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| how and why people everywhere change or remain the same over time. 3 elements: science, diversity, & connections between change and time. |
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| a group of people who were born about the same time and thus move through life together, experiencing the same historical events and cultural shifts |
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| a specific prediction that is stated in such a way that it can be tested and either affirmed or refuted. |
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| a method of testing hypotheses by unintrusively watching and recording participants' behavior in a systematic and objective manner, either in a lab or a natural setting. |
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| a research method in which the researcher tries to determine the cause and effect relationship between two variables by manipulating one variable and then observing and recording the resulting changes in the other variable. |
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| the treatment or special condition, also called the experimental variable |
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| the variable that may change as a result of whatever new condition or situation the experimenter adds |
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| a research method in which info is collected from a large number of people by interviews, written questionaires, or some other means. |
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| a research method in which one individual is studied intensively |
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| a research design that compares groups of people who differ in age but are similar in other important characteristics |
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| a research design in which the same individuals are followed over time and their development is repeatedly assessed. |
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| a number indicating the degree of relationship between two variables expressed in terms of the likelihood that one variable will or will not occur when the other variable does or does not occur. the correlation is not an indication that one variable causes the other, only that the two are related to the indicated degree. |
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| comprehensive theories of psychology which have traditionally inspired and directed psychologists' thinking about child development. 3 theories: psychoanalytic, behaviorism, and cognitive |
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| bring together info from many disciplines in addition to psychology and that are becoming comprehensive and systematic; interpretations of development that are not yet established in detail to be considered grand theories |
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| a grand theory of human development that holds that irrational unconscious drives and motives, often originating in childhood, underly human behavior. developed by Sigmund Freud. |
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| the learning process that connects a meaningful stimulus, such as the smell of food to a hungry animal, with a neutral stimulus, such as the sound of a bell, that had no special meaning before conditioning; aka - respondent conditioning |
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| the learning process by which a particular action is followed by something desired which makes the person or animal more likely to repeat the action or by something unwanted which makes the action less likely to be repeated; aka - instrumental conditioning. |
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| a technique for conditioning behavior in which that behavior is followed by something desired, such as food for a hungry animal, or a welcoming smile for a lonely person. |
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| an emergent theory that holds that development results from the dynamic interaction between each person and the surrounding social and cultural forces. |
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| an emergent theory that considers both the genetic origins of behavior within each person and within each species, and the direct systematic influence that environmental forces have over time on genes. |
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| a general term for the traits, capacities, and limitations that each individual inherits genetically from his/her parents at the moment of conception |
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| general term for the environmental influences that affect development after an individual is conceived. |
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| the first 2 weeks of prenatal development after conception, characterized by rapid cell division and the beginning of cell differentiation. |
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| the stage of prenatal development from approx. the 3rd-8th week after conception, during which the basic forms of all body structures, including internal organs, develop. |
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| the stage of prenatal development from the 9th week until birth; during which the organs grow in size and mature in functioning. |
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| the age (about 22 weeks after conception) at which a fetus might survive outside of uterus, if specialized med. care is available. |
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| agents and conditions including viruses, drugs, and chemicals, that can impair prenatal development and result in birth defects or even death. |
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| a quick assessment of a newborn's body functioning; the baby's color, heart rate, reflexes, muscle tone, and respiratory effort are given a score of 0,1, or 2 twice at 1 & 5 minutes after birth. |
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| a woman who helps with the birth process; like a midwife. |
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| a birth weight of less than 5 lbs. |
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| occurs 3 or more weeks before the full 38 weeks of the typical pregnancy has elapsed. |
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| cooperation between a mother and a father based on their mutual commitment to their children; agree to support each other in each other's roles. |
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| a new mother's feelings of inadequacy and sadness in the days and weeks after giving birth. |
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| the strong loving connection that forms as parents hold their newborn |
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| an average or standard measurement calculated from the measurements of many individuals within a specific group or population. |
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| a custom in which parents and their children, usually an infant, sleep together. |
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| one of the billions of nerve cells in the central nervous system, esp. the brain. |
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| the intersection between the axon, the neuron, and the dendrites of other neurons. |
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| the response of a sensory system, meaning eyes, ears, skin, tongue, nose, when it detects a stimulus. |
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| the mental processing of sensory info when the brain interprets a sensation |
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| physical abilities involving large body movements such as walking and jumping |
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| physical abilities involving small body movements, esp of the hands and fingers, such as drawing and picking up a coin. |
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| a responsive movement that seems automatic because it almost occurs in reaction to a particular stimulus. |
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| a fiber that extends from a neuron and transmits electro-chemical impulses from that neuron to the dendrites of other neurons. |
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| a fiber that extends from a neuron and receives electro-chemical impulses transmitted from other neurons via their axons |
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| a process that stimulates the body's immune system to defend against attack by a particular contagious disease acquired naturally or by vaccination |
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| sensory-motor intelligence |
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| Piaget's term for the way infants think by using their senses and motor skills during the first period of cognitive development. |
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| primary circular reactions |
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| the first of three types of feedback loops and sensory motor intelligence this one involving the infants own body; the infant senses motion, sucking, noise, and so on and tries to understand. |
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| secondary circular reactions |
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| involves people and objects; the infant is responsive to other people and to toys and other objects the infant can touch and move. |
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| tertiary circular reaction |
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| involves active exploration and experimentation; the infant explores a range of new activities using her responses as ways of learning about the world. |
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| the realization that objects including people still exist when they cannot be seen, touched, or heard. |
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| information processing theory |
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| a perspective that compares human thinking processes by analogy to computer analysis of data including sensory input, connections, stored memories, and output. |
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| an opportunity for perception and interaction that is offered by a person, place, or object in the environment |
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| the extended repetition of certain syllables, such as ba ba ba, that begins within 6 and 9 months of age. |
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| a single word that is used to express a complete meaningful thought |
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| Piaget's term for the stage 5 toddler who experiments without anticipating results |
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| the process of getting used to an object or event through repeated exposure to it |
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| a universal principle of infant perception consisting of an innate attraction to other humans which is evident in visual, auditory, tactile, and other preferences. |
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| a person's realization that he or she is a distinct individual with body, mind, and actions that are separate from other people. |
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| an infant's distress when a familiar care-giver leaves, most obvious between 9-14 months |
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| Erickson's first psychosocial crisis: infants learn basic trust if the world is a secure place where their basic needs are met. |
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| 2nd crisis: toddlers either succeed or fail in gaining a sense of self-rule over their own actions and bodies |
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| inborn differences between people in emotions, activity, and self-control; originates in genes but is affected by child-rearing practices. |
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| a similarity of temperament and values that produces a smooth interaction between an individual and his/her social context including family, school, and community. |
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| parenting practices that involve close physical contact with the child's entire body such as cradling and swinging |
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| parenting practices that focus on intellect more than the body such as talking with the baby and playing with an object |
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| a relationship in which an infant obtains both comfort and confidence from the presence of his/her caregiver. |
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| insecure resistant attachment |
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| the pattern of attachment in which anxiety and uncertainty are evident as when an infant is very upset as separation from the caregiver and both resist and seek contact on reunion |
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| marked by an infants inconsistent reactions to the caregivers departure and return |
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| seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else's expressions and reactions; that other person becomes a social reference. |
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