Children and Their Development, Fifth Canadian Edition, 5th Edition Test Bank.pdf (12)

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Type:

Test Bank

Children and Their Resource: Development Edition:

5th Edition

Author(s):

Robert V. Kail Anne M.C. Barnfield

TEST ITEM FILE Mary Close Canadore College

Children and Their Development Fifth Canadian Edition Robert V. Kail and Anne M. C. Barnfield

ISBN: 978-0-13-672808-5

Copyright © 2022 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Children and Their Development, by Kail and Barnfield, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

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Table of Contents 1. The Science of Child Development 2. Genetic Bases of Child Development 3. Prenatal Development, Birth, and the Newborn 4. Growth and Health 5. Perceptual and Motor Development 6. Theories of Cognitive Development 7. Cognitive Processes and Academic Skills 8. Intelligence and Individual Differences in Cognition 9. Language and Communication 10. Emotional Development 11. Understanding Self and Others 12. Moral Understanding and Behaviour 13. Gender and Development 14. Social Influences

Copyright © 2022 Pearson Canada Inc.

Chapter 01: The Science of Child Development Chapter 01 Multiple-Choice Questions 1. Viewing infants as tabula rasa suggests that A) infants will develop naturally unless the environment interferes.

B) experience will mould infants into unique individuals.

C) nature is more important than nurture.

D) infants are born with a sense of morality.

QuestionID: 01-1-01 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: B) experience will mould infants into unique individuals.

2. The idea that the mind of the human infant is a tabula rasa at birth reflects the belief that A) experience moulds each person into a unique individual.

B) children should be left alone so that their good natures can unfold.

C) heredity plays a major role in an individual's development.

D) infants cannot think because their minds are blank.

QuestionID: 01-1-02 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: A) experience moulds each person into a unique individual.

3. If parents believe that children are tabula rasa at birth, they are likely to A) leave their children alone so their virtuous natures can unfold.

B) be very permissive with their children.

C) assume that nothing they do will have any influence on their children's development.

D) plan their children's experiences from the moment of their birth.

QuestionID: 01-1-03 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: D) plan their children's experiences from the moment of their birth.

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4. The French philosopher Jean Jacques Rousseau believed that A) the human infant is born a tabula rasa.

B) infants were born with an innate sense of justice and morality.

C) experience moulds each human into a unique individual.

D) parents should teach their children rationality and self-control.

QuestionID: 01-1-04 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: B) infants were born with an innate sense of justice and morality.

5. Heather believes her 12-month-old daughter will develop optimally if Heather gives her freedom to grow naturally and does not try to shape her development. Heather's beliefs about child rearing are most similar to those of A) Sigmund Freud.

B) Erik Erikson.

C) John Locke.

D) Jean Jacques Rousseau.

QuestionID: 01-1-05 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: D) Jean Jacques Rousseau.

6. Jean-Jacques Rousseau emphasized ____________ in child rearing.

A) parental discipline B) parental responsiveness and receptiveness C) authoritarian control D) a lack of parental involvement QuestionID: 01-1-06 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: B) parental responsiveness and receptiveness 7. The detailed, systematic observations of individual children commonly used by scientists in the 19 th century came to be known as

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A) blank slates.

B) baby biographies.

C) mental tests.

D) critical periods.

QuestionID: 01-1-07 Page-Reference: 4 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: B) baby biographies.

8. ________ based his ideas about child development on evolutionary theory and was interested in age trends in children's beliefs and feelings.

A) John Locke B) Jean Jacques Rousseau C) G. Stanley Hall D) Alfred Binet QuestionID: 01-1-08 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood?

Answer: C) G. Stanley Hall 9. James Mark Baldwin, who set up the first psychology laboratory in Canada at the University of Toronto, preferred _______________________ as a way to do research.

A) baby biographies B) observation C) experimental research D) introspection QuestionID: 01-1-09 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2 How did the modern science of child development emerge?

Answer: C) experimental research 10. ________ uses developmental research to promote healthy development, particularly for vulnerable children and families.

A) Family policy

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B) Applied developmental science C) A quasi-experimental design D) The Index of Social Health for Children and Youth (ISHCY) QuestionID: 01-1-10 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.3 How do child-development scientists use research findings to improve children's lives?

Answer: B) Applied developmental science 11. In child development science, an organized set of ideas that is designed to explain development is referred to as a A) theory.

B) critical period.

C) tabula rasa.

D) case history.

QuestionID: 01-1-11 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: A) theory.

12. The view that development is a result of the unfolding of a specific and prearranged scheme or plan within the body is characteristic of A) Konrad Lorenz's ethological theory.

B) Sigmund Freud's psychodynamic theory.

C) Erik Erikson's psychosocial theory.

D) Arnold Gesell's maturational theory.

QuestionID: 01-1-12 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: D) Arnold Gesell's maturational theory.

13. ________ theory states that child development occurs according to a prearranged scheme or plan within the body.

A) Psychodynamic B) Ecological

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C) Maturational D) Cognitive developmental QuestionID: 01-1-13 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: C) Maturational 14. Gesell's maturational theory most closely fits with the ideas of A) Jean Jacques Rousseau.

B) Erik Erikson.

C) John Locke.

D) John Watson.

QuestionID: 01-1-14 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: A) Jean Jacques Rousseau.

15. Which of the following theories looks at development from a biological perspective?

A) Freud's psychosexual theory B) Bandura's social cognitive theory C) Gesell's maturational theory D) Erikson's psychosocial theory QuestionID: 01-1-15 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: C) Gesell's maturational theory 16. Why was maturational theory eventually discarded?

A) It failed to address the impact of environment on children's development.

B) It overstated the impact of environment on children's development.

C) It was too focused on learning and not enough on biology.

D) It failed to address the impact of biology on children's development.

QuestionID: 01-1-16

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Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: A) It failed to address the impact of environment on children's development.

17. An evolutionary perspective is most closely associated with which of the following theories?

A) psychosocial B) psychodynamic C) maturational D) ethological QuestionID: 01-1-17 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: D) ethological 18. When a particular type of learning can take place only during a specific time period, not before or after that period, there is a(n) ________ for learning that behaviour.

A) instinct B) critical period C) blank slate D) emotional bond QuestionID: 01-1-18 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: B) critical period 19. According to ethologists, some behaviours can only be learned

A) when the behaviour is reinforced and opposing behaviours are punished.

B) through observational learning.

C) during a critical period when the organism is biologically programmed to learn that behaviour.

D) when the conflict between biological drives and society's standards is resolved.

QuestionID: 01-1-19 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual

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Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: C) during a critical period when the organism is biologically programmed to learn that behaviour.

20. Raeann believes that babies are born with tendencies to form emotional bonds with their caregivers because it makes them more likely to survive. Raeann's beliefs fit most closely with ________ theory.

A) maturational B) psychodynamic C) learning D) ethological QuestionID: 01-1-20 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: D) ethological 21. Creating an emotional bond with the mother is sometimes called

A) self-efficacy.

B) adapting.

C) imprinting.

D) maturation.

QuestionID: 01-1-21 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: C) imprinting.

22. Jill was the first moving object a newly hatched chick saw. The chick later followed her around, just as if Jill were the chick's mother. The chick's behaviour is a result of A) maturation.

B) tabula rasa.

C) self-efficacy.

D) imprinting.

QuestionID: 01-1-22 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.1 What are the major tenets of the biological perspective?

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Answer: D) imprinting.

23. Sigmund Freud's psychodynamic theory A) emphasizes the influence of early experiences on later development.

B) suggests that learning is the key to understanding development.

C) suggests that behaviour should be considered in context.

D) emphasizes the importance of maturation.

QuestionID: 01-1-23 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: A) emphasizes the influence of early experiences on later development.

24. Freud's psychodynamic theory contributed to the field of child development by suggesting that A) learning is more important than maturation.

B) early experiences establish patterns that endure throughout a person's life.

C) learned, adaptive behaviours influence later development.

D) children's cognitive development influences later behaviour.

QuestionID: 01-1-24 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: B) early experiences establish patterns that endure throughout a person's life.

25. Freud based his psychodynamic theory on

A) his patients' case histories.

B) observations of his children.

C) correlational research studies.

D) experimental research studies.

QuestionID: 01-1-25 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: A) his patients' case histories.

26. The id

A) wants immediate gratification of bodily desires.

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B) provides a sense of morality.

C) works to resolve conflicts.

D) presses for socially acceptable actions.

QuestionID: 01-1-26 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: A) wants immediate gratification of bodily desires.

27. Hedy lives according to the philosophy "If it feels good, do it." Hedy's personality appears to be dominated by her A) ego.

B) imprinting.

C) superego.

D) id.

QuestionID: 01-1-27 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) id.

28. If an ego could talk, it might say A) "I want to eat NOW!" B) "Do you think that is the right and honourable way to act?"

C) "Let's see if we can discuss this issue calmly and rationally."

D) "Is that what your mother would do?"

QuestionID: 01-1-28 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: C) "Let's see if we can discuss this issue calmly and rationally."

29. When does the ego start to emerge?

A) When the child is five B) During the child's first year C) It is present at birth D) During the child's third year

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QuestionID: 01-1-29 Page-Reference: 8 Topic: foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: B) During the child's first year 30. The moral agent in a child's personality is the A) ego.

B) superego.

C) primitive instincts.

D) id.

QuestionID: 01-1-30 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: B) superego.

31. Emerson is five years old. She has started to internalize the difference between right and wrong.

Which of Freud's three structures has most recently been developed in Emerson?

A) ego B) id C) superego D) latency QuestionID: 01-1-31 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: applied Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: C) superego 32. The oldest scientific perspective on child development is the ______________ perspective.

A) learning B) social cognitive C) ethological D) psychodynamic QuestionID: 01-1-32 Page-Reference: 7-8

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Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) psychodynamic 33. Freud proposed that children develop in stages. In order, these stages are A) anal, oral, phallic, latency, genital.

B) genital, anal, oral, phallic, latency.

C) oral, phallic, anal, genital, latency.

D) oral, anal, phallic, latency, genital.

QuestionID: 01-1-33 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) oral, anal, phallic, latency, genital.

34. According to Freud, if we experience conflict during a stage of our development, this could result in ________, which means that later in life we will have a tendency to return to behaviours reminiscent of that stage.

A) generativity B) fixation C) latency D) a critical period QuestionID: 01-1-34 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: B) fixation 35. According to ________ theory, development is a result of how conflicts are resolved.

A) biological B) learning C) cognitive-developmental D) psychodynamic QuestionID: 01-1-35 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual

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Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) psychodynamic 36. Erikson proposed that, late in life, individuals face their final psychosocial crisis: A) industry vs. inferiority.

B) generativity vs. stagnation.

C) intimacy vs. isolation.

D) integrity vs. despair.

QuestionID: 01-1-36 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) integrity vs. despair.

37. Psychosocial theory is associated with A) Arnold Gesell.

B) Sigmund Freud.

C) Erik Erikson.

D) Albert Bandura.

QuestionID: 01-1-37 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: C) Erik Erikson.

38. Erikson emphasized A) psychological and social aspects of development.

B) biological and physical aspects of development.

C) environmental influences on development.

D) cognitive development.

QuestionID: 01-1-38 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: A) psychological and social aspects of development.

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39. Erikson proposed a ________ theory in which development consists of a sequence of stages, each defined by a unique crisis or challenge.

A) biological B) learning C) psychosocial D) cognitive-developmental QuestionID: 01-1-39 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: C) psychosocial 40. The first of Erikson's stages focuses on the issue of

A) industry vs. inferiority.

B) autonomy vs. shame and doubt.

C) trust vs. mistrust.

D) identity vs. identity confusion.

QuestionID: 01-1-40 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: C) trust vs. mistrust.

41. Erikson's theory suggests that 16-year-old Glenn is likely to be facing the challenge of

A) realizing that he is an independent person.

B) establishing an intimate relationship with another person.

C) developing a sense of trust in the world.

D) developing a sense of his own identity.

QuestionID: 01-1-41 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) developing a sense of his own identity.

42. In Erikson's psychosocial theory,

A) outcomes of earlier stages influence how well children deal with the challenges of later stages.

B) each stage is self-contained and has no influence on other stages.

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C) physical aspects of development are more important than social aspects of development.

D) the same challenges are faced over and over again in each stage.

QuestionID: 01-1-42 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: A) outcomes of earlier stages influence how well children deal with the challenges of later stages.

43. Jaraan was never really able to answer the question "Who am I?" as a teenager. Erikson would predict that during young adulthood, Jaraan will

A) be likely to view his life as satisfactory and worth living.

B) establish a loving relationship with another person.

C) develop the ability to try new things and handle failure.

D) have difficulty forming intimate relationships.

QuestionID: 01-1-43 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) have difficulty forming intimate relationships.

44. According to Erikson's theory of psychosocial development, development is

A) the result of a natural unfolding of biological plans.

B) determined by the resolution of conflicts between one's biological drives and society's standards of right and wrong.

C) the result of children's attempts to understand their worlds.

D) determined by children's resolution of psychological and social crises.

QuestionID: 01-1-44 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development?

Answer: D) determined by children's resolution of psychological and social crises.

45. Experience plays the most important role in which of the following theories?

A) maturational B) cognitive-developmental C) ethological D) learning

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QuestionID: 01-1-45 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: D) learning 46. Creating an association between a stimulus (e.g., the sound of a bell or the presence of a rat) and a naturally occurring physical response (e.g., salivation or fear) is referred to as A) classical conditioning.

B) imprinting.

C) operant conditioning.

D) fixation.

QuestionID: 01-1-46 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: A) classical conditioning.

47. Who was the first theorist to use learning theory to explain child development?

A) Sigmund Freud B) John Watson C) Jean Piaget D) Konrad Lorenz QuestionID: 01-1-47 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories?

Answer: B) John Watson 48. Nehama believes that we could totally understand why children behave as they do if we would just look at the rewards and punishments they've received for their behaviours in the past. Nehama looks at child development as a(n) ________ theorist does.

A) ecological B) cognitive-developmental C) psychodynamic D) learning

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QuestionID: 01-1-48 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: D) learning 49. B.F. Skinner is most closely associated with which of the following concepts?

A) imprinting B) self-efficacy C) operant conditioning D) observational learning QuestionID: 01-1-49 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: C) operant conditioning 50. Beth has installed a doorbell inside her house and trained her dog to press the button when he wants to go outside. When the dog presses the doorbell, Beth rewards him by letting him outside. Which approach did Beth use to train her dog?

A) classical conditioning B) psychosocial learning C) observational learning D) operant conditioning QuestionID: 01-1-50 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: D) operant conditioning 51. Carol begged her father for some candy when they were in the grocery store. Eventually, Carol's father gave in and bought Carol some candy. According to theories of operant conditioning, what is likely to happen the next time Carol and her father go to the grocery store?

A) Carol will not beg for candy because her father punished her begging the last time they were in the store.

B) Carol will not beg for candy because her father reinforced her begging the last time they were in the store.

C) Carol will beg for candy because her father reinforced her begging the last time they were in the store.

D) Carol will beg for candy because her father punished her begging the last time they were in the store.

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QuestionID: 01-1-51 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: C) Carol will beg for candy because her father reinforced her begging the last time they were in the store.

52. When eight-year-old Chris brought home a report card with all A's his parents gave him one dollar for each A. Chris's parents were attempting to use ________ to shape Chris's future behaviour.

A) negative reinforcement B) positive reinforcement C) punishment D) self-efficacy QuestionID: 01-1-52 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: B) positive reinforcement 53. Whenever Krysia hung up her coat and put away her backpack after school, she was excused from setting the table, a chore she detests. Krysia's parents were using ________ to modify her behaviour.

A) self-efficacy B) punishment C) negative reinforcement D) positive reinforcement QuestionID: 01-1-53 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: C) negative reinforcement 54. A reward that consists of taking away something unpleasant is called A) positive reinforcement.

B) negative reinforcement.

C) extinction.

D) punishment.

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QuestionID: 01-1-54 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories?

Answer: B) negative reinforcement.

55. Seth failed to put away his bicycle at night as he was supposed to do. His father told him that he would not be allowed to ride his bicycle for one week. Seth's father tried to change Seth's behaviour by

using A) negative punishment.

B) positive punishment.

C) positive reinforcement.

D) negative reinforcement.

QuestionID: 01-1-55 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: A) negative punishment.

56. A consequence that decreases the future likelihood of the behaviour that it follows is called A) positive reinforcement.

B) negative reinforcement.

C) self-efficacy.

D) punishment.

QuestionID: 01-1-56 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories?

Answer: D) punishment.

57. ______________ will make a behaviour more likely to occur again, while ______________ will make a behaviour less likely to occur again.

A) Negative reinforcement; negative punishment B) Positive punishment; negative punishment C) Positive reinforcement; negative reinforcement D) Positive punishment; negative punishment QuestionID: 01-1-57

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Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: A) Negative reinforcement; negative punishment 58. Frank was watching a Saturday morning cartoon in which the main character kicked someone and took away a toy. Frank then walked across the room and kicked his brother Joe and took away Joe's toy just as a cartoon character had done on the TV show. According to social cognitive theory, Frank has just

demonstrated A) observational learning or imitation.

B) punishment for aggressive behaviour.

C) reinforcement for sharing toys.

D) imprinting.

QuestionID: 01-1-58 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: A) observational learning or imitation.

59. Amanda noticed that whenever other children asked a question in class, their teacher seemed to get mad at them. Amanda decided not to ask her teacher for help, even though she needed it and her teacher had never seemed to be angry with her. Amanda's behaviour was shaped by A) positive reinforcement.

B) negative reinforcement.

C) observational learning.

D) self-efficacy.

QuestionID: 01-1-59 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: C) observational learning.

60. Nate watched another boy pull a girl's hair. Nate is most likely to imitate the boy's behaviour if A) the boy is not very popular.

B) a teacher sends Nate to time-out.

C) the girl smiled at the boy after he pulled her hair.

D) the boy is not very nice to others.

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QuestionID: 01-1-60 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: C) the girl smiled at the boy after he pulled her hair.

61. Social cognitive theory extended operant conditioning theory by adding the concept of A) observational learning.

B) punishment.

C) reinforcement.

D) genetic influences.

QuestionID: 01-1-61 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: A) observational learning.

62. Six-year-old Sarah had been watching her older brother and sister in swim meets for several years.

Sarah believed she was a good swimmer too, and eagerly entered her first swim meet shortly after she turned six. Bandura would say that ________ played a role in Sarah's desire to imitate her siblings.

A) genetic factors B) self-efficacy C) punishment D) negative reinforcement QuestionID: 01-1-62 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories?

Answer: B) self-efficacy 63. One difference between Skinner's operant conditioning and Bandura's social cognitive theory is that A) Bandura believes children play an active role in their own development while Skinner sees them as being shaped by the environment.

B) Skinner views reinforcement and punishment as being unimportant while Bandura does not.

C) Skinner believes that self-efficacy influences behaviour while Bandura does not.

D) Bandura emphasizes rewards and punishment while Skinner does not.

QuestionID: 01-1-63

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Page-Reference: 10-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories?

Answer: A) Bandura believes children play an active role in their own development while Skinner sees them as being shaped by the environment.

64. The cognitive-developmental perspective is mainly concerned with

A) experience.

B) personality.

C) thinking.

D) context.

QuestionID: 01-1-64 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: C) thinking.

65. Jean Piaget is associated with ________ theory.

A) ecological B) psychodynamic C) learning D) cognitive-developmental QuestionID: 01-1-65 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: D) cognitive-developmental 66. Piaget believed that children

A) are passively shaped by their experiences.

B) actively try to make sense of their world.

C) learn through a series of reinforcements and punishments.

D) face a series of conflicts or challenges as they develop.

QuestionID: 01-1-66 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual

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Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: B) actively try to make sense of their world.

67. Jean Piaget's theory of cognitive development focused on A) the resolution of psychological crises.

B) improvements in mental hardware and software.

C) children's creation of "theories" that help them understand their worlds.

D) adaptive behaviours that are learned during critical periods.

QuestionID: 01-1-67 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: C) children's creation of "theories" that help them understand their worlds.

68. Your neighbour tells you about his little boy who is always manipulating objects "just like a scientist trying to test his theory about the world." Having just read the first chapter of your child development textbook, you reply, "You sound just like A) B.F. Skinner!"

B) Sigmund Freud!"

C) Urie Bronfenbrenner!"

D) Jean Piaget!"

QuestionID: 01-1-68 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: D) Jean Piaget!"

69. Piaget stated that children's theories about the world

A) remain the same until adulthood.

B) undergo three major changes during development.

C) are never tested by the children.

D) are based on what adults tell them.

QuestionID: 01-1-69 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

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Answer: B) undergo three major changes during development.

70. Piaget claimed that radical revisions occur ______ time(s) during development.

A) one B) three C) four D) seven QuestionID: 01-1-70 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: B) three 71. Which shows the correct sequence of Piaget's stages of cognitive development?

A) preoperational, concrete operational, formal operational, sensorimotor B) sensorimotor, concrete operational, preoperational, formal operational C) sensorimotor, preoperational, concrete operational, formal operational D) concrete operational, formal operational, sensorimotor, preoperational QuestionID: 01-1-71 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: C) sensorimotor, preoperational, concrete operational, formal operational 72. ________ was a theorist who was primarily interested in ways that adults convey cultural beliefs to children.

A) Piaget B) Skinner C) Freud D) Vygotsky QuestionID: 01-1-72 Page-Reference: 13 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5 What are the main points of the contextual approach?

Answer: D) Vygotsky 73. Caitlyn has grown up in a family that has a long history of baking. Her parents own a bakery that

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was passed down to them from Caitlyn's grandparents. She has learned, from working with her parents and grandparents, how to make dough, roll dough, and how to ultimately bake the loaves of bread.

Caitlyn can almost be viewed as an 'apprentice' working with her family. Which theory best explains Caitlyn's upbringing?

A) Freud's psychodynamic theory B) Vygotsky's theory of contextual development C) Biological theory D) Bronfenbrenner's theory of ecological systems QuestionID: 01-1-73 Page-Reference: 13 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.5 What are the main points of the contextual approach?

Answer: B) Vygotsky's theory of contextual development 74. According to Bronfenbrenner, the people and objects in an individual's immediate environment represent the A) macrosystem.

B) exosystem.

C) microsystem.

D) mesosystem.

QuestionID: 01-1-74 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: C) microsystem.

75. According to Bronfenbrenner's Ecological Systems Theory, the dimension in which all other systems change over time is called the A) macrosystem.

B) mesosystem.

C) chronosystem.

D) microsystem.

QuestionID: 01-1-75 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: C) chronosystem.

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76. Research by David De Wit and colleagues has shown that the Big Brothers Big Sisters programs A) alleviate emotional problems and anxieties and improve the social skills of children.

B) help children do better in school, but don't have much of an impact on social skills.

C) have no impact on children at all.

D) improve social skills of children, but don't help in other domains.

QuestionID: 01-1-76 Page-Reference: 16 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: A) alleviate emotional problems and anxieties and improve the social skills of children.

77. As your textbook mentions, various systems interact, and situations are complex. "A devastating example of this concept was shown with the imposition of residential schools for Indigenous children in Canada, where children were removed—often forcibly—from their homes, families, and traditional lands. In various phases, such as what became known as "the sixties scoop." Which theory block best matches this example?

A) learning B) cognitive-developmental C) psychodynamic D) contextual QuestionID: 01-1-77 Page-Reference: 16 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?

Answer: D) contextual 78. Biology is to environment as ________ theory is to ________ theory.

A) maturational; learning B) psychosocial; ethological C) Piaget's; Freud's D) psychodynamic, Erikson's psychosocial QuestionID: 01-1-78 Page-Reference: 17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: A) maturational; learning

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79. Which of the following is true of the five perspectives (psychodynamic, learning, contextual, cognitivedevelopmental, biological) used to explain child development?

A) No single perspective on its own provides a truly complete explanation of all aspects of children's development.

B) The biological perspective has been shown to be superior to the other four approaches.

C) The learning perspective is best at explaining how children's thinking changes as they grow older.

D) The psychodynamic approach is the most widely used today.

QuestionID: 01-1-79 Page-Reference: 16-17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach?

Answer: A) No single perspective on its own provides a truly complete explanation of all aspects of children's development.

80. The idea of continuity in development

A) is consistent with the view that behaviour during the preschool years is not related to behaviour during later childhood.

B) means that development in one domain is related to development in other domains.

C) is consistent with the view that early development is related to later development.

D) means that development is jointly influenced by heredity and environment.

QuestionID: 01-1-80 Page-Reference: 18 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?

Answer: C) is consistent with the view that early development is related to later development.

81. Yvonne was a busy, energetic child who grew up to be a busy, energetic adult. Yvonne provides an example of

A) the influence of nurture on development.

B) continuity in development.

C) the connectedness of different domains of development.

D) the active role of the child in development.

QuestionID: 01-1-81 Page-Reference: 18 Topic: Themes in Child-Development Research

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Skill: Applied Objective: 1.3.1. How well can developmental outcomes be predicted from early life?

Answer: B) continuity in development.

82. The continuity-discontinuity issue addresses the question of whether

A) genes or environment are most important.

B) development in different domains is related.

C) children actively influence their own development.

D) early development is related to later development.

QuestionID: 01-1-82 Page-Reference: 18 Topic: Themes in Child-Development Research Skill: Factual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?

Answer: D) early development is related to later development.

83. The nature-nurture issue is concerned with

A) the connection of development in one domain to development in other domains.

B) the role that children play in influencing their own development.

C) the roles that biology and environment play in development.

D) how early development is related to later development.

QuestionID: 01-1-83 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development?

Answer: C) the roles that biology and environment play in development.

84. Jackie feels that superior genes are the primary reason her daughter Jacqueline is intellectually gifted. Jackie believes in the importance of A) the active child.

B) continuity.

C) nature.

D) the connection of domains.

QuestionID: 01-1-84 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.2. How do heredity and environment influence development?

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Answer: C) nature.

85. Travis insists that people are the masters of their own destinies. Travis believes in A) the active child.

B) the passive child.

C) continuity.

D) discontinuity.

QuestionID: 01-1-85 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development?

Answer: A) the active child.

86. Ximena and Chris believe that they don't need to worry about parenting their new son, Brant, because he was born with a good nature and his good nature will determine his outcomes in life. Chris and Ximena's views of parenting are consistent with the ________ of the ________ issue.

A) nature; nature-nurture B) passive; active-passive child C) connection; connection of domains D) continuity; continuity-discontinuity QuestionID: 01-1-86 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.2. How do heredity and environment influence development?

Answer: A) nature; nature-nurture 87. Michael and Lisa are new parents and they believe that their actions will influence their new son.

They don't think that their son's behaviour will influence their parenting. Michael and Lisa's views of parenting are consistent with the ________ position of the ________ issue.

A) nature; nature-nurture B) passive; active-passive child C) connection; connection of domains D) continuity; continuity-discontinuity QuestionID: 01-1-87 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development?

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Answer: B) passive; active-passive child 88. Based on her experience in rearing five children, Elaine believes that personality influences the rate of physical-motor development. Elaine appears to take the view that A) development is always jointly influenced by heredity and environment.

B) early development is related to later development.

C) development in different domains is connected.

D) children are at the mercy of the environment.

QuestionID: 01-1-88 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.4. Is development in different domains connected?

Answer: C) development in different domains is connected.

89. Which of the following statements best represents the prevailing view among developmentalists?

A) Social development is not related to cognitive development.

B) Physical development is not related to cognitive development.

C) Social development is not related to physical development.

D) Physical, social, and cognitive development are interrelated.

QuestionID: 01-1-89 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected?

Answer: D) Physical, social, and cognitive development are interrelated.

90. Who was 'correct' about child development? Locke (child as blank slate) or Rousseau (development unfolding naturally)?

A) Locke was correct. Experiences are crucial to a child's development.

B) They were both correct. Experiences are crucial but a child's temperament can change what experiences he or she has access to.

C) Rousseau was correct. The child's unique characteristics are crucial to a child's development.

D) Neither were correct. Development is discontinuous.

QuestionID: 01-1-90 Page-Reference: 20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development?

Answer: B) They were both correct. Experiences are crucial but a child's temperament can change what

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experiences he or she has access to.

91. Irina wants to study infant language development. She decides to watch 10 babies once a month from birth to two years of age and write down the sounds they make and the words they use. Irina is using A) self-report.

B) systematic observation.

C) sampling behaviour with tasks.

D) interviews.

QuestionID: 01-1-91 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) systematic observation.

92. Research measures that involve watching children's unprompted behaviour in real-life settings are referred to as

A) structured observations.

B) tasks that sample behaviour.

C) self-report measures.

D) naturalistic observations.

QuestionID: 01-1-92 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) naturalistic observations.

93. Which of the following is true of naturalistic observations?

A) Researchers usually record all of a child's behaviours.

B) Because children are being observed in their natural settings, the behaviour of interest in less likely to be disturbed.

C) This method is useful for studying phenomena that occur rarely.

D) This method is useful for studying behaviours that occur in private settings.

QuestionID: 01-1-93 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) Because children are being observed in their natural settings, the behaviour of interest in less likely

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to be disturbed.

94. The factors subject to change that a researcher records in an observation are referred to as A) variables.

B) samples.

C) populations.

D) correlation coefficients.

QuestionID: 01-1-94 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) variables.

95. Which of the following is a variable?

A) The number of siblings a child has.

B) A child who participates in a study.

C) The results of a study.

D) A checklist used to record information about a child's behaviour.

QuestionID: 01-1-95 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) The number of siblings a child has.

96. Pepler, Craig, and Roberts (1998) used __________________ to study prosocial and aggressive behaviour on Toronto's playgrounds.

A) naturalistic observation B) structured observation C) self-report data D) experimental data QuestionID: 01-1-96 Page-Reference: 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) naturalistic observation 97. The ______ design has been referred to as a "snapshot" taken at one point in time.

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A) longitudinal B) microgenetic C) cross-sectional D) longitudinal-sequential QuestionID: 01-1-97 Page-Reference: 32-34 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: C) cross-sectional 98. One drawback of structured observations is that A) the artificial nature of the setting may distort the behaviour of interest.

B) they cannot be used to study behaviours that occur naturally only rarely.

C) they can only be used to study behaviours that occur in public settings.

D) they cannot be performed in a laboratory.

QuestionID: 01-1-98 Page-Reference: 22,25 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) the artificial nature of the setting may distort the behaviour of interest.

99. What is one of the possible problems with the research conducted by Sturge-Apple et al. (2010)?

A) It allowed researchers to gain insight into parental behaviour B) The moms in the study may have known they were being videotaped and thus may have displayed their best parenting behaviour C) The children wanted to continue playing, not clean up D) The situation was moderately challenging for the mothers QuestionID: 01-1-99 Page-Reference: 22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) The moms in the study may have known they were being videotaped and thus may have displayed their best parenting behaviour 100. Which of the following statements best describes observer bias?

A) Children tend to watch a researcher more than their parents.

B) We are more likely to notice events that fit into our theories.

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C) Children are often unaware that they are being watched.

D) We are more likely to behave nicely when people are watching us.

QuestionID: 01-1-100 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) We are more likely to notice events that fit into our theories.

101. What might a researcher do to avoid a potential observation bias?

A) Establishing behavioural definitions and observational guidelines prior to the observations.

B) Make sure he or she is observing carefully.

C) Clearly explain the research with the participants.

D) Perform the study multiple times.

QuestionID: 01-1-101 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) Establishing behavioural definitions and observational guidelines prior to the observations.

102. Jack has designed a method of evaluating aggressiveness by having two observers use the same agreed-upon measures to perform observations. He has found that the child being observed scored high in aggressiveness with one observer and low on aggressiveness with the other observer. This is a problem of: A) inter-rater reliability.

B) observer influence.

C) observer bias.

D) concurrent validity.

QuestionID: 01-1-102 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) inter-rater reliability.

103. Which of the following refers to our tendency to act differently when we know someone is watching us?

A) observer bias B) habituation

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C) reliability D) observer influence QuestionID: 01-1-103 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) observer influence 104. An infant comes to the lab to be observed. At first, she is very shy and seems uncomfortable with the researcher, but after a few minutes she doesn't seem to even notice the researcher. What has happened here?

A) reliability B) blind observation C) habituation D) a longitudinal study QuestionID: 01-1-104 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) habituation 105. Which of the following measures involves sampling behaviour with a task?

A) putting a number of objects in front of a child and having the child count them B) listening to children's everyday conversations and recording the complexity of their sentence structures C) asking children how much television they watch in one week D) having children fill out a questionnaire about their study habits QuestionID: 01-1-105 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) putting a number of objects in front of a child and having the child count them 106. Which of the following is a strength associated with measures that sample behaviour with tasks?

A) Children's behaviour is seen as it occurs naturally.

B) They almost always validly represent real-life behaviours.

C) They are convenient to use.

D) They assure representative sampling.

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QuestionID: 01-1-106 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) They are convenient to use.

107. Which of the following is true of sampling behaviour with tasks?

A) Sampling behaviour with tasks may not really sample the behaviour of interest.

B) Sampling behaviour with tasks can be used to observe behaviour directly.

C) Sampling behaviour with tasks isn't a popular method because it isn't convenient to use.

D) Sampling behaviour with tasks might lead some children to provide socially acceptable answers.

QuestionID: 01-1-107 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) Sampling behaviour with tasks may not really sample the behaviour of interest.

108. ________ measures ask children questions about the topic of interest.

A) Naturalistic observation B) Structured observation C) Sampling behaviour with tasks D) Self-report QuestionID: 01-1-108 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) Self-report 109. Which of the following is a problem with the use of self-report?

A) Answers do not lead directly to information on the topic of interest.

B) Children may provide answers that are socially acceptable.

C) The collection of information is not convenient.

D) Children have very accurate memories so their answers regarding past events can be trusted.

QuestionID: 01-1-109 Page-Reference: 23-24 Topic: Doing Child-Development Research

35

Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) Children may provide answers that are socially acceptable.

110. Alvaro is interested in finding out how children's conceptions of death change with age. He decides to interview children and ask them questions such as "What happens when people die?" and "Do people eat when they die?" Alvaro is using a form of ________ to measure children's conceptions of death.

A) naturalistic observation B) self-report C) sampling behaviour with tasks D) structured observation QuestionID: 01-1-110 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) self-report 111. Clara is trying to learn more about children's television viewing. She decides that she is going to ask children to provide their own answers to her questions about the types of shows they like to watch and how long they spend watching them. She decides to use self-report. What is a likely reason for her choice of research method?

A) Children may not remember how much time they spend watching television.

B) Children are more likely to be influenced by response bias.

C) There aren't any other research methods that would work for this type of research.

D) It is convenient, allowing her to reach groups of children.

QuestionID: 01-1-111 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) It is convenient, allowing her to reach groups of children.

112. The tendency to select socially acceptable answers is called A) response bias.

B) self-report.

C) validity.

D) sampling behaviour.

QuestionID: 01-1-112 Page-Reference: 24

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Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) response bias. 113. Abe is investigating moral reasoning by asking children what they would do in different situations, such as if one of their friends would shoplift when they were together. He is concerned that children may be giving him the answers they think he wants to hear rather than their genuine feelings about what they

would really do. Abe is worried about A) cohort effects.

B) representative sampling.

C) response bias.

D) confidentiality.

QuestionID: 01-1-113 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) response bias.

114. Which of the following is a weakness of self-report measures?

A) They are difficult to use with behaviours that are rare or that typically occur in private settings.

B) They may be invalid because they cannot sample behaviour as it occurs naturally.

C) They may be invalid because structured settings distort the behaviour.

D) They may be invalid because children answer incorrectly due to forgetting or response bias.

QuestionID: 01-1-114 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) They may be invalid because children answer incorrectly due to forgetting or response bias.

115. What are examples of physiological methods that can be used in research with children?

A) heart rate measurements and cortisol level measurement B) self-report C) systematic observation D) sampling behaviour with tasks QuestionID: 01-1-115 Page-Reference: 24-25 Topic: Doing Child-Development Research

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Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) heart rate measurements and cortisol level measurement 116. A measure is ________ if the results are consistent over time.

A) representative B) reliable C) valid D) a sample QuestionID: 01-1-116 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) reliable 117. Mary chose to assess the quality of infants' relationships with their caregivers by observing infants in a laboratory situation wherein the infants experienced a series of separations from and reunions with their caregivers. What kind of measure did Mary use?

A) self-report B) naturalistic observation C) structured observation D) questionnaire QuestionID: 01-1-117 Page-Reference: 22, 25 Topic: Doing Child-Development Research Skill: Objective: Applied 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) structured observation 118. Belsky and colleagues (2010) wondered whether the age at which girls entered puberty was related to the security of their emotional attachment to their mother during infancy. The investigators assessed security of mother–infant attachment when girls were 15 months old and used data from physical exams to determine when girls entered puberty. The correlation was .47, indicating that, in general, A) there was no relationship between attachment and the onset of puberty.

B) if the daughters were attached insecurely, they tended to experience later onset of puberty.

C) daughters with more secure attachment as infants tended to enter puberty at an older age.

D) attachment to their aunts, instead of their mothers, was the main indicating factor regarding age of onset of puberty.

QuestionID: 01-1-118

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Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?, 1.4.2. What general research designs are used in child-development research?

Answer: C) daughters with more secure attachment as infants tended to enter puberty at an older age.

119. If Mohammed took the same achievement test three different times and received scores of 100, 55, and 75, the test would have low levels of

A) validity.

B) representativeness.

C) sampling behaviour.

D) reliability.

QuestionID: 01-1-119 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: D) reliability.

120. ________ refers to whether a measure really measures what it is intended to measure.

A) Validity B) Reliability C) Sampling D) Stability QuestionID: 01-1-120 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A) Validity 121. To measure children's social skill, you decide to use the number of interactions children have with other children. As you collect data, you notice that some children who have many interactions do not seem to be very socially skilled because many of their interactions are negative. This makes you question the ________ of your measure.

A) sampling B) stability C) validity D) reliability

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QuestionID: 01-1-121 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) validity 122. A researcher is interested in the development of early math skills in Canadian preschool females. He observes 25 children at a local day care centre. The population he is studying is A) humans.

B) Canadian children.

C) Canadian preschool females.

D) the 25 children at the local day care centre.

QuestionID: 01-1-122 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: C) Canadian preschool females.

123. Ludmilla is interested in finding out how children typically learn math concepts. She found a class of gifted math students willing to be her subjects. What might be an issue with using that particular group of students as subjects?

A) response bias B) representative sampling C) structured setting D) cohort effects QuestionID: 01-1-123 Page-Reference: 25-26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: B) representative sampling 124. Correlations can range from A) 0 to 100.

B) 1 to 10.

C) -1.00 to 1.00.

D) -.10 to .10.

QuestionID: 01-1-124

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Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) -1.00 to 1.00.

125. A correlation coefficient of 0.0 indicates what about the relation between two variables?

A) The two variables are directly related.

B) The two variables are inversely related.

C) The two variables are completely unrelated.

D) This coefficient indicates which variable was the "cause" and which the "effect."

QuestionID: 01-1-125 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) The two variables are completely unrelated.

126. The symbol for correlational coefficient is A) c.

B) m.

C) z.

D) r.

QuestionID: 01-1-126 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) r.

127. In a correlational study

A) factors are manipulated to determine whether they are related.

B) it is possible to determine whether there is a causal relationship between two variables.

C) it is possible to determine whether two variables are related, but not whether there is a causal relationship between the variables.

D) there is an independent variable and a dependent variable.

QuestionID: 01-1-127 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual

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Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) it is possible to determine whether two variables are related, but not whether there is a causal relationship between the variables.

128. A correlation of .82 was found between the number of hours studied and final exam scores. This means that A) students who studied less received higher exam scores.

B) students who studied less received lower exam scores.

C) studying caused students to receive higher exam scores.

D) the amount of studying was unrelated to exam scores.

QuestionID: 01-1-128 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: B) students who studied less received lower exam scores.

129. A high correlation between a child's behaviour (e.g., being aggressive) and that of her parents (e.g., spanking) indicates that A) the child's aggression caused the spanking.

B) the spanking caused the aggression.

C) shared aggressive genes, a third factor, caused the child's aggression and the parents' spanking.

D) aggression and spanking are related but correlations do not indicate causality.

QuestionID: 01-1-129 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) aggression and spanking are related but correlations do not indicate causality.

130. In an experimental study, the ________ is manipulated to observe its effects on another variable.

A) dependent variable B) independent variable C) correlation coefficient D) random assignment QuestionID: 01-1-130 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research?

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Answer: B) independent variable 131. A researcher is interested in how the scores that children receive on a spelling test are affected by the amount of food that they eat for lunch. The independent variable is A) the age of the children. B) the scores on the spelling test. C) the words on the spelling test. D) the amount of food eaten for lunch.

QuestionID: 01-1-131 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) the amount of food eaten for lunch.

132. Sonja conducts an experiment to determine whether listening to music affects emotional state. She has children wait alone in a room that either did or did not have music playing and then has them complete a questionnaire asking about their current level of happiness. The independent variable in this study is A) how happy they were before the study began.

B) being alone in the room while waiting.

C) whether or not music was playing in the room.

D) their level of happiness as rated on the questionnaire.

QuestionID: 01-1-132 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) whether or not music was playing in the room.

133. The variable in an experiment that is observed to see if it changes when another variable is manipulated is called the A) correlation coefficient.

B) independent variable.

C) cohort.

D) dependent variable.

QuestionID: 01-1-133 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Factual

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Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) dependent variable.

134. Yuri is interested in finding out whether exercise affects boys' and girls' performance on a memory task. The dependent variable in this situation is A) memory performance.

B) the amount of exercise.

C) the age of the children.

D) gender.

QuestionID: 01-1-134 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A) memory performance.

135. Professor Gordon is studying the effects of peer relationships on emotional well-being in Canadian children. She collects information from a sample of 900 Grade 3 children. Although she has a lot of information about these particular 900 children, what does she need to do in order to draw conclusions about Canadian Grade 3 children?

A) Prove her null hypothesis.

B) Interview every Grade 3 child in Canada.

C) Discuss the findings with researchers in other countries.

D) Calculate inferential statistics.

QuestionID: 01-1-135 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) Calculate inferential statistics.

136. In an experiment, the null hypothesis states

A) the debriefing information for the participants in this experiment.

B) that the researcher will find what his/her theory predicts.

C) the previous findings in this area of research.

D) that no significant effect will be found in this experiment.

QuestionID: 01-1-136 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual

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Objective: 1.4.2. What general research designs are used in child-development research?

Answer: D) that no significant effect will be found in this experiment.

137. A weakness of experimental studies is that

A) they cannot be used to determine cause and effect.

B) results may not be representative of real-life behaviour.

C) they cannot be used in a laboratory setting.

D) they are usually expensive.

QuestionID: 01-1-137 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: B) results may not be representative of real-life behaviour.

138. Nora conducts an experimental study and finds that her resulting probability is .03. What does this mean?

A) Her results are not significant.

B) Her results are attributed to the experimental manipulation 3 times in 100.

C) Her results are significant.

D) She will accept the null hypothesis.

QuestionID: 01-1-138 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) Her results are significant.

139. Kyoung-Lae conducts an experimental study and after subjecting his results to statistical analyses, decides to reject the null hypothesis. What does this mean?

A) His results are significant.

B) His results are due to chance.

C) His probability is greater than .05.

D) There was a problem in his research methodology.

QuestionID: 01-1-139 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

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Answer: A) His results are significant.

140. A strength of experimental studies is that A) they measure behaviour in a natural setting.

B) no manipulation of variables is done.

C) they allow conclusions about cause and effect.

D) only a single study is needed to definitely settle a question.

QuestionID: 01-1-140 Page-Reference: 28-30 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) they allow conclusions about cause and effect.

141. Field experiments

A) involve manipulation of independent variables.

B) occur in a laboratory setting.

C) do not allow investigators to draw conclusions about cause and effect.

D) are usually fairly easy to conduct.

QuestionID: 01-1-141 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A) involve manipulation of independent variables.

142. Dr. Land conducted a study in a preschool to test his hypothesis that the amount of unstructured time (free play) in a day affects the amount of unruliness that children display. Teachers systematically varied the amount of free play each day for a month, and Dr. Land's research assistants recorded the amount of unruliness children displayed each day. This study would best be described as a(n) A) correlational study.

B) laboratory experiment C) field experiment. D) self-report study.

QuestionID: 01-1-142 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) field experiment.

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143. DeLoache et al. (2010) studied whether videos designed to promote vocabulary actually help babies learn words. They assigned one-year-olds randomly to one of three conditions. In one, several times each week the infant and parent watched a commercial DVD designed to increase the infant's vocabulary. In a second condition, parents were simply told the 25 words featured in the DVD and encouraged to help their infants master them. In a third, control condition, infants saw no videos and parents weren't told the words. After four weeks, experimenters tested infants' knowledge of the 25 words in the DVD. This is an example of a A) field experiment.

B) case study.

C) laboratory experiment.

D) correlational study.

QuestionID: 01-1-143 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A) field experiment.

144. Professor Bake is comparing the working memory of four- and five-year-olds. She reads a list of words to 30 four-year-olds and records how many of the words they were able to recall. She does the same thing with 30 five-year olds. She then compares the average number of words remembered by the four-year-olds to the average number of words remembered by the five-year-olds. This is an example of which type of research?

A) quantitative B) longitudinal C) qualitative D) habituation QuestionID: 01-1-144 Page-Reference: 30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A) quantitative 145. Professor Kiefer is interested in learning about how easily children make the transition from grade school to high school. She interviews 120 Grade 8 students at various schools and collects information about their hopes, fears, and general feelings about moving on to high school. This is an example of which type of research?

A) quantitative B) longitudinal C) qualitative

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D) habituation QuestionID: 01-1-145 Page-Reference: 30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: C) qualitative 146. What is true about research designs used by developmentalists?

A) Researchers usually rely on one study or method to reach conclusions.

B) Researchers prefer to find converging evidence from as many different kinds of studies as possible.

C) These days, researchers use experimental research designs because correlational designs have been found to have too many weaknesses.

D) Usually one investigation can definitively answer a question asked by a researcher.

QuestionID: 01-1-146 Page-Reference: 30 Topic: Doing Child-Development Research Skill: conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: B) Researchers prefer to find converging evidence from as many different kinds of studies as possible.

147. Marcio studies developmental changes in intelligence by testing one group of subjects when they are 4, 8, 12, and 16 years of age. What kind of design is Marcio using?

A) self-report B) observational C) cross-sectional D) longitudinal QuestionID: 01-1-147 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: D) longitudinal 148. A microgenetic study would best be described as A) a very short longitudinal study.

B) a very long longitudinal study.

C) a very short cross-sectional study.

D) a very long cross-sectional study.

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QuestionID: 01-1-148 Page-Reference: 31 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A) a very short longitudinal study.

149. Which of the following is a disadvantage of longitudinal studies?

A) The development of "test-wise" subjects.

B) The complication of interpretation of differences between groups.

C) The sample of subjects over the course of the research stays the same.

D) The cost of conducting a longitudinal study is relatively low.

QuestionID: 01-1-149 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A) The development of "test-wise" subjects.

150. Which of the following is NOT a disadvantage of a longitudinal approach?

A) They cannot answer questions about the continuity or discontinuity of behaviour.

B) Subject dropout may alter results.

C) Results may be specific to a particular cohort.

D) Repeated testing may distort results.

QuestionID: 01-1-150 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A) They cannot answer questions about the continuity or discontinuity of behaviour.

151. In 1999, Hall and Kail investigated age differences in arithmetic performance in 8- to 12-year-olds.

Based on the information given, what can you conclude about the type of approach Hall and Kail used? It was A) longitudinal.

B) cross-sectional.

C) correlational.

D) experimental.

QuestionID: 01-1-151 Page-Reference: 32-33

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Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: B) cross-sectional.

152. Cohort effects can be a problem in ________ studies.

A) cross-sectional B) correlational C) longitudinal D) cross-sectional and longitudinal QuestionID: 01-1-152 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: D) cross-sectional and longitudinal 153. Differences between age groups resulting from environmental events rather than developmental processes are referred to as A) response biases.

B) cohort effects.

C) representative samplings.

D) artificial settings.

QuestionID: 01-1-153 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: B) cohort effects.

154. The fact that differences between age groups may result as easily from chance environmental events as from significant developmental processes is A) an example of the sample constancy problem.

B) an example of selective attrition.

C) a problem with a random sample from a population of interest.

D) a major disadvantage of the cross-sectional approach.

QuestionID: 01-1-154 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Factual

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Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: D) a major disadvantage of the cross-sectional approach.

155. Selective attrition is a problem with which type of research method?

A) longitudinal designs B) cross-sectional designs C) correlational studies D) qualitative designs QuestionID: 01-1-155 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A) longitudinal designs 156. Different sequences of children are tested longitudinally in a study with a A) cross-sectional design.

