1. genes

2. chromosomes

3. DNA

chromosomes: DNA --> genes

a building block of development

small segments of DNA

two types:

1. dominant

2. recessive

a building block of development

tightly wound strand of DNA

found in the nucleus

contain genes

humans have 46

the last 23rd pair

determine the gender of the child:

XX = female

XY = male

a building block of development

special molecules that contain genetic material of the organism

actively controls the expression of a trait

will always be expressed in the observable trait

"identical"

two babies come one fertilized egg

formed when the mass of cells split into two separate masses

each baby possess the same 46 chromosomes

"fraternal"

formed when two individual eggs are fertilized

1. germinal period

2. embryonic period

3. fetal period

a stage of prenatal development

occurs during the first two weeks after fertilization

the zygote moves down the uterus and begins to implant in the lining

three things begin to develop:

1. the placenta

2. the umbilical cord

3. specialized cells

a stage of prenatal development

occurs 2-8 weeks after fertilization

the developing organism is called the EMBRYO

major organs and structures of the organism begin to develop

a stage of prenatal development

occurs 8 weeks after fertilization up to birth

the developing organism is called the FETAL/FETUS

the mother can feel the fetus

its length increases up to 20 times

its weight increases from 1 oz. to 7 lbs.

thinking, problem solving, and memory

the maturing brain builds schemas 

schemas

concepts we use to organize our experiences

Short = Sensorimotor stage

Penises = Preoperational stage

Can't = Concrete operations stage

Fuck = Formal operations stage

the first stage of Piaget's theory of cognitive development

occurs from birth to age 2

children explore the world using their:

senses and actions

children develop:

object permanence and the awareness that an object exists even when not in sight

the second stage of Piaget's theory of cognitive development

occurs from age 2-7

children develop: language and concepts

children are able to pretend (i.e. ability to fly)

limitations:

not yet able to think logically

egocentrism: the difficulty in preceding things from another's point of view

do not understand the principle of conservation

the third stage in Piaget's theory of cognitive development

occurs from age 7 to age 12

children are capable of logical thought processes

children begin to grasp the concept of conservation

limitations: not yet capable of abstract thinking

the fourth stage of Piaget's theory of cognitive development

occurs from age 12 to adulthood

now capable of abstract thought

about 50% of adults fail to reach this stage

the understanding that changing the appearance of an object does not change the object's nature

IOW: the quantity of something remains the same despite its physical state/shape

young children fail to grasp this principle because they are not able to mentally reverse actions

example: a tall, skinny glass VS. a short, wide glass containing the same amount of water

this study involves: a parent, thier child, and a stranger

Procedure:

1st: parent and child enter room = parent + child

2nd: stranger enters room = parent + child + stranger

3rd: parent leaves room = child + stranger

4th: parent enters and stranger leaves room = child + parent

5th: parent leaves room = child

6th: stranger enters room = child + stranger

7th: stranger leaves and parent enters room = child + parent

the child demonstrated four attachment styles:

1. secure - child would "touch base" with parent

2. avoidance - child would not "touch base" with parent

3. ambivalent - child had mixed feelings about mother's absence and stranger's presence

4. disorganized-disoriented - child was indecisive and would not make eye contact with mother

1. preconventional morality

2. conventional morality

3. postconventional morality

the first level of Kohlberg's study

typically in young children

the consequences determine morality:

behavior that is rewarded is right

behavior that is punished is wrong

example: a child stealing a toy from another child and is not caught will not see stealing as wrong

the second level of Kohlberg's study

typically in older children, adolescents, and most adults

conformity to social norms is right, while nonconformity is wrong

example: child criticizing their parent for speeding

the third level of kohlberg's study

typically in 20% of the adult population

moral principles determined by the person are used to determine right and wrong

they may disagree with societal norms

example: a reporter who wrote a controversial story would go to jail rather than revealing their source

cellular-clock theory

wear-and-tear theory

free-radical theory

activity theory

biologically based

theory: cells are limited in the number of times they can reproduce to repair damage

evidence: the existence of telomeres

telomeres:

structures on the ends of chromosomes that shortens each time a cell reproduces

based on outside influences (i.e. stress, physical exertion, bodily damage)

theory: body's organs and cell tissues simply wear out with repeated use and abuse

example: collagen becomes less elastic over time, resulting in wrinkly skin

latest version of the wear-and-tear theory that provides biological explanation

evidence: free-radicals bounce around inside cells, damaging their structures

free-radicals:

oxygen molecules that have unstable electrons