Human Growth 2

In sociocultural theory, a metaphorical area, or "zone," surrounding a learner that includes all the skills, knowledge, and concepts that the person is close (Proximal) to acquiring but cannot yet master without help. p.49

An emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces. p.48

An extension of behaviorism that empasizes the influence that other people have over a person's behavior. Even without specific reinforcement, evbery individual learns many things through observation and imitation of other people. p.41

In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context. p.42

The process by which living creatures (including people) adjust to their environment. Genes that enhance survival and reproductive ability are selected, over generations, to become more frequent. p.53

A technique for conditioning behavior in which that behavior is followed by something desired, such as food for a hungry animal or a welcoming smile for a lonely person. p.41

A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. p.36

The learning process by which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less ikely to be repeated). p.40

The central process of social learning, by which a person observes the actions of others and then copies them. p.41

A perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output. p.47

A theory that stresses the potential of all humans for good and the beliegf that all people have the same basic needs, regardless of culture, gender, or background. p.51

The approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory. p.56

A group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth. p.33

According to behaviorism, the processes by which responses become linked to particular stimuli and learning takes place. p.40

A grand theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviors. p.45