B) longitudinal design.

C) longitudinal-sequential design.

D) microgenetic design.

QuestionID: 01-1-156 Page-Reference: 33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: C) longitudinal-sequential design.

157. Dr. Roberts wants to compare the results of many studies that have looked at the relation between gender and math ability. Dr. Roberts would find a ________ most appropriate for his needs.

A) microgenetic design B) meta-analysis C) longitudinal-sequential design D) quasi-experimental design QuestionID: 01-1-157 Page-Reference: 34 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: B) meta-analysis

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158. ________ is a tool that allows researchers to synthesize the results of many studies to estimate relations between variables.

A) Quasi-experimental design B) Microgenetic design C) Naturalistic observation D) Meta-analysis QuestionID: 01-1-158 Page-Reference: 34 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: D) Meta-analysis 159. Johan conducts a study where he follows the same children over a course of five years to see how the use of electronics impacts their vocabulary. He doesn't implement any manipulations into his research study; he simply observes the children's use of electronics and how it relates to their vocabulary development. What type of research design is Johan likely using?

A) longitudinal-correlational B) cross-sectional correlational C) longitudinal-experimental D) cross-sectional experimental QuestionID: 01-1-159 Page-Reference: 33 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A) longitudinal-correlational 160. Which of the following is an ethical responsibility that researchers have to the participants in their research?

A) Researchers do not need to explain the use of deception in their studies.

B) Children's data should be linked with their names so that they can be identified easily.

C) Researchers should minimize the potential for harm or stress to their participants.

D) Researchers do not need to describe the research to participants before they decide to participate.

QuestionID: 01-1-160 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow?

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Answer: C) Researchers should minimize the potential for harm or stress to their participants.

161. Deciding whether a research study is ethical is A) usually done by the researcher alone.

B) typically done by a review board.

C) arbitrary because no one has established uniform guidelines for making decisions about whether research is ethical.

D) determined by whether a study is deemed as being worthy of publication.

QuestionID: 01-1-161 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: B) typically done by a review board.

162. After any research is conducted with human participants, those participants must be given a ________, explaining the purpose of the research.

A) debriefing B) video C) informed consent D) inferential statistics package QuestionID: 01-1-162 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: A) debriefing 163. How does a researcher obtain informed consent from a child?

A) Because the child is a minor, the researcher doesn't need to worry about obtaining informed consent.

B) The researcher must ask the child's parent(s) first, and then ask the child for their assent.

C) The researcher only has to ask the child's parent(s).

D) The researcher only has to ask the child if they agree to participate.

QuestionID: 01-1-163 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: B) The researcher must ask the child's parent(s) first, and then ask the child for their assent.

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164. When the study is complete and the data have been analyzed, researchers may write a report of their work. This report uses a standard format that usually includes four main sections. Which one of the following is not one of those sections?

A) A formulative section that describes the research statistics and the names of participants.

B) A results section presenting findings, verified with statistical analyses.

C) A discussion section in which the authors explain the links between their results and their hypotheses.

D) An introduction that describes the topic or question and the authors' hypotheses.

QuestionID: 01-1-164 Page-Reference: 36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.5. How do researchers communicate results to other scientists?

Answer: A) A formulative section that describes the research statistics and the names of participants.

165. One of the ways that child-development researchers can contribute to sound family policy is by

A) evaluating health-promoting policies and programs.

B) allowing children to represent their own interests in society.

C) working outside of the realm of government policies.

D) controlling chronosystem influences.

QuestionID: 01-1-165 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy?

Answer: A) evaluating health-promoting policies and programs.

166. Which of the following statements is true about family policy?

A) Child-development research does not affect family policy. B) Researchers can only affect policy if they are also members of a political party. C) Applied developmental science uses research to promote healthy development in children. D) Research is not helpful in changing policy because the policy-makers do not understand it.

QuestionID: 01-1-166 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy?

Answer: C) Applied developmental science uses research to promote healthy development in children.

167. Why do researchers use quasi-experimental design?

A) To form groups based on random assignment.

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B) To link variables together.

C) To observe behaviour in different settings.

D) Because sometimes it is unethical/impossible to form groups based on random assignment.

QuestionID: 01-1-167 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy?

Answer: D) Because sometimes it is unethical/impossible to form groups based on random assignment.

168. A researcher wants to compare boys' reading performance to girls' reading performance. He collects reading performance scores from a sample of children from five local schools. This is an example of a A) correlational study.

B) longitudinal study.

C) experiment.

D) quasi-experiment.

QuestionID: 01-1-168 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Applied Objective: 1.4.6. How does child-development research influence family policy?

Answer: D) quasi-experiment.

169. A quasi-experimental design involves comparisons between A) groups that were not formed by random assignment.

B) groups that were not formed based on gender.

C) groups that were formed by random assignment.

D) groups that were formed based on age.

QuestionID: 01-1-169 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy?

Answer: A) groups that were not formed by random assignment.

Chapter 01 True-False Questions 1. Both Plato and Aristotle believed that too much self-discipline would stifle children's initiative and individuality, making them unfit to be leaders. a True

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b False QuestionID: 01-2-01 Page-Reference: 2-3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood?

Answer: a. True 2.

Tabula rasa refers to the idea that children are born with everything they ever need to develop normally. a True b False QuestionID: 01-2-02 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood?

Answer: b. False 3.

Rousseau believed that human development unfolds naturally, based on our own preset, innate tendencies, and that our childhood experiences did not greatly affect our development. a True b False QuestionID: 01-2-03 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood?

Answer: a. True 4.

A major event that set the stage for the new science of child development was the publication of Charles Darwin's theory of evolution. a True b False QuestionID: Page-Reference: 01-2-04 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

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Answer: a. True 5. Psychological research in Canada dates from the mid 1900s. a True b False QuestionID: 01-2-05 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: b. False 6.

Applied developmental science uses developmental research to promote healthy development, particularly for vulnerable children and families. a True b False QuestionID: 01-2-06 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: a. True 7.

The modern era of child development research began during World War II, as millions of people around the world looked for a diversion from the war. a True b False QuestionID: 01-2-07 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: b. False 8.

Baby biographies were detailed, systematic observations of individual children that were often subjective in nature but paved the way for more analytical, objective research. a True b False

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QuestionID: 01-2-08 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: a. True

9. The Canadian Psychological Association (CPA) was founded in the late 1930s. a True b False QuestionID: 01-2-09 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: a. True 10.

A scientific discipline that uses child-development research to promote healthy development, particularly for vulnerable children and families, is called applied developmental science. a True b False QuestionID: 01-2-10 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.3. How do child-development scientists use research findings to improve children's lives?

Answer: a. True 11.

In developmental psychology, a theory not only explains our development, but also makes predictions about what might affect our development. a True b False QuestionID: Page-Reference: 01-2-11 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: a. True

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12. A theory is supported when research results match the theory's predictions. a True b False QuestionID: 01-2-12 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: a. True 13.

According to maturational theory, parents should carefully construct their children's environments so that behaviours like speech, play, and reasoning will all emerge. a True b False QuestionID: 01-2-13 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.1.3. How do child-development scientists use research findings to improve children's lives?

Answer: b. False 14.

Some theories share assumptions and ideas about children and development. Grouped together, they form four major theoretical perspectives in child-development research. a True b False QuestionID: 01-2-14 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach?

Answer: b. False 15.

Ethological theory views development from a learning perspective. a True b False QuestionID: 01-2-15

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Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: b. False

16. The concept of a critical period in development refers to the time when a specific type of learning can take place. a True b False QuestionID: 01-2-16 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: a. True 17.

Imprinting occurs when a child becomes independent from his/her mother. a True b False QuestionID: 01-2-17 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?

Answer: b. False 18.

When a child sees someone having fun with a toy, their superego tells them to just grab the toy from that person and play with it. a True b False QuestionID: 01-2-18 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: b. False 19. The ego, one of Freud's components of personality, tries to resolve the conflicts between one's

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biological desires and society's standards. a True b False QuestionID: 01-2-19 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: a. True 20.

Compared to Bandura, Skinner proposed that the child plays a more active role in learning. a True b False QuestionID: 01-2-20 Page-Reference: 10-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: b. False 21.

According to Erikson, the challenge during adolescence is to develop a sense of trust in the world. a True b False QuestionID: 01-2-21 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: b. False 22.

According to Erikson, the challenge during infancy is to develop a sense of initiative. a True b False QuestionID: Page-Reference: 01-2-22 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

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Answer: b. False 23. According to Erikson, the earlier stages of psychosocial development provide the foundation for later stages. a True b False QuestionID: 01-2-23 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: a. True 24.

Pavlov was the first researcher to describe classical conditioning in animals. a True b False QuestionID: 01-2-24 Page-Reference: 9-10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: a. True 25.

Making a child do extra chores when she doesn't clean her room is an example of positive reinforcement. a True b False QuestionID: 01-2-25 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: b. False 26.

Watson was able to train a human to fear a white rat, even though the human was previously not afraid of the rat. a True b False QuestionID: 01-2-26

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Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: a. True

27. Because Joe got an A on his psychology test, his parents told him he didn't have to wash the dishes (a job he hates doing) for two weeks. This is an example of negative reinforcement. a True b False QuestionID: 01-2-27 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: a. True 28.

Children are just as likely to imitate the behaviour of someone they think is popular and talented, as they are to imitate the behaviour of someone they consider unpopular or untalented. a True b False QuestionID: 01-2-28 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: b. False 29.

According to Bandura, self-efficacy beliefs help determine when children will imitate others. a True b False QuestionID: 01-2-29 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: a. True 30. Bandura's "Bobo doll" study is a classic example of classical conditioning at work

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a True b False QuestionID: 01-2-30 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: b. False 31.

Skinner, Bandura, and all learning theorists share the view that experience propels children along their developmental journeys. a True b False QuestionID: 01-2-31 Page-Reference: 9-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: a. True 32.

Formal operational thought is more focused on the here and now than is concrete operational thought. a True b False QuestionID: 01-2-32 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: b. False 33.

Piaget claimed that radical revisions occur three times in development: once at about age one, a second time at about age five, and a third time just before adolescence. a True b False QuestionID: Page-Reference: 01-2-33 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual

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Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: b. False 34. During Piaget's preoperational period, knowledge of the world is based on an infant's sensory and motor skills. a True b False QuestionID: 01-2-34 Page-Reference: 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: b. False 35.

Abstract thinking characterizes thought during Piaget's stage of formal operational thinking. a True b False QuestionID: 01-2-35 Page-Reference: 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: a. True 36.

According to Vygotsky, a child's development must be considered against the backdrop of his/her culture's beliefs, customs, and skills. a True b False QuestionID: 01-2-36 Page-Reference: 13-14 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: a. True 37.

Urie Bronfenbrenner proposed a theory which holds that the developing child is a blank slate prior to learning. a True b False

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QuestionID: 01-2-37 Page-Reference: 14 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: b. False

38. One of the first theorists to emphasize cultural context in child development was Lev Vygotsky. a True b False QuestionID: 01-2-38 Page-Reference: 13-14 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: a. True 39.

According to Bronfenbrenner, the broadest environmental context is the chronosystem, the subcultures and cultures in which the microsystem, mesosystem, and exosystem are embedded. a True b False QuestionID: 01-2-39 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach?

Answer: b. False 40.

The belief that outgoing five-year-olds become outgoing adults is consistent with the belief that development is discontinuous. a True b False QuestionID: Page-Reference: 01-2-40 18 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?

Answer: b. False

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41. Most of our psychological characteristics are determined either solely by our genes or solely by the environment in which we are raised. a True b False QuestionID: Page-Reference: 01-2-41 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development?

Answer: b. False 42. Development is shaped by the interaction of nature and nurture. a True b False QuestionID: 01-2-42 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development?

Answer: a. True 43.

The view that children are active in their development means that children are at the mercy of their environments. a True b False QuestionID: 01-2-43 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development?

Answer: b. False 44.

Most developmental psychologists agree that cognitive, physical, social, and personality development are all intertwined and that each area of development affects every other area. a True b False QuestionID: Page-Reference: 01-2-44 19-20

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Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected?

Answer: a. True 45. Systematic observation involves watching children and carefully recording what they do or say. a True b False QuestionID: 01-2-45 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 46.

Naturalistic observation involves observing children's behaviour in carefully controlled conditions. a True b False QuestionID: Page-Reference: 01-2-46 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False 47. A variable is a factor which may be different from person to person. a True b False QuestionID: 01-2-47 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 48.

In structured observation, the researcher goes out of his/her way to create a situation where they are unlikely to observe the behaviour they are studying. a True b False

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QuestionID: 01-2-48 Page-Reference: 22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False

49. Observer bias is the tendency for people to notice new things when they look at familiar situations. a True b False QuestionID: 01-2-49 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False 50.

In order to avoid observer bias, researchers establish firm behavioural definitions and observation guidelines prior to the observations. a True b False QuestionID: 01-2-50 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 51. A researcher wants to study children's behaviour in the playground, so he follows children around with a camera crew, recording their behaviour. This research is likely to suffer from an observer influence. a True b False QuestionID: Page-Reference:

01-2-51 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

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Answer: a. True 52. Children can "get used to" the presence of a researcher observing them, and exhibit their usual behaviour patterns. a True b False QuestionID: 01-2-52 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 53.

When investigators can't observe a behaviour directly in a natural context, they are unable to study that behaviour. a True b False QuestionID: Page-Reference: 01-2-53 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False 54. Self-reports are children's answers to questions about a topic of interest. a True b False QuestionID: 01-2-54 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 55.

Response bias occurs when children change their answers to questions based on what they believe is more socially acceptable. a True b False QuestionID: 01-2-55

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Page-Reference: 24 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 56. Gregory knows that hitting his sister is wrong. When a researcher asks Gregory how many times he has ever hit his sister, Gregory's answer is much lower than the real number. This is an example of response bias.

a True b False QuestionID: 01-2-56 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 57. Techniques developed during the last 25 years allow modern scientists to record many facets of brain functioning as children are performing specific tasks. These developed techniques fall under physiological research measures. a True b False QuestionID: 01-2-57 Page-Reference: 24-25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 58.

Reliability refers to whether or not a test is really measuring what it is supposed to measure. a True b False QuestionID: Page-Reference: 01-2-58 25 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False

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59. Josef is interested in studying political attitudes of Canadian adolescents. He collects information from 500 high school students in Toronto. These students are the population he is interested in. a True b False QuestionID: 01-2-59 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False 60. A researcher wanted to study the growth rates of infants in Canada. He collects information from 120 infants at a very expensive day care centre in a wealthy neighbourhood in Vancouver. This constitutes a representative sample of the population he is interested in. a True b False QuestionID: 01-2-60 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: b. False 61.

A strength of correlational research is that it can be used to determine cause and effect. a True b False QuestionID: 01-2-61 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: b. False 62.

A strength of correlational research is that investigators can examine relationships between variables as they exist naturally in the world. a True b False QuestionID: 01-2-62

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Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: a. True

63. A correlation coefficient of .85 indicates that two variables are positively related (e.g., children who watch many violent TV shows are more aggressive). a True b False QuestionID: 01-2-63 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: a. True 64.

A correlation coefficient of -.85 indicates that there is no relationship between two variables (e.g., children's aggressive behaviour and watching violent TV shows are not related). a True b False QuestionID: 01-2-64 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: b. False 65.

In an experiment, the researcher manipulates the dependent variable and measures the independent variable. a True b False QuestionID: Page-Reference: 01-2-65 28-30 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: b. False

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66. Inferential statistics allow researchers to draw conclusions. a True b False QuestionID: 01-2-66 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: a. True 67.

The null hypothesis states that a child has no knowledge of what the experimenter is expecting. a True b False QuestionID: 01-2-67 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: b. False 68.

A strength of laboratory work is that the behaviour of interest is not studied in its natural setting. a True b False QuestionID: 01-2-68 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: b. False 69.

A strength of field experiments is that the results are more likely to be representative of behaviour in real-world settings than results obtained in a laboratory. a True b False QuestionID: Page-Reference: 01-2-69 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

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Answer: a. True 70. One strength of longitudinal studies is that they allow researchers to chart an individual's development. a True b False QuestionID: 01-2-70 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: a. True 71.

A microgenetic study is a particularly long type of longitudinal study. a True b False QuestionID: 01-2-71 Page-Reference: 31 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: b. False 72.

In cross-sectional studies, children are tested repeatedly over the course of months or years. a True b False QuestionID: 01-2-72 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: b. False 73.

One disadvantage of cross-sectional studies is that repeated testing may change participants' behaviours. a True b False QuestionID: 01-2-73

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Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: b. False

74. Converging evidence from many research studies leads to increased confidence in research findings. a True b False QuestionID: 01-2-74 Page-Reference: 37 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: a. True 75. Humira is investigating young children's response bias to yes-no questions. She interviews 2-, 3-, 4-, and 5-year-olds in their child care centres and only interviews each child once. This is an example of a cross-sectional field experiment. a True b False QuestionID: 01-2-75 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: a. True 76.

Meta-analysis is a tool that allows researchers to synthesize the results of many studies in order to estimate relations between variables. a True b False QuestionID: Page-Reference: 01-2-76 34 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: a. True

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77. Children are not legally capable of giving informed consent to participate in research, therefore their parents or guardians must be asked for consent as well. a True b False QuestionID: 01-2-77 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: a. True 78.

Research participants do not need to be told if deception is part of an experiment. a True b False QuestionID: 01-2-78 Page-Reference: 35 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: a. True 79.

Children's names should be linked with their data so that they are easy to identify. a True b False QuestionID: 01-2-79 Page-Reference: 36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: b. False 80.

Applied developmental science uses developmental research to promote healthy child development. a True b False QuestionID: Page-Reference: 01-2-80 37 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.5. How do researchers communicate results to other scientists?

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Answer: a. True 81. Researchers submit their report to one of several scientific journals that specialize in childdevelopment research. The editor of the journal asks other scientists to evaluate the report, decide whether the work was well done, and whether the findings represent a substantial advance in scientific understanding of a topic. If the reviewing scientists recommend that the report be published, it will appear in the journal, where other child-development researchers can learn of the results. a True b False QuestionID: 01-2-81 Page-Reference: 36-37 Topic: Child-Development Research and Family Policy Skill: Factual Objective: 1.4.5. How do researchers communicate results to other scientists?

Answer: a. True 82.

A quasi-experimental design involves random assignment of participants into groups. a True b False QuestionID: 01-2-82 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy?

Answer: b. False Chapter 01 Essay Questions 1. Relate the nature vs. nurture debate to historical views of children and childhood.

QuestionID: Page-Reference:

01-3-01 2-6, 18-19 Topic: Setting the Stage, Themes in Child-Development Research Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood?, 1.1.2. How did the modern science of child development emerge?, 1.3.2. How do heredity and environment influence development?

Answer: A good answer will include the following key points: - Plato believed that experience could not be the source of knowledge because human senses are too fallible – argued that children are born with innate knowledge of many concrete objects as well as with knowledge of abstractions.

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- In Plato's view, children's sensory experiences trigger knowledge they've had since birth.

- Aristotle denied existence of innate knowledge and believed that knowledge is rooted in perceptual experience.

- Aristotle believed that children gain knowledge piece by piece, based on information provided by their senses.

- Plato believed very much in the "nature" side while Aristotle fell more on the "nurture" side.

- Locke took Aristotle's "side" and believed in tabula rasa—children are a blank slate—experience moulds the infant, child, adolescent, and adult into a unique individual.

- Rousseau took Plato's "side" and believed that newborns are endowed with an innate sense of justice and morality that unfolds naturally as child grows 2. Name and briefly describe the eight stages of Erikson's psychosocial development theory.

QuestionID: 01-3-02 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: A good answer will include the following key points: - Basic trust versus mistrust (birth to 1 year). Challenge: to develop a sense that the world is a safe, good place.

- Autonomy versus shame and doubt (1-3 years). Challenge: to realize that one is an independent person who can make decisions.

- Initiative versus guilt (3-6 years). Challenge: to develop a willingness to try new things and to handle failure.

- Industry versus inferiority (6-adolescence). Challenge: to learn basic skills and to work with others.

- Identity versus identity confusion (adolescence). Challenge: to develop a lasting, integrated sense of self.

- Intimacy versus isolation (young adulthood). Challenge: to commit to another in a loving relationship.

- Generativity versus stagnation (middle adulthood). Challenge: to contribute to young people through child rearing, childcare, or other productive work.

- Integrity versus despair (later life). Challenge: to view one's life as satisfactory and worth living.

3. When she was young, the only times that Gurmeet watched daytime television (soap operas) was when she stayed home sick from school. Now that she is older, whenever Gurmeet sees a soap opera on television, she starts to feel like she has a cold, even if she is perfectly healthy. How would Watson or Pavlov explain this situation? How is this similar to their research?

QuestionID: 01-3-03 Page-Reference: 9-10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3. What is the focus of learning theories?

Answer: A good answer will include the following key points: Pavlov and Watson would explain this situation using early learning theory. Specifically, Pavlov first described a type of learning called classical conditioning (where a previously neutral stimulus becomes associated with a naturally occurring response and eventually comes to elicit a similar response on its own). Watson used this type of learning to explain the conditioning of emotional reactions in humans, children in particular. In the

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example given, the soap opera is the neutral stimulus because it normally wouldn't cause someone to feel like they have a cold (when they don't). But the soap operas are associated with her actually being sick (having a cold) and so seeing a soap opera actually elicits the response of feeling like she's getting sick.

Your sister Kumi is having problems with her two-year-old daughter. Your niece, Kayla, has been 4. throwing tantrums to get her own way. As you watch Kumi and Kayla interact, you see that Kumi will say "no" to Kayla, Kayla will scream and cry, and then Kumi will give in to her. What can you tell Kumi about the principles of operant conditioning that might help her deal with the situation?

QuestionID: 01-3-04 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3. What is the focus of learning theories?

Answer: A good answer will include the following key points: Kumi is reinforcing Kayla's behaviour, which means she's making it more likely that every time Kumi says "no" to her, Kayla will scream and cry. She is giving Kayla attention and giving her something that Kumi desires, increasing the tantrum behaviour. This is an example of positive reinforcement. Kayla needs to make sure she does not give in to this behaviour.

5. Explain Piaget's perspective on development and contrast it with the early learning theories of Watson and Skinner.

QuestionID: 01-3-05 Page-Reference: 9-10, 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: A good answer will include the following key points: Piaget is well known for his cognitive-developmental perspective. He believed that children are like mini scientists, creating theories about their social and physical worlds. Because children expect certain things to happen, these theories they form are tested constantly. When the predicted events occur, a child's belief in their theory grows stronger. When they do not occur, the child revises their theory. He also believed that children will come to realize there are flaws in their theories as they develop and will revise these theories at certain points in their development. The revisions occur once at about age two, a second time at age seven and a third time right before adolescence. He separated the stages of development into four stages – sensorimotor (birth to two years), preoperational (2 to 7 years), concrete operational (7 to 11 years), and formal operational (adolescence and beyond). According to Piaget, children's thinking becomes more sophisticated as they get older. They start out with knowledge based on their senses and motor skills (sensorimotor), then learn to use symbols to represent aspects of the world while still having trouble understanding others' perspectives (preoperational), then start to understand and apply logical operations to experiences (concrete operational), and finally start to think abstractly, speculating on hypothetical situations and reasoning deductively (formal operational). Watson and Skinner's theories are classified as learning theories – the role of cognition was not relevant to Watson and Skinner. They were not interested in studying cognition as to them, it was not objective.

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They were solely interested in studying behaviour and its consequences and the impact of environmental factors. Piaget believed cognition was extremely important.

6. Explain the concepts of positive and negative reinforcement and positive and negative punishment and give examples of each.

QuestionID: 01-3-06 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: A good answer will include the following key points: - Reinforcement is a consequence that increases the future likelihood of the behaviour that it follows.

- Punishment is a consequence that decreases the future likelihood of the behaviour that it follows.

- Positive means to add; negative means to take away. Therefore, positive reinforcement is adding something desired to increase a behaviour while negative reinforcement is taking away something undesired to increase a behaviour.

- Positive punishment is adding something undesired to decrease a behaviour while negative punishment is taking away something desired to decrease a behaviour.

- Examples: - positive reinforcement - Parents reward child for cleaning up her room by giving her a cookie.

- positive punishment - Parents punish child for not cleaning up her room by shouting at her.

- negative reinforcement - Parental nagging to "go clean your room" stops when the child starts cleaning up.

- negative punishment - Child is not allowed to watch television that evening because she did not clean her room.

7. Please give two examples where observational learning could be helpful/harmful to a developing child.

QuestionID: 01-3-07 Page-Reference: 10-11 Topic: The Science of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories?

Answer: A good answer will include the following key points: Children may learn from watching those around them, which is known as observational learning. There are many examples that can be used here. Examples of how it can be helpful include exposure to prosocial models, exposure to role models who break stereotypes about a group they may be a part of (stereotypes are often limiting), using modelling to reduce fear of animals, watching a pianist in order to learn how to play the piano, etc. Examples of how it can be harmful include exposing a child to adults smoking, using foul language, engaging in violent behaviour, etc.

8. Name and briefly describe the four stages of Piaget's cognitive development theory.

QuestionID: 01-3-08 Page-Reference: 12-13

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Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking?

Answer: A good answer will include the following key points: - Sensorimotor stage - Birth to 2 years - Infant's knowledge of the world is based on senses and motor skills. By the end of the period, infant uses mental representations.

- Preoperational stage - 2 to 7 years - Child learns how to use symbols, such as words and numbers, to represent aspects of the world, but relates to the world only through his or her own perspective.

- Concrete operational - 7 to 11 years - Child understands and applies logical operations to experiences, provided the experiences are focused on the here and now.

- Formal operational - Adolescence and beyond - Adolescent or adult thinks abstractly, speculates on hypothetical situations, and reasons deductively about what may be possible.

9. Summarize the five developmental perspectives (e.g., biological, psychodynamic, etc.) and list which theories belong with each perspective.

QuestionID: 01-3-09 Page-Reference: 17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach?

Answer: A good answer will include the following key points: - See the Summary Table: Characteristics of Developmental Perspectives (p. 17in textbook) for points that should be included.

10. Describe four themes or issues that often arise in the study of child development.

QuestionID: 01-3-10 Page-Reference: 18-20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected?

Answer: A good answer will include the following key points: 1) Continuity of Development - Concerns the predictability of development - Once a child starts down a particular developmental path, the child stays on that path throughout life - Includes the continuity-versus-discontinuity issue – which is about the relatedness of development: Are early aspects of development consistently related to later aspects?

2) Impact of Nature and Nurture - Nature-nurture issue – what roles do biology (nature) and environment (nurture) play in child development?

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- Scientists once hoped to answer questions like this by identifying either heredity or environment as THE cause - We now know that virtually no aspect of child development is due exclusively to either heredity or environment – development is shaped by both 3) The Active Child - Active-passive child issue – are children simply at the mercy of their environment (passive child) or do children actively influence their own development through their unique individual characteristics (active child) - Today, we know that experiences are indeed crucial, though it's often it's a child's interpretation of experiences that shapes his or her development - A child's unique characteristics also may cause him or her to have some experiences but not others - Many researchers now consider that all relationships are a two-way street: it is not just the parents or other adults who influence the child – the child has influence too 4) Links Between Different Domains of Development - Development in different domains is always intertwined - e.g., cognitive and social development are not independent; advances in one area affects advances in the other 11. Your friends have a new baby girl named Kaoru and they have told you that they can't wait to raise her because they will create a wonderful environment that Kaoru will love. For example, they will never let Kaoru watch worthless shows on television, and she will love to read because they will read to her all the time when she is a baby. What can you tell your friends about the issue of the child being active versus passive in her development?

QuestionID: 01-3-11 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development?

Answer: A good answer will include the following key points: Today, we know that experience is indeed crucial, but it's the child's interpretation of experiences that shapes their environment. A child's unique characteristics also may cause them to have some experiences but not others. For example, if their child Kaoru squirms a lot during the reading of books, your friends may not enjoy reading to Kaoru. As a result, they may not read as much, and Kaoru may not love books as much as they assume she will. Many researchers now consider that all relationships are a two-way street: It is not just the parents or other adults who influence the child – the child has influence too.

12. One day you and a friend are talking and your friend states, "Development is the result of the genes that you inherit, and those genes put you on a developmental path that stays the same throughout your life." What can you tell your friend about the issues of nature vs. nurture and continuity vs. discontinuity?

QuestionID: 01-3-12 Page-Reference: 18-20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?, 1.3.2. How do heredity and environment influence development?

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Answer: A good answer will include the following key points: - Development is not perfectly predictable. A friendly, intelligent child does not guarantee a friendly, intelligent adult, but the chances of a friendly, intelligent adult are greater than if the child had been obnoxious and foolish.

- today we know that virtually no aspect of child development is due exclusively to either heredity or environment. Instead, development is always shaped by both: Nature and nurture interact.

13. Compare naturalistic observation to structured observation and discuss the benefits and drawbacks of each approach.

QuestionID: 01-3-13 Page-Reference: 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A good answer will include the following key points: - Naturalistic observation involves the study of children in their own natural context. This could be their home, a local park, or some other familiar setting. By observing children in their normal surroundings, we can be confident that their behaviour is genuine and not influenced by artificial surroundings. The drawback with this type of research is that the researcher has no control over what kind of situations the child will encounter, and thus only gets an abbreviated view of the child's behaviour.

- Structured observation involves the study of children in a situation that has been created to test how children behave under particular circumstances. Often this occurs in a laboratory. The advantage to this form of research is that it gives us precise information about how children behave in these situations. As well, it can be used to study behaviours that are rare or that typically occur in private settings. The drawback is that these laboratory situations are not natural for the child, and their responses may be influenced by the artificial nature of the task.

14. A researcher is interested in studying cooperative and competitive behaviour in siblings. How might he/she use (1) systematic observations and (2) self-reports to measure sibling behaviour? Explain each type of measure, and give an example of how each could be used to measure cooperation and competition between siblings.

QuestionID: 01-3-14 Page-Reference: 21-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A good answer will be similar to the following: - Systematic observations involve watching children and carefully recording what they say or do. They can be either naturalistic observations (observing children as they behave spontaneously in some real-life situation) or structured observations (observing children in a setting the researcher has created that is likely to elicit the behaviour of interest). For example, a researcher might observe siblings in a naturalistic setting, such as a park or playground, and watch for spontaneously occurring occasions where the siblings behave cooperatively, such as taking turns pushing each other on swings, or competitively, such as racing to see who reaches a slide first.

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Or a researcher might put children in situations that would be likely to elicit either cooperative or competitive behaviour. For example, they could be given a puzzle and told they would be rewarded if, together, they are able to complete it within a specified amount of time. Or they could each be given their own puzzle and be told that the one who finishes their puzzle first would be given a reward.

- Self-reports involve children answering questions about the topic of interest. The questions and answers can either be given verbally (interview format) or in a written format (questionnaire). For example, a researcher might ask children how cooperative and competitive they are with their siblings.

15. Describe the problems of observer bias and observer influence. Using concepts from our textbook, discuss how these problems can be avoided.

QuestionID: 01-3-15 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: A good answer will be similar to the following: - Observer bias occurs when a researcher tends to notice things that are consistent with his/her theory and tends not to notice things that are inconsistent with his/her theory. This is a problem because the researcher is likely to find evidence for the theory, even when no evidence exists.

- Observer bias can be avoided or at least diminished, by establishing firm behavioural definitions and observation guidelines prior to the observations.

- Observer influence occurs when a participant's behaviour is affected by their awareness of the fact that they are being observed. When children know they are being watched, they may act differently than when they are not aware that they are being watched.

- Observer influence can be avoided by properly habituating participants before observing them.

- Habituation refers to the participant "getting used to" the presence of the researcher. If they are properly habituated, children will not even notice the presence of the researcher and will presumably behave in the same way that they would normally behave unobserved.

16. Describe the correlational and experimental research designs. Discuss the strengths and weaknesses of each design.

QuestionID: 01-3-16 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A good answer will include the following key points: - Correlational: Observe variables as they exist in the world and determine their relations. * Strength: Behaviour is measured as it occurs naturally. * Weakness: Cannot determine cause and effect.

- Experimental: Manipulate independent variable and determine effect on dependent variable. * Strength: Control of variables allows conclusions about cause and effect.

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* Weakness: Work is often laboratory-based, which can be artificial.

17. Describe longitudinal and cross-sectional research designs. What are strengths and weaknesses of each design?

QuestionID: 01-3-17 Page-Reference: 30-34 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change?

Answer: A good answer will include the following key points: - Longitudinal: One group of children is tested repeatedly as they develop. * Strength: Only way to chart an individual's development and look at the stability of behaviour over time. * Weakness: Expensive, participants drop out (sometimes selectively), examines only one cohort, and repeated testing can distort performance.

- Cross-sectional: Children of different ages are tested at the same time. * Strength: Convenient, inexpensive, don't have participant drop-out because they're seen at only one time, don't have repeated testing effects. * Weakness: Cannot study stability of behaviour; cohort effects complicate interpretation of differences between groups.

18. Describe the key guidelines of ethical research.

QuestionID: 01-3-18 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: A good answer will include the following key points: - Seek to do research which benefits humanity - Minimize risks to research participants - Describe the research to potential participants so they can determine whether they wish to participate and obtain informed consent - Avoid deception. If participants must be deceived, provide a thorough explanation of the true nature of the research as soon as possible (debriefing) - Keep results anonymous (no names gathered) or confidential (names are gathered but not reported) - Give a debriefing afterward 19. Outline some ways that child-development researchers can contribute to sound family policy.

QuestionID: 01-3-19 Page-Reference: 37-38 Topic: Doing Child-Development Research Skill: Conceptual

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Objective: 1.4.6. How does child-development research influence family policy?

Answer: A good answer will include the following key points: Child-development researchers can help build understanding of children. They can evaluate government policies and programs (macrosystem influences), ensuring that they are based on factual knowledge derived from child-development research. As well, by providing reliable methods to measure impact, child-development researchers can help judge how families and children are affected by policies.

Children cannot really represent their own interests in society and parents often lack the expertise and resources to do so. To fill the void, child-development experts may act as advocates, alerting policymakers to children's needs and arguing for family policy that addresses those needs.

20. Using an example from everyday life, explain why a correlation between two variables does not prove a cause and effect relation between the variables.

QuestionID: 01-3-20 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A good answer will be similar to the following: There is a positive correlation between the number of fire trucks at a fire and the number of deaths in the fire. In other words, the more fire trucks at a fire the more people who will die in the fire. However, it doesn't make sense to say that the fire trucks cause the deaths or that the number of deaths caused the presence of more fire trucks. In this case, a third variable, the size of the fire, leads to more fire trucks at the fire and the likelihood of more deaths in the fire. So, while the number of fire trucks and the number of deaths are correlated there is no cause-effect relation between the two variables. (Note: Students examples will vary, but the logic should be similar to the logic given in this example.)

21. A researcher wants to see if watching a violent movie leads to more aggressive behaviour in preschool children. How should the researcher proceed? Be sure to discuss sampling, assignment to conditions, and choice of independent and dependent variables.

QuestionID: 01-3-21 Page-Reference: 25-30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A good answer will be similar to the following: The researcher could use an experimental design. The participants should be a sample of preschool children who are similar in social class, IQ, etc. to population of interest (representative sampling). These children would be assigned randomly to one of two experimental conditions. In one condition, children would see a movie that contained many violent acts. In the other condition, children would see a movie about sharing that contained no violent acts. The type of movie that the children watched is the independent variable. After watching the movie, the children would be allowed to play in a room with toys. Structured observation would be used to determine if

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the amount of aggressive behaviour while playing was related to the type of movie that the children had watched. Aggressive behaviour while playing (e.g., hitting, kicking, punching) is the dependent variable.

22. A researcher wants to examine the changes in the stability of friendship between first and third grade.

Should the researcher use a cross-sectional or a longitudinal design? Give the advantages and disadvantages of each design.

QuestionID: 01-3-22 Page-Reference: 30-34 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A good answer will be similar to the following: A longitudinal study would involve looking at children's friendships in Grade 1. Later, when the same children were in Grade 3, researchers could see how many friendships still existed. A cross-sectional study might involve asking a group of first-graders and a group of third-graders questions about the stability of their friendships. The main advantage of a cross-sectional research design is that it can be done in a relatively short period of time and at a much lower cost than a longitudinal study. The major disadvantage is that cohort effects may be present which make it difficult to draw conclusions about developmental change. The main advantage of longitudinal research designs is that actual stability and change can be studied. The major disadvantage of longitudinal studies is that they are expensive. Other disadvantages include the lack of sample constancy over the course of the study as participants drop out and the development of "test-wise" participants.

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Chapter 02: Genetic Bases of Child Development Chapter 02 Multiple-Choice Questions 1. Each sperm and egg contains ________ chromosomes.

A) 23 B) 26 C) 46 D) a variable number of QuestionID: 02-1-01 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: A) 23 2. Tiny structures in the nucleus of a cell that contain genetic material are called A) chromosomes.

B) phenotypes.

C) heterozygous.

D) homozygous.

QuestionID: 02-1-02 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: A) chromosomes.

3. A fertilized egg contains ________ chromosome(s).

A) 1 B) 22 C) 23 D) 46 QuestionID: 02-1-03 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: D) 46

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4. In vitro fertilization is a procedure in which A) an egg is fertilized by sperm in a laboratory dish and then placed in the mother's uterus.

B) sperm is injected into the mother's uterus to fertilize her egg.

C) a fertilized egg is extracted from one woman's uterus and then placed in another woman's uterus.

D) a surrogate mother is used to carry another couple's developing fetus.

QuestionID: 02-1-04 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: A) an egg is fertilized by sperm in a laboratory dish and then placed in the mother's uterus.

5. In vitro fertilization

A) usually is accompanied by surrogate motherhood.

B) is successful about 80 percent of the time.

C) is less likely to result in the birth of twins or triplets.

D) sometimes involves the use of egg and sperm from donors.

QuestionID: 02-1-05 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: D) sometimes involves the use of egg and sperm from donors.

6. Lilly and Kumar have been unable to conceive a baby through sexual intercourse, so they have decided to try in vitro fertilization. Which of the following is true about their situation?

A) Lilly and Kumar's attempts to have a baby through in vitro fertilization are very likely to be successful.

B) Lilly and Kumar are very likely to have to use a surrogate mother to carry the child.

C) Lilly and Kumar will have to use donor sperm.

D) If Lilly does become pregnant, she will have a higher than average chance of having twins or triplets.

QuestionID: 02-1-06 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.1.1. What are chromosomes and genes?

Answer: D) If Lilly does become pregnant, she will have a higher than average chance of having twins or triplets.

7. The first ________ pairs of chromosomes are called autosomes.

A) 22

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B) 23 C) 44 D) 46 QuestionID: 02-1-07 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: A) 22 8. The first 22 pairs of chromosomes A) contain either X or Y chromosomes.

B) determine the sex of the individual.

C) are called autosomes.

D) do not vary in size.

QuestionID: 02-1-08 Page-Reference: 44-45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: C) are called autosomes.

9. Autosomal chromosomes A) come in pairs containing one large and one small chromosome.

B) come in pairs of chromosomes that are about the same size.

C) determine the sex of a child.

D) have an X and a Y chromosome.

QuestionID: 02-1-09 Page-Reference: 44-45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: B) come in pairs of chromosomes that are about the same size.

10. Sex chromosomes A) do not come in pairs.

B) come in pairs of chromosomes that are about the same size.

C) determine the sex of the child.

D) are the first 22 pairs of chromosomes.

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QuestionID: 02-1-10 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: C) determine the sex of the child.

11. Kelly and Ruben just had a baby boy. If they could look at their baby's sex chromosomes, they would see A) one X and one Y chromosome.

B) two Y chromosomes.

C) one Y chromosome only.

D) two X chromosomes.

QuestionID: 02-1-11 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.1.1. What are chromosomes and genes?

Answer: A) one X and one Y chromosome.

12. Chromosomes consist of

A) eggs and sperm.

B) phenotypes.

C) gametes.

D) deoxyribonucleic acid.

QuestionID: 02-1-12 Page-Reference: 43-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: D) deoxyribonucleic acid.

13. DNA stands for

A) deoxyribonucleic acid B) double nutrient autosome C) dormant neuronal acid D) diribosomal nutrient autosome QuestionID: 02-1-13 Page-Reference: 45-46 Topic: Mechanisms of Heredity

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Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: A) deoxyribonucleic acid 14. Each group of nucleotide bases that provides a specific set of biochemical instructions is called a A) phenotype.

B) gene.

C) chromosome pair.

D) recessive allele.

QuestionID: 02-1-14 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: B) gene.

15. A child's 46 chromosomes include about ___________ genes.

A) 10 000 B) 50 000 C) 25 000 D) 100 QuestionID: 02-1-15 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: C) 25 000 16. When alleles in a chromosome pair are the same, they are said to be A) recessive.

B) dominant.

C) heterozygous.

D) homozygous.

QuestionID: 02-1-16 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: D) homozygous.

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17. Jackie has sickle-cell anemia, a condition which is A) caused by a virus.

B) caused by a bacterial infection.

C) inherited.

D) related to a lack of protein in the diet.

QuestionID: 02-1-17 Page-Reference: 43-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) inherited.

18. Who is most likely to have sickle-cell anemia?

A) Tad, a European Canadian B) Jared, an African Canadian C) Miguel, a Native Canadian D) Ed, an Asian Canadian QuestionID: 02-1-18 Page-Reference: 43-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) Jared, an African Canadian 19. If the allele for brown eyes is dominant and the allele for blue eyes is recessive, which genotype produces a person with blue eyes?

A) A blue-eyed person is homozygous with two alleles for brown eyes.

B) A blue-eyed person is homozygous with two alleles for blue eyes.

C) A blue-eyed person is heterozygous with one allele for blue eyes and one allele for brown eyes.

D) The alleles for eye colour are demonstrating codominance.

QuestionID: 02-1-19 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: B) A blue-eyed person is homozygous with two alleles for blue eyes.

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20. Abner has a dominant allele for a full head of hair and a recessive allele for male pattern baldness.

You would expect Abner to A) be completely bald.

B) be partially bald.

C) have a full head of hair.

D) have thin hair.

QuestionID: 02-1-20 Page-Reference: 45-46, 48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: C) have a full head of hair.

21. Lucas has one allele for normal blood cells and one allele for sickle-shaped cells. Lucas' blood cell alleles are

A) recessive.

B) dominant.

C) heterozygous.

D) homozygous.

QuestionID: 02-1-21 Page-Reference: 45-47 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: C) heterozygous.

22. Jolie has sickle-cell trait, a temporary, relatively mild form of sickle-cell anemia, but does not have full-blown sickle-cell anemia. Her condition is most likely the result of

A) incomplete dominance between one allele for normal blood cells and one for sickle-shaped cells.

B) two recessive alleles for sickle-shaped cells.

C) a dominant sickle-shaped cell allele and a recessive normal blood cell allele.

D) two dominant alleles for normal blood cells.

QuestionID: 02-1-22 Page-Reference: 45-47 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: A) incomplete dominance between one allele for normal blood cells and one for sickle-shaped cells.

23. When one allele does not dominate another completely, it is a case of

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A) recessive inheritance.

B) incomplete dominance.

C) phenotype.

D) polygenic inheritance.

QuestionID: 02-1-23 Page-Reference: 46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: B) incomplete dominance.

24. Sickle-cell anemia A) occurs in individuals who have one allele for normal blood cells and one allele for sickle-shaped cells.

B) is not an inherited disorder.

C) is not a serious health problem because it is easily cured.

D) is becoming less common in successive generations of African Canadians.

QuestionID: 02-1-24 Page-Reference: 47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) is becoming less common in successive generations of African Canadians.

25. Individuals with an allele for sickle-cell anemia are A) more resistant to malaria.

B) likely to be of Asian Canadian heritage.

C) becoming more common in recent years in Canada.

D) infertile, thus unable to pass the gene on to offspring.

QuestionID: 02-1-25 Page-Reference: 47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) more resistant to malaria.

26. Cystic fibrosis is more common in A) people of African descent B) people of European descent C) people of Asian descent D) people who also have sickle-cell anemia

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QuestionID: 02-1-26 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) people of European descent 27. Leslie is homozygous for hair type. Therefore, she must have

A) curly hair.

B) straight hair.

C) one allele for curly hair and one allele for straight hair.

D) either two alleles for curly hair or two alleles for straight hair.

QuestionID: 02-1-27 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: D) either two alleles for curly hair or two alleles for straight hair.

28. An individual who is heterozygous for hair colour would have

A) two alleles for dark eyes.

B) one allele for dark hair and one for blond hair.

C) two alleles for light eyes.

D) blond hair.

QuestionID: 02-1-28 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: B) one allele for dark hair and one for blond hair.

29. The chemical instructions of a ________ allele in an allele pair will be followed while those of a ________ allele will be ignored.

A) heterozygous; homozygous B) homozygous; heterozygous C) recessive; dominant D) dominant; recessive QuestionID: 02-1-29 Page-Reference: 46-48

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Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: D) dominant; recessive 30. Blueprints are to a completed house as ________ are to ________.

A) phenotypes; genotypes B) genotypes; phenotypes C) recessive genes; dominant genes D) dominant genes; recessive genes QuestionID: 02-1-30 Page-Reference: 51 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: B) genotypes; phenotypes 31. An individual's physical, behavioural, and psychological features are known as one's

A) phenotype.

B) deoxyribonucleic acid.

C) genotype.

D) genes.

QuestionID: 02-1-31 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) phenotype.

32. Which of the following is the best example of a phenotype?

A) blue eyes B) an allele for sickle-shaped cells C) an XX chromosome pattern D) codominant genes QuestionID: 02-1-32 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Applied

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Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) blue eyes 33. The complete set of genes that makes up a person's heredity is called

A) an allele.

B) deoxyribonucleic acid.

C) a genotype.

D) a phenotype.

QuestionID: 02-1-33 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) a genotype.

34. Alleles

A) in a chromosome pair are always the same.

B) in a chromosome pair are always different.

C) in a chromosome pair are sometimes the same and sometimes different.

D) occur singly, not in pairs.

QuestionID: 02-1-34 Page-Reference: 55 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) in a chromosome pair are sometimes the same and sometimes different.

35. Recessive alleles are responsible for

A) Down syndrome.

B) Huntington's disease.

C) Klinefelter's syndrome.

D) phenylketonuria.

QuestionID: 02-1-35 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

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Answer: D) phenylketonuria.

36. Perry was born with phenylketonuria (PKU) which means that A) she has an intellectual disability and has an extra 21st chromosome.

B) phenylalanine can accumulate and poison her nervous system.

C) she will develop normally until middle adulthood, at which time her nervous system will begin to deteriorate.

D) she has a missing chromosome and will have a severe intellectual disability.

QuestionID: 02-1-36 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) phenylalanine can accumulate and poison her nervous system.

37. The disorder in which a person's nervous system degenerates during infancy is called A) Tay-Sachs disease.

B) albinism.

C) cystic fibrosis.

D) Huntington's disease.

QuestionID: 02-1-37 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) Tay-Sachs disease.

38. Inherited disorders A) are more often caused by recessive alleles than by dominant alleles.

B) are more often caused by dominant alleles than by recessive alleles.

C) are due to dominant alleles about half the time.

D) do not usually seriously impair a child's development.

QuestionID: 02-1-38 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) are more often caused by recessive alleles than by dominant alleles.

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39. Why are relatively few inherited disorders caused by dominant alleles?

A) Most disorders caused by dominant alleles lead to sterility, which means the dominant allele will not be passed on.

B) Genetic testing can more readily identify dominant rather than recessive alleles; genetic counselling has more successfully reduced the incidence of disorders caused by dominant alleles.

C) Every person with one of the dominant alleles will have the disorder, and people with most of these disorders do not usually live long enough to reproduce, so the allele will not be passed on.

D) Individuals carrying dominant alleles for a disorder are less likely to actually have the disorder than are individuals carrying a recessive allele for a disorder.

QuestionID: 02-1-39 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) Every person with one of the dominant alleles will have the disorder, and people with most of these disorders do not usually live long enough to reproduce, so the allele will not be passed on.

40. ________ is one of the few serious inherited disorders caused by a dominant allele.

A) Sickle-cell anemia B) Phenylketonuria C) Turner's syndrome D) Huntington's disease QuestionID: 02-1-40 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) Huntington's disease 41. Huntington's disease is associated with

A) the absence of an important liver enzyme.

B) limited development of secondary sexual characteristics.

C) a progressive deterioration of the nervous system.

D) taller than normal height.

QuestionID: 02-1-41 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) a progressive deterioration of the nervous system.

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42. Timu has Huntington's disease. You would expect him to begin to show signs of nervous system deterioration A) at birth.

B) during childhood.

