A.   confront conflicts between biological drives and social expectations.

B.   model the behavior of parents and other caregivers.

C.   actively explore the environment.

D.   acquire increasingly complex information-processing skills.

A.   minimized the role of culture in individual development.

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

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

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

A.   modeling.

B.   punishment.

C.   reinforcement.

D.   classical conditioning.

A.   reinforcing good behavior and punishing bad behavior.

B.   cooperative diaglogues with adults and more expert peers.

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

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

A.   sensorimotor

B.   concrete operational

C.   preoperational

D.   formal operational

A.   preoperational

B.   formal operational

C.   concrete operational

D.   sensorimotor

A.   genotypes.

B.   phenotypes.

C.   alleles.

D.   chromosomes.

A.   karyotype

B.   chromosome

C.   genotype

D.   phenotype

A.   genotypes

B.   cells

C.   phenotypes

D.   chromosomes

A.   alleles

B.   autosomes

C.   gametes

D.   phenotypes

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

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

C.   permits the chromosomes to copy themselves.

D.   results in dizygotic twins.

A.   zygote

B.   gamete

C.   autosome

D.   allele

A.   dominant.

B.   a carrier.

C.   dominant–recessive.

D.   recessive.

A.   require hormone therapy

B.   require frequent blood transfusions

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

D.   need regular injections of insulin

A.   XYY

B.   Turner

C.   Klinefelter

D.   Down

A.   uterus.

B.   ovaries.

C.   cervix.

D.   fallopian tubes.

A.   lasts about two weeks.

B.   is the longest prenatal period.

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

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

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

B.   develops into the nervous system and spinal cord.

C.   grows slowly at first.

D.   swells to form the brain.

A.   digestive system, lungs, and urinary tract.

B.   nervous system and skin.

C.   brain and central nervous system.

D.   muscles and skeleton.

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

B.   occurs sometime during the second trimester of pregnancy.

C.   occurs sometime between 18 and 21 weeks.

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

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

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

A.   Prescription drug use

B.   Heroin

C.   Cocaine

D.   Marijuana

A.   deformities of the arms and legs

B.   both a and c

C.   higher mental test scores

D.   below average intelligence

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

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

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

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.   more irritable during the first three years.

D.   born later.

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

B.   Give Angus foods containing saturated fats.

C.   Give Angus formula the first six months.

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

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

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

C.   usually strikes after weaning.

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

A.   marasmus.

B.   nonorganic failure to thrive.

C.   kwashiorkor.

D.   iron-deficiency anemia.

A.   tying their shoes

B.   crawling

C.   scribbling

D.   grasping

A.   accommodate; organize

B.   assimilate; accommodate

C.   organize; assimilate

D.   organize; adapt

A.   the primary circular reaction.

B.   object permanence.

C.   reflexive schemes.

D.   mental representation.

A.   Executive functions

B.   Sensory processes

C.   Permanent functions

D.   Automatic processes

A.   Recognition; recall

B.   Recall; recognition

C.   The sensory register; working memory

D.   Habituation; recovery

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

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.   talk to their infants and toddlers

D.   provide an unstructured and chaotic physical setting

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

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

A.   shows delays in motor and mental development.

B.   sleeps longer than most infants.

C.   produces low levels of the stress hormone cortisol.

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

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

B.   prefers one parent over the other.

C.   cries when picked up by an unfamiliar adult.

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

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

B.   They should be unresponsive when Beckham eats fruit.

C.   They should slowly nod 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.   shame, doubt, and surprise

D.   guilt, shame, and pride

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

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

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

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

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

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

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

D.   is generally cheerful and is slow to accept 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.   usually developed an attachment to the wire-mesh surrogate.

B.   did not develop an attachment to either surrogate.

C.   developed an attachment to both surrogates.

D.   clung to the soft terry-cloth surrogate.

A.   the absence of siblings

B.   single parenting

C.   low parental IQ

D.   highly inadequate caregiving

A.   phenotype

B.   smitosis

C.   zygote

D.   DNA