Bad Baby Names - A Boy Named Sue, and a Theory of Names - John Tierney - New York Times
The Kübler-Ross model, commonly referred to as the five stages of grief, is a concept introduced by Elisabeth Kübler-Ross and says that someone faced with the reality of impending death or other extreme, awful fate experiences a series of emotional stages:
The theory of recapitulation, also called the biogenetic law or embryological parallelism— often expressed in Ernst Haeckel's phrase as "ontogeny recapitulates phylogeny"—is a largely discredited biological hypothesis that in developing from embryo to adult, animals go through stages resembling or representing successive stages in the evolution of their remote ancestors. With different formulations, such ideas have been applied and extended to several fields and areas, including the origin of language, biology, cognition and mental activities, anthropology, education theory and developmental psychology. While examples of embryonic stages show that molecular features of ancestral organisms exist, the theory of recapitulation itself has been viewed within the field of developmental biology as a historical side-note rather than as dogma. By contrast, there is no consensus against the validity of the theory outside biology. Recapitulation theory
List of people who have been called a "polymath"
In contrast to necrosis, which is a form of traumatic cell death that results from acute cellular injury, apoptosis generally confers advantages during an organism's life cycle. For example, the separation of fingers and toes in a developing human embryo occurs because cells between the digits apoptose. Unlike necrosis, apoptosis produces cell fragments called apoptotic bodies that phagocytic cells are able to engulf and quickly remove before the contents of the cell can spill out onto surrounding cells and cause damage. Research in and around apoptosis has increased substantially since the early 1990s. Apoptosis
The Forer effect (also called the Barnum effect after P. T. Barnum's observation that "we've got something for everyone") is the observation that individuals will give high accuracy ratings to descriptions of their personality that supposedly are tailored specifically for them, but are in fact vague and general enough to apply to a wide range of people.
Flynn effect Test score increases have been continuous and approximately linear from the earliest years of testing to the present. For the Raven's Progressive Matrices test, subjects born over a 100-year period were compared in Des Moines, Iowa, and separately in Dumfries, Scotland. Improvements were remarkably consistent across the whole period, in both countries. This effect of an apparent increase in IQ has also been observed in various other parts of the world, though the rates of increase vary. There are numerous proposed explanations of the Flynn effect, as well as some skepticism about its implications. Similar improvements have been reported for other cognitions such as semantic and episodic memory. Recent research suggests that the Flynn effect may have ended in at least a few developed nations, possibly allowing national differences in IQ scores to diminish if the Flynn effect continues in nations with lower average national IQs. Origin of Term
Kohlberg's Moral Stages W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136.
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence, first developed by Swiss developmental psychologist Jean Piaget. It is primarily known as a developmental stage theory but, in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment. Moreover, Piaget claimed the idea that cognitive development is at the center of human organism, and language is contingent on cognitive development.