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

C.   minimized the role of culture in individual development.

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

A.   reinforcement.

B.   modeling.

C.   punishment.

D.   classical conditioning.

A.   cooperative diaglogues with adults and more expert peers.

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.   reinforcing good behavior and punishing bad behavior.

A.   sensorimotor

B.   preoperational

C.   formal operational

D.   concrete operational

A.   formal operational

B.   preoperational

C.   sensorimotor

D.   concrete operational

A.   chromosomes.

B.   phenotypes.

C.   alleles.

D.   genotypes.

A.   karyotype

B.   phenotype

C.   chromosome

D.   genotype

A.   chromosomes

B.   cells

C.   phenotypes

D.   genotypes

A.   phenotypes

B.   autosomes

C.   alleles

D.   gametes

A.   permits the chromosomes to copy themselves.

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

C.   results in dizygotic twins.

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

A.   autosome

B.   zygote

C.   gamete

D.   allele

A.   dominant.

B.   recessive.

C.   a carrier.

D.   dominant–recessive.

A.   need regular injections of insulin

B.   require frequent blood transfusions

C.   require hormone therapy

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

A.   XYY

B.   Turner

C.   Klinefelter

D.   Down

A.   ovaries.

B.   fallopian tubes.

C.   cervix.

D.   uterus.

A.   is the longest prenatal period.

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

C.   lasts about two weeks.

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

A.   grows slowly at first.

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

C.   develops into the nervous system and spinal cord.

D.   swells to form the brain.

A.   brain and central nervous system.

B.   nervous system and skin.

C.   digestive system, lungs, and urinary tract.

D.   muscles and skeleton.

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

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

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

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

A.   Prescription drug use

B.   Heroin

C.   Cocaine

D.   Marijuana

A.   both a and c

B.   deformities of the arms and legs

C.   below average intelligence

D.   higher mental test scores

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.   heavier and longer at birth.

B.   less irritable during the first three months.

C.   born later.

D.   more irritable during the first three years.

A.   Give Angus formula the first six months.

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

C.   Give Angus foods containing saturated fats.

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

A.   usually strikes after weaning.

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

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

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.   scribbling

C.   crawling

D.   tying their shoes

A.   organize; assimilate

B.   accommodate; organize

C.   organize; adapt

D.   assimilate; accommodate

A.   object permanence.

B.   the primary circular reaction.

C.   reflexive schemes.

D.   mental representation.

A.   Permanent functions

B.   Automatic processes

C.   Sensory processes

D.   Executive functions

A.   The sensory register; working memory

B.   Recall; recognition

C.   Habituation; recovery

D.   Recognition; recall

A.   they cannot translate early preverbal memories into language.

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

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.   provide an unstructured and chaotic physical setting

B.   talk to their infants and toddlers

C.   engage their children in physical activity

D.   take part in coloring with crayons with their children

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.   sleeps longer than most infants.

C.   shows delays in motor and mental development.

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.   prefers one parent over the other.

D.   looks at his mother's facial expression before touching an unfamiliar 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.   envy, happiness, and disgust

B.   embarrassment, pride, and interest

C.   guilt, shame, and pride

D.   shame, doubt, and surprise

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

B.   does not emerge until the preschool years.

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

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

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

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

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

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

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

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

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

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

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

B.   a parent's temperament; financial resources

C.   attachment quality; temperament

D.   attachment quality; child-care experiences

A.   developed an attachment to both surrogates.

B.   clung to the soft terry-cloth surrogate.

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

D.   did not develop an attachment to either surrogate.

A.   the absence of siblings

B.   single parenting

C.   highly inadequate caregiving

D.   low parental IQ

A.   zygote

B.   DNA

C.   smitosis

D.   phenotype