slide # 1 developmental psychology. slide # 2 prenatal development development begins before birth...
TRANSCRIPT
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Slide # 1
Developmental PsychologyDevelopmental Psychology
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Slide # 2
Prenatal DevelopmentPrenatal Development Development begins
before birth Yolk sac, amniotic sac Placenta, umbilical
cord
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Slide # 3
The Fetal StageThe Fetal Stage
Begins around the ninth week and continues until birth
Normal gestation (270–280 days)
Weight gain, movement, viability
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Slide # 4
Prenatal DetectionPrenatal Detection Amniocentesis Chorionic villus
sampling (CVS) Ultrasound imaging
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Slide # 5
3-D Imaging3-D Imaging Using position sensors
attached to a probe, the doctor conducts a freehand scan
A computer takes this information and creates a 3-D image of the fetus
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Slide # 6
Threats to Prenatal DevelopmentThreats to Prenatal Development
Poor maternal nutrition
Spina bifida Rubella Down syndrome Smoking
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Slide # 7
Fetal Alcohol SyndromeFetal Alcohol Syndrome (FAS) (FAS)
What can alcohol do to an unborn fetus?
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Slide # 8
Artwork by FAS studentsArtwork by FAS students
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Slide # 9
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Slide # 10
Other Features of FASOther Features of FAS
Difficulties with social interaction
Epileptic seizures Changes in facial
appearance and expression
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Slide # 11
Sociological ProblemsSociological ProblemsDisrupted school experienceInappropriate sexual behaviorAlcohol and drug problemsTrouble with the lawDifficulty caring for themselves and their
kidsHomelessness
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Slide # 12
Maternal Drug UseMaternal Drug Use
Recreational drugs Born “hooked”
(cocaine, heroin) Over-the-counter
drugs
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Slide # 13
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Slide # 14
Should Pregnant Women Drink?Should Pregnant Women Drink? 8.5 drinks per week at
most One drink a day is
probably OK FAS occurs mostly
when the mother is an alcoholic
Binge drinking a real concern
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Slide # 15
The Best AdviceThe Best Advice Pregnant women
should use the safest option—abstain from drinking during pregnancy
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Slide # 16
Maternal DiseaseMaternal Disease Genital herpes AIDS (acquired
immune deficiency syndrome)
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Slide # 17
The Birth ProcessThe Birth Process• Effacement• Dilation• Contractions
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Slide # 18
DeliveryDelivery Clearing the airway Cutting the umbilical
cord Measurements Identification APGAR
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Slide # 19
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Slide # 20
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Slide # 21
Premature InfantsPremature Infants
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Slide # 22
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Slide # 23
Perceptual DevelopmentPerceptual Development
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Slide # 24
Sensory AbilitiesSensory Abilities Facial recognition
develops as early as one month old; depth perception develops at about six months
“Visual cliff” Newborns can hear
many sounds Newborns also taste
and smell
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Slide # 25
Motor DevelopmentMotor Development
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Slide # 26
Prone, Lifts HeadProne, Lifts Head
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Slide # 27
Prone, Chest Up, Prone, Chest Up, Arms SupportedArms Supported
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Slide # 28
Rolls OverRolls Over
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Slide # 29
Bears Weight on LegsBears Weight on Legs
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Slide # 30
Sits Without SupportSits Without Support
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Slide # 31
Stands with AssistanceStands with Assistance
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Slide # 32
Pulls Self to StandPulls Self to Stand
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Slide # 33
Walks By Holding on to FurnitureWalks By Holding on to Furniture
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Slide # 34
Stands Well AloneStands Well Alone
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Slide # 35
Walks Well AloneWalks Well Alone
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Slide # 36
Walks Up StepsWalks Up Steps
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Slide # 37
TemperamentTemperament The characteristic
moods of a child Types of temperament
(happy, slow to warm up, difficult)
Jerome Kagan
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Slide # 38
Emotional DevelopmentEmotional Development Attachment: the close
bonding between infant and caregiver
The mother is primary Behaviorist ideas
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Slide # 39
Separation AnxietySeparation Anxiety Emotional distance
caused when infants are separated from their mothers
Seems to peak between 14 and 18 months
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Slide # 40
Why Do Infants Why Do Infants Develop These Attachments?Develop These Attachments?
