Introduction to Psychology Active Learning through Modules, International Edition 12tH Edition By Dennis Coon – Test Bank
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Sample Test
Chapter 3: Development Across The Lifespan
Module 3.1
MULTIPLE CHOICE
1. Developmental
psychology is the study of
2. the
language, personality, and emotions of children and adolescents.
3. the
stages of life and the important tasks of each.
4. progressive
changes in behavior and abilities from conception to death.
5. the
role of maturation in the unfolding of human potential.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
2. The
study of changes in behavior from conception to death encompasses the field
known as
3. gerontology.
4. thanatology.
5. developmental
psychology.
6. social
psychology.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
3. Dianne
is a psychologist who is interested in the progressive changes that people show
in their behavior and abilities from conception to death. Dianne is most likely
a __________ psychologist.
4. social
5. behavioral
6. comparative
7. developmental
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
4. Developmental
psychologists are interested in changes in behavior that occur from
5. conception
on to death (the womb to the tomb).
6. birth
to adolescence (infant to teen).
7. birth
to adulthood (child to grown-up).
8. conception
to senescence.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
5. Achieving
sexual maturity is mainly governed by
6. nurture.
7. nature.
8. the
environment.
9. evolutionary
senescence.
ANS:
B
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
6. Learning
to swim or to use a computer is primarily a matter of
7. nurture.
8. nature.
9. heredity.
10.
maturation.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
7. The importance
of heredity stems from the fact that it
8. is
not subject to environmental influences.
9. determines
the overall health of an organism.
10.
sets the limits of development by providing a framework of
potentials and limitations.
11.
is more fragile than the environment and, consequently, can be
more changeable.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
8. Psychologists
generally resolve the nature-nurture debate by agreeing that
9. heredity
and environment are interacting and inseparable factors in development.
10.
heredity is more important because it precedes the effects of
experience.
11.
environment is more important because its effects are less
flexible than those of heredity.
12.
environment is more important because most behaviors of interest
to psychologists are learned.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
9. According
to the text, what conclusions can be drawn in the nature-nurture debate?
10.
Heredity is the most important because we inherit our potential
for development as well as our limitations.
11.
Environment is the most important because influences, such as
learning, nutrition, disease, and culture affect our ability to develop to our
potential.
12.
It is the interaction between heredity and environment that is
important in determining who we become.
13.
Neither heredity nor environment is important; only our own
behavior determines who we are.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
10.
The genetic transmission of physical and psychological
characteristics from parents to offspring is known as.
11.
development.
12.
heredity.
13.
nurture.
14.
maturation.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
11.
When psychologists attribute development to nature, they are
referring to the effects of
12.
mother/infant bonding.
13.
heredity and genetics.
14.
environmental influences.
15.
evolutionary selection.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
12.
The uniting of the egg and sperm is referred to as
13.
development.
14.
transformation.
15.
conception.
16.
developmental sequencing.
ANS:
C
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
13.
Conception occurs when the
14.
egg is released from the ovary.
15.
egg and sperm unite.
16.
fertilized egg makes its first division.
17.
embryo implants into the uterine lining.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
14.
The long, ladder-like chains of chemical molecules that act as a
code for genetic information are known as
15.
DNA.
16.
gametes.
17.
ribosomes.
18.
MSG.
ANS:
A DIF:
Easy REF: Module
3.1 MSC: TYPE: Fact
15.
Which of the following is found in the nucleus of every human
cell and contains a record of all the instructions needed to make a human?
16.
DNA
17.
MBA
18.
neurilemma
19.
myelin
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
16.
The code for genetic information consists of
17.
the sperm and ovum.
18.
the presence of neurotransmitters, especially acetylcholine.
19.
the order of the molecules making up DNA.
20.
molecular ganglia.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
17.
The chemical molecules making up DNA are
18.
organic acids.
19.
organic bases.
20.
ribosomes.
21.
molecular ganglia.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
18.
A major scientific milestone was reached with the completion in
2003 when the entire sequence of all three billion chemical base pairs in human
DNA was completed through the __________ Project.
19.
Manhattan
20.
Nature-Nurture
21.
Human Genome
22.
Polygenic Mapping
ANS:
C
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
19.
Within the nucleus of every human cell are 46 thread-like
structures that hold the coded instructions of heredity. These 46 structures
are called
20.
gametes.
