A.   model the behavior of parents and other caregivers.

B.   confront conflicts between biological drives and social expectations.

C.   actively explore the environment.

D.   acquire increasingly complex information-processing skills.

A.   minimized the role of culture in individual development.

B.   primarily focused on the importance of early life experiences.

C.   viewed children as taking a more active role in their own development.

D.   pointed out that normal development must be understood in relation to each culture's life situation.

A.   classical conditioning.

B.   modeling.

C.   punishment.

D.   reinforcement.

A.   pairing a neutral stimulus with a reflexive response to create a conditioned behavior.

B.   reinforcing good behavior and punishing bad behavior.

C.   cooperative diaglogues with adults and more expert peers.

D.   imprinting on a mother-fugure during the critical period.

A.   concrete operational

B.   formal operational

C.   preoperational

D.   sensorimotor

A.   concrete operational

B.   preoperational

C.   formal operational

D.   sensorimotor

A.   chromosomes.

B.   phenotypes.

C.   alleles.

D.   genotypes.

A.   phenotype

B.   karyotype

C.   genotype

D.   chromosome

A.   chromosomes

B.   genotypes

C.   cells

D.   phenotypes

A.   autosomes

B.   alleles

C.   gametes

D.   phenotypes

A.   doubles the number of chromosomes normally present in the body cells.

B.   permits the chromosomes to copy themselves.

C.   results in dizygotic twins.

D.   halves the number of chromosomes normally present in the body cells.

A.   zygote

B.   gamete

C.   autosome

D.   allele

A.   recessive.

B.   dominant.

C.   a carrier.

D.   dominant–recessive.

A.   have to be placed on a diet low in amino acid (protein)

B.   require hormone therapy

C.   require frequent blood transfusions

D.   need regular injections of insulin

A.   XYY

B.   Turner

C.   Down

D.   Klinefelter

A.   fallopian tubes.

B.   ovaries.

C.   cervix.

D.   uterus.

A.   is the longest prenatal period.

B.   is the prenatal period during which the groundwork is laid for all body structures and organs.

C.   lasts about two weeks.

D.   lasts from implantation through the eighth week of pregnancy.

A.   develops into the nervous system and spinal cord.

B.   swells to form the brain.

C.   grows slowly at first.

D.   will become the structures that provide protective covering and nourishment.

A.   muscles and skeleton.

B.   brain and central nervous system.

C.   digestive system, lungs, and urinary tract.

D.   nervous system and skin.

A.   is the point at which the baby can first survive if born early.

B.   is the point at which the baby can be born without being premature.

C.   occurs sometime during the second trimester of pregnancy.

D.   occurs sometime between 18 and 21 weeks.

A.   Any environmental agent that causes damage during the prenatal period is a teratogen.

B.   Teratogens have an equal impact on fetal development during each prenatal period.

C.   The harm done by teratogens is simple and straightforward.

D.   Smaller doses over shorter time periods have more negative effects.

A.   Prescription drug use

B.   Cocaine

C.   Marijuana

D.   Heroin

A.   both a and c

B.   deformities of the arms and legs

C.   below average intelligence

D.   higher mental test scores

A.   effects are caused by interfering with production of neurons in the neural tube and also cause many facial deformities.

B.   the impairments caused by heavy, regular alcohol use during pregnancy are reversible.

C.   FAS babies catch up to agemates in physical size when provided with an enriched diet.

D.   all fetuses are equally vulnerable to the damaging effects of prenatal alcohol exposure.

A.   more irritable during the first three years.

B.   born later.

C.   heavier and longer at birth.

D.   less irritable during the first three months.

A.   Give Angus foods containing saturated fats.

B.   Cut back on Angus's protein throughout infancy and toddlerhood.

C.   Give Angus formula the first six months.

D.   Avoid giving Angus foods loaded with salt and sugar.

A.   is caused by an unbalanced diet very low in protein.

B.   is common in regions of the world where children get just enough calories from starchy foods.

C.   usually strikes after weaning.

D.   is caused by a diet low in all essential nutrients.

A.   iron-deficiency anemia.

B.   marasmus.

C.   kwashiorkor.

D.   nonorganic failure to thrive.

A.   scribbling

B.   grasping

C.   tying their shoes

D.   crawling

A.   organize; adapt

B.   accommodate; organize

C.   assimilate; accommodate

D.   organize; assimilate

A.   reflexive schemes.

B.   object permanence.

C.   the primary circular reaction.

D.   mental representation.

A.   Sensory processes

B.   Executive functions

C.   Automatic processes

D.   Permanent functions

A.   The sensory register; working memory

B.   Habituation; recovery

C.   Recall; recognition

D.   Recognition; recall

A.   they have most likely forgotten these early memories due to the passage of time.

B.   they cannot translate early preverbal memories into language.

C.   early memories are stored in an explicit memory system that is difficult to recall.

D.   long-term memory does not emerge until around age 7.

A.   engage their children in physical activity

B.   provide an unstructured and chaotic physical setting

C.   talk to their infants and toddlers

D.   take part in coloring with crayons with their children

A.   The U.S. Congress recently recognized the successes of early intervention and now fully funds all programs directed at low-income infants and toddlers.

B.   The earlier intervention begins, the longer it lasts, and the greater its scope and intensity, the better participants' performance is throughout childhood and adolescence.

C.   Early intervention programs increase intelligence test scores during the school years, but the gains are not sustained beyond middle childhood.

D.   Even with early intervention, most children born into economically disadvantaged families will not reach their full potential.

A.   sleeps longer than most infants.

B.   produces low levels of the stress hormone cortisol.

C.   tries to comfort his mother when she is sad.

D.   shows delays in motor and mental development.

A.   screams with anger when he cannot reach a desired toy.

B.   prefers one parent over the other.

C.   looks at his mother's facial expression before touching an unfamiliar toy.

D.   cries when picked up by an unfamiliar adult.

A.   They should frown when Beckham does not eat fruit.

B.   They should be unresponsive when Beckham eats fruit.

C.   They should eat a lot of fruit and smile and say, "Yummy!" when Beckham eats fruit.

D.   They should slowly nod when Beckham eats fruit.

A.   shame, doubt, and surprise

B.   embarrassment, pride, and interest

C.   envy, happiness, and disgust

D.   guilt, shame, and pride

A.   does not emerge until the preschool years.

B.   is a built-in, automatic process that governs emotional response.

C.   involves actively seeking emotional information from a trusted person.

D.   involves the use of strategies to adjust an emotional state to a comfortable level of intensity.

A.   emotions that involve injury to or enhancement of our sense of self.

B.   early-appearing, stable individual differences in reactivity and self-regulation.

C.   quickness and intensity of emotional arousal, attention, and motor activity.

D.   the strategies we use to adjust our emotional state to a comfortable level of intensity.

A.   is irregular in daily routines and tends to react negatively and intensely.

B.   quickly establishes regular routines in infancy and adapts easily to new experiences.

C.   is generally cheerful and is slow to accept new experiences.

D.   is inactive and shows mild, low-key reactions to environmental stimuli.

A.   a parent's temperament; financial resources

B.   attachment quality; temperament

C.   child-rearing conditions; a child's temperament

D.   attachment quality; child-care experiences

A.   clung to the soft terry-cloth surrogate.

B.   usually developed an attachment to the wire-mesh surrogate.

C.   developed an attachment to both surrogates.

D.   did not develop an attachment to either surrogate.

A.   low parental IQ

B.   the absence of siblings

C.   highly inadequate caregiving

D.   single parenting

A.   DNA

B.   smitosis

C.   zygote

D.   phenotype