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96 Cards in this Set
- Front
- Back
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germinal period |
The first two weeks after the sperm and egg unite. |
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prenatal |
before birth; during or relating to pregnancy: |
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zygote |
merging of male and female gametes, diploid |
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cleavage |
Division of cells in the early embryo to form blastomeres. |
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morula |
A solid mass of blastomeres resulting from a number of cleavages of a zygote. |
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epigenetic modification |
some genes are turned on and others are turned off, which leads to differential manufacture, or expression, of proteins and eventually different cellular properties and functions |
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stem cells |
same DNA as every other cell but have not yet undergone any epigenetic modification. All cells in the morula are stem cells. |
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identical twins |
when the morula splits into two parts and each part then develops into a fully formed infant
- same sperm and ovum |
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fraternal twins |
fertilization of two different ova by two different sperm. |
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where does conception occur |
fallopian tubes, then travels down the tube into the uterus. As the morula enters it, the uterus begins to fill with fluid |
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morula enters uterus then |
cells begin to differentiate, forming two layers called the inner cell mass and the trophoblast. |
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inner cell mass |
The mass of cells inside the morula that eventually will form the embryo. |
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trophoblast |
The cells that form the outer layer of a blastocyst. |
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blastocyst |
The stage a fertilized egg reaches five to six days after fertilization.
differentiation signals transition from morula to blastocyst |
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after zygote becomes blastocyst |
trophoblast eventually develops into extra-embryonic tissues, including the placenta, and controls the exchange of oxygen and metabolites between the mother and embryo. |
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elayers of cells |
endoderm mesoderm ectoderm |
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endoderm |
innermost layer of tissue, eventually develops into the digestive system, urinary tract, and lungs. |
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mesoderm |
middle layer, transforms into muscle, bone, and the circulatory system. |
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ectoderm |
outer layer, develops into skin, hair, teeth, and the central nervous system. |
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after implantation |
rophoblast layer transforms into two parts. The developing embryo resides within the first part, the amniotic sac, which is filled with fluid and maintains a constant environment for the developing organism.
The second part, the placenta, attaches to the inside of the amniotic sac and the umbilical cord of the embryo. |
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placenta |
acts as a filter and protective barrier for the developing organism. It prevents the blood of the mother and the developing organism from mixing, transfers nutrients and oxygen from the mother’s blood to the developing organism, and transfers the organism’s waste to the mother’s blood for elimination. The placenta also blocks the transfer of many harmful chemicals and infections from the mother to the organism |
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neural tube |
The embryo's precursor to the central nervous system.
neurogenesis
neurulation |
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neurulation |
The formation of the embryonic nervous system, which will then develop into the brain and central nervous system. |
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neurogenesis |
The process by which neurons are generated. |
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neural migration |
The process through which neurons move, grow, and connect as the basic neural tube develops into a more mature brain. |
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embryonic development follows 2 patterns |
cepalocaudal and proximodistal |
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cephalocaudal development |
The pattern of embryonic development in which development occurs most intensely at the head and proceeds downward toward the body. |
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proximodistal development |
The pattern of embryonic development proceeding from the center of the organism outward. |
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apoptosis in development |
gets rid of unneeded stuff like webbing in btwn fingers |
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9th week after gestation |
At the start of this stage, the foetus weighs only 30 grams and is approximately 4 cm long. |
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at 3 months |
A month later, the majority of organ growth is complete. As early as 10 weeks of age, the foetus begins making breathing-like motions. Though not necessary to obtain oxygen in utero, these chest movements provide the muscle and nerve development needed for the newborn to breathe immediately after birth. |
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after 4th month |
At the end of the fourth month, sleep and wake patterns begin to emerge. Though the growing organism has been moving for several weeks at this point, the foetus is now large enough for the mother to detect its movements. Early in development, the foetus moves a great deal, and these spontaneous movements have been shown to be crucial to the development of typical nerve and limb growth. |
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fifth month |
During the fifth month, the vestibular system, which is required for a sense of balance, begins to develop. Around this time, the foetus also becomes responsive to sound. At this stage, the foetal heartbeat changes in response to the sound of its mother’s voice, and the foetus already has learned to recognize her voice and will respond to it more than to strangers’ voices. |
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sixth month |