21.
DNA organic acids.
22.
chromosomes.
23.
genes.
ANS:
C
DIF: Moderate
REF: Module 3.1
MSC: TYPE: Fact
20.
Responsible for all the genetic information passed form parents
to children are the 46 __________ in each cell of the body.
21.
genes
22.
chromosomes
23.
zygotes
24.
gametes
ANS:
B
DIF: Moderate
REF: Module 3.1
MSC: TYPE: Fact
21.
Which of the following words means “colored body”?
22.
gene
23.
chromosome
24.
zygote
25.
gamete
ANS:
B
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
22.
In the nucleus of every human cell, except for the sperm and
ova, are _______ chromosomes.
23.
24
24.
36
25.
46
26.
60
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
23.
Within the nucleus of each sperm and each ovum, there are _____
chromosomes.
24.
23
25.
36
26.
46
27.
60
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
24.
Specific areas on a strand of DNA that carry hereditary
information are called
25.
isotopes.
26.
genes.
27.
somas.
28.
ribosomes.
ANS: B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
25.
The part of a chromosome that contains instructions that affect
a particular process or personal characteristic is called a(n)
26.
isotope.
27.
gene.
28.
soma.
29.
autosome.
ANS:
B DIF:
Easy REF: Module
3.1 MSC: TYPE: Fact
26.
Chromosomes are made up of
27.
zygotes.
28.
gametes.
29.
genes.
30.
phenotypes.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
27.
A gene whose influence will be expressed each time the gene is
present is known as a _______ gene.
28.
recessive
29.
dominant
30.
polygenic
31.
sex-linked
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
28.
A gene whose influence will be expressed only when it is paired
with a second gene of the same type is known as a ________ gene.
29.
recessive
30.
dominant
31.
polygenic
32.
gender-linked
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
29.
Which combination could produce a blue-eyed child?
30.
The father is brown-eyed, and the mother is blue-eyed.
31.
The father is blue-eyed, and the mother is brown-eyed.
32.
Both father and mother are brown-eyed.
33.
Each of these could produce a blue-eyed child.
ANS:
D DIF:
Difficult
REF: Module 3.1
MSC: TYPE: Application
30.
Morgan has albinism, a recessive condition resulting in a lack
of skin pigment. If neither of Morgan’s parents have albinism, how did Morgan
develop this condition?
31.
Morgan received a dominant gene for the condition from each
parent.
32.
Morgan received a recessive gene for the condition from each
parent.
33.
Morgan received two dominant genes for the condition from one of
her parents.
34.
Morgan received two recessive genes for the condition from one
of her parents.
ANS:
B
DIF:
Difficult
REF: Module 3.1 MSC:
TYPE: Application
31.
James has one brown-eye gene and one blue-eye gene. His wife
Carolyn also has one brown-eye gene and one blue-eye gene. What is the chance
that their child could have blue eyes?
32.
one chance in two
33.
one chance in three
34.
one chance in four
35.
no chance (zero out of four)
ANS:
C
DIF:
Difficult
REF: Module 3.1 MSC:
TYPE: Application
32.
Bruce has a dominant gene for brown eyes and a recessive gene
for blue eyes. Bruce’s eye color would be
33.
green.
34.
brown.
35.
blue.
36.
impossible to predict.
ANS:
B
DIF:
Difficult
REF: Module 3.1 KEY:
www
MSC: TYPE: Application
33.
Both parents carry one recessive gene for sickle cell anemia,
but they do not have sickle cell anemia themselves. What is the chance that
their child could have sickle cell anemia?
34.
one chance in two
35.
one chance in three
36.
one chance in four
37.
no chance (zero out of four)
ANS: C
DIF:
Difficult
REF: Module 3.1
MSC: TYPE: Application
34.
Traits that are determined by many genes working in combination
are called ______ characteristics.
35.
dominant
36.
recessive
37.
polymorphic
38.
polygenic
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
35.
One’s skin color is controlled by the expression of many genes
working together in combination. Thus, skin color is a _______ characteristic.
36.
dominant
37.
recessive
38.
polygenic
39.
sex-linked
ANS:
C
DIF:
Difficult
REF: Module 3.1 MSC:
TYPE: Application
36.
Regarding heredity, which of the following statements is FALSE?
37.
Most of our characteristics are controlled by single genes.
38.
