A.   confront conflicts between biological drives and social expectations.

B.   acquire increasingly complex information-processing skills.

C.   model the behavior of parents and other caregivers.

D.   actively explore the environment.

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

B.   minimized the role of culture in individual development.

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

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

A.   punishment.

B.   modeling.

C.   reinforcement.

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.   concrete operational

B.   sensorimotor

C.   preoperational

D.   formal operational

A.   concrete operational

B.   sensorimotor

C.   formal operational

D.   preoperational

A.   chromosomes.

B.   genotypes.

C.   phenotypes.

D.   alleles.

A.   chromosome

B.   genotype

C.   karyotype

D.   phenotype

A.   genotypes

B.   phenotypes

C.   chromosomes

D.   cells

A.   alleles

B.   autosomes

C.   phenotypes

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.   zygote

B.   allele

C.   autosome

D.   gamete

A.   dominant–recessive.

B.   recessive.

C.   a carrier.

D.   dominant.

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

B.   need regular injections of insulin

C.   require frequent blood transfusions

D.   require hormone therapy

A.   XYY

B.   Klinefelter

C.   Down

D.   Turner

A.   ovaries.

B.   cervix.

C.   fallopian tubes.

D.   uterus.

A.   lasts about two weeks.

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

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

D.   is the longest prenatal period.

A.   swells to form the brain.

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

C.   grows slowly at first.

D.   develops into the nervous system and spinal cord.

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 be born without being premature.

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 first survive if born early.

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

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

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

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

A.   Marijuana

B.   Heroin

C.   Prescription drug use

D.   Cocaine

A.   below average intelligence

B.   both a and c

C.   deformities of the arms and legs

D.   higher mental test scores

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

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

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.   less irritable during the first three months.

B.   heavier and longer at birth.

C.   born later.

D.   more irritable during the first three years.

A.   Give Angus foods containing saturated fats.

B.   Give Angus formula the first six months.

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

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

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.   marasmus.

B.   kwashiorkor.

C.   iron-deficiency anemia.

D.   nonorganic failure to thrive.

A.   tying their shoes

B.   grasping

C.   crawling

D.   scribbling

A.   organize; adapt

B.   accommodate; organize

C.   organize; assimilate

D.   assimilate; accommodate

A.   mental representation.

B.   object permanence.

C.   the primary circular reaction.

D.   reflexive schemes.

A.   Executive functions

B.   Automatic processes

C.   Sensory processes

D.   Permanent functions

A.   Habituation; recovery

B.   Recall; recognition

C.   Recognition; recall

D.   The sensory register; working memory

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

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

C.   they cannot translate early preverbal memories into language.

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

A.   provide an unstructured and chaotic physical setting

B.   take part in coloring with crayons with their children

C.   engage their children in physical activity

D.   talk to their infants and toddlers

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

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

A.   sleeps longer than most infants.

B.   produces low levels of the stress hormone cortisol.

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

D.   shows delays in motor and mental development.

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

B.   cries when picked up by an unfamiliar adult.

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

D.   prefers one parent over the other.

A.   They should slowly nod when Beckham eats fruit.

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

C.   They should be unresponsive when Beckham eats fruit.

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

A.   guilt, shame, and pride

B.   embarrassment, pride, and interest

C.   envy, happiness, and disgust

D.   shame, doubt, and surprise

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

B.   does not emerge until the preschool years.

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

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

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

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

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

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

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

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

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

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

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

B.   attachment quality; temperament

C.   attachment quality; child-care experiences

D.   a parent's temperament; financial resources

A.   clung to the soft terry-cloth surrogate.

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

C.   did not develop an attachment to either surrogate.

D.   developed an attachment to both surrogates.

A.   highly inadequate caregiving

B.   low parental IQ

C.   single parenting

D.   the absence of siblings

A.   zygote

B.   smitosis

C.   DNA

D.   phenotype