research design in which one participant of groups of participants is studied over a long period of time

research design in which sever different participant age-groups are studied at one particular point in

research design in which participants are first studied by means of a cross-sectional design but are also followed and assessed longitudinally

the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions

the influence of the environment on personality, physical growth, intellectual growth, and social interactions

the science of inherited traits

special molecule that contains the genetic material of the organism

section of DNA having the same arrangement of chemical elements

tightly wound strand of genetic materiel or DNA

referring to a gene that actively controls the expression of a trait

referring to a gene that only influences the expression of a trait when paired with an identical gene

the female sex cell or egg

the union of the ovum and the sperm

cell resulting from the uniting of the ovum and the sperm

identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo

often called fraternal twins, occurring when two individual eggs get fertilized by separate sperm, resulting in two zygotes in the uterus at the same time

first 2 week after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining

the period from 2 weeks to 8 weeks after fertilization,during which the major organs ans structures of the organism develop

name for the developing organism from 2 weeks to 8 weeks after fertilization

times during which certain environmental influences can have an impact on the development of the infant

any factor that can cause a birth defect

the time from about 8 weeks after conception until the birth of the baby

name for the developing organism from 8 weeks after fertilization to the birth of the baby

the development of thinking, problem solving, and memory

a mental concept formed through experiences with objects and events

Piaget's first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment

the knowledge that an object exists even when it is not in sight

Piaget's second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world

the inability to see the world through anyone else's eyes

in Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features

in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the object's nature

in Piaget's theory, the inability of the young child to mentally reverse an action

Piaget's third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking

Piaget's last stage of cognitive development, in which the adolescent becomes capable of abstract thinking

process in which a more skilled learner help to tell skilles learned, reducing the amount of help as the less skilled learned becomes mroe capable

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher

the behavioral characteristics that are fairly well established at birth, such as "easy," "difficult," and "slow to warm up."

the emotional bond between an infant and the primary caregiver

the behavior associated with being male or female

perception of one's gender and the behavior that is associated with the gender

the period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet and independent, self-supporting adult

the physical changes that occur in the body as sexual development reaches its peak

type of thought common to adolescence in which young people believe themselves to be unique and protected from harm

type of thought common to adolescence in which young people believe that other people are just as concerned about adolescent's thoughts and characteristics as they themselves are

first level of Kohlberg's stages of moral development in which the child's behavior is governed by the consequences of the behavior

second level of Kohlberg's stages of moral development in which the child's behavior is governed by conforming to the society's norms of behavior

third level of Kohlberg's stages of moral development in which the person's behavior is governed by moral principles that have been decided on by the individual and that may be in disagreement with accepted social norms

stage of personality development in which the adolescent must find a consistent sense of self

the cessation of ovulation and menstrual cycles and the end of a woman's reproductive capability

gradual changes in the sexual hormones and reproductive systems of middle-aged males

style of parenting in which is rigid and overly strict, showing little

style of parenting in which parents makes few, if any demands o the child's behavior

permissive parenting in which parents are uninvolved with child or child's behavior

permissive parenting in which parents are so involved that children are allowed to behave without set limits

style of parenting in which parents combine warmth and affection with firm limits on a child's behavior

theory of adjustment to aging that assumes older people are happier if they remain active in some way. such as volunteering or developing a hobby

1896-1980; Swiss developmental psychologist who proposed a four-stage theory of cognitive development based on the concept of mental operations

Russian developmental psychologist who emphasized the role of the social environment on cognitive development and prposed the idea of zones of proximal development 1896-1934

1902-1994 developmental psychologist trained in the methods of psychoanalysis who proposed a theory of personality development based on a series of emotional crises

a neurodevelopmental disorder that actually that encompasses a whole range of previous disorders which cause problems in thinking, feeling, language, and social skills in relating to others

second stage of personality development in which the toddler strives for physical independence

consonant and vowel sounds representing the second stage of language development, usually occurring around six months of age

the moment at which a female becomes pregnant

often called Siamese twins, occurring from an incomplete separation of the zygotic cells

variable of tactile sensation that was proposed by Harry Harlow to be an important component in the formation of attachment

vowel-like noises made by infants, beginning around 2 months of age, first stage of language development

eighth and final stage of Erikson's model of development in which the goal is to develop a sense of wholeness that comes from having lived a full life and the abilityt to let go of regrts, the final completion of the ego

1926-2004. Swiss psychiatrist known for her work with dying patients and her proposed theory of five stages of dying

seventh stage of Erikson's model of personality in which the crisis involves providing guidence to one's children to the next generation, contributing to the well being of the next generation through career or volunteer work or developing a sense of stagnation

how infant animals attatch themselves to or follow the first animal or person they see immediately after birth

fourth stage of personality development in which the adolescnce strives for a sense of competence and self-esteem

single-word utterances seen universally in the stages of language development

third stage of personality development in which the preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world

sixth stage of Erikson's model of personality development in which an emotional and psychological closeness that i sbased on the ability to trust, share, and care, while still maintatining one's sense of self is developed

1927-1987 developmental psychologist known for his theory on the development of moral reasoning

a trait or characteristic that is detrmined by more than one pair of genes

type of speech in words are left out of a sentence but the meaning of the sentence remains, such as "want cookie" to mean " I would like a cookie"

first stage of personality development in which the infant's basic sense of trust or mistrust develops as a resulton consistent or inconsistent care