Heredity determines eye color, skin color, and susceptibility to
some diseases.
39.
Genes can switch on or off at certain ages or developmental
stages.
40.
Genetic instructions influence intelligence, personality traits,
and sexual orientation.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
37.
The physical growth and development of the body, brain, and
nervous system is called
38.
readiness.
39.
maturation.
40.
mobility.
41.
heredity.
ANS:
B
DIF: Easy
REF: Module 3.1
KEY: *
MSC: TYPE: Fact
38.
The overall pattern of physical development from conception to
death is known as the
39.
human growth sequence.
40.
senescence pattern.
41.
adaptation sequence.
42.
zone of proximal development.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
39.
The broad outlines of the human growth sequence are virtually
universal. This fact is evidence of the effect of _________ on development.
40.
heredity
41.
temperament
42.
environment
43.
motor primacy
ANS: A
DIF: Easy
REF: Module 3.1
KEY: *
MSC: TYPE: Concept
40.
When an individual develops from a zygote to an embryo to a
fetus to a neonate and so on until one’s death, this overall pattern of
physical development is known as the
41.
human growth sequence.
42.
senescence pattern.
43.
adaptation sequence.
44.
zone of proximal development.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
41.
In the human growth sequence, the germinal, embryonic, and fetal
periods make up the _______ period.
42.
prenatal
43.
neonatal
44.
postnatal
45.
senescence
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
42.
In the human growth sequence, which period is characterized by
marked physiological and psychological deterioration?
43.
pubescence
44.
adulthood
45.
postnatal
46.
senescence
ANS:
D DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
43.
A condition that exists when maturation has advanced enough to
allow the rapidacquisition of a particular skill is known as
44.
readiness.
45.
assimilation.
46.
habituation.
47.
enrichment.
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
44.
Until minimum levels of physical structure are mature, no amount
of practice will be sufficient to develop certain skills. This statement
reflects
45.
assimilation.
46.
readiness.
47.
resiliency.
48.
habituation.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
45.
Sarah is seven months old. Her parents spend three hours a day
for five weeks straight holding Sarah up next to furniture in hopes that she
will grab onto the furniture and stand by herself. Sarah hates this treatment
and screams and cries, but her parents are unyielding. Finally, at the end of
the fifth week of training, Sarah stands up by herself while holding onto the
furniture. Her parents smile triumphantly. What have they accomplished here?
46.
Sarah’s parents have trained Sarah to stand up by herself
earlier than the average.
47.
Sarah was ready to stand up by herself at about eight months of
age; but her parents simply put her through a training ordeal for nothing.
48.
If Sarah’s parents had not trained her, Sarah could have been
developmentally delayed.
49.
Sarah’s parents have respected her personal rate of growth by
encouraging her with psychomotor training.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
46.
Jeffery is 18 months old, and his mother has spent almost every
waking moment of the last three weeks trying to toilet-train Jeffery. However,
Jeffery has shown no improvement. Jeffery’s mother should be told that toilet
training as well as other milestones in development are governed by the
47.
habituation of the child.
48.
child’s assimilation pattern.
49.
child’s readiness.
50.
quality and quantity of the training.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
47.
Although it tends to occur a little earlier in girls and a
little later in boys, the average age for completed toilet training is about
______ of age.
48.
12 months
49.
18 months
50.
two years
51.
three years
ANS:
D DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
48.
Toilet training will usually be completed
49.
when the parents and child want it to happen.
50.
the earlier the parents start the training.
51.
earlier with boys and a little later for girls.
52.
around the age of three, or when maturation has progressed
sufficiently.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
49.
Nature is to heredity as nurture is to
50.
environment.
51.
genetics.
52.
maturation.
53.
readiness.
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Concept
50.
The sum of all external conditions that affect a person is
referred to as
51.
nurture.
52.
senescence.
53.
nature.
54.
the human growth sequence.
ANS:
A DIF:
Easy REF: Module
3.1 MSC: TYPE: Concept
51.
When John B. Watson made the statement that if he had a dozen
infants he could take any one of them at random and train him to be a doctor,
merchant, thief, etc., he was referring to the powerful effect of
52.
nature.
53.
temperament.
54.
the human growth sequence.
55.
the environment.
ANS:
D DIF:
Difficult
REF: Module 3.1
MSC: TYPE: Application
52.
