2. Tools of investigation Preference Technique Habituation Technique Habituation Using Rewards Nature vs. Nurture Twin Studies

4. Fetal Period: Fetus 8 wks-9 mos. Embryonic Period: Embryo 10 days-8 weeks Germinal Period: Zygote 0-10 days Nicholas

5. Germinal period: first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining embryo is the name for the developing organism from two weeks to eight weeks after fertilization

6. Embryonic period: the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop critical periods: times during which certain environmental influences can have an impact on the development of the infant teratogen: any factor that can cause a birth defect

7. Fetal period: the time from about eight weeks after conception until the birth of the child fetus: name for the developing organism from eight weeks after fertilization to the birth of the baby viability: the point at which it is possible for an infant to survive outside the womb, usually about 22-26 weeks

8. Infants are born with reflexes that help them survivereflexes grasping Moro (startle) rooting stepping sucking

11. Brain Development

12. Visual system Newborn 4 weeks 8 weeks 3 months 6 months Emma

13. Brain Development Motor Development Nicholas Cephalocaudal Proximodistal

16. Attachment: “an affectional tie that one person or animal forms between him/herself and another specific person (or animal)—a tie that binds them together in space and endures over time.” Mary Ainsworth

17. Attachment Body ContactContact Familiarity Critical Period: ImprintingImprinting Temperament Attachment Differences Attachment Secure Resistant Avoidant Disorganized/Disoriented Deprivation of Attachment

19. Jean Piaget (1896-1980) Schemas

22. Stage Characterized by Sensorimotor (Birth-2 yrs) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes that things continue to exist even when no longer present to the sense Nicholas

23. Stage Characterized by Pre- operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color Nicholas and Emma Yes, my son’s wearing a princess dress

24. Stage Characterized by Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) conservation Classifies objects according to several features and can order them in series along a single dimension such as size. Gabriel & Damien

25. Stage Characterized by Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems Cody

27. Symptoms appear between 2 and 3 years of age 1 in 88 children have an ASD Four or five times more common in males Caused in part by genes/gene mutations Environmental factors such as: Parent age at conception Difficulties during pregnancy/birth Folic acid during pregnancy can reduce the risk

30. Physical Development Puberty Cognitive Development Kohlberg morality Social Development Erikson’s Psychosocial Crises

31. Personal fable: young people believe themselves to be unique and protected from harm Imaginary audience: young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are

33. Judy was a twelve-year-old girl. Her mother promised her that she could go to a special rock concert coming to their town if she saved up from baby-sitting and lunch money to buy a ticket to the concert. She managed to save up the fifteen dollars the ticket cost plus another five dollars. But then her mother changed her mind and told Judy that she had to spend the money on new clothes for school. Judy was disappointed and decided to go to the concert anyway. She bought a ticket and told her mother that she had only been able to save five dollars. That Saturday she went to the performance and told her mother that she was spending the day with a friend. A week passed without her mother finding out. Judy then told her older sister, Louise, that she had gone to the performance and had lied to her mother about it. Louise wonders whether to tell their mother what Judy did.

34. 1. Should Louise, the older sister, tell their mother that Judy lied about the money or should she keep quiet? 1a. Why? Level 1 (Pre-Conventional) 1. Obedience and punishment orientation (How can I avoid punishment?) 2. Self-interest orientation (What's in it for me?) Level 2 (Conventional) 3. Interpersonal accord and conformity (The good boy/good girl attitude) 4. Authority and social-order maintaining orientation (Law and order morality) Level 3 (Post-Conventional) 5. Social contract orientation 6. Universal ethical principles

36. Physical Changes Menopause Sensory Abilities Health Cognitive Development Memory Intelligence Social Development

37. DenialBargainingDepressionAngerAcceptance

38. Strong immediate grief not linked to quicker period of grief Bereavement therapy and self-help groups do little to enhance power of time and friends Terminally ill and bereaved people do not go through predictable stages