About six months after conception, the foetus weighs around 700 grams and measures nearly 30 cm long. At this stage of development, with the intervention of doctors, nurses, and new drugs, the foetus can survive premature birth. However, its odds of survival increase substantially the longer it remains in utero. Two weeks later, the foetus’s heartbeat will change in response to light stimulation through the mother’s abdomen. From six to eight months after conception, the spontaneous movement of the foetus decreases, which is thought to be necessary for the growth of inhibitory neural pathways throughout the body |
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7-9th month |
While in the womb, the growing foetus will also experience taste. In one experiment, it was shown that when infants begin to eat solid food, they show a preference for foods that their mother ate while pregnant and breastfeeding. Beginning at about seven months after conception, the foetus will begin to grow at a rate of approximately 250 grams per week. It will continue to grow at this rate until it is born, approximately nine months after conception. |
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maternal stress |
premature delivery and low birth weight (both of which are associated with many negative outcomes, such as reduced growth, higher rates of respiratory problems and other illnesses, and lower cognitive ability). Other studies have shown that when mothers experience high levels of stress during pregnancy, their offspring will often show signs of anxious and depressive-like behaviour after birth, as well as signs of increased aggression. |
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maternal nutrition |
importnat to avoid defects |
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teratogens |
External compounds that can cause extreme deviations from typical development if introduced to the developing organism.
tobacco alcohol prescription drugs viruses |
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alcohol |
Alcohol crosses the placenta, exposing the foetus directly when it consumes the amniotic fluid. Prenatal exposure to alcohol is responsible for the development of Foetal Alcohol Spectrum Disorder (FASD), which is the most common known cause of mental retardation. FASD’s effects range from subtle behavioural disturbances to very severe facial deformities, attentional difficulties, mental retardation, congenital heart disease, and hyperactivity |
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tobacco |
Nicotine causes abnormal development of the placenta, which is responsible for nourishing the foetus, helping it breathe, and protecting it from external influences. Babies born to cigarette smokers generally weigh less than those born to non-smokers. They are also at higher risk for Sudden Infant Death Syndrome, lower IQ, and behavioural problems. |
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prescription drugs |
Thalidomide is said to have worked well at preventing nausea and caused no harm to the women who took it, but the children born of those pregnancies were often missing arms or legs, or born with extremely stunted limbs. Some other drugs that are prescribed today, such as certain anti-anxiety medications, antibiotics, and acne medications, also have teratogenic effects |
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viruses |
Although the placenta acts as a barrier to prevent most viruses from affecting the foetus, several virus-caused diseases can have serious effects on development if the mother is afflicted while pregnant. If contracted in the first three months of pregnancy, rubella, a disease that causes a rash, low fever, and swollen lymph nodes in adults, can have devastating consequences for the developing organism, including congenital heart disease, deafness, blindness, and mental retardation. If caught during early to mid-pregnancy, the influenza virus has been correlated with the development of schizophrenia later in the child’s life. |
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confounds of verifying results of things like a famine |
need another famine to happen basically |
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rooting reflex |
When infants feel something on one of their cheeks, they turn their head toward the touch and open their mouth (the rooting reflex). This reflex is crucial to feeding but is soon replaced by voluntary behaviours. |
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sucking reflex |
If something enters an infant’s mouth while it is open, the infant begins to suck (sucking reflex). Like the rooting reflex, the sucking reflex is crucial to early feeding but is soon replaced by voluntary behaviours. |
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babinski reflex |
If you stroke the underside of an infant’s foot, he or she will automatically fan and then curl the toes. This response is called the Babinski reflex. |
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tonic neck reflex |
occurs when infants turn their head to one side, extend the arm on the same side as their gaze, and flex the arm and knee on the opposite side of the body. |
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stepping reflex |
When held upright over a flat surface, infants move their feet in a walk-like fashion, demonstrating a stepping reflex. |
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moro reflex |
The Moro reflex occurs when infants throw out their arms and grasp if they feel themselves dropping unexpectedly. This reflex is thought to be of little use now but perhaps was useful to our apelike ancestors, who may have allowed their offspring to cling to them as they walked. |
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eye blink reflex |
The eye blink reflex is present from birth until death, protecting our eyes from foreign objects and bright lights. |
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grabbing reflex |
when young, infants will close hand if they feel something on their palm |
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sticky mittens |
allows kids to grasp things earlier than usual
significantly more reaching movements if they have “sticky mittens” that enable them to grasp objects earlier than they would otherwise be able to
applies to kids who are forced to use legs more start walking earlier |
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where do advanced cognitive skills come from? |
new neurons are nearly completely done being grown after 18 months so not this
one way is thru synapses thru synaptogenesis |
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synaptic pruning |
Facilitates a change in neural structure by reducing the overall number of synapses, leaving more efficient synaptic configurations. |
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experience dependant plasticity |
The ability of the nervous system to wire and rewire itself in response to lasting changes in experience. |
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experience expectant plasticity |
Development that will not happen unless a particular experience occurs during its critical period.