Compared to an adult, the brain of a newborn baby has __________
dendrites.
53.
significantly more
54.
slightly more
55.
fewer
56.
the same number of
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
53.
Compared to an adult, the brain of a newborn baby
has__________synapses.
54.
significantly more
55.
slightly more
56.
fewer
57.
the same number of
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
54.
Compared to the adult brain, the brain of a newborn baby has
fewer nerve cell branches that receive information called
55.
axons.
56.
dendrites.
57.
nodes of Ranvier.
58.
neurilemmas.
ANS:
B
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
55.
Compared to the adult brain, the brain of a newborn baby has
fewer connections between nerve cells called
56.
dendrites.
57.
synapses.
58.
ion channels.
59.
nodes of Ranvier.
ANS:
B
DIF: Moderate
REF: Module 3.1
KEY: *
MSC: TYPE: Fact
56.
The brain of a newborn baby is capable of being altered by
experience, that is, it is highly
57.
plastic.
58.
polygenic.
59.
anthropomorphic.
60.
denotative.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
57.
Millions of new connections form in the child’s brain every day,
while unused connections disappear through a process known as
58.
scaffolding.
59.
“top-to-bottom processing.”
60.
anthropomorphic delineation.
61.
“blooming and pruning.”
ANS:
D DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
58.
Regardimg nature and nurture, which of the following statements
is FALSE?
59.
The present human culture is accelerating the rate at which
human DNA is evolving.
60.
Modern humans are still genetically quite similar to cave
dwellers who lived 30,000 years ago.
61.
The brain of a newborn baby has significantly more dendrites and
synapses than an adult brain.
62.
Environmental factors start influencing development before
birth.
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
59.
Loud noises can increase the fetus’ heart rate and movements,
which illustrates that outside conditions can affect the unborn in the _______
environment.
60.
teratogen
61.
genetic
62.
intrauterine
63.
endogenomic
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
60.
Defects that originate during prenatal development in the womb
due to environmental conditions are known as
61.
congenital problems.
62.
genetic disorders.
63.
senescence disorders.
64.
endogenomic problems.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
61.
Defects that are caused by inherited characteristics are known
as
62.
congenital problems.
63.
genetic disorders.
64.
teratogen defects.
65.
endogenomic problems.
ANS:
B
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
62.
Genetic problems in prenatal development are different from
congenital problems because genetic problems are
63.
more serious.
64.
reversible.
65.
preventable.
66.
inherited.
ANS:
D DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
63.
A physician, who describes an infant as slow to respond and to
develop because of congenital problems, is attributing the cause of the
abnormality to the
64.
postnatal environment.
65.
infant’s heredity.
66.
mother’s heredity.
67.
intrauterine environment.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
64.
If an expectant mother is exposed to German measles, the child
could be born with a
65.
genetic defect.
66.
congenital problem.
67.
cephalocaudal pattern problem.
68.
proximodistal pattern problem.
ANS: B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
65.
If an unborn child is exposed to X-rays, PCBs, or drugs taken by
the mother, the child could be born with a
66.
genetic defect.
67.
congenital problem.
68.
cephalocaudal pattern problem.
69.
proximodistal pattern problem.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Concept
66.
Sickle-cell anemia, hemophilia, muscular dystrophy, and cystic
fibrosis are considered
67.
genetic disorders.
68.
congenital problems.
69.
teratogens.
70.
endomorphic conditions.
ANS:
A DIF:
Difficult
REF: Module 3.1
KEY: *
MSC: TYPE: Application
67.
A teratogen
68.
is another name for a genetic defect.
69.
includes cystic fibrosis and sickle-cell anemia.
70.
is any substance capable of causing birth defects.
71.
is characterized by all of these.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
68.
Substances capable of causing birth defects are known as
69.
carcinogens.
70.
teratogens.
71.
chorions.
72.
antigens.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
69.
Regarding teratogens, which of the following statements is
FALSE?
70.
Radiation, lead, and pesticides are considered teratogens.
71.
Cystic fibrosis, PKU, and hemophilia are considered teratogens.
72.
Pregnant women can control many teratogens.
73.
Anything capable of causing birth defects is called a teratogen.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
70.
Regarding teratogens, which of the following statements is TRUE?
71.
It is impossible for alcohol and drugs to be transmitted from
mother to fetus since no direct intermixing of blood takes place between a
mother and her unborn child.
