A.   acquire increasingly complex information-processing skills.

B.   model the behavior of parents and other caregivers.

C.   actively explore the environment.

D.   confront conflicts between biological drives and social expectations.

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

B.   minimized the role of culture in individual development.

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

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

A.   reinforcement.

B.   punishment.

C.   modeling.

D.   classical conditioning.

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

B.   cooperative diaglogues with adults and more expert peers.

C.   reinforcing good behavior and punishing bad behavior.

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

A.   formal operational

B.   sensorimotor

C.   concrete operational

D.   preoperational

A.   concrete operational

B.   sensorimotor

C.   formal operational

D.   preoperational

A.   phenotypes.

B.   alleles.

C.   chromosomes.

D.   genotypes.

A.   genotype

B.   karyotype

C.   chromosome

D.   phenotype

A.   cells

B.   phenotypes

C.   chromosomes

D.   genotypes

A.   phenotypes

B.   autosomes

C.   alleles

D.   gametes

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

B.   results in dizygotic twins.

C.   doubles 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.   recessive.

B.   a carrier.

C.   dominant.

D.   dominant–recessive.

A.   need regular injections of insulin

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

C.   require frequent blood transfusions

D.   require hormone therapy

A.   Turner

B.   Down

C.   XYY

D.   Klinefelter

A.   ovaries.

B.   uterus.

C.   fallopian tubes.

D.   cervix.

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

B.   is the longest prenatal period.

C.   lasts about two weeks.

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

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 first survive if born early.

B.   occurs sometime during the second trimester of pregnancy.

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

D.   occurs sometime between 18 and 21 weeks.

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

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

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

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

A.   Cocaine

B.   Heroin

C.   Prescription drug use

D.   Marijuana

A.   below average intelligence

B.   both a and c

C.   higher mental test scores

D.   deformities of the arms and legs

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

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

A.   heavier and longer at birth.

B.   more irritable during the first three years.

C.   less irritable during the first three months.

D.   born later.

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

B.   Give Angus formula the first six months.

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

D.   Give Angus foods containing saturated fats.

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

B.   usually strikes after weaning.

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

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

A.   nonorganic failure to thrive.

B.   iron-deficiency anemia.

C.   marasmus.

D.   kwashiorkor.

A.   scribbling

B.   grasping

C.   crawling

D.   tying their shoes

A.   accommodate; organize

B.   organize; adapt

C.   assimilate; accommodate

D.   organize; assimilate

A.   the primary circular reaction.

B.   mental representation.

C.   object permanence.

D.   reflexive schemes.

A.   Executive functions

B.   Sensory processes

C.   Permanent functions

D.   Automatic processes

A.   The sensory register; working memory

B.   Recognition; recall

C.   Recall; recognition

D.   Habituation; recovery

A.   they cannot translate early preverbal memories into language.

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.   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.   engage their children in physical activity

C.   provide an unstructured and chaotic physical setting

D.   talk to their infants and toddlers

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

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

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

A.   sleeps longer than most infants.

B.   shows delays in motor and mental development.

C.   produces low levels of the stress hormone cortisol.

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

A.   prefers one parent over the other.

B.   cries when picked up by an unfamiliar adult.

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

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

A.   They should slowly nod when Beckham eats fruit.

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

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

D.   They should be unresponsive when Beckham eats fruit.

A.   embarrassment, pride, and interest

B.   guilt, shame, and pride

C.   shame, doubt, and surprise

D.   envy, happiness, and disgust

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

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

C.   does not emerge until the preschool years.

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

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

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

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

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

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

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

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.   attachment quality; child-care experiences

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

D.   a parent's temperament; financial resources

A.   developed an attachment to both surrogates.

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

C.   clung to the soft terry-cloth surrogate.

D.   did not develop an attachment to either surrogate.

A.   highly inadequate caregiving

B.   the absence of siblings

C.   low parental IQ

D.   single parenting

A.   DNA

B.   phenotype

C.   smitosis

D.   zygote