This type of plasticity is useful in early organization of the visual system and is also the type of plasticity that is part of the critical period for language development. However, if these experiences do not occur (e.g., the individual is born blind), this development will not occur and will be very difficult or impossible to make up for later on. |
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strabismus |
Lack of coordination between the eyes. |
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amblyopia |
The loss or lack of development of central vision in one eye that is unrelated to any eye health problem and is not correctable with lenses. |
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suturing cats eye shut |
soon after birth - cell function decreases a lot
later on - not much change |
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ecological system model |
1 - microsystem 2 - mesosystem 3 - exosystem 4 - macrosystem 5- chronosystem |
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microsystem |
consists of you and your relationships with those in your immediate surroundings, such as family, teachers, and peers |
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mesosystem |
made up of connections between different relationships you have within your microsystem. |
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exosystem |
refers to those settings that you might not directly experience but remain influenced by. |
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macrosystem |
refers to the larger social constructs that shape your environment in less-direct ways. |
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chronosystem |
encompasses those historical changes that influence development and those systems that surround us. The chronosystem also refers to the way in which you take a greater role in the course of your development as you age. |
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social learning theory |
View of psychologists who emphasize behaviour, environment, and cognition as the key factors in development. |
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Reciprocal Determinism |
A person's behaviour is both influenced by and influences his or her attitudes and behaviours and the environment. |
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Perceived Self-Efficacy |
Individual's perception of his or her ability to master a situation and produce favourable outcomes. |
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myelination |
formation of myelin sheath on neurons |
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executive functioning |
Functions involved in goal-directed behaviour, planning, and problem solving., inhibit impulses, weigh consequences etc.
myelination of these neurons in the frontal lobe is still occurring at 20 |
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puberty begins physiologically when |
hypothalamus starts secreting hormones that stimulate the gonads to mature further and sex hormones to be produced. Maturation and hormone secretion cause rapid development of sex organs; these are the primary sexual characteristics.
In turn, the testes and ovaries produce hormones (e.g., testosterone and estrogen) that lead to secondary sexual characteristics. Both sexes produce each of these hormones but in vastly different amounts. Males produce more testosterone and females more estrogen. |
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puberty in females |
estrogen and other female hormones promote the growth of the breasts and hips and maturation of the uterus and vagina. Females’ production of testosterone will induce physical growth and the development of pubic hair. |
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puberty in males |
testosterone promotes the growth of pubic hair and development of more muscle mass than females during puberty. Male hearts and lungs will grow larger, leading to a generally higher level of endurance. |
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menarche |
first menstruation -occurs after first growth spurt then 12-18 months after 1st ovulation begins
early menarche has been associated with the development of depression, substance abuse, and risky sexual behaviour.
