chapter 8
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | Human Development
🗑
|
||||
| research design in which one participant or group of participants is studied over a long period of time | show 🗑
|
||||
| research design in which several different age-groups of participants are studied at one particular point in time | show 🗑
|
||||
| show | Cross-Sequential Design
🗑
|
||||
| show | Nature
🗑
|
||||
| show | Nurture
🗑
|
||||
| the science of inherited traits | show 🗑
|
||||
| special molecule that contains the genetic material of the organism | show 🗑
|
||||
| show | Gene
🗑
|
||||
| tightly wound strand of genetic material or DNA | show 🗑
|
||||
| show | Dominant
🗑
|
||||
| show | Recessive
🗑
|
||||
| show | Conception
🗑
|
||||
| the female sex cell, or egg | show 🗑
|
||||
| the union of the ovum and sperm | show 🗑
|
||||
| show | Zygote
🗑
|
||||
| show | Monozygotic Twins
🗑
|
||||
| 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 | show 🗑
|
||||
| first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining | show 🗑
|
||||
| show | Embryo
🗑
|
||||
| the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop | show 🗑
|
||||
| show | Crtical Periods
🗑
|
||||
| show | Teratogen
🗑
|
||||
| show | Fetal Period
🗑
|
||||
| show | Fetus
🗑
|
||||
| the development of thinking, problem solving, and memory | show 🗑
|
||||
| show | Scheme
🗑
|
||||
| show | Sensorimotor Stage
🗑
|
||||
| show | Object Permanence
🗑
|
||||
| show | Preoperational Stage
🗑
|
||||
| the inability to see the world through anyone else's eyes | show 🗑
|
||||
| show | Concentration
🗑
|
||||
| show | Conservation
🗑
|
||||
| in Piaget's theory, the inability of the young child to mentally reverse an action | show 🗑
|
||||
| show | Concrete Operations Stage
🗑
|
||||
| Piaget's last stage of cognitive development, in which the adolescent becomes capable of abstract thinking | show 🗑
|
||||
| show | Scaffolding
🗑
|
||||
| Vygootsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher | show 🗑
|
||||
| the behavioral characteristics that are fairly well established at birth, such as easy, difficult, and slow to warm up | show 🗑
|
||||
| show | Attachment
🗑
|
||||
| the behavior associated with being male or female | show 🗑
|
||||
| perception of one's gender and the behavior that is associated with that gender | show 🗑
|
||||
| the period of life from about age 13 to the early twenties, during which a young person is no longer physically a | show 🗑
|
||||
| in Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the object's nature | show 🗑
|
||||
| in Piaget's theory, the inability of the young child to mentally reverse an action | show 🗑
|
||||
| third stage of cognitive development in which the school-age child becomes capable of logical thought processed but is not yet capable of abstract thinking | show 🗑
|
||||
| Piaget's last stage of cognitive development, in which the adolescent becomes capable of abstract thinking | show 🗑
|
||||
| show | Scaffolding
🗑
|
||||
| Vygootsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher | show 🗑
|
||||
| show | Termperament
🗑
|
||||
| the emotional bond between an infant and the primary caregiver | show 🗑
|
||||
| the behavior associated with being male or female | show 🗑
|
||||
| show | Gender Identity
🗑
|
||||
| show |
🗑
|
||||
| show | Conservation
🗑
|
||||
| in Piaget's theory, the inability of the young child to mentally reverse an action | show 🗑
|
||||
| third stage of cognitive development in which the school-age child becomes capable of logical thought processed but is not yet capable of abstract thinking | show 🗑
|
||||
| show | Formal Operations Stage
🗑
|
||||
| show | Scaffolding
🗑
|
||||
| Vygootsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher | show 🗑
|
||||
| the behavioral characteristics that are fairly well established at birth, such as easy, difficult, and slow to warm up | show 🗑
|
||||
| show | Attachment
🗑
|
||||
| show | Gender
🗑
|
||||
| show | Gender Identity
🗑
|
||||
| show | Adolescence
🗑
|
||||
| show | Puberty
🗑
|
||||
| type of thought common to adolescents in which young people believe themselves to be unique and protected from harm | show 🗑
|
||||
| type of thought common to adolescents in which young people believe that other people are just as concerned about the adolescent's thoughts and characteristics as they themselvs are | show 🗑
|
||||
| first level of Kohlberg's stages of moral development in thich the child's behavior is governed by the consequences of the behavior | show 🗑
|
||||
| show | Conventional Morality
🗑
|
||||
| show | Postconventional Morality
🗑
|
||||
| show | Identity Versus Role Confusion
🗑
|
||||
| show | Menopause
🗑
|
||||
| show | Andropause
🗑
|
||||
| show | Intamicy
🗑
|
||||
| providing guidance to one's children or the next generation, or contributing to the well-bieng of the next generation through career or volunteer work | show 🗑
|
||||
| show | Authoritarian Parenting
🗑
|
||||
| show | Permissive Parenting
🗑
|
||||
| permissive parenting in which parents are uninvolved with child or child's behavior | show 🗑
|
||||
| show | Permissive Indulgent
🗑
|
||||
| show | Authoritative Parenting
🗑
|
||||
| show | Ego Integrity
🗑
|
||||
| show | Activity Theory
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
livewire4lyfe
Popular Science sets