72.
Although no direct intermixing of blood occurs, some substances,
like drugs, do reach the fetus.
73.
A fetus may be exposed to drugs, but it cannot become addicted.
74.
Pregnant women rarely have any direct control over teratogens.
ANS:
B
DIF: Moderate
REF: Module 3.1
KEY: *
MSC: TYPE: Concept
71.
Regarding teratogens, which of the following statements is
FALSE?
72.
No direct intermixing of blood takes place between a mother and
her unborn child.
73.
If a mother is addicted to morphine, heroin, or methadone, her
baby may be born with an addiction.
74.
Children with fetal alcohol syndrome are born with fluid on the
brain and an abnormally large head.
75.
Children of smoking mothers score lower on tests of language and
mental ability.
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
72.
Fetal alcohol syndrome is characterized by
73.
low birth weight, a small head, and bodily defects.
74.
an increased risk of developing albinism.
75.
genetic defects.
76.
the newborn having fluid on the brain and slight paralysis of
the muscles of the extremities.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
73.
Fetal alcohol syndrome is
74.
a genetic defect.
75.
caused by a teratogen.
76.
characterized by an increased risk of developing hemophilia in
later life.
77.
characterized by the child having fluid on the brain and a
slight paralysis of muscles of the extremities.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
74.
Which of the following is NOT a characteristic of fetal alcohol
syndrome?
75.
increased risk of developing hemophilia
76.
small head and facial malformations
77.
low birth weight
78.
emotional, behavior, and mental handicaps
ANS: A
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
75.
Concerning what is known about the effects of alochol on the
fetus, pregnant women should be advised to drink
76.
alcoholic beverages according to their own preference.
77.
hard liquor only, never beer or wine.
78.
wine and beer only, never hard liquor.
79.
no alcoholic beverages at all.
ANS:
D DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
76.
If a mother smokes heavily during pregnancy, it is more likely
that the infant will be born
77.
with a cleft palate.
78.
premature and underweight.
79.
with fluid on the brain.
80.
with facial abnormalities.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
77.
Which of the following teratogens tends to greatly reduce oxygen
to the fetus, increase the risk of miscarriage, prematurity, and low birth
weight with surviving children showing lower scores on language and mental
abilities tests?
78.
German measles
79.
maternal stress
80.
exposure to X-rays
81.
smoking by the mother
ANS:
D DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
78.
Smoking during pregnancy tends to cause all of the following
EXCEPT for
79.
increasing the risk of miscarriage and prematurity.
80.
lowering the children’s language and mental ability scores.
81.
causing facial abnormalities.
82.
greatly reducing oxygen to the fetus.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
79.
Babies of mothers who smoked heavily during pregnancy do NOT
show which of the following characteristics?
80.
being overweight
81.
having lower scores on tests of language and mental ability
82.
being more likely to be miscarried or to die soon after birth
83.
received significantly less oxygen during prenatal development
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
80.
Considering what is now known about the effects of the mother
smoking on the unborn, the best advice for the mother is to
81.
smoke tobacco or marijuana in moderation.
82.
smoke only tobacco, not marijuana.
83.
smoke marijuana occasionally, but not tobacco.
84.
discontinue smoking tobacco and marijuana.
ANS:
D DIF:
Easy REF: Module
3.1 MSC: TYPE: Concept
81.
Regarding the effects of early experiences, which of the
following statements is FALSE?
82.
Children who are abused may suffer lifelong emotional problems.
83.
Extra care can sometimes reverse the effects of a deprived or
abusive childhood.
84.
The time when children are more susceptible to particular types
of environmental influences is called the zone of proximal development.
85.
Babies who do not hear normal speech during their first year may
have impaired language abilities.
ANS:
C
DIF: Moderate
REF: Module 3.1
KEY: *
MSC: TYPE: Fact
82.
Sensitive periods refer to the
83.
patterns of physical development from conception to death.
84.
developmental sequence of one’s temperament.
85.
years of aging characterized by marked physiological and psychological
deterioration.
86.
times when individuals are most susceptible to certain
environmental influences.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
83.
Sensitive periods in development
84.
usually involve crises and conflict.
85.
are almost always characterized by emotional upheaval.
86.
are dramatic but temporary changes in behavior.
87.
can permanently alter the course of development.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
84.
