeris, 63.
Neottia, 5, 331.
Neottieæ, 331.
Neovossia, 111.
Nepenthaceæ, 408, 409.
Nepenthes, 409.
Nepeta, 536, 539.
Nepeteæ, 539.
Nephelium, 441.
Nephrolepis, 214.
Nephroselmis, 15.
Nerium, 544.
Nesæa, 483.
Neslia, 403.
Nest-fungi, 176.
Nettle, 351, 352, 353.
Neuradeæ, 457.
Neuwiedia, 329.
Nicandra, 519, 522.
Nicotiana, 520, 522.
Nicotine, 522.
Nidularia, 176.
Nidulariaceæ, 176.
Nierembergia, 521.
Nigella, 379, 380, 382.
Nightshade, 521.
Nigritella, 332.
Nile-lily, 305.
Nipa, 301.
Nipplewort, 570.
Nitella, 65.
Nitelleæ, 67.
Nitraria, 438.
Nitrifying Bacteria, 5.
Nitzchieæ, 21.
Noble Pine, 264.
Noctiluca, 17.
Nodularia, 25.
Nolana, 522.
Nolanaceæ, 518, 522.
Noli-me-tangere, 421.
Nonnea, 533.
Nonsexual reproduction, 10.
Nostoc, 22, 23, 25, 27, 29, 138, 486.
Nostocaceæ, 22, 24, 25.
Nostocopsis, 26.
Nothofagus, 347, 348, 501.
Notorhizæ, 400.
Nucellus, 235, 241, 243, 247.
Nuculiferæ, 505, 515, 531.
Nucumentaceæ, 403.
Nullipora, 84.
Nuphar, 387.
Nutmegs, 393.
Nutritive-tissue, 248.
Nux vomica, 546.
Nyctaginiaceæ, 373.
Nyctalis, 172.
Nyctanthes, 547.
Nycterinia, 525, 526.
Nymphæa, 387, 388.
Nymphæaceæ, 385.
Nymphæeæ, 386.
Oak, 117, 130, 134, 135, 161, 164, 166, 346, 347, 348.
Oat, 113, 151, 292, 294, 296.
Oat-grain, 290.
Oat-grass, 296.
Obdiplostemonous, 336.
Obelidium, 103.
Obligate parasites, 85.
Ochna, 439.
Ochnaceæ, 439.
Ochroma, 427.
Ocimum, 541.
Ocrea, 359.
Odonthalia, 83.
Odontites, 526.
Œdogoniaceæ, 47, 55.
Œdogonium, 10, 11, 55, 56.
Œnanthe, 495, 498.
Œnothera, 484, 485, 486.
Œnotheraceæ, 484.
Oidia, 90.
Oidium, 121, 179.
Oidium forms, 179.
Oil-mould, 99.
Oil-palm, 301.
Olea, 547.
Oleaceæ, 541, 542, 546.
Oleander, 544.
Oligorus, 166.
Olive, 547.
Olive-brown Seaweeds, 68.
Olive Oil, 547.
Olpidiaceæ, 103.
Olpidieæ, 103.
Olpidium, 103.
Olyreæ, 296.
Omphalodes, 533, 534.
Onagraceæ, 484.
Oncidium, 332.
Oncobyrsa, 24.
Onion, 312.
Onobrychis, 472, 473.
Ononis, 471.
Onopordon, 570.
Ooblastema-filaments, 82.
Oocystis, 51.
Oogamous fertilisation, 13.
Oogonium, 13.
Oomycetes, 95, 96, 100.
Oophyte, 181.
Oosphere, 13, 248.
Oospore, 14.
Operculum, 193.
Ophiocytium, 51.
Ophioglossaceæ, 209, 210.
Ophioglossum, 210, 211, 238.
Ophiopogon, 320.
Ophrydeæ, 331.
Ophrys, 332, 333.
Opium-poppy, 395.
Oplismenus, 295.
Opuntia, 375, 377.
Orange, 438.
Orchid, diagram of flower, 329.
Orchidaceæ, 5, 238, 328.
Orchideæ, 277.
Orchids, 151.
Orchis, 276, 331, 332, 333.
Oreobolus, 285.
