Linkages Between the Whiting Model and Contemporary Evolutionary Theory

Abstract

This article deals with the conceptual basis of the Whiting model for psychocultural research as related to evolutionary theorizing. It is argued that both conceptions have similar views of the proximate regulation of behavior and development; however, they differ with respect to the ultimate goal of reproductive success as central to evolutionary theory. Both conceptions place ecology and its resources and constraints at the beginning of a causal chain of mechanisms that lead to adult psychology. Nevertheless, the conceptions are not deterministic and static, as some critiques have claimed. Both conceptions integrate universal as well as differential behavioral patterns and use quantitative as well as qualitative methodology. Consequently, both approaches have a life span perspective wherein childhood and children's learning environment are especially emphasized for informing developmental pathways. In the final part of the article an integrative model that conceptualizes developmental pathways as the cultural solutions to universal tasks is proposed.