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| Study of how behavior changes over time |
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| False assumption that because one event occurred before another event, it must have caused that event |
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| Research design that examines people of different ages at a single point in time |
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| Effects observed in a sample of participants that result from individuals in the sample growing up at the same time |
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| Research design that examines development in the same group of people on multiple occasions over time |
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| Gene-environment interaction |
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| Situation in which the effects of genes depend on the environment in which they are expressed |
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| Ball of identical cells early in pregnancy that haven't yet begun to take on any specific function in a body part |
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| Second to eighth week of prenatal development during which limbs facial features and major organs of the body take form |
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| Period of prenatal development from the ninth week until birth after all major organs are established and physical maturation is the primary change |
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| Environmental facts that can exert a negative impact on prenatal development |
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| Bodily motion that occurs as a result of self-initiated force that moves the bones and muscles |
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| Study of how children learn, think, reason, communicate and remember |
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| Piagetian process of absorbing new experience into current knowledge structures |
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| Piagetian process of altering a belief to make it more compatible with experience |
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| Stage in Piagets theory characterized by a focus on the here and now without the ability to represent experiences mentally |
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| The understanding that objects continue to exist even when out of view |
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| Stage in Piaget's theory charaterized by the ability to construct mental representations of experience, but not yet perform operations on them |
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| Inability to see the world from others' perspectives |
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| Piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
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| Concrete operations stage |
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| Stage in Piaget's theory characterized by the ability to perform mental operations on physical events only |
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| Stage in Piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now |
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| Vygotskian learning process in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent |
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| Zone of proximal development |
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| Phase of learning during which children can benefit from instruction |
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| Ability to reason about what other people know or believe |
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| A fear of strangers developing at 8 or 9 months of age |
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| The strong emotional connection we share with those to whom we feel closest |
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| Phenomenon observed in which baby birds begin to follow around and attach themselves to any large moving object they see in the hours immediately after hatching |
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| Positive emotions resulting from touch |
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| Basic emotional style that appears early in development and is largely genetic in origin |
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| Average expectable environment |
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| Environment that provides children with basic needs for affection and discipline |
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| Individuals' sense of being male or female |
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| Behaviors that tend to be associated with being male or female |
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| The transition between childhood and adulthood commonly associated with the teenage years |
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| Primary sex characteristics |
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| The reproductive organs and genitals that distinguish the sexes |
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| Secondary sex characteristics |
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| Sex-differentiating charateristics that don't relate directly to reproduction, such as breast enlargement in women and deepening voices in men |
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| Our sense of who we are and our life goals and priorities |
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| Dilemma concerning an individual's relations to other people |
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| Supposed phase of adulthood characterized by emotional distress about the aging process and an attempt to regain youth |
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| Alleged period of depression in mothers following the departure of their grown children from the home |
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| The termination of menstruation, marking the end of a woman's reproductive potential |
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