A time during which certain events must take place for normal
development to occur is called a
85.
maturational milestone.
86.
sensitive period.
87.
biological stage.
88.
period of motor primacy.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
85.
If a woman has German measles during early pregnancy, her child
may be born with heart defects, cataracts, or hearing loss. If she has German
measles later in her pregnancy, the child would escape without damage. This illustrates
the importance of
86.
sensitive periods.
87.
biological stages of development.
88.
maturational milestones.
89.
biopsychosocial crises.
ANS:
A DIF:
Difficult
REF: Module 3.1
KEY: *
MSC: TYPE: Application
86.
A child that does not form a loving bond during the first two
years of life tends to suffer impairment in their social development. This
statement emphasizes the importance of a
87.
sensitive period.
88.
temperament state.
89.
zone of proximal development.
90.
genetic principle of development.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
87.
Baby Michael has normal hearing, but both of his parents are
deaf and use sign language to communicate. During Michael’s first year of life,
they enroll him in day care in order for Michael to hear normal speech
88.
because the first year is a sensitive period for learning to
develop peer relationships.
89.
because the first year is a sensitive period for language
development.
90.
because there is no sensitive period for language development,
but a child must be exposed to normal speech at all times.
91.
for none of these reasons.
ANS:
B
DIF:
Difficult
REF: Module 3.1 MSC:
TYPE: Application
88.
A lack of normal stimulation, nutrition, comfort, or love is
referred to as
89.
abuse.
90.
scaffolding.
91.
deprivation.
92.
rejection.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
89.
Deliberately making an environment more stimulating, nutritional,
comforting, and loving is referred to as
90.
overindulgence.
91.
permissive love.
92.
psychological intervention.
93.
enrichment.
ANS:
D DIF:
Easy REF: Module
3.1 MSC: TYPE: Fact
90.
When nine-year-old Jenny was found by social workers in the
attic of her family’s home, she looked more like a five-year-old physically,
was mute, intellectually-challenged, and emotionally damaged. Jenny most likely
experienced
91.
too much sensory stimulation.
92.
a restricted environment.
93.
exposure to carcinogens.
94.
a psychological enriched environment.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Application
91.
Poverty has been shown to affect
92.
a child’s physical development.
93.
a child’s socioemotional development.
94.
a child’s cognitive development.
95.
all of these.
ANS:
D DIF:
Easy REF: Module
3.1 MSC: TYPE: Fact
92.
Due to financial difficulties, Damon’s parents have difficulty
paying rent and utilities, buying nutritious food, and taking their children to
the doctor or dentist when needed. These parents often verbally argue with each
other over their financial problems, which also affects their relationship with
their children. Although Damon and his siblings would love to have a computer,
they know this will never be possible. According to research, a home situation,
such as the one described, has been shown to
93.
affect the child’s physical health with the child being sick
more often.
94.
not to affect a child’s cognitive development.
95.
not to affect a child’s socioemotional development.
96.
have short-term effects, but does not lead to a cycle of
continued poverty as an adult.
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Application
93.
Regarding the effects of poverty, which of the following
statements is FALSE?
94.
The stresses of poverty have not been shown to lead to marital
problems or to less positive parenting.
95.
Poverty can affect a child’s physical and cognitive development.
96.
Extreme cases of poverty and emotional turmoil can increase the
risk of mental illness and delinquent behavior.
97.
Adults who grew up in poverty often remain trapped in a vicious
cycle of continued poverty.
ANS:
A DIF:
Easy REF: Module
3.1 KEY: *
MSC: TYPE: Fact
94.
Rats that were raised in enriched environments
95.
had smaller, lighter brains.
96.
had brains with a thinner cortex.
97.
were superior at learning mazes.
98.
exhibited all of these characteristics.
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
95.
Rats that were raised in enriched environments showed all of the
following characteristics EXCEPT for
96.
having a larger brain.
97.
having a brain with a thicker cortex.
98.
being superior at learning mazes.
99.
becoming more docile and less aggressive.
ANS:
D DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
96.
Rats raised in environments that had cages decorated with
colorful patterns and filled with platforms, ladders, and cubbyholes
97.
became confused and withdrawn.
98.
became more aggressive and territorial in their behavior.
99.
developed a larger, heavier brain with a thicker cortex.
100.
were no different in physical or behavioral characteristics than
the rats raised in the standard laboratory cages.
