Child Development: Chapter 1 (Themes And Theories)

Front 1

Accommodation

Back 1

In Piagetian theory, a component of adaptation; process of modification in thinking (schemes) that takes place when old ways of understanding something no longer fit.

Front 2

Adaptation

Back 2

In Piagetian theory, the inborn tendency to adjust or become more attuned to conditions imposed by the environment; takes place through assimilation and accommodation.

Front 3

Assimilation

Back 3

In Piagetian theory, a component of adaptation; process of interpreting an experience in terms of current ways (schemes) of understanding things.

Front 4

Behavior analysis

Back 4

Learning theory perspective that explains the development of behavior according to the principles of classical and operant conditioning.

Front 5

Chronosystem

Back 5

In Bronfenbrenner’s ecological systems theory, the constantly changing temporal component of the environment that can influence development.

Front 6

Cognitive-developmental theory

Back 6

Theoretical orientation, most frequently associated with Piaget, emphasizing the active construction of psychological structures to interpret experience.

Front 7

Development

Back 7

Physical and psychological changes in the individual over a lifetime.

Front 8

Developmental psychology

Back 8

Systematic and scientific study of changes in human behaviors and mental activities over time.

Front 9

Dynamic systems theory

Back 9

A theoretical orientation that explains development as the emerging organization arising from the interaction of many different processes.

Front 10

Ecological systems theory

Back 10

Bronfenbrenner’s theory that development is influenced by experiences arising from broader social and cultural systems as well as a child’s immediate surroundings.

Front 11

Empiricism

Back 11

Theory that environmental experiences shape the individual; more specifically, that all knowledge is derived from sensory experiences.

Front 12

Equilibration

Back 12

In Piagetian theory, an innate self-regulatory process that, through accommodation and assimilation, results in more organized and powerful schemes for adapting to the environment.

Front 13

Ethology

Back 13

Theoretical orientation and discipline concerned with the evolutionary origins of behavior and its adaptive and survival value in animals, including humans.

Front 14

Exosystem

Back 14

In Bronfenbrenner’s ecological systems theory, environmental settings that indirectly affect the child by influencing the various microsystems forming the child’s immediate environment.

Front 15

Identity

Back 15

In Eriksonian psychosocial theory, the acceptance of both self and society, a concept that must be achieved at every stage but is especially important during adolescence.

Front 16

Imprinting

Back 16

Form of learning, difficult to reverse, during a sensitive period in development in which an organism tends to stay near a particular stimulus.

Front 17

Individual differences

Back 17

Unique characteristics that distinguish a person from other members of a larger group.

Front 18

Information processing

Back 18

Theoretical approach that views humans as having a limited ability to process information, much like computers.

Front 19

Learning

Back 19

Relatively permanent change in behavior as a result of such experiences as exploration, observation, and practice.

Front 20

Macrosystem

Back 20

In Bronfenbrenner’s ecological systems theory, major historical events and the broad values, practices, and customs promoted by a culture.

Front 21

Mesosystem

Back 21

In Bronfenbrenner’s ecological systems theory, the environment provided by the interrelationships among the various settings of the microsystem.

Front 22

Microsystem

Back 22

In Bronfenbrenner’s ecological systems theory, the immediate environment provided in such settings as the home, school, workplace, and neighborhood.

Front 23

Nature-nurture debate

Back 23

Ongoing theoretical controversy over whether development is the result of the child’s genetic endowment or the kinds of experiences the child has had.

Front 24

Observational learning

Back 24

Learning that takes place by simply observing another person’s behavior.

Front 25

Organization

Back 25

In Piagetian theory, the inborn tendency for structures and processes to become more systematic and coherent. Also memory strategy in which individuals reorder items to be remembered on the basis of category or some other higher-order relationship.

Front 26

Psychosocial theory of development

Back 26

Erikson’s theory that personality develops through eight stages of adaptive functioning to meet the demands framed by society.

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Scheme

Back 27

In Piagetian theory, the mental structure underlying a coordinated and systematic pattern of behaviors or thinking applied across similar objects or situations.

Front 28

Sensitive period

Back 28

Brief period during which specific kinds of experiences have significant positive or negative consequences for development and behavior. Also called critical period.

Front 29

Social learning theory

Back 29

Theoretical approach emphasizing the importance of learning through observation and imitation of behaviors modeled by others.

Front 30

Social policy

Back 30

The programs and plans established by local, regional, or national public and private organizations and agencies designed to achieve a particular social purpose or goal.

Front 31

Sociohistorical theory

Back 31

Vygotsky’s developmental theory emphasizing the importance of cultural tools, symbols, and ways of thinking that the child acquires from more knowledgeable members of the community.

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Stage

Back 32

Developmental period during which the organization of thought and behavior is qualitatively different from that of an earlier or later period.

Front 33

Theory

Back 33

Set of ideas or propositions that helps to organize or explain observable phenomena.