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| The psychological speciality that studies how organisms change over time as the result of biological and environmental influences |
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| The long-standing discussion over the relative importance of nature and nuture in their influence on behavior and mental processes |
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| A process by which forceswork together or influence each other- as in the interaction b/w the forces of heredity and environment |
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| A pair who started life as a single feetilized egg, which later split into two distinct individuals, identical twins have exactly the same genes. |
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| A pair who started life as two seperate fertilized eggs that happened to share the same womb. Fraternal twins have on average about 50% of the same genes. |
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| The perspective that development is gradual and continuous as opposed to the discontinuity view. |
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| The perspective that development proceeds in an uneven fashion. |
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| Periods of life initiated by significant transitions or changes in physical or psychological functioning. |
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| The developmental period before birth. |
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| In humans, the term for the developing organism during the first eight weeks after conception. |
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| In humans, the term for the developing organism b/w the embryoinc stage and birth. |
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| The organ interface b/w the embryo or the fetus and the mother. This seperates the bloodstreams, but it allows the exchange of nutrients and waste products. |
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| Substances from the emvironment, including viruses, drugs, and other chemicals, that can damage the developing organism during the prenatal period. |
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| In humans, this spans the time b/w the end of the neonatal period and the establishment of lanuage-usually at about 18 months-2yrs |
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| In humans, the time b/w the time of birth and the first month after birth. |
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| The enduring social-emotional relationship b/w a child and a parent or other caregiver. |
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| A primitive form of learning in which some young animals follow and form an attachment to the first moving object they see and hear. |
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| Stimulation and reassurance derived from the physical touch of a caregiver. |
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| The process by which the gentic program manifests itself over time. |
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| In Piaget's theory, mental strucutures or programs that guide a child's thought. |
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| A mental process that modifies new information to fit into exsisting schemas. |
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| A mental process that restructures exsisting schemes so that new information is better understood. |
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| The first stage in piaget's theory of development in which the child relies heavily on innate motor responses to stimuli. |
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| The ability to form internal images of objects and events. |
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| The knowledge that objects exsist independently of one's own actions or awareness. |
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| The second stage in Piaget's theory, marked by well-developed mental representation ans the use of lanuage. |
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| In piaget's theory, teh self-centered inability to realize that there are other viewpoints besides one's own. |
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| A preoperational mode of thinking in which inanimate objects are imagined to have life and mental processes. |
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| A preoperational thought pattern involving the inability to take into account more than one factor at a time. |
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| The inability, in the preoperational child, to think through a series of events or mental operations and then mentally reverse the steps. |
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| Concrete Operational Stage |
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| The 3rd of Piaget's stages, when a child understands conservation but is still incapable of abstract thought. |
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| The understanding that the physical properties of an object or substance do not change when appearences change but nothing is added or taken away. |
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| Solving problems by mainpulating images in one's mind. |
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| An awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own. |
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| An individual's characteristic manner of behavior or reaction-assumed to have a strong genetic basis. |
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| Zone of Proximal Development |
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| The difference b/w what a child can do with the help and what the child can do w/o any help or guidance. |
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| A parenting style in which the parent is warm, attentive, and sensitive to child's needs and interests. |
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| A parenting style in which a parent is cold and rejecting; frequently degrades the child. |
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| A parenting style in which a parent is warm but may spoil a child. |
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| A parenting style in which the parent is emotionally detchaed, withdrawn, and inattentive. |
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| In Erikson's theory, the developmental stages refer to eight major challenges that appear successively across the lifespan, which requires an individual to rethink their goals and relationships with others. |
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| In industrial societies, a developmental period beginning at puberty and ends at adulthood. |
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| Social rituals that mark the transition b/w childhood and adulthood. |
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| The onset of sexual maturity. |
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| Primary Sex Characteristics |
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| The sex organs and genitals. |
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| Secondary sex Characteristics |
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| Gender-realted physical features that develop during puberty. |
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| The last of Piaget's stages, during which abstract thought appears. |
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| In Erikson's theory, a process of making a commitment beyond oneself to family, work, society, or future generations. |
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| A degenerative brain disease usually noticed first by its debilitaing effects on memory |
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| Selective Social Interaction |
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| Choosing to restrict the number of one's social contacts to the ones that are the most gratifying. |
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| Refusing to believe that an individual is sick. |
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| Patient displays anger that they are sick. |
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| Making a deal, in return for a cure, they will fulfill promises. |
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| Generally depressed effects include excessive sleeping and loss of appetite. |
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| Patient realizes that death is inevitable and accepts fate. |
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