C) during adolescence.

D) during middle adulthood.

QuestionID: 02-1-42 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) during middle adulthood.

43. Wei's development was normal through childhood and early adulthood. However, during her 40s she began to experience muscle spasms, depression, and personality changes. Which of the following disorders or diseases is most likely to be causing her symptoms?

A) phenylketonuria B) Huntington's disease C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-43 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) Huntington's disease 44. Huntington's disease A) is caused by two recessive alleles.

B) can lead to depression and changes in personality.

C) is apparent in young babies.

D) usually is not fatal.

QuestionID: 02-1-44 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) can lead to depression and changes in personality.

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45. Huntington's disease involves progressive deterioration of the nervous system, which causes A) muscle spasms, depression, and personality changes.

B) schizophrenia.

C) an accumulation of poisonous substances in the body.

D) sterility.

QuestionID: 02-1-45 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) muscle spasms, depression, and personality changes.

46. Inherited disorders

A) are most often caused by dominant alleles.

B) are relatively rare.

C) do not run in families.

D) are more common than disorders caused by the wrong number of chromosomes.

QuestionID: 02-1-46 Page-Reference: 47-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) are relatively rare.

47. The most appropriate time for a couple with concerns about their genetic background to seek genetic counselling is A) before the woman gets pregnant.

B) when the woman gets pregnant.

C) when the couple already has a child with a genetic disorder.

D) when they are about to become grandparents.

QuestionID: 02-1-47 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) before the woman gets pregnant.

48. Debbie and Paula are thinking about starting a family, but are a little hesitant because there is a history of phenylketonuria in Debbie's family. What should Debbie and Paula do?

A) They should adopt a child if they want children. Anyone with a history of inherited disease in their

15

family should not have children.

B) They should go ahead and try to start a family. If Debbie is a carrier of the disease, she is unlikely to be able to get pregnant.

C) They should go ahead and start trying. Phenylketonuria is not an inherited disease.

D) They should go to genetic counselling to determine what the odds are that they will pass on the disease.

QuestionID: 02-1-48 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) They should go to genetic counselling to determine what the odds are that they will pass on the disease.

49. Cornelius and Janelle sought genetic counselling because of concern that they might have children with sickle-cell anemia. The counsellor determined they each have one recessive allele for sickle-cells and one dominant allele for healthy blood cells. The counsellor would tell them that they have a A) 100 percent chance of having a child with sickle-cell anemia.

B) 25 percent chance of having a child with sickle-cell anemia and a 50 percent chance of having a child with sickle-cell trait.

C) 25 percent chance of having a child with sickle-cell trait and a 50 percent chance of having a child with sickle-cell anemia.

D) 75 percent chance of having a child with sickle-cell anemia.

QuestionID: 02-1-49 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) 25 percent chance of having a child with sickle-cell anemia and a 50 percent chance of having a child with sickle-cell trait.

50. Genetic counselling typically involves A) obtaining a detailed family history and performing tests to help couples with concerns about inherited disorders.

B) informing parents-to-be about how they can have a more intelligent child.

C) the government in making decisions for private citizens.

D) helping couples with fertility problems.

QuestionID: 02-1-50 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

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Answer: A) obtaining a detailed family history and performing tests to help couples with concerns about inherited disorders.

51. Extra, missing, or damaged chromosomes A) do not usually disturb development.

B) sometimes disturb development.

C) always disturb development.

D) always cause spontaneous abortion.

QuestionID: 02-1-51 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) always disturb development.

52. ________ is an inherited disorder caused by an extra 21st chromosome that results in intellectual disability.

A) Phenylketonuria B) Huntington's disease C) Down syndrome D) Turner's syndrome QuestionID: 02-1-52 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) Down syndrome 53. Individuals with Down syndrome show which of the following characteristics?

A) intellectual disability B) aggression C) an extra X chromosome D) a lack of sexual development QuestionID: 02-1-53 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) intellectual disability

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54. Aletha and Franco are worried about their one-year-old baby. His eyes are almond-shaped (unlike theirs), his head seems small, and his development is slower than average—he's just now starting to sit up by himself. Which of the following disorders would you suspect their baby has?

A) Huntington's disease B) Klinefelter's syndrome C) Turner's syndrome D) Down syndrome QuestionID: 02-1-54 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) Down syndrome 55. Children with Down syndrome typically have

A) advanced development.

B) normal development.

C) slower than normal development.

D) no development.

QuestionID: 02-1-55 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) slower than normal development.

56. The extra 21st chromosome that causes Down syndrome is

A) usually provided by the egg.

B) usually provided by the sperm.

C) provided by the egg about half the time and by the sperm about half the time.

D) usually created sometime during prenatal development.

QuestionID: 02-1-56 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) usually provided by the egg.

57. The incidence of Down syndrome

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A) increases as the mother gets older.

B) decreases as the mother gets older.

C) decreases as the father gets older.

D) is unrelated to parental age.

QuestionID: 02-1-57 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) increases as the mother gets older.

58. Who has the greatest risk of having a child with Down syndrome?

A) 28-year-old Madhu B) 22-year-old Katie C) 36-year-old Lakhi D) 44-year-old Susan QuestionID: 02-1-58 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) 44-year-old Susan 59. The most common reason for fertilized eggs to spontaneously abort shortly after conception is A) abnormal autosomal chromosomes.

B) abnormal sex chromosomes.

C) environmental teratogens.

D) maternal disease.

QuestionID: 02-1-59 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) abnormal autosomal chromosomes.

60. Harold has Klinefelter's syndrome which is caused by a(n) ________ chromosome pattern.

A) XYY B) XXY C) Y D) YY

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QuestionID: 02-1-60 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) XXY 61. Phong has Klinefelter's syndrome. He is likely to be

A) tall, passive, and have below-normal intelligence.

B) short and have difficulty with spatial relations.

C) of normal height and have delayed language development.

D) tall and of average or above average intelligence.

QuestionID: 02-1-61 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) tall, passive, and have below-normal intelligence.

62. Jerome is learning about common disorders associated with sex chromosomes in his developmental psychology course. He learns about one disorder that affects females only and at a rate of 1 in 2500 to 5000 births. Which disorder is Jerome learning about?

A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-62 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) Turner's syndrome 63. Victor is tall and has below-normal intelligence. He has symptoms of A) Turner's syndrome.

B) XXX syndrome.

C) XYY complement.

D) Y syndrome.

QuestionID: 02-1-63

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Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) XYY complement.

64. An XYY complement of sex chromosomes is associated with which of the following characteristics?

A) problems perceiving spatial relations B) short stature C) below-normal intelligence D) susceptibility to heart defects QuestionID: 02-1-64 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) below-normal intelligence 65. Liz has Turner's syndrome. Which of the following characteristics would you expect her to have?

A) tall stature B) short stature C) delayed language development D) delayed motor development QuestionID: 02-1-65 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) short stature 66. A female who is short, has limited development of secondary sex characteristics, and who has problems with spatial relations would have which of the following disorders?

A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-66 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual

21

Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) Turner's syndrome 67. Tina has XXX syndrome. Which of the following characteristics is she likely to have?

A) tall stature, difficulty with spatial relations B) short stature, difficulty with spatial relations C) tall stature, below-normal intelligence D) normal height, delayed motor and language development QuestionID: 02-1-67 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) normal height, delayed motor and language development 68. A female who has normal stature but delayed language and motor development could have which of the following disorders?

A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-68 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) XXX syndrome 69. Which of the following chromosomal disorders does not involve abnormal sex chromosomes?

A) Turner's syndrome B) XXX syndrome C) Down syndrome D) Klinefelter's syndrome QuestionID: 02-1-69 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: C) Down syndrome

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70. There are no chromosomal disorders consisting solely of ________ chromosomes.

A) X B) Y C) autosomal D) sex QuestionID: 02-1-70 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: B) Y 71. The branch of genetics that addresses the inheritance of behavioural and psychological traits is referred to as

A) evocative genetics.

B) active genetics.

C) behavioural genetics.

D) polygenic genetics.

QuestionID: 02-1-71 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) behavioural genetics.

72. Behavioural genetics

A) deals primarily with the inheritance of traits controlled by single genes.

B) is not a complex field because behavioural and psychological phenotypes are very simple.

C) deals primarily with either-or cases of inheritance such as red-green colour blindness.

D) is interested in the range of outcomes associated with different genotypes.

QuestionID: 02-1-72 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: D) is interested in the range of outcomes associated with different genotypes.

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73. Polygenic inheritance A) reflects the influence of a single gene.

B) determines "either-or" traits such as eye colour.

C) cannot be studied because its influence is too broad.

D) influences behavioural and psychological traits such as intelligence.

QuestionID: 02-1-73 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: D) influences behavioural and psychological traits such as intelligence.

74. Many behavioural and psychological characteristics follow a(n) ________ pattern of genetic inheritance.

A) dominant-recessive B) incomplete dominance C) sex-linked D) polygenic QuestionID: 02-1-74 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: D) polygenic 75. Intelligence is

A) determined by a single gene.

B) a polygenic trait.

C) determined by the sex chromosomes.

D) not influenced by genetic factors.

QuestionID: 02-1-75 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: B) a polygenic trait.

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76. When phenotypes are caused by the combined effect of many separate genes, the pattern of inheritance is referred to as A) polygenic inheritance.

B) dominant-recessive.

C) incomplete dominance.

D) sex-linked inheritance.

QuestionID: 02-1-76 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) polygenic inheritance.

77. Brendgen et al.'s (2005) study on aggression in twins found that aggression levels in children are influenced by

A) heredity only.

B) environment only.

C) heredity and environment.

D) neither heredity nor environment.

QuestionID: 02-1-77 Page-Reference: 53 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) heredity and environment.

78. Traditionally, behaviour geneticists have relied on _____________.)

A) reports B) hospital records C) statistical methods D) baby biographies QuestionID: 02-1-78 Page-Reference: 52-54 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) statistical methods

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79. Twins that come from a single fertilized egg that splits in two are called A) dizygotic twins.

B) monozygotic twins.

C) fraternal twins.

D) homozygous.

QuestionID: 02-1-79 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: B) monozygotic twins.

80. Mindy and Mandy are dizygotic twins. Therefore, they

A) came from two separate eggs.

B) have the same genes.

C) have no shared genes.

D) cannot be used in a twin study.

QuestionID: 02-1-80 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) came from two separate eggs.

81. Which pair has the most genes in common?

A) mother and daughter B) monozygotic twins C) dizygotic twins D) brother and sister QuestionID: 02-1-81 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: B) monozygotic twins

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82. ________ twins are to identical twins as ________ twins are to fraternal twins.

A) Homozygous; heterozygous B) Heterozygous; homozygous C) Dizygotic; monozygotic D) Monozygotic; dizygotic QuestionID: 02-1-82 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: D) Monozygotic; dizygotic 83. Twin studies A) cannot be used to study polygenic traits such as intelligence.

B) are based on the assumption that monozygotic twins are not more similar genetically than dizygotic twins.

C) are based on the assumption that heredity influences a trait if identical twins are more alike than fraternal twins.

D) often underestimate the influence of heredity because identical twins may have more similar environments than fraternal twins.

QuestionID: 02-1-83 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) are based on the assumption that heredity influences a trait if identical twins are more alike than fraternal twins.

84. Dr. Tutu uses a twin study to determine the influence of heredity on emotionality. If emotionality is influenced by heredity, he will find that the level of emotionality is more similar in A) sibling pairs than in monozygotic twins.

B) dizygotic twins than in sibling pairs.

C) dizygotic twins than in monozygotic twins.

D) monozygotic twins than in dizygotic twins.

QuestionID: 02-1-84 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's

27

development?

Answer: D) monozygotic twins than in dizygotic twins.

85. Dr. Banta conducts an adoption study to estimate the heritability of intelligence. If intelligence is primarily influenced by the environment, he will find that

A) adopted children's intelligence level is more similar to that of their biological parents than that of their adoptive parents.

B) adopted children's intelligence level is more similar to that of their adoptive parents than that of their biological parents.

C) adopted children's intelligence level is unrelated to that of either their biological or adoptive parents.

D) he cannot determine heritability with an adoption study, therefore he will need to do a twin study.

QuestionID: 02-1-85 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: B) adopted children's intelligence level is more similar to that of their adoptive parents than that of their biological parents.

86. Adoption studies tend to study mothers more often than fathers because

A) mothers tend to have a stronger genetic influence on their children than fathers do.

B) mothers tend to have a stronger environmental influence on their children than fathers do.

C) fathers generally have less genetic and environmental influence on their children's development than mothers do.

D) it is harder to get information about the fathers than about the mothers.

QuestionID: 02-1-86 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: D) it is harder to get information about the fathers than about the mothers.

87. If a trait is strongly influenced by genetic factors you would expect to find that

A) adopted children resemble their biological parents more than their adoptive parents on that trait. B) adopted children resemble their adoptive parents more than their biological parents on that trait. C) dizygotic twins would be more similar on that trait than monozygotic twins would be. D) dizygotic twins would be more similar on that trait than siblings would be.

QuestionID: 02-1-87

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Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) adopted children resemble their biological parents more than their adoptive parents on that trait.

88. In adoption studies A) the results may be biased because biological and adoptive parents may be similar.

B) adoptive parents are assumed to provide genetic influence.

C) biological parents are assumed to provide environmental influence.

D) the greater similarity of adoptees to biological than to adoptive parents on a trait would indicate that the trait is influenced by the environment.

QuestionID: 02-1-88 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: A) the results may be biased because biological and adoptive parents may be similar.

89. Adoption studies may be flawed because A) adopted children are more likely than nonadopted children to have genetic disorders.

B) the results of adoption studies usually conflict with results of twin studies.

C) agencies may try to place adoptees in environments similar to those of their biological parents.

D) parents treat adopted children differently from biological children.

QuestionID: 02-1-89 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: C) agencies may try to place adoptees in environments similar to those of their biological parents.

90. A potential flaw of twin studies is that A) monozygotic twins do not always have identical genes.

B) dizygotic twins do not have identical genes.

C) parents may treat monozygotic twins more similarly than they treat dizygotic twins.

D) parents may treat dizygotic twins more similarly than they treat monozygotic twins.

QuestionID: 02-1-90

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Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) parents may treat monozygotic twins more similarly than they treat dizygotic twins.

91. The problems associated with twin studies and adoption studies

A) are not serious enough to cause concern.

B) can be minimized by using both kinds of studies to see if they yield similar results.

C) can be minimized by using only one kind of study so potential flaws are not multiplied.

D) are insurmountable.

QuestionID: 02-1-91 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) can be minimized by using both kinds of studies to see if they yield similar results.

92. One recent issue to consider is that it is now possible to alter genes and even the human genome by replacing or altering parts of the individual's DNA. This is referred to as

A) crispier B) microarray C) postage D) gene editing.

QuestionID: 02-1-92 Page-Reference: 55 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: D) gene editing.

93. Sadie is depressed. You would be most likely to find that

A) Sadie's monozygotic twin is depressed.

B) Sadie's adoptive mother is depressed.

C) Sadie's brother is depressed.

D) no one else in Sadie's family is depressed.

QuestionID: 02-1-93 Page-Reference: 56

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Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) Sadie's monozygotic twin is depressed.

94. Scores for the ability to resist temptation were found to be

A) more strongly correlated among monozygotic twins than among dizygotic twins.

B) less strongly correlated among monozygotic twins than among dizygotic twins.

C) of equal correlation between monozygotic twins and dizygotic twins.

D) completely unrelated in all twins.

QuestionID: 02-1-94 Page-Reference: 56 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) more strongly correlated among monozygotic twins than among dizygotic twins.

95. Whose opinion is best supported by the results of twin and adoption studies?

A) Aaron, who assumes heredity is solely responsible for behavioural development.

B) Baron, who believes heredity has a substantial but not total influence on behavioural development.

C) Karen, who asserts that heredity has virtually no influence on development.

D) Sharon, who asserts that twin and adoption studies are too flawed to yield accurate information about the influence of genetics on development.

QuestionID: 02-1-95 Page-Reference: 54-56 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) Baron, who believes heredity has a substantial but not total influence on behavioural development.

96. The path from genes to behaviour is

A) one in which genes make particular behaviours more or less likely.

B) a direct path in which genes directly cause behaviour.

C) largely known and charted.

D) not influenced by the environment in which the genetic instructions are carried out.

QuestionID: 02-1-96 Page-Reference: 56-60

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Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) one in which genes make particular behaviours more or less likely.

97. Bibhavasu has the genotype for phenylketonuria. Which of the following statements is true?

A) Bibhavasu will have an intellectual disability.

B) Bibhavasu's phenylketonuria is not likely to surface until he reaches middle age.

C) If Bibhavasu avoids consuming phenylalanine he will have normal intelligence.

D) Bibhavasu has a high likelihood of having an older mother.

QuestionID: 02-1-97 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) If Bibhavasu avoids consuming phenylalanine he will have normal intelligence.

98. Phenylketonuria (PKU) provides a good example of A) the interaction between genes and environment.

B) a disorder caused by a dominant allele.

C) a chromosomal abnormality caused by an extra chromosome.

D) a disorder whose effects cannot be changed by the environment.

QuestionID: 02-1-98 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) the interaction between genes and environment.

99. The term "reaction range" refers to the concept that

A) one phenotype can lead to many different genotypes.

B) one genotype can lead to different phenotypes.

C) one genotype leads to one and only one phenotype.

D) phenotypes are unrelated to genotypes.

QuestionID: 02-1-99 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

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Answer: B) one genotype can lead to different phenotypes.

100. Gina has a genotype for average sociability. If she is in an environment where sociability is discouraged, she is likely to be below average in sociability. If she is in an environment where sociability is encouraged, she may be above average in sociability. The fact that Gina's genotype can lead to different phenotypes depending on the environment is a phenomenon referred to as A) niche-picking.

B) an active gene-environment relation.

C) an evocative gene-environment relation.

D) a reaction range.

QuestionID: 02-1-100 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: D) a reaction range.

101. The continuous interplay between genes and multiple levels of the environment (from cells to culture) that drives development is known as A) methylation.

B) reaction range.

C) epigenesis.

D) polygenesis.

QuestionID: 02-1-101 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) epigenesis.

102. The continuous interplay between genes and multiple levels of the environment (from cells to culture) is called A) methylation B) epigenesis C) reaction range D) acetonation QuestionID: 02-1-102 Page-Reference: 57-58 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.2. How do heredity and environment work together to influence child development?

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Answer: B) epigenesis 103. Sometimes experiences change the expression of DNA—the genetic code is preserved by some genes are "turned off". This process is known as _________ because the chemical silencer is a _________ molecule.

A) methylation; methyl B) acetylation; acetyl C) sulfuration; sulphur D) acetonation; acetone QuestionID: 02-1-103 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) methylation; methyl 104. The _____________________ estimates the extent to which differences between people reflect heredity.

A) methylation coefficient B) correlation coefficient C) heritability coefficient D) reaction range coefficient QuestionID: 02-1-104 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) heritability coefficient 105. An example of niche-picking is

A) parents enrolling their active child in many structured, sedentary activities in hopes that he will calm down.

B) parents enrolling their active child in many athletic activities in hopes that he will burn off some steam.

C) an active child choosing to participate in many athletic events.

D) an uncoordinated child choosing to participate in athletic events in hopes of becoming more coordinated.

QuestionID: 02-1-105 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

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Answer: C) an active child choosing to participate in many athletic events.

106. Who provides the best example of niche-picking?

A) Musically-talented Mosi who chooses to spend his free time listening to music and practising his guitar.

B) Natural singer Vanessa who is often asked to sing by her family and friends.

C) Tone-deaf Toneesha whose choir director asks her to simply mouth the words rather than sing during performances.

D) Piano prodigy Philip who not only inherited musical talent from his symphony-playing parents but was encouraged by his parents to begin playing a musical instrument at an early age.

QuestionID: 02-1-106 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: A) Musically-talented Mosi who chooses to spend his free time listening to music and practising his guitar.

107. Niche-picking refers to

A) one genotype leading to a range of phenotypes, depending on the environment.

B) children deliberately seeking environments that fit their heredity.

C) children's heredity eliciting different reactions from the environment.

D) parents both passing on their genes to their children and providing an environment for their children.

QuestionID: 02-1-107 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) children deliberately seeking environments that fit their heredity.

108. Caris is very artistically talented and chooses to spend much of her time drawing and painting. This is a good example of

A) a passive gene-environment relation.

B) an evocative gene-environment relation.

C) a reaction range.

D) niche-picking.

QuestionID: 02-1-108 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

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Answer: D) niche-picking.

109. The environmental forces within a family that make children different from one another are referred to as A) an evocative gene-environment relation.

B) passive gene-environment relation.

C) incomplete dominance.

D) nonshared environmental influences.

QuestionID: 02-1-109 Page-Reference: 59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: D) nonshared environmental influences.

110. The fact that children with genes for average intelligence can actually develop either below-average, average, or above-average intelligence depending on their experiences best illustrates which of the following themes of development?

A) Early development is related to later development, but not perfectly.

B) Development is always jointly influenced by heredity and environment.

C) Children help determine their own environment.

D) Development in different domains is connected.

QuestionID: 02-1-110 Page-Reference: 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) Development is always jointly influenced by heredity and environment.

111. Results of twin and adoption studies suggest that genetics strongly influence

A) intelligence but do not strongly influence psychological disorders or personality. B) intelligence and psychological disorders but do not strongly influence personality. C) personality and psychological disorders but do not strongly influence intelligence. D) intelligence, psychological disorders, and personality.

QuestionID: 02-1-111 Page-Reference: 61 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

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Answer: D) intelligence, psychological disorders, and personality.

Chapter 02 True-False Questions 1. On average, 200 to 500 million sperm complete the 15- to 20-centimetre journey to the fallopian tubes after ejaculation. a True b False QuestionID: 02-2-01 Page-Reference: 43 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False 2. Each sperm and egg contain 46 chromosomes. a True b False QuestionID: Page-Reference: 02-2-02 43 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False 3. In vitro fertilizationinvolves combining the sperm and egg in a laboratory dish. a True b False QuestionID: Page-Reference: 02-2-03 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True About 80 percent of 4. in vitro fertilizationattempts succeed. a True b False

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QuestionID: 02-2-04 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False

5. Assisted reproductive technology is used more often in Canada than in the United States. a True b False QuestionID: 02-2-05 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False 6.

In Canada, Quebec is the only province that will fully fund infertility treatments. a True b False QuestionID: Page-Reference: 02-2-06 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True 7. The autosomes determine the sex of the child. a True b False QuestionID: 02-2-07 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False

8. Chromosomes consist of deoxyribonucleic acid (DNA). a True

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b False QuestionID: 02-2-08 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True 9. Genes are made up of nucleotide bases. a True b False QuestionID: 02-2-09 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True 10.

We have 23 pairs of chromosomes. Twenty-two pairs are called autosomes and the 23 rd pair is known as the sex chromosomes. a True b False QuestionID: 02-2-10 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True 11.

Each group of nucleotide bases that provides a specific set of biochemical instructions is called a gene. a True b False QuestionID: Page-Reference: 02-2-11 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: a. True

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12. A genotype is an individual's physical, behavioural, and psychological features. a True b False QuestionID: 02-2-12 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes?

Answer: b. False 13.

A homozygous individual has two alleles that are the same. a True b False QuestionID: 02-2-13 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: a. True 14.

In incomplete dominance, the phenotype that results often falls between the phenotype associated with the other allele. One allele does not dominate another completely. a True b False QuestionID: Page-Reference: 02-2-14 46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: a. True 15. Individuals with the sickle-cell allele are more resistant to malaria. a True b False QuestionID: Page-Reference: 02-2-15 47 Topic: Mechanisms of Heredity Skill: Conceptual

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Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 16. If an allele for a disorder is dominant, then every person who receives the allele will have the disorder. a True b False QuestionID: Page-Reference: 02-2-16 47-48 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 17. Curly hair, farsightedness, and thick lips are all examples of dominant phenotypes a True b False QuestionID: Page-Reference: 02-2-17 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 18. Huntington's disease is caused by a recessive allele found on chromosome 4. a True b False QuestionID: Page-Reference: 02-2-18 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: b. False 19. Hemophilia is a sex-linked disorder. a True b False QuestionID: Page-Reference: 02-2-19 48

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Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 20. Genetic counsellors construct detailed family histories to determine the likelihood that someone is carrying an allele for a particular disorder. a True b False QuestionID: 02-2-20 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 21.

The presence of abnormal autosomes is a major cause for spontaneous abortions during the period of the zygote. a True b False QuestionID: 02-2-21 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: a. True 22.

The extra 21st chromosome that is found with Down syndrome usually comes from the father's sperm. a True b False QuestionID: Page-Reference: 02-2-22 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: b. False 23. The risk of having a baby with Down syndrome decreases as the mother gets older.

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a True b False QuestionID: Page-Reference: 02-2-23 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: b. False 24. The presence of a Y chromosome appears to be necessary for life. a True b False QuestionID: Page-Reference: 02-2-24 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: b. False 25. Most behavioural and psychological traits are polygenic traits. a True b False QuestionID: 02-2-25 Page-Reference: 51-52 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: a. True 26.

The traits controlled by single genes usually represent either-or phenotypes, while traits controlled by many genes typically represent an entire range of different outcomes. a True b False QuestionID: Page-Reference: 02-2-26 51-52 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's

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development?

Answer:

a. True

27. In twin studies, it is assumed that heredity influences a characteristic if dizygotic twins are more alike than monozygotic twins. a True b False QuestionID: 02-2-27 Page-Reference: 52-53 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: b. False 28. Boivin et al., (2013) conducted a twin study investigating whether heredity contributed to children's success in peer relations. It was found that when one twin had successful peer relations, the other often did as well. However, the correlation was found to be greater for monozygotic twins than the correlation for dizygotic twins. a True b False QuestionID: 02-2-28 Page-Reference: 53 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: a. True 29.

In adoption studies, if a behaviour has genetic roots, adopted children should behave more like their biological parents than their adoptive parents. a True b False QuestionID: Page-Reference: 02-2-29 54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

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Answer: a. True 30. One problem with twin studies is that the experiences of monozygotic twins may be more similar than the experiences of dizygotic twins so that heredity appears to have a greater influence. a True b False QuestionID: 02-2-30 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: a. True 31.

Twin studies compare children with their biological and adoptive parents. a True b False QuestionID: 02-2-31 Page-Reference: 52-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: b. False 32.

Gene, or genome, editing has been made possible by the development of a procedure taking advantage of what are called clustered regularly interspaced short palindromic repeats, or CRISPR, for short. a True b False QuestionID: 02-2-32 Page-Reference: 55 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: a. True

33. Scores on a measure of aggressive play with peers were less strongly correlated for monozygotic twins than for dizygotic twins. a True

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b False QuestionID: 02-2-33 Page-Reference: 56 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: b. False 34. The behavioural consequences of genetic instructions depend on the environment in which those interactions develop. a True b False QuestionID: 02-2-34 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 35.

The term epigenetic means "on, or above, genes" and relates to the expression of certain genes and not others. a True b False QuestionID: 02-2-35 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 36.

The same genotype for intelligence leads to the same phenotypes for intelligence. This is called reaction range. a True b False QuestionID: Page-Reference: 02-2-36 57 Topic: Heredity, Environment, and Development Skill: Applied

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Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: b. False 37. Heredity and environment interact dynamically throughout development. a True b False QuestionID: 02-2-37 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 38.

The environment has no impact on when genes are activated—they follow a predictable and predetermined schedule based on maturation. a True b False QuestionID: 02-2-38 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: b. False 39.

The range of phenotypes that the same genotype may produce in reaction to the environment where development takes place is called the reaction range. a True b False QuestionID: 02-2-39 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 40.

Experiences determine which phenotypes emerge, and genotypes influence the nature of experiences. a True b False

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QuestionID: 02-2-40 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True

41. About 50 percent of the differences in children's scores on intelligence tests are due to heredity. a True b False QuestionID: 02-2-41 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 42.

Although environmental factors are important, they usually affect each child in a unique way, which makes siblings differ. a True b False QuestionID: 02-2-42 Page-Reference: 59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True 43.

Heredity-environmental influences at any given point are affected by prior heredity-environmental exchanges. a True b False QuestionID: Page-Reference: 02-2-43 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: a. True

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Chapter 02 Essay Questions 1. Discuss assisted reproductive technology.

QuestionID: Page-Reference: 02-3-01 43-44 Mechanisms of Heredity Topic: Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?

Answer: A good answer will include the following key points: - Today, it is no longer experimental – used frequently in Canada and the United States.

- Many new techniques are available.

- Best-known method is in vitro fertilization, which is mixing sperm and egg together in a laboratory dish and then placing a few of these fertilized eggs in the mother's uterus.

- If eggs are successfully fertilized, in about 24 hours they are placed in the mother's uterus and hopefully will implant in uterine wall.

- The social and emotional development of those conceived through these techniques is perfectly normal.

- Only about one-third of these attempts at IVF succeed - There is a higher rate of multiple pregnancies (e.g., twins or triplets) - It is very expensive – provincial differences, with Quebec funding all infertility treatments and Ontario funding one IVF treatment per woman in her lifetime 2. Compare the term genotype with the term phenotype.

QuestionID: 02-3-02 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: A good answer will include the following key points: - A genotype is the complete set of genes that makes up a person's heredity.

- A phenotype is an individual's physical, behavioural, and psychological features.

3. Explain basic concepts of single gene inheritance using the terms alleles, chromosomes, homozygous, heterozygous, dominant, recessive.

QuestionID: 02-3-03 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?, 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: A good answer will include the following key points:

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- Genes come in different forms called alleles.

- The alleles in a pair of chromosomes are sometimes the same, which makes them homozygous.

- The alleles in a pair of chromosomes sometimes differ, which makes them heterozygous.

- If a person is homozygous for a trait, such as eye colour, the genotype produces the phenotype.

- If a person is heterozygous for a trait, the phenotype produced depends on which allele is dominant.

- If one allele is dominant, its chemical instructions are followed whereas those of the other, the recessive allele, are ignored.

Your friends Shania and Ricky are expecting a baby. Both Shania and Ricky are farsighted and have 4. cheek dimples. Shania and Ricky have said that they hope that their baby won't need to wear glasses or have cheek dimples because they both hate their glasses and dimples. What can you tell them about genetic inheritance and the likelihood that they will get their wish?

QuestionID: 02-3-04 Page-Reference: 43-46 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: A good answer will be similar to the following: You can tell Shania and Ricky that both farsightedness and cheek dimples are dominant traits. That means that an individual who is heterozygous with one dominant allele and one recessive allele will still show the dominant trait. Given that both Shania and Ricky show the dominant traits, they both must have at least one allele for the dominant trait so the likelihood that their baby will NOT have the dominant traits of farsightedness and cheek dimples is small.

5. Why are African Canadians more likely to inherit sickle-cell disease?

QuestionID: 02-3-05 Page-Reference: 43,44,46,47,48,49 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: African Canadians are more likely to inherit sickle-cell disease because the sickle cell has a benefit: Individuals with this allele are more resistant to malaria. Therefore, in parts of the world (such as Africa) where malaria is found you are also more likely to find individuals carrying this trait. Having two alleles for sickle-cell disease has devastating consequences to the carrier. However, having only one sickle cell allele results in a person who is more resistant to malaria and yet suffers from the disorder only when put under extreme conditions (in instances of low oxygen). Therefore, having sickle-cell trait is quite adaptive in Africa. However, it has no adaptive value in Canada and accordingly we are seeing fewer and fewer individuals with sickle-cell trait in successive generations of African Canadians.

6. Name and briefly describe some common disorders associated with recessive alleles.

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QuestionID: 02-3-06 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A good answer will include the following key points: - Albinism: Skin lacks melanin, which causes visual problems and extreme sensitivity to light.

- Cystic fibrosis: Excess mucous clogs digestive and respiratory tracts.

- Phenylketonuria (PKU): Phenylalanine, an amino acid, accumulates in the body and damages the nervous system, causing intellectual disability.

- Tay-Sachs disease: The nervous system degenerates in infancy, causing deafness, blindness, intellectual disability, and, during the preschool years, death.

7. Discuss genetic counselling.

QuestionID: 02-3-07 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?

Answer: A good answer will include the following key points: - If parents fear that their children may inherit serious or fatal disorders, they may seek the help of a genetic counsellor before conception.

- A genetic counsellor constructs a detailed family history that can be used to decide whether it's likely that either the man or the woman carries the allele for the disorder they're worried about.

- Tests can also be administered after a woman is pregnant to determine whether the fetus she is carrying has an inherited disorder.

8. Describe phenylketonuria. What is it, its causes, its symptoms, and treatment?

QuestionID: 02-3-08 Page-Reference: 48,49,57,61 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A good answer will be similar to the following: Phenylketonuria (PKU) is a disorder in which babies are born lacking an important enzyme. It is caused by two recessive alleles found on chromosome 12. The missing enzyme is one that breaks down phenylalanine, an amino acid. Without the enzyme, phenylalanine accumulates, damaging the nervous system and leading to delayed mental development. PKU can be controlled by diet by avoiding products that contain phenylalanine.

With a special diet, intellectual disability can be avoided.

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9. Name and describe (a) a disorder caused by an abnormal number of autosomal chromosomes, and (b) a disorder caused by an abnormal number of sex chromosomes.

QuestionID: 02-3-09 Page-Reference: 49, 50, 61, Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A good answer will include the following key points: (a) Down syndrome is caused by an extra 21st chromosome. * Symptoms: - almond-shaped eyes - a fold over the eyelid - smaller than normal head, neck, and nose - delayed mental and behavioural development - intellectual disability (b) Klinefelter's syndrome (XXY chromosome pattern): Characteristics includes tall stature, small testicles, sterile, below-normal intelligence, passive. Males only. OR - XYY complement: Characteristics include tall stature and, sometimes, below-normal intelligence. Males only.

OR - Turner's syndrome (Xo): Characteristics are short stature, limited development of secondary sex characteristics, problems perceiving spatial relations. Females only. OR - XXX syndrome: Characteristics are normal stature but delayed motor and language development. Females only.

10. The other day I heard someone say "There is no such thing as twins who are brother/sisters (mix-sex twins)." What would you have said if you had been there?

QuestionID: 02-3-10 Page-Reference: 52,54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: You could have told him/her that he/she was thinking about monozygotic twins. These twins are the result of one fertilized egg that has divided. Therefore monozygotic (or monozygotic) twins have the exact same genes—so they must also be the same sex. However, dizygotic twins come from two separate eggs fertilized by two separate sperm. These twins have the same genetic overlap as full brothers and sisters, but just as you can have a boy and a girl in the same family, you can also have mix-sex dizygotic (dizygotic) twins.

11. Explain how (a) twin studies and (b) adoption studies are used to determine the influence of heredity on a trait and discuss a potential flaw of each type of study.

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QuestionID: 02-3-11 Page-Reference: 51,54,55,56,58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will be similar to the following: (a) Twin studies compare monozygotic and dizygotic twins to determine the influence of heredity. Monozygotic or monozygotic twins come from a single fertilized egg that splits in two, and they have the same genes.

Dizygotic or dizygotic twins come from two separate eggs fertilized by two separate sperm and share, on average, about half their genes just like regular siblings. In a twin study, if monozygotic twins are more alike than dizygotic twins on a particular trait or behaviour, it suggests that heredity influences that trait or behaviour. Potential flaw: Parents and other people may treat monozygotic twins more similarly than they treat dizygotic twins. This would make monozygotic twins more similar than dizygotic twins in their experiences as well as in their genes. (b) In adoption studies, adopted children are compared to their adoptive parents and their biological parents. Adoptive parents have provided the child's environment.

Biological parents provided the child's genes. If children are more similar to their biological parents than to their adoptive parents on a particular trait or behaviour, it suggests that genes influence that trait or behaviour. Potential flaw: Adoption agencies may try to place children in homes like those of their biological parents. This can bias adoption studies because biological and adoptive parents end up being similar. 12. Explain what is meant by a reaction range and give an example of how a reaction range might work. QuestionID: 02-3-12 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will include the following key points: Reaction range: The same genotype can produce a range of phenotypes, in reaction to the environment where development takes place. For example, individuals with the genotype for phenylketonuria (PKU) lack an enzyme that breaks down the amino acid, phenylalanine, which is found in many foods that children regularly eat. If phenylalanine is ingested, it will accumulate in the child's body, damage the nervous system and lead to delayed mental development. If, though, the child is placed on a diet that limitsphenylalanine, the disease does not emerge and the nervous system develops normally.

13. You and a friend were talking about the role of heredity and environment and your friend said, "Heredity is destiny. When someone inherits genes for bad diseases there is nothing about the environment that can change the negative effects." What can you tell your friend about the interaction of heredity and environment in cases such as those involving individuals with phenylketonuria?

QuestionID: 02-3-13

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Page-Reference: 51,57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: A good answer will be similar to the following: You can tell your friend that heredity is not destiny. One can inherit a particular genotype, but that genotype can interact with a particular environment to change the phenotype. In the case of phenylketonuria (PKU), an individual may inherit the gene for PKU. Typically, the individual lacks an enzyme that breaks down phenylalanine. Phenylalanine is found in many foods such as meats and dairy products. When the phenylalanine is not broken down it builds up and produces toxins that damage the nervous system, which leads to intellectual disability. However, if the environment is changed so that the amount of phenylalanine in a child's diet is reduced, then the damage to the nervous system does not occur and normal intelligence occurs. In other words, the same genotype for PKU can interact with two different environments (either a regular diet or a lowphenylalanine diet) to lead to two very different outcomes (either normal intelligence or intellectual disability).

So, even in the case of a negative, inherited disorder the environment can still play an important role in shaping the environment.

14. Explain the general properties of the paths from genes to behaviour.

QuestionID: 02-3-14 Page-Reference: 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: A good answer will include the following key points: - The behavioural consequences of genetic instructions depend on the environment in which those instructions develop.

Reaction range: The same genotype can produce a range of phenotypes, in reaction to the environment where development takes place.

- Heredity and environment interact dynamically throughout development.

- Genes can influence the kind of environment to which a child is exposed.

Niche-picking: The process of deliberately seeking environments that fit one's heredity.

- Environmental influences typically make children within a family different.

Nonshared environmental influences: The environmental forces that make siblings different from one another.

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Chapter 03: Prenatal Development, Birth, and the Newborn Chapter 03 Multiple-Choice Questions 1. The period from conception to birth normally lasts ________ weeks.

A) 30 B) 34 C) 38 D) 42 QuestionID: 03-1-01 Page-Reference: 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: C) 38 2. Your friend Marie is pregnant and wants to learn about the changes that will take place in the child she is carrying before it is born. You suggest that she go to the library and look up

A) prenatal development.

B) neonatal development.

C) the Apgar.

D) anoxia.

QuestionID: 03-1-02 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life?

Answer: A) prenatal development.

3. Prenatal development takes an average of 38 weeks, which are divided into how many stages?

A) four B) six C) three D) ten QuestionID: 03-1-03 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do

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body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) three 4. Adira doesn't know it yet, but she is pregnant. She conceived one week ago and has not yet missed a menstrual period. Adira's developing child is in the period of the

A) fetus.

B) zygote.

C) embryo.

D) endoderm.

QuestionID: 03-1-04 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: B) zygote.

5. Immediately after conception, a fertilized egg is referred to as a(n)

A) fetus.

B) embryo.

C) germ disc.

D) zygote.

QuestionID: 03-1-05 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: D) zygote.

6. A fertilized egg is called a(n)

A) amnion.

B) umbilical cord.

C) mesoderm.

D) zygote.

QuestionID: 03-1-06 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

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Answer: D) zygote.

7. A zygote is A) a structure through which nutrients and wastes are exchanged between the mother and the developing organism.

B) a sac filled with amniotic fluid.

C) a fertilized egg.

D) what a developing organism is called after it is completely embedded in the uterine wall.

QuestionID: 03-1-07 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: C) a fertilized egg.

8. When the zygote consists of about 100 cells and looks like a hollow ball, it is called a(n)

A) fertilized egg.

B) embryo.

C) fetus.

D) blastocyst.

QuestionID: 03-1-08 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: D) blastocyst.

9. Implantation of the fertilized egg into the uterus begins

A) immediately after conception.

B) about one week after conception.

C) during the period of the embryo.

D) during the period of the fetus.

QuestionID: 03-1-09 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: B) about one week after conception.

10. The zygote implants into the

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A) uterine wall.

B) fallopian tube.

C) vaginal wall.

D) ovarian wall.

QuestionID: 03-1-10 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: A) uterine wall.

11. Which of the following events does NOT occur during the period of the zygote?

A) rapid division of the cells B) differentiation of cells C) development of body structures and internal organs D) implantation QuestionID: 03-1-11 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: C) development of body structures and internal organs 12. The process of a zygote burrowing into the uterine wall is referred to as A) fertilization.

B) implantation.

C) differentiation.

D) crowning.

QuestionID: 03-1-12 Page-Reference: 64 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: B) implantation.

13. Differentiation of cells begins A) during the period of the embryo.

B) during the period of the fetus.

C) during the period of the zygote.

D) at birth.

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QuestionID: 03-1-13 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: C) during the period of the zygote.

14. Near the centre of a zygote is a small cluster of cells called the ________, which will eventually develop into the baby.

A) placenta B) amnion C) fetus D) germ disc QuestionID: 03-1-14 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: D) germ disc 15. Your sister is pregnant and wonders how her baby takes in nutrients and gets rid of waste products.

You tell her that it happens through a structure called a(n) A) germ disc.

B) amnion.

C) placenta.

D) ectoderm.

QuestionID: 03-1-15 Page-Reference: 65 Topic: From Conception to Birth Skill: Applied Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: C) placenta.

16. The ________ is where nutrients and wastes are exchanged between the mother and the developing organism.

A) germ disc B) placenta C) ectoderm D) amnion

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QuestionID: 03-1-16 Page-Reference: 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: B) placenta 17. Once implantation is complete, the developing organism is called a(n)

A) fetus.

B) zygote.

C) germ disc.

D) embryo.

QuestionID: 03-1-17 Page-Reference: 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: D) embryo.

18. The developing organism is called an embryo

A) from the moment of conception.

B) when cell division begins.

C) when bodily systems begin to work.

D) once implantation is complete.

QuestionID: 03-1-18 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: D) once implantation is complete.

19. The period of the embryo goes from ________ weeks after conception.

A) zero to two B) three to eight C) six to 12 D) nine to 38 QuestionID: 03-1-19 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual

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Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: B) three to eight 20. Most of the body structures and internal organs develop during the period of the A) embryo.

B) fetus.

C) zygote.

D) ectoderm.

QuestionID: 03-1-20 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: A) embryo.

21. Three layers called the ectoderm, mesoderm, and endoderm form in the developing organism during the period of the A) amnion.

B) fetus.

C) zygote.

D) embryo.

QuestionID: 03-1-21 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: D) embryo.

22. The ectoderm will become

A) the arms and legs.

B) hair, the outer layer of skin, and the nervous system.

C) muscles, bones, and the circulatory system.

D) the digestive system and lungs.

QuestionID: 03-1-22 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: B) hair, the outer layer of skin, and the nervous system.

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23. The hair, the outer layer of skin, and the nervous system develop from the A) ectoderm.

B) endoderm.

C) mesoderm.

D) germ disc.

QuestionID: 03-1-23 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: A) ectoderm.

24. The ________ will form muscles, bones, and the circulatory system.

A) ectoderm B) mesoderm C) placenta D) endoderm QuestionID: 03-1-24 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: B) mesoderm 25. The mesoderm will become

A) the arms and legs.

B) hair, the outer layer of skin, and the nervous system.

C) muscles, bones, and the circulatory system.

D) the digestive system and lungs.

QuestionID: 03-1-25 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: C) muscles, bones, and the circulatory system.

26. The endoderm will become

A) the arms and legs.

B) hair, the outer layer of skin, and the nervous system.

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C) muscles, bones, and the circulatory system.

D) the digestive system and lungs.

QuestionID: 03-1-26 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: D) the digestive system and lungs.

27. The ________ will form the digestive system and the lungs.

A) endoderm B) amnion C) ectoderm D) mesoderm QuestionID: 03-1-27 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: A) endoderm 28. The ________ is the inner layer, the ________ is the middle layer, and the ________ is the outer layer of the embryo.

A) mesoderm; ectoderm; endoderm B) ectoderm; mesoderm; endoderm C) endoderm; mesoderm; ectoderm D) endoderm; ectoderm; mesoderm QuestionID: 03-1-28 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: C) endoderm; mesoderm; ectoderm 29. In the ________, the blood vessels from the umbilical cord run close to the mother's blood vessels, but aren't actually connected to them.

A) amnion B) placenta C) zygote D) germ disc

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QuestionID: 03-1-29 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: B) placenta 30. The ________ is a fluid-filled sac that cushions the embryo and maintains a constant temperature.

A) placenta B) umbilical cord C) germ disc D) amniotic sac QuestionID: 03-1-30 Page-Reference: 66 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: D) amniotic sac 31. Erin is eight weeks pregnant with her first child. She wonders what her developing child looks like.

You tell her that her developing child resembles a A) hollow ball.

B) salamander more than a human being.

C) human being complete with eyes, jaw, arms, and legs, but no sex organs.

D) human being complete with sex organs.

QuestionID: 03-1-31 Page-Reference: 66-67 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) human being complete with eyes, jaw, arms, and legs, but no sex organs.

32. The ________ houses blood vessels that join the embryo to the placenta.

A) amnion B) amniotic fluid C) umbilical cord D) endoderm QuestionID: 03-1-32 Page-Reference: 66

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Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) umbilical cord 33. The umbilical cord

A) has blood vessels that connect the embryo to the placenta.

B) has blood vessels that are directly connected to the mother's blood vessels.

C) develops during the period of the fetus.

D) is filled with amniotic fluid.

QuestionID: 03-1-33 Page-Reference: 66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: A) has blood vessels that connect the embryo to the placenta.

34. The longest phase of prenatal development is the period of

A) the embryo.

B) viability.

C) the fetus.

D) the zygote.

QuestionID: 03-1-34 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) the fetus.

35. The period of the ________ lasts from nine to 38 weeks after conception.

A) fetus B) zygote C) germ disc D) embryo QuestionID: 03-1-35 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

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Answer: A) fetus 36. During the period of ________, the developing individual becomes much larger and its bodily systems begin to work.

A) the zygote B) the fetus C) the embryo D) differentiation 03-1-36 QuestionID: Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: B) the fetus 37. During the last five months of pregnancy, the fetus gains, on average, an additional: A) ten kilograms.

B) one kilogram.

C) three or four kilograms.

D) seven kilograms.

QuestionID: 03-1-37 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) three or four kilograms.

38. Eyebrows, eyelashes, and scalp hair emerge:

A) during the fifth and sixth months after conception.

B) during the eighth month after conception.

C) during the third month after conception.

D) during the seventh and eighth month after conception.

QuestionID: 03-1-38 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: A) during the fifth and sixth months after conception.

39. The thick, greasy substance that covers the skin during the fifth and sixth months after conception is

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called the: A) placenta.

B) cerebral cortex.

C) villi.

D) vernix.

QuestionID: 03-1-39 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: D) vernix.

40. DiPietro and colleagues (2007) found that fetuses A) with greater heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development.

B) with less heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development.

C) with greater heart rate variability were, as two-month-olds, less advanced in their motor, mental, and language development.

D) with no heart rate variability were, as two-month-olds. no different in their motor, mental, and language development from those with greater heart rate variability.

QuestionID: 03-1-40 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: A) with greater heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development.

41. The age of viability refers to the A) time since conception.

B) age at which a baby is expected to be born.

C) age at which a fetus can hear sounds.

D) age at which a fetus has a chance to survive if born.

QuestionID: 03-1-41 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: D) age at which a fetus has a chance to survive if born.

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42. The age of viability occurs around the A) third month of prenatal development.

B) fifth month of prenatal development.

C) seventh month of prenatal development.

D) ninth month of prenatal development.

QuestionID: 03-1-42 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) seventh month of prenatal development.

43. Cheri is 28 weeks pregnant, has gone into labour, and is worried about what will happen if her baby is born now. Cheri's baby A) is unlikely to survive.

B) has a chance to survive but may have difficulty breathing and regulating his body temperature.

C) has a chance to survive but will not yet be able to hear.

D) is sufficiently developed that he has an excellent chance of survival with little risk of developmental problems.

QuestionID: 03-1-43 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: B) has a chance to survive but may have difficulty breathing and regulating his body temperature.

44. During the period of the fetus

A) cells begin to differentiate.

B) most of the bodily structures and organs are formed.

C) an insulating layer of fat develops.

D) very little growth of the fetus occurs.

QuestionID: 03-1-44 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) an insulating layer of fat develops.

45. Research in which mothers read aloud during the last months of their pregnancy suggests that

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A) fetuses are unable to hear.

