birth

groups are assessed at least twice (instead of just once)  researchers can separate age-related changes from cohort effects

• studies development of one person at a to describe their life in detail
• memory isn't always accurate

time where a specific stimuli will have a major effect on development

fallopian tubes

fertilized egg

• 46
• 23 each parent

when zygote becomes solid ball of cells in fallopian tube

• implants itself in the uterus between the 7th and 9th day after conception.
• the blastocyst burrows into the endometrium where it receives nourishment. It is barely visible, but doubles (amount of cells) every 24 hours.

The placenta provides oxygen, nutrients and removes waste products from the baby's blood .It attaches to the wall of the uterus, and the baby's umbilical cord arises from it.

• tetragons
• malfunctioning gene or from the environment

lie within the first trimester (first three months)

newborns

• turn head when they are  touched on the cheek
• try to put the stimulus in his or her mouth
• ends at  4 months of age

• ensures that the baby will nurse on a breast or bottle to be fed and occurs when something is placed in the baby's mouth.
• voluntary sucking at age 2

Contraction of throat muscles that enables food to pass into the esophagus without the neonate choking

babies can naturally swim until 6 months

brain damage

• infants closes hand around things
• can support the babies weight
• disappears after three months

A loud noise or a sudden drop causes the neonate to automatically arch their back , fling their arms and legs out and quickly retract themLasts for about six months

• occurs after the sole of the foot has been firmly stroked.
• toes fan out

a brain or nervous system disorder. Disorders may include:Amyotrophic lateral sclerosis (Lou Gehrig disease) Brain tumor or injury   MeningitisMultiple sclerosis   Spinal cord injury, defect, or tumor

• 2 months after born
• 2 months = 14 inches away from face

• babies stare at new things
• Habituation= decreased responsiveness with repeated presentation of the same stimulus

ollow a sequence of motor developmentThe infant learns to:lift its headturn over on its backdevelop the muscular coordination for refined, visually directed hand movements and for sitting, crawling, standing, and walking, generally in that order. Brain weight also increases rapidly during infancy: by the end of the second year, the brain has already reached 75% of its adult weight.

we all hit them at different times

sexual maturation marked by the onset of the ability to reproduce

your pituitary gland to begin secreting hormones

personal and social identity formation

Young people must explore, test limits, become independent, and commit to an identity, or sense of self

peak From then on, we are on the accelerating decline

• Decreased vigorChanges in fat distributionLoss of hair pigmentationWrinklesfemales ~ 50yrs old, encounter menopause
• Cataracts (lens thickens, letting less light into the retina, decreasing up close vision)Unable to hear high pitched soundsSensitivity for tastes, smells decreaseNeural processes slow down and the brain begins to atrophy

inability to reproduce Followed with decrease in the production of female sex hormonemenstrual cycle ceases

• Stay physically fit
• Stay mentally active
• Good diet

• Neurons in the brain continue to die
• Loss of:
• Memory
• Reasoning
• Emotion
• Control of bodily functions
• Death
• 3% of the worlds population may experience this by the time they are 75 yrs old

• the loss of mental functions thinking, memory, and reasoning
• Its severe enough to interfere with a person's daily life
• Dementia is not a disease itself, but rather a group of symptoms that are caused by various diseases or conditions.

• He carefully observed/ tested children for decades'His observations were that;
• Children think differently than adults
• Certain cognitive structures are innate
• Only through interaction with the outside world can children grow and develop

we take in new information or experiences and incorporate them into our existing ideas (schemas)

ex. A child sees a new type of dog that he's never seen before and he immediately points to the animal and says, "Dog!

one's existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.

ex. child may mistake dog for a cat bc they are both furry they will have to develop new schema

• Stages
• Sensorimotor  stage
• Preoperational
• Concrete operational
• Formal operational

• baby uses senses
• Birth- 2yrs 
• Object  permanence- awareness that objects still exist when out of sight (starts 8-10m)

Stranger anxiety- fear of unfamiliar people (meaning that now they can differentiate between people they know and those they don’t)

• 2-7 language
• can think
• egocentric
• animism (everything's alive)
• artificialism ( all objects made by people)

• 7-12
• simple logic
• master conservation concepts (changes in form don't alter mass, volume and number)
• recognizes reversibility

• after 12
• think in abstract
• hypothetical

egocentric to taking others perspectives

• absorbing information from a specified social environment context
• Children learn from watching people interact and from the interactions they have with others
• Parents, teachers and other children play a huge role in this

change between the level at which a child can solve a problem working alone with difficulty , and the level at which the child can solve the problem with the help of adults or more skilled children

• Fluid intelligence (abilities that require speed or rapid learning) diminishes with age
• Crystallized intelligence (learned knowledge and skills- vocabulary) improves with age
• With abilities that require skill and long-term memory, older adults seem far superior to younger people