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one-celled organism formed by the union of a sperm and an egg |
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first two weeks after conception |
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two weeks-end of second month |
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2 months-birth. mother can feel baby moving |
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baby can survive premature birth, between 22-26 weeks |
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progression of muscular coordination required for phys. activities |
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head-to-food direction of motor development |
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center-outward direction of motor development |
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development that reflects the gradual unfolding of one's genetic blueprint |
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happy, regular in sleep and eating, and not readily upset |
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less cheery, less regular in sleep and eating, slower in adapting to change |
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glum, erratic in sleep and eating, resistant to change, relatively irritable |
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the close, emotional bond of affection that develop between infants and their caregivers |
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emotional distress when separated from caregivers, 6-18 months |
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infants are genetically programmed to behave in ways that trigger affectionate, protective response from adults |
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secure, anxious-ambivalent, avoidant |
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piaget's stage development |
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birth-2 years: sensorimotor pd 2-7 years: preoperational pd 7-11: concrete operational pd 11-adulthood: formal operational pd |
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object permanence (birth-2) |
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piaget's preoperational pd |
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cannot do conservation tasks (conservation of matter) (2-7) |
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piage's concrete operational pd |
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can do conservation tasks (7-11) |
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piaget's formal operational pd |
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thoughts are abstract, symbolic, logical, reflective (11-adulthood) |
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erikson's stage theory - 1 |
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trust v. mistrust (0-1): "is my world predictable and supportive?" |
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erikson's stage theory - 2 |
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autonomy v. shame and doubt (2-3): "can i do things for myself or must i always rely on others?" |
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erikson's stage theory - 3 |
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initiative v. guilt (4-6): "am i good or am i bad?" |
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erikson's stage theory - 4 |
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industry v. inferiority (6-puberty): "am i competent or worthless?" |
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erikson's stage theory - 5 |
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identity v. confusion (10-18): "where am i going and who am i?" |
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erikson's stage theory - 6 |
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intimacy v. isolation (early adulthood, 18-30s): "shall i share my life with another or live alone?" |
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erikson's stage theory - 7 |
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generativity v. self absorption (mid 30s-50s): "will i produce something of real value for the world?" |
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erikson's stage theory - 8 |
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integrity v. despair (late adulthood, 50s+): "have i lived a full life?" |
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personality (2 definitions) |
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1. stability in a person's behavior over time and across situations (consistency) 2. behavioral differences among people reacting to the same situations (distinctiveness) |
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five-factor model of personality traits (mccrae & costa) |
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conscientiousness, neuroticism, extraversion, openness to experience, agreeableness |
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constraint, messiness, organization |
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negative emotionality, insecurity |
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imaginative, open to new ideas, adventurous, traditional |
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trusting, suspicious, helpful |
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pleasure principle, primary process thinking (biological urges). unconscious |
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morals. unconscious/preconscious/conscious |
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reality principle, secondary process thinking. rational. conscious/preconscious |
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behavioral. "personality is collection of response tendencies tied to various experiences w/ reinforcement and punishment" |
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bandura's personality theory |
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social cognitive. observational learning, environment influences behavior/behavior influences environment |
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roger's personality theory |
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humanistic. "collection of beliefs about one's own nature, unique qualities, and typical behaviors" |
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self concept and actual experience overlap |
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self concept and actual experience do not overlap |
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evolutionary perspectives on personality |
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natural selection has favored "big five" personality traits |
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pursuit of a goal is thwarted |
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incompatible motivations or behaviors compete for expression |
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significant alterations in living circumstances that require readjustments |
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expectations or demands that one behave in a certain way |
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active efforts to master, reduce, or tolerate the demands created by stress |
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bad coping strategies (3) |
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-give up, blame self -blame others, strike out -indulging |
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self-deception to avoid anxiety |
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-confront probs directly -realistic appraisal of stress/coping -recognize/inhibit disruptive emotional stress reactions -humor -talk/write -take care of body |
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children hugely influenced by models around them (parents, older children, etc) |
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moral development determined by cognitive development |
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