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
97.
Which of the following would NOT be part of an enriched
environment for children?
98.
child-proofing the house to allow the child to actively explore
his/her surroundings
99.
limiting what a child can touch in order to present these
sensations systematically
100.
surrounding babies with colors, music, people, and things to
see, taste, smell, and touch
101.
responsive parents noticing what holds a child’s attention
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
98.
The limits that one’s environment places on the effects of
heredity is referred to as the
99.
reaction range.
100.
maturation limit.
101.
zone of proximal development.
102.
developmental level.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
99.
If Amy was born with genes for a normal level of intelligence
and grew up in a deprived environment, she might end up with lower than average
adult intelligence. Thus, Amy’s environment put limits on the effects of
genetic potential, which is illustrates the
100.
reaction range.
101.
maturation limit.
102.
zone of proximal development.
103.
developmental level.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
100.
Growing infants tend to affect their parents’ behavior at the
same time that the infants are changed by their parents’ behavior. This
illustrates
101.
reciprocal influences.
102.
the secular trend in behavior.
103.
genetic predispositions.
104.
the zone of proximal development.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
101.
When a psychologist describes the reciprocal influences between
parent and child, the psychologist is stating that
102.
a child’s temperament plays the most important role in
development.
103.
parenting behavior plays the most important role in development.
104.
there is an interaction between a child’s temperament and
parenting behaviors.
105.
the nature-nurture controversy will never be resolved.
ANS:
C
DIF: Easy
REF: Module 3.1
MSC: TYPE: Concept
102.
Jana is an easy baby who smiles and vocalizes frequently, which
encourages her parents to smile and talk to her more. This, in turn, causes
Jana to smile and interact with her parents more. This illustrates
103.
reciprocal influences.
104.
genetic predispositions.
105.
a parental behavior that would occur even if Jana had a
difficult temperament.
106.
all of these.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
103.
Josh is a difficult baby who cries and is hard to console, which
makes his parents unhappy and elicits negative parenting. This, in turn, causes
Josh to cry more frequently. This illustrates
104.
reciprocal influences.
105.
genetic predispositions.
106.
a parental behavior that would occur even if Josh had an easy
temperament.
107.
all of these
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
104.
Temperament refers to
105.
the pattern of physical development from conception to death.
106.
the inherited, physical core of one’s personality.
107.
the years of aging characterized by marked physiological and
psychological deterioration.
108.
a period of increased sensitivity to environmental influences.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
105.
Studies by Kagan, Thomas, and Chess indicate that newborn
infants differ in energy level, irritability, sensitivity, distractibility, and
mood, which are components of one’s
106.
intelligence.
107.
physical development.
108.
temperament.
109.
aggressiveness.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
106.
The physical core of personality, including emotional and
perceptual sensitivity, energy levels, and typical mood is referred to as one’s
107.
crystallized intelligence.
108.
temperament.
109.
senescence.
110.
attachment style.
ANS:
B
DIF: Easy
REF: Module 3.1
KEY: *
MSC: TYPE: Fact
107.
The existence of easy, difficult, and slow to warm up children
is considered evidence for
108.
early critical periods in development.
109.
lasting effects of the intrauterine environment.
110.
affective needs in infancy.
111.
hereditary differences in temperament.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
108.
According to Thomas and Chess, 40 percent of children display
the most common type of temperament, which is the __________ temperament.
109.
easy
110.
difficult
111.
slow-to-warm-up
112.
generic
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
109.
According to Thomas and Chess, the smallest percentage of
children (10 percent) display what type of temperament?
110.
easy
111.
difficult
112.
slow-to-warm-up
113.
generic
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
110.
Easy children
111.
are restrained and unexpressive.
112.
are relaxed and agreeable.
113.
are moody and intense.
114.
tend to overreact to stimulation.
ANS:
B
DIF: Easy
REF: Module 3.1
MSC: TYPE: Fact
111.
Joey’s mother was amazed by her two-year-old son. He was a very
friendly, agreeable child, who always seemed to be relaxed and in a good mood.
Thomas and Chess would describe Joey as a(n) _______ child.
112.
easy
113.
extroverted
114.
positive
115.
power assertive
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
112.
With regard to temperament, “difficult children”
113.
are restrained and unexpressive in their behavior.
114.
tend to be excessively shy.
