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| Preliminary Considerations | |
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| Theories as Windows for Looking to See | |
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| Why Do We Study Theories | |
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| Theories Tell How to Organize Facts and Interpret Their Meaning | |
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| Theories Represent Public Knowledge | |
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| Theories Are in Principle Testable | |
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| Theories Are Less Complex than People | |
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| Theories Are Generalizable | |
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| Theories as Windows | |
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| What Is a Theory? | |
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| Structural Components of Developmental Theories | |
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| Limitations of Developmental Theories | |
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| Families and Paradigms of Developmental Theories | |
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| Paradigms and Paradigm "Cases" in Developmental Psychology | |
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| Philosophical Antecedents of Developmental Theories | |
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| Summary Points | |
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| Suggested Readings | |
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| Evaluating Developmental Theories | |
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| Values of Scientific Worthiness | |
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| Testability | |
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| External Validity | |
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| Predictive Validity | |
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| Internal Consistency | |
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| Theoretical Economy | |
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| Developmental Adequacy | |
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| Temporality | |
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| Cumulativity | |
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| Directionality | |
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| New Mode of Organization | |
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| Increased Capacity for Self-control | |
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| Pedagogical Usefulness | |
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| Interpretability | |
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| Versatility | |
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| Availability | |
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| Guidance | |
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| Important Paradigm Patterns | |
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| Summary Points | |
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| Suggested Readings | |
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| The Endogenous Paradigm | |
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| Freud and Psychoanalysis | |
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| Historical Sketch | |
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| The Search for Neurological Structures | |
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| Psychic Healing | |
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| Freud's Clinical Work | |
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| Structural Components of Psychoanalysis | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Personality Types | |
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| The Oedipus Complex | |
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| Dreams | |
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| Contributions and Criticisms of Psychoanalysis | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Psychoanalysis | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Erikson and Psychosocial Theory | |
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| Historical Sketch | |
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| Structural Components of Psychosocial Theory | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Indirect Research on Infants and Children | |
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| Child Rearing | |
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| Adolescent Identity | |
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| Cultural Context | |
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| Adulthood and Aging | |
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| Contributions and Criticisms of Psychosocial Theory | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Psychosocial Theory | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Wilson and Sociobiology | |
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| Historical Sketch | |
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| The Legacy of Darwin | |
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| Edward O. Wilson and the Roots of Sociobiology | |
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| Structural Components of Sociobiology | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Kinship Systems and Nomenclature | |
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| Altruism | |
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| Differential Selection | |
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| Language | |
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| Contributions and Criticisms of Sociobiology | |
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| Evaluation of Sociobiology | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Chomsky and Generative Grammar | |
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| Historical Sketch | |
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| Structural Components of Generative Grammar | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Speech Is Regular | |
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| Nonhumans Cannot Learn Syntax | |
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| Language Is Universal | |
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| Contributions and Criticisms of Generative Grammar | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Generative Grammar | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Ainsworth and Infant Attachment | |
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| Historical Sketch | |
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| From Past Roots, a New View of Infancy | |
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| Mary Ainsworth: Infant Attachment and Secure Bases | |
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| Structural Components of Infant Attachment Theory | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Contributions and Criticisms of Attachment Theory | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Attachment Theory | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| The Exogenous Paradigm | |
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| Skinner and Operant Conditioning | |
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| Historical Sketch | |
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| Behaviorism | |
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| The Legend of Ivan Pavlov | |
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| Roots of U.S. Behaviorism | |
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| Operant Conditioning | |
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| Structural Components of Operant Conditioning | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Discrimination Learning | |
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| Contributions and Criticisms of Operant Conditioning | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Operant Conditioning | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Bandura and Social Cognitive Theory | |
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| Historical Sketch | |
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| Extending Skinner's Legacy | |
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| Structural Components of Social Cognitive Theory | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Aggression | |
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| Altruism | |
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| Sex Roles | |
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| Self-efficacy | |
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| Contributions and Criticisms of Social Cognitive Theory | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Social Cognitive Theory | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Vygotsky and Zones of Development | |
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| Historical Sketch | |
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| Structural Components of Zones of Development | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Egocentric Speech | |
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| Zone of Proximal Development | |
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| Contributions and Criticisms of Zones of Development | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Zones of Development | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| The Constructivist Paradigm | |
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| Piaget and Cognitive-Developmental Theory | |
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| Historical Sketch | |
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| The Stimulus of Kant | |
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| Spencer's Principles of Psychology | |
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| Heinz Werner and John Flavell | |
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| Structural Components of Cognitive-Developmental Theory | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Sensorimotor Stage | |
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| Concrete Operational Stage | |
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| Formal Operational Stage | |
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| Other Validation Studies | |
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| Contributions and Criticisms of Cognitive-Developmental Theory | |
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| Contributions | |
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| Criticisms | |
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| Evaluation of Cognitive-Developmental Theory | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Kohlberg and Moral Development Theory | |
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| Historical Sketch | |
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| From Piagetian Roots | |
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| Structural Components of Moral Development Theory | |
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| Assumptions | |
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| Problems for Study | |
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| Internal Principles | |
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| Bridge Principles | |
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| Change Mechanisms | |
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| Explaining Human Development: The Research | |
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| Stage Sequence | |
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| Cognitive and Perspective-taking Development | |
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| Promoting the Development of Moral Reasoning | |
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| Contributions and Criticisms of Moral Development Theory | |
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| Contributions | |
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| Criticism | |
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| Evaluation of Moral Development Theory | |
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| Scientific Worthiness | |
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| Developmental Adequacy | |
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| Pedagogical Usefulness | |
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| Summary Points | |
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| Problems and Exercises | |
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| Suggested Readings | |
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| Summing Up | |
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| Are Theories Compatible? | |
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| The Case for Theoretical Eclecticism | |
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| The Case of Theoretical Purity: Theory Incompatibility | |
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| Resolving the Eclectic-Purist Debate | |
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| Summary Points | |
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| Suggested Readings | |
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| The Future of Developmental Psychology | |
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| A Change in Paradigm Cases? | |
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| The Cognitive Revolution | |
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| The Age of Information | |
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| The Human Genome Project | |
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| Brain Research | |
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| The Search for Unity in Developmental Psychology | |
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| References | |
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| Author Index | |
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| Subject Index | |