B) fetuses are able to hear in utero but will not remember what they heard in utero after they are born.

C) newborns are able to recognize some sounds they heard before they were born.

D) both fetuses and newborns prefer non-rhythmic to rhythmic sounds.

QuestionID: 03-1-45 Page-Reference: 68 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: C) newborns are able to recognize some sounds they heard before they were born.

46. Your friend Keunho is eight months pregnant and has heard that she should read to her unborn child. What would you tell her based on research of reading aloud during pregnancy?

A) Don't bother. Your baby's hearing isn't sufficiently developed to hear you anyway.

B) Your baby can hear, but the uterine environment is so noisy that your baby is not going to hear what you read very well.

C) If you read to your baby before she's born, she will be able to hear you but she won't have any memory of it after she's born.

D) If you read to your baby before she's born, not only will she hear you, but after she is born she might recognize the rhythm of a story you read to her in utero.

QuestionID: 03-1-46 Page-Reference: 68 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: D) If you read to your baby before she's born, not only will she hear you, but after she is born she might recognize the rhythm of a story you read to her in utero.

47. Emerson's mother ate a lot of dill pickles during her pregnancy, especially during the last month.

Based on the studies discussed in the text, what is likely to happen as a result?

A) Emerson will be very sick because of the salt intake.

B) When Emerson is old enough to eat solids, there is a good chance that she will like dill pickles.

C) When Emerson is old enough to eat solids, there is a good chance that she will hate dill pickles.

D) Nothing will happen, the food consumed by a pregnant woman has no effect on the fetus.

QuestionID: 03-1-47 Page-Reference: 68 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: B) When Emerson is old enough to eat solids, there is a good chance that she will like dill pickles.

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48. Which of the following is NOT a general risk factor for prenatal development?

A) nutrition B) ethnic background C) mother's age D) stress QuestionID: 03-1-48 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: B) ethnic background 49. Katrina is pregnant and wonders how much food she should eat. She should

A) reduce her calorie consumption by 10 to 20 percent.

B) consume the same number of calories as she did before she became pregnant.

C) increase her calorie consumption by 10 to 20 percent.

D) increase her calorie consumption by 100 percent.

QuestionID: 03-1-49 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) increase her calorie consumption by 10 to 20 percent.

50. Aisha is of average height and weight. How much weight should she gain during pregnancy?

A) 1 to 3 kilograms B) 5 to 8 kilograms C) 11 to 16 kilograms D) 25 to 35 kilograms QuestionID: 03-1-50 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) 11 to 16 kilograms

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51. The weight of the baby makes up about ________ of the weight that a pregnant woman gains.

A) one-quarter B) one-third C) one-half D) all QuestionID: 03-1-51 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

A) one-quarter Answer: 52. When pregnant women do not consume enough folic acid, they are likely to have babies born with A) rubella. B) low birth weight. C) cytomegalovirus. D) spina bifida.

QuestionID: 03-1-52 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: D) spina bifida.

53. Which of the following pregnant women has an increased risk of having a child with spina bifida?

A) Elizabeth, who is under a great deal of stress B) Elaine, who is a heavy drinker C) Eleanor, who has rubella D) Ellen, whose diet is low in folic acid QuestionID: 03-1-53 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: D) Ellen, whose diet is low in folic acid 54. Inadequate prenatal nourishment is associated with

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A) damage to the nervous system.

B) blindness.

C) deafness.

D) encephalitis.

QuestionID: 03-1-54 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A) damage to the nervous system.

55. Your friend Kemi is terribly concerned about getting fat during pregnancy so she has severely restricted her calorie intake. What would you tell her about eating during pregnancy?

A) "You're right to keep your calorie intake low. It'll make losing weight after the baby's born much easier, and the baby won't be affected because she is going to get all the nourishment she needs from you anyway."

B) "Keep restricting your calories! Research shows that mothers who eat low-calorie, low-fat diets during pregnancy have healthier, smarter babies."

C) "You'd better start eating better. Inadequately nourished babies are likely to be born prematurely, are more vulnerable to illness, and may have damaged nervous systems."

D) "Eat whatever you want and don't worry about getting fat. Ninety percent of the weight gained during pregnancy is the baby, the placenta, and the fluid in the amniotic sac. Just make sure you get plenty of calories and you'll have a healthy baby."

QuestionID: 03-1-55 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) "You'd better start eating better. Inadequately nourished babies are likely to be born prematurely, are more vulnerable to illness, and may have damaged nervous systems."

56. Which of the following is TRUE of the relationship between maternal stress during pregnancy and outcomes for the baby?

A) Maternal stress increases the flow of blood to the fetus.

B) Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average.

C) Stress does not seem to affect a pregnant woman's immune system.

D) The effects of occasional, mild anxiety are the same as those associated with prolonged, extreme stress.

QuestionID: 03-1-56

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Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: B) Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average.

57. Stress during pregnancy

A) is harmful even when it is relatively mild.

B) increases the mother's resistance to illness during pregnancy.

C) is associated with premature birth and low birthweight babies.

D) does not appear to have any harmful effects on the developing child.

QuestionID: 03-1-57 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) is associated with premature birth and low birthweight babies.

58. Raim is pregnant and has heard that maternal stress during pregnancy can be harmful to the unborn baby. She is generally calm and happy but becomes a little upset when her favourite basketball team loses and wonders if she should stop watching basketball until her baby is born. What should she do?

A) Raim should either quit watching basketball or start rooting for a better team. Maternal stress at any level has been found to have harmful consequences on prenatal development.

B) Raim should keep following her favourite team. Maternal stress has been found to have a positive, stimulating effect on an unborn child.

C) As long as Raim doesn't get too upset and stressed when her team loses, she should keep watching basketball. Although excessive stress may harm prenatal development, mild anxiety is not thought to have any harmful consequences on prenatal development.

D) Raim should do whatever she wants to do. Even high levels of stress do not appear to be related to prenatal development.

QuestionID: 03-1-58 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) As long as Raim doesn't get too upset and stressed when her team loses, she should keep watching basketball. Although excessive stress may harm prenatal development, mild anxiety is not thought to have any

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harmful consequences on prenatal development.

59. Maternal stress during pregnancy may affect prenatal development because when a pregnant woman experiences stress A) her immune system is weakened.

B) oxygen flow to the fetus is increased.

C) she is less likely to smoke and drink.

D) she is more likely to consume high levels of folic acid.

QuestionID: 03-1-59 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A) her immune system is weakened.

60. As the Unama'ki Maternal Child Health program in Eskasoni, Nova Scotia stated: "Culture is Good Medicine." In Nova Scotia, the local Indigenous population, a large Mi'kmaq community, tended to have a ____________ percentage of teenaged mothers than the regional average. The Unama'ki Maternal Child Health Program produced a Health Bulletin to provide information on healthy pregnancy and proper care of infants, for example advising quitting smoking and promoting ____________.

A) higher; exercise B) lower; careful use of alcohol C) higher; breastfeeding D) lower; reading QuestionID: 03-1-60 Page-Reference: 72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) higher; breastfeeding 61. Teenage mothers are

A) more likely to have children who do less well in school and who have more behavioural problems.

B) more likely to have babies with Down syndrome.

C) less likely to have problems with pregnancy, labour, and delivery.

D) are more likely to seek out prenatal care.

QuestionID: 03-1-61 Page-Reference: 72-73 Topic: Influences on Prenatal Development

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Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A) more likely to have children who do less well in school and who have more behavioural problems.

62. Roxanne is a 16-year-old pregnant with her first child. Which of the following statements is true?

A) If Roxanne gets adequate prenatal care, she is just as likely as a woman in her 20s to have a problemfree pregnancy and to give birth to a healthy child.

B) If Roxanne gives birth to a healthy child, the child has no greater risk of later school or behavioural problems than a child born to a woman in her 20s.

C) Roxanne is as likely as a woman in her 20s to seek out good prenatal care.

D) Even with good prenatal care, Roxanne is less likely than a woman in her 20s to have a problem-free pregnancy and a healthy child.

QuestionID: 03-1-62 Page-Reference: 72-73 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A) If Roxanne gets adequate prenatal care, she is just as likely as a woman in her 20s to have a problem-free pregnancy and to give birth to a healthy child.

63. According to Jaffee (2003), teenage motherhood leads to harmful consequences through two distinct mechanisms. What are these two distinct mechanisms?

A) social influence and nutrition B) social influence and social selection C) social selection and socioeconomic status D) social selection and social viability QuestionID: 03-1-63 Page-Reference: 73 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: B) social influence and social selection 64. The incidence of giving birth to a child with Down syndrome is highest for women in their

A) teens.

B) twenties.

C) thirties.

D) forties.

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QuestionID: 03-1-64 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: D) forties.

65. What is true about mothers who give birth in their 40s?

A) They are just as able as younger women to provide the sort of sensitive, responsive caregiving that promotes a child's development.

B) They are less likely to give birth to babies with Down syndrome than mothers who give birth in their 20s.

C) They are less likely to have miscarriages than mothers who give birth in their 20s.

D) they are more likely to have babies with higher birth weights than mothers who give birth in their 20s.

QuestionID: 03-1-65 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A) They are just as able as younger women to provide the sort of sensitive, responsive caregiving that promotes a child's development.

66. Who has the best chance of having a healthy baby?

A) Silvia, who is 16 years old and under a great deal of stress because her pregnancy is unwanted and she's afraid to tell anyone about it.

B) Juni, who is 26 years old and constantly dieting.

C) Rebekah, who is 34 years old and gets regular checkups.

D) Lin, who is 42 years old and eats right.

QuestionID: 03-1-66 Page-Reference: 72-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: C) Rebekah, who is 34 years old and gets regular checkups.

67. Any agent that causes abnormal prenatal development is referred to as a(n)

A) teratogen.

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B) stress.

C) anoxia.

D) cytomegalovirus.

QuestionID: 03-1-67 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) teratogen.

68. Women who took thalidomide during pregnancy gave birth to offspring with a high incidence of

A) intellectual disabilities.

B) deafness and blindness.

C) deformed arms, legs, hands, or fingers.

D) poor verbal and memory skills.

QuestionID: 03-1-68 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: C) deformed arms, legs, hands, or fingers.

69. ________ during pregnancy is associated with an increased risk of having a baby with deformed arms, legs, hands, or fingers.

A) Having AIDS B) Using marijuana C) Using cocaine D) Taking thalidomide QuestionID: 03-1-69 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: D) Taking thalidomide 70. Gitte has AIDS and is pregnant. What are the potential consequences for her offspring?

A) frequent infections, neurological disorders, and death

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B) intellectual disability, damage to eyes, ears, and heart C) deafness, blindness, abnormally small head D) encephalitis, enlarged spleen, improper blood clotting QuestionID: 03-1-70 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

A) frequent infections, neurological disorders, and death Answer: 71. ________ can be transmitted from a pregnant woman to her baby as it passes through the birth canal.

A) Genital herpes B) Rubella C) Syphilis D) Cytomegalovirus QuestionID: 03-1-71 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) Genital herpes 72. ________ can be transmitted from a pregnant woman to her baby both through the placenta and during passage through the birth canal.

A) Genital herpes B) Cytomegalovirus C) Syphilis D) AIDS QuestionID: 03-1-72 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: D) AIDS 73. Ebba contracted rubella while she was pregnant; therefore, she is at risk of having a baby with

A) developmental disabilities and damaged eyes, ears, and heart.

24

B) damage to the central nervous system, teeth, and bones.

C) an abnormally small head.

D) frequent infections and neurological disorders.

QuestionID: 03-1-73 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) developmental disabilities and damaged eyes, ears, and heart.

74. Cytomegalovirus

A) is a genetic disorder.

B) can result in an abnormally small head.

C) is associated with deformed arms, legs, hands, or fingers.

D) is likely to result in encephalitis.

QuestionID: 03-1-74 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) can result in an abnormally small head.

75. Children with fetal alcohol syndrome (FAS)

A) are usually born prematurely.

B) may have neural impairments.

C) usually have normal levels of intelligence.

D) have deformed limbs.

QuestionID: 03-1-75 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) may have neural impairments.

76. The best policy for pregnant women to follow concerning alcohol is to

A) not drink at all.

B) drink lightly.

25

C) drink moderately.

D) drink heavily.

QuestionID: 03-1-76 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) not drink at all.

77. Pauline drank heavily during her pregnancy. She has an increased risk of having a child A) with impaired cognitive skills.

B) with Down syndrome.

C) with deformed limbs.

D) who is irritable.

QuestionID: 03-1-77 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) with impaired cognitive skills.

78. Women who smoke marijuana while pregnant have an increased risk of having a(n): A) irritable baby.

B) low birthweight baby with poor motor control.

C) baby with facial deformities and delayed growth.

D) baby with an intellectual disability.

QuestionID: 03-1-78 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) low birthweight baby with poor motor control.

79. Caroline is pregnant and has decided that she will keep smoking. What might happen as a result?

A) Her baby will be bigger than average at birth.

B) As her child grows older, they may show signs of impaired attention, language, and cognitive skills, along with behavioural problems.

26

C) Her child will be fine as cigarette smoking during pregnancy has been shown to be safe.

D) She will be less likely to miscarry.

QuestionID: 03-1-79 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) As her child grows older, they may show signs of impaired attention, language, and cognitive skills, along with behavioural problems.

According to your textbook, FAS (fetal alcohol syndrome) is the leading cause of developmental 80. disabilities in North America. Approximately ____ in every 1000 Canadian newborns suffer from FAS, and the percentage is disproportionately high in some communities. Among some Indigenous communities, incidence of FAS can be as high as ___ percent.

A) 4; 15 B) 9; 10 C) 27; 3 D) 10; 11 QuestionID: 03-1-80 Page-Reference: 77 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) 9; 10 81. In Canada, access to safe ___________ can be a problem, particularly for First Nations communities.

A) sexual practices B) drinking water C) reading materials D) financial investing QuestionID: 03-1-81 Page-Reference: 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: B) drinking water

27

82. Exposure to lead, mercury, or X-rays during pregnancy is associated with an increased risk of A) developmental disabilities.

B) premature birth.

C) facial deformities.

D) poor motor control.

QuestionID: 03-1-82 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) developmental disabilities.

83. Maternal exposure to PCBs during pregnancy is associated with

A) hyperactivity.

B) deafness.

C) delayed growth.

D) below average verbal and memory abilities.

QuestionID: 03-1-83 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: D) below average verbal and memory abilities.

84. Prenatal exposure to X-rays is associated with

A) leukemia.

B) cerebral palsy.

C) deformed limbs.

D) blindness.

QuestionID: 03-1-84 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A) leukemia.

85. Cell phone usage during pregnancy

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A) causes developmental disabilities in the developing child.

B) slows growth in the developing child.

C) is associated with an increased risk of cancer in offspring.

D) does not appear to cause any birth defects, although few scientific studies have been done.

QuestionID: 03-1-85 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: D) does not appear to cause any birth defects, although few scientific studies have been done.

86. The general principle that the impact of a teratogen depends upon the genotype of the organism is best illustrated by A) rubella being more likely to cause birth defects during some times of pregnancy than during others.

B) thalidomide during pregnancy causing deformed limbs but not low birth weight while the use of marijuana during pregnancy is associated with low birth weight but not deformed limbs.

C) the effects of eating PCB-contaminated fish while pregnant not being obvious when a child is born, but appearing later in the child's life.

D) two women who both drank heavily during pregnancy with one of them giving birth to a child with fetal alcohol syndrome and the other giving birth to a normal, healthy child.

QuestionID: 03-1-86 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: D) two women who both drank heavily during pregnancy with one of them giving birth to a child with fetal alcohol syndrome and the other giving birth to a normal, healthy child.

87. Which of the following statements is TRUE of the influence of teratogens on prenatal development?

A) If a teratogen in harmful to one species of mammals it will be harmful to all species of mammals.

B) Teratogens have widespread, not specific, effects on prenatal development.

C) The timing of exposure to a teratogen is important.

D) Damage from teratogens is always evident at birth.

QuestionID: 03-1-87 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

29

Answer: C) The timing of exposure to a teratogen is important.

88. Exposure to teratogens during the period of the zygote usually results in A) major defects in bodily structure. B) minor defects in bodily structure. C) improperly functioning body systems.

D) miscarriage.

QuestionID: 03-1-88 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: D) miscarriage.

89. Exposure to teratogens during ________ is most likely to produce major defects in bodily structure.

A) conception B) the period of the fetus C) the period of the zygote D) the period of the embryo QuestionID: 03-1-89 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: D) the period of the embryo 90. During ________, exposure to teratogens is most often associated with minor defects in bodily structure or improperly functioning body systems.

A) conception B) the period of the embryo C) the period of the fetus D) the period of the zygote QuestionID: 03-1-90 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

30

Answer: C) the period of the fetus 91. Which of the following is TRUE about how teratogens usually work?

A) The impact of a teratogen is the same for all organisms.

B) The impact of a teratogen stays the same over the course of prenatal development.

C) Damage from teratogens is always evident at birth.

D) Each teratogen affects a specific aspect of prenatal development.

QuestionID: 03-1-91 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: D) Each teratogen affects a specific aspect of prenatal development.

92. Your friend Aroofa, who is four months pregnant, shows you a picture of her unborn child. You say to her, "I see you must have had

A) amniocentesis."

B) chorionic villus sampling."

C) fetal surgery."

D) an ultrasound."

QuestionID: 03-1-92 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: D) an ultrasound."

93. If a doctor is trying to determine the presence of multiple fetuses, which procedure would MOST likely be used?

A) amniocentesis B) ultrasound C) chorionic villus sampling D) fetal surgery QuestionID: 03-1-93 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be

31

corrected?

Answer: B) ultrasound 94. What is one of the possible negative consequences of using ultrasound to determine a child's sex?

A) In some countries, ultrasounds are being misused for sex-selection of children.

B) Ultrasounds determining sex can be dangerous to the unborn child as they use stronger waves than other ultrasounds.

C) Knowing a child's sex before birth can lead to negative outcomes for the birth mother. D) There aren't any negative consequences of using ultrasound to determine a child's sex.

QuestionID: 03-1-94 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: A) In some countries, ultrasounds are being misused for sex-selection of children.

95. There are now forms of DNA testing referred to as ________________, which allow prenatal diagnostic tests for chromosomal abnormalities.

A) noninvasive prenatal testing (NIPT) B) syto testing (ST) C) chorionic villus sampling (CVS) D) amniocentesis (A) QuestionID: 03-1-95 Page-Reference: 84 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: A) noninvasive prenatal testing (NIPT) 96. Amniocentesis is most likely to be used to A) check for gross physical deformities.

B) detect multiple pregnancies.

C) detect genetic disorders.

D) perform corrective surgery.

QuestionID: 03-1-96 Page-Reference: 84-85 Topic: Influences on Prenatal Development Skill: Conceptual

32

Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: C) detect genetic disorders.

97. Melody is eight weeks pregnant and wants to find out as soon as possible whether her unborn baby has any genetic disorders. Which prenatal diagnostic technique would be most appropriate to use?

A) amniocentesis B) ultrasound C) fetal surgery D) chorionic villus sampling QuestionID: 03-1-97 Page-Reference: 84-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: D) chorionic villus sampling 98. Fetal surgery

A) has been occurring for years and is used all of the time to correct issues in utero.

B) is never done as it poses too much risk.

C) is still highly experimental and therefore only considered as a last resort.

D) is illegal in Canada.

QuestionID: 03-1-98 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: C) is still highly experimental and therefore only considered as a last resort.

99. Genetic engineering involves

A) a sample of tissue being obtained from the placenta to screen for genetic disorders.

B) a sample of fetal cells being obtained from the amniotic fluid to screen for genetic disorders.

C) sound waves being used to generate an image of the fetus to screen for physical deformities D) replacing defective genes with synthetic normal genes QuestionID: 03-1-99 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual

33

Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: D) replacing defective genes with synthetic normal genes 100. During labour, the:

A) third stage lasts the longest amount of time.

B) opening of the cervix gets larger.

C) third stage is when the baby is born.

D) second stage of labour is most painful.

QuestionID: 03-1-100 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: B) opening of the cervix gets larger.

101. For the birth of a first child, the first stage of labour usually lasts

A) one to two hours.

B) three to eight hours.

C) 12 to 24 hours.

D) 48 hours.

QuestionID: 03-1-101 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: C) 12 to 24 hours.

102. Which is the longest stage of labour?

A) the first stage B) the second stage C) the third stage D) all three stages last about the same length of time QuestionID: 03-1-102 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A) the first stage

34

103. At the end of the first stage of labour, the cervix is dilated A) one centimeter.

B) five centimeters.

C) seven to eight centimeters.

D) 10 centimeters.

03-1-103 QuestionID: Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: D) 10 centimeters.

104. Nastia is having strong, regular contractions and her cervix is dilated to eight centimeters. She is in the ________ stage of labour.

A) first B) second C) third D) fourth QuestionID: 03-1-104 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A) first 105. Marla is getting ready to give birth to her second child and wonders how this labour will compare to the labour she went through when having her first child. If Marla is typical, her labour will be A) more painful.

B) more irregular.

C) shorter.

D) longer.

QuestionID: 03-1-105 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery?

Answer: C) shorter.

106. The transition phase is part of the ________ stage of labour.

35

A) first B) second C) third D) fourth QuestionID: 03-1-106 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A) first 107. Lin's cervix is fully dilated. She is just beginning the ________ stage of labour.

A) first B) second C) third D) fourth QuestionID: 03-1-107 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery?

Answer: B) second 108. Nina is in labour and feels a strong urge to push her baby out. Which stage of labour is she in?

A) first B) second C) third D) fourth QuestionID: 03-1-108 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery?

Answer: B) second 109. When the top of the baby's head appears during childbirth it is called A) crowning.

B) placenta previa.

C) a breech presentation.

D) the transition phase.

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QuestionID: 03-1-109 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A) crowning.

110. Being born feet first is known as A) anoxia.

B) crowning.

C) dilation.

D) breech presentation.

QuestionID: 03-1-110 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: D) breech presentation.

111. While giving birth, Jutta is informed that her baby is in a breech presentation. What does that mean?

A) Jutta's baby is presenting in a feet-first or buttocks-first position.

B) Jutta's baby is lying in a sideways position across the cervix.

C) Jutta's baby is presenting in a head-first position.

D) Jutta's baby is presenting in an arms-first position.

QuestionID: 03-1-111 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A) Jutta's baby is presenting in a feet-first or buttocks-first position.

112. During childbirth, the baby emerges from the mother's body at the end of the ________ stage of labour.

A) first B) second C) third D) fourth QuestionID: 03-1-112

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Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: B) second 113. During the third stage of labour, the

A) baby emerges from the mother's body.

B) muscles of the uterus start to contract.

C) mother experiences the most painful part of labour.

D) placenta is expelled from the uterus.

QuestionID: 03-1-113 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: D) placenta is expelled from the uterus.

114. The ________ stage of labour usually lasts 10 to 15 minutes.

A) first B) second C) third D) fourth QuestionID: 03-1-114 Page-Reference: 86-88 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: C) third 115. Anesthesia that is used during childbirth

A) does not cross the placental barrier.

B) does not influence the mother's ability to push the baby through the birth canal.

C) is likely to result in a baby who is more sociable after birth.

D) is likely to result in a baby who is withdrawn or irritable for days or weeks after birth.

QuestionID: 03-1-115 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

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Answer: D) is likely to result in a baby who is withdrawn or irritable for days or weeks after birth.

116. Prepared childbirth classes emphasize A) the use of visual imagery to increase relaxation.

B) the use of drugs for pain control.

C) that women should go through labour alone.

D) that home births are best.

QuestionID: 03-1-116 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: A) the use of visual imagery to increase relaxation.

117. Compared to women who gave birth in the 1950s, women who give birth today are less likely to

A) use general anesthesia.

B) use deep-breathing techniques.

C) use visual imagery.

D) have a labour "coach."

QuestionID: 03-1-117 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: A) use general anesthesia.

118. Bea attended childbirth preparation classes. Ruby did not. Which of the following statements concerning Bea's and Ruby's experiences during childbirth is most likely to be true?

A) Bea is unlikely to use any medication, but Ruby is likely to use medication. B) Bea is likely to use less medication than Ruby. C) Ruby is likely to use less medication than Bea. D) Ruby and Bea are equally likely to use medication.

QuestionID: 03-1-118 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: B) Bea is likely to use less medication than Ruby.

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119. Home births A) usually involve the presence of a doctor.

B) are more expensive than hospital births.

C) make women feel as if they have less control over labour and delivery.

D) often involve the presence of a midwife.

QuestionID: 03-1-119 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: D) often involve the presence of a midwife.

120. Women who give birth at home

A) are more common in North America than in Europe.

B) usually do so without having any health care professionals present.

C) usually have greater control over labour and birth than they do in a hospital.

D) are less relaxed during labour than they are if they give birth in a hospital.

QuestionID: 03-1-120 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: C) usually have greater control over labour and birth than they do in a hospital.

121. Lara is with Vendela during her labour. Lara is very familiar with childbirth but is not part of the medical staff. She provides emotional and physical support throughout labour and delivery and also acts as an advocate for Vendela and her baby. Lara is likely a A) doula. B) nurse. C) student in medical school. D) volunteer.

QuestionID: 03-1-121 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: A) doula.

122. The Canadian government is collaborating with Indigenous populations regarding adding __________ to publicly funded services.

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A) cultural celebrations B) support for breastfeeding babies C) money for maternity clothing D) midwifery QuestionID: 03-1-122 Page-Reference: 89 Topic: Happy Birthday!

Skill: Applied??

Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: D) midwifery 123. Nicole gave birth recently and now frequently feels irritable and apathetic, has feelings of low selfworth, and doesn't sleep or eat very well. Nicole is showing signs of A) hypoxia.

B) a prolapsed umbilical cord.

C) preeclampsia.

D) postpartum depression.

QuestionID: 03-1-123 Page-Reference: 90 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.3. What are the effects of postpartum depression?

Answer: D) postpartum depression.

124. New mothers who experience postpartum depression

A) seem to have normal levels of hormones during pregnancy.

B) are more likely to have had an unplanned pregnancy.

C) have other adults around them who are supportive.

D) respond as warmly and enthusiastically to their babies as non-depressed mothers.

QuestionID: 03-1-124 Page-Reference: 90 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.3. What are the effects of postpartum depression?

Answer: B) are more likely to have had an unplanned pregnancy.

125. Postpartum depression is more likely in women who

A) were depressed before pregnancy.

B) wanted to become pregnant.

C) have the support of other adults after the baby is born.

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D) have particularly low levels of hormones in the later phases of pregnancy.

QuestionID: 03-1-125 Page-Reference: 90 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.3. What are the effects of postpartum depression?

Answer: A) were depressed before pregnancy.

126. Hypoxia refers to A) not receiving adequate oxygen.

B) not receiving adequate nutrition.

C) receiving excessive amounts of oxygen.

D) excessive bleeding.

QuestionID: 03-1-126 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: A) not receiving adequate oxygen.

127. Hypoxia is likely to lead to A) respiratory problems such as asthma.

B) blindness.

C) developmental disabilities and death.

D) hyperactivity.

QuestionID: 03-1-127 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: C) developmental disabilities and death.

128. Kafayat is pregnant and has high blood pressure, protein in her urine, and swollen ankles. Kafayat appears to have A) preeclampsia.

B) a prolapsed umbilical cord.

C) cephalopelvic disproportion.

D) a baby lying in an irregular position.

QuestionID: 03-1-128

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Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth?

Answer: A) preeclampsia.

129. A prolapsed umbilical cord

A) occurs when the cord precedes the baby through the birth canal and is compressed.

B) makes it impossible for the baby to pass through the birth canal.

C) is referred to as breech position.

D) can cause the baby to receive an excessive amount of oxygen.

QuestionID: 03-1-129 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: A) occurs when the cord precedes the baby through the birth canal and is compressed.

130. Cesarean sections

A) should not be performed when a fetus is in distress.

B) are less risky than vaginal deliveries for mothers.

C) pose little risk for babies.

D) can interfere with later mother-baby interactions.

QuestionID: 03-1-130 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: C) pose little risk for babies.

131. Will was born 35 weeks after conception. Will was a

A) premature infant.

B) small-for-date infant.

C) full-term infant.

D) postmature infant.

QuestionID: 03-1-131 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth?

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Answer: A) premature infant.

132. Premature infants A) continue to lag behind their peers into late childhood.

B) are born less than 37 weeks after conception.

C) are small-for-date infants.

D) do not have much of a chance of survival.

QuestionID: 03-1-132 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: B) are born less than 37 weeks after conception.

133. Jason was born prematurely. Which of the following statements about Jason's development is most likely to be true?

A) Jason's developmental prognosis is worse than that of small-for-date babies.

B) Jason's development is likely to be slower than normal for his first year of life, but normal by the time he is two to three years of age.

C) Jason's development is likely to be slower than normal throughout childhood.

D) Jason's development is likely to be no different from that of full-term babies from birth on through childhood.

QuestionID: 03-1-133 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth?

Answer: B) Jason's development is likely to be slower than normal for his first year of life, but normal by the time he is two to three years of age.

134. Tindra weighed much less at birth than expected for the length of time since her conception. Tindra was a(n) ________ baby.

A) premature B) full-term C) small-for-date D) anoxia QuestionID: 03-1-134 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Applied

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Objective: 3.3.4. What are some complications that can occur during birth?

Answer: C) small-for-date 135. Small-for-date infants A) often have mothers who smoke or drank during pregnancy.

B) typically have few developmental complications.

C) are less common in the United States than in other industrialized countries.

D) tend to be developmentally delayed even when they have optimal environments after birth.

QuestionID: 03-1-135 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: A) often have mothers who smoke or drank during pregnancy.

136. Kyoung Lae has his shirt off and is holding his prematurely born infant (who is wearing nothing but her diaper) against his chest. What type of care is Kyoung Lae engaging in?

A) Tactile stimulation B) Apgar care C) Doula care D) Kangaroo care QuestionID: 03-1-136 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth?

Answer: D) Kangaroo care 137. Studies of at-risk infants suggest that

A) at-risk infants will have unstable family environments.

B) an unstable environment does not affect the development of at-risk infants.

C) regardless of the environment, at-risk infants are likely to lag behind infants not at risk.

D) with a stable, supportive environment at-risk infants often develop normally during childhood.

QuestionID: 03-1-137 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: D) with a stable, supportive environment at-risk infants often develop normally during childhood.

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138. Low birth weight A) is not related to infant mortality.

B) is more likely to occur in the United States than other industrialized nations (e.g., Canada).

C) cannot be prevented by good prenatal care.

D) has no long-term consequences for development.

QuestionID: 03-1-138 Page-Reference: 91-94 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: B) is more likely to occur in the United States than other industrialized nations (e.g., Canada).

139. Olivia was told that her newborn daughter had an Apgar score of 8. She should be

A) mourning, because her daughter did not survive birth.

B) extremely concerned, because her daughter is in a life-threatening state and requires emergency medical care.

C) worried, because her daughter needs special attention and care.

D) happy, because her daughter is in good physical condition.

QuestionID: 03-1-139 Page-Reference: 95-96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: D) happy, because her daughter is in good physical condition.

140. An Apgar score of ________ indicates a life-threatening situation that requires emergency care.

A) 3 or less B) 4 to 6 C) 7 to 10 D) 11 to 14 QuestionID: 03-1-140 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: A) 3 or less 141. ________ provides a quick, approximate assessment of a newborn's status by looking at five vital signs.

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A) The Neonatal Behavioural Assessment Scale B) The Babinski C) Chorionic villus sampling D) The Apgar Scale QuestionID: 03-1-141 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: D) The Apgar Scale 142. The Apgar Scale measures a newborn's ________, among other things.

A) skin tone.

B) hearing.

C) vision.

D) intelligence.

QuestionID: 03-1-142 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: A) skin tone.

143. Ravi's newborn son underwent a comprehensive evaluation that included tests of reflexes, hearing, vision, alertness, irritability, and consolability. Ravi's son was most likely given A) the Apgar Scale.

B) chorionic villus sampling.

C) the Neonatal Behavioural Assessment Scale.

D) the Stanford-Binet.

QuestionID: 03-1-143 Page-Reference: 96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: C) the Neonatal Behavioural Assessment Scale.

144. The Neonatal Behavioural Assessment Scale measures ________, among other things.

A) muscle tone.

B) reflexes.

C) skin tone.

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D) social behaviour.

QuestionID: 03-1-144 Page-Reference: 96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: D) social behaviour.

145. Newborn reflexes A) are uncommon.

B) are learned.

C) are involuntary motor responses to stimuli.

D) do not have any major significance.

QuestionID: 03-1-145 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: C) are involuntary motor responses to stimuli.

146. When a newborn's foot is stroked from heel to toe, the infant will fan its toes. This is known as the A) Moro reflex.

B) Babinski reflex.

C) palmar reflex.

D) rooting reflex.

QuestionID: 03-1-146 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: B) Babinski reflex.

147. The Moro reflex A) may help a baby cling to its mother.

B) helps a baby find the mother's nipple.

C) is a precursor to voluntary grasping.

D) permits feeding.

QuestionID: 03-1-147 Page-Reference: 96-97

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Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: A) may help a baby cling to its mother.

148. Sarah has noticed that whenever she touches her baby son's cheek, he turns his head and opens his mouth. Sarah has triggered the A) sucking reflex.

B) Moro reflex.

C) Babinski reflex.

D) rooting reflex.

QuestionID: 03-1-148 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: D) rooting reflex.

149. When Grant puts a small rattle in his newborn daughter's hand, she grasps it tightly. Grant's daughter is displaying the A) palmar reflex.

B) Moro reflex.

C) Babinski reflex.

D) rooting reflex.

QuestionID: 03-1-149 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: A) palmar reflex.

150. Reflexes

A) are not important to the newborn's survival.

B) do not protect the infant from danger in the environment.

C) indicate whether or not the newborn's nervous system is working properly.

D) are not related to later motor behaviour.

QuestionID: 03-1-150 Page-Reference: 96-97 Topic: The Newborn Skill: Applied

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Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: C) indicate whether or not the newborn's nervous system is working properly.

151. Mei's newborn daughter shows few reflexive behaviours and those she does have are weak. Mei should be A) concerned and take her daughter for a thorough physical and behavioural assessment.

B) congratulated for having a developmentally advanced infant daughter.

C) happy that she has a perfectly normal daughter.

D) a little more observant. All infants have many reflexive behaviours.

QuestionID: 03-1-151 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: A) concerned and take her daughter for a thorough physical and behavioural assessment.

152. A newborn who is calm and attentive with open eyes is in the state of

A) crying.

B) waking activity.

C) alert inactivity.

D) sleeping.

QuestionID: 03-1-152 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) alert inactivity.

153. Newborn Kwami is in a state of waking activity. You would expect him to

A) be crying.

B) be sleeping.

C) have open, unfocused eyes.

D) have open, attentive eyes.

QuestionID: 03-1-153 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) have open, unfocused eyes.

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154. How much time do most newborns spend crying each day?

A) 30 minutes B) 1 hour C) two to three hours D) four to five hours QuestionID: 03-1-154 Page-Reference: 97-98 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) two to three hours 155. Newborn Juan started crying softly, then gradually cried a little harder. Juan is showing a(n) A) pain cry. B) mad cry. C) basic cry. D) abnormal cry.

QuestionID: 03-1-155 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) basic cry.

156. A cry that begins suddenly with a long burst of crying followed by a long pause and gasping is known as the A) basic cry.

B) mad cry.

C) pain cry.

D) hunger cry.

QuestionID: 03-1-156 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) pain cry.

157. A newborn's pain cry

A) begins softly, then gradually becomes more intense.

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B) begins with a sudden, long burst of crying, followed by a long pause and gasping.

C) is a more intense version of a basic cry.

D) is indistinguishable from a hunger cry.

QuestionID: 03-1-157 Page-Reference: 97-98 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: B) begins with a sudden, long burst of crying, followed by a long pause and gasping.

158. Newborns spend the most time in which state?

A) alert inactivity B) waking activity C) crying D) sleeping QuestionID: 03-1-158 Page-Reference: 98-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: D) sleeping 159. If Carlie is a typical newborn, she will sleep ________ hours a day.

A) eight to 10 B) 12 to 14 C) 16 to 18 D) 20 to 22 QuestionID: 03-1-159 Page-Reference: 98-99 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) 16 to 18 160. Rapid-eye movement (REM) sleep A) becomes more frequent as infants grow older.

B) may stimulate the brain and foster growth of the nervous system.

C) makes up 90 percent of newborns' sleep.

D) involves steady heart rate, breathing, and brain activity.

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QuestionID: 03-1-160 Page-Reference: 98-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: B) may stimulate the brain and foster growth of the nervous system. 161. Infant mortality rates generally are higher among Indigenous populations, and, compared to non- Indigenous populations, SUID rates are more than ___________ times the Canadian national average. This issue is not restricted to Canada—it appears that rates of SUIDs for Indigenous populations worldwide are higher than those for the non-Indigenous populations.

A) 4 B) 29 C) 7 D) 12 QuestionID: 03-1-161 Page-Reference: 99 Topic: The Newborn Skill: Applied??

Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: C) 7 162. Babies are more likely to die from Sudden Infant Death Syndrome A) if their parents do not smoke.

B) if they are exposed to smoke, they were premature, or had low birth weights.

C) in the summer months.

D) while sleeping on their backs.

QuestionID: 03-1-162 Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: B) if they are exposed to smoke, they were premature, or had low birth weights.

163. Sudden Infant Death Syndrome (SIDS) is more likely to occur when A) an infant is 12 months or older.

B) the parents smoke.

C) babies are not kept sufficiently warm at night.

D) infants sleep on their backs.

QuestionID: 03-1-163

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Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: B) the parents smoke.

Chapter 03 True-False Questions 1. Prenatal development takes an average of 35 weeks. a True b False QuestionID: Page-Reference: 03-2-01 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: b. False 2. The period of the zygote is the longest period of prenatal development. a True b False QuestionID: 03-2-02 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: b. False 3.

The period of the zygote ends when the zygote implants in the lining of the wall of the uterus. a True b False QuestionID: Page-Reference: 03-2-03 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: a. True 4. Dizygotic twins result when the zygote separates into two clusters of cells.

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a True b False QuestionID: Page-Reference: 03-2-04 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: b. False 5. Implantation takes about a week to complete. a True b False QuestionID: 03-2-05 Page-Reference: 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: a. True 6.

After about four days after conception, the zygote comprises about 100 cells, resembles a hollow ball, and is called a blastocyst. a True b False QuestionID: Page-Reference: 03-2-06 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: a. True 7. Cell specialization begins in the period of the fetus. a True b False QuestionID: Page-Reference: 03-2-07 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

55

Answer: b. False 8. Once the blastocyst is completely embedded in the uterine wall, it is called a zygote. a True b False QuestionID: Page-Reference: 03-2-08 64 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: b. False 9. The mesoderm forms the digestive system and the lungs. a True b False QuestionID: Page-Reference: 03-2-09 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: b. False 10. By the end of the period of the embryo, most bodily organs are in place, in some form. a True b False QuestionID: Page-Reference: 03-2-10 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: a. True 11. The amniotic sac houses blood vessels that join the embryo to the placenta. a True b False QuestionID: Page-Reference: 03-2-11 66 Topic: From Conception to Birth Skill: Factual

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Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: b. False 12. During the period of the fetus, the brain has distinct structures and has begun to regulate body functions. a True b False QuestionID: 03-2-12 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: a. True 13.

Research has shown that greater heart rate variability may be a sign that the nervous system is responding efficiently to environmental change. a True b False QuestionID: 03-2-13 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: a. True 14.

The age of viability refers to the age range during which most systems function well enough that a fetus born at this time has a chance to survive. a True b False QuestionID: Page-Reference: 03-2-14 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: a. True 15. Premature babies often have difficulty regulating their body temperature. a True b False

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QuestionID: 03-2-15 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: a. True

16. There is no evidence that babies can recognize sounds that they hear during prenatal development. a True b False QuestionID: 03-2-16 Page-Reference: 68 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: b. False 17.

Scientists have identified five general risk factors that can have widespread effects on prenatal development. a True b False QuestionID: 03-2-17 Page-Reference: 70 Topic: From Conception to Birth Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: b. False 18.

Pregnant women should double their caloric intake because they are eating for two. a True b False QuestionID: Page-Reference: 03-2-18 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

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Answer: b. False 19. The majority of the weight that a woman gains during pregnancy is the weight of the baby. a True b False QuestionID: 03-2-19 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: b. False 20.

Low levels of folic acid during pregnancy can result in a baby born with spina bifida. a True b False QuestionID: 03-2-20 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: a. True 21.

Very little brain growth occurs during the last few months of pregnancy, so good nutrition during this time is not important. a True b False QuestionID: 03-2-21 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: b. False 22.

When pregnant females are exposed to constant stress, they give birth to offspring that are smaller than average and more likely to have other physical and behavioural problems. a True b False

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QuestionID: 03-2-22 Page-Reference: 71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: a. True

23. Even occasional, mild anxiety has negative effects on the developing child. a True b False QuestionID: 03-2-23 Page-Reference: 71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: b. False 24. Because pregnant teenagers are more likely to be economically disadvantaged and not receive good prenatal care, children of teenage mothers generally do less well in school and are more likely to have behavioural problems. a True b False QuestionID: 03-2-24 Page-Reference: 72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: a. True 25.

In Nova Scotia, the local Indigenous population, a large Mi'kmaq community, tended to have a higher percentage of teenaged mothers than the regional average. a True b False QuestionID: Page-Reference: 03-2-25 72 Topic: Influences on Prenatal Development

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Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: a. True 26. Women in their 40s are more likely to give birth to babies with Down syndrome. a True b False QuestionID: 03-2-26 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: a. True 27.

A teratogen is an agent that causes abnormal prenatal development. a True b False QuestionID: 03-2-27 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 28.

Rubella, syphilis, and cytomegalovirus cross the placenta to attack the fetus or embryo. a True b False QuestionID: 03-2-28 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 29. Babies may be infected with genital herpes as they pass through the birth canal.

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a True b False QuestionID: 03-2-29 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 30.

Zika infection often results in microcephaly—an abnormally small torso. a True b False QuestionID: 03-2-30 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: b. False 31.

Smoking cigarettes while pregnant may lead to possible cognitive impairments, among other negative consequences. a True b False QuestionID: Page-Reference: 03-2-31 76 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 32. Fetal alcohol spectrum disorder is the third leading cause of developmental disabilities in North America. a True b False QuestionID: Page-Reference: 03-2-32 77

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Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: b. False 33. James Reynolds and colleagues at Queen's University in Ontario have discovered that eye movements can be used to distinguish children suffering from FASD. They developed a test that tracks eye movements; children with FASD show a specific pattern of eye movement not found in other conditions.

a True b False QuestionID: Page-Reference: 03-2-33 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 34. In Canada, access to safe drinking water can be a problem, particularly for First Nations communities, where "boil water" advisories can be in place for many months at a time. a True b False QuestionID: 03-2-34 Page-Reference: 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: a. True 35.

Higher levels of prenatal exposure to PCBs are associated with lower verbal and memory skills. a True b False QuestionID: 03-2-35 Page-Reference: 78-82 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?, 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the

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continuing development of the child?

Answer:

a. True

36. Teratogens may be harmful to one species but not another. a True b False QuestionID: 03-2-36 Page-Reference: 80-81 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: a. True 37.

The timing of exposure to a teratogen is not important. a True b False QuestionID: 03-2-37 Page-Reference: 81 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: b. False 38.

Teratogens usually affect a wide range of body systems. a True b False QuestionID: 03-2-38 Page-Reference: 82 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: b. False

39. Women whose mothers took DES while pregnant are more likely to develop cancer of the vagina and have difficulty becoming pregnant themselves. a True

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b False QuestionID: 03-2-39 Page-Reference: 82 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: a. True 40.

Results from chorionic villus sampling can be obtained earlier than results from amniocentesis. a True b False QuestionID: 03-2-40 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: a. True 41.

Ultrasound is a procedure that uses sound waves to generate a picture of the fetus. a True b False QuestionID: 03-2-41 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: a. True 42.

Miscarriages are slightly more likely after amniocentesis or chorionic villus sampling. a True b False QuestionID: Page-Reference: 03-2-42 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be

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corrected?

Answer:

a. True

43. NIPT stands for non-internal postnatal testing. a True b False QuestionID: 03-2-43 Page-Reference: 84 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: b. False 44.

Fetal surgery involves removing a fetus from the uterus to perform surgery. a True b False QuestionID: 03-2-44 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: a. True 45.

Genetic engineering involves replacing defective genes with synthetic normal genes. a True b False QuestionID: 03-2-45 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: a. True 46.

Labour begins with contractions of the muscles of the uterus. a True b False

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QuestionID: 03-2-46 Page-Reference: 86-87 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: a. True

47. The transition phase of Stage 1 of labour is the most painful part of labour. a True b False QuestionID: Page-Reference: 03-2-47 86-87 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: a. True 48. The second stage of labour is the longest stage. a True b False QuestionID: 03-2-48 Page-Reference: 86-87 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: b. False 49.

Breech presentation is when a baby comes out head first. a True b False QuestionID: Page-Reference: 03-2-49 86-87 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: b. False 50. The baby is born during the final stage of labour.

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a True b False QuestionID: 03-2-50 Page-Reference: 86-87 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: b. False 51.

Babies whose mothers receive large doses of pain medication during labour may be withdrawn or irritable for days or weeks after birth. a True b False QuestionID: 03-2-51 Page-Reference: 88 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: a. True 52. A disadvantage of home birth (compared to hospital birth) is that women tend to find it more stressful. a True b False QuestionID: 03-2-52 Page-Reference: 89 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: b. False 53. Indigenous languages use words such as "watch" or "care" in terms referring to midwives. Among the Nuu-chah-nulth (a people of British Columbia), the term for midwife translates as "she who can do everything." a True b False QuestionID: Page-Reference: 03-2-53 89 Topic: Happy Birthday!

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Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: b. False 54. Most new mothers suffer from postpartum depression. a True b False QuestionID: Page-Reference: 03-2-54 90 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.3. What are the effects of postpartum depression?

Answer: b. False 55. Women are more likely to suffer postpartum depression if they already are coping with other life stresses. a True b False QuestionID: 03-2-55 Page-Reference: 90 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.3. What are the effects of postpartum depression?

Answer: a. True

56. Hypoxia can lead to developmental disabilities or death. a True b False QuestionID: 03-2-56 Page-Reference: 91 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: a. True 57.

Being a premature infant is more serious than being a small-for-date infant. a True b False

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QuestionID: 03-2-57 Page-Reference: 92 Topic: Happy Birthday!

Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: b. False

58. Kangaroo care (which involves infants who are dressed only in a diaper being held against an adult's bare chest in a sling or blanket) is no longer allowed to be used in Canadian neonatal units. a True b False QuestionID: 03-2-58 Page-Reference: 93 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth?

Answer: b. False 59.

The Apgar scale assesses breathing, heart rate, muscle tone, reflexes, and skin tone. a True b False QuestionID: 03-2-59 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: a. True 60. The Neonatal Behavioral Assessment Scale (NBAS) is used with newborns to two-month-olds to provide a detailed portrait of the baby's behavioural repertoire. It includes 28 behavioural items, along with 18 items that test reflexes. a True b False QuestionID: Page-Reference:

03-2-60 96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus?

Answer: a. True

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61. The rooting and sucking reflexes are not necessary for survival. a True b False QuestionID: 03-2-61 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: b. False 62.

Some reflexes such as the stepping reflex serve as foundations for later motor activity. a True b False QuestionID: Page-Reference: 03-2-62 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world?

Answer: a. True 63. Newborns sleep in a block of 16-18 hours daily. a True b False QuestionID: 03-2-63 Page-Reference: 112 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: b. False 64.

Most babies don't sleep through the night until they are nine months old. a True b False QuestionID: Page-Reference: 03-2-64 97-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

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Answer: b. False 65. Newborns spend more time in REM sleep than older infants. a True b False QuestionID: 03-2-65 Page-Reference: 97-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: a. True 66.

Some scientists believe that REM may stimulate the brain and foster growth of the nervous system. a True b False QuestionID: 03-2-66 Page-Reference: 97-99 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: a. True 67.

Compared to non-Indigenous populations, SUID rates are more than seven times the Canadian national average. a True b False QuestionID: 03-2-67 Page-Reference: 99-100 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: a. True 68.

Sudden Infant Death Syndrome (SIDS), which has been renamed Sudden Unexpected Infant Death (SUID), is more likely when a baby sleeps on its back. a True b False QuestionID: 03-2-68

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Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: b. False

69. Sudden Infant Death Syndrome (SIDS), which has been renamed Sudden Unexpected Infant Death (SUID), is more likely to occur in the winter. a True b False QuestionID: 03-2-69 Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: a. True 70.

