Berger
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| Comprehensive theories that have traditionally inspired and directed thinking about development. Psychoanalytic theory, behaviorism, and cognitive theory. | grand theories
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| Theories that focus on some specific area of development and thus are less general and comprehensive. | minitheories
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| Theories that bring together information from many disciplines but that have not yet cohered into theories that are comprehensive and sytematic. | emergent theories
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| A grand theory of human development that holds that irrational, unconscious drives and motives, many of which originate in childhood, underlie human behavior. | psychoanalytic theory
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| A grand theory of human development that focuses on the sequences and processes by which behavior is learned. | behaviorism
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| According to behaviorism, any process in which behavior is learned. | conditioning
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| The process by which a neutral stimulus becomes associated with a meaningful stimulus, so that the organism responds to the former stimulus as if it were the latter. | classical conditioning
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| The process by which a response is gradually learned via reinforcement or punishment. | operant conditioning
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| An application of behaviorism that emphasizes that many human behaviors are learned through observation and imitation of other people. | social learning theory
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| In social learning theory, the process in which people observe and then copy the behavior of others. | modeling
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| In social learning theory, the belief that one is effective; motivates people to change themselves and their contexts. | self-efficacy
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| A grand theory of devlopment that focuses on the structure and development of thinking, which shapes people's attitudes, beliefs, and behaviors. | cognitive theory
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| In cognitive theory, a state of mental balance in which a person is able to reconcile new experiences with existing understanding. | cognitive equilibrium
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| An emergent theory that holds that human development results from the dynamic interaction between each person and the surrounding social and cultural forces. | sociocultural theory
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| In sociocultureal theory, the process by which novices develop cognitive competencies through interaction with more skilled members of the society, often parents or teachers, who act as tutors or mentors. | apprenticeship in thinking
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| In sociocultural theory, the process by which a skilled person helps a novice learn by providing not only instruction but also a direct, shared involvement in the learning process. | guided participation
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| An emergent theory of development that emphasizes the interaction of genes and the environment. | epigenetic theory
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| The belief that every aspect of development is set in advance by genes and then is gradually manifested in the course of maturation. | preformism
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| The idea that humans and other animals gradually adjust to their environment. | selective adaptation
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| The study of patterns of animal behavior, particularly as that behaviorrelates to evolutionary origins and speicies survival. | ethology
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| The approach taken by most developmentalists, in which they apply aspects of each of the various theories rather than adhering exclusively to one. | eclectic perpective
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