third stage in Piaget’s theory of cognitive development; from about 7 to 11 years old, children can think logically about real (concrete) events

response caused by the conditioned stimulus

stimulus that elicits a response due to its being paired with an unconditioned stimulus

tendency to ignore evidence that disproves ideas or beliefs

faulty heuristic in which you focus on information that confirms your beliefs

unanticipated outside factor that affects both variables of interest, often giving the false impression that changes in one variable causes changes in the other variable, when, in actuality, the outside factor causes changes in both variables

state of being in which our thoughts about our real and ideal selves are very similar

mental activity (thoughts, feelings, and memories) that we can access at any time

awareness of internal and external stimuli

idea that even if you change the appearance of something, it is still equal in size, volume, or number as long as nothing is added or removed

formulation of new memories

projective test designed to be culturally relevant to African Americans, using images that relate to African-American culture

view that development is a cumulative process: gradually improving on existing skills

device used to treat sleep apnea; includes a mask that fits over the sleeper’s nose and mouth, which is connected to a pump that pumps air into the person’s airways, forcing them to remain open

rewarding a behavior every time it occurs