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Slide # 41
The HarlowsThe Harlows Harry and Margaret
Harlow’s studies using rhesus monkeys (1962)
Substitute or surrogate mothers
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Slide # 42
The Surrogate MotherThe Surrogate Mother The experiment:
“contact comfort” The wire “mother” vs.
the terrycloth “mother”
The findings
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Slide # 43
Other Theories/AinsworthOther Theories/Ainsworth Ainsworth contended
that attachment emerges out of a complex interplay between mother and child
Sensitivity Difficult children
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Slide # 44
Day Care and Attachment TheoryDay Care and Attachment Theory 53% of U.S. moms
work outside the home Working instead of
staying home with one’s child: Is it harmful to a child’s development?
Day care and preschool
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Slide # 45
Freud’s Stages of DevelopmentFreud’s Stages of Development
Oral: ages 0–2 Anal: ages 2–3 Phallic: ages 3–6 Latent: ages 7–12 Genital: puberty
through adulthood
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Slide # 46
The Oral StageThe Oral Stage Ages: birth through
two years The pleasure principle The infant focuses on
the mouth
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Slide # 47
The Anal StageThe Anal Stage Ages: 18 months–3
years Toilet training An infant’s pleasure
centers around the functions of elimination
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Slide # 48
The Phallic StageThe Phallic Stage Ages 3–6 Awareness of physical
differences between boys and girls
Boys’ sexual interest develops and focuses on the mother
The infant’s pleasure seeking focuses on the genitals
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Slide # 49
The Latent StageThe Latent Stage Age six through
puberty Sexual thoughts
repressed Social and intellectual
development outweigh sexual interest
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Slide # 50
The Genital StageThe Genital Stage Ages: puberty
throughout adulthood Sexual desires
rekindled, forming relationships
Rebelling against rules/authority
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Slide # 51
AdolescenceAdolescence
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Slide # 52
Before 1850Before 1850 The concept of
adolescence didn’t exist
Children were dressed and treated as “miniature adults”
“Seen and not heard”
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Slide # 53
Anna Freud’s ObservationsAnna Freud’s Observations Adolescents are
extremely egoistic, self-centered
Capable at the same time of self-sacrifice
Solitude vs. involvement
Rebellion vs. submission
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Slide # 54
Adolescence Is Adolescence Is Like an Unfinished PortraitLike an Unfinished Portrait
Initiation, rites of passage
The end of adolescence is the beginning of adulthood
Major adolescent changes
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Slide # 55
Theories of AdolescenceTheories of AdolescenceG. Stanley Hall (1904): Adolescence is a
transitional stage in evolutionary development
“Storm and stress”Margaret Mead: disagreed with Hall;
culture is a major factor in determining the character of adolescence
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Slide # 56
Havinghurst: Havinghurst: Developmental TasksDevelopmental Tasks
Tasks specific to adolescence:
Appropriate relations with both sexes
Achieving a masculine or feminine social role
Emotional independence
Values
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Slide # 57
Havinghurst (cont.)Havinghurst (cont.) Deciding on a
vocation Developing better
cognitive skills Becoming socially
responsible Preparing for marriage
and family
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Slide # 58
Physical DevelopmentPhysical Development Puberty starts: around
age 13 for boys, as early as nine or ten for girls
Sexual maturation, Menarche/ spermarche
Weight/height increases
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Slide # 59
Psychological Psychological Reactions to GrowthReactions to Growth
Early development: An advantage?