The basic perceptual system is not operating yet in the newborn. a True b False QuestionID: 03-2-70 Page-Reference: 100-101 Topic: The Newborn Skill: Conceptual Objective: 3.4.4. How well do newborns experience the world? Can they learn from experience?

Answer: b. False Chapter 03 Essay Questions 1. Name the three periods of prenatal development, the weeks they occur, and characteristics of

development during each period.

QuestionID: 03-3-01 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life?

Answer: A good answer will be similar to the following:

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- Period of the zygote (Weeks 1-2) * Begins with fertilization. * Ends when the fertilized egg (the zygote) implants itself in the wall of the uterus. * Rapid cell division occurs. * Implantation begins one week after conception and is complete at two weeks after conception.

- Period of the embryo (Weeks 3-8) * Begins once the zygote is completely embedded in the uterine wall. * Body structures and internal organs develop. * At the beginning, consists of three layers: the ectoderm, mesoderm, and endoderm. * By eight weeks, embryo looks like a human being complete with eyes, jaw, arms, and legs. * Most of the organs found in a mature human are in place, in some form, by the end of this period. * Amnion cushions embryo and regulates temperature. * Umbilical cord and placenta provide nutrients, oxygen, vitamins, and waste products to be exchanged between mother and embryo. * Growth proceeds according to the cephalocaudal and proximodistal principles.

- Period of the fetus (Weeks 9-38) * Final and longest phase of prenatal development. * Fetus becomes much larger and its bodily systems begin to work. * Some simple reflexes are present. * Reach the age of viability at about seven months. * Fetus is able to hear by the last two months of pregnancy.

2. Your friend Chloe is pregnant and she told you that she knows the three stages of prenatal development—the first trimester, the second trimester, and the third trimester—but she wasn't exactly sure about what happens during each of the stages. What can you tell Chloe about the three stages of prenatal development and the major events that occur during each of the stages?

QuestionID: 03-3-02 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life? Answer: A good answer will be similar to the following: Tell Chloe that even though people often refer to the three trimesters of pregnancy they do not correspond to the three stages of prenatal development. The first stage of prenatal development is called the period of the zygote and it lasts from conception until two weeks after conception. Rapid division of the cells and differentiation of the cells characterize this period. The period of the zygote ends when the zygote is completely implanted in the lining of the wall of the uterus. The second period is called the period of the embryo and it lasts from the third week to the eighth week after conception. During this period of prenatal development, most of the organs and systems of the body are formed. The third period is the period of the fetus. This period lasts from nine weeks until 38 weeks after conception. During this final period, the fetus grows from four to eight ounces to its birth weight of seven to eight pounds. Many of the bodily systems that were formed during the period of the embryo are refined during the period of the fetus to prepare the fetus for life outside the uterus. An insulating layer of fat

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also develops during this period.

3. Briefly discuss the period of the zygote.

QuestionID: 03-3-03 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: A good answer will include the following key points: - Begins with fertilization and lasts about two weeks.

- Ends when fertilized egg, called a zygote, implants itself in the wall of the uterus.

- During these two weeks, the zygote grows rapidly through cell division and travels along the fallopian tube toward the uterus.

- Within hours, the zygote divides for the first time; after that, division occurs every 12 hours.

- After about 4 days, the zygote comprises about 100 cells, resembles a hollow ball, and is called a blastocyst.

- By the end of the first week following conception, the zygote reaches the uterus.

- Then implantation occurs; the blastocyst burrows into the uterine wall and establishes connections with the mother's blood vessels.

- Implantation takes about a week to complete and triggers hormonal changes that prevent menstruation.

- A small cluster of cells near the centre of the blastocyst, the germ disc, eventually develops into a baby while the other cells are destined to become structures that support, nourish, and protect the developing organism.

- Layer of cells closest to the uterus becomes the placenta, a structure for exchanging nutrients and wastes between mother and developing organism (i.e., baby).

4. Briefly discuss the period of the embryo.

QuestionID: 03-3-04 Page-Reference: 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: A good answer will include the following key points: - Once the blastocyst is completely embedded in the uterine wall, it is called an embryo.

- This period typically begins the third week after conception and lasts until the end of the eighth week.

- During this period, body structures and internal organs develop.

- At the beginning of the period, three layers form in the embryo—the outer layer (ectoderm), the middle layer (mesoderm), and the inner layer (endoderm).

- Growth and specialization proceed so rapidly that the eight-week-old embryo looks very different from the three-week-old embryo.

- The brain and nervous system developing rapidly, and the heart has been beating for nearly a month.

- Most of the organs found in a mature human are in place in some form (except sex organs).

- Embryo rests in an amniotic sac, which is filled with amniotic fluid that cushions the embryo and maintains a constant temperature.

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- The embryo is linked to the mother by the umbilical cord (houses blood vessels that join the embryo to the placenta).

- In the placenta, the blood vessels from the cord run close to the mother's blood vessels but aren't actually connected to them, instead the blood flows through the villi—finger-like projections from the umbilical blood vessels (allow nutrients, oxygen, vitamins and waste products to be exchanged between mother and embryo).

5. Name the three layers present in three-week-old embryos and describe what each layer will later form.

QuestionID: 03-3-05 Page-Reference: 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development?

Answer: A good answer will include the following key points: - The ectoderm or outer layer will become hair, the outer layer of skin, and the nervous system.

- The mesoderm or middle layer will form muscles, bones, and the circulatory system.

- The endoderm or inner layer will form the digestive system and the lungs.

6. What are some of the highlights of the fetal period?

QuestionID: 03-3-06 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: A good answer will include the following key points; - Final and longest phase of prenatal development.

- Extends from the ninth week after conception until birth.

- Finishing touches are put on the body systems that are essential to human life, such as nervous, respiratory, and digestive systems.

- At four weeks after conception, a flat set of cells curls to form a tube—one end of the tube swells to form the brain; the rest forms the spinal cord.

- During this period, all regions of the brain grow, particularly the cerebral cortex.

- Near the end of the embryonic period, male embryos develop testes and female embryos develop ovaries.

- During fifth and sixth months after conception, eyebrows, eyelashes, and scalp hair emerge. The skin thickens and is covered with a thick greasy substance called vernix, which protects the fetus during its long time in the amniotic fluid.

- By about six months after conception, fetuses vary in their usual heart rates and in how much their heart rate changes in response to physiological stress.

- By 22 to 28 weeks, most systems function well enough that a fetus born at this time has a chance to survive, which is why this age range is called the age of viability.

7. Chloe sold her house and is in the process of moving in her second trimester. She is experiencing stress related to the move and is worried that the stress will affect her pregnancy. What can you tell Chloe

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about stress during pregnancy?

QuestionID: 03-3-07 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A good answer will be similar to the following: - First, try not to worry too much! The majority of negative effects of stress on pregnancy apply to women who experience chronic stress. Occasional, relatively mild anxiety shouldn't have any harmful consequences for prenatal development. If Chloe isn't able to control the stress she is experiencing (if it turns from acute to chronic), then there may be some potentially harmful effects. Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average. The children may be less able to pay attention as infants and be more prone to behavioural problems as preschoolers.

- Increased stress can harm prenatal development in several ways. First, the body will secrete hormones that reduce the flow of oxygen to the fetus while simultaneously increase its heart rate and activity level. Second, stress can weaken a pregnant woman's immune system. Third. pregnant women under stress are more likely to smoke or drink alcohol, and less likely to rest, exercise and eat properly. Fourth, stress may produce epigenetic changes in which genes that help children to regulate their behaviour are made less effective.

8. Chloe is concerned that her baby will not be healthy when it is born. She is wondering if there is anything she can do that will help ensure that her baby will be okay. What advice can you give Chloe about the steps that she can take toward a healthy baby?

QuestionID: 03-3-08 Page-Reference: 70-74 Topic: From Conception to Birth Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: A good answer will be similar to the following: Chloe should visit her health care provider for regular prenatal checkups. Chloe also should eat a healthy diet that contains food from the five major food groups. Her diet also should include sufficient vitamins and minerals such as iron and folic acid. Cigarettes, drugs, alcohol, caffeine, and food additives should be avoided.

Chloe should exercise during pregnancy to keep her body fit. During the last two months of pregnancy, Chloe should get enough rest. Finally, she should take prepared childbirth classes to help her prepare for labour and delivery.

9. Chloe is concerned about the amount of weight that she will gain during pregnancy. She doesn't want to get "too fat." She has heard of women who gain only 10 pounds (4.5 kilograms) while pregnant and they wear their pre-maternity clothes home from the hospital. What can you tell Chloe about weight gain during pregnancy?

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QuestionID: 03-3-09 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A good answer will be similar to the following: Chloe should not try to keep her weight gain to only 10 pounds. Pregnant women should increase their caloric intake by about 10-20 percent. Assuming that Chloe is an average-weight woman, she should plan to gain 11 to 16 kilograms during pregnancy. Even a woman who is overweight before becoming pregnant should at least 7 kilograms. About one-quarter of this gain reflects the increased weight of the uterus, the placenta, and the fluid in the amniotic sac; another quarter comes from increases in a woman's breasts and energy stores; yet another quarter comes from the increased volume of blood fluids and protein; the final quarter is the weight of the baby Remind Chloe that a healthy, full-term baby weighs between 3.5 and 4 kilograms. In other words, Chloe should plan to gain more than 10 pounds even if it means that she can't wear her prepregnancy clothes home from the hospital. 10. Discuss the pros and cons associated with older women (sometimes using reproductive technologies) becoming pregnant. QuestionID: 03-3-10 Page-Reference: 7074 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: PROS: Women are able to complete their education and begin a career. Older women are effective mothers. They are able to provide sensitive and responsive caregiving. CONS: Older women are less fertile. They are more likely to have miscarriages and they are more likely to give birth to babies with Down syndrome. When mothers have babies at very late ages (in their 60s) they are more likely to die before their children are full grown (for example, the woman who had twins at 66 but died at age 69). 11. What are some common teratogenic diseases and their potential consequences? QuestionID: 03-3-11 Page-Reference: 74-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?, 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: A good answer will include the following key points:

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- AIDS: Frequent infections, neurological disorders, death.

- Cytomegalovirus: Deafness, blindness, abnormally small head, developmental disabilities.

- Genital herpes: Encephalitis, enlarged spleen, improper blood clotting.

- Rubella (German measles): Developmental disabilities, damage to eyes, ears, and heart.

- Syphilis: Damage to the central nervous system, teeth, and bones.

12. What are some common teratogenic drugs and their potential consequences?

QuestionID: 03-3-12 Page-Reference: 74-80 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A good answer will include the following key points: - Accutane: Abnormalities of the central nervous system, eyes, and ears.

- Alcohol: Fetal alcohol syndrome (FAS), cognitive deficits, heart damage, retarded growth.

- Aspirin: Deficits in intelligence, attention, and motor skills.

- Caffeine: Lower birth weight, decreased muscle tone.

- Cocaine and heroin: Retarded growth, irritability in newborns.

- Marijuana: Lower birth weight, less motor control.

- Nicotine: Retarded growth, possible cognitive impairments.

13. What are some common environmental teratogens and their potential consequences?

QuestionID: 03-3-13 Page-Reference: 74-80 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A good answer will include the following key points: - Lead: Developmental disabilities.

- Mercury: Retarded growth, developmental disabilities, cerebral palsy.

- PCBs: Impaired memory and verbal skill.

- X-rays: Retarded growth, leukemia, developmental disabilities.

14. If you were an environmentalist trying to ensure that heavy industrial chemical plants disposed of their waste properly (or better, found cleaner ways of operating), how could you use teratogens to argue your case?

QuestionID: Page-Reference: 03-3-14 74-80 Topic: Influences on Prenatal Development

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Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?

Answer: A good answer will be similar to the following: Exposure to PCBs prenatally has been linked to impaired memory and verbal skill. Furthermore, in some areas of heavy industrial chemical production (such as Sarnia, Ontario) high concentrations of PCBs, dioxins, and HCBs were found in the soil. It seems that these contaminants are affecting sex ratios in such a way that fewer boys are being born each year. Collaborating evidence has also been reported from some Inuit communities in Arctic villages. Therefore, cleaning up the environment doesn't just help the planet, it helps the children who will inherit it.

15. What are five general principles governing the influence of teratogens on prenatal development?

QuestionID: 03-3-15 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: A good answer will include the following key points: - The impact of a teratogen depends upon the genotype of the organism.

- The impact of teratogens changes over the course of prenatal development.

- Each teratogen affects a specific aspect (or aspects) of prenatal development.

- The impact of teratogens depends on the dose.

- Damage from teratogens is not always evident at birth but may appear later.

16. Describe ultrasound, amniocentesis, and chorionic villus sampling and the kind of information that can be obtained from each.

QuestionID: 03-3-16 Page-Reference: 83-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected?

Answer: A good answer will include the following key points: - Ultrasound is a procedure using sound waves to generate a picture of the fetus. It can be used to determine the position of the fetus in the uterus, its sex, multiple pregnancies, and gross physical deformities.

- In amniocentesis, a needle is inserted through the mother's abdomen to obtain a sample of the amniotic fluid that surrounds the fetus. The fluid contains skin cells that can be grown in a laboratory dish and then analyzed to determine the genotype of the fetus. It is used to detect genetic disorders.

- In chorionic villus sampling, a sample of tissue is obtained from the chorion, part of the placenta, and analyzed to detect genetic disorders.

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17. Describe the three stages of labour and delivery.

QuestionID: 03-3-17 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A good answer will be similar to the following: - Stage 1 * Begins when the muscles of the uterus start to contract. * Contractions cause the cervix to enlarge—goes from 0 to 10 centimetres. * At the beginning of this stage, contractions are weak and spaced irregularly.

They become stronger and more frequent. * During the transition phase, contractions are intense and sometimes occur without interruption. * Stage 1 lasts for 12 to 24 hours during the birth of a first child. * Stage 1 is usually shorter for later-born children. - Stage 2 * Begins when the cervix is fully enlarged. * Most women feel a strong urge to push the baby out, using their abdominal muscles. * This pushing, along with uterine contractions, pushes the baby down the birth canal. * The top of the baby's head soon appears (crowning). * In about an hour or less, the baby passes through the birth canal and emerges from the mother's body. * The baby's birth marks the end of the second stage of labour. - Stage 3 * The placenta is expelled from the uterus. * This stage is brief, usually lasting 10-15 minutes. 18. Chloe wonders how long her labour will last. She has heard stories about women whose labours are so short that they had their babies in the back of a car or an elevator. What can you tell Chloe about the typical length of labour for a first-born child? QuestionID: 03-3-18 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1.

What are the stages in labour and delivery? Answer: A good answer will be similar to the following: You can tell Chloe that the average length of Stage 1 of labour for a first-born baby ranges from 12 to 24 hours.

Stage 2 usually lasts about an hour for first-borns. These times are only rough approximations; the actual times vary greatly among women and are virtually impossible to predict.

19. Chloe is in her sixth month of pregnancy and she isn't sure if she should take the prepared childbirth classes that are being offered at the local hospital. The class meets for three hours every Monday night

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for six weeks and that looks like a big-time commitment to Chloe. What can you tell Chloe about the benefits of prepared childbirth classes?

QuestionID: 03-3-19 Page-Reference: 88-89 Topic: Happy Birthday!

Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: A good answer will be similar to the following: Proponents of childbirth classes argue that birth is more likely to be problem-free and rewarding when mothers and fathers understand what is happening during pregnancy, labour, and delivery. Consequently, prepared childbirth means going to classes to learn basic facts about pregnancy and childbirth. Another purpose of childbirth classes is to teach the mother-to-be strategies to manage the pain of labour without the use of drugs. During these classes, pregnant women are taught to relax using deep breathing. Visual imagery, in which a pleasant event or reassuring scene is pictured, also is used to encourage relaxation. A supportive coach can contribute to relaxation by providing encouragement during labour. 20. What are some birth complications? Briefly describe the key features of each. QuestionID: 03-3-20 Page-Reference: 91 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery?

Answer: A good answer will include the following key points: - Cephalopelvic disproportion: The infant's head is larger than the pelvis, making it impossible for the baby to pass through the birth canal. - Irregular position: In shoulder presentation, the baby is lying crosswise in the uterus, and the shoulder emerges first.

In breech position, the buttocks appear first. - Preeclampsia: A pregnant woman has high blood pressure, protein in her urine, and swelling in her extremities (due to fluid retention). - Prolapsed umbilical cord: The umbilical cord precedes the baby through the birth canal and is squeezed shut, cutting off oxygen to the baby. 21. Chloe gives birth and is worried that her newborn is not healthy. How might the doctors evaluate Chloe's baby? QuestionID: 03-3-21 Page-Reference: 95-96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: A good answer will include the following key points:

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- The doctors will likely calculate the baby's Apgar score (a measure devised by obstetrical anesthesiologist Virginia Apgar which is used to evaluate a newborn baby's condition).

- This will involve looking for five vital signs: breathing, heartbeat, muscle tone, presence of reflexes (e.g., coughing), and skin tone in Chloe's newborn.

- Each of the five vital signs receives a score of zero, one or two, with two being optimal (maximum score of 10 on the Apgar) - The Apgar score will allow doctors a quick, approximate assessment of the status of Chloe's newborn.

- The doctors might also conduct a more comprehensive evaluation of Chloe's newborn to check the baby's well-being—the Neonatal Behavioral Assessment Scale (NBAS) —which is used with newborns to two-montholds to provide a detailed portrait of the baby's behavioural repertoire.

- The NBAS includes 28 behavioural items along with 18 items that test reflexes.

- Chloe's newborn will be tested and the baby's performance is used to evaluate the functioning of four systems: Autonomic (e.g., breathing); motor (e.g., body movements); state (e.g., staying alert); and social (e.g., ability to interact with people).

22. Name and describe four infant behavioural states.

QuestionID: 03-3-22 Page-Reference: 97-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: A good answer will include the following key points: - Alert inactivity: The baby is calm with eyes open and attentive; the baby looks as if he is deliberately inspecting his environment.

- Waking activity: The baby's eyes are open but they seem unfocused; the baby moves her arms or legs in bursts of uncoordinated motion.

- Crying: The baby cries vigorously, usually accompanied by agitated but uncoordinated motion.

- Sleeping: The baby's eyes are closed and the baby drifts between periods when breathing is regular and the baby is still, to periods when breathing is irregular and the baby gently moves its arms or legs.

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Chapter 04: Growth and Health Chapter 04 Multiple-Choice Questions 1. A "rule of thumb" for height growth is that A) boys achieve half their adult height by 2 years, and girls by 18 months. B) girls achieve half their adult height by 2 years, and boys by 18 months. C) boys achieve half their adult height by 12 months, and girls by 2 years. D) girls achieve half their adult height by 12 months, and boys by 2 years.

QuestionID: 04-1-01 Page-Reference: 105 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) boys achieve half their adult height by 2 years, and girls by 18 months. 2. Physical growth is

A) steady throughout infancy, childhood, and adolescence.

B) relatively slow during infancy and childhood but rapid in adolescence.

C) rapid during infancy, slow during childhood, and rapid during adolescence.

D) rapid during infancy and childhood but slow during adolescence.

QuestionID: 04-1-02 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: C) rapid during infancy, slow during childhood, and rapid during adolescence.

3. The rate of physical growth is slowest during which period of life?

A) prenatal development B) the first year of life C) preschool and elementary school years D) early adolescence QuestionID: 04-1-03 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

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Answer: C) preschool and elementary school years 4. Growth follows two distinct trends: cephalocaudal and A) bicaudal.

B) proximodistal.

C) cephalodistal.

D) proximocaual.

QuestionID: 04-1-04 Page-Reference: 106 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: B) proximodistal.

5. Proximodistal growth means

A) growth from head to toe.

B) growth from head to waist.

C) growth from the centre of the body to the extremities.

D) growth from the waist to the toes.

QuestionID: 04-1-05 Page-Reference: 106 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: C) growth from the centre of the body to the extremities. 6. Mrs. Wolff reminded her art students that in order to draw toddlers and young children realistically they need to draw disproportionately large

A) feet.

B) hips.

C) arms.

D) heads.

QuestionID: 04-1-06 Page-Reference: 105-108 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

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Answer: D) heads.

7. Which of the following statements is TRUE? A) The body's muscle fibres appear after birth.

B) Very little fat accumulates after birth.

C) Cartilage begins to turn to bone after birth.

D) Toddlers and young children have disproportionately large heads.

QuestionID: 04-1-07 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: D) Toddlers and young children have disproportionately large heads.

8. The body's muscle fibres

A) are mostly absent at birth and do not appear in great numbers until middle childhood.

B) become longer and thicker during childhood.

C) become shorter and thinner during childhood.

D) are fused together at birth but gradually separate.

QuestionID: 04-1-08 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) become longer and thicker during childhood. 9. Fat accumulates rapidly

A) only during infancy.

B) during infancy and the preschool years.

C) during the preschool years and adolescence.

D) during infancy and adolescence.

QuestionID: 04-1-09 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

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Answer: D) during infancy and adolescence.

10. Who is likely to be accumulating fat LEAST rapidly?

A) Belle, who is six months of age B) Elsa, who is four years of age C) Tiana, who is 10 years of age D) Jasmin, who is 13 years of age QuestionID: 04-1-10 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) Elsa, who is four years of age 11. Bone develops from

A) cartilage.

B) muscle fibres.

C) fat tissue.

D) the central nervous system.

QuestionID: 04-1-11 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) cartilage. 12. Epiphyses are

A) the collective physical changes that occur in early adolescence.

B) chemicals that travel in the bloodstream to act on other body parts.

C) changes in physical development from one generation to the next.

D) the ends of the cartilage structures in a fetus.

QuestionID: 04-1-12 Page-Reference: 107 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: D) the ends of the cartilage structures in a fetus.

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13. Cartilage turns to bone A) first in the centre and later in the ends of the cartilage structure. B) first at the ends and later in the centre of the cartilage structure. C) in all parts of the cartilage structure simultaneously. D) beginning at birth.

QuestionID: 04-1-13 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) first in the centre and later in the ends of the cartilage structure. 14. Which of the following describes a secular growth trend?

A) Girls begin puberty earlier than boys.

B) Boys eventually grow taller than girls.

C) Boys in the current generation are taller on average than boys from the previous generation.

D) The rate of growth during adolescence is faster than it is during middle childhood.

QuestionID: 04-1-14 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: C) Boys in the current generation are taller on average than boys from the previous generation. 15.

"Average" physical growth

A) varies from one generation to the next.

B) does not vary from country to country.

C) is the same as "normal" physical growth. D) is the same in Africa and Europe.

QuestionID: 04-1-15 Page-Reference: 107-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: A) varies from one generation to the next.

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16. Which of the following accurately describes secular growth trends over the last 100 years?

A) Adults and children are heavier today but no taller than in previous generations.

B) Adults and children are heavier and taller today than in previous generations.

C) Adults and children are lighter and shorter today than in previous generations.

D) Adults and children have the same average height and weight today as they did in previous generations.

QuestionID: 04-1-16 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) Adults and children are heavier and taller today than in previous generations. 17. Which eight-year-old boy is likely to be the shortest?

A) Tom, who is from the United States B) Mikio, who is from Japan C) Arthur, who is from Great Britain D) Ipo, who is from Polynesia QuestionID: 04-1-17 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: D) Ipo, who is from Polynesia 18. Average heights

A) vary from country to country B) have been decreasing over the last 100 years.

C) stay the same from generation to generation.

D) have a wider range than normal heights.

QuestionID: 04-1-18 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) vary from country to country 19. The range of "normal" heights is

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A) wider than the range of "average" heights.

B) narrower than the range of "average" heights.

C) the same as the range of "average" heights.

D) sometimes narrower and sometimes wider than the range of "average" heights depending on the country.

QuestionID: 04-1-19 Page-Reference: 107-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: A) wider than the range of "average" heights.

20. The finding that tall parents tend to have taller children whereas short parents tend to have short children suggests that ________ influences height.

A) heredity B) the environment C) a hormone D) nutrition QuestionID: 04-1-20 Page-Reference: 105-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: A) heredity 21. Which of the following statements is TRUE of the role of hormones in growth?

A) Growth hormone is secreted by the liver.

B) Growth hormone triggers the release of somatomedin which causes muscles and bones to grow.

C) The majority of growth hormone is secreted while children and adolescents are awake.

D) The pituitary gland does not have an important role in growth.

QuestionID: 04-1-21 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: B) Growth hormone triggers the release of somatomedin which causes muscles and bones to grow. 22. Growth hormone (GH) is secreted by the

A) pituitary gland.

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B) thyroid gland.

C) epiphyses.

D) myelin.

QuestionID: 04-1-22 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) pituitary gland.

23. Which of the following helps bones and muscles grow?

A) somatomedin B) osteoporosis C) antibodies D) epiphyses QuestionID: 04-1-23 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) somatomedin 24. Sleep is essential for normal growth because about ____ percent of growth hormone is secreted when children and adolescents sleep.

A) 60 B) 40 C) 95 D) 80 QuestionID: 04-1-24 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: D) 80 25. Julio wants his toddler to sleep better and longer. His friend Aminata, who knows a lot about sleep and children, will likely recommend which of the following?

A) Implementing a regular bedtime routine B) Giving his toddler milk before bedtime C) Letting his toddler watch nursery rhymes before bedtime

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D) Keeping his toddler up later QuestionID: 04-1-25 Page-Reference: 108 Topic: Physical Growth Skill: Applied Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) Implementing a regular bedtime routine 26. Nutritional needs during infancy are high because ________ requires a relatively large amount of energy.

A) digestion B) respiration C) an infant's high activity level D) growth QuestionID: 04-1-26 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: D) growth 27. Which of the following is TRUE of nutrition and physical growth?

A) Nutrition is particularly important during infancy when growth is rapid.

B) In a two-month-old, almost 80 percent of the body's energy is devoted to growth.

C) Young babies need fewer calories per pound of body weight than do adults.

D) Nutrition is not related to physical growth.

QuestionID: 04-1-27 Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) Nutrition is particularly important during infancy when growth is rapid.

28. Compared to bottle-fed babies, breast-fed babies A) are ill more often.

B) are less prone to diarrhea and constipation.

C) have a more difficult time making the transition to solid foods.

D) do not receive the antibodies that are found in formula.

QuestionID: 04-1-28

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Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: B) are less prone to diarrhea and constipation.

29. Michelle and Deana are arguing about the relative benefits of breastfeeding and bottle-feeding. Which of their arguments is most valid?

A) Michelle's claim that breast-fed babies are ill less often because breast milk has the mother's antibodies in it.

B) Deana's assertion that bottle-fed babies are less likely to have diarrhea and constipation.

C) Michelle's argument that breast-fed babies' psychological development is enhanced.

D) Deana's belief that bottle-fed babies make the transition to solid foods more easily.

QuestionID: 04-1-29 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) Michelle's claim that breast-fed babies are ill less often because breast milk has the mother's antibodies in it.

30. One rule of thumb when it comes to children and eating is that preschoolers should consume about ____ calories per kilogram of body weight.

A) 100 B) 150 C) 40 D) 200 QuestionID: 04-1-30 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A) 100 31. Lesedi has been overwhelmed with advice and information from well-meaning friends and relatives after the birth of her first child, and she isn't sure which of their statements she should believe. Which of the following statements that she has been told about nutrition and eating early in life is true?

A) At two years, growth becomes more rapid so children need to eat more.

B) No more than one new food should be presented to an infant at one time.

C) In Canada, most babies are bottle-fed exclusively, because they get more nutrients that way than they would if breast-fed.

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D) Babies should not eat solid foods until they are one year of age.

QuestionID: 04-1-31 Page-Reference: 110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: B) No more than one new food should be presented to an infant at one time.

32. The adolescent growth spurt and sexual maturation that occur in early adolescence are known as A) a secular growth trend.

B) puberty.

C) menarche.

D) hormones.

QuestionID: 04-1-32 Page-Reference: 111-116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: B) puberty.

33. Richie is at the peak of his adolescent growth spurt, so he is probably gaining as many as ________ kilograms a year.

A) two B) 11 C) 25 D) 40 QuestionID: 04-1-33 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: B) 11 34. Who is most likely to have just reached their full adult stature?

A) Ann, who is 13 B) Scott, who is 13 C) Diane, who is 15 D) Clyde, who is 15 QuestionID: 04-1-34

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Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: C) Diane, who is 15 35. Thirteen-year-old Danylo, who has a 6'2" father and a 5'1" mother, is worried because he is only as tall as his mother right now and would like to be much taller. What would you tell Danylo if he confided

his concerns to you?

A) "Sorry, Danylo, but you've probably already reached your mature height. Just remember, many great men were short. Think of Napoleon!"

B) "Don't worry, Danylo. Most boys don't reach their full height until they are 17. You've got about four more years to grow and you are likely to be of average height because you have a tall father and a short mother."

C) "You should go to the doctor, Danylo. You are abnormally short for your age and parents' heights. You may have a growth hormone deficiency."

D) "You don't have anything to worry about, Danylo. Most boys end up being taller than their mothers and fathers, so you will probably be over 6'2" before you stop growing."

QuestionID: 04-1-35 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) "Don't worry, Danylo. Most boys don't reach their full height until they are 17. You've got about four more years to grow and you are likely to be of average height because you have a tall father and a short mother." 36.

Ginger and Roger are dizygotic twins arguing about who is going to begin puberty first and who is going to reach their adult height first. If you were chosen to referee their argument, what would you tell them?

A) Girls begin puberty and reach their adult height earlier than boys. B) Boys begin puberty and reach their adult height earlier than girls. C) Girls and boys begin puberty and reach their adult height at the same ages. D) Girls begin puberty before boys but reach their adult height after boys.

QuestionID: 04-1-36 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) Girls begin puberty and reach their adult height earlier than boys.

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37. The adolescent growth spurt A) usually begins earlier for girls than for boys.

B) usually ends earlier for boys than for girls.

C) is a time when girls gain more muscle than boys.

D) is a time when boys gain more fat than girls.

QuestionID: 04-1-37 Page-Reference: 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) usually begins earlier for girls than for boys.

38. Research on osteoporosis has shown that A) most people with osteoporosis are men.

B) most bone mass is formed during adulthood.

C) swimming is a good weight-bearing exercise that strengthens bones.

D) most adolescents don't get enough calcium or exercise for healthy bone growth.

QuestionID: 04-1-38 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: D) most adolescents don't get enough calcium or exercise for healthy bone growth.

39. Eunji has discovered that she has a disease that makes her bones become thin and brittle and likely to break easily. Eunji has the symptoms of A) osteoporosis.

B) bulimia nervosa.

C) anorexia nervosa.

D) synaptic pruning.

QuestionID: 04-1-39 Page-Reference: 112-113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) osteoporosis.

40. Which of the following statements about osteoporosis is TRUE?

A) To prevent osteoporosis, adolescents should consume 1300 milligrams of calcium daily and do weightbearing exercise five days a week.

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B) Most adolescents get enough calcium and exercise for healthy bone growth.

C) Adolescents are at the greatest risk for osteoporosis.

D) More men than women suffer from osteoporosis.

QuestionID: 04-1-40 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) To prevent osteoporosis, adolescents should consume 1300 milligrams of calcium daily and do weight-bearing exercise five days a week.

41. ________ are organs that are directly involved in reproduction.

A) Secondary sex characteristics B) Primary sex characteristics C) Puberty D) Menarche QuestionID: 04-1-41 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: B) Primary sex characteristics 42. ________ are physical signs of maturity that are not linked directly to the reproductive organs.

A) Primary sex characteristics B) Secondary sex characteristics C) Rites of passage D) Puberty QuestionID: 04-1-42 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: B) Secondary sex characteristics 43. Omar is 13 and has started noticing facial hair when he looks in the mirror. He has also noticed that his shoulders are broadening. His father, who is a psychologist, tells him that these changes are known as A) secondary sex characteristics.

B) primary sex characteristics.

C) menarche.

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D) spermache.

QuestionID: 04-1-43 Page-Reference: 111-113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) secondary sex characteristics.

44. For girls, puberty typically begins with A) the appearance of pubic hair.

B) growth of the breasts.

C) menarche.

D) the first ovulation.

QuestionID: 04-1-44 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: B) growth of the breasts.

45. Menarche typically occurs at ________ years of age.

A) nine B) 11 C) 13 D) 15 QuestionID: 04-1-45 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: C) 13 46. Which of the following statements concerning the maturation of the reproductive system is TRUE? A) Early menstrual cycles are usually regular.

B) Boys' initial ejaculations usually contain sufficient sperm to fertilize an egg.

C) In the first months of menstruation, girls do not usually ovulate.

D) At about age 17, boys have their first spontaneous ejaculation.

QuestionID: 04-1-46 Page-Reference: 113

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Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: C) In the first months of menstruation, girls do not usually ovulate.

47. For boys, puberty typically begins with

A) the appearance of pubic hair.

B) growth of the testes and scrotum.

C) growth of the penis.

D) the growth spurt.

QuestionID: 04-1-47 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) growth of the testes and scrotum. 48. The onset of puberty

A) is regulated by the pituitary gland.

B) is totally controlled by genetic forces.

C) occurs later in girls who are depressed.

D) occurs earlier when girls receive inadequate nutrition.

QuestionID: 04-1-48 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) is regulated by the pituitary gland. 49. Which of the following girls would you expect to enter puberty first?

A) Shalicia, whose mother entered puberty at a young age B) Chara, who is malnourished and does not receive adequate health care C) Anita, who has a chronic illness D) Jane, who lived in Europe in 1840 QuestionID: 04-1-49 Page-Reference: 113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

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Answer: A) Shalicia, whose mother entered puberty at a young age 50. Puberty A) occurs earlier in boys than in girls.

B) occurs earlier in girls who experience more stress than in girls who have less stress.

C) occurs later in boys who experience more stress than in boys who have less stress.

D) is not influenced by genetics.

QuestionID: 04-1-50 Page-Reference: 114 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) occurs earlier in girls who experience more stress than in girls who have less stress. 51. Some research has shown that girls may reach puberty at a younger age when

A) they eat less.

B) they have many siblings.

C) their fathers are no longer living at home.

D) their mothers are no longer living at home.

QuestionID: 04-1-51 Page-Reference: 115 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) their fathers are no longer living at home. 52. Early maturation

A) seems to be more clearly harmful for girls than boys.

B) benefits girls but not boys.

C) benefits both boys and girls.

D) can be harmful for boys but not girls.

QuestionID: 04-1-52 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) seems to be more clearly harmful for girls than boys.

53. Studies concerning early maturing boys A) prove that it is beneficial for them.

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B) prove that it is harmful for them.

C) offer conflicting information about the effects of early maturation.

D) prove that is has no effects on them.

QuestionID: 04-1-53 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: C) offer conflicting information about the effects of early maturation.

54. Girls who mature early ________ than girls who mature late.

A) receive better grades in school B) are more popular with peers C) are more likely to smoke and drink D) have more self-confidence QuestionID: 04-1-54 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: C) are more likely to smoke and drink 55. Early maturing girls A) are more popular with peers than other girls.

B) are more self-confident than other girls.

C) are more poised and socially competent than other girls.

D) are more likely to be depressed than other girls.

QuestionID: 04-1-55 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: D) are more likely to be depressed than other girls.

56. Dwayne is an early maturing male and Camille is an early maturing female. Which of the following statements about Dwayne and Camille is most likely to be true?

A) Many of the influences that early maturation have on Dwayne and Camille may disappear during adulthood, particularly if a supportive environment is provided.

B) Camille will benefit more from her early maturation than Dwayne will from his.

C) Camille and Dwayne will both be more popular with their peers in school than later maturing

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adolescents.

D) Camille and Dwayne will both be more self-confident than later maturing adolescents.

QuestionID: 04-1-56 Page-Reference: 116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) Many of the influences that early maturation have on Dwayne and Camille may disappear during adulthood, particularly if a supportive environment is provided.

57. A lack of access to what has been called "_______________" can result in food insecurity for Indigenous Peoples in Canada.

A) processed foods B) restaurant foods C) reheated foods D) wildfoods QuestionID: 04-1-57 Page-Reference: 117 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: D) wildfoods 58. Malnourishment is most harmful during adolescence. middle childhood. the preschool years. infancy.

QuestionID: 04-1-58 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: D) infancy.

59. Research suggests that severe malnourishment during infancy A) will not impair childhood intellectual ability as long as children have attained normal height and weight.

B) only impacts physical growth.

C) damages the brain, affecting a child's intelligence and ability to pay attention and learn.

D) will stunt physical growth but will not impair intellectual development.

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QuestionID: 04-1-59 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: C) damages the brain, affecting a child's intelligence and ability to pay attention and learn.

60. Gavin was severely malnourished as an infant. He is likely to experience damage to his ________, which may affect his intelligence and ability to pay attention.

A) brain B) pituitary gland C) hormones D) basal metabolic rate QuestionID: 04-1-60 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: A) brain 61. You are asked to create a brochure for a "Hungry Children" campaign designed to educate the public about malnourishment during infancy and childhood. Which of the following subtitles would be most appropriate to include in the brochure?

A) "Parents—Stimulate Your Malnourished Children" B) "Malnutrition—Only A Third World Problem" C) "How To Treat Hyperactivity Resulting From Malnutrition" D) "How To Avoid Malnourishment During Its Most Dangerous Period—Adolescence" QuestionID: 04-1-61 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: A) "Parents—Stimulate Your Malnourished Children" 62. Malnutrition A) is common only in developing nations.

B) does not affect children's size or intelligence.

C) is especially damaging during middle childhood.

D) needs to be treated by improving children's diets and training parents to stimulate their children.

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QuestionID: 04-1-62 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: D) needs to be treated by improving children's diets and training parents to stimulate their children.

63. Penelope is undergoing treatment for malnourishment. The most appropriate treatment would be one that A) focused solely on improving Penelope's diet.

B) educated Penelope's parents about malnourishment.

C) used medication to control Penelope's behaviour.

D) combined dietary improvements with parent training.

QuestionID: 04-1-63 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: D) combined dietary improvements with parent training.

64. Alicia refuses to eat and is terribly afraid of becoming overweight. Alicia has characteristics of

A) obesity.

B) anorexia nervosa.

C) malnourishment.

D) a typical teenager.

QuestionID: 04-1-64 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: B) anorexia nervosa.

65. Anorexia

A) does not have any serious consequences.

B) is unrelated to cultural values.

C) occurs more often when parents grant their adolescents much independence.

D) is more common in females than in males.

QuestionID: 04-1-65 Page-Reference: 118-119 Topic: Challenges to Healthy Growth

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Skill: Conceptual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: D) is more common in females than in males.

66. ________ is characterized by alternating between binge eating with purging through self-induced vomiting or with laxatives.

A) Anorexia nervosa B) Obesity C) Bulimia nervosa D) Malnourishment QuestionID: 04-1-66 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: C) Bulimia nervosa 67. Anorexia and bulimia are more likely to occur in girls who

A) were picky eaters as children.

B) are in elementary school.

C) are "troublemakers."

D) are irresponsible.

QuestionID: 04-1-67 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: A) were picky eaters as children.

68. Lev has anorexia nervosa. Which of the following statements would he be LEAST likely to make?

A) "I am SO fat!"

B) "I never want to be overweight."

C) "My parents are so overprotective."

D) "My parents give me a lot of freedom."

QuestionID: 04-1-68 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

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Answer: D) "My parents give me a lot of freedom."

69. ____________________ is often the focus in body dysmorphic disorder.

A) Excessive thinness B) Binging and purging C) Perceived muscularity D) An irrational fear of obesity QuestionID: 04-1-69 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: C) Perceived muscularity 70. Programs exist that can help protect young people from eating disorders. The most effective programs are designed for A) at-risk youth.

B) parents of adolescents.

C) elementary school children.

D) high school students.

QuestionID: 04-1-70 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: A) at-risk youth.

71. What is the name of the disorder where individuals are not satisfied with their body shape or the shape of a particular part of the body, and perceived muscularity is often the focus?

A) anorexia B) bulimia C) body dysmorphic disorder D) binge eating QuestionID: 04-1-71 Page-Reference: 119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: C) body dysmorphic disorder

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72. According to Canadian statistics, about ___ of Canadian children and adolescents are overweight.

A) one-fifth B) one-fourth C) one-third D) one-half QuestionID: 04-1-72 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: C) one-third 73. Unfortunately, health issues related to body weight are often particular challenges for ____________, both here in Canada and around the world. Problems of food insecurity as a result of lack of access to traditional, often wild, food sources can be part of the problem. Inequality in access to resources in transitions to a different, more "_____________" lifestyle also bring increased likelihood of chronic health problems such as obesity and type-2 diabetes.

A) Men; regulated B) Indigenous Peoples; Westernized C) Albertans; Eastern Canada D) Women; outdoors QuestionID: 04-1-73 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: B) Indigenous Peoples; Westernized 74. Although most neonatal infant deaths are associated with access to medical care, those in infancy (from 28 days to one year) are strongly influenced by social factors, with socioeconomic issues a major factor. Statistics vary, however, and there is a concern about lack of accurate data regarding ____________ infant __________ rates in this country.

A) Canadian; health B) Indigenous; mortality C) many; homeless D) significant; breastfeeding QuestionID: 04-1-74 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

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Answer: B) Indigenous; mortality 75. If Paul is a typical obese child, he A) has many friends.

B) is the only one in his family who is overweight.

C) is at risk for many medical problems.

D) feels positively about himself.

QuestionID: 04-1-75 Page-Reference: 120-121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: C) is at risk for many medical problems.

76. Which of the following is TRUE of obese children?

A) They have severe behaviour problems.

B) They are viewed favourably by their peers.

C) They are at risk for diabetes and high blood pressure.

D) They are likely to outgrow their "baby fat" and become slim adults.

QuestionID: 04-1-76 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: C) They are at risk for diabetes and high blood pressure.

77. Luna was adopted and is obese. Patti's weight is

A) likely to be more closely related to her adoptive parents' weights than to her biological parents' weights. B) likely to be more closely related to her biological parents' weights than to her adoptive parents' weights. C) likely to be an average of her biological parents' weights and her adoptive parents' weights. D) not likely to be related to either her adoptive parents' weights or to her biological parents' weights.

QuestionID: 04-1-77 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: B) likely to be more closely related to her biological parents' weights than to her adoptive parents' weights.

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78. Genes A) are not related to weight.

B) are related to activity level.

C) do not influence basal metabolic rate.

D) do not influence the rate of calorie burning.

QuestionID: 04-1-78 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: B) are related to activity level. 79. Obesity is associated with

A) a fast basal metabolic rate.

B) the use of internal eating cues.

C) the use of external eating cues.

D) a high activity level.

QuestionID: 04-1-79 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) the use of external eating cues. 80. Who is more likely to struggle with obesity?

A) Jose, whose parents allow him to eat when he's hungry and don't make him finish his meals if he's not hungry B) Myra, who loves playing outside with her friends at any opportunity C) Liam, who gets less sleep than most of his peers D) Barbara, who gets more sleep than most of her peers QuestionID: 04-1-80 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) Liam, who gets less sleep than most of his peers 81. Ten-year-old Tyra is obese. Which of the following weight-loss programs would be most effective?

A) A program in which Tyra does not have to concern herself with monitoring her calories and exercise.

B) A program that focuses on changing Tyra's eating habits, encouraging her to become more active, and

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helping her to avoid sedentary behaviour.

C) A program that sets very high goals for Tyra's weight loss.

D) A program that teaches Tyra to respond to external cues to start and stop eating.

QuestionID: 04-1-81 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: B) A program that focuses on changing Tyra's eating habits, encouraging her to become more active, and helping her to avoid sedentary behaviour.

82. Around the world, children under the age of five years are A) most likely to die from acute diseases and malnutrition.

B) most likely to die from diseases that cannot be prevented.

C) usually vaccinated to prevent childhood illnesses such as measles.

D) afflicted with diseases that are expensive to prevent.

QuestionID: 04-1-82 Page-Reference: 122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: A) most likely to die from acute diseases and malnutrition.

83. The leading cause of death in young children worldwide is A) infectious diseases.

B) birth defects.

C) low birth weight.

D) accidents.

QuestionID: 04-1-83 Page-Reference: 122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: A) infectious diseases.

84. In North America, children over one year of age are most likely to die from A) acute respiratory infections and diarrheal diseases.

B) birth defects.

C) low birth weight.

D) accidents.

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QuestionID: 04-1-84 Page-Reference: 123-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: D) accidents.

85. The most common cause of accidental death in children is A) drowning.

B) motor vehicle accidents.

C) suffocation.

D) burns.

QuestionID: 04-1-85 Page-Reference: 123-124 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: B) motor vehicle accidents.

86. In 2012, about _______ of deaths in car accidents for 16- to 19-year-old Canadians were alcoholrelated.

A) a quarter B) a third C) a half D) a fifth QuestionID: 04-1-86 Page-Reference: 124 Topic: The Developing Nervous System Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: B) a third 87. A(n) ________ is a cell that specializes in receiving and transmitting information.

A) dendrite B) axon C) corpus callosum D) neuron QuestionID: 04-1-87 Page-Reference: 125

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Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: D) neuron 88. Each neuron consists of

A) a cell body.

B) an axon.

C) dendrites.

D) all of these answers QuestionID: 04-1-88 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: D) all of these answers 89. The ________ contains the basic biological machinery that keeps the neuron alive.

A) dendrite B) axon C) cell body D) neural plate QuestionID: 04-1-89 Page-Reference: 125 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell?

How is the brain organized? Answer: C) cell body 90. Which of the following looks like a tree with many branches?

A) a neuron B) a dendrite C) an axon D) a cell body QuestionID: 04-1-90 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

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Answer: B) a dendrite 91. The ________ receives input from neurons, whereas the ________ sends information from other dendrites.

A) dendrite; axon B) dendrite; cell body C) axon; cell body D) axon; dendrite QuestionID: 04-1-91 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: A) dendrite; axon 92. Chemicals that carry information from one neuron to the next are called

A) terminal buttons.

B) synapses.

C) myelin.

D) neurotransmitters.

QuestionID: 04-1-92 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: D) neurotransmitters. 93. The wrinkled surface of the brain is called the

A) neural plate.

B) right hemisphere.

C) corpus callosum.

D) cerebral cortex.

QuestionID: 04-1-93 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) cerebral cortex.

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94. The corpus callosum A) is the wrinkled surface of the brain.

B) is a tube-like structure at one end of a neuron.

C) is a thick bundle of neurons that links the left and right hemispheres of the brain.

D) controls personality and the ability to make and carry out plans.

QuestionID: 04-1-94 Page-Reference: 126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) is a thick bundle of neurons that links the left and right hemispheres of the brain. 95. After suffering a head injury, Kent began having difficulty planning, and his personality changed. Kent appears to have suffered damage to his brain's

A) right hemisphere.

B) left hemisphere.

C) corpus callosum.

D) frontal cortex.

QuestionID: 04-1-95 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Applied Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: D) frontal cortex.

96. ________ is a fatty sheath that allows neurons to transmit information more rapidly.

A) An axon B) A dendrite C) A cell body D) Myelin QuestionID: 04-1-96 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: D) Myelin

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97. The acquisition of myelin A) is complete by about 28 weeks after conception.

B) is complete at birth.

C) begins at birth and continues throughout the life span.

D) begins prenatally and continues through childhood and adolescence.

QuestionID: 04-1-97 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) begins prenatally and continues through childhood and adolescence. 98. The entire nervous system arises from the embryonic structure known as the

A) medulla.

B) neural plate.

C) corpus callosum.

D) cerebral cortex.

QuestionID: 04-1-98 Page-Reference: 126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: B) neural plate. 99. The production of neurons is virtually complete by

A) 28 weeks after conception.

B) six months of age. C) three years of age. D) adolescence.

QuestionID: 04-1-99 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) 28 weeks after conception. 100. The production of neurons

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A) is not complete until the child is in school.

B) involves producing many more neurons than necessary.

C) does not begin until after birth.

D) is very slow and gradual.

QuestionID: 04-1-100 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: B) involves producing many more neurons than necessary.

101. Neurons

A) are produced in their final positions.

B) migrate to their final positions in stages.

C) migrate to their final positions in the brain after birth.

D) are produced in great numbers throughout life.

QuestionID: 04-1-101 Page-Reference: 125-127 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: B) migrate to their final positions in stages.

102. Synaptic pruning refers to the

A) production of synapses.

B) positioning of neurons.

C) disappearance of synapses.

D) wrapping of neurons in a fatty sheath that allows them to transmit information more rapidly.

QuestionID: 04-1-102 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: C) disappearance of synapses.

103. Damage to the frontal cortex of the brain is likely to affect which of the following functions?

A) understanding and producing language

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B) musical ability C) spatial relations D) decision making QuestionID: 04-1-103 Page-Reference: 125-125, 128 Topic: The Developing Nervous System Skill: Applied Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: D) decision making 104. For most people, the left hemisphere of the brain controls

A) artistic and musical abilities.

