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| Fertilized egg, that is, cluster of cells formed during conception with by the union of the sperm and egg. During first week cells in this cluster begin to specialize in structure and function (differentiate) |
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| developing prenatal organism from about 2 weeks through 2 months after conception |
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| Developing child from 9 weeks-birth |
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| Any chemicals and viruses that harm the mother's placenta and can harm the developing embryo or fetus |
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| Decreasing response to a stimuli that is repeatedly presented |
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| Biological growth processes that enable orderly changes in behavior, relatively influenced by experience or other environmental factors. e.g. the example to walk depends partially on muscular maturation |
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| Mental concepts that organize and interpret info |
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| fitting a new experience into an existing schema |
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| In Piaget's theory, this refers to changing an existing schema to incorporate new info. that can not be assimilated |
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| lasts from birth to nearly 2 years of age. Infant's gain knowledge of the world through their senses |
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| Develops during the sensorimotor stage, awareness that things continue to exist even when you can't see them |
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| Lasts from 2 til 6 or 7. Language development is rapid but the child is unable to understand the mental operations of concrete logic. Egocentrism and theory of mind take place here |
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| Principle that properties such as number, volume, and mass remain constant even when it changes objects. Acquired during concrete operational (age 6/7 til 8) |
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| Begins around 12, people begin to think logically about abstract concepts, more than just experiences |
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| Our ideas about our own and other's thoughts, intensions, and feelings, such as when little red riding hood realized her grandma was a wolf she realized he had different intensions. develops around 4 |
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| Born w/ all the brain cell's you'll ever need, however your nervous system was immature. After birth neural networks begin to branch |
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| The most rapid growth was here from ages 3 to 6 which controls rational planning, neurons are coats with myeline cost that speeds up neural signals |
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| linked with thinking, memory, and language are the last cortical areas to develop |
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| first menstrual cycle in females |
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| contact and familiarity (safety signal), form during a critical period (optimal period when certain events must take place to facilitate proper development) |
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| process by which certain animals for attachment during a critical period in very early life. Also imprint on moving objects (bouncing ball, etc.) Attachment is difficult to reverse |
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| less likely to explore surroundings, clingy, and cry when she leaves. Or don't seem to care either way, can be comforted by anyone |
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| Explore on their own, when she leaves they are distressed and seek contact when she's back, nurtures social competence |
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| Suggested moral thought progresses through stages, divided into pre-conventional, conventional, and post-conventional. Also discussed how people reason with ethical dilemmas |
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| Character of children, emphasis on obeying rules to avoid punishment or get reward |
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| Adolescence, emphasis on gaining social approval or upholding social order |
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| Make decisions based on their own perception of ethical principles |
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| Autonomy vs shame and doubt |
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Initiative vs guilt
Initiate tasks and carry out plans or feel guilty about efforts to be independent |
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Competence vs inferiority
Apply themselves to tasks or they feel inferior |
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| Identity vs role confusion |
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generativity (concern for people besides yourself) vs stagnation
Discover a sense of contributing to the world through family and work, or may feel like they lack purpose |
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| Late adulthood 60s and up |
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Integrity vs despair
Reflecting on his/her life and feeling satisfaction or failure |
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| Came up with stages of psychosocial development |
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| studies the same people at different times |
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| Type of intelligence that relates to reasoning speedily and abstractly |
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| when cells specialize in function and structure |
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