Oreodoxa, 301.
Organs of attachment, 4.
Origanum, 536, 539, 541.
Ornithogalum, 312, 314.
Ornithopus, 466, 472.
Orobanche, 334, 528, 529.
Orontieæ, 303.
Orontium, 304.
Orris-root, 321.
Orseille, 142.
Orthoploceæ, 400.
Orthospermeæ, 493.
Orthothecium, 197.
Orthotrichum, 197.
Orthotropous, 242, 243.
Oryza, 293.
Oryzeæ, 293.
Oscillaria, 10, 23, 24, 26, 37.
Oscillariaceæ, 24.
Osiers, 152.
Osmunda, 209, 215.
Osmundaceæ, 202, 210, 215.
Ostioles, 73.
Ostropa, 133.
Ostropaceæ, 133.
Ostrya, 345.
Osyris, 500.
Ouratea, 439.
Ouvirandra, 281.
Ovary, 3, 239, 250.
Ovule, 241, 242, 248.
Ovuliferous scale, 256, 257.
Oxalidaceæ, 416.
Oxalis, 416.
Ox-eye, 572.
Oxslip, 513.
Oxybaphus, 374.
Oxycoccus, 509, 510.
Oxyria, 360.
Oyster Mushroom, 171.
Padina, 76.
Pæonia, 379, 381.
Pæonieæ, 381.
Pæpalanthus, 309.
Palaquium, 511.
Palava, 429.
Paleæ, 209.
Pales, 288.
Palisander-wood, 529.
Paliurus, 448.
Palm, 275, 276, 297.
Branching of, 298.
Inflorescence of, 299.
Palm-oil, 301.
Palm-wax, 301.
Palm-wine, 301.
Palmæ, 297.
Palmella-stage, 15, 16.
Palmyra-palm, 301.
Paludella, 197.
Pampas-grass, 296.
Panama hats, 302.
Panax, 491.
Pancratium, 317.
Pandanaceæ, 302.
Pandanus, 302.
Pandorina, 45, 48.
Paniceæ, 295.
Panicum, 295, 296.
Pansy, 411.
Panus, 171.
Papaveraceæ, 394.
Papaver, 394, 395.
Papaw, 476.
Papayaceæ, 476.
Paper-mulberry tree, 354, 356.
Papilionaceæ, 335, 468.
Pappus, 564, 566.
Papyrus, 287.
Paradise apple, 465.
Paraglobulin, 473.
Paraphyses, 88.
Paraguay tea, 445.
Parasites, 5.
Parasites, endophytic, 85.
endozoic, 85.
epiphytic, 85.
epizoic, 85.
facultative, 84.
obligate, 85.
pathogenic, 85.
Parasitic Bacteria, 38.
Parasol-fungus, 171.
Pariana, 291.
Parietaria, 353.
Paris, 309, 314, 316.
Paritium, 430.
Parkia, 475.
Parmelia, 140, 141, 142, 143.
Parnassia, 453.
Paronychia, 365, 367.
Paronychieæ, 366.
Parrotia, 455.
Parsley, 494, 498.
Parsnip, 492, 496, 498.
Parthenogenesis, 14.
Pasanea, 346, 348.
Paspalum, 295.
Pasta guaranà, 441.
Pastinaca, 493, 496.
Passerina, 449.
Passiflora, 475, 476.
Passifloraceæ, 476.
Passiflorinæ, 475.
Passion-flower, 476.
Patellaria, 134.
Patellariaceæ, 134.
Patellea, 134.
Paternoster peas, 470.
Pathogenic Rod-Bacteria, 39.
Patrinia, 557.
Paullinia, 441.
Paulownia, 527.
Pavonia, 428.
Paxillei, 172.
Payena, 511.
Paypayroleæ, 411.
Pea, 470.
Peach, 117, 121, 461.
Pear, 130, 464, 465.
Pedagnuoli, 355.
Pedaliaceæ, 518, 529.
Pediastrum, 52.
Pedicularis, 151, 526.
Peganum, 438.
Pelargonium, 418, 419.
Peliosanthes, 320.
Pellia, 191, 192.
Pellitory, 353.
Peltigera, 143.
Pelvetia, 73.