A.   model the behavior of parents and other caregivers.

B.   acquire increasingly complex information-processing skills.

C.   confront conflicts between biological drives and social expectations.

D.   actively explore the environment.

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

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

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

D.   minimized the role of culture in individual development.

A.   punishment.

B.   classical conditioning.

C.   modeling.

D.   reinforcement.

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

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

C.   reinforcing good behavior and punishing bad behavior.

D.   cooperative diaglogues with adults and more expert peers.

A.   sensorimotor

B.   formal operational

C.   preoperational

D.   concrete operational

A.   concrete operational

B.   preoperational

C.   formal operational

D.   sensorimotor

A.   alleles.

B.   genotypes.

C.   chromosomes.

D.   phenotypes.

A.   chromosome

B.   genotype

C.   phenotype

D.   karyotype

A.   genotypes

B.   cells

C.   phenotypes

D.   chromosomes

A.   gametes

B.   autosomes

C.   phenotypes

D.   alleles

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

B.   results in dizygotic twins.

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

D.   permits the chromosomes to copy themselves.

A.   autosome

B.   gamete

C.   allele

D.   zygote

A.   dominant–recessive.

B.   a carrier.

C.   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.   Klinefelter

B.   XYY

C.   Down

D.   Turner

A.   cervix.

B.   ovaries.

C.   uterus.

D.   fallopian tubes.

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

B.   lasts about two weeks.

C.   is the longest prenatal period.

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

A.   grows slowly at first.

B.   develops into the nervous system and spinal cord.

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

D.   swells to form the brain.

A.   brain and central nervous system.

B.   muscles and skeleton.

C.   digestive system, lungs, and urinary tract.

D.   nervous system and skin.

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

B.   occurs sometime between 18 and 21 weeks.

C.   occurs sometime during the second trimester of pregnancy.

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

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

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

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

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

A.   Heroin

B.   Marijuana

C.   Cocaine

D.   Prescription drug use

A.   higher mental test scores

B.   below average intelligence

C.   deformities of the arms and legs

D.   both a and c

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

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

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

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

A.   born later.

B.   less irritable during the first three months.

C.   heavier and longer at birth.

D.   more irritable during the first three years.

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

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

C.   Give Angus formula the first six months.

D.   Give Angus foods containing saturated fats.

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

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

C.   usually strikes after weaning.

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

A.   kwashiorkor.

B.   iron-deficiency anemia.

C.   nonorganic failure to thrive.

D.   marasmus.

A.   grasping

B.   crawling

C.   tying their shoes

D.   scribbling

A.   organize; adapt

B.   accommodate; organize

C.   organize; assimilate

D.   assimilate; accommodate

A.   reflexive schemes.

B.   object permanence.

C.   the primary circular reaction.

D.   mental representation.

A.   Sensory processes

B.   Permanent functions

C.   Executive functions

D.   Automatic processes

A.   Habituation; recovery

B.   Recall; recognition

C.   Recognition; recall

D.   The sensory register; working memory

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

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

C.   they cannot translate early preverbal memories into language.

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

A.   take part in coloring with crayons with their children

B.   provide an unstructured and chaotic physical setting

C.   engage their children in physical activity

D.   talk to their infants and toddlers

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

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

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.   tries to comfort his mother when she is sad.

B.   shows delays in motor and mental development.

C.   produces low levels of the stress hormone cortisol.

D.   sleeps longer than most infants.

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

B.   prefers one parent over the other.

C.   cries when picked up by an unfamiliar adult.

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

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

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

C.   They should be unresponsive when Beckham eats fruit.

D.   They should slowly nod when Beckham eats fruit.

A.   envy, happiness, and disgust

B.   guilt, shame, and pride

C.   embarrassment, pride, and interest

D.   shame, doubt, and surprise

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

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

C.   does not emerge until the preschool years.

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

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

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

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

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

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

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

A.   attachment quality; temperament

B.   a parent's temperament; financial resources

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

D.   attachment quality; child-care experiences

A.   developed an attachment to both surrogates.

B.   did not develop an attachment to either surrogate.

C.   clung to the soft terry-cloth surrogate.

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

A.   the absence of siblings

B.   low parental IQ

C.   highly inadequate caregiving

D.   single parenting

A.   DNA

B.   zygote

C.   smitosis

D.   phenotype