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| a branch of psychology that studies physical, cognitive, and socail change throughout the life span |
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| the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo |
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| the development human organism from about 2 weeks after fertilization from nine weeks after conception to birth |
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| agents such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |
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| fetal alcohol syndrome(FAS) |
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| physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions |
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| biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience |
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| all the mental actities associated with thinking knowing, remembering and communicating |
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| a concept or framework that organizes and interprets information |
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| interpreting our new experiences in terms of our existings schemas |
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| adapting our current understandings it incorporate new information |
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| In Piaget's theory the stage during which infants know the world mostly in terms of their sensory impressions and motor activities |
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| the awareness that things continue to exist even when not perceieved |
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| in Piaget's theory, the stage during which a child learns to use language but does not yet comprehendthe mental operations of concrete logic |
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| the principle that properties such as mass, volume, and number remain the same despite changes in the form of objects |
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| in piaget's theory,m the preoperationa child's difficulty taking another point of view |
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| people's ideas about thier own and others mental states- about their feelings perceptions and thoughts, and the behaviors they predict. |
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| concrete operational stage |
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| in piaget's theory, the stage of cognitive development during which children gain the mental operations that enable them to think logically about concrete events |
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| in piaget's theory, the stage of cognitive development during which people begin to think logically about abstract concepts |
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| the fear of strangers that infants commonly display, beginning by about 8 months of age |
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| an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation |
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| an optimal period shortly after birth when an organism's exposure to certain stimuli or experience produces proper development |
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| the process by which certain animals form attachments during a critical period very early in their life |
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| according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers |
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| th transition period from childhood to adulthood, extending from puberty to independence |
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| the period of sexual maturation,during which a person is capable of reproducing |
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| primary sex characteristics |
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| the body structures that make sexual reproduction possible |
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| secondary sex characteristics |
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| non reproductive sexual characteristics |
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| the first menstruation period |
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| the "we" aspect of our self concept;this answers the "who am I?" question |
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| in Erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood |
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| for some people in modern cultures, a period from the late teens to mid twenties, bridging the gap between adolescence dependence and full independence and responsible adulthood. |
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| the enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next |
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| the scientific study of how we think about, influence, and relate to one another |
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| the theory that we explain someone's behavior by crediting either the situation or the person's disposition |
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| fundamental attribution error |
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| the tendency for people to judge someone based on a first impression and not what the person is actually like |
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| feelings, often influenced by our beliefs, that predispose us to respond in a particular way |
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| central route to persuasion |
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| attitude change path in which people focus on arguments and respond with favorable thoughts |
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| periphal route to persuasion |
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| attitude change path in which people are influenced by incidental cues, such as a speakers attractivness |
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| foot-in-the-door phenomena |
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| the tendency for people who have agreed to a smaller request just might agree to larger one |
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| a set of expectations about a social position,defining how someone in that position ought to behave |
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| cognitive dissonance theory |
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| the theory that we act to reduce the discomfort we feel when two of our discomforts are inconsistant |
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| adjusting one's behavior or thinking to coincide with a group's standard |
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| normative social influence |
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| influence from a person's desire to gain approval or avoid disproval |
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| informative social influence |
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| influence resulting from one's wilingness to accept others' opinions about reality |
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| when people do better at things when other people are watching |
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| the tendency for people in a group to do less when there are other people that they can fal back on and do the work |
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| people lose themselves in crowds and often do things they never would do alone |
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| the enhancement of a group's prevailing inclinations through discussion within the group |
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| the mode of thinking that occurs when the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives |
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| an unjustifiable attitude toward a group and its members |
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| a generalized belief about a group of people |
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| unjustifiable negative behavior toward a group and its memebers |
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| the tendency for people to believe that the world dis just and people deserve what they get |
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| "Us"--people whom we share a common identity |
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| "them"--those people who aren't "Us" |
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| the tendency to favor our own group |
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| the theory that prejudice offers an outlet for someone to blame |
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| the tendency to recall faces of one's own race more accurately than faces of other races |
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| any physical or verbal behavior intended to hurt or destroy |
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| frustration-aggression principle |
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| the principle that frustration-creates anger, which can generate aggression |
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| the phenomena that repeated exposure to novel stimuli increases liking them |
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| an aroused state of intense positive adsorption in one another |
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