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| rodlike structure which stores and transmits genetic information |
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| sperm and ovum unite at conception |
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| 22 of the 23 pairs of chromosomes are matching pairs |
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| - pattern of inheritance in which both alleles are expressed, resulting in a combined trait or one that is intermediate between the two |
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| harmful allele is carried on the X chromosome |
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| grew through the combined efforts of people from many fields of study |
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| a field of study devoted to understanding constancy and change throughout a lifespan |
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| measure the extent to which individual differences in complex traits in a specific population are due to genetic factors |
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| people define themselves as part of a group and stress group goals over individual goals |
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| Individualistic Societies |
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| people think of themselves as separate entities and are largely concerned with their own personal needs |
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| orderly, integrated set of statements that describes, explains and predicts behavior |
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| a process of gradually augmenting the same types of skills that were there to begin with |
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| a process in which new and different ways of understanding and responding to the world emerge at specific times |
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| unique combination of personal and environmental circumstances that can result in different paths of change |
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| 4 assumptions of Lifespan perspective |
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| Lifelong, multidimensional and multidirectional, highly plastic and influenced by multiple interacting forces |
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| Lifelong, multidimensional and multidirectional, highly plastic and influenced by multiple interacting forces |
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| Explain why people born around the same time- called a cohort- tend to be alike in ways that set them apart from people born at other times |
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| Events that are irregular- they happen to just one person or a few people and do not follow a predictable timetable |
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| emphasized how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development |
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| largest portion of the mind, source of basic biological needs and desires |
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| conscious, rational part of the personality emerges in early infancy to redirect the id’s impulses so they are discharged on appropriate objects at acceptable times and places |
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| conscience, develops through interactions with parents, who insist that children conform to the values of society |
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| full picture of one invividual's psychological functioning, obtained by combining interviews, observations and test scores |
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| Participant observation of a culture or distinct social group; by making extensive field notes, the researcher tries to capture the culture's unique values and social processes |
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| in addition to mediating between id impulses and superego demands, the ego acquires attitudes and skills that make the individual an active, contributing member of society |
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| B.f. Skinner’s operant conditioning theory |
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| frequency of behavior can be increased by following it with a wide variety of reinforcers (food, praise, smile) and decreased with punishment (disapproval of withdrawal of privileges) |
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| Multiple Interacting Forces |
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| biological, historical, social and cultural |
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| Emphasized modeling, also known as imitation or observational learning, as a powerful source of development |
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| examines groups of people differing in age at same point in time |
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| Data is collected repeatedly on the same individuals over time |
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| Studies several groups of people of different ages and then follows those groups longitudinally |
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| Paiget's Cognitive Developmental Theory |
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| Children actively construct knowledge as they manipulate and explore the world |
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| balance between internal structures and information they encounter in their everyday world |
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| results in cognitive growth (adaptions) |
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| incorporate new info into existing schemas |
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| change existing schema to accommodate new information |
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| Information Processing Theory |
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| The human mind might also be viewed as a symbol-manipulating system through which information flows |
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| limited time span in which a person is biologically prepared to acquire adaptive behaviors |
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| Optimal time for certain capacities to emerge in which a person is especially responsive to the environment |
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| Ethology and Evolutionary Psych |
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| seeks to understand the adaptive value of cognitive, emotional and social competencies over time |
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| children learn culturally meaningful activities from more knowledgeable members of society |
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| Zone of Proximal Development |
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| range of skills learner can perform with assistance but not independently |
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| Vygotsky's Sociocultural Theory |
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| development results from the dynamic interaction between the person and their culture |
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| Brofenbrenner's Ecological Systems Theory |
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| development is dynamic and no person can be understood in isolation. interaction between individual and environment is key |
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| immediate environment (family, school, peers, church) |
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| interactions among microsystems |
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| larger community settings |
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| cultural values, laws, customs and resources |
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| change over lifecourse and history |
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| higher SES meant they talked more to their babies and their babies were more talkative |
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| Ceballo & McLoyd found... |
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| mothers with social support were more nurturing and less punishing but lower SES didn't have support |
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| person's unique genetically determined response to the environment |
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| development resulting from ongoing bidirectional exchanges between heredity and environment |
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| child evokes certain responses which are influenced by own genetic information |
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| actively seeks out environment that fits interests |
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| occurs in fallopian tubes, cell differentiation and multiplication, implantation (7-9 days) |
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| disk forms 3 layers, groundwork for all body structures and internal organs |
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| growth and finishing stage, 1st trimester (sex organs), 2nd trimester (baby moves), 3rd trimester (brain maturation) |
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| group of cells become fetus |
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| age at which a fetus can survive if born early (22-26 weeks) |
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| Factors that determine teratogen risk |
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| brain functions require basic common expeirences |
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| brain functions depend on exposure to particular events |
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| actions that help an infant move around |
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| Smaller movements (reaching) |
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| 20-30% babies born to positive mothers contract disease, less than 5% if prenatal care (drugs, c-section, no breast milk) |
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| malnutrition damages CNS and affects brain growth |
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| miscarriage, prematurity, less oxygen and food delivered to retus |
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| later childbearing linked to infertility, miscarriage and chromosomal defects |
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| appearance, pulse, grimace, activity and respiration. 7+ good health |
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| 7.5 pounds, 20 inches. Low is less than 5.5 pounds |
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| born more than 3 weeks early |
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| may be born at due date or preterm but below expected weight for length of pregnancy |
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| membrane that encloses the developing organism in amniotic fluid, which helps keep the temp of the prenantal world constant and provides a cushion caused by the woman's movements |
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| ectoderm folds over to form it which will become the spinal cord and brain |
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| putting arms wide and back to body when startled |
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| least mature sense at birth, prefer to look at faces |
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| 2-3 hrs per day, peaks at 6 weeks and declines, cry to communicate physical needs and response to stimuli |
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| activity, relaxed. 2.5 hrs |
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| low activity, eyes glaze over. 1 hr |
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| first 2 years, spurts, baby fat peaks at 9 months |
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| neurons not used lose connection to increase efficiency |
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| birth 25%, age 2 75%, 70% in cerebral cortex |
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| he change or maturation of certain nerve cells whereby a layer of myelin forms around the axons which allows the nerve impulses to travel faster |
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| correct balance of fat and protein, protect disease, physical growth, cheap, easy, safe |
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| Influences on early growth |
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| wasted condtion of the body caused by a diet low in all essential nutrients. it appears in the first year when a baby's mother is too malnourished to produce enough breast milk and bottle feeding is inadequate. |
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| caused by an unblanced diet low in protein. strikes between 1 and 3 yrs old. swelling of abdomen and limbs, hair loss, skin rash and irritable behavior |
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| Non-organic failure to thrive |
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| growth disorder that results from lack of parental love, present by 18 months. show signs of masrasmus (withdrawn and apathetic) |
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| gradual reduction in the strength of a response due to repetitive stimulation |
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| ability to integrate simultaneous input from multiple sensory systems by perceiving objects as unified wholes |
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| infants search for invariant features, note stable relationships, gradually detect finer and finer features |
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| prefer big dots and then lots of small complex patterns |
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| info that overlaps two or more sensory systems |
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