B) the perception of spatial relations.

C) the ability to produce and understand language.

D) the ability to recognize faces.

QuestionID: 04-1-104 Page-Reference: 128-130 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: C) the ability to produce and understand language.

105. For most people, the right hemisphere of the brain controls

A) the perception of spatial relationships.

B) the ability to produce and understand language.

C) planning ability.

D) reasoning ability.

QuestionID: 04-1-105 Page-Reference: 128 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: A) the perception of spatial relationships.

106. Damage to the left hemisphere of the brain is likely to affect which of the following functions?

A) language B) musical ability

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C) spatial relations D) regulation of feelings of happiness and sadness QuestionID: 04-1-106 Page-Reference: 128-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: A) language 107. The brain's electrical activity is measured by A) X-rays.

B) positron emission tomography (PET).

C) ultrasound.

D) electroencephalograms (EEG).

QuestionID: 04-1-107 Page-Reference: 127-128 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: D) electroencephalograms (EEG).

108. Language processing is regulated primarily by the A) corpus callosum.

B) frontal cortex.

C) left hemisphere.

D) right hemisphere.

QuestionID: 04-1-108 Page-Reference: 128-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: C) left hemisphere.

109. The brain is A) fully specialized by 28 weeks after conception.

B) fully specialized by birth.

C) somewhat specialized at birth but continues to become more specialized throughout childhood.

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D) not at all specialized at birth.

QuestionID: 04-1-109 Page-Reference: 125-129 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: C) somewhat specialized at birth but continues to become more specialized throughout childhood.

110. The extent to which brain organization is flexible is referred to as

A) plasticity.

B) synaptic pruning.

C) myelinization.

D) positron emission tomography.

QuestionID: 04-1-110 Page-Reference: 130-131 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) plasticity. Chapter 04 True-False Questions 1. Growth follows two distinct trends: cephalocaudal and proximodistal. a True b False QuestionID: 04-2-01 Page-Reference: 106 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True

2. Cephalocaudal growth refers to growth from the centre of the body to the extremities. a True b False QuestionID: 04-2-02

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Page-Reference: 106 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False

3. Toddlers and young children have disproportionately small heads. a True b False QuestionID: 04-2-03 Page-Reference: 106-107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False 4.

Most of the body's muscle fibres are not present at birth. a True b False QuestionID: 04-2-04 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 5.

Fat accumulates rapidly during the first year of life. a True b False QuestionID: 04-2-05 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True

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6. During prenatal development, cartilage turns to bone beginning with the centre and then moving to the ends of the cartilage structures. a True b False QuestionID: 04-2-06 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: a. True 7.

Changes in physical development from one generation to the next are known as secular growth trends. a True b False QuestionID: 04-2-07 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 8.

Growth hormone is secreted by the pituitary gland. a True b False QuestionID: 04-2-08 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 9.

Sleep is essential for normal growth because 50 percent of growth hormone is secreted during sleep. a True b False QuestionID: 04-2-09

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Page-Reference: 108-109 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False 10. When children do not get enough sleep, they are prone to behavioural problems and may not do as well in school. a True b False QuestionID: 04-2-10 Page-Reference: 108-109 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: a. True 11.

Infants need to consume fewer calories per kilogram of body weight than do adults. a True b False QuestionID: 04-2-11 Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False 12.

Breast-fed babies are ill more often than bottle-fed babies. a True b False QuestionID: Page-Reference: 04-2-12 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

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Answer: b. False 13. Breast-fed babies are less prone to diarrhea and constipation. a True b False QuestionID: 04-2-13 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: a. True 14.

Bottle-fed babies make the transition to solid food more easily than breast-fed babies. a True b False QuestionID: 04-2-14 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False 15.

Increased pickiness while eating occurs in children who are around two years of age. a True b False QuestionID: 04-2-15 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: a. True 16.

Children should be forced to "clean their plates." a True b False QuestionID: 04-2-16

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Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False

17. Early adolescence is a period of rapid growth. a True b False QuestionID: Page-Reference: 04-2-17 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 18. Boys reach their mature stature about two years before girls do. a True b False QuestionID: Page-Reference: 04-2-18 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 19. Muscle growth during puberty is more pronounced in girls than in boys. a True b False QuestionID: Page-Reference: 04-2-19 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 20. Osteoporosis is a disease in which a person's bones become stronger as they age. a True

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b False QuestionID: 04-2-20 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 21. Most people with osteoporosis are women. a True b False QuestionID: Page-Reference: 04-2-21 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 22. Bones acquire most of their mass during childhood and adolescence. a True b False QuestionID: Page-Reference: 04-2-22 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 23. The onset of menstruation is called Menarche. a True b False QuestionID: Page-Reference: 04-2-23 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True

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24. Early menstrual cycles are usually irregular and without ovulation. a True b False QuestionID: Page-Reference: 04-2-24 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 25. Initial ejaculations usually contain enough sperm to fertilize an egg. a True b False QuestionID: 04-2-25 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 26.

The pituitary gland signals other glands to secrete hormones that stimulate pubertal changes in the body. a True b False QuestionID: Page-Reference: 04-2-26 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 27. There is closer synchrony of pubertal events in dizygotic twins than in monozygotic twins. a True b False QuestionID: Page-Reference: 04-2-27 113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

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Answer: b. False 28. Menarche occurs earlier in countries where nutrition and health care are adequate. a True b False QuestionID: Page-Reference: 04-2-28 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 29. The age of menarche is still dropping in industrialized countries. a True b False QuestionID: Page-Reference: 04-2-29 114 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 30. Menarche occurs earlier in girls who experience much chronic stress or depression. a True b False QuestionID: Page-Reference: 04-2-30 114 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 31. Early maturation has psychological consequences that differ for boys and girls. a True b False QuestionID: Page-Reference: 04-2-31 113-115 Topic: Physical Growth

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Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 32. The timing of puberty for girls may be influenced by their fathers, specifically by the quantity and quality of paternal interactions. a True b False QuestionID: Page-Reference: 04-2-32 115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 33. Maturing early is not psychologically harmful for boys. a True b False QuestionID: Page-Reference: 04-2-33 113-115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 34. For boys and girls, maturing late poses few risks. a True b False QuestionID: Page-Reference: 04-2-34 113-115 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: a. True 35. Peers seem to have a large influence on boys' satisfaction with their appearance. a True b False

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QuestionID: 04-2-35 Page-Reference: 116 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 36. Worldwide, about one in three children under age five suffers from malnutrition. a True b False QuestionID: Page-Reference: 04-2-36 117-118 Topic: Physical Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: a. True 37. Malnutrition is not common in industrialized countries. a True b False QuestionID: Page-Reference: 04-2-37 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: b. False 38. The effects of malnutrition are especially damaging during infancy. a True b False QuestionID: Page-Reference: 04-2-38 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: a. True 39. Malnutrition affects a child's intelligence and ability to pay attention. a True

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b False QuestionID: 04-2-39 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: a. True 40. The effects of malnutrition can be cured simply by providing an adequate diet. a True b False QuestionID: 04-2-40 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: b. False 41. In Canada, 979,000 children in Canada—almost one in seven—lives in poverty. Many of these children go to bed hungry, and although children are only 22 percent of the population, 37 percent of food bank users in 2008 were children. Such problems may be issues for Canada's Indigenous Peoples. a True b False QuestionID: Page-Reference:

04-2-41 117 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: a. True 42. People with bulimia may purge food from their bodies by taking laxatives. a True b False QuestionID: Page-Reference: 04-2-42 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

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Answer: a. True 43. Both anorexia and bulimia mostly affect females and typically emerge during adolescence. a True b False QuestionID: 04-2-43 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: a. True 44.

Childhood overweight and obesity are significant problems worldwide and are more prevalent among Indigenous Peoples, particularly in the far North in Canada. a True b False QuestionID: Page-Reference: 04-2-44 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: a. True 45. In Canada, about one-third of Canadian children and adolescents are overweight. a True b False QuestionID: Page-Reference: 04-2-45 120-122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: a. True 46. Heredity and lack of sleep are just two factors that contribute to obesity in children. a True b False QuestionID: Page-Reference: 04-2-46 120-122 Topic: Challenges to Healthy Growth

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Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: a. True 47. The most effective weight-loss programs for obese children involve training for the parents as well. a True b False QuestionID: Page-Reference: 04-2-47 120-122 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: a. True 48. Infectious diseases are the leading killers of young children worldwide. a True b False QuestionID: 04-2-48 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True 49.

Many childhood deaths can be prevented with simple treatments such as vaccinations. a True b False QuestionID: 04-2-49 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True 50.

Pneumonia, diarrhea, measles, malaria, and malnutrition account for the vast majority of childhood deaths worldwide. a True b False

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QuestionID: 04-2-50 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True

51. After one year of age, the most common cause of childhood death in North America is malnutrition. a True b False QuestionID: 04-2-51 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: b. False 52.

Motor vehicle accidents are the most common cause of accidental death in children. a True b False QuestionID: 04-2-52 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True 53. A major Canadian research study by the Joint Working group on First Nations, Inuit and Métis Infant Mortality, a collaboration between national Indigenous organizations and federal and provincial government bodies, noted that there is a definite need to improve both the amount and the quality of information to better understand disparities in Indigenous infant mortality statistics compared to those for the general population in Canada. a True b False QuestionID: Page-Reference:

04-2-53 123 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

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Answer: a. True 54. One of the most common causes of death among American adolescent boys is firearms. a True b False QuestionID: Page-Reference: 04-2-54 124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True 55. The cell body sends information to other neurons. a True b False QuestionID: 04-2-55 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: b. False 56.

A part of the neuron called the dendrite receives information from other neurons. a True b False QuestionID: Page-Reference: 04-2-56 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: a. True 57. The small knobs at the ends of the axon are called synapses. a True b False QuestionID: Page-Reference: 04-2-57 126 Topic: The Developing Nervous System Skill: Factual

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Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: b. False 58. The wrinkled surface of the brain is called the corpus callosum. a True b False QuestionID: 04-2-58 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: b. False 59.

The ability to produce and understand language is usually largely due to neurons in the left hemisphere of the brain. a True b False QuestionID: 04-2-59 Page-Reference: 126-130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: a. True 60.

The ability to perceive spatial relations is usually largely due to neurons located in the left hemisphere of the brain. a True b False QuestionID: 04-2-60 Page-Reference: 126-130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: b. False 61.

Almost all of the neurons that the brain will ever have are produced between 10 and 28 weeks after conception. a True b False

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QuestionID: 04-2-61 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: a. True 62. In the months after birth, the brain grows rapidly. The number of dendrites increases, and so does the number of synapses, reaching a peak number about the first birthday. Soon after, synapses begin to disappear gradually. This disappearance is known as synaptic pruning.

a True b False QuestionID: 04-2-62 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: a. True 63.

Around seven months after conception, all six layers of the brain are in place. a True b False QuestionID: 04-2-63 Page-Reference: 126-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function?

Answer: a. True 64.

The gradual disappearance of synapses is thought to be beneficial because it weeds out synapses that are not frequently used. a True b False QuestionID: Page-Reference: 04-2-64 127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain

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begin to function?

Answer:

a. True

65. Functional magnetic resonance imaging (fMRI) involves measuring the brain's electrical activity from electrodes placed on the scalp. a True b False QuestionID: 04-2-65 Page-Reference: 128 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: b. False 66.

There is a region in the temporal cortex that seems to play a special role in recognizing faces. a True b False QuestionID: 04-2-66 Page-Reference: 129 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: a. True Chapter 04 Essay Questions 1. Discuss the two distinct trends that children's growth follows. QuestionID: 04-3-01 Page-Reference: 105-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood?

How do they vary from child to child? Answer: A good answer will include the following key points: - The two distinct trends are cephalocaudal and proximodistal. - Cephalocaudal literally means "head to tail"—a general neuronal maturation from head to foot. - Proximodistal means close in to farther out—maturation from the centre of the body to the extremities.

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- Control of gross (overall) muscular movement develops before finer control of the extremities (e.g., hands and feet).

2. Your friend Lafon has a newborn son named Lamar. Lamar was a healthy full-term infant who weighed 7 pounds 6 ounces at birth. While you and Lafon are shopping for clothes for Lamar in a very expensive children's store, you notice that Lafon is loading her cart with lots of 0- to 3-month size clothes.

You ask Lafon if she thinks it's a good idea to spend so much money on clothes that Lamar will outgrow very quickly. What can you tell Lafon about physical growth during the first year of life that may change her mind about these clothes?

QuestionID: 04-3-02 Page-Reference: 105-108 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: A good answer will be similar to the following: The first year of life is a time of very rapid physical growth. The average baby will grow 25 centimeters and will gain 7 kilograms during the first year of life. If Lafon buys clothes that fit Lamar perfectly now, he probably won't be able to fit in them in a few short weeks. After telling these facts to Lafon, you might want to ask her if she will get her money's worth out of these expensive little outfits. Fortunately, this rapid growth does taper off and Lafon might want to buy more expensive clothes when Lamar is older and is not growing so quickly.

3. Julian is very concerned about the amount of sleep that his infant is getting. He is very strict about his infant's sleep schedule and insists that sleep is fundamental to his baby's growth and well-being. Would you agree or disagree? Discuss.

QuestionID: 04-3-03 Page-Reference: 108-110 Topic: Physical Growth Skill: Applied Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A good answer will include the following key points: - Julian is correct, sleep is extremely important to a baby's growth.

- Sleep is essential because about 80 percent of the hormone that stimulates growth (growth hormone) is secreted while children and adolescents sleep.

- Sleep also affects children's psychological development—they may be more prone to behavioural problems if they don't get enough sleep.

- Children also do less well in school if they aren't getting enough sleep (although this isn't necessarily applicable to the infant right now, it shows the importance of sleep).

4. What are some recommended guidelines for dealing with picky eaters?

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QuestionID: 04-3-04 Page-Reference: 108-110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth?

Answer: A good answer will include the following key points: - When possible, allow children to pick among different healthy foods.

- Allow children to eat foods in any order they want.

- Offer children new foods one at a time and in small amounts.

- Encourage but don't force children to eat new foods.

- When children reject a new food, continue to offer it over several meals so that it will become familiar.

- Don't force children to "clean their plates."

- Don't spend mealtimes talking about what the child is or is not eating; instead talk about other topics that interest the child.

- Never use food to reward or punish children.

- Show children photos of same-age, same-sex peers who look happy when eating the target food.

5. You want to prepare your child for her approaching puberty by discussing physical changes associated with puberty. What are the first signs that puberty has begun and what physical changes will occur later? Discuss the characteristics of puberty for girls and for boys.

QuestionID: 04-3-05 Page-Reference: 111-116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A good answer will include the following key points: - Girls: * Puberty begins with the growth of the breasts and the growth spurt, followed by the appearance of pubic hair. * During the growth spurt, a girl may gain 9 kilograms in a year. * Although there is variation, menstruation typically begins around the age of 13.

- Boys: * Puberty begins with the growth of the testes and scrotum, followed by the appearance of pubic hair, the start of the growth spurt, and growth of the penis. * During the growth spurt, a boy may gain 11 kilograms in a year. * Most boys have their first spontaneous ejaculation at about age 13.

6. Research has shown that maturing early or late has psychological consequences that differ for boys and girls. Discuss.

QuestionID: 04-3-06 Page-Reference: 111-116 Topic: Physical Growth Skill: Conceptual

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Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A good answer will include the following key points: - Several longitudinal studies have shown that early maturation can be harmful for girls - Girls who mature early often lack self-confidence, are less popular, are more likely to be depressed and to have behaviour problems, and are more likely to smoke and drink.

- Possibly because early maturation may lead girls to relationships with older boys and these girls not prepared to cope with the demands of these mature relationships – may be pressured into sex, become teenage mothers, etc.

- As adults, may have less prestigious, lower-paying jobs.

- But the harmful effects of early maturation can be offset by other factors – e.g., when early maturing girls have warm, supportive parents, they are less likely to suffer the harmful consequences of early maturation.

- Maturing early can be harmful for boys too - Early-maturing boys are at risk for psychological disorders such as depression.

- Also, they are more prone to substance abuse and to inappropriately early sexual activity.

- May cause problems with peer relationships (because their friends have not matured at same rate).

- May then spend more time with older boys (exposing them to risky behaviour).

- Effects of early maturation are weaker for boys than they are for girls.

- For boys and girls, maturing late poses few risks - Late-maturing girls fare well - Late-maturing boys are at a somewhat greater risk for depression.

7. You have an 11-year-old daughter and your best friend has an 11-year-old son. Your friend thinks that your daughter has entered puberty and is wondering when his son will begin puberty and what physical events will occur during puberty. What can you tell your friend about puberty in general and the differences in onset of puberty in boys and girls?

QuestionID: 04-3-07 Page-Reference: 111-116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A good answer will be similar to the following: Puberty is characterized by many physical changes that usually begin at age 11 in girls and at about age 13 in boys. The adolescent growth spurt is a period of very rapid growth when adolescents put on both height and weight. This growth spurt usually lasts about a few years. In girls, puberty begins with the growth of the breasts, then the start of the adolescent growth spurt, the emergence of pubic hair, and finally the onset of menstruation, or menarche, which usually occurs around age 13. For boys, puberty usually begins with the growth of the testes and scrotum, followed by the appearance of pubic hair, the start of the growth spurt, and growth of the penis. Because girls tend to begin puberty at earlier ages than do boys, it is quite likely that your daughter has entered puberty and that your friend's son has not. Tell your friend not to worry because his son has not yet reached the average age at which boys enter puberty.

8. What are the characteristics of malnourishment and how should it be treated?

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QuestionID: 04-3-08 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: A good answer will include the following key points: - Characteristics: * Malnourishment is indicated by being small for one's age. * Malnourishment happens in third world countries and in industrialized nations. * Malnourishment is particularly dangerous during infancy because growth is so rapid at that time. * Malnutrition affects intelligence and the ability to pay attention. * Malnourished children tend to be listless, inactive, unresponsive, and lethargic.

- Treatment: * The most successful treatments involve both improving a child's diet and parent training to teach them how to provide experiences that foster their children's development.

9. Your friend sees you buying baby food and formula for the food bank and says "I don't think many babies end up at food banks!" What would you tell her about malnutrition in Canada and about the importance of early nutrition on growth?

QuestionID: 04-3-09 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition?

Answer: A good answer will resemble the following: Almost 1 in 7 Canadian children lives in poverty. Children accounted for 37 percent of food bank users in Canada in 2008. Malnourishment is very damaging during infancy because growth is occurring so quickly during these years. When children have a history of being malnourished, they often have difficulty maintaining attention in school and are easily distracted. Therefore, ensuring that young children do not go without food is very important for their cognitive development.

10. Your friend Freja is the mother of a 13-year-old daughter, Yvonne. Freja is concerned that Yvonne is anorexic because she "eats like a bird." What can you tell Freja about the causes and symptoms of anorexia that will help her identify if Yvonne is anorexic?

QuestionID: 04-3-10 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: A good answer will be similar to the following: Tell Freja that the typical anorexic is an adolescent female like Yvonne. Teenagers at greater risk of an eating

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disorder include those who have a childhood history of eating problems, such as being a picky eater or being diagnosed with pica. Teenagers who have negative self-esteem or mood or anxiety disorders are also at risk.

The most important risk factors for adolescents, though, are being overly concerned about one's body and weight and having a history of dieting. Even if Yvonne and her family match this description, she may not be anorexic. An anorexic will limit food intake to such a great extent that she will become painfully thin but will perceive herself as being overweight. If Yvonne shows any of these signs, she should seek medical treatment right away. If left untreated, anorexia can lead to death.

11. What are some things that correlate with obesity and what are the features of effective weight-loss programs?

QuestionID: 04-3-11 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: A good answer will include the following key points: - Correlates: * Unpopular with peers * Low self-esteem * Poor performance in school * Medical problems including high blood pressure and diabetes - Weight-loss programs should have the following features in common * The focus should be to change children's eating habits, encourage them to become more active, and discourage sedentary behaviour. * Children should learn to monitor their eating, exercise, and sedentary behaviour. Goals are established in each area, and rewards are earned when goals are met. * Parents are trained to help children set realistic goals and to use behavioural principles to help children meet these goals. Parents also monitor their own lifestyles to make sure they aren't fostering their child's obesity.

12. Your friend Dorothy is upset because her adopted 13-year-old daughter is overweight, and she is worried about the impact of the extra weight on her daughter's health. No one else in the family has a weight problem. What can you tell Dorothy about the influence of heredity and environment on one's weight? What advice can you give Dorothy about weight loss in children?

QuestionID: 04-3-12 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently?

Answer: A good answer will be similar to the following: Tell Dorothy that heredity plays an important role in juvenile obesity. Adopted children's weight is related to the weight of their biological parents and not to the weight of their adoptive parents. Genetic influence may contribute to obesity by determining a person's activity level and one's basal metabolic rate (the speed with

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which the body consumes calories). A less active person with a slower basal metabolic rate will be more likely to be overweight than someone who is active and has a faster basal metabolic rate. Dorothy may also be providing an environment that encourages her daughter to eat even when she is not hungry. For example, many parents encourage their children to clean their plates at the dinner table even though the child may be full. An effective weight loss program should involve a focus on changing the child's eating habits and encouraging her to become more active, and to discourage sedentary behaviour. The child should also learn to monitor her eating, exercise, and sedentary behaviour. On reaching a goal, she could be offered a reward. As well, Dorothy could be trained to help her daughter set realistic goals and to use behavioural principles to help meet her goals.

It would be a good idea for Dorothy to monitor her own lifestyle to be sure she isn't accidentally fostering her child's obesity.

13. Your friends have an 18-month-old who often becomes fussy when he is in his car seat for long periods of time so they will take him out of the car seat. What can you tell your friends that might make them change their minds about this unsafe practice?

QuestionID: 04-3-13 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: A good answer will be similar to the following: You can tell your friends that accidental deaths are the most common cause of death in young children in North America. Furthermore, the most common cause of accidental death is motor vehicle accidents. Many of these motor vehicle deaths could have been prevented if the children had been restrained in an approved car seat.

When children aren't restrained, they often are thrown through the windshield or onto the road, which causes fatal injuries. If your friends' son becomes fussy in his car seat on long trips, a better solution to his fussiness is to stop and take a break rather than removing him from his car seat while the car is in motion.

14. Describe neurons, cell bodies, dendrites, and axons.

QuestionID: 04-3-14 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: A good answer will include the following key points: - The neuron is a cell that specializes in receiving and transmitting information and is the basic unit in the brain and the rest of the nervous system.

- The cell body is the centre of the neuron, containing basic biological machinery that keeps the neuron alive.

- The dendrite is the receiving end of a neuron, and it looks like a tree with many branches.

- The axon is a tube-like structure at the opposite end of the neuron from the dendrite, and it sends information to other neurons.

15. What methods have scientists used to map functions onto particular brain regions?

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QuestionID: 04-3-15 Page-Reference: 126-131 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will include the following key points: - Studies of children with brain damage—Children who suffer brain injuries provide valuable insights into brain structures and function in that if a region of the brain regulates a particular function, damage to that region should impair the function. - Studies of electrical activity—If a region of the brain regulates a function, then the region should show distinctive EEG (electroencephalogram) patterns while a child is using that function. - Studies using imaging techniques—Functional magnetic resonance imaging (f-MRI) uses magnetic fields to track the flow of blood in the brain as participants perform different cognitive tasks. 16. Describe the behaviours regulated by each of the following regions of the brain: left hemisphere, right hemisphere, frontal cortex.

QuestionID: 04-3-16 Page-Reference: 125-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?, 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will be similar to the following: The left hemisphere controls the ability to produce and understand language, to reason, and to compute. The right hemisphere regulates artistic and musical abilities, perception of spatial relationships, and ability to recognize faces and emotions. The frontal cortex controls personality and the ability to make and carry out plans, and the ability to inhibit responses that are no longer appropriate. It also regulates feelings such as happiness, sadness, and fear. 17. Define experienceexpectant growth and experience-dependent growth. Give examples of each. QuestionID: 04-3-17 PageReference: 130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will resemble the following: Experience-expectant growth refers to the fact that in human evolution, infants have typically been exposed to certain types of stimuli at specific points in development. This stimulation helps to strengthen some connections

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in the brain and eliminate others (use it or lose it). The example given in the text is that a seed depends on a water-filled environment to grow properly—the young brain depends on a stimulating environment to do the same. There are many examples where an under stimulating environment resulted in poor cognitive growth (Genie; the children being raised in understaffed orphanages).

Experience-dependent growth refers to changes in the brain that are not linked to specific points in development and that vary across individuals and across cultures. Some examples might include learning to play an instrument, learning to speak a second language, learning complicated physical movements involved in dance or gymnastics, etc.

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Chapter 05: Perceptual and Motor Development Chapter 05 Multiple-Choice Questions 1. The nervous system receives, selects, modifies, and organizes stimulation from the world by using

A) genetic processes.

B) emotional processes.

C) physical and motor processes.

D) sensory and perceptual processes.

QuestionID: 05-1-01 Page-Reference: 135 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) sensory and perceptual processes. 2. Babies pay attention when a novel stimulus is first presented, but they pay less attention as it becomes more familiar. This phenomenon is called

A) discrimination.

B) interposition.

C) an orienting response.

D) habituation.

QuestionID: 05-1-02 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) habituation. 3. When an infant habituates to a stimulus, such as a picture,

A) the infant will pay more attention to the stimulus as it becomes more familiar.

B) the infant's heart rate will drop as the stimulus becomes more familiar.

C) the infant's behaviour does not change as the stimulus becomes more familiar.

D) the infant will pay less attention to the stimulus as it becomes more familiar.

QuestionID: 05-1-03 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) the infant will pay less attention to the stimulus as it becomes more familiar.

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4. Four-month-old Courtney has habituated to the mobile over her crib. You would expect Courtney to A) show a preference for that mobile over other mobiles.

B) spend less time looking at it now than when it was first placed over her crib.

C) show the same behaviour toward the mobile now as she did when she first saw it.

D) spend more time looking at it now than when it was first placed over her crib.

QuestionID: 05-1-04 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: B) spend less time looking at it now than when it was first placed over her crib. 5. When Ravi first received a new toy, he played with it all the time. The longer he had it, the less he played with it.

This change in Ravi's behaviour is an example of

A) habituation.

B) differentiation.

C) an orienting response.

D) priming.

QuestionID: 05-1-05 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A) habituation. 6. In newborns, the sense of smell is

A) not developed at all.

B) very primitive.

C) fair.

D) well developed.

QuestionID: 05-1-06 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: D) well developed.

7. Newborns' sense of smell

A) is so poor that they cannot identify their mothers using the sense of smell.

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B) is very different from that of adults. Newborns will turn away from odours that adults find pleasant (e.g., honey or chocolate).

C) is well-developed at birth.

D) is poorly developed because they do not turn away from unpleasant smells (e.g., rotten eggs).

QuestionID: 05-1-07 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: C) is well-developed at birth.

8. Shelley is convinced that her two-week-old baby can smell the difference between her breast milk and the breast milk she received from a donor. Her husband thinks she has a vivid imagination because there is no way a newborn baby could detect the difference. What does research evidence suggest?

A) Shelley's husband is right. Two-week-old infants have no sense of smell.

B) Shelley's husband is right. Two-week-old infants can smell very strong smells, but they can't make fine discriminations such as between two different mother's breast milk.

C) Shelley is right. Two-week-old infants can identify the smell of their mother's breast milk.

D) Shelley's baby may be able to identify the taste but not the smell of her mother's breast milk.

QuestionID: 05-1-08 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: C) Shelley is right. Two-week-old infants can identify the smell of their mother's breast milk.

9. Pooja is interested in finding out whether infants can distinguish between bitter and salty tastes. What would be the most effective way to investigate her question?

A) Ask adults when they first remembered eating something bitter and something salty.

B) Repeatedly present one taste either bitter or salty and see whether infants habituate to it.

C) Observe infants' facial expressions or head movements to see whether they respond differently to bitter and salty tastes.

D) Use infants or toddlers who are old enough to answer questions about how things taste.

QuestionID: 05-1-09 Page-Reference: 137 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) Observe infants' facial expressions or head movements to see whether they respond differently to bitter and salty tastes.

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10. Newborns are able to detect which of the following tastes?

A) salty and sour tastes B) sweet and salty tastes C) bitter and sour tastes D) salty, sour, bitter, and sweet tastes QuestionID: 05-1-10 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: D) salty, sour, bitter, and sweet tastes 11. Most newborns prefer which of the following tastes?

A) salty and sour tastes B) bitter and sweet tastes C) sweet and salty tastes D) sour and bitter tastes QuestionID: 05-1-11 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: C) sweet and salty tastes 12. If Harry, a newborn baby, were able to choose the taste of a substance put in his mouth, what kind of taste would you expect him to choose?

A) something sour or bitter B) something bitter or sweet C) something salty or bitter D) something sweet or salty QuestionID: 05-1-12 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: D) something sweet or salty 13. One-month-old Mari's grimace after tasting a substance suggests that what she tasted was

A) bitter.

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B) salty.

C) sweet.

D) spicy.

QuestionID: 05-1-13 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: A) bitter.

14. Because the taste of her mother's milk is affected by what her mother has just eaten, Baby Bonita is likely to prefer nursing after her mother has eaten A) candy.

B) a grapefruit.

C) a lemon.

D) strong coffee.

QuestionID: 05-1-14 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: A) candy.

15. Your friends John and Luiz are wondering whether their newborn son can feel pain. What can you tell them about infants' ability to feel pain?

A) Infant nervous systems are not sufficiently developed to transmit pain.

B) The skin of infants does not have as many pain receptors as does the skin of adults.

C) Behaviour suggests that newborns do not experience pain.

D) Physical development and behaviour suggests that newborns are capable of feeling pain.

QuestionID: 05-1-15 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: D) Physical development and behaviour suggests that newborns are capable of feeling pain.

16. ___________________ has been found to provide some pain relief to newborns.

A) Presenting a loud noise B) A touch stimulus to the cheek C) Giving a taste of sucrose

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D) Maintaining direct eye contact QuestionID: 05-1-16 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: C) Giving a taste of sucrose 17. The pain cry in infants A) is often accompanied by agitated movements of hands and arms.

B) has a low pitch.

C) is easily soothed.

D) begins gradually.

QuestionID: 05-1-17 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: A) is often accompanied by agitated movements of hands and arms.

18. The term "auditory threshold" refers to A) the range of pitches in normal conversational tones.

B) the quietest sound a person can hear.

C) the level of sound at which hearing impairments begin to occur.

D) sounds that can be heard by adults but not by infants.

QuestionID: 05-1-18 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: B) the quietest sound a person can hear.

19. You visit your mother and she wants to know what you have learned in school recently. Having just read the section on infant hearing in your textbook, what would you tell your mother you have learned?

A) Infants are not able to hear at all.

B) Infants can hear, but not as well as adults.

C) Infants' hearing is about the same as that of adults.

D) Infants have better hearing than adults.

QuestionID: 05-1-19

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Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: B) Infants can hear, but not as well as adults.

20. Infants' auditory thresholds are

A) lower than that of adults. B) about the same as that of adults.

C) higher than that of adults. D) not able to be measured. 05-1-20 138 QuestionID: Page-Reference: Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: C) higher than that of adults.

21. Allan wants to know what kind of sounds his newborn son can hear the best. What could you tell him about infant auditory capabilities?

A) Infants can best hear sounds that are pitched in the range of human speech.

B) Infants can best hear high-pitched sounds.

C) Infants can best hear low-pitched sounds.

D) Infants can hear sounds of all pitches equally well.

QuestionID: 05-1-21 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: A) Infants can best hear sounds that are pitched in the range of human speech.

22. Jeremiah was born with a hearing impairment. The most likely cause of his hearing impairment is A) heredity.

B) maternal disease during pregnancy.

C) maternal drug use during pregnancy.

D) maternal exposure to environmental contaminants during pregnancy.

QuestionID: 05-1-22 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied

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Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: A) heredity.

23. The leading cause of hearing impairments that occur after birth is

A) inherited disease.

B) meningitis.

C) child abuse.

D) accidents.

QuestionID: 05-1-23 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: B) meningitis. 24. Which parent should be most concerned about a possible hearing impairment?

A) Kristen, whose one-year-old daughter has had repeated ear infections.

B) Katy, whose two-month-old son does not respond to his name.

C) Abby, whose six-month-old daughter seems to overreact to loud sounds.

D) Virginia, whose 12-month-old son is starting to imitate speech sounds.

QuestionID: 05-1-24 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: A) Kristen, whose one-year-old daughter has had repeated ear infections.

25. Tomas and Alva should begin to be concerned about a possible hearing impairment if their infant son does not begin to imitate speech sounds and simple words by A) one month of age.

B) four months of age.

C) six months of age.

D) 12 months of age.

QuestionID: 05-1-25 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: D) 12 months of age.

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26. A possible sign of a hearing impairment is if an infant ________ by six months of age.

A) does not respond to its own name B) does not begin to imitate speech sounds and simple words C) does not turn its head in the direction of sounds D) is not startled by sudden, loud sounds QuestionID: 05-1-26 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: D) is not startled by sudden, loud sounds 27. If an infant does not respond to its own name by ________ months, parents should begin to be concerned about a possible hearing impairment.

A) one or two B) four or five C) nine D) 12 QuestionID: 05-1-27 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: C) nine 28. Detection of hearing impairments early in infancy

A) is not possible.

B) is not predictive of hearing impairments later in life.

C) does not increase the probability of treatment success.

D) increases the likelihood of being able to treat the problem.

QuestionID: 05-1-28 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: D) increases the likelihood of being able to treat the problem. 29. Parents should be concerned about their child's hearing if the child

A) doesn't imitate speech sounds and simple words by six months of age.

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B) has repeated ear infections.

C) responds strongly to loud, sudden noises.

D) turns its head in the direction of sounds.

QuestionID: 05-1-29 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: B) has repeated ear infections.

30. ________ is the smallest pattern that can be visually distinguished dependably.

A) Visual perception B) Depth perception C) Retinal disparity D) Visual acuity QuestionID: 05-1-30 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: D) Visual acuity 31. Visual acuity assesses how A) clearly an infant can see.

B) well an infant can perceive depth.

C) well an infant can perceive colour.

D) retinal images in the left and right eyes compare.

QuestionID: 05-1-31 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A) clearly an infant can see.

32. Both of Sharif's parents wear glasses to correct nearsighted vision and they're wondering whether Sharif needs glasses. Sharif's parents are concerned about Sharif's A) depth perception.

B) visual acuity.

C) retinal disparity.

D) cones.

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QuestionID: 05-1-32 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: B) visual acuity.

33. Infant Nina will probably look longest at

A) a black square.

B) a white triangle.

C) a grey circle.

D) black and white stripes.

QuestionID: 05-1-33 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: D) black and white stripes.

34. Dr. Burns shows two stimuli at a time to an infant, one a grey square and the other a black-and-white striped square. The striped squares differ in the width of their stripes. Dr. Burns measures how long the infant looks at each of the stimuli. Dr. Burns is assessing A) depth perception.

B) visual acuity.

C) retinal disparity.

D) ADHD. QuestionID: 05-1-34 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: B) visual acuity.

35. At what age can babies track movement with their eyes?

A) From birth.

B) One month.

C) Two months.

D) Six months.

QuestionID: 05-1-35

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Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A) From birth.

36. Jared has typical visual acuity for a newborn. He can see at 6 metres what his father, who has normal vision, can see at ________ metres.

A) 6 B) 20 C) 60-120 D) 500-1000 QuestionID: 05-1-36 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: C) 60-120 37. By what age do infants typically have vision as good as that of normal adults?

A) at birth B) by two months of age C) by one year of age D) by two years of age QuestionID: 05-1-37 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: C) by one year of age 38. Colour is detected with specialized neurons in the retina of the eye called A) cones.

B) wavelengths.

C) optic nerves.

D) rods.

QuestionID: 05-1-38 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual

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Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A) cones.

39. Light we see as the colour ________ has a relatively long wavelength.

A) blue B) violet C) yellow D) red QuestionID: 05-1-39 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: D) red 40. Differences in ________ are related to differences in colour perception.

A) retinal disparity B) wavelengths of light C) visual acuity D) pattern detection QuestionID: 05-1-40 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: B) wavelengths of light 41. Yi-Yong wants to know when her newborn daughter will see colours in the same way she does.

According to your text, infant colour vision is similar to adult colour vision A) at birth.

B) by three to four months of age.

C) by seven to eight months of age.

D) by 12 months of age.

QuestionID: 05-1-41 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: B) by three to four months of age.

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42. Ryan's daughter is three months old. If she is like other infants her age, she will likely prefer ________ over other colours.

A) yellow and orange B) green and purple C) red and blue D) pink and brown QuestionID: 05-1-42 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: C) red and blue 43. Information that is presented simultaneously to different sensory modes provides A) linear perspective.

B) texture gradients.

C) intersensory redundancy.

D) retinal disparity.

QuestionID: 05-1-43 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: C) intersensory redundancy.

44. Infants are more likely to detect differences in an adult's emotional expression, when information is presented using A) video only. B) audio only. C) audio and video simultaneously.

D) either audio or video only.

QuestionID: 05-1-44 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: C) audio and video simultaneously.

45. The theory of intersensory redundancy says that infants learn best when

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A) information is presented simultaneously to multiple senses.

B) information is presented to one sense at a time.

C) information is presented to multiple senses, but at different moments.

D) information is presented with as little sensory stimulation as possible.

QuestionID: 05-1-45 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: A) information is presented simultaneously to multiple senses.

46. When perceiving objects, infants tend to A) group objects together when they are the same colour.

B) group objects that have different texture.

C) group objects when their edges are separated.

D) group objects that are of different sizes..

QuestionID: 05-1-46 Page-Reference: 143 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: A) group objects together when they are the same colour.

47. Which of the following do infants use to determine which elements go together to form an object?

A) motion only B) colour only C) aligned edges only D) motion, colour, texture, and aligned edges QuestionID: 05-1-47 Page-Reference: 143 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: D) motion, colour, texture, and aligned edges 48. The realization that an object's actual size remains the same despite changes in the size of its retinal image is referred to as A) retinal disparity.

B) size constancy.

C) object permanence.

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D) shape constancy.

QuestionID: 05-1-48 Page-Reference: 143-144 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: B) size constancy.

49. Alina is five months old. Her mother brings home two teddy bears that are exactly the same except for their size. She lets Alina look at one of the teddy bears for some time, then shows Alina the same bear, but at a different distance, paired with the other, larger bear. What is Alina's other testing?

A) Alina's shape constancy B) Alina's eyesight C) Alina's size constancy D) Alina's love of teddy bears QuestionID: 05-1-49 Page-Reference: 143-144 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: C) Alina's size constancy 50. Four-month-old Jinani is likely to have A) a sense of size constancy, but not of shape constancy.

B) a sense of colour and shape constancy, but not of size constancy.

C) no sense of size, shape, or colour constancy.

D) a sense of size, shape, and colour constancy.

QuestionID: 05-1-50 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: D) a sense of size, shape, and colour constancy.

51. A visual cliff is used to assess A) visual acuity.

B) retinal disparity.

C) depth perception.

D) colour perception.

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QuestionID: 05-1-51 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: C) depth perception.

52. Dr. Kerriq placed a baby on a glass-covered platform with one side that looked shallow under the glass and another side that looked deep under the glass. He then asked the mother to call the baby to

come to her. Dr. Kerriq appears to be interested in A) visual acuity.

B) depth perception.

C) colour perception.

D) object permanence.

QuestionID: 05-1-52 Page-Reference: 144-146 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: B) depth perception.

53. The majority of the crawling infants in the Gibson and Walk study of depth perception using a visual cliff A) demonstrated no fear of crawling over the deep side.

B) demonstrated depth perception.

C) would crawl over the deep side when called by their mothers.

D) could not discriminate the shallow side from the deep side.

QuestionID: 05-1-53 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: B) demonstrated depth perception.

54. Seven-month-old Ramila was placed on the deep side of a visual cliff apparatus. You would be most likely to find that her heart rate ________, a sign of ________.

A) decelerated; interest B) accelerated; interest C) decelerated; fear D) accelerated; fear

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QuestionID: 05-1-54 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: D) accelerated; fear 55. Jacques is two months old. He is placed on the deep side of the visual cliff. What will likely happen?

A) He will feel fear.

B) His heart rate will accelerate.

C) His heart rate will decelerate.

D) He won't react at all.

QuestionID: 05-1-55 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: C) His heart rate will decelerate.

56. Which visual cue refers to the fact that as an object moves closer, it fills an ever-greater proportion of the retina?

A) Visual expansion.

B) Kinetic cues.

C) Motion parallax.

D) Retinal disparity.

QuestionID: 05-1-56 Page-Reference: 144-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: A) Visual expansion.

57. The fact that when a person views an object, the retinal images in the left and right eyes differ is called A) a linear perspective.

B) a texture gradient.

C) retinal disparity.

D) relative size.

QuestionID: 05-1-57 Page-Reference: 145

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Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: C) retinal disparity.

58. So-called "pictorial cues" are used to infer depth

A) in the newborn.

B) beginning at three months of age.

C) by seven months of age.

D) after the first birthday.

QuestionID: 05-1-58 Page-Reference: 145 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: C) by seven months of age.

59. Haley is looking at Bill. The two retinal images of Bill in Haley's eyes are nearly identical. This suggests that A) Bill is very close to Haley.

B) Bill is very far from Haley.

C) Haley will have difficulty judging how far Bill is from her.

D) Haley can see Bill very clearly.

QuestionID: 05-1-59 Page-Reference: 145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: B) Bill is very far from Haley.

60. It does appear that children with _______________ have difficulty in recognizing faces and with interpreting facial emotional expression.

A) allergies B) hearing issues C) nutritional issues D) autism spectrum disorders QuestionID: 05-1-60 Page-Reference: 146 Topic: Complex Perceptual and Attentional Processes Skill: Factual

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Objective: 5.2.1. How do infants perceive objects?

Answer: D) autism spectrum disorders 61. Interposition, texture gradient, relative size, and linear perspective all provide cues for A) visual acuity.

B) depth perception.

C) colour perception.

D) visual threshold.

QuestionID: 05-1-61 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: B) depth perception.

62. A depth cue that involves parallel lines coming together at a single point in the distance is referred to as A) texture gradient.

B) retinal disparity.

C) interposition. D) linear perspective.

QuestionID: 05-1-62 Page-Reference: 147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: D) linear perspective. 63.

Interposition refers to the fact that

A) nearby objects look substantially larger than objects in the distance.

B) parallel lines come together at a single point in the distance.

C) the texture of objects changes from coarse but distinct for nearby objects to finer and less distinct for distant objects.

D) nearby objects partially obscure more distant objects.

QuestionID: 05-1-63 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

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Answer: D) nearby objects partially obscure more distant objects.

64. If you looked at a picture of a dog and a cat, when would you judge the cat to be further away than the dog?

A) When the cat looks clear and distinct while the dog looks blurry.

B) When the cat looks large and the dog looks small.

C) When the cat is partially obscured by the dog.

D) When retinal images of the cat differ greatly while retinal images of the dog are nearly identical.

QuestionID: 05-1-64 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: C) When the cat is partially obscured by the dog.

65. One-month-old Godfrey is shown a picture of an attractive human face and a picture of an unattractive human face. How is he most likely to respond?

A) He will spend more time looking at the unattractive face.

B) He will spend more time looking at the attractive face.

C) He will spend the same amount of time looking at each face.

D) He won't be interested in either face.

QuestionID: 05-1-65 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: B) He will spend more time looking at the attractive face.

66. When three-month-olds look at faces, they A) prefer to look at faces from their own race.

B) prefer to look at faces from races different from their own.

C) have no racial preferences at all.

D) do not notice racial differences.

QuestionID: 05-1-66 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: A) prefer to look at faces from their own race.

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67. The early development of face-recognition skill is adaptive because A) it ensures that very young infants can recognize their caregivers.

B) it guards against any long-term impacts on face processing in the case of infants with congenital cataracts.

C) it ensures that infants will react similarly to faces and objects.

D) it provides a basis for social relationships.

QuestionID: 05-1-67 Page-Reference: 147-148 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: D) it provides a basis for social relationships.

68. ________ is the process by which we select information that will be processed further.

A) Habituation B) Orienting response C) Attention D) Differentiation QuestionID: 05-1-68 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: C) Attention 69. Jakov was visiting his aunt and uncle when his cousin suddenly started playing the piano. Jakov was startled, stared at his cousin playing the piano, and had an increase in heart rate. Jakov was displaying

A) differentiation.

B) an orienting response.

C) habituation.

D) an attention deficit.

QuestionID: 05-1-69 Page-Reference: 147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop? Answer: B) an orienting response. 70. Which of the following statements is true?

A) Younger children are as likely as older children to remind themselves that they need to pay attention.

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B) Younger children are less able to maintain focus than older children.

C) Younger and older children are equally distracted by extraneous information.

D) Younger children do not usually show an orienting response.

QuestionID: 05-1-70 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: B) Younger children are less able to maintain focus than older children.

71. Carla has trouble keeping her attention on a task. What might help Carla improve her attention?

A) Remove all objects that are not necessary for the task.

B) Try to create a more pleasant work environment by playing some music while Carla is working on her task.

C) Stop nagging her about staying on task and expect her to be responsible for paying attention on her own.

D) Invite some other children to sit at the table and keep her company while she works.

QuestionID: 05-1-71 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: A) Remove all objects that are not necessary for the task.

72. Attention deficit hyperactivity disorder A) is more common in girls than boys.

B) is equally common among girls and boys.

C) is more common in boys than in girls.

D) occurs only in boys.

QuestionID: 05-1-72 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: C) is more common in boys than in girls.

73. Michel has difficulty keeping still, is unable to concentrate on schoolwork, and often acts without thinking. Michel is showing signs of A) intellectual disability.

B) giftedness.

C) ADHD.

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D) typical childhood behaviour.

QuestionID: 05-1-73 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: C) ADHD. 74. Children with attention deficit hyperactivity disorder (ADHD) A) tend to think carefully before acting.

B) are well-liked by their peers at school.

C) often do poorly in school.

D) usually have below-normal levels of intelligence.

QuestionID: 05-1-74 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: C) often do poorly in school.

75. Which of the following is a symptom of ADHD? A) staying on task B) being reflective C) doing well in school D) being unusually energetic QuestionID: 05-1-75 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children’s development?

Answer: D) being unusually energetic 76. Research suggests that ADHD A) can be helped with psychosocial treatments.

B) is caused by too much sugar.

C) is something that children usually grow out of in adolescence or young adulthood.

D) is often incorrectly diagnosed in children who do not have ADHD. QuestionID: 05-1-76 Page-Reference: 149-150

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Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: A) can be helped with psychosocial treatments.

77. Which of the following is true about ADHD?

A) Most children grow out of ADHD. B) Monozygotic twins are often both diagnosed with ADHD but this is uncommon for dizygotic twins.

C) ADHD is caused by watching too much television.

D) Many healthy children are wrongly diagnosed with ADHD. QuestionID: 05-1-77 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: B) Monozygotic twins are often both diagnosed with ADHD but this is uncommon for dizygotic twins.

78. In the treatment of ADHD

A) medication is of little benefit.

B) depressants are the most helpful type of medication.

C) psychosocial treatments are not effective.

D) both medication and psychosocial treatment can be effective.

QuestionID: 05-1-78 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: D) both medication and psychosocial treatment can be effective.

79. Which of the following is a likely cause of ADHD?

A) heredity B) food allergies C) sugar consumption D) poor home life QuestionID: 05-1-79 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

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Answer: A) heredity 80. Roughly three to seven percent of all school-age children are diagnosed with ADHD; boys outnumber girls by a ratio of ______________. Rates of ADHD diagnosis are even higher among ___________ populations for both children and youth.

A) nineteen to two; Canadian B) four to one; Indigenous C) one to two; females D) twenty to twelve; adults QuestionID: 05-1-80 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: B) four to one; Indigenous 81. Coordinated movements of the muscles and limbs are referred to as

A) psychological skills.

B) social skills.

C) cognitive skills.

D) motor skills.

QuestionID: 05-1-81 Page-Reference: 151 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: D) motor skills. 82. Which is a form of locomotion?

A) holding a bottle B) crawling C) using a stick shift D) building with blocks QuestionID: 05-1-82 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

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Answer: B) crawling 83. Who is performing a fine-motor skill?

A) Johnny, who is walking B) Guy, who is rolling over C) Vincenzo, who is scribbling with a pencil D) Juan, who is playing soccer QuestionID: 05-1-83 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: C) Vincenzo, who is scribbling with a pencil 84. Kamar has just learned to sit without support. Which motor milestone would you expect he has not yet achieved but will master the soonest?

A) holding his chin and chest up B) crawling C) standing while holding an object for support D) walking QuestionID: 05-1-84 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: C) standing while holding an object for support 85. Haley is two months old. Which of the following motor milestones is she likely to have most recently attained?

