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DP_chp02_ theory
| Question | Answer |
|---|---|
| Kurt Lewin (1945)knew that | theories help analyze and move us toward a clearer understanding |
| Five "good” theories in this book have proven to be | practical and useful over many years for anyone who uses them. developmental scientists and anyone who cares about children. |
| Some theories differ? | some are less adequate than others, and some reflect one culture but not another. |
| The answer to "what do i do in this situation" that depends on___. | theory |
| Questions can reflect not science but "folk theory" which arise from | pre-conceptions and everyday experience |
| What is practical about theory? | Theories analyze and move us toward a clear understanding an example would be building a house without a design |
| Do childhood experience affect adults? | Adults can be affected by childhood experiences |
| Would you be a different person if you grew up in another place or time? Explain | |
| Why do we need so many theories? Explain | |
| Folk theory are | Not shared by people with different theories |
| Anecdote is | secret history, or facts not generally known. a particular or detached incident or fact of an interesting nature; a biographical incident |
| Three aspects shared by every theory | Behavior can be surprising, humans develop theories to explain everything, and experience and culture matter |
| the author says a ----is a symbol confused with Decades of theories | Badge |
| Three grand theories | Behaviorist, cognitive, psychoAnalytic |
| Freud, Pavlov and Piaget are three | Theorists |
| Two newer theories are used by developmentalists | SocioCultural and evolutionary |
| Nothing is as practical as a good theory is a quote by | Lewin (1945) |
| All the momentary experiences of each day are can be called the | Raw materials of human life. The Theory helps it all fit together |
| Overtime theories may go through | Revisions |
| Theories inspire scientists to | Experiment, explain, and dispute, lead to new theory or elicit alternative interpretations |
| Theories are meant to | Be tested and sometimes lead to hypothesis that can turn out to be false, |
| Hypothesis that turn out to be false are considered | A benefit, not a liability |
| Theories can be | A prediction but testing the hypothesis reveals gaps in theories |
| A developmental Theory is a system of statements of general principle that | provides a framework for understanding how and why people change over time |
| A developmental theory is | A group of ideas assumptions and generalizations that interpret and illuminate the thousands of observations that have been made about human growth |
| A developmental theory | |
| A developmental theory is more than | Hunch or a hypothesis and it's more comprehensive than a folk Theory |
| Developmental theories provide | Insights that are both Broad and deep connecting the distant past and the far-off future |
| The first step in the science of human development | Is to pose a question which often Springs from a theory |
| Every theory explains | Observations via Concepts and ideas that organize the confusing mass of Sensation that we encounter every moment |
| Some theories are useless to anyone | Except those people who thought of them |
| early experiences shape adult personalities is an example of | Psychoanalytical theory |
| does learning depend on encouragement, punishment and or role models is what type of a theory | Behavioralism |
| Do morals develop spontaneously in children so they do not need to be taught right from wrong is an example of what type of a theory | Cognitive |
| Does culture determine parents Behavior such as how to respond to an infant's cry is what type of a theory | Socio-cultural |
| Is survival an inborn instinct underlying all personal and social decisions is what type of a theory | Evolutionary |
| For every question and answer more questions arise, like | why or why not when and how |
| Why are "so what" questions crucial | Because implications and applications affect everyone's daily life |
| * What theories do | Theories produce hypothesis theories generate discovery and theories offer practical guidance |
| Humans spontaneously develops theory observed ____ | Charles Darwin |
| Charles Darwin was a an English naturalist whose theory was | Biological evolution |
| The origin of the species was written by | Charles Darwin |
| Culture matters, family matters in development | |
| Theory explain | |
| A group of ideas, assumptions, and a generalization about human growth. | |
| Often a particular parental response springs from one of the five theories explained—no wonder advice is | sometimes contradictory. |
| psychoanalytic theory led to postponing toilet | until the child is cognitively, emotionally, and biologically ready—around age 2 for daytime training and age 3 for nighttime dryness. |
| behaviorists believed that learning depends primarily on conditioning suggesting toilet training occur | whenever the parent wished, not at a particular age |
| cognitive theory suggests that parents wait until the child can | understand reasons to urinate and defecate in the toilet. |
| Sociocultural theory might reject all of these theories advent disposable diapers in modern society and pushed | the age of toilet training later and later in the twenty-first century. |
| Dueling theories and diverse parental practices have concluded families have addressed this issue for generations, and | there still is no consensus regarding the best method or even a standard definition of toilet training |
| Many sources explain that because each child is different, there is no “right” way: “the best strategy for implementing training is | still unknown |
| Psychoanalytic theory values focuse on | later personality of toilet training |
| behaviorism stresses | condi-tioning of body impulses in toilet training |
| cognitive theory considers | variation in the child’s intellectual capacity of toilet training |
| sociocultural theory allows | the vast diversity in toilet traing |
| evolutionary theory respects | human nature of potty training |
| fears have not caught up to automobiles, so we must use our minds to pass laws regarding infant seats, child-safety restraints, seat belts, red lights, and speed limits is | Evolutionary theory at work |
| Evolutionary theory contends that modern killers require social management because instincts are contrary to what we now know about the dangers of each of these | Instincts are contrary to what we now know about the dangers of each of these—climate change, drug addiction, obesity, pollution—killers |
| Historic data from every continent led to the grandmother hypothesis, that menopause and female longevity were | evolutionary adaptations arising from children’s survival needs |
| Evolutionary theory believe older women needed to stop childbearing and live on for decades, because | they were needed to protect the young |
| This inborn urge to protect is explained in evolutionary theory by | selective adaptation. The idea is that humans today react in ways that promoted survival and reproduction long ago. |
| The idea is that humans today react in ways that promoted survival and reproduction long ago. | selective adaptation |
| Evolutionist believe Some of the best qualities of people— cooperation, spirituality, and self-sacrifice—may have originated | thousands of years ago when tribes and then nations became prosperous because they took care of one another |
| The process by which living creatures (including people) adjust to their environment. Genes that enhance survival and reproductive ability are selected, over the generations, to become more prevalent. | selective adaptation |
| Evolutionary psychology has helped with believe in | desirable trait, evolutionary lactose tolerance |
| Inbreeding eliminates | protective genetic diversity. |
| evolutionary theorists contend that humans need to understand ancient impulses within our species in order to | control them. |
| we can make cars and guns safer—in part because we know that . | risk-taking adolescents find them irrationally attractive rather than instinctively frightening |
| more research and appreciation of the brain, social context, and the non-Western world has | expanded our understanding of human development in the 21st century. |
| A sociocultural shift, Vygotsky thought that children with disabilities should be educated. This belief has been enshrined in U.S. law | since about 1970, Many other social constructions—about the role of women, about professional sports, about family—have been revised by Sociocultural theory for 50 years |
| multicultural cultures shapes . | experiences and attitudes |
| Developmental researchers appreciate | the many cultural differences related to region, age, and gender |
| Psychoanalytic theories make us aware of the impact of | early-childhood experiences, remembered or not, on subsequent development. |
| Behaviorism shows the effect that | immediate responses, associations, and examples have on learning, moment by moment and over time. |
| Cognitive theories bring an understanding of intellectual processes, including the fact that | thoughts and beliefs affect every aspect of our development. |
| Sociocultural theories remind us that development is embedded in | A rich and multifaceted cultural context, evident in every social interaction. |
| Evolutionary theories suggest that | human impulses need to be recognized before they can be guided. |
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