Gender differences Body image and
depression
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Slide # 60
Sexual Attitudes and BehaviorSexual Attitudes and Behavior Increased sexual
awareness and activity Role of society Does sex education
promote promiscuity?
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Slide # 61
Sexually Transmitted DiseasesSexually Transmitted Diseases Three million cases of
STDs each year in the U.S.
Fears about STDs/AIDS
Preventive measures Abstinence
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Slide # 62
Developmental ProblemsDevelopmental ProblemsAsynchronyAnorexia nervosa Bulimia (gorging and purging)
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Slide # 63
The Life CycleThe Life Cycle
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Slide # 64
Erik EriksonErik Erikson• Freud believed
personality was set by age five
• Erikson believed that personality continues to evolve
• Stages
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Slide # 65
Erikson’s TheoryErikson’s Theory Eight stages in the life
span Each stage presents a
psychosocial crisis Personality is shaped
by these crises
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Slide # 66
Childhood StagesChildhood Stages Trust vs. mistrust Autonomy vs. shame
and doubt Industry vs. inferiority
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Slide # 67
Trust vs. MistrustTrust vs. Mistrust The first year of life Meeting needs,
learning to trust Not meeting needs
leads to mistrust
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Slide # 68
Autonomy vs. Shame and DoubtAutonomy vs. Shame and Doubt Second year of life Toilet training and
efforts to regulate a child’s behavior
Parents’ reactions
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Slide # 69
Initiative vs GuiltInitiative vs Guilt Ages 3–6: Finding
independence from parents
Children learn how to take the initiative
Overcontrolling and/or overdemanding parents can cause guilt
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Slide # 70
Industry vs. InferiorityIndustry vs. Inferiority The fourth stage: ages
six to puberty Learning how to
function in social situations
Failure of socialization causes inferiority
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Slide # 71
Identity vs. Role ConfusionIdentity vs. Role Confusion The fifth stage Adolescence “Who am I, and where
am I going in my life?”
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Slide # 72
Psychosocial Crises in Adulthood Psychosocial Crises in Adulthood Intimacy vs. isolation Generativity vs.
stagnation Integrity vs. despair
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Slide # 73
Intimacy vs IsolationIntimacy vs Isolation “Shall I share my life
with someone else or live alone?”
Social clocks Stress caused by
timing
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Slide # 74
Generativity vs. StagnationGenerativity vs. Stagnation Stage 7 How stable is
personality throughout the life cycle?
Concern for the welfare of future generations
Midlife crises
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Slide # 75
Integrity vs. DespairIntegrity vs. Despair Stage 8: The
retirement years Research in this area is
incomplete Ageism and
stereotypes
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Slide # 76
Moral Development/KohlbergMoral Development/Kohlberg How children develop
a sense of right and wrong
Kohlberg borrowed from Piaget
He focused on moral reasoning (three levels)
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Slide # 77
Heinz’s DilemmaHeinz’s Dilemma
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Slide # 78
Stages 1Stages 1––2: 2: Preconventional LevelPreconventional Level
• Stage 1: Punishment orientation
• Stage 2: Native reward orientation
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Slide # 79
Stages 3Stages 3––4: Conventional Level 4: Conventional Level Stage 3: Good
boy/good girl orientation
Stage 4: Authority orientation
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Slide # 80
Stages 5Stages 5––6: 6: Post-conventional Level Post-conventional Level
Stage 5: Social contract orientation
Stage 6: Individual principles and conscience orientation
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Slide # 81
Cognitive DevelopmentCognitive Development
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Slide # 82
Jean PiagetJean Piaget Children are not
“blank slates” or “empty vessels”
Instead, children are like little scientists
Observations of children’s minds
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Slide # 83
Lessons Piaget Lessons Piaget Learned from ChildrenLearned from Children
Children taking IQ tests made similar errors
Knowledge builds as children grow
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Slide # 84
A Simple ExperimentA Simple Experiment The principle of
conservation (ages 5–7)
Children under age five are egocentric
By age seven, they recognize object permanence
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Slide # 85
Stage 1: SensorimotorStage 1: Sensorimotor Simple motor
responses to sensory stimuli/no concept of object permanence
Use of schemas
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Slide # 86
Stage 2: PreoperationalStage 2: Preoperational Ages 18 months to 7
years Exhibits egocentric
thinking Lacks concept of
conservation Uses symbols, words,
and mental images
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Slide # 87
Stage 3: Concrete OperationsStage 3: Concrete Operations Ages 7 to 11 Begins to understand
the concept of conservation
Still has some trouble with abstract ideas
Classification
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Slide # 88
Stage 4: Formal OperationsStage 4: Formal Operations Ages 11 to adult Understands abstract
ideas and hypothetical situations
Capable of logical thinking
Nervous system connection
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Slide # 89
Gender RolesGender Roles
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Slide # 90
Gender RolesGender Roles Gender stereotypes Role and gender
expectations Psychological
differences between males and females
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Slide # 91
Gender RolesGender Roles Sets of behaviors that
society considers appropriate for each sex
Gender roles determine behavior
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Slide # 92
Traditional Male StereotypesTraditional Male StereotypesActive, adventurous, ambitious, aggressive,
competitive, dominant, outspoken, leader-ship, likes math and science, makes decisions easily, self-confident, takes a stand, stands up under pressure, not easily influenced
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Slide # 93
Traditional Female StereotypesTraditional Female StereotypesAware of other’s feelings, considerate,
creative, cries easily, devotes self to others, emotional, enjoys music and art, excitable in a crisis, feelings hurt easily, gentle, home-oriented, likes children, neat, needs approval, tactful
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Slide # 94
Elements of Elements of Traditional Gender StereotypingTraditional Gender Stereotyping
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Slide # 95
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Slide # 96
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Slide # 97
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Slide # 98
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Slide # 99
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Slide # 100
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Slide # 101
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Slide # 102
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Slide # 103
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Slide # 104
Changing StandardsChanging Standards• Gender stereotypes are
oversimplifications• Gender roles are
rooted in the past• Changes in technology
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Slide # 105
Sandra Bem’s ResearchSandra Bem’s Research Androgynous:
combining or confusing traditionally male and female traits
Bem Sex Role Inventory (BSRI)
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Slide # 106
AndrogynyAndrogyny—— Is It More Accepted Now?Is It More Accepted Now?
Adolescents have more choices as to how they define themselves
Not all people agree
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Slide # 107
Personality and GenderPersonality and Gender There are obvious
biological and physical differences
Personality Aggression: non-
verbal vs. physical
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Slide # 108
What Causes Aggression?What Causes Aggression? Lower levels of
serotonin Society encourages
boys to be more aggressive than girls
Communication issues
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Slide # 109
Gender and CognitionGender and Cognition Verbal skills vs.
spatial/math Hyde & Linn study
(1988) Very few cognitive
differences between males and females
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Slide # 110
Heredity vs. EnvironmentHeredity vs. Environment
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Slide # 111
Nature vs. Nurture/Twin StudiesNature vs. Nurture/Twin Studies Researchers can assess
the importance of heredity vs. environment using “separated twin” studies
Identical/monozygotic
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Slide # 112
Identical TwinsIdentical Twins One sperm, one egg Share 100% of their
genes Account for about one
in 250 births
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Slide # 113
Fraternal TwinsFraternal Twins Twice as common as
identical twins Two eggs are released
at once If both eggs are
fertilized by separate sperm = two fetuses
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Slide # 114
Fraternal Twin StudiesFraternal Twin StudiesSame environmentUseful comparisons with identical twins
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Slide # 115
Adoption StudiesAdoption StudiesAssess the importance of heredity vs.
environmentGiven up for adoption early in infancy and
raised without having contact with their biological parents