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TABLE 2.4
Continuous
vs.
Discontinuous
Development
Nature
vs.
Nurture
Holistic
vs.
Modular
Development
Theory
Child
inuences
her own
development
Or
Development
is primarily a
function of
environmental
inuence
Development
is primarily a
matter of growth
and renement
Or
Development
proceeds through
a series of
qualitatively
distinct stages
Genetics &
biology are the
primary
determinants
of development
Or
Experience is
the primary
determinant of
development
Biological,
cognitive, and
social
development all
interact
Or
Each aspect of
development is
considered
separately
Psychoanalytic
perspective
Active
Discontinuous
Both
Modular
Learning perspective
Passive
Continuous
Nurture
Modular
Piagets cognitive
developmental theory
Active
Discontinuous
Both
Holistic
Ethological perspective
Active
Both
Nature
Holistic
Information-processing
perspective
Active
Continuous
Both
Modular
Vygotskys sociocultural
theory
Active
Continuous
Both
Holistic
Ecological systems
perspective
Both
Both
Nurture
Holistic
individuals who rely on many theories, recognizing that none of the grand theories can
explain all aspects of development and that each makes some contribution to our understanding. For the remainder of this book, we will borrow from many theories to integrate their contributions into a unied, holistic portrait of the developing person. Yet,
we will also continue to explore theoretical controversies, which often produce some of
the most exciting breakthroughs in the eld. So as you prepare to move on to the next
chapter, join us in examining not just the specic facts about human development but
also the broader theoretical insights that have helped to generate these facts and give
them a larger meaning.
SUMMARY
The Nature of Scientic Theories
A theory is a set of concepts and propositions that describe and explain observations. Good theories are:
parsimonious (concise and yet applicable to a wide
range of phenomena);
falsiable (able to be disconrmed by scientic research); and
heuristic (they build on existing knowledge by continuing to generate testable hypotheses, leading to new
discoveries and important practical applications).
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5. The view that human behavior is determined by experience rather than hereditary endowment and that psychologists should study observable behavior rather than
unconscious motives or cognitive processes, was put
forth by
a. Piaget
b. the information-processing perspective
c. Watson
d. the evolutionary theory
6. Which of the following statements best represents the
relationship between ethological approaches and evolutionary approaches?
a. Both emphasize evolutionary adaptations and survival of the gene.
b. Both emphasize evolutionary adaptations and survival of the individual.
c. The ethological approach emphasizes the survival
of the gene; the evolutionary approach emphasizes
the survival of the individual.
d. The ethological approach emphasizes the survival
of the individual; the evolutionary approach emphasizes the survival of the gene.
7. Which statement best summarizes Freuds and Eriksons stage theories?
a. Freuds stops at adulthood; Eriksons continues
throughout life.
b. Freuds continues throughout life; Eriksons stops at
adulthood.
c. Both theories continue throughout life.
d. Both theories stop at adulthood.
8. Hildegardes parents want to encourage her to do her
homework every night so that she will do better on her
fth-grade reading level. They make an agreement with
her that if she does her reading homework, she wont
have to wash the dinner dishes. Hildegardes parents are
using __________ to help her manage her behavior.
a. positive reward
b. negative reward
c. positive punishment
d. negative punishment