This chapter is mostly devoted to the development of emotion in infancy, childhood, and adolescence. We follow this with a look at the closely related topics of temperament and personality and their development. We also examine when emotions sometimes get the better of children, causing excessive stress, anxiety, and depression.

In this chapter we investigate intelligence and academic achievement. In the first major section of this chapter, we focus on the concept of IQ, the so-called psychometric approach to intelligence, and some alternatives to this approach, including Robert Sternberg’s theory of adaptive intelligence and Howard Gardner’s theory of multiple intelligences. The origins and consequences of individual differences in intelligence are also examined. In the second major section of this chapter, we pay attention to the developmental, cultural, and evolutionary basis of schooling, with a particular emphasis on literacy, and numeracy, likely two of society’s most significant core academic skills.

This chapter begins by reviewing Swiss psychologist Jean Piaget’s theory. Piaget believed that the way children represent the world changes systematically between infancy and adolescence, and we describe here the main concepts and stages of his theory. We next look at theory theories of cognitive development, focusing on children’s understanding of the biological world. We conclude by looking at several expressions of symbolic functioning in children and how they change with age: symbolic play, drawing, and distinguishing between fantasy and reality.

This chapter is about the development of human language, one of the more distinctive traits of the human species. In the first two sections, we present some reflections about the nature of human language and the theories that have aimed to explain their acquisition in children to date. The core of the chapter focuses on a thorough description of the course of language development in children and adolescents according to their four most prominent aspects: phonology, semantics, grammar, and pragmatics. Finally, we present a section on atypical language development (in children with hearing, visual or intellectual impairment, and children with specific language impairment), and another section devoted to bilingualism and second-language learning.

This chapter first focuses on infants’ perception, the process of becoming aware of objects, relations, and events by way of the senses, and then on infant cognition, the processes or faculties by which knowledge is acquired and manipulated. We start with a look at methods that have provided psychologists with insights into what babies perceive and think, mainly what they see and hear. We then examine several aspects of infant visual perception, including visual preferences, depth perception, and face perception. We follow this with a brief look at infant auditory perception and then intermodal (between senses) perception, focusing mainly on the integration of vision and hearing. Our discussion then turns to topics of infant cognition. We look at the concept of core knowledge, followed by reviews of research on object representation and infants’ abilities to make sense of quantitative information. We then examine infants’ memory skills. The chapter concludes with a short discussion about the role of experience in infant perceptual and cognitive development and the relation between infant brain and cognitive development.

In this chapter we look at the earliest stages of life, starting with prenatal development, followed by the birth process, and ending with a description of the physical and behavioral features of the newborn. Although most of this chapter is descriptive – that is, the stages of prenatal development and birth and the behavioral abilities of neonates – we also emphasize how what happens during these earliest times of development sets the stage for what will come later in life.

The major purpose of this chapter is to reduce the confusion that exists in the marketing discipline as to the meaning of power. Thus, channel power is first defined as a construct. The value of the supplier achieving major channel coordination objectives through power and its appropriate use cannot be overestimated. An explanation is given as to why sales manager power is critical in direct channels. Then, how firm power can be built in inter-firm relationships with distributors and retailers is explained. An evaluation is made of the strengths and weaknesses of channel coordinators applying supplier power through alternative communication strategies with intermediaries. Importantly, the factors leading to firm control of company salespeople and independent channel members are recognized. Finally, an analysis is made of how suppliers can effectively deal with powerful intermediaries.

In this chapter, we look at some factors as foundational to development, namely genetics and the mechanisms of biological inheritance. In the first major section of the chapter, we examine some of the basic tenets of genetics, including behavioral genetics. In the second section, we discuss the basic ideas of evolutionary theory, particularly as related to children, childhood, and development.

A summary of the textbook is given. In order to do so with some ingenuity, ten commandments of channel organization and ten commandments of channel coordination are proposed, resting on major principles developed throughout the chapters. Important channel principles not covered in the commandments are then stated and reviewed. This discussion is intended to help people comprehend what the textbook was designed to accomplish. Hopefully, the textbook’s treatment of channel principles will be of value to everyone, aiding their knowledge of how effective channel organization and coordination contribute to company welfare.

In this chapter, we examine how children come to solve problems, remember important information, and generally learn to think on their own. Most of the research and theorizing on these topics was done following the information-processing approach of cognitive development, which uses the computer as a model for how the mind works and changes with age. After reviewing briefly some assumptions of information-processing approaches, we explore the development of self-directed thinking, problem solving, and memory. We first explore how children come to use tools as an early window to problem solving. We then investigate executive functions, the basic-level cognitive abilities that are necessary for planning and self-regulation, followed by a look at slightly higher-level cognitive processes, strategies. This is followed by an examination of a special type of problem solving, reasoning (analytic and scientific), and we conclude the chapter with a discussion of children’s memory development.

This chapter attempts to distinguish the major types of distribution channels firms utilize, including distributors and retailers. Key characteristics are identified of direct channels. Then, indirect channels are detailed, including the major challenges faced in operating them. What determines whether a direct or indirect channel is chosen and implemented by the firm is explained in a clear fashion. However, that said, and in most cases, both direct and indirect channels are utilized by firms in multiple-channel distribution arrangements.

Initially, an attempt is made to provide a precise definition of channel functions, which are so vital to the firm. The tough challenge of gaining acceptable performance of work activities in all the firm’s channels is explained. Then, an analysis is presented of how new technologies can affect the processing and delivery of customer orders. Acknowledgment is made of the impact of brand positioning and value propositions on channel functions. It follows that superior performance of critical channel functions is vital to delighting targeted end-customers and a thorough explanation is given. To conclude, a discussion is provided of the role of supply chain management in the firm and the main steps necessary to be taken in the order management cycle.

Perhaps the major deciding factor in how well firms perform is their understanding of the buying behavior of targeted end-customers and how they utilize this knowledge in shaping the product, price, promotion, and, yes, place or “channels of distribution” strategic variables. In the current business environment, merely satisfying targeted end-customers is not enough. Instead, the firm must “delight” them. Clearly, a major change in targeted end-customer behavior necessitates, no doubt, a monumental change in the organization and coordination of the firm’s marketing channels. How user-generated content and other online information are influencing end-customer search is focused upon. Doing a thorough job of market segmentation is emphasized, based on the identification of relevant demographic, geo-demographic, and activity, interest, and opinion variables. Finally, the top management of the firm and all marketing and sales managers must grasp the five main stages of the buying process, as well as their many implications.

An explanation is given of what channel coordination entails and why it is so important, both internally and externally to the firm. Key coordination objectives are discussed. The importance of pull and push strategy connections to successful channel coordination efforts is stressed. Sufficient channel control is only achieved in both direct channels and indirect channels through effective coordination efforts. How power is built and applied within both direct and indirect channels is elaborated upon. Finally, an explanation is given of how manifest conflict and motivation can impact both channel functioning and subsequent end-customer behavior.

In this chapter, we first look at a new approach in how sex and gender are conceptualized, with gender no longer being viewed as a binary category (male versus female), but as including other options, such as transgender and gender nonbinary. We then briefly examine sex and gender from an evolutionary perspective, specifically parental investment theory. This is followed by a look at the development of sexuality, an individual’s erotic thoughts and activities, and then examine the origin of sexual orientation. We then look briefly at some gender differences and how such differences can be explained. (Most gender differences have been discussed in the chapters in which the specific content is examined.) The final section looks at the development of gender identity, focusing mainly on the cognitive factors that affect how children come to see themselves as males and females, followed by an examination of gender identification in transgender children.