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spermarche |
first creme for a male boy
late maturation has been linked to lower performance in school than boys maturing at an average age, whereas early maturation has been linked with higher performance. |
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aging |
As we age, our bodies continue to change and earlier exercise and good eating habits begin to really pay off. Muscle strength tends to peak in the late twenties or early thirties, declining after that as muscles deteriorate. Endurance declines, but much more slowly in those who exercise regularly. A decline in sensory experience also begins in the late forties or early fifties, usually of vision or hearing, which continues until death. |
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fertility |
Peak fertility for women occurs between the ages of 20 and 25. Between the ages of 30 and 50, women’s fertility begins to decrease significantly. Menopause refers to the end of menstruation and a woman’s reproductive ability. |
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menopause |
The permanent end of menstruation and a woman's fertility.
hot flashes mood swings sleeping difficulty |
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cognitive differences |
Older adults are better at vocabulary and analogies because of their richer schema development and experience in solving problems. They may have more efficient neural connections. Younger folks’ faster reaction times could be explained in terms of more numerous connections. |
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dementia |
a host of diseases that all cause a decline in mental function, including memory. The most prevalent form of dementia is Alzheimer’s disease. |
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parkinsons |
increases in prevalence with age, though it also has been known to arise in early adulthood. The primary symptoms of Parkinson’s disease include tremors, loss of spontaneous movement, rigidity, and disrupted posture. In addition to these motor symptoms, there may be cognitive effects that look like dementia and/or include a loss of motivation. |
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stroke |
disruption of oxygen flow to parts of the brain from either a blockage of blood flow (ischemia) or a ruptured blood vessel (haemorrhage), also increases with age. |
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erickssons stages of life cycle |
Trust vs. Mistrust Autonomy vs. Shame and Self-Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair |
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trust vs mistrust |
Birth to 12 months of age
Infants at this age rely totally on others to look after their well-being. If their needs are met, infants learn to trust their caregivers, and if not, they learn mistrust. |
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Autonomy vs. Shame and Self-Doubt |
1 to 3 years old
During this stage, children’s ability to interact with and understand the world increases dramatically. Children will gain either a sense of autonomy during this time, or, if their exploration is too often met with punishment or excessive scrutiny by overbearing parents, a sense of shame and doubt in themselves. |
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Initiative vs. Guilt
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3-4 to 5-6 years old
Now that children have begun to achieve control over their actions, they begin to set goals for themselves. A positive resolution to the setting of goals is learning a feeling of confidence about their ability to meet their own goals, while a negative outcome leads to feelings of guilt and an inability to control one’s future. |
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Industry vs. Inferiority |
5-6 years old until onset of adolescence
This time in a child’s life is marked by a transition to a more structured lifestyle, beginning school and perhaps getting new chores or becoming involved in organized sports. Children will either learn to adapt to this structure and feel a sense of accomplishment in succeeding, or through their inability to do so, gain a feeling of inferiority. |
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Identity vs. Role Confusion |
Adolescence to early adulthood
Erikson recognized adolescence as a period of important changes that are crucial to the formation of the adult self. During this stage, people either form opinions about what they believe themselves to be and develop a concrete sense of identity or they fail to do so and remain confused about their role in life. |
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Intimacy vs. Isolation |
Early Adulthood During this stage, people learn to share themselves with others. If they learn this successfully, they achieve feelings of intimacy and are able to form and keep meaningful relationships. Failure to learn this leads to a sense of isolation. |
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Generativity vs. Stagnation |
Middle Adulthood Middle adulthood is the longest stage of a typical life. During this time, people may develop meaningful relationships and contribute valuable work, leaving them with a sense of having built a meaningful life and contributing to the next generation. Others may isolate themselves, leading to a feeling of boredom and meaninglessness. |
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Integrity vs. Despair |
Late Adulthood to Death After positive resolutions to the earlier stages, a person feels a sense of completion and wholeness, able to understand truths about their life and share wisdom with others. Those who have not felt positive resolutions to earlier crises may experience a sense of despair or a lack of meaning in their lives, as their lives draw to a close. |
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acheivement |
Identity achievement after consideration of alternatives |
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moratorium |
Exploring options, crisis unresolved |
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Foreclosure |
Identity achieved without exploration of alternatives |
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Identity Diffusion |
No identity commitment, no exploration |
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use of theories |
Theory matters because theories help us to organize and predict or make sense of the world.
In general, theory, even if unarticulated, frames how people look at the world, interpret situations, and make decisions. If you know to look or be aware of the underlying theories that guide human thought, you will better understand why people do what they do.
In science, theory leads scientists to specific problems to examine and guides them as they decide what questions to ask and what data are relevant.
In your personal life, having some theory for how people develop and change will help you know who you are and why you do the things you do – so theory helps you learn about yourself. |
