(See related pages)
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| accommodation | In Piaget's theory, an individual's adjustment to new information. (See page(s) 47) |
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| assimilation | In Piaget's theory, an individual's incorporation of new information into her or his existing knowledge. (See page(s) 47) |
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| behavioural and social cognitive approach | The theory that behaviour, environment, and person/cognitive factors are important in understanding development. (See page(s) 52) |
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| bio-ecological approach | Bronfenbrenner's environmental systems theory that focuses on five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. (See page(s) 59) |
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| congruence | The relationship between a person's ideal self and real self as determined by self-selected descriptors. (See page(s) 56) |
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| eclectic theoretical orientation | An orientation that does not follow any one theoretical approach but, rather, selects from each theory whatever is considered its best features. (See page(s) 61) |
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| Erikson's theory | Eight stages of psychosocial development unfold throughout the human life span. Each stage consists of a unique developmental task that confronts individuals with a crisis that must be faced. (See page(s) 44) |
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| ethology | An approach that stresses that behaviour is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods. (See page(s) 54) |
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| humanists | Psychologists who believe people work hard to become the best they could possibly become. (See page(s) 56) |
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| incongruity | The gap between the real self (the "I am") and the ideal self (the "I should be"). (See page(s) 57) |
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| information-processing approach | The approach that emphasizes that individuals manipulate information, monitor it, and strategize about it. Central to information processing are the processes of memory and thinking. (See page(s) 50) |
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| Piaget's theory | Children actively construct their understanding of the world and go through four stages of cognitive development. (See page(s) 47) |
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| psychoanalytic approach | Development is primarily unconscious and heavily coloured by emotion. Behaviour is merely a surface characteristic. It is important to analyze the symbolic meanings of behaviour. Early experience is important to development. (See page(s) 42) |
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| Vygotsky's theory | A socio-cultural cognitive theory that emphasizes developmental analysis, the role of language, and social relations. (See page(s) 50) |