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AP psychology unit 11 notecards
Terms in this set (40)
Research design in which one participant or group of participants is studied over a LONG period of time.
Research design in which several different age-groups of participants are studied at one particular point in time.
research design in which participants are FIRST studied by a means of a cross-sectional design but are also followed and assessed for a PERIOD OF TIME.
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
Cell resulting from the uniting of the ovum and 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 eggs each get fertilized by TWO different sperm, resulting in TWO ZYGOTES in the uterus at the same time.
First two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining.
the period from two weeks to eight 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 eight weeks after conception until the birth of the baby.
In this case, 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 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.
concrete operations stage
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.
Formal operations stage
Piaget's LAST stage of cognitive development in which the adolescent becomes capable of abstract thinking.
The ending characteristics with which each person is born.
the emotional BOND between an infant and the primary caregiver
The psychological and behavioral aspects of being male or female.
The culture's EXPECTATIONS for masculine or feminine behavior, including attitudes, actions, and personality traits associated with BEING MALE OR FEMALE in that culture.
The process of acquiring gender role characteristics
PERCEPTION of one's gender and the behavior that is associated with that gender.
The period of time from about age 13 to early twenties, during which a young person is no longer physically a child but is not yet an independent self-supporting adult.
The PHYSICAL CHANGES that occur in the body as sexual development reaches its peak.
Type of thought common to adolescents in which young people believe themselves to be UNIQUE AND PROTECTED FROM HARM.
Type of though common to adolescents in which young people believe they are just as concerned about the 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 to the society's norms of behavior
Third level of Kohlberg's stage of moral development in which the person's behavior is governed by moral principles that have been decided on by the individual and that maybe in disagreement with accepted social norms
Style of parenting in which parent is rigid and overly strict, showing little warmth to the child
Style of parenting in which parent makes few, if any demands on a child's behavior
Permissive parenting in which the 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 the parents combine worth and affection with firm limits on a child's behavior.
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