A) chest up B) sitting with support C) standing with help D) grasping object QuestionID: 05-1-85 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

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typically master them?

Answer: A) chest up 86. Motor development involves many distinct skills that are organized and reorganized over time to meet the demands of specific tasks according to A) intersensory redundancy.

B) dynamic systems theory.

C) differentiation.

D) interposition.

QuestionID: 05-1-86 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: B) dynamic systems theory.

87. In newborns, upright posture is virtually impossible due in part to their tendency to

A) be top-heavy.

B) be bottom-heavy.

C) have a more developed trunk than limbs.

D) have more developed limbs than trunk.

QuestionID: 05-1-87 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: A) be top-heavy.

88. Most four-month-olds

A) do not have the muscles necessary to keep their balance.

B) use cues from the inner ears to maintain balance.

C) use only visual cues to maintain balance.

D) cannot maintain balance if they are blindfolded.

QuestionID: 05-1-88 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

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typically master them?

Answer: B) use cues from the inner ears to maintain balance.

89. When infants are held upright over a treadmill A) most three-month-olds demonstrate alternate stepping.

B) most six- and seven-month-olds demonstrate alternate stepping.

C) only 10-month-olds demonstrate alternate stepping.

D) only infants who could walk already demonstrate alternate stepping.

QuestionID: 05-1-89 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: B) most six- and seven-month-olds demonstrate alternate stepping.

90. To judge whether a surface is suitable for walking, infants will use

A) retinal disparity.

B) habituation.

C) environmental cues.

D) integration.

QuestionID: 05-1-90 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: C) environmental cues.

91. Dynamic systems theory considers the importance of

A) differentiation and integration of individual skills.

B) intersensory redundancy.

C) the orienting response and habituation.

D) retinal disparity, size constancy, and linear perspective.

QuestionID: 05-1-91 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

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Answer: A) differentiation and integration of individual skills.

92. ________ refers to breaking down complex skills into their component parts.

A) Differentiation B) Integration C) Motor skills D) Locomotion QuestionID: 05-1-92 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: A) Differentiation 93. In order to learn to do a triple jump in ice skating, Karabo broke the triple jump into its component parts–the take-off, the individual turns, and the landing–and practiced each of those individually.

Karabo was using ________ to master a complex act.

A) locomotion B) fine-motor skills C) integration D) differentiation QuestionID: 05-1-93 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: D) differentiation 94. Combining the component skills of a complex motion to form a working whole is called

A) a fine-motor skill.

B) myelinization.

C) differentiation.

D) integration.

QuestionID: 05-1-94 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

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typically master them?

Answer:

D) integration.

95. After first learning to do a backbend and then learning to stand up from a backbend, Janine combined those two elements to do a complete back walkover. Janine's combining of the two component skills to perform a more complex skill is referred to as A) differentiation.

B) locomotion.

C) a fine-motor skill.

D) integration.

QuestionID: 05-1-95 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: D) integration.

96. In _________, infants sit and walk at younger ages.

A) Europe B) Canada C) the United States D) some traditional African cultures QuestionID: 05-1-96 Page-Reference: 154-155 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: D) some traditional African cultures 97. Empress' parents carried her around "piggyback style" when she was an infant. This means that Empress likely A) sat up and walked at a younger age than her peers who were not carried that way.

B) sat up and walked at a later age than her peers who were not carried that way.

C) is no different from her peers who were not carried that way.

D) sat up later, but walked earlier than her peers who were not carried that way.

QuestionID: 05-1-97 Page-Reference: 154-155 Topic: Motor Development

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Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: A) sat up and walked at a younger age than her peers who were not carried that way.

98. When can infants usually reach for objects?

A) By two months of age.

B) By four months of age.

C) By seven months of age.

D) At birth.

QuestionID: 05-1-98 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: B) By four months of age.

99. Of the following fine-motor skills, which is the latest to develop?

A) shaking a toy B) moving a hand while holding an object C) using both hands in a coordinated way D) using only one hand to simply hold an object QuestionID: 05-1-99 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: C) using both hands in a coordinated way 100. Nellie has noticed that her three-month-old cannot coordinate the motions of his hands. When should she expect him to be able to do this?

A) He should have been able to coordinate his hands at birth.

B) He should be learning how to coordinate his hands right now–at about three months.

C) He should be able to coordinate his hands at about five months.

D) He won't be able to coordinate his hands until he is about one year.

QuestionID: 05-1-100 Page-Reference: 154-156 Topic: Motor Development

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Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: C) He should be able to coordinate his hands at about five months.

101. Mosu is six months old. How would you expect him to be feeding himself?

A) He is unlikely to be able to feed himself at all, so is likely to be completely dependent on adults to get fed.

B) He's probably beginning to be able to pick up finger foods, but is likely to have difficulty getting them in his mouth.

C) He can probably use a spoon to bring food to his mouth, but may keep his wrist rigid.

D) He should be able to use a spoon to eat using the same motions as an adult uses.

QuestionID: 05-1-101 Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: B) He's probably beginning to be able to pick up finger foods, but is likely to have difficulty getting them in his mouth.

102. Most children use a spoon like an adult by the time they are A) six months old.

B) 12 months old.

C) 18 months old.

D) 24 months old.

QuestionID: 05-1-102 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: D) 24 months old.

103. Hand preference A) is apparent at birth.

B) first becomes apparent at about six months of age.

C) usually emerges sometime after the first birthday.

D) does not become apparent until a child enters school.

QuestionID: 05-1-103

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Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: C) usually emerges sometime after the first birthday.

104. A preference for one hand over the other

A) first becomes apparent when children enter school.

B) is well established by the first birthday.

C) is influenced by one's culture.

D) is determined solely by heredity.

QuestionID: 05-1-104 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) is influenced by one's culture. 105. What determines hand preference?

A) heredity alone B) experience alone C) heredity and experience D) it has not been possible to find out what determines hand preference QuestionID: 05-1-105 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: C) heredity and experience 106. In a culture where children are discouraged from using their left hands and encouraged to use their right hands, you would expect to find

A) the same number of left-handed children as you would find in a culture where right-handedness was not favoured.

B) fewer left-handed children than you would find in a culture where right-handedness was not favoured.

C) more left-handed children than you would find in a culture where right-handedness was not favoured.

D) many tools and utensils designed specifically for left-handed individual.

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QuestionID: 05-1-106 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: B) fewer left-handed children than you would find in a culture where right-handedness was not favoured.

107. In today's world, there is a worry that lack of experience in gripping and manipulating smaller objects, arguably due to over-use of modern ________, is causing difficulties for children. Constant use of touch screens and tablets may be having negative effects on development of fine motor movement and strength in finger muscles. Grip strength, particularly for the "pinch" used in holding a pen or pencil, has declined in recent decades, with millennials showing ________ grip strength compared to 1985 norms. Many children are thus not showing the same dexterity as in previous generations.

A) technology; reduced B) drugs; increased C) cooking utensils; increased D) toys; the same QuestionID: 05-1-107 Page-Reference: 156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: A) technology; reduced 108. Physical education classes

A) should meet more frequently each week to promote physical fitness.

B) usually require high levels of activity during most of the class.

C) should emphasize team sports that are fun for the children.

D) do not need to emphasize lifetime physical activity.

QuestionID: 05-1-108 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: A) should meet more frequently each week to promote physical fitness.

109. According to the information in your textbook, what recommendation would be most effective in improving the physical fitness of elementary-school aged children?

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A) Have school physical education classes focus more on team sports.

B) Have physical education classes spend more time on discussion of fitness and less time on exercising.

C) Have physical education classes focus more on individual activities that can be done throughout life.

D) Continue offering physical education classes in the same way as they are now because they have been shown to be very effective in improving children's fitness.

QuestionID: 05-1-109 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: C) Have physical education classes focus more on individual activities that can be done throughout life.

110. Adult coaches should A) criticize the players.

B) emphasize winning over skill development.

C) have very high expectations for the children.

D) encourage their players and emphasize skill development.

QuestionID: 05-1-110 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: D) encourage their players and emphasize skill development.

111. Children are most likely to enjoy and continue to participate in a sport when

A) winning is emphasized over skill development.

B) coaches criticize players for bad plays.

C) coaches communicate well and tailor their instructions to the children.

D) coaches badmouth opponents and referees.

QuestionID: 05-1-111 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: C) coaches communicate well and tailor their instructions to the children.

112. Studies conducted by the Children's Hospital of Eastern Ontario Research Institute in Ottawa and the University of Ottawa, in Ontario, have found that the more time children and youth spend outside, engaged in physical activity, the more positive the _________ outcomes. For example, sports can enhance

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participants' self-esteem and can help them to learn initiative. Sports can also give children a chance to learn important social skills, such as how to work effectively as part of a group, often in complementary roles. Sport participation may also have beneficial effects on mental health for adolescents. Lynne Armstrong and Ian Manion from the University of Ottawa surveyed suicidal thinking in rural youth.

They found that engagement in structured extracurricular activities such as sports teams had beneficial effects for adolescent mental health, giving feelings of competency and ______________ suicidal ideation.

A) physical; decreasing B) heart rate; increasing C) nutritional; increasing D) psychosocial; decreasing QuestionID: 05-1-112 Page-Reference: 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: D) psychosocial; decreasing Chapter 05 True-False Questions 1. Coordinated movements of the muscles and limbs are referred to as sensory and perceptual processes. a True b False QuestionID: Page-Reference:

05-2-01 135 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: b. False 2. Researchers often measure an infant's heart rate, facial expression, or head movements to see if the infant responds differently to two different stimuli. a True b False QuestionID: Page-Reference: 05-2-02 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: a. True

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3. When a stimulus, such as a tone, is presented to an infant over and over again, the infant will eventually habituate to the tone. a True b False QuestionID: Page-Reference: 05-2-03 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: a. True 4. When a novel stimulus is presented to an infant, they will pay much attention. But they will pay less attention as it becomes more familiar. This phenomenon is known as habituation. a True b False QuestionID: Page-Reference: 05-2-04 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: a. True 5. Young babies cannot use odour to identify their mothers' breast milk. a True b False QuestionID: Page-Reference: 05-2-05 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: b. False 6. Newborns do not have a very strong sense of taste at birth. a True b False QuestionID: Page-Reference: 05-2-06 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual

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Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: b. False 7. Infants can differentiate sour, salty, bitter, and sweet tastes. a True b False QuestionID: Page-Reference: 05-2-07 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: a. True 8. An infant can detect changes in the taste of his mother's breast milk that reflect the mother's diet. a True b False QuestionID: Page-Reference: 05-2-08 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: a. True 9. Newborns don't seem to feel pain. a True b False QuestionID: 05-2-09 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: b. False 10.

Mauro is two months old and needs to get his two-month vaccinations. Giving him a taste of something salty at the same time he experiences the pain of the injection will help him through the pain. a True b False QuestionID: 05-2-10

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Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: b. False 11. Infants hear as well as adults. a True b False QuestionID: Page-Reference: 05-2-11 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: b. False 12. Infants best hear sounds with pitches that are in the range of human speech. a True b False QuestionID: Page-Reference: 05-2-12 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: a. True 13. Auditory threshold refers to the quietist sound that a person can hear. a True b False QuestionID: Page-Reference: 05-2-13 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: a. True 14. Infants do not demonstrate sensitivity to the rhythmic structure of music. a True b False

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QuestionID: 05-2-14 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: b. False 15. Meningitis is the leading cause of hearing impairment in newborns. a True b False QuestionID: 05-2-15 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: b. False 16.

Parents should be concerned about their baby's hearing if the baby has repeated ear infections. a True b False QuestionID: 05-2-16 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 17.

One sign of possible hearing impairment is that an eight- or nine-month-old does not respond to his/her name. a True b False QuestionID: Page-Reference: 05-2-17 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: a. True

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18. A sign of possible hearing impairment is that a two-month-old does not imitate speech sounds and simple words. a True b False QuestionID: Page-Reference: 05-2-18 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: b. False 19. Visual acuity is defined as the smallest pattern that can be distinguished dependably. a True b False QuestionID: 05-2-19 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 20.

When testing an infant's visual acuity, looking at plain and patterned stimuli equally means that the infant cannot see the pattern. a True b False QuestionID: 05-2-20 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: a. True 21.

Frankie is a new mother and someone just brought her newborn a mobile that has many colours.

Frankie's newborn will be able to perceive the colours just as well as Frankie herself can right after birth. a True b False QuestionID: Page-Reference: 05-2-21 138-140 Topic: Basic Sensory and Perceptual Processes

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Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: b. False 22. Infants' colour perception is similar to adults' by three or four months of age. a True b False QuestionID: 05-2-22 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: a. True 23.

Recent thinking is that that cross-modal perception is much more difficult for infants. a True b False QuestionID: 05-2-23 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: b. False 24.

According to Bahrick and Lickliter's intersensory redundancy theory, perception is best when information is presented redundantly to multiple senses. a True b False QuestionID: 05-2-24 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: a. True 25.

Young infants group features together when they are the same colour. a True b False

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QuestionID: 05-2-25 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: a. True

26. Young infants cannot use motion to define objects. a True b False QuestionID: 05-2-26 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 27.

By four months, babies have mastered size constancy, brightness constancy, colour constancy, and shape constancy. a True b False QuestionID: 05-2-27 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: a. True 28.

Babies who are one and a half months old who cannot crawl are afraid when they are placed on the deep side of the visual cliff. a True b False QuestionID: Page-Reference: 05-2-28 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False

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29. Oscar is seven months old. When he is placed on the deep end of a visual cliff, his heart rate will likely decelerate. a True b False QuestionID: 05-2-29 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 30.

When objects are near, greater disparity in retinal images occurs. a True b False QuestionID: 05-2-30 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: a. True 31.

The depth cue known as motion parallax refers to the fact that moving objects that are farther away move across our visual field faster than those nearby. a True b False QuestionID: 05-2-31 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 32.

At about four months of age, infants use retinal disparity as a depth cue. a True b False QuestionID: Page-Reference: 05-2-32 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual

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Objective: 5.2.1. How do infants perceive objects?

Answer: a. True 33. When texture gradient is used to infer depth, people judge blurred objects to be near. a True b False QuestionID: 05-2-33 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 34.

When relative size is used to infer depth, people judge smaller objects as closer. a True b False QuestionID: 05-2-34 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 35.

When interposition is used to infer depth, people judge partially obscured objects as more distant. a True b False QuestionID: 05-2-35 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: a. True 36.

Very young infants do not react differently to faces versus non-faces. a True b False QuestionID: Page-Reference: 05-2-36 143-147

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Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: b. False 37. Le Grand, Mondloch, Maurer, & Brent (2001) found that early visual experience is necessary for the normal development of face processing. a True b False QuestionID: 05-2-37 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 38. If an infant with normal visual capabilities does not show such typical facial recognition development, that may be a sign of an underlying issue, and research suggests that atypical development of facial recognition skills in infants and young children can be an indicator of a problem such as an autism spectrum disorder or ASD. a True b False QuestionID: 05-2-38 Page-Reference: 146 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 39.

Attention is the process by which we select information that will be processed further. a True b False QuestionID: Page-Reference: 05-2-39 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: a. True

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40. Older preschoolers show more focused attention than do younger preschoolers. a True b False QuestionID: Page-Reference: 05-2-40 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: a. True 41. Paying attention is all about focusing attention on the target task. a True b False QuestionID: Page-Reference: 05-2-41 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: b. False 42. More girls than boys are diagnosed with ADHD. a True b False QuestionID: Page-Reference: 05-2-42 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: b. False 43. Children with ADHD may be unusually energetic, fidgety, and unable to keep still. a True b False QuestionID: Page-Reference: 05-2-43 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

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Answer: a. True 44. ADHD is caused by eating too much sugar. a True b False QuestionID: Page-Reference: 05-2-44 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: b. False 45. Scientists now believe that genes put some children at risk for ADHD by affecting the alerting and executive networks of attention and the brain structures that support those networks. a True b False QuestionID: Page-Reference: 05-2-45 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: a. True 46. ADHD is often treated with stimulant drugs. a True b False QuestionID: Page-Reference: 05-2-46 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: a. True 47. Psychosocial treatments have not been effective in the treatment of ADHD. a True b False QuestionID: Page-Reference: 05-2-47 149-150 Topic: Complex Perceptual and Attentional Processes

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Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: b. False 48. Roughly three to seven percent of all school-age children are diagnosed with ADHD; boys outnumber girls by a ratio of four to one. Rates of ADHD diagnosis are even higher among Indigenous populations for both children and youth.

a True b False QuestionID: Page-Reference: 05-2-48 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: a. True 49. By four months of age, most babies can sit upright with support. a True b False QuestionID: 05-2-49 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: a. True 50.

By seven or eight months, most babies can stand with help. a True b False QuestionID: 05-2-50 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: a. True 51. Most babies take their first steps at 24 months.

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a True b False QuestionID: 05-2-51 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: b. False 52.

The ability to maintain an upright posture is one component skill of walking. a True b False QuestionID: 05-2-52 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: a. True 53.

The cues for balance come from the eyes, not from the inner ears. a True b False QuestionID: 05-2-53 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: b. False 54.

Moving the legs alternately while transferring body weight from one foot to the other is an essential element of walking. a True b False QuestionID: Page-Reference: 05-2-54 151-154 Topic: Motor Development

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Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: a. True 55. Children typically step spontaneously around 10 months of age. a True b False QuestionID: 05-2-55 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: a. True 56.

Combining component motor skills in proper sequence into a coherent, working whole is called differentiation. a True b False QuestionID: 05-2-56 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: b. False 57.

Infants are amazing—mastering individual skills and coordinating them well (e.g., building up to walking) happens very quickly. a True b False QuestionID: 05-2-57 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: b. False

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58. Culture has no impact on children's ability to master individual skills and coordinate them well (e.g., walking). a True b False QuestionID: 05-2-58 Page-Reference: 154-155 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: b. False 59.

Most infants cannot coordinate the motions of their hands until they are 12 months old. a True b False QuestionID: 05-2-59 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: b. False 60.

Most one-year-olds use spoons like adults do. a True b False QuestionID: 05-2-60 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: b. False 61.

A preference for one hand over the other emerges by the first birthday. a True b False QuestionID: 05-2-61

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Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: a. True

62. There appears to be no relationship between heredity and handedness. a True b False QuestionID: Page-Reference: 05-2-62 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: b. False 63. Constant use of touch screens and tablets may be having negative effects on development of fine motor movement and strength in finger muscles. Grip strength has declined in recent decades. Many children are thus not showing the same dexterity as in previous generations. a True b False QuestionID: 05-2-63 Page-Reference: 156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: a. True 64.

Almost all school children can meet fitness standards on fitness tests. a True b False QuestionID: Page-Reference: 05-2-64 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

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Answer: b. False 65. Children spend nearly half of their time in physical education classes standing around rather than being active. a True b False QuestionID: 05-2-65 Page-Reference: 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: a. True 66.

Sports can give children an opportunity to learn important social skills, such as how to work effectively in a group. a True b False QuestionID: Page-Reference: 05-2-66 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: a. True 67. Children develop better skills when their coaches emphasize winning. a True b False QuestionID: 05-2-67 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: b. False 68. Studies conducted by the Children's Hospital of Eastern Ontario Research Institute in Ottawa and the University of Ottawa, in Ontario, have found that the less time children and youth spend outside, engaged in physical activity, the more positive the psychosocial outcomes. a True b False

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QuestionID: 05-2-68 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: b. False Chapter 05 Essay Questions 1. What is habituation and how is it used to study perception in infants?

QuestionID: 05-3-01 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?, 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: A good answer will include the following key points: - Habituation is when babies pay less and less attention to a stimulus as it becomes more familiar.

- Infants usually prefer novel stimuli to familiar stimuli.

- Researchers use habituation to study perception by repeatedly presenting a stimulus (e.g., a low-pitched tone) until a baby barely responds (they habituate).

- Then they present a second stimulus (e.g., a higher-pitched tone).

- If infant responds strongly, then researchers conclude that the baby can distinguish between the two stimuli (i.e., the baby can perceive the differences).

2. Describe what is known about how well infants can smell, taste, and feel.

QuestionID: 05-3-02 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?

Answer: A good answer will include the following key points: - Smell: * Highly developed at birth. * Infants respond positively to pleasant smells and negatively to unpleasant smells. * Infants can recognize mother's breast milk odour by two weeks of age.

- Taste: * Highly developed at birth. * Infants can distinguish between salty, sour, bitter, and sweet tastes. * Most infants prefer sweet tastes.

- Touch:

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* Infants are sensitive to touch at birth. * Many areas of an infant's body respond reflexively to touch. * Babies can experience pain. 3. Shane doesn't think that the senses are functioning in babies who are only a few weeks old. What can you tell Shane about the sense of taste? QuestionID: 05-3-03 Page-Reference: 135138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A good answer will be similar to the following: Even very young infants have a highly developed sense of taste. They can tell the difference between sweet, salty, bitter, and sour tastes. In fact, infants seem to react to those tastes in ways that are similar to adults' reactions. For example, most infants will smile and lick their lips while drinking a sweet substance. Infants also grimace after tasting sour and bitter substances. 4. What is auditory threshold and how is it tested in infants? QuestionID: 05-3-04 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A good answer will include the following key points: - Auditory threshold refers to the quietest sound that a person can hear. - In one method, the infant is seated on a parent's lap while both parent and baby wear headphones, as does an observer seated in another room. The observer watches the baby through an observation window. - An experimenter periodically presents tones to the baby over the headphones; neither the observer nor the parent knows when the tones are presented (they can't hear them). - The observer judges whether the baby responds in any fashion, such as by turning their head or altering facial expression - If the baby heard the tone, the observer should have noted a response only when a tone was presented.

5. Your friends Jack and Jill are the parents of a new baby boy. Jill has relatives who have some hearing impairment so they are worried about their son's hearing. What can you tell Jack and Jill about the signs of hearing impairment that they should watch for in their son? QuestionID: 05-3-05 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied

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Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world?

Answer: A good answer will be similar to the following: The first sign of hearing impairment that parents should look for in a newborn is a lack of response to sudden, loud noises. Second, repeated ear infections might be a sign of damage to the ear. Third, by nine months a baby with normal hearing should turn its head in the direction of sounds and respond to its own name. Fifth, by 12 months a baby with normal hearing should begin to imitate speech sounds. Jack and Jill should watch for these signs and seek treatment immediately for any hearing impairment. If hearing impairment is recognized and dealt with at an early age, a child's cognitive and social development will be normal.

6. Based on what you know about the infant's visual system, how would you decorate a child's nursery so that it is consistent with the young infant's visual ability? Include information on acuity and pattern perception.

QuestionID: 05-3-06 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A good answer will be similar to the following: Visual acuity is defined as the smallest pattern that can be distinguished dependably. The visual acuity in newborns is very poor so any visual stimuli (such as a mobile in a crib) would need to be placed close to the infant. At least in the first few months, infants wouldn't care much about colours since they can perceive few.

Infants like to look at patterns that resemble faces. In fact, some manufacturers make mobiles and other infant toys that contain drawings of faces.

7. Discuss what is known about infant visual acuity and colour perception.

QuestionID: 05-3-07 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A good answer will be similar to the following: - Visual acuity: * Newborns and one-month-olds see at 6 metres what normal adults see at 60 to 120 metres. * Infant visual acuity is about the same as a normal adult's by one year of age.

- Colour perception: * Infants detect wavelength–and therefore colour–with specialized neurons called cones that are in the retina of the eye. * Neural circuitry for perceiving colour gradually begins to function in the first few months after birth. * Newborns can perceive few colours, but by three months can see the full range of colours.

8. Compare how a one-month-old infant and a three-month-old infant would look at a face. Are infants

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innately attracted to faces? Explain your answer.

QuestionID: 05-3-08 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour?

Answer: A good answer will be similar to the following: Young babies (one-month-olds) look mostly at the outer edges of a face. By three months of age, babies focus almost entirely on the interior of the face, particularly the eyes and lips.

Some scientists assert that babies are innately attracted to stimuli that are face-like. They argue that there is some aspect of the face—perhaps two eyes and a mouth in the correct arrangement—that constitutes a distinctive stimulus that is readily recognized, even by newborns. Newborns turn their eyes to follow a moving face more than they turn their eyes for nonface stimuli, supporting the view that infants are innately attracted to faces. At four weeks, though, infants begin to track all moving stimuli, not just faces. One idea is that newborns' face tracking is a reflex, based on primitive circuits in the brain, that is designed to enhance attention to facelike stimuli.

Whether or not face preference is truly innate, early development of face-recognition skill is adaptive, since it provides the basis for social relationships that infants form during the rest of the first year.

9. Discuss Bahrick and Lickliter's intersensory redundancy theory.

QuestionID: 05-3-09 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.4. How do infants integrate information from different senses?

Answer: A good answer will include the following key points: - Infant's perceptual system is particularly attuned to amodal information that is presented to multiple sensory modes.

- Certain information is amodal in that it can be presented in different senses.

- The theory proposes that perception is best—particularly for young infants—when information is presented redundantly to multiple senses.

- When an infant sees and hears the mother clapping (visual, auditory information), she focuses on the information conveyed to both senses and pays less attention to information that is only available in one sense, such as the colour of the mother's nail polish.

10. List and briefly describe the four types of pictorial cues that are used in depth perception.

QuestionID: 05-3-10 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes

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Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: A good answer will include the following key points: - Linear perspective: Parallel lines come together at a single point in the distance - Texture gradient: The texture of objects changes from coarse but distinct for nearby objects to finer and less distinct for distant objects - Interposition: Nearby objects partially obscure more distant objects - Relative size: Nearby objects look substantially larger than objects in the distance 11. Discuss what is known about infant depth perception and the visual cliff, drawing on the research by Gibson and Walk.

QuestionID: 05-3-11 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects?

Answer: A good answer will be similar to the following: - Depth perception: * The visual cliff, a glass-covered platform with a deep side and a shallow side under the glass, has been used to assess infant depth perception. * Visual cliff experiments suggest that infants can perceive depth by the time they are old enough to crawl. * Babies as young as one and a half months can detect a difference between the shallow and deep sides of the visual cliff (as evidenced by heart rate deceleration, a sign of interest), but only older, crawling babies are actually afraid of the deep side (as evidenced by heart rate acceleration, a sign of fear). Infants infer depth using several kinds of cues: retinal disparity, linear perspective, texture gradient, relative size, and interposition.

12. friends Elmo and Dawn have a three-year-old daughter, Courtney. Dawn stays at home with Your Courtney during the day while Elmo is at work. Often in the evening, Courtney will say "Mom, Mom, Mom" repeatedly before Dawn responds to her. Elmo cannot understand why Dawn keeps ignoring Courtney. When Courtney says "Dad" he always responds right away. How would you explain what's happening using what you know about the selective nature of attention, orienting responses, and habituation?

QuestionID: Page-Reference: 05-3-12 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop?

Answer: A good answer will be similar to the following: When people are first presented with a stimulus (such as someone calling "Mom") they show an orienting response. They may startle, look toward the stimulus (in this case, Courtney), and respond. When a stimulus is repeated over and over people will eventually habituate. In other words, they will pay less attention to the

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stimulus with repeated exposure. Habituation indicates that attention is selective—with repeated exposure people begin to ignore stimuli that once attracted their attention. In the case of Dawn and Courtney, Dawn hears Courtney say "Mom" hundreds of times during the day before Elmo gets home from work. Dawn has habituated to the stimulus of Courtney saying "Mom" so by evening she often does not pay much attention to this stimulus. Elmo, however, has not been around Courtney as much and has not habituated to her saying "Dad." Dawn isn't being a bad mother but is showing the selective nature of attention. 13. Discuss the symptoms, causes, and treatment of attention deficit hyperactivity disorder (ADHD). QuestionID: 05-3-13 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: A good answer will be similar to the following: - Symptoms * Inattention * Hyperactivity * Impulsivity Causes * Heredity contributes. * Research does not support a connection between TV, food allergies, sugar, or poor home life and ADHD. - Treatment * Stimulant drugs, such as Ritalin. * Teaching children to learn to regulate their behaviour and attention. * Reinforcing children for inhibiting impulsive and hyperactive behaviour. * There is no "quick fix"; ADHD requires ongoing monitoring and treatment. 14. Fred and Wilma's five-year-old son, Frank, has just been diagnosed as having attention deficit hyperactivity disorder.

Fred and Wilma believe that now that Frank is taking the drug Ritalin everything will be fine. What can you tell Fred and Wilma about other treatments for ADHD? QuestionID: 05-3-14 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: A good answer will be similar to the following: Although Ritalin helps ADHD children calm down, it is not the only approach.

Prosocial treatments can help children regulate their behaviour and attention. For example, children should be taught to remind themselves to read instructions before starting assignments. Children also need to be reinforced for inhibiting impulsive behaviour. There may be helpful home-based intervention and intensive summer programs. ADHD should probably be considered a chronic condition, monitored and treated on an ongoing basis.

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15. Your friend Carter is concerned that his daughter is not crawling at eight months even though the books say she should be. He asks you about it, indicating they've done everything "by the books" including always putting his daughter "back-to-sleep" to reduce the risk of SIDS (sudden infant death syndrome … see Chapter 3 as well). He wonders if her late crawling will have long-term developmental consequences. What would you tell him?

QuestionID: 05-3-15 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

A good answer will be similar to the following: Answer: and North American infants are crawling at older ages today than they once did. This could be a European consequence of the "back-to-sleep" campaign that advocates putting children to sleep on their backs to reduce the incidence of Sudden Infant Death Syndrome. Because today's infants spend less time on their tummies, they have fewer opportunities to develop arm strength and to learn to propel themselves forwards or backwards (creeping). However, Carter should not be alarmed. This will not have any long-term consequences for his daughter and the benefits of reducing the risks of SIDS far outweigh any consequences for late crawling. In some traditional African cultures, infants sit and walk at younger ages because infants are commonly carried by their parents in the piggyback style, which helps develop muscles in the infants' trunk and legs. The Kipsigis of Kenya help children learn to sit by having them sit while propped up. The mothers of the West Indians of Jamaica have an elaborate exercise routine that allows babies to practise walking. Infants with these opportunities learn to sit and walk earlier. In contrast, the Ache, an Indigenous group in Paraguay, protect infants and toddlers from harm by carrying them constantly. In Chinese cities, parents often allow their children to crawl only on a bed surrounded by pillows, in part because they don't want their children crawling on a dirty floor. In both cases, infants reach motor milestones a few months later than the average. Because today's babies spend less time on their tummies, they have fewer opportunities to discover that they can propel themselves by creeping, which would otherwise prepare them for crawling. Cultural practices can accelerate or delay the early stages of motor development, depending on the nature of practice that infants and toddlers receive. In the long run, however, the age of mastering various motor milestones is not critical for children's development. All healthy children learn to walk, and whether this happens a few months before or after the "typical" ages shown in Figure 5-8 has no bearing on children's later development.

16. Your friend Alex and Katya have noticed that their nine-month-old daughter, Mariana, often uses her left hand to pick up objects. Alex and Katya are both right-handed, and they wonder why Mariana may be showing signs of being left-handed. What can you tell your friends about the roles of heredity and environment in the development of hand preference?

QuestionID: 05-3-16 Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

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Answer: A good answer will be similar to the following: Young infants use their left and right hands equally so it is unlikely that Mariana's use of her left hand now will predict her later hand preference. By 12 months, most children start to show a preference for one hand over the other. Throughout the preschool years, preference for one hand becomes stronger and more consistent so that by the time the child enters kindergarten hand preference is well established. Heredity does influence handedness.

Identical twins are more likely than fraternal twins to have the same handedness. Given that both Alex and Katya are right-handed, it is less likely that they have genes for left-handedness to pass along. Experience also plays a role in the development of hand preference and modern industrial cultures favour right-handedness.

Given that Mariana has two right-handed parents who are likely to encourage right-handed behaviour, she will probably become right-handed, but it is too early to tell 17. Research shows that fewer than half of children meet fitness standards on fitness tests. Additional evidence indicates that physical education in schools is not meeting children's needs. What are some suggestions that you might make for improving physical education in schools?

QuestionID: 05-3-17 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: A good answer will include the following key points: - Offer physical education more frequently each week (as opposed to once a week) - Offer a range of activities in which all children can participate, and which can be the foundation for a lifelong program of physical fitness (e.g., walking, running, swimming) - Emphasize these lifetime physical fitness activities (e.g., walking, running, swimming, racquet sports) more than team sports (e.g., touch football) - Encourage families to promote fitness at home

18. Your neighbour has just accepted a coaching position for a children's soccer team. This is his first time as a coach, and he is not sure whether to be really tough on the children to make them better, like some of his former coaches, or whether to be a "nice guy" like some of his other coaches, who didn't seem to care about winning at all costs. What guidelines could you give him about what he can do to encourage the children to enjoy being on the team and to want to continue to play soccer?

QuestionID: 05-3-18 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: A good answer will include the following key points: - The Coaching Association of Canada recommends that coaches follow these principles: - Coach positively: Praise children, don't criticize them.

- Be sure that children have fun!

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- Be a good communicator.

- Understand children's minds and tailor instructions appropriately.

19. Kimiko wants her children to be more active. What advice can you give her?

QuestionID: 05-3-19 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: A good answer will be similar to the following: Kimiko should consider signing her children up for organized sports. Children involved in organized sports are more active than those who are not. Also, children are highly influenced by the activity level of their parents.

So, if Kimiko wants her children to be more active, she should try to be more active herself.

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Chapter 06: Theories of Cognitive Development Chapter 06 Multiple-Choice Questions 1. Piaget was trained as a A) psychologist.

B) medical doctor.

C) biologist.

D) neurologist.

QuestionID: 06-1-01 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: C) biologist.

2. Piaget's primary approach to investigating the origins of knowledge involved A) debate.

B) introspection.

C) experiments with children.

D) discussion with other scientists.

QuestionID: 06-1-02 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: C) experiments with children.

3. According to Piaget A) children will not be curious unless parents provide a stimulating environment.

B) children create theories about how the world works.

C) children are capable of abstract thought from the time they are born.

D) children's thinking is very similar to adults' thinking.

QuestionID: 06-1-03 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: B) children create theories about how the world works.

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4. Piaget thought children were like A) little scientists.

B) miniature adults.

C) blank slates.

D) computers.

QuestionID: 06-1-04 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: A) little scientists.

5. Emerson is an 8-month-old who has learned quite enthusiastically to say "doggy!" whenever she sees her aunt's dog. When Emerson's mother takes her to the zoo, she yells, "doggy!" when she sees a bear.

This is an example of A) accommodation.

B) assimilation.

C) disequilibrium.

D) reinforcement.

QuestionID: 06-1-05 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: B) assimilation. 6. According to Piaget, more advanced mental structures would not develop without

A) reinforcement.

B) short-term storage space.

C) imitation.

D) disequilibrium.

QuestionID: 06-1-06 Page-Reference: 163 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: D) disequilibrium. 7. Who is experiencing disequilibrium?

A) Becky, who is doing much more accommodating than assimilating

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B) Sandy, who is doing more assimilating than accommodating C) Jane, who is doing equal amounts of assimilating and accommodating D) Carla, who is not doing any assimilating or accommodating QuestionID: 06-1-07 Page-Reference: 163 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: A) Becky, who is doing much more accommodating than assimilating 8. Which of the following is the correct order of Piaget's stages?

A) sensorimotor, concrete operational, preoperational, and formal operational B) sensorimotor, preoperational, concrete operational, and formal operational C) sensorimotor, preoperational, formal operational, and concrete operational D) the order varies from individual to individual QuestionID: 06-1-08 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) sensorimotor, preoperational, concrete operational, and formal operational 9. Each new stage of cognitive development A) is fundamentally the same as the previous stage.

B) is marked by a distinctive way of thinking about and understanding the world.

C) occurs every two years during childhood.

D) can be skipped by children who are smarter than their peers.

QuestionID: 06-1-09 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) is marked by a distinctive way of thinking about and understanding the world.

10. According to Piaget, preschoolers are in the ________ period of cognitive development.

A) preoperational B) concrete operational C) sensorimotor D) formal operational

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QuestionID: 06-1-10 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) preoperational 11. According to Piaget, a seven to 11-year-old child is in the ________ period.

A) preoperational B) conservational C) formal operational D) concrete operational QuestionID: 06-1-11 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) concrete operational 12. Which of the following would violate the principles of Piaget's theory?

A) if identical twins reached the preoperational stage at different times B) if more intelligent children went through the stages faster than less intelligent children C) if a gifted child skipped the concrete operational stage and went directly to the formal operational stage D) if a child went through a revolutionary change of thought at two years of age

QuestionID: 06-1-12 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) if a gifted child skipped the concrete operational stage and went directly to the formal operational stage 13. Moses knows that even though he cannot see his favourite blanket, it still exists. Moses understands the concept of

A) assimilation.

B) accommodation.

C) object permanence.

D) equilibrium.

QuestionID: 06-1-13 Page-Reference: 164-168

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Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) object permanence.

14. According to Piaget, infants do not have a full understanding of object permanence until

A) 1 month of age.

B) 6 months of age.

C) 12 months of age.

D) 18 months of age.

QuestionID: 06-1-14 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) 18 months of age.

15. According to Piaget, most infants begin to use symbols at about

A) birth to 1 month.

B) 4 months.

C) 8 months.

D) 18 months.

QuestionID: 06-1-15 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) 18 months.

16. Which of the following abilities marks the end of the sensorimotor period?

A) the ability to use mental symbols B) walking C) talking D) the decline of egocentrism QuestionID: 06-1-16 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

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Answer: A) the ability to use mental symbols 17. When infants begin using ________, they are then able to mentally anticipate consequences rather than having to perform them.

A) object permanence B) reflexes C) means to achieve ends D) symbols QuestionID: 06-1-17 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) symbols 18. Which infant is using mental symbols?

A) Ipo, who is kicking his leg over and over B) Dan, who is squeezing different toys to see if they squeak C) Paulo, who is climbing up on a chair to reach a toy on a shelf D) Peter, who is saying "Vrrrrroooommm!" and moving his hand like a car QuestionID: 06-1-18 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) Peter, who is saying "Vrrrrroooommm!" and moving his hand like a car 19. If an 8- to 12-month-old child watches while a toy that has been hidden in one location is then hidden in a new location, most A) cannot find the toy.

B) cannot decide whether to look for the toy in the old or the new location.

C) look for the toy in the old location, indicating that they do not understand that objects exist independently.

D) look for the toy in the new location, indicating that they understand that objects exist independently.

QuestionID: 06-1-19 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) look for the toy in the old location, indicating that they do not understand that objects exist

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independently.

20. Piaget's ________ stage is characterized by the child's use of symbols to represent objects and events.

A) formal operational B) sensorimotor C) concrete operational D) preoperational QuestionID: 06-1-20 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) preoperational 21. The inability of the young child to grasp the fact that his or her view of the world, both literally and figuratively, may be but one of many is known as

A) animism.

B) conservation.

C) egocentrism.

D) intellectual realism.

QuestionID: 06-1-21 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) egocentrism.

22. When preoperational children are asked to identify different perspectives of model mountains on a table, which of the following characteristics of preoperational thought do they demonstrate?

A) egocentrism B) animism C) centration D) intellectual realism QuestionID: 06-1-22 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) egocentrism

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23. ________ would best explain why Joey thinks that when he sees Winnie the Pooh on TV and shows him a picture that Winnie the Pooh can see the picture just like he can.

A) Centration B) Animism C) Appearance as reality D) Egocentrism QuestionID: 06-1-23 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) Egocentrism 24. Centration is characterized by

A) difficulty in seeing the world from another's outlook.

B) crediting inanimate objects with real-life properties.

C) believing an object's appearance tells what the object is really like.

D) focusing on one aspect of a problem while ignoring other relevant aspects of the problem.

QuestionID: 06-1-24 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) focusing on one aspect of a problem while ignoring other relevant aspects of the problem.

25. Piaget used ________ experiments to see whether children realized that characteristics of objects remained the same despite changes in physical appearance.

A) circular reaction B) conservation C) deductive reasoning D) equilibration QuestionID: 06-1-25 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) conservation 26. In a conservation of liquid experiment, Victoria is shown two identical beakers filled with the same amount of juice. The juice from one of the beakers is poured into a taller, thinner beaker. Victoria now

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thinks there is more juice in the tall, thin beaker than in the original beaker. Victoria appears to be in Piaget's ________ stage of cognitive development.

A) preoperational B) concrete operational C) sensorimotor D) formal operational QuestionID: 06-1-26 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) preoperational 27. Preoperational children's incorrect responses on conservation tasks are best explained by the ________ which is characteristic of their thought.

A) egocentrism B) deductive reasoning C) centration D) animism QuestionID: 06-1-27 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) centration 28. According to Piaget, the concrete operational child

A) cannot reverse mental operations.

B) cannot solve conservation tasks.

C) thinks in a way that is limited to the tangible and real.

D) doesn't know that appearances can be deceiving.

QuestionID: 06-1-28 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) thinks in a way that is limited to the tangible and real.

29. During Piaget's ________ stage, children begin using mental operations to solve problems.

A) formal operational

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B) concrete operational C) sensorimotor D) preoperational QuestionID: 06-1-29 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) concrete operational 30. ________ are strategies and rules that make thinking more systematic and more powerful.

A) Circular reactions B) Symbolic processes C) Mental operations D) Scaffolds QuestionID: 06-1-30 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) Mental operations 31. Which characteristic of the concrete operational child's thinking allows him or her to solve Piaget's conservation problem?

A) reversible mental operations B) hypothetical thinking C) egocentrism D) animism QuestionID: 06-1-31 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) reversible mental operations 32. ________ thought is rule-oriented and logical but limited to the tangible and real.

A) Sensorimotor B) Formal operational C) Preoperational D) Concrete operational

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QuestionID: 06-1-32 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) Concrete operational 33. During Piaget's ________ stage, individuals become capable of abstract, hypothetical thought and deductive reasoning.

A) concrete operational B) formal operational C) preoperational D) sensorimotor QuestionID: 06-1-33 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) formal operational 34. Who is likely to be able to answer a hypothetical question such as, "What would happen if no one had to work anymore?"

A) preoperational thinkers only B) formal operational thinkers only C) concrete operational thinkers only D) concrete operational and formal operational thinkers QuestionID: 06-1-34 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) formal operational thinkers only 35. The formal operational child approaches problems by A) forming hypotheses and systematically evaluating all possibilities.

B) trial-and-error.

C) relying on past experience.

D) using centration.

QuestionID: 06-1-35

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Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) forming hypotheses and systematically evaluating all possibilities.

36. When formal operational thinkers are faced with a problem such as figuring out what combination of clear liquids will produce a blue liquid, they will

A) haphazardly mix liquids to find the correct combination.

B) become confused and irritated.

C) systematically test hypotheses about different combinations of liquids.

D) concentrate on trying to pour the liquids without spilling them.

QuestionID: 06-1-36 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) systematically test hypotheses about different combinations of liquids.

37. When concrete operational and formal operational thinkers are asked to combine a number of clear liquids to produce a blue liquid

A) neither the concrete operational child nor the formal operational adolescent test the combinations of liquids in a systematic manner.

B) only the concrete operational child tests the combinations of liquids in a systematic manner.

C) only the formal operational child tests the combinations of liquids in a systematic manner.

D) both the concrete operational child and the formal operational adolescent test the combinations of liquids in a systematic manner.

QuestionID: 06-1-37 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) only the formal operational child tests the combinations of liquids in a systematic manner.

38. Which of the following is characteristic of formal operational thought?

A) animism B) centration C) deductive reasoning D) reasoning that is limited to the tangible and real QuestionID: 06-1-38

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Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) deductive reasoning 39. Consider the following: Premise 1: If an animal barks, it is a dog.

Premise 2: A snail barks.

The concrete operational child would fail to draw the conclusion that "a snail is a dog" because his or her conclusions are based on A) tertiary circular reactions.

B) experience.

C) deductive reasoning.

D) egocentrism.

QuestionID: 06-1-39 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: B) experience.

40. In contrast to concrete operational thinkers, formal operational thinkers A) can reach counterfactual conclusions.

B) can use mental operations.

C) do not confuse appearances with reality.

D) are not centred in their thinking.

QuestionID: 06-1-40 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) can reach counterfactual conclusions.

41. Which of the following is NOT characteristic of formal operational thinking?

A) abstract thinking B) hypothetical reasoning C) deductive reasoning D) centration QuestionID: 06-1-41

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Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: D) centration 42. According to Piaget, cognitive development is complete when the ________ period is reached.

A) concrete operational B) preoperational C) formal operational D) sensorimotor QuestionID: 06-1-42 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: C) formal operational 43. Piaget's theory

A) stimulated research in the area of cognitive development.

B) viewed children as playing a passive role in their development.

C) does not provide useful ideas for fostering children's development.

D) has not had a lasting impact on the field of child development research.

QuestionID: 06-1-43 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) stimulated research in the area of cognitive development.

44. The view of children as active participants in their own development who systematically create ever more sophisticated understandings of their worlds is referred to as A) the zone of proximal development.

B) the core knowledge hypothesis.

C) constructivism.

D) the theory of mind.

QuestionID: 06-1-44 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Factual

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Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: C) constructivism.

45. Teaching suggestions based on Piaget's theory include A) teaching at a level slightly ahead of children's current level of thinking.

B) using lectures to tell children how the world works.

C) not allowing children to see their mistakes.

D) using flashcards to drill facts.

QuestionID: 06-1-45 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: A) teaching at a level slightly ahead of children's current level of thinking.

46. Which of the following is an implication of Piaget's theory for teaching practices?

A) Teachers should tell children facts that they can absorb passively.

B) Children should be encouraged to look at the consistency of their own thinking and to sort out any inconsistencies.

C) The best teaching experiences are slightly behind a child's current level of thinking.

D) Teachers should construct a child's understanding of the world.

QuestionID: 06-1-46 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: B) Children should be encouraged to look at the consistency of their own thinking and to sort out any inconsistencies.

47. Piaget's view of cognitive development had many implications for teaching practices. One of these important implications is that in order to facilitate student learning, teachers should

A) ignore children's readiness to learn—teachers always know when children are ready.

B) not let children discover inconsistencies as it leads to problems with self-esteem.

C) recognize individual differences in children when teaching.

D) direct children's learning.

QuestionID: 06-1-47 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

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Answer: C) recognize individual differences in children when teaching.

48. The best way to summarize research that has examined alternative explanations of children's performance on Piagetian tasks would be to say that A) in almost every instance, Piaget's explanation is strongly supported.

B) in many instances, children's performance is better explained using concepts that are not part of Piaget's theory.

C) Piaget's description of object permanence must be revised, but his accounts of conservation are strongly supported.

D) when Piaget's tasks are modified, they are usually not solved until children are older than the ages predicted by Piaget's theory.

QuestionID: 06-1-48 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: B) in many instances, children's performance is better explained using concepts that are not part of Piaget's theory.

49. When children and adolescents are tested on a number of tasks that have the same underlying structure

A) as predicted by Piaget's theory, children's performance is quite consistent across the different tasks.

B) as predicted by Piaget's theory, children's performance is inconsistent across the different tasks.

C) in contrast to Piaget's theory, children's performance is quite consistent across the different tasks.

D) in contrast to Piaget's theory, children's performance is inconsistent across the different tasks.

QuestionID: 06-1-49 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: D) in contrast to Piaget's theory, children's performance is inconsistent across the different tasks.

50. According to Piaget, each stage of cognitive development involves consistent thought across different tasks. Recent research has found

A) very consistent performance across tasks as Piaget would predict.

B) very consistent performance across tasks only in concrete operational children.

C) inconsistent performance across tasks only in formal operational adolescents.

D) inconsistent performance across tasks contrary to Piaget's predictions.

QuestionID: 06-1-50 Page-Reference: 168-171

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Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: D) inconsistent performance across tasks contrary to Piaget's predictions.

51. Which perspective states that children are products of their culture?

A) The sociocultural perspective B) The biological perspective C) The Piagetian perspective D) The humanistic perspective QuestionID: 06-1-51 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: A) The sociocultural perspective 52. Johan is learning how to re-string a guitar from watching his grandfather who owns a music store.

This is an example of

A) guided participation.

B) centration.

C) egocentrism.

D) constructivism.

QuestionID: 06-1-52 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: A) guided participation.

53. The zone of proximal development refers to

A) the highest level of achievement a child can reach by himself.

B) the difference between what a child can do with and without help.

C) a teaching style that matches the amount of assistance to the learner's need.

D) comments not intended for others but intended to help children regulate their own behaviour.

QuestionID: 06-1-53 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: B) the difference between what a child can do with and without help.

54. ________ refers to a teaching style that matches the amount of assistance to the learner's needs.

