A.   acquire increasingly complex information-processing skills.

B.   model the behavior of parents and other caregivers.

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

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

D.   minimized the role of culture in individual development.

A.   modeling.

B.   classical conditioning.

C.   reinforcement.

D.   punishment.

A.   reinforcing good behavior and punishing bad behavior.

B.   cooperative diaglogues with adults and more expert peers.

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

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

A.   concrete operational

B.   formal operational

C.   preoperational

D.   sensorimotor

A.   sensorimotor

B.   formal operational

C.   preoperational

D.   concrete operational

A.   alleles.

B.   chromosomes.

C.   genotypes.

D.   phenotypes.

A.   karyotype

B.   genotype

C.   chromosome

D.   phenotype

A.   phenotypes

B.   cells

C.   chromosomes

D.   genotypes

A.   phenotypes

B.   alleles

C.   autosomes

D.   gametes

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.   autosome

B.   zygote

C.   allele

D.   gamete

A.   a carrier.

B.   dominant–recessive.

C.   dominant.

D.   recessive.

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.   Down

B.   Klinefelter

C.   XYY

D.   Turner

A.   ovaries.

B.   fallopian tubes.

C.   cervix.

D.   uterus.

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

B.   lasts about two weeks.

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

D.   is the longest prenatal period.

A.   develops into the nervous system and spinal cord.

B.   grows slowly at first.

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

D.   swells to form the brain.

A.   nervous system and skin.

B.   muscles and skeleton.

C.   brain and central nervous system.

D.   digestive system, lungs, and urinary tract.

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

B.   occurs sometime during the second trimester of pregnancy.

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

D.   occurs sometime between 18 and 21 weeks.

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

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

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

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

A.   Heroin

B.   Prescription drug use

C.   Cocaine

D.   Marijuana

A.   both a and c

B.   below average intelligence

C.   deformities of the arms and legs

D.   higher mental test scores

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

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

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

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

A.   heavier and longer at birth.

B.   born later.

C.   more irritable during the first three years.

D.   less irritable during the first three months.

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

B.   Give Angus formula the first six months.

C.   Give Angus foods containing saturated fats.

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

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

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.   usually strikes after weaning.

A.   iron-deficiency anemia.

B.   kwashiorkor.

C.   marasmus.

D.   nonorganic failure to thrive.

A.   grasping

B.   tying their shoes

C.   crawling

D.   scribbling

A.   accommodate; organize

B.   organize; assimilate

C.   assimilate; accommodate

D.   organize; adapt

A.   object permanence.

B.   the primary circular reaction.

C.   reflexive schemes.

D.   mental representation.

A.   Permanent functions

B.   Executive functions

C.   Automatic processes

D.   Sensory processes

A.   The sensory register; working memory

B.   Habituation; recovery

C.   Recall; recognition

D.   Recognition; recall

A.   they cannot translate early preverbal memories into language.

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

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

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

A.   engage their children in physical activity

B.   take part in coloring with crayons with their children

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.   produces low levels of the stress hormone cortisol.

B.   shows delays in motor and mental development.

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

D.   sleeps longer than most infants.

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

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

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

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

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

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

A.   a parent's temperament; financial resources

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

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.   low parental IQ

C.   highly inadequate caregiving

D.   single parenting

A.   smitosis

B.   zygote

C.   DNA

D.   phenotype