DVP - Chapter 2

• set of logically related concepts

  that seeks to organize, explain, and predict data.

  Theory Coherent
• Possible explanations for phenomena,

  used to predict the outcome of research.

  Hypotheses
• Model that views human

  development as a series of predictable responses to

  stimuli.

  Mechanistic Model
• Model that views human

  development as internally initiated by an active

  organism and as occurring in a sequence of

  qualitatively different stages.

  Organismic Model
• Change in number or amount,

  such as in height, weight, size of vocabulary, or

  frequency of communication.

  Quantitative Change
• Discontinuous change in kind,

  structure, or organization.

  Qualitative Change
• View of human

  development as shaped by unconscious forces that

  motivate human behavior.

  Psychoanalytic Perspective
• In Freudian theory, an

  unvarying sequence of stages of childhood personality

  development in which gratification shifts from the

  mouth to the anus and then to the genitals.

  Psychosexual Development
• Pattern of change in emotions, personality, and social

  relationships. In Erikson’s eight-stage theory, the socially and

  culturally influenced process of development of the

  ego, or self.

  Psychosocial Development
• View of human development

  that holds that changes in behavior result from

  experience or from adaptation to the environment.

  Learning Perspective
• emphasizes the

  predictable role of environment in causing observable

  behavior.

  Behaviorism Learning Theory
• based on

  associating a stimulus that does not ordinarily elicit a

  response with another stimulus that does elicit the

  response.

  Classical Conditioning Theory
• Learning based on association of behavior with its consequences. Learning based on reinforcement or punishment.

  Operant Conditioning
• The process by which a behavior is

  strengthened, increasing the likelihood that the

  behavior will be repeated.

  Reinforcement
• The process by which a behavior is

  weakened, decreasing the likelihood of repetition.

  Punishment
• Theory that behaviors are

  learned by observing and imitating models. Also called

  social cognitive theory.

  Social Learning Theory
• Bandura’s term for

  bidirectional forces that affect development.

  Reciprocal Determinism
• Learning through watching

  the behavior of others.

  Observational Learning
• Sense of one’s capability to master

  challenges and achieve goals.

  Self-efficacy
• View that thought processes are

  central to development.

  Cognitive Perspective
• theory that

  children’s cognitive development advances in a series of

  four stages involving qualitatively distinct types of

  mental operations.

  Piaget's Cognitive-Stage Theory
• Piaget’s term for adjustment to new

  information about the environment, achieved through

  processes of assimilation and accommodation.

  Adaptation
• Piaget’s term for changes in a

  cognitive structure to include new information.

  Accommodation
• Piaget’s term for organized patterns of

  thought and behavior used in particular situations.

  Schemes
• Piaget’s term for the creation of categories or systems of knowledge. Mnemonic strategy of child can do alone what the child can categorizing material to be remembered.

  Organization
• Vygotsky’s

  term for the difference between what a do with help.

  Zone of Proximal Development (ZPD)
• Piaget’s term for the tendency to seek a

  stable balance among cognitive elements; achieved

  through a balance between assimilation and

  accommodation.

  Equilibration
• Vygotsky’s theory of how

  contextual factors affect children’s development.

  Sociocultural Theory
• Temporary support to help a child master

  a task.

  Scaffolding
• Approach to the study of cognitive development by

  observing and analyzing the mental processes

  involved in perceiving and handling information. Approach to the study of cognitive development

  that analyzes processes involved in perceiving and

  handling information.

  Information-Processing Approach
• View of human development

  that sees the individual as inseparable from the social

  context.

  Contextual Perspective
• Bronfenbrenner’s approach to

  understanding processes and contexts of human

  development that identifies five levels of environmental

  influence.

  Bioecological Theory
• View of

  human development that focuses on evolutionary and

  biological bases of behavior.

  Evolutionary Perspective
• Study of distinctive adaptive behaviors of

  species of animals that have evolved to increase survival

  of the species.

  Ethology
• Application of Darwinian

  principles of natural selection and survival of the fittest

  to individual behavior.

  Evolutionary Psychology
• Research that deals with

  objectively measurable data.

  Quantitative Research
• System of established principles

  and processes of scientific inquiry, which includes

  identifying a problem to be studied, formulating a

  hypothesis to be tested by research, collecting data,

  analyzing the data, forming tentative conclusions, and

  disseminating findings.

  Scientific Method
• Research that focuses on

  nonnumerical data, such as subjective experiences,

  feelings, or beliefs.

  Qualitative Research
• The entire pool of individuals under study

  from which a sample is drawn and to which findings

  may apply.

  Population
• Group of participants chosen to represent the

  entire population under study.

  Sample