115.
are moody, intense, and easily angered.
116.
do not fit neatly into any single category.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
113.
From an early age, Justin tended to be a very moody child, who
reacted intensely, often angrily, to most situations. Thomas and Chess would
describe Justin as a(n) _______ child.
114.
easy
115.
slow-to-warm-up
116.
spoiled
117.
difficult
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
114.
Slow-to-warm-up children
115.
are restrained and unexpressive.
116.
are relaxed and agreeable.
117.
are moody and intense.
118.
tend to get over disappointment and anger very slowly.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
115.
Helen’s mother took three-year-old Helen to a birthday party in
the neighborhood. Although her mother encouraged her to play with the other
children, Helen did not say a word to any child but sat quietly by her mother
watching the other children. Thomas and Chess would probably describe Helen as
a(n) _________ child.
116.
easy
117.
slow-to-warm-up
118.
difficult
119.
immature
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
116.
Forty percent of all newborns are classified as easy children,
ten percent are classified as difficult, and about 15 percent are classified as
slow-to-warm-up. How are the remaining
35 percent classified?
1. restrained-unexpressive
2. intensely
shy or intensely moody
3. semi-easy
4. as
not fitting into a single category
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
117.
The concept of a dynamic relationship between parents and
children is best illustrated by the fact that babies
118.
control their own development and not the parents.
119.
are active participants in their development.
120.
are controlled in their development by parents.
121.
control their physical development but not their social
development.
ANS:
B
DIF: Moderate
REF: Module 3.1
KEY: *
MSC: TYPE: Concept
118.
Jeannette was an extremely shy child when she was two years old.
However, by age five, she was only moderately shy. This illustrates that
119.
inherited temperaments do not last after infancy.
120.
inherited temperaments cannot be modified by learning.
121.
inherited temperaments are modified by learning.
122.
shyness was not really a part of her temperament.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Application
119.
Simone was a moderately shy infant whose very extroverted
parents rarely gave Simone time to adapt to a new social situation before
thrusting her into another one. This style of parenting led Simone to become an
extremely shy child as she entered school. This illustrates that
120.
nurture is more important than nature.
121.
nature is more important than nurture.
122.
inherited temperaments can be dynamically modified by learning,
even negatively.
123.
shyness is a lasting trait that cannot be modified by experience
or learning.
ANS:
C
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Application
120.
Regarding children’s development, which of the following
statements is TRUE?
121.
Children can help shape their own development through their
actions.
122.
It is impossible to overcome early environmental influences.
123.
Our inherited traits are what dictate who we become.
124.
Our own behavior plays no role in the influences of nature and
nurture.
ANS:
A DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
121.
A person’s developmental level refers to that person’s
122.
current state of physical, emotional, and intellectual
development.
123.
past state of health and physical development.
124.
future capabilities and potentials regarding intellectual
development.
125.
future status in all developmental areas based on past
measurements of health and well-being.
ANS:
A DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Concept
122.
According to your textbook, a person’s developmental level is
determined by heredity, environment, and
123.
nurture.
124.
activity level.
125.
the individual’s own behavior.
126.
inborn potential.
ANS:
C
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
123.
At any stage of life, heredity, environment, and the
person’s individual behavior are the three factors that determine one’s
124.
accommodation level.
125.
developmental level.
126.
scaffolding level.
127.
temperament.
ANS:
B
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
124.
At any stage of life, the three factors that combine to
determine a person’s developmental level at are
125.
heredity, cognitive style, and social grouping.
126.
heredity, environment, and cognitive style.
127.
environment, cognitive style, and the person’s own behavior.
128.
heredity, environment, and the person’s own behavior.
ANS:
D DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
TRUE/FALSE
1. When
psychologists attribute development to nurture, they are referring to the
effects of heredity.
ANS:
F
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Concept
2. When
a gene is recessive, it must be paired with a second gene of the same type
before its effect will be expressed.
ANS:
T
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
3. The
brain of newborn baby has fewer dendrites and synapses than an adult brain.
ANS:
T
DIF:
Moderate REF:
Module 3.1 KEY: *
MSC: TYPE: Fact
4. About
40 percent of all newborns would be classified as difficult children who are
moody, intense, and easily angered.
ANS:
F
DIF:
Moderate REF:
Module 3.1 MSC: TYPE: Fact
COMPLETION
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