A.   actively explore the environment.

B.   acquire increasingly complex information-processing skills.

C.   confront conflicts between biological drives and social expectations.

D.   model the behavior of parents and other caregivers.

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

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

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

D.   minimized the role of culture in individual development.

A.   reinforcement.

B.   classical conditioning.

C.   modeling.

D.   punishment.

A.   reinforcing good behavior and punishing bad behavior.

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

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

D.   cooperative diaglogues with adults and more expert peers.

A.   sensorimotor

B.   formal operational

C.   concrete operational

D.   preoperational

A.   sensorimotor

B.   formal operational

C.   concrete operational

D.   preoperational

A.   chromosomes.

B.   genotypes.

C.   phenotypes.

D.   alleles.

A.   chromosome

B.   phenotype

C.   genotype

D.   karyotype

A.   phenotypes

B.   genotypes

C.   chromosomes

D.   cells

A.   phenotypes

B.   alleles

C.   gametes

D.   autosomes

A.   results in dizygotic twins.

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

C.   permits the chromosomes to copy themselves.

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

A.   autosome

B.   zygote

C.   gamete

D.   allele

A.   a carrier.

B.   recessive.

C.   dominant–recessive.

D.   dominant.

A.   require frequent blood transfusions

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

C.   require hormone therapy

D.   need regular injections of insulin

A.   Turner

B.   Down

C.   Klinefelter

D.   XYY

A.   ovaries.

B.   cervix.

C.   uterus.

D.   fallopian tubes.

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.   swells to form the brain.

B.   grows slowly at first.

C.   develops into the nervous system and spinal cord.

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

A.   nervous system and skin.

B.   digestive system, lungs, and urinary tract.

C.   muscles and skeleton.

D.   brain and central nervous system.

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

B.   occurs sometime during the second trimester of pregnancy.

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

D.   occurs sometime between 18 and 21 weeks.

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

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

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

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

A.   Heroin

B.   Prescription drug use

C.   Marijuana

D.   Cocaine

A.   both a and c

B.   higher mental test scores

C.   deformities of the arms and legs

D.   below average intelligence

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

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

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

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

A.   less irritable during the first three months.

B.   heavier and longer at birth.

C.   more irritable during the first three years.

D.   born later.

A.   Give Angus formula the first six months.

B.   Give Angus foods containing saturated fats.

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

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

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

B.   usually strikes after weaning.

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

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

A.   nonorganic failure to thrive.

B.   marasmus.

C.   kwashiorkor.

D.   iron-deficiency anemia.

A.   crawling

B.   tying their shoes

C.   grasping

D.   scribbling

A.   accommodate; organize

B.   organize; assimilate

C.   assimilate; accommodate

D.   organize; adapt

A.   the primary circular reaction.

B.   mental representation.

C.   object permanence.

D.   reflexive schemes.

A.   Sensory processes

B.   Automatic processes

C.   Permanent functions

D.   Executive functions

A.   Recognition; recall

B.   Recall; recognition

C.   The sensory register; working memory

D.   Habituation; recovery

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

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

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

D.   they cannot translate early preverbal memories into language.

A.   take part in coloring with crayons with their children

B.   talk to their infants and toddlers

C.   provide an unstructured and chaotic physical setting

D.   engage their children in physical activity

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

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

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

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

B.   shows delays in motor and mental development.

C.   sleeps longer than most infants.

D.   produces low levels of the stress hormone cortisol.

A.   cries when picked up by an unfamiliar adult.

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

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

D.   prefers one parent over the other.

A.   They should be unresponsive when Beckham eats fruit.

B.   They should slowly nod when Beckham eats fruit.

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

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

A.   envy, happiness, and disgust

B.   embarrassment, pride, and interest

C.   guilt, shame, and pride

D.   shame, doubt, and surprise

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

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

C.   does not emerge until the preschool years.

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

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

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

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

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

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

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

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

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

A.   attachment quality; child-care experiences

B.   attachment quality; temperament

C.   a parent's temperament; financial resources

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

A.   did not develop an attachment to either surrogate.

B.   clung to the soft terry-cloth surrogate.

C.   developed an attachment to both surrogates.

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

A.   single parenting

B.   low parental IQ

C.   highly inadequate caregiving

D.   the absence of siblings

A.   smitosis

B.   DNA

C.   phenotype

D.   zygote