A.   confront conflicts between biological drives and social expectations.

B.   model the behavior of parents and other caregivers.

C.   acquire increasingly complex information-processing skills.

D.   actively explore the environment.

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

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

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

D.   minimized the role of culture in individual development.

A.   reinforcement.

B.   punishment.

C.   modeling.

D.   classical conditioning.

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

B.   reinforcing good behavior and punishing bad behavior.

C.   cooperative diaglogues with adults and more expert peers.

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

A.   formal operational

B.   preoperational

C.   sensorimotor

D.   concrete operational

A.   formal operational

B.   preoperational

C.   concrete operational

D.   sensorimotor

A.   phenotypes.

B.   chromosomes.

C.   genotypes.

D.   alleles.

A.   chromosome

B.   phenotype

C.   genotype

D.   karyotype

A.   chromosomes

B.   phenotypes

C.   genotypes

D.   cells

A.   phenotypes

B.   autosomes

C.   gametes

D.   alleles

A.   permits the chromosomes to copy themselves.

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

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

D.   results in dizygotic twins.

A.   autosome

B.   allele

C.   gamete

D.   zygote

A.   a carrier.

B.   dominant–recessive.

C.   dominant.

D.   recessive.

A.   require hormone therapy

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

C.   need regular injections of insulin

D.   require frequent blood transfusions

A.   Klinefelter

B.   Down

C.   Turner

D.   XYY

A.   cervix.

B.   uterus.

C.   ovaries.

D.   fallopian tubes.

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

B.   lasts about two weeks.

C.   is the longest prenatal period.

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

A.   swells to form the brain.

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

C.   develops into the nervous system and spinal cord.

D.   grows slowly at first.

A.   digestive system, lungs, and urinary tract.

B.   muscles and skeleton.

C.   nervous system and skin.

D.   brain and central nervous system.

A.   occurs sometime between 18 and 21 weeks.

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

C.   occurs sometime during the second trimester of pregnancy.

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.   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.   Marijuana

B.   Prescription drug use

C.   Heroin

D.   Cocaine

A.   both a and c

B.   deformities of the arms and legs

C.   below average intelligence

D.   higher mental test scores

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

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

A.   more irritable during the first three years.

B.   less irritable during the first three months.

C.   heavier and longer at birth.

D.   born later.

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

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

C.   Give Angus foods containing saturated fats.

D.   Give Angus formula the first six months.

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

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

C.   usually strikes after weaning.

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

A.   marasmus.

B.   nonorganic failure to thrive.

C.   kwashiorkor.

D.   iron-deficiency anemia.

A.   scribbling

B.   crawling

C.   tying their shoes

D.   grasping

A.   organize; adapt

B.   organize; assimilate

C.   assimilate; accommodate

D.   accommodate; organize

A.   reflexive schemes.

B.   mental representation.

C.   object permanence.

D.   the primary circular reaction.

A.   Permanent functions

B.   Executive functions

C.   Sensory processes

D.   Automatic processes

A.   The sensory register; working memory

B.   Recall; recognition

C.   Habituation; recovery

D.   Recognition; recall

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

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.   they cannot translate early preverbal memories into language.

A.   engage their children in physical activity

B.   take part in coloring with crayons with their children

C.   talk to their infants and toddlers

D.   provide an unstructured and chaotic physical setting

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

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

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

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

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

C.   cries when picked up by an unfamiliar adult.

D.   prefers one parent over the other.

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

B.   They should slowly nod when Beckham eats fruit.

C.   They should be unresponsive 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.   involves the use of strategies to adjust an emotional state to a comfortable level of intensity.

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

D.   does not emerge until the preschool years.

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

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

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

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

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

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

A.   attachment quality; child-care experiences

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

C.   attachment quality; temperament

D.   a parent's temperament; financial resources

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.   single parenting

C.   highly inadequate caregiving

D.   low parental IQ

A.   zygote

B.   phenotype

C.   smitosis

D.   DNA