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| 6453756300 | Cross-sectional research | a research design that compares groups of people who differ in age but are similar in other important characteristics |  | 0 |
| 6453756301 | Longitudinal research | a research design in which the same individuals are followed over time and their development is repeatedly assessed |  | 1 |
| 6453756302 | Teratogens | agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |  | 2 |
| 6453756303 | Fetal alcohol syndrome (FAS) | a group of birth defects caused by the effects of alcohol on an unborn child |  | 3 |
| 6453756304 | Newborn reflexes | a newborns reactions to certain stimulus |  | 4 |
| 6453756305 | Attachment | an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation; studied by Harlow and Ainsworth |  | 5 |
| 6453756306 | Harry Harlow's attachment research | studied infant attachment using monkey |  | 6 |
| 6453756307 | Mary Ainsworth's strange situation | an experimental method designed to measure the nature of attachment between mothers and babies |  | 7 |
| 6453756308 | Secure attachments | constantly explored when parent was present; distressed when they left and came to parents when they returned |  | 8 |
| 6453756309 | Avoidant attachments | infants with this may resist being held by the parents and will explore novel environment; they don't go to parents for comforts when they return after an absence |  | 9 |
| 6453756311 | Authoritarian parents | parents who make arbitrary rules, expect unquestioned obedience from their children, punish misbehavior, and value obedience to authority; children often grow up unable to make their own decisions |  | 10 |
| 6453756312 | Permissive parents | parents who provide lax and inconsistent feedback and require little of their children; children grow up not wanting to follow authority of others |  | 11 |
| 6453756313 | Authoritative parents | parents who set high but realistic and reasonable standards, enforce limits, and encourage open communication and independence; children grow up as good decision-makers |  | 12 |
| 6453756314 | Oral stage | Freud's first stage of personality development, from birth to about age 2, during which the instincts of infants are focused on the mouth as the primary pleasure center |  | 13 |
| 6453756315 | Anal stage | Freud's second stage of personality development, from about age 2 to about age 3, during which children learn to control the immediate gratification they obtain through defecation and to become responsive to the demands of society |  | 14 |
| 6453756316 | Phallic stage | Freud's third stage of personality development, from about age 4 through age 7, includes the Oedipus Conflict and Electra Complex, as well as identification |  | 15 |
| 6453756317 | Genital stage | Freud's last stage of personality development, from the onset of puberty through adulthood, during which the sexual conflicts of childhood resurface (at puberty) and are often resolved during adolescence |  | 16 |
| 6453756318 | Erik Erikson's psychosocial developmental theory | neo-freudian who believed in the basics of Freud's theory but adapted it to fit his own observation with social development |  | 17 |
| 6453756319 | Trust versus mistrust | first stage of personality development in which the infant's basic sense of trust or mistrust develops as a result of consistent or inconsistent care |  | 18 |
| 6453756320 | Autonomy versus shame and doubt | Erikson's second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their own actions and bodies. In this stage, toddlers begin to exert their will over their own bodies for the first time. |  | 19 |
| 6453756321 | Initiative versus guilt | Erikson's third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them. In this stage, children ask many questions. |  | 20 |
| 6453756322 | Industry versus inferiority | the fourth of Erikson's eight psychosexual development crises, during which children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent |  | 21 |
| 6453756323 | Identity versus role confusion | Erikson's term for the fifth stage of development, in which the person tries to figure out "Who am I?" but is confused as to which of many possible roles to adopt |  | 22 |
| 6453756324 | Intimacy versus isolation | Erikson's sixth stage of development. Adults see someone with whom to share their lives in an eduring and self-sacrificing commitment. Without such commitment, they risk profound aloneness |  | 23 |
| 6453756325 | Generativity versus stagnation | Erikson's seventh stage of psychosocial development, in which the middle-aged adult develops a concern with establishing, guiding, and influencing the next generation or else experiences a sense of inactivity or lifelessness |  | 24 |
| 6453756326 | Integrity versus despair | the final stage of Erik Erikson's developmental sequence, in which older adults seek to integrate their unique experiences with their vision of community |  | 25 |
| 6453756327 | cognitive developmental theory | children do not think like adults, their thought processes have their own distinct order and special logic; theory created by Jean Piaget |  | 26 |
| 6453756328 | Schema | mental representations of how we expect the world to be |  | 27 |
| 6453756329 | Assimilation | according to Piaget, the process by which new ideas and experiences are absorbed and incorporated into existing mental structures and behaviors |  | 28 |
| 6453756330 | Accommodation | according to Piaget, the process by which existing mental structures and behaviors are modified to adapt to new experiences | | 29 |
| 6453756331 | Sensorimotor stage | in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities |  | 30 |
| 6453756332 | Object permanence | the awareness that things continue to exist even when not perceived |  | 31 |
| 6453756333 | Preoperational stage | in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic |  | 32 |
| 6453756334 | Egocentric | self-centered |  | 33 |
| 6453756335 | Concrete operations | Piaget's stage in which children learn such concepts as conservation and mathematical transformations; about 7 - 11 years of age |  | 34 |
| 6453756336 | Concepts of conservation | children realize that properties of objects remain the same even when their shapes change. demonstrates how different aspects of objects are conserved even when their arrangement changes |  | 35 |
| 6453756337 | Formal operations | in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts |  | 36 |
| 6453756338 | Metacognition | thinking about thinking |  | 37 |
| 6453756339 | moral developmental theory | Lawrence Kohlberg |  | 38 |
| 6453756340 | Preconventional stage | a stage of moral development in which the morality of an action is primarily determined by its consequences for the actor; The children avoided punishment. |  | 39 |
| 6453756341 | Conventional stage | a stage of moral development in which the morality of an action is primarily determined by the extent to which it conforms to social rules |  | 40 |
| 6453756342 | Postconventional stage | a stage of moral development at which the morality of an action is determined by a set of general principles that reflect core values |  | 41 |