A) The zone of proximal development B) Private speech C) Scaffolding D) Hypothetical reasoning QuestionID: 06-1-54 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: C) Scaffolding 55. According to Vygotsky, development is optimal when

A) the child learns independently.

B) a child is guided by someone with more skill.

C) someone with more skill does NOT interfere by trying to structure a task for the child.

D) the amount of assistance given exceeds the amount that the child needs.

QuestionID: 06-1-55 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: B) a child is guided by someone with more skill.

56. It is winter and Angelo, who is two years old, needs to get dressed to play outside. Instead of putting his jacket on for him and doing it up, she tells him to put his jacket on himself and only helps him by getting the zipper started. He knows that he must do the rest. As the winter goes on, he learns how to do everything on his own. This is an example of A) scaffolding.

B) the zone of proximal development.

C) egocentrism.

D) intersubjectivity.

QuestionID: 06-1-56

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Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: A) scaffolding.

57. Cross-cultural research by Rogoff et al. (1993) investigated scaffold learning in four different cultures. Which parents provided the most scaffolding?

A) Turkish parents B) American parents C) Indian parents D) Guatemalan parents QuestionID: 06-1-57 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: D) Guatemalan parents 58. Private speech A) eventually becomes inner speech.

B) involves talking aloud to others.

C) is more likely to occur while performing easy tasks than difficult tasks.

D) occurs before children's behaviour is regulated by speech from other people.

QuestionID: 06-1-58 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: A) eventually becomes inner speech.

59. The concepts of scaffolding, private speech, and the zone of proximal development are most closely associated with A) Piaget.

B) Vygotsky.

C) neo-Piagetian theories.

D) the theory of mind.

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QuestionID: 06-1-59 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: B) Vygotsky.

60. The computer is used as a metaphor for the mind in which theory?

A) learning theory B) information processing theory C) psychodynamic theory D) Piaget's theory QuestionID: 06-1-60 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) information processing theory 61. Information-processing theorists use a ________ as a model for human cognition.

A) black box B) microsystem C) computer D) macrosystem QuestionID: 06-1-61 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) computer 62. In information-processing theory, mental hardware includes A) cognitive processes.

B) different types of memory.

C) schemas.

D) operant conditioning.

QuestionID: 06-1-62

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Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) different types of memory.

63. Which is the site of ongoing cognitive activity when it comes to memory?

A) sensory memory B) working memory C) the central executive D) long-term memory QuestionID: 06-1-63 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) working memory 64. Cognitive processes are compared to computer ________ by information-processing theorists.

A) memory B) disk drives C) hardware D) software QuestionID: 06-1-64 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) software 65. According to information-processing theory, the central executive is like the computer's

A) hard drive.

B) RAM. C) operating system.

D) keyboard.

QuestionID: 06-1-65 Page-Reference: 175-179

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Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) operating system.

66. The information-processing approach A) is based on Piaget's theory of cognitive development.

B) states that human thinking is based on mental hardware and mental software.

C) proposes that there are four stages of cognitive development.

D) is no longer a widely used theory of cognitive development.

QuestionID: 06-1-66 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) states that human thinking is based on mental hardware and mental software.

67. Information-processing theorists refer to sensory memory, working memory, and long-term memory as mental A) software.

B) hardware.

C) strategies.

D) operations.

QuestionID: 06-1-67 Page-Reference: 20175-1795 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) hardware.

68. Which of the following is NOT one of the components of mental hardware?

A) mental processes B) sensory memory C) long-term memory D) working memory QuestionID: 06-1-68 Page-Reference: 175-179

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Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) mental processes 69. Sensory memory A) holds raw, unanalyzed information.

B) is limitless and permanent.

C) passes information to long-term memory.

D) holds information for many days.

QuestionID: 06-1-69 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) holds raw, unanalyzed information.

70. You clench your fist, rapidly open your hand, then rapidly re-clench your fist. After you re-clench your fist, you momentarily see an image of your fingers extended. That image is stored in A) working memory.

B) long-term memory.

C) sensory memory.

D) the information processor.

QuestionID: 06-1-70 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) sensory memory.

71. Working memory A) holds visual images for a few seconds.

B) is a limitless, permanent storehouse of knowledge.

C) is like a computer's hard drive.

D) is the site of ongoing cognitive activity.

QuestionID: 06-1-71 Page-Reference: 175-179

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Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) is the site of ongoing cognitive activity.

72. As you read and think about this test question, it is stored in

A) long-term memory.

B) working memory.

C) sensory memory.

D) the information processor.

QuestionID: 06-1-72 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) working memory.

73. Which is most like a computer's RAM (Random Access Memory)?

A) a memory strategy B) long-term memory C) sensory memory D) working memory QuestionID: 06-1-73 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) working memory 74. Long-term memory

A) is a permanent storehouse of information.

B) is like a computer's random-access memory (RAM).

C) holds raw, unanalyzed information.

D) is the site of ongoing cognitive activity.

QuestionID: 06-1-74 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) is a permanent storehouse of information.

75. Before you read this question, the name of the Prime Minister of Canada was most likely stored in your A) information processor.

B) sensory memory.

C) long-term memory.

D) working memory.

QuestionID: 06-1-75 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) long-term memory.

76. The limitless, permanent storehouse of knowledge of the world is called

A) long-term memory.

B) sensory memory.

C) working memory.

D) the information processor.

QuestionID: 06-1-76 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) long-term memory.

77. According to information-processing theorists, mental software consists of

A) built-in mental and neural structures.

B) sensory memory, short-term memory, and long-term memory.

C) a limitless, permanent storehouse of knowledge.

D) specialized strategies that are the basis for performing particular tasks.

QuestionID: 06-1-77 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) specialized strategies that are the basis for performing particular tasks.

78. Which of the following is NOT true of working memory?

A) It stores information.

B) It is a permanent storehouse.

C) It holds "software" and "data."

D) It is analogous to computer RAM. QuestionID: 06-1-78 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) It is a permanent storehouse.

79. You have been studying vocabulary words for your upcoming French test. What component of cognition is responsible for moving the words from working memory into long-term memory?

A) the central executive B) sensory memory C) inhibitory processes D) automatic processes QuestionID: 06-1-79 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) the central executive 80. Information-processing theorists believe that developmental change occurs

A) as a result of equilibration.

B) in several different forms, rather than by a single mechanism.

C) when mental structures are massively reorganized.

D) in a social context.

QuestionID: 06-1-80 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) in several different forms, rather than by a single mechanism.

81. How is the cognitive functioning of Rachel, an eight-year-old, likely to compare with Bethany, a 16year-old?

A) Rachel will use less efficient strategies.

B) Rachel and Bethany will have the same amount of working memory.

C) Rachel will use more automatic processes.

D) Bethany will process information more slowly.

QuestionID: 06-1-81 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) Rachel will use less efficient strategies.

82. Compared to an older child, a younger child is likely to use problem-solving strategies that are

A) faster.

B) less efficient.

C) more accurate.

D) easier.

QuestionID: 06-1-82 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) less efficient.

83. How do children learn more effective problem-solving strategies?

A) Parents and teachers show children more effective strategies.

B) Children learn strategies by watching more skilled children.

C) Children learn new strategies on their own.

D) Children learn new strategies by instruction from others, observation of others, and self-discovery.

QuestionID: 06-1-83 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) Children learn new strategies by instruction from others, observation of others, and self-discovery.

84. Compared to younger children, older children

A) have more working memory.

B) have less working memory.

C) have the same amount of working memory.

D) use working memory space less efficiently.

QuestionID: 06-1-84 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) have more working memory.

85. Inhibitory processes

A) prevent task-irrelevant information from entering working memory.

B) decrease steadily during childhood.

C) increase the number of disruptions from irrelevant information.

D) bring the mental tools to mind that are needed for a current task.

QuestionID: 06-1-85 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) prevent task-irrelevant information from entering working memory.

86. ________ prevent(s) task-irrelevant information from entering working memory.

A) Automatic processes B) Inhibitory processes C) Infantile amnesia D) Mental hardware QuestionID: 06-1-86 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual

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Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) Inhibitory processes 87. Cognitive activities that require very little effort are referred to as

A) working memory.

B) mental hardware.

C) mental software.

D) automatic processes.

QuestionID: 06-1-87 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) automatic processes.

88. When Cookie first started golfing, she had to think about every part of her swing. Now that she's been golfing for years, she swings her club without even thinking about it. For Cookie, swinging a golf club has become A) an automatic process.

B) a sensory memory.

C) a complex task.

D) a working memory.

QuestionID: 06-1-88 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) an automatic process.

89. Skills that are automatic require

A) less long-term memory.

B) more sensory memory.

C) less working memory.

D) more working memory.

QuestionID: 06-1-89 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

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Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) less working memory.

90. Information-processing theorists believe one reason older children outperform younger children cognitively is that older children A) are less likely to use strategies.

B) can process information more slowly.

C) have fewer automatic processes.

D) use less working memory.

QuestionID: 06-1-90 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) use less working memory.

91. According to an information-processing theorist, which of the following is an explanation for cognitive development?

A) As children develop, their strategy use becomes slower and less accurate.

B) As children develop, speed of processing slows down.

C) As children grow, more cognitive activities become automatic.

D) As children grow, the capacity of working memory decreases.

QuestionID: 06-1-91 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: C) As children grow, more cognitive activities become automatic.

92. Compared to adults, when children perform complex tasks they

A) use less working memory.

B) are likely to perform fewer processes automatically.

C) are unlikely to exceed the capacity of their working memory.

D) use more sensory memory.

QuestionID: 06-1-92 Page-Reference: 175-179

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Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: B) are likely to perform fewer processes automatically.

93. As children get older, their speed of processing

A) speeds up.

B) slows down.

C) cycles up and down.

D) does not change.

QuestionID: 06-1-93 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) speeds up.

94. Compared to Piaget's theory, information-processing theory

A) puts more emphasis on qualitative changes in thought.

B) is more unified into a single comprehensive theory.

C) emphasizes the "whole" more than the "parts" of cognition.

D) describes the specific components of cognition in greater detail.

QuestionID: 06-1-94 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: D) describes the specific components of cognition in greater detail.

95. Professor Garrett tells his class, "Children's cognition develops continuously and gradually. There are no abrupt changes in thought. There are no distinct stages of cognitive development." Professor Garrett sounds most like A) an information-processing theorist.

B) Piaget.

C) Kohlberg.

D) a psychodynamic theorist.

QuestionID: 06-1-95

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Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A) an information-processing theorist.

96. ____________________theories are IP theories that view the mind as a system of networks of processors.

A) Scaffolding B) Connectionist C) Piagetian D) Core-knowledge QuestionID: 06-1-96 Page-Reference: 179-180 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.3. How do connectionist theorists view the development of the mind?

Answer: B) Connectionist 97. ________ propose(s) distinctive domains of knowledge, some of which are acquired very early in life.

A) Information processing theory B) Core-knowledge theories C) Cognitive-developmental theory D) Sociocultural theory QuestionID: 06-1-97 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology?

Answer: B) Core-knowledge theories 98. Core knowledge views cognitive development as an innate capability to easily acquire knowledge in specialized domains of evolutionary importance such as A) language.

B) knowledge of objects. C) understanding people.

D) all of these answers.

QuestionID: 06-1-98 Page-Reference: 180-181

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Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology?

Answer: D) all of these answers.

99. Renee Baillargeon studied object permanence by showing infants possible events and impossible events. In the possible event, a screen rotated until it made contact with a box, at which point it began rotating backwards. In the impossible event, when the rotating screen reached the box, it continued to rotate, the box appeared to disappear, and the box reappeared after the screen rotated past it. She found

that 4 ½-month-old infants looked A) longer at the impossible event than the possible event, suggesting they understood object permanence. B) longer at the possible event than the impossible event, suggesting they understood object permanence. C) at both events equally, suggesting they understood object permanence. D) at both events equally, suggesting they did not understand the concept of object permanence.

QuestionID: 06-1-99 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: B) longer at the impossible event than the possible event, suggesting they understood object permanence.

100. Baillargeon's studies of object permanence using possible events and impossible events suggest that the concept of object permanence is A) acquired earlier than Piaget believed.

B) acquired at the same age as suggested by Piaget.

C) acquired later than Piaget suggested.

D) not really understood by infants of any age.

QuestionID: 06-1-100 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: A) acquired earlier than Piaget believed.

101. Infants' naïve theory of physics leads them to believe that A) gravity is not important so floating objects are not unusual.

B) one object striking a second object does not affect the second object.

C) objects cannot move through other objects.

D) objects move along disconnected, discontinuous paths.

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QuestionID: 06-1-101 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: C) objects cannot move through other objects.

102. Which of the following is TRUE concerning infants' naïve theories of physics?

A) Infants do not appear surprised when a tall object is completely hidden when placed behind a shorter object.

B) Infants expect unsupported objects to fall.

C) Infants assume that objects move in discontinuous, disconnected paths.

D) Infants believe that objects are able to move through other objects.

QuestionID: 06-1-102 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: B) Infants expect unsupported objects to fall.

103. Juli is four. If she is like most four-year-olds, her naïve theory of biology will include the belief that

A) animals can move by themselves but inanimate objects can only be moved by other people or objects.

B) both animals and inanimate objects grow bigger and physically more complex.

C) the insides of both animate and inanimate objects contain the same kinds of materials.

D) when inanimate objects get damaged, they will heal by themselves, but when animate things are injured they must be fixed by humans.

QuestionID: 06-1-103 Page-Reference: 2184-18714 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: A) animals can move by themselves but inanimate objects can only be moved by other people or objects.

104. Many four-year-olds believe that

A) inanimate objects move by themselves.

B) only living things have offspring that resemble their parents.

C) inanimate objects can grow.

D) the internal parts of animate and inanimate objects are the same.

QuestionID: 06-1-104

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Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: B) only living things have offspring that resemble their parents.

105. Little Max tells his mother that fish have smooth skin so that they won't cut other fish that swim alongside them. Like other children, he believes that living things and parts of living things exist for a

purpose. What does this best relate to?

A) Teleological explanations B) Zone of proximal development C) Information-processing D) Object permanence QuestionID: 06-1-105 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: A) Teleological explanations 106. Bopha is four years old. She will

A) not understand that permanent illnesses such as colour blindness are more likely to be inherited from parents.

B) understand that when injured, animate things heal by regrowth, whereas inanimate things must be fixed by humans.

C) not yet realize that only living things have offspring that resemble their parents.

D) believe that her teddy has blood and bones just like she does.

QuestionID: 06-1-106 Page-Reference: 184-187 Topic: Understanding in Core Domain Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: B) understand that when injured, animate things heal by regrowth, whereas inanimate things must be fixed by humans.

107. Who is more likely to have a well-defined idea about what is the essence of any creature?

A) Susan, a child from Sydney, Australia.

B) O ke mo kiew, a child from the Menominee tribe in Wisconsin C) Julian, a child from Ontario, Canada.

D) Pierre, a child from Paris, France.

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QuestionID: 06-1-107 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: B) O ke mo kiew, a child from the Menominee tribe in Wisconsin 108. A person's beliefs about connections between thoughts, beliefs, and behaviour are central to

A) Piaget's theory.

B) the theory of mind.

C) information processing theories.

D) Vygotsky's theory.

QuestionID: 06-1-108 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: B) the theory of mind.

109. According to theory of mind, at three years of age children do not

A) understand that they and other people have desires.

B) understand that desires can cause behaviour.

C) emphasize desires when trying to explain other people's behaviour.

D) understand that other people's behaviour is based on beliefs.

QuestionID: 06-1-109 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: D) understand that other people's behaviour is based on beliefs.

110. Four-year-old Ashton and three-year-old Mido are each given a false belief task. They have accurate information about where a toy is (they know it is in a toy box), but a girl in a story does not (she thinks the toy is under a bed). Chances are that if they are both asked where the girl in the story will look for the toy A) they will both say the girl will look in the toy box.

B) they will both say the girl will look under the bed.

C) Ashton will say the girl will look in the toy box, but Mido will say she will look under the bed.

D) Ashton will say the girl will look under the bed, but Mido will say she will look in the toy box.

QuestionID: 06-1-110

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Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: D) Ashton will say the girl will look under the bed, but Mido will say she will look in the toy box.

111. A developmental psychologist is most likely to use a false belief task to study

A) theory of mind.

B) egocentrism. C) animism.

D) attention.

QuestionID: 06-1-111 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: A) theory of mind.

112. There is some evidence for biological mechanisms in that theory-of-mind abilities are similar in parents and their children, pointing to _____________ aspects of ASDs.

A) nutritional B) heritable C) financial D) environmental QuestionID: 06-1-112 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: B) heritable Chapter 06 True-False Questions 1. For Piaget, children at all ages are like scientists in that they create theories about how the world works. a True b False QuestionID: Page-Reference: 06-2-01 162-164 Topic: Setting the Stage—Piaget's Theory

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Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: a. True 2. Assimilation and accommodation are usually in balance, or equilibrium. a True b False QuestionID: 06-2-02 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: a. True 3.

According to Piaget, disequilibrium is a negative state and should be avoided at all costs. a True b False QuestionID: 06-2-03 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: b. False 4.

Mental structures that allow for organization of information into a coherent whole are called schemas. a True b False QuestionID: Page-Reference: 06-2-04 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: a. True 5. Schemas stay the same once they are formed. a True b False QuestionID: 06-2-05

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Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: b. False 6. According to Piaget, cognitive development occurs in eight stages. a True b False QuestionID: Page-Reference: 06-2-06 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: b. False 7. Smart children can skip one of Piaget's stages. a True b False QuestionID: Page-Reference: 06-2-07 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: b. False 8. Some children move through the stages more rapidly than others, depending on their ability and experiences. a True b False QuestionID: Page-Reference: 06-2-08 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 9. The sensorimotor stage spans birth to four years of age. a True

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b False QuestionID: 06-2-09 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: b. False 10.

The first indication of purposeful, goal-directed behaviour occurs during infancy at around eight months of age. a True b False QuestionID: 06-2-10 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 11.

According to Piaget, infants are born with object permanence, the ability to understand that objects exist independently. a True b False QuestionID: 06-2-11 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: b. False 12.

Common symbols used by children in the preoperational stage include words, gestures, graphs, maps, and models. a True b False QuestionID: Page-Reference: 06-2-12 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

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Answer: a. True 13. Preoperational children typically believe that others see the world, both literally and figuratively, exactly as they do, a concept known as egocentrism. a True b False QuestionID: Page-Reference: 06-2-13 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 14. Preoperational children sometimes credit inanimate objects with life and lifelike properties, a phenomenon known as animism. a True b False QuestionID: Page-Reference: 06-2-14 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 15. Preoperational children are able to juggle multiple aspects of a problem at the same time, thus correcting the centration that is seen in the sensorimotor stage. a True b False QuestionID: Page-Reference: 06-2-15 164-168 Topic: Setting the Stage—Piaget's Theor Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? y Answer: b. False 16. Concrete operational children are able to reverse their thinking, which allows them to perform conservation tasks that preoperational children cannot. a True b False

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QuestionID: 06-2-16 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 17. Concrete operational thinking is identical to adult thinking in that children are able to think abstractly and hypothetically for the first time. a True b False QuestionID: 06-2-17 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: b. False 18.

Formal operational thinkers can envision alternate realities and examine their consequences. They can create hypotheses and test them. a True b False QuestionID: 06-2-18 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 19.

According to Piaget, adolescents and adults acquire more knowledge as they grow older, but their fundamental way of thinking remains unchanged. a True b False QuestionID: Page-Reference: 06-2-19 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

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Answer: a. True 20. One of Piaget's greatest contributions to teaching was constructivism, the view that children are active participants in their own development. a True b False QuestionID: Page-Reference: 06-2-20 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: a. True 21. Educational applications of Piaget's theory include facilitating rather than directing children's learning, sensitivity to children's readiness to learn, and emphasis on discovery learning. a True b False QuestionID: 06-2-21 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: a. True 22.

One of the weaknesses of Piaget's theory is that it overestimates cognitive competence in infants and young children and underestimates cognitive competence in adolescents. a True b False QuestionID: 06-2-22 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: b. False 23.

A weakness of Piaget's theory is that it undervalues the influence of the sociocultural environment on cognitive development. a True b False

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QuestionID: 06-2-23 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: a. True 24. According to the sociocultural perspective, children are products of their culture. a True b False QuestionID: 06-2-24 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: a. True 25.

According to Vygotsky, the difference between what a child can do independently and what a child can do with assistance defines the zone of proximal development. a True b False QuestionID: 06-2-25 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: a. True 26.

Scaffolding matches the amount of assistance to the learner's needs. a True b False QuestionID: Page-Reference: 06-2-26 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

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Answer: a. True 27. Comments that are not intended for others but are used by children to regulate their own behaviour are known as private speech. a True b False QuestionID: 06-2-27 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: a. True 28.

Cross-cultural studies have shown that scaffolding occurs only in industrialized nations. a True b False QuestionID: 06-2-28 Page-Reference: 202-171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: b. False 29.

As children gain even greater skill, inner speech becomes private speech. a True b False QuestionID: 06-2-29 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: b. False 30.

Sensory memory holds information the longest of the three types of memory. a True b False

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QuestionID: 06-2-30 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: b. False

31. Long-term memory is like a computer's hard drive, a fairly permanent storehouse of programs and data. a True b False QuestionID: 06-2-31 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: a. True 32.

According to information-processing, as children grow, they develop better strategies, increased capacity of working memory, and more effective executive function. a True b False QuestionID: 06-2-32 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: a. True 33.

Inhibitory processes prevent relevant information from entering working memory. a True b False QuestionID: Page-Reference: 06-2-33 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with

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development?

Answer:

b. False

34. Executive functioning is synonymous with skilled problem solving in that it involves a plan, often requires flexibility, and the ability to inhibit irrelevant responses. a True b False QuestionID: 06-2-34 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: a. True 35.

When a skill has been mastered, individual steps are no longer stored in working memory, which means that more capacity is available for other activities. a True b False QuestionID: 06-2-35 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: a. True 36.

Connectionist theories are IP theories that view the mind as a system of networks of processors. a True b False QuestionID: 06-2-36 Page-Reference: 179-180 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.3. How do connectionist theorists view the development of the mind?

Answer: a. True 37. Core-knowledge theories propose distinctive domains of development, some of which are acquired early in life.

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a True b False QuestionID: 06-2-37 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology?

Answer: a. True 38.

According to core-knowledge theorists, some forms of knowledge, such as language, are so important for survival that specialized systems have evolved to simplify their learning. a True b False QuestionID: 06-2-38 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology?

Answer: a. True 39.

Piaget claimed that understanding of objects develops slowly, however, modern researchers have shown that babies understand objects much earlier than Piaget claimed. a True b False QuestionID: 06-2-39 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: a. True 40.

Baillargeon found that infants as young as four and a half months showed object permanence in that they consistently looked longer at an unrealistic event than a realistic one. a True b False QuestionID: Page-Reference: 06-2-40 183-184 Topic: Understanding in Core Domains Skill: Factual

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Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: a. True 41. Infants are incapable of realizing that objects in mid-air should fall or that objects cannot move through other objects. a True b False QuestionID: 06-2-41 Page-Reference: 183-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: b. False 42.

Infants could reasonably be described as "accomplished naïve physicists." a True b False QuestionID: 06-2-42 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects?

Answer: a. True 43.

Adults' theories of living things begin in infancy when babies first distinguish animate objects from inanimate objects. a True b False QuestionID: 06-2-43 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: a. True 44.

Unlike adults, four-year-old children do not understand that animals grow (get physically bigger and more complex) but that inanimate objects do not change in this way. a True b False

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QuestionID: 06-2-44 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: b. False

45. Children's naïve theories of biology are composed of six elements: movement, growth, internal parts, inheritance, illness, and healing. a True b False QuestionID: 06-2-45 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: a. True 46.

A four-year-old is not capable of realizing that a baby pig that is adopted by a cow would grow up to look and behave like a pig. a True b False QuestionID: 06-2-46 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: b. False 47.

Preschoolers' naïve theories of biology are complex but incomplete. For instance, they believe that plants are not living things. a True b False QuestionID: Page-Reference: 06-2-47 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

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Answer: a. True 48. Research has shown that infants as young as one year do not have an understanding of intentionality, but by age two, children understand that people's behaviour is often intentional. a True b False QuestionID: 06-2-48 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: b. False 49.

Between ages five and seven, children develop a theory of mind. a True b False QuestionID: 06-2-49 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: b. False 50. More recent longitudinal research by Sabbagh and colleagues in the U.S. has found that there does appear to be a continuing link between brain neurobiology and theory of mind, with particular brain areas activated during such reasoning. Thus, different development of certain pathways in the brain may underlie the deficits in social-cognitive understanding seen in those with ASD. a True b False QuestionID: 06-2-50 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: a. True

Chapter 06 Essay Questions 1. Discuss assimilation and accommodation and the balance between the two.

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QuestionID: 06-3-01 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?

Answer: A good answer will include the following key points: - Assimilation occurs when new experiences are readily incorporated into a child's existing theories.

- For Piaget, accommodation occurs when a child's theories are modified based on experience.

- Assimilation and accommodation are usually in balance, or equilibrium.

- Children can readily assimilate most experiences into their existing theories, but occasionally they need to accommodate their theories to adjust to new experiences.

- Periodically, the balance is upset and a state of disequilibrium results; children discover that their current theories are not adequate because they are spending much more time accommodating than assimilating.

- When disequilibrium occurs, children reorganize their theories to return to a state of equilibrium, a process that Piaget called equilibration.

2. Describe three characteristics of preoperational thinking.

QuestionID: 06-3-02 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A good answer will include the following key points: - Egocentrism: Young children have difficulty in seeing the world from another's outlook.

- Animism: Young children sometimes believe that inanimate objects have lifelike properties.

- Centration: Narrow focus; concentrating on one aspect of a problem while ignoring other relevant aspects.

3. Name and describe the four stages of Piaget's theory.

QuestionID: 06-3-03 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A good answer will include the following key points: - Sensorimotor Stage (birth to 2 years): Infants' knowledge of the world is based on senses and motor skills. By the end of the period, the infant uses mental representations and understands object permanence.

- Preoperational Stage (2 to 6 years): Children learn how to use symbols such as words and numbers to represent aspects of the world but relate to the world only through their own perspective.

- Concrete Operational Stage (7 to 11 years): Children understand and apply logical operations to experiences, provided they are focused on the here and now.

- Formal Operational Stage (adolescence and beyond): Adolescents and adults think abstractly, speculate on

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hypothetical situations, and reason deductively about what may be possible.

4. Your friend Andre is the father of a 12-month-old daughter, Brooke. Mealtime has become a very frustrating time for Andre because Brooke repeatedly pushes her sippy cup and different foods that she is eating off the high chair and onto the floor. The first time that she did this it appeared to Andre that it was an accident but now he is convinced that his daughter is deliberately pushing her cup and food onto the floor to annoy him. Based on what you know about infants being active experimenters, what can you tell Andre that might make him feel better?

QuestionID: 06-3-04 Page-Reference: 162-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?, 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A good answer will be similar to the following: You should tell Andre that Brooke is in the sensorimotor period of cognitive development and, more specifically, she is at the age when infants become active experimenters. These actions represent a significant extension of intentional behaviour, as babies repeat actions with different objects (e.g., cup, food) solely for the purpose of seeing what will happen. Her behaviour is NOT meant to annoy Andre. Knowing that this behaviour is a normal part of cognitive development may help Andre's anger and frustration as he mops the floor.

5. You are the parent of two young children, ages four and six years. They have been playing outside and they come running inside asking for a drink. All of the drinking glasses in the house, except two, are dirty. One of these glasses is tall and narrow and the other is short and squat. You KNOW that your children will argue with each other if one thinks that the other child is getting more to drink. Based on your knowledge of conservation of liquid in preoperational children, what should you do to avoid an argument? Explain your answer.

QuestionID: 06-3-05 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A good answer will be similar to the following: Both of your children are in the preoperational period of cognitive development. You know from your knowledge of Piaget's theory that children who are in the period of preoperational thinking cannot do conservation of liquid tasks. These children will focus narrowly on the height of the liquid without considering the circumference of the container. If you give your children equal amounts of juice but use the tall, thin glass and the short, squat glass, they will focus on the height of the juice and will conclude that the child with the tall, narrow glass received more juice than the other child. To avoid an argument, fill the glasses so that the height of the liquid is the same in both glasses.

6. Recently your friend Martha took her sons to a hands-on children's museum. Martha noticed that her

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eight-year-old son and her 12-year-old son interacted with some of the displays in very different ways. One display involved opening doors to safes by determining the correct combination. Each safe had three, four, or five buttons that had to be pressed in a particular order to open the door. Martha's eight- year-old son randomly pushed the buttons and never found the correct combinations to any of the safes. Martha's 12year-old son approached the task in a very systematic manner, trying all possible combinations of buttons until the doors opened. Now Martha is concerned that there is something wrong with her younger son.

What can you tell Martha about the differences in concrete operational and formal operational thought that might explain her sons' behaviour?

QuestionID: 06-3-06 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A good answer will be similar to the following: The behaviour of Martha's sons fits Piaget's description of formal operational thought very well. According to Piaget, children who are 12 years old would be in the period of formal operations. Formal operational children use more sophisticated, logical, deductive reasoning to solve problems like the safe problem. However, concrete operational children (such as the eight-year-old) use haphazard trial-and-error and often do not successfully solve problems like the safe problem. Concrete operational children are more likely to try to solve problems like this by randomly pushing buttons, but formal operational children can think deductively about the possible, logical combinations before attempting the button pushing. In time, Martha's younger son also will use deductive reasoning and will solve the safe problem like his older brother.

7. What are some commonly accepted weaknesses of Piaget's theory?

QuestionID: 06-3-07 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: A good answer will include the following key points: - Piaget's theory underestimates cognitive competence in infants and young children and overestimates cognitive competence in adolescents.

- Piaget's theory is vague with respect to processes and mechanisms of change.

- Piaget's stage model does not account for variability in children's performance.

- Piaget's theory undervalues the influence of the sociocultural environment on cognitive development.

8. Describe the ways Vygotsky's perspective can be implemented in classrooms.

QuestionID: 06-3-08 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual

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Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A good answer will be similar to the following: Vygotsky would argue that the teacher's main goal is to scaffold learning—not doing the question for the child, but not leaving the child to do it on his or her own. The teacher needs to determine the student's current level of thinking and provide suggestions, questions, or activities that help the child further his or her understanding. In addition, Vygotsky's view that learning is cooperative should influence the kinds of classroom activities that are carried out. We would expect to see lots of examples of peer tutoring and group work, as well as students working with more competent partners (which could be a peer or a teacher).

9. You have been watching your friend Deb trying to teach her son Sean how to do a puzzle. Sean has done this puzzle many times and he usually just needs help with the pieces that are in a difficult area that is all black. Deb is trying to help Sean but her instructions would be appropriate for a child who has never done the puzzle before. What can you tell Deb about Vygotsky's theory, in general, and scaffolding, in particular, that might help her teach Sean in more effective ways?

QuestionID: 06-3-09 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: A good answer will be similar to the following: According to Vygotsky's principle of zone of proximal development, Sean will do better on the puzzle if he is assisted by someone who has more puzzle-building expertise than he does. Deb does have more puzzle-building experience so she could be a good teacher. However, according to the concept of scaffolding, a skilled teacher will gauge her instruction to the learner's needs. In other words, a beginner should get more instruction than someone who is close to mastering a task. Sean is close to mastering this puzzle and Deb should stop giving so much instruction and should only provide help on the section where Sean needs help.

10. Name and describe the three components of mental hardware, as discussed by the informationprocessing theory.

QuestionID: 06-3-10 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A good answer will include the following key points: - Sensory memory: This is where information is held in raw, unanalyzed form very briefly (no longer than a few seconds).

- Working memory: This is the site of ongoing cognitive activity.

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- Long-term memory : This is a limitless, permanent storehouse of knowledge of the world.

11. What are five forms of developmental change that occur with age proposed by informationprocessing theorists?

QuestionID: 06-3-11 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A good answer will include the following key points: - more efficient strategies - increased capacity of working memory - more effective inhibitory processes and executive functioning - increased automatic processing - increased speed of processing 12. Compare and contrast the information-processing approach and Piaget's theory of cognitive development.

QuestionID: 06-3-12 Page-Reference: 162-168, 175-179 Topic: Setting the Stage—Piaget's Theory and Modern Theories of Cognitive Development Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?, 6.1.2. How does thinking change as children move through Piaget's four stages of development?, 6.2.2. According to information-processing psychologists, how does thinking change with development?

Answer: A good answer will be similar to the following: - Piaget's theory is a single comprehensive theory whereas information processing (IP) represents a general approach encompassing many different theories.

- Piaget's theory is more comprehensive than IP. It links different facets of cognitive development.

- The information-processing approach describes specific components of cognition more precisely than does Piaget's approach.

- Piaget's theory emphasizes the "whole" of cognition while IP emphasizes the "parts."

- Piaget's theory emphasizes periodic, qualitative changes in cognition whereas IP emphasizes gradual, continuous, quantitative changes in cognition.

- Piaget's theory has stages, but IP does not.

13. Name and briefly describe the key elements of children's naïve theories of biology: QuestionID: 06-3-13 Page-Reference: 180-181 Topic: Understanding in Core Domains

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Skill: Conceptual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology?

Answer: A good answer will include the following key points: - Movement—Animals can move themselves, but inanimate objects can only be moved by other objects or people - Growth—Animals get bigger and physically more complex; inanimate objects do not change this way - Internal parts—The insides of inanimate objects are likely to be different from the insides of animate objects - Inheritance—Only living things have offspring that resemble their parents - Illness—Permanent illnesses are more likely to be inherited while temporary illnesses are more likely to be transmitted through contact with others - Healing—Animate objects heal themselves while inanimate objects must be fixed 14. Explain the change in behaviour on the false-belief task that occurs from three and a half years of age to four years. Is this pattern of behaviour more typical of North American children?

QuestionID: 06-3-14 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind?

Answer: A good answer will be similar to the following: Before three and a half years of age, children typically make the false-belief error. They attribute their own knowledge of the object's location to the doll (Sally) and say that the doll will look in the correct location for it.

But by four years old, children understand that Sally's belief, although incorrect, will cause her to look for the object in the incorrect place.

This pattern is very similar for children all over the world. In children from Canada, India, Peru, Samoa, and Thailand the majority of three-year old children made the error, but by five almost no children made the error.

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Chapter 07: Cognitive Processes and Academic Skills Chapter 07 Multiple-Choice Questions 1. Young babies (under three months) typically retain information for a week or less, while children over a year retain it for approximately A) 8 weeks or longer.

B) 6 weeks or longer.

C) 6 months or longer.

D) a year or longer.

QuestionID: 07-1-01 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember?

Answer: A) 8 weeks or longer.

2. When Rovee-Collier and her colleagues attached a ribbon from a mobile to two- to three-month-old infants' legs so infants learned to kick to make the mobile move, they found that when they returned to the babies' homes several days later the babies A) had forgotten that kicking made the mobile move.

B) would still kick to make the mobile move.

C) had lost interest in the mobile.

D) would cry when they saw the mobile.

QuestionID: 07-1-02 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember?

Answer: B) would still kick to make the mobile move.

3. Rovee-Collier's experiments in which two- to three-month-old infants learned to kick to make a mobile move showed that two- to three-month-old infants A) are not able to remember events from the past.

B) can remember events from the past for a few days or weeks, but over time will not be able to recall the event even if given a memory cue.

C) can remember events from the past for a few days or weeks, but over time will not be able to recall the event unless given a memory cue.

D) can remember events from the past for months without being given a memory cue.

QuestionID: 07-1-03 Page-Reference: 195

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Topic: Memory Skill: Conceptual Objective: 7.1.1. How well do infants remember?

Answer: C) can remember events from the past for a few days or weeks, but over time will not be able to recall the event unless given a memory cue.

4. day Ellie takes her two-month-old baby, Eriq, to her friend's home and puts him in a rocking One cradle. Eriq soon learns that if he wiggles and waves his arms the cradle will rock. Several weeks later, Ellie and Eriq return to the friend's house. How would you expect Eriq to respond when he is once again placed in the cradle?

A) Eriq will not remember the cradle at all from his previous visit and will behave as if it was the first time he had been in the cradle.

B) Eriq is likely to remember the cradle and start wiggling and waving his arms as soon as he is placed in the cradle.

C) Eriq is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the cradle right after he is put in it.

D) Eriq is likely to remember how to make the cradle move but will no longer be interested in making it move.

QuestionID: 07-1-04 Page-Reference: 194-196 Topic: Memory Skill: Applied Objective: 7.1.1. How well do infants remember?

Answer: C) Eriq is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the cradle right after he is put in it.

5. With maturation in the _____________________ over the first 24 months, children's memory skills gradually improve.

A) amygdala and prefrontal cortex B) hippocampus and prefrontal cortex C) thalamus D) amygdala QuestionID: 07-1-05 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember?

Answer: B) hippocampus and prefrontal cortex 6. Which of the following is accomplished by memory strategies?

A) helping to retrieve information from long-term memory

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B) helping to maintain information in working memory C) helping to transfer information to long-term memory D) Memory strategies are involved in all three.

QuestionID: 07-1-06 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: D) Memory strategies are involved in all three.

7. Activities that improve memory are called A) memory strategies.

B) information processing.

C) sensory memory.

D) working memory.

QuestionID: 07-1-07 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: A) memory strategies.

8. Which memory strategy is a preschooler most likely to use?

A) rehearsal B) outlining C) summarizing D) looking at or touching a to-be-remembered object QuestionID: 07-1-08 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: D) looking at or touching a to-be-remembered object 9. Emmie is in grade 2 and her sister Clara is in grade 6. Both are asked to remember something and to use elaboration as a memory strategy. What is a likely result?

A) Both Emmie and Clara will be able to successfully use both verbal and visual elaboration.

B) Both Emmie and Clara will be able to successfully use verbal elaboration, but Emmie will have a harder time with visual elaboration than Clara.

C) Both Emmie and Clara will be able to successfully use visual elaboration, but Emmie will have a harder

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time with verbal elaboration than Clara.

D) Emmie will not be able to use either type of elaboration while Clara will be able to use both visual and verbal elaboration.

QuestionID: 07-1-09 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: B) Both Emmie and Clara will be able to successfully use verbal elaboration, but Emmie will have a harder time with visual elaboration than Clara.

10. The normal working memory capacity is approximately seven items. "Items," though, may be composed of multiple units through

A) elaboration.

B) metacognition.

C) rehearsal.

D) chunking.

QuestionID: 07-1-10 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: D) chunking.

11. Four-year-old Jasmine is asked to remember objects on a tray that she is shown for one minute. In the minute during which she is shown the objects, Jasmine looks at and touches each object. Jasmine is

A) using a memory strategy.

B) using a script.

C) monitoring.

D) testing an alternate hypothesis.

QuestionID: 07-1-11 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: A) using a memory strategy.

12. ________ is a strategy of repetitively naming information that is to be remembered.

A) Outlining B) Rehearsal

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C) Monitoring D) Summarizing QuestionID: 07-1-12 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: B) Rehearsal 13. Structuring information to be remembered so that related information is placed together is a memory strategy known as A) organization.

B) rehearsal.

C) elaboration.

D) metacognition.

QuestionID: 07-1-13 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: A) organization.

14. Elaboration is a memory strategy that involves A) repetitively naming information that is to be remembered.

B) looking at or touching objects that are to be remembered.

C) placing related information together.

D) embellishing information to make it more memorable.

QuestionID: 07-1-14 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: D) embellishing information to make it more memorable.

15. Your friend is having a hard time remembering the main points of his psychology textbook. If he asks you to recommend a memory strategy, which one would you suggest?

A) Touch the sentences that contain the main points as you read them.

B) Read the sentences that contain the main points over and over.

C) Outline or write a summary of the main points.

D) Read the assigned chapter twice.

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QuestionID: 07-1-15 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: C) Outline or write a summary of the main points.

16. The ability to use an effective memory strategy

A) does not change with age.

B) involves evaluating the effectiveness of a particular strategy for the task at hand.

C) does not influence how much one remembers.

D) is well-developed by the time children are seven years old.

QuestionID: 07-1-16 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: B) involves evaluating the effectiveness of a particular strategy for the task at hand.

17. ________ involves the evaluation of a strategy to determine its effectiveness

A) Rehearsal B) Scripting C) Summarizing D) Monitoring QuestionID: 07-1-17 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: D) Monitoring 18. After Kayin outlined a chapter in her textbook, she answered questions in her study guide to see whether outlining was helping her learn the information in the chapter. Kayin was ________ the effectiveness of her memory strategy.

A) rehearsing B) monitoring C) scripting D) distorting QuestionID: 07-1-18

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Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: B) monitoring 19. Cillian has discovered that even though he has underlined the most important information in the textbook, he does not know any of the material very well. What should he do?

A) He should determine the parts of the textbook he is not learning, and underline more in those parts of the textbook.

B) He should underline in a different colour.

C) He should underline more selectively.

D) He should choose another memory strategy.

QuestionID: 07-1-19 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: D) He should choose another memory strategy.

20. As Malak read her textbook, she wrote summaries of each section. When she met with her study group, she was able to answer many but not all of the questions posed by her study group. What should she do next?

A) She should choose a different memory strategy.

B) She should keep using her current strategy but concentrate on summarizing parts of the textbook she knows least well.

C) She should stop studying because she used an effective memory strategy and knows most of the material already.

D) She should stop going to the study group and study by herself.

QuestionID: 07-1-20 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember?

Answer: B) She should keep using her current strategy but concentrate on summarizing parts of the textbook she knows least well.

21. Monitoring effective strategy use

A) is done equally by all age children.

B) improves gradually with age.

C) does not occur until the high school years.

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D) is no longer necessary by the high school years.

QuestionID: 07-1-21 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: B) improves gradually with age.

22. A child's informal understanding of memory is called A) metamemory.

B) metacognitive knowledge.

C) cognitive self-regulation.

D) a memory strategy.

QuestionID: 07-1-22 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: A) metamemory.

23. Knowledge and awareness of cognitive processes is referred to as A) cognitive self-regulation.

B) memory strategies.

C) metacognitive knowledge.

D) metamemory.

QuestionID: 07-1-23 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: C) metacognitive knowledge.

24. Skill at identifying goals, selecting effective strategies, and monitoring accurately is known as A) metacognitive knowledge.

B) cognitive self-regulation.

C) metamemory.

D) automatic processing.

QuestionID: 07-1-24 Page-Reference: 196-199

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Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: B) cognitive self-regulation.

25. Research by Chi (1978) with child chess experts and adult chess novices has shown that

A) knowledge within a particular area does not influence memory performance.

B) adults' memories are better than children's even when children have expert knowledge in a particular area.

C) knowledge in a particular area organizes and gives meaning to new information.

D) child chess experts could not remember more chess pieces than adult chess novices.

QuestionID: 07-1-25 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: C) knowledge in a particular area organizes and gives meaning to new information.

26. When Chi (1978) asked child chess experts and adult chess novices to remember sequences of numbers and positions of chess pieces on a chess board, she found that

A) child chess experts remembered more number sequences and more chess piece patterns than adult chess novices did.

B) adult chess novices remembered more number sequences and more chess piece patterns than child chess experts did.

C) adult chess novices remembered more number sequences, but child chess experts remembered more chess piece patterns.

D) child chess experts remembered more number sequences, but adult chess novices remembered more chess piece patterns.

QuestionID: 07-1-26 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: C) adult chess novices remembered more number sequences, but child chess experts remembered more chess piece patterns.

27. Chi's (1978) study comparing memory in child chess experts and adult chess novices demonstrated

A) the effect of knowledge on memory.

B) how scripts influence memory.

C) the susceptibility of preschoolers' memories to suggestions.

D) the effectiveness of the rehearsal memory strategy

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QuestionID: 07-1-27 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) the effect of knowledge on memory.

28. Jared loves dogs and knows a lot about them while his friend Joe does not. If you asked each of them to remember a list of dog breeds and a list of unrelated words, what would you expect to find?

A) Jared would recall more dog breeds than Joe, but they would both remember about the same number of unrelated words.

B) Jared would recall more dog breeds and more unrelated words than Joe. C) Jared and Joe would recall about the same number of dog breeds and unrelated words.

D) Jared would recall more dog breeds than Joe, but Joe would recall more unrelated words than Jared.

QuestionID: 07-1-28 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) Jared would recall more dog breeds than Joe, but they would both remember about the same number of unrelated words.

29. Knowledge that helps organize information and give it meaning

A) decreases with age.

B) increases with age.

C) does not change with age.

D) does not influence memory.

QuestionID: 07-1-29 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: B) increases with age.

30. Psychologists often characterize children's knowledge in terms of a network in which

A) the entries are unrelated to one another.

B) younger children have fewer entries but more connecting links.

C) information is organized for adults but not for children.

D) younger children have fewer entries and fewer and weaker connecting links.

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QuestionID: 07-1-30 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: D) younger children have fewer entries and fewer and weaker connecting links.

31. A memory structure used to describe the sequence in which events occur is referred to as A) a script.

B) rehearsal.

C) monitoring.

D) repeated questioning.

QuestionID: 07-1-31 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) a script.

32. Melody has eaten at fast food restaurants many times. She remembers that first you wait in line, then you order your food, pay for it, carry it to a table, eat, and finally, throw away your trash. Melody's knowledge about the events that typically occur when eating at a fast food restaurant is best described as A) a script.

B) monitoring.

C) rehearsal.

D) working memory.

QuestionID: 07-1-32 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) a script.

33. Scripts of events A) can distort a child's memory for an event.

B) force children to remember every individual activity that is part of an event.

C) make remembering a specific event more difficult.

D) do not provide information about the sequence in which events occur.

QuestionID: 07-1-33 Page-Reference: 199-206

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Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) can distort a child's memory for an event.

34. Which of the following does NOT accurately describe the impact of scripts on memory?

A) In trying to recall an event that fits a script, children can retrieve the script and use it to organize recall of the event.

B) Experiences that do not conform to the script may be forgotten or distorted.

C) Children may "remember" events because they are part of the script, not because they were actually experienced.

D) Memory distortions are particularly likely when children are recounting the first experience of a new activity.

QuestionID: 07-1-34 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: D) Memory distortions are particularly likely when children are recounting the first experience of a new activity.

35. After Jake set the table, his mother asked him whether he had put napkins on the table. Even though he hadn't, Jake replied "yes" and believed he had because he knew that putting napkins on the table was part of what he always did when he set the table. Jake's distorted memory is best explained as A) the result of remembering a script.

B) being due to the small capacity of his working memory.

C) a result of poorly organized knowledge.

D) intentional lying.

QuestionID: 07-1-35 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) the result of remembering a script.

36. ________ refers to people's memory of the significant events and experiences of their own lives.

A) Infantile amnesia B) Sensory store C) Automatic processing D) Autobiographical memory

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QuestionID: 07-1-36 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: D) Autobiographical memory 37. Autobiographical memory typically begins in A) infancy.

B) the preschool years.

C) the school-age years.

D) adolescence QuestionID: 07-1-37 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: B) the preschool years.

38. Seventeen-year-old Jalen remembers the day he met his best friend in grade school, the first day of high school, and the day he got his driver's license. This information is part of his A) sensory store.

B) working memory.

C) autobiographical memory.

D) infantile amnesia.

QuestionID: 07-1-38 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: C) autobiographical memory.

39. The inability to recall events from one's early life is referred to as A) infantile amnesia.

B) autobiographical memory.

C) sensory store.

D) an inhibitory process.

QuestionID: 07-1-39 Page-Reference: 202 Topic: Memory

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Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) infantile amnesia.

40. Infantile amnesia

A) means that adults can remember many events that occurred in their lives before the age of three years.

B) means that infants are not able to form memories.

C) may be related to the young child's well-developed sense of self.

D) may be related to an individual's changing language ability.

QuestionID: 07-1-40 Page-Reference: 202 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: D) may be related to an individual's changing language ability.

41. Ten-year-old Alys was born in Minnesota, then moved to Florida when she was two years old.

Although she lived through many blizzards when in Minnesota, she can't remember ever seeing snow.

What concept best explains this situation?

A) autobiographical memory B) a script C) infantile amnesia D) repeated questioning QuestionID: 07-1-41 Page-Reference: 202 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) infantile amnesia 42. Fouryear-old Heather is repeatedly questioned about an incident on the playground where a stranger approached her. She is likely to

A) have no memory of the incident.

B) confuse what really happened with what others suggest may have happened.

C) clearly differentiate between what really happened and what others suggest may have happened.

D) believe that adult questioners are deliberately trying to confuse her when they suggest something other than what she reported may actually have happened.

QuestionID: 07-1-42 Page-Reference: 199-206 Topic: Memory

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Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: B) confuse what really happened with what others suggest may have happened.

43. In Leichtman and Ceci's study on the effects of repeated questioning and being given a stereotype on the accuracy of preschool