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| Preface | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction | |
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| A Behavioral Systems Approach | |
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| A Dynamical Systems Approach | |
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| What Is Development? | |
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| A Natural Science Approach to Development | |
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| The Continuum of Scientific Disciplines | |
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| Metaphors for Understanding Developmental Levels | |
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| Reductionism and Antireductionism | |
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| Behavioral Systems and Developmental Psychology | |
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| The Central Role of Learning for Development | |
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| The Evolutionary Significance of Learning | |
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| A Parallelism Between Evolution and Learning | |
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| What Do Developmental Psychologists Do? | |
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| Summary | |
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| Note | |
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| Modern Developmental Theory | |
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| The Importance of Theory | |
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| Four Dimensions on Which Theories Differ | |
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| Judging Developmental Theories: Seven Criteria | |
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| Research Designs in Behavioral Development | |
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| A Behavioral Systems Approach | |
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| Principles of Dynamical Systems | |
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| Organism-Environment Model | |
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| Developmental Questions for Research | |
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| Summary | |
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| Notes | |
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| Behavior Genetics | |
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| The Human Genome | |
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| Controversy: The Role of Genetics in Development | |
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| Behavior Genetics: The Structures | |
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| Genetic Functions | |
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| Genetic Variability | |
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| Sources of Development: The Combined Roles of Heredity and Environment | |
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| Does Behavioral Development Result From Interactions? | |
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| What Factors Transact In Human Development? | |
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| How Do Genes and Environment Interact? | |
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| A Behavioral View: Person-Environment Interactions | |
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| A Behavioral Systems Approach | |
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| Summary | |
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| Notes | |
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| Prenatal, Birth, and Postnatal Periods | |
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| Periods of Prenatal Development | |
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| Principles of Prenatal Development | |
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| The Earliest Environment | |
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| A Closer Look at Teratogens | |
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| Reproductive Risk Versus Caretaking Casuality | |
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| Getting Ready for the World | |
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| Postnatal Development: The Remarkable Newborn | |
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| The Neonate's Ability to Respond to the Environment | |
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| Sensory Abilities | |
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| Perceptual Abilities as Universal Behaviors | |
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| Reflexes as Universal Behaviors | |
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| How Do Reflexes Change? | |
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| Summary | |
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| Note | |
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| Learning I: Habituation and Respondent Learning | |
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| Learning as a Natural Selection Process | |
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| Classifying Stimuli | |
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| Functional Stimulus Classes | |
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| Types of Learning | |
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| Habituation | |
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| Contiguity and Learning | |
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| Respondent Learning | |
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| The Treatment of Fears and Phobias: An Application of Respondent Learning | |
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| Operant Learning | |
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| Response Classes and Operants | |
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| How Do Operants and Respondents Differ? | |
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| Summary | |
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| Notes | |
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| Operant Learning | |
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| The Contributions of B. F. Skinner (1904-1990) | |
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| What Is a Contingency? | |
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| The Three-Term Contingency | |
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| The Four-Term Contingency | |
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| The First Term: The Response | |
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| The Second Term: The Consequence | |
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| The Third Term: The Discriminative Stimulus (Sd) | |
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| The Fourth Term: The Setting Event (SE) or Establishing Operation (EO) | |
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| What Changes? The Development of Acquired Reinforcing Stimuli | |
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| Operant Learning and Dynamical Principles of Development | |
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| Summary | |
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| Notes | |
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| Cognitive Development | |
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| Piaget's Theory of Cognitive Development | |
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| Piaget's Stages of Cognitive Development | |
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| Vygotsky's Theory of Cognitive Development | |
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| Behavioral Approaches to Cognitive Development | |
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| Fischer's Skill Learning Approach to Cognitive Development | |
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| Skill Theory and Behavior Analysis | |
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| Stimulus Equivalence and Cognitive Development | |
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| Summary | |
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| Notes | |
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| The Development of Communication | |
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| Structure Versus Function: Clashing Theories | |
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| A Structural Approach: Psycholinguistics | |
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| A Functional Approach: The Analysis of Verbal Behavior | |
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| Early Stages of Language Development | |
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| Language Development as Skill Learning | |
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| Summary | |
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| Personality and the Self | |
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| Personality: Biological Theories | |
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| Personality: Behavioral Approaches | |
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| A Behavioral Systems Approach to Personality | |
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| Gender Differences | |
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| The Self | |
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| Summary | |
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| Note | |
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| Social and Emotional Development | |
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| Why Study Social and Emotional Development? | |
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| Processes in Social Behavior | |
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| Social Behaviors as Reinforcers | |
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| Observational Learning | |
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| Prosocial Transactions: Intuitive Parenting | |
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| The Origins of Social Phenomena | |
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| The Power of Touch | |
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| Fear | |
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| Social Referencing | |
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| Sibling Rivalry and Jealousy | |
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| Social Cognition and Environment | |
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| Prosocial Behaviors in Early Childhood | |
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| The Development of Morality | |
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| Summary | |
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| Note | |
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| Development of Antisocial Behaviors | |
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| What Are Antisocial Interactions? | |
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| The Origins of Aggression | |
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| A Behavioral Systems Approach | |
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| Coercive Family Process: Basic Training of Antisocial Behavior in the Home | |
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| The Development of Aggression | |
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| Changing the Behavioral Systems: Parent Training | |
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| Three Keys to Effective Parenting | |
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| A Behavioral Systems View of Physical Child Abuse | |
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| Summary | |
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| The Family System | |
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| Families as the Mediators of Society and Culture | |
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| The Universal Functions of Parenting | |
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| The Social and Cultural Context of Families | |
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| The Family as a System of Systems | |
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| The Functions of Family Members | |
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| Levels of Systems: How Society Influences Child Development | |
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| What Happens When the Role is Absent or Changed? | |
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| The Effects of Divorce | |
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| Patterns of Family Discipline | |
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| Children in the Context of Poverty | |
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| Summary | |
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| Note | |
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| Schools | |
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| The Schools as Agents of Society and Culture | |
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| The Functions of Education | |
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| Type S and Type F Systems | |
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| Learning and Teaching | |
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| Teaching as Applied Developmental Psychology | |
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| What Makes for Effective Teaching | |
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| What and How to Teach: Final Comments | |
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| Summary | |
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| Notes | |
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| Adolescence | |
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| What Is Adolescent Behavioral Development? | |
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| Physical Development and Behavior | |
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| Environmental Factors Affecting Puberty | |
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| Moral Behavior and Reasoning | |
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| Personality Development During Adolescence | |
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| Parenting Style | |
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| Family and Social Support Systems | |
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| Behavioral Disorders During Adolescence | |
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| Love and Romantic Relations | |
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| Adolescent Attachment and Separation | |
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| Summary | |
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| Behavior Disorders of Childhood | |
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| What Are Behavioral Disorders? | |
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| Behavior Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence | |
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| What Causes Behavior Disorders? | |
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| Assessment of Behavior Disorders | |
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| Types of Behavioral Disorders | |
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| Summary | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |