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        | Period of very early childhood, characteristics by lack of complex speech. Birth to 2 years |  | 
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        | Unfolding features and traits grow and become more complex and become speacilzed in structure and function |  | 
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        | Increase in size, weight and strength. |  | 
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        | John Watson. Observable behavior. Stimuli plus response. |  | 
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        | Freud. Sexual gratification through stimulus of various parts (Oral, anal, genital, phallic, latency) |  | 
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        | Erikson. Social relationships and conscious choice. 8 stages. |  | 
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        | One stimulus comes to bring forth the response usually elicited by a second stimulus by being paired repeatedly with the second stimulus. |  | 
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        | Change in the environment that leads to a change in behavior. |  | 
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        | Simple form of learning in which an organism learns to engage in behavior that is reinforced. |  | 
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        | Process of providing stimuli following a behavior, which has the effect of the increasing the frequency of the behavior. |  | 
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        | When applied, increases frequency of behavior. |  | 
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        | When removed, increases frequency of behavior. |  | 
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        | Unpleasant stimulus that suppresses behavior. |  | 
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        | Procedure for teaching complex behavior patterns by reinforcing small steps toward the target behavior. |  | 
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        | Behavior modification technique. When child misbehaves is temporarily removed from positive reinforcement. |  | 
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        | Albert Bandura. Cognitively oriented learning theory that emphasizes the role of observational learning in determining behavior. |  | 
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        | Cognitive Development Theory |  | Definition 
 
        | Jean Piaget. Stage theory that child's ability to mentally represent the world and solve problems unfold as a result of interaction and maturation of neurological structures. |  | 
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        | An action pattern or mental structure that is involved in the acquisition and organization of knowledge. |  | 
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        | Interaction between the organism and the environment. Assimilation and accommodation. |  | 
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        | Incorporation of new events or knowledge into existing schemes. |  | 
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        | Modification of existing schemes to permit the incorporation of new events or knowledge. |  | 
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        | Creation of an equilibrium, or balance, between assimilation and accommodation as a way of incorporating new events or knowledge. |  | 
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        | Study of behaviors that are specific to species. (Adaptation, development, evolution) |  | 
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        | Zone of Proximal Development. Vygotsky. Range of tasks child carries out with help of someone more skilled. |  | 
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        | Cognitive structures or methods of solving problems, helps child function independently. |  | 
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