(See related pages)
Below are the key terms featured in this chapter. The textbook's full glossary is also available for online searching.
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| Accommodation | In Piaget's theory, adjustment to new information |
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| Assimilation | In Piaget's theory, incorporation of new information into existing knowledge |
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| Behavioural and social cognitive approach | The theory that behaviour, environment, and person/cognitive factors are important in understanding development |
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| Congruence | The relationship between a person’s ideal self and real self |
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| Eclectic theoretical orientation | Does not follow one theoretical approach but selects from each theory whatever is considered the best in it |
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| Ecological approach | Bronfenbrenner’s environmental systems theory that focuses on five environmental systems |
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| Erikson’s theory | Eight stages of psychosocial development unfold throughout the human life span. |
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| Ethology | An approach that stresses that behaviour is strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods |
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| Humanists | Psychologists who believe people work hard to become the best they can possibly be |
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| Incongruity | The gap between the real self and the ideal self |
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| Information-processing approach | Individuals manipulate information, monitor it, strategize about it |
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| Piaget’s theory | Children actively construct their understanding of the world and go through four stages of cognitive development. |
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| Psychoanalytic approach | Development is primarily unconscious; it is important to analyze symbolic meanings of behaviour; early experience is important to development |
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| Vygotsky’s theory | A sociocultural cognitive theory that emphasizes the role of language and social relations |