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| 6212494682 | Genetics | The science of heredity | 0 | |
| 6212496419 | DNA | A complex molecule containing the genetic info that makes up the chromosomes | 1 | |
| 6212501310 | Gene | A segment of DNA capable of synthesizing a protein | 2 | |
| 6212504611 | Chromosomes | Threadlike structures made of DNA molecules that contain the genes | 3 | |
| 6212505980 | Trait | Any measurable quality of an organism --E.g., height, eye color, blood type | 4 | |
| 6212508676 | Genotype | The allele combination at a gene location --One is inherited from each parent --Bb, BB, bb | 5 | |
| 6212513690 | Phenotype | The observed characteristic --Brown eyes, O-negative blood type | 6 | |
| 6212522791 | Allele | A variant form of a gene A Gene "potential" | 7 | |
| 6212526013 | Dominant Allele | An allele that codes for the functional protein Actively controls the expression of a trait | 8 | |
| 6212530385 | Recessive Allele | An allele that codes for nonfunctional protein Only influences the expression of the trait when paired with an equally powerful allele | 9 | |
| 6212616859 | Heterozygous | Bb --Phenotype=Brown eyes | 10 | |
| 6212624101 | Homozygous-Dominant | BB --Phenotype=Brown eyes | 11 | |
| 6212630592 | Homozygous-Recessive | bb --Phenotype=Blue eyes | 12 | |
| 6212634191 | Combined expression | When two alleles are so equally dominant or recessive that the organism exhibits a "blended" trait --br ----Phenotype=Strawberry blonde | 13 | |
| 6212647120 | Polygenic inheritance | The idea that almost all traits are controlled by the expression and repression of multiple pairs of genes Height. --There is no single gene location at which there is an allele combination that codes for "tall" of "short" --400 different locations | 14 | |
| 6212667386 | Discontinuous and continuous variation | Discontinuous genetic variation --When a trait observed in individuals within a population appears in two or more distinct forms --An organism will display only one of the forms ---E.g., biological sex, blood type, eye color, hair color Continuous genetic variation --When a trait is not divided into two or more distinct forms ----E.g., height, weight ----(Graded scale) --Polygenic | 15 | |
| 6212703118 | Polymorphism | A discontinuous genetic variation that results in several different forms or types of a given trait among the members of a single species --E.g., blood type Each form is common enough (form > 1% among population) that it isn't due to mutation alone | 16 | |
| 6212719243 | Wild type allele | The allele that encodes the instructions for the phenotype most common to a particular natural population Isn't always a dominant form of the allele | 17 | |
| 6212721760 | Mutant allele | Any other form of an allele that is not the wild type | 18 | |
| 6212741712 | Conception | The moment at which a female becomes pregnant | 19 | |
| 6221041970 | Ovum | The female sex cell | 20 | |
| 6221041971 | Fertilization | The union of the ovum and the (male) sperm | 21 | |
| 6221043199 | Zygote | The fertilized egg Enters into a two-week period of rapid cell division and becomes an embryo Differentiation --Cell specialization in structure and function | 22 | |
| 6221052649 | Embryo | The developing human organism from about two weeks to the end of the second month Organs begin to form and function The heart begins to beat | 23 | |
| 6221055955 | Placenta | Transfers nutrients and oxygen from the mother to the embryo (and later to the fetus) Forms as the zygote's outer cells attach to the uterine wall | 24 | |
| 6221057190 | Umbilical cord | Connects the developing embryo to the placenta Supplies the embryo with nutrient-rich, oxygenated blood Formed by the end of the fifth prenatal weel | 25 | |
| 6221059195 | Teratogen | Any factor that can cause a birth defect Chemicals and viruses are prominent teratogens Fetal alcohol syndrome (FAS) --Physical and cognitive abnormalities in children caused by a pregnant woman's consumption of alcohol | 26 | |
| 6239377896 | Fetus | The developing human organism from nine weeks after conception to birth | 27 | |
| 6239379680 | Coordinated reflexes | Turning toward touch Withdrawing limbs from pain Rooting, sucking, and swallowing (a coordinated series of reflexes) Breathing | 28 | |
| 6239381559 | Social Responsiveness | Turning toward the sound of human voices Gazing longer at a figure that resembles a human facial configuration than at one that doesn't | 29 | |
| 6239384309 | Infancy | Newborn to toddler | 30 | |
| 6239385201 | Childhood | Toddler to adolescent | 31 | |
| 6239386451 | Reflexes | Innate, involuntary behavior patterns --Grasping --Startle --Rooting --Stepping --Sucking | 32 | |
| 6239389544 | Pruning | Unused neural connections are shut down as used neural connections are bolstered Influenced by experience | 33 | |
| 6239390471 | Maturation | Biological growth processes that enable orderly changes in behavior Relatively uninfluenced by experience | 34 | |
| 6239392351 | Universal similarities | Sequence --Roll over --Sit unsupported --Crawl --Walk | 35 | |
| 6239393449 | Individual Differences | 25% of US babies walk by 11 months 50% walk within a week of their first birthday 90% walk by 15 months | 36 | |
| 6239397481 | Genetic Influence | Identical twins typically begin sitting up and walking on nearly the same day | 37 | |
| 6239402426 | Infantile Amnesia | The inability of people to remember anything that occurred before age three | 38 | |
| 6239403380 | Dual level memory processing | Conscious recall --Basically nonexistent before age 3.5 --Explains infantile amnesia Unconscious processing --Infants can learn and retain associations when they are just months old | 39 | |
| 6239416614 | Jean Piaget's theory | Stage-based model of children's cognitive development Cognition --All the mental activities associated with thinking, knowing, remembering, and communicating Schemas --Concepts or frameworks that organize and interpret information --Assimilation ----Interpreting new experience in terms of existing schemas --Accommodation --Adapting one's current understanding (schemas) to incorporate new information Piaget's basic theory --Children develop a more advanced understanding of their world through experience that usually comes in the form of spurts of change | 40 | |
| 6239453488 | Piaget's stages | Sensorimotor Preoperational Concrete operational Formal operational | 41 | |
| 6239457052 | Sensorimotor stage | Infants know the world mostly in terms of their sensory impressions and motor activities Birth to about two years Developmental phenomena --Object permanence ----The awareness that things continue to exist even when not perceived --Stranger anxiety ----The fear of strangers that infants commonly display | 42 | |
| 6239477614 | Preoperational stage | The stage during which a child learns to use language but does not yet comprehend the mental operations of concrete logic Two years to about six or seven years | 43 | |
| 6239481932 | Developmental phenomena | Animism --The belief that anything that moves is alive Conservation --The principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects --Not well-developed Egocentrism --Difficulty taking another's point of view Theory of mind --People's ideas about their own and others' mental states --Not well-developed | 44 | |
| 6251268831 | Concrete operational stage | The stage during which children gain the mental operations that enable them to think logically about concrete events Six or seven years to about twelve years | 45 | |
| 6251272597 | Conservation | Understood by a child in the concrete operational stage | 46 | |
| 6251274451 | Concrete concepts | Concepts about objects, written rules, and things that can be sensed physically | 47 | |
| 6251275723 | Abstract concepts | Concepts that do not have a concrete, physical reality Not well-developed in this stage | 48 | |
| 6251275724 | Mathematical transformations | Are understood by children in this stage | 49 | |
| 6251284906 | Formal operational | The stage during which people begin to think logically about abstract concepts Twelve years and up Developmental phenomena --Abstract logic ----Is understood by people in this stage --Mature moral reasoning ----Potential increases as adolescents understand hypothetical propositions and infer consequences | 50 | |
| 6251299616 | Reflecting on Piaget's theory | Accepted ideas --Significant cognitive milestones (e.g., egocentrism, conservation) --Sequential (rather than age-dependent) development Modified ideas --Development is more continuous than Piaget proposed --Beginning of each type of thinking occurs at earlier ages --Formal logic is a smaller part of logic than Piaget proposed | 51 | |
| 6251318489 | Lev Vygotsky theory | Emphasized children's social interactions, especially with more highly skilled children and adults Scaffolding --The process by which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the learner becomes more capable Zone of proximal development (ZPD) --The difference between what a child can do alone and what a child can do with the help of a teacher | 52 | |
| 6262924795 | Temperament | A person's characteristic emotional reactivity and intensity Present very early in life Infants Easy --Regular (predictable) in their schedules of sleeping and eating --Adaptable to change --Generally happy; easy to soothe when distressed Difficult --Irregular in their schedules of sleeping and eating --Unhappy about change --Loud, active, and irritable | 53 | |
| 6262947222 | Stranger Anxiety | The fear of strangers that infants commonly display Begins around eight months | 54 | |
| 6262954875 | Attachment | An emotional tie with another person Primary predictors of attachment in humans --Body contact --Familiarity | 55 | |
| 6262961987 | Body Contact | The Harlow monkey studies (1957-1963) The prevailing opinion --Attachment derives primarily from an association with nourishment The study --Created two artificial mothers ----A bare wire cylinder with a wooden head and an attached feeding bottle ----A cylinder wrapped in terry cloth (with no feeding tube) The results --The monkeys overwhelmingly preferred the cloth mother The conclusion --Body contact, rather than nourishment, is the single strongest predictor of attachment | 56 | |
| 6263013480 | Familiarity | The amount of exposure an organism has to a given stimulus | 57 | |
| 6263015065 | Critical period | An optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development | 58 | |
| 6263018336 | Imprinting | The process by which certain nonhuman animals form strong attachments during a critical period very early in life Konrad Lorenz's studies --Demonstrated that ducklings would imprint to many different things Human children --Exposure (familiarity) strengthens bonds, but children don't imprint | 59 | |
| 6263066254 | Strange situation studies | Experiments that place children in a novel environment Measure secure vs. insecure attachment The setup --Caregiver (usually the mother) is present initially, then leaves for a period of time, then returns | 60 | |
| 6263088600 | Secure attachment | In presence of caregiver --Play comfortably and happily --Explore their new environment When caregiver is absent --Are distressed When caregiver returns --Seek contact with caregiver | 61 | |
| 6263093083 | Insecure attachment | In presence of caregiver --Less likely to explore the new environment --Often cling to the caregiver When caregiver is absent --Either cry loudly or seem indifferent When caregiver returns --Either remain upset or continue to seem indifferent | 62 | |
| 6263116077 | Support for heredity | There is a strong correlation between temperament and attachment style --The more difficult one's temperament is, the likelier one is to demonstrate an insecure attachment and vice versa | 63 | |
| 6263131725 | Support for experience | The research of Dymphna van den Boom The study --Randomly assigned 100 six- to nine-month old temperamentally-difficult infants to one of two conditions Experimental group --Mothers received personal training in sensitive responding Control group --Mothers did not receive personal training in sensitive responding The results (at twelve months) --68% of the infants in the experimental condition rated as securely attached --28% of the infants in the control condition rated as securely attached The conclusion --Experience is important in understanding attachment style | 64 | |
| 6263161688 | Basic Trust (Eric Erikson) | A sense that the world is predictable and trustworthy Formed during infancy by appropriate experiences with responsive caregivers A characteristic of securely attached children | 65 | |
| 6273317587 | Deprivation of Attachment | Can interfere with and prevent appropriate cognitive and neurological development Neglect --Leads to withdrawn, frightened, and speechless behaviors --Severe and prolonged neglect can result in stunted brain development Abuse --30% of those abused as children will become adult abusers --7.5% of those not abused as children will become adult abusers | 66 | |
| 6273335662 | Parenting styles | Authoritarian Permissive Authoritative | 67 | |
| 6273340491 | Authoritarian | Parents impose rules and expect obedience Characteristics of children --Diminished social skills and self-esteem | 68 | |
| 6273347319 | Permissive | Parents submit to children's desires, make few demands, and use little punishment Characteristics of children --Aggressive and immature | 69 | |
| 6273354944 | Authoritative | Parents are both demanding and responsive Rules are set and enforced; justification of rules is explained Open discussion about rules is encouraged Characteristics of children --High self-esteem, high self-reliance, high social competence | 70 | |
| 6273368040 | Adolescence | The transition period from childhood to adulthood | 71 | |
| 6273372658 | Puberty | The period of sexual maturation, when a person becomes capable of reproducing Primary sex characteristics --The body structures that make reproduction possible Sequence --The order of changes during puberty is highly predictable Timing --The ages at which changes occur during puberty vary greatly on an individual basis | 72 | |
| 6273380321 | Brain development | Myelin production --Increases during adolescence Frontal lobe development --Leads to improved judgment, impulse control, and long-term planning Limbic system development --Corresponds to more intense emotions --Typically precedes frontal lobe development, leading to impulsiveness, risky behaviors, and emotional outbursts | 73 | |
| 6282813291 | Cognitive development | 74 | ||
| 6282814220 | Formal operations | Developing reasoning power --The primary cognitive benchmark in adolescence is abstract logic Adolescent egocentrism --Personal fable ----Type of thought in which people believe themselves to be utterly unique and protected from harm ----Typically declines across adolescence Imaginary audience --Type of thought in which people believe that other people are just as concerned about their thoughts and characteristics as they themselves are | 75 | |
| 6282830838 | Developing morality | Preconventional Morality --Morality that focuses on self-interest --People obey rules either to avoid punishment or gain concrete rewards --Associated with children nine years and younger | 76 | |
| 6282849972 | Moral reasoning | Conventional morality --Laws and social rules are obeyed because they are laws and rules --Associated with those in early adolescence | 77 | |
| 6282855191 | Cont | Postconventional morality --One follows self-defined, basic ethical principles --People's agreed-upon rights are affirmed --Associated with those who develop consistent abstract reasoning | 78 | |
| 6282872781 | Criticism of Kohlberg | Postconventional morality appears mostly in the European and North American educated middle and wealthy classes Kohlberg's theory is biased against the moral reasoning of those in collectivistic cultures | 79 | |
| 6282887564 | Thinking and behavior | As adolescent thinking matures, behavior becomes more caring and less selfish Empathy --The ability to adopt another's perspective --Increases across adolescence Delayed gratification --Putting off a smaller immediate reinforcer for a larger long-term reinforcer --Increases across adolescence | 80 | |
| 6282896630 | Social development | 81 | ||
| 6282898142 | Psychosocial development | A stage-based model of social development Psychosocial tasks --Crises between two possibilities that require resolution --One is generally beneficial, the other is generally detrimental | 82 | |
| 6282907842 | cont | Psychosocial tasks of adolescence and young adulthood --The primary psychosocial issue of adolescence is identity vs. role confusion Identity --One's sense of self The primary psychosocial issue of young adulthood is intimacy vs. isolation Intimacy --The ability to form close, loving relationships | 83 | |
| 6282928422 | Parent and peer influence | During adolescence, parental influence typically diminishes as peer influence grows | 84 | |
| 6282929648 | Emerging adulthood | The period of time between the end of adolescence and the full independence of the young adult A relatively new stage that is associated with Western culture | 85 | |
| 6282938479 | Young adulthood | Physical and sensory abilities typically peak in one's twenties | 86 | |
| 6282939702 | Middle adulthood Menopause | Menopause --The biological changes a woman experiences as her ability to reproduce declines Andropause --Gradual changes in the sexual hormones and reproductive system of middle-aged males | 87 | |
| 6282975253 | Older adulthood | Sensory abilities --All sensory abilities decline Health Bad news --Immune system weakens ----Older people are more susceptible to life-threatening ailments (e.g., cancer and pneumonia) Good news --Abundance of antibodies ----Older people suffer fewer short-term ailments (e.g., common flu and common cold viruses) | 88 | |
| 6282980268 | Cont | The brain --Neural processing slows as people age --Brain regions important to memory atrophy during aging --The average brain weight decreases by 5% from age 20 to age 80 --Physical exercise ----Stimulates brain cell development and strengthens neural connections ----Seems to slow the aging of the brain | 89 | |
| 6301512662 | Aging and memory | Recall and recognition Recall --To produce answers from memory ----E.g., short answer response --Younger adults have better recall than older adults Recognition --To identify answers from among a group ----E.g., multiple choice response --There is no significant difference between older and younger adults Meaningful versus meaningless information --Older adults remember meaningful information better than they remember meaningless information | 90 | |
| 6301525967 | Crystallized intelligence | Ones accumulated knowledge and verbal skills Tends to increase with age | 91 | |
| 6301533597 | Fluid intelligence | Ones ability to reason speedily and abstractly Tends to decrease during late adulthood | 92 | |
| 6301553216 | Social Clock | The culturally-preferred timing of social events (such as marriage, parenthood, and retirement) | 93 | |
| 6301555493 | "Midlife Crisis" | The struggles that accompany the transition into middle adulthood Is not a universal developmental phenomenon --Unhappiness, divorce, anxiety, and suicide do not surge during this period of time | 94 | |
| 6301577749 | Love | Marriage and divorce --Contemporary marriages are more likely to last when couples marry after age twenty and are well-educated --Premarital cohabitation predicts an increased probability of divorce --Marriage is a predictor of happiness and health | 95 | |
| 6301599282 | cont | Work Work that is interesting and provides one with a sense of competence and accomplishment predicts increased levels of happiness | 96 | |
| 6301602412 | Well being across the life span | Happiness and satisfaction ratings remain basically unchanged across the life span Older adults --Amygdala show diminishing activity in response to negative events while maintaining their responsiveness to positive events | 97 | |
| 6301618260 | Death and dying | Grief Especially severe when death is sudden and unexpected Findings from grief research --Those who express the strongest grief immediately do not purge their grief more quickly --Bereavement therapy and self-help groups do little to enhance the healing power of time and supportive friends --Terminally ill and bereaved people do not go through predictable stages of grief | 98 | |
| 6301647178 | Cont | Integrity --The feeling that one's life has been meaningful and worthwhile --An important affirmation of life (completion of life cycle) in many cultures --Integrity vs. despair ----Final stage of Erikson's psychosocial development | 99 | |
| 6301656081 | Cellular Clock Theory | Cells are limited in the number of times they can reproduce to repair damage Telomeres --Structures on the ends of chromosomes that shorten each time a cell reproduces --When telomeres are too short, cells cannot reproduce and damage accumulates | 100 | |
| 6301678120 | Free radical theory | Focuses on the damage done to cells over time Free radicals --Atoms or molecules have an unstable electron --Bounce around inside cell and "steal" electrons from other molecules ----This leads to increased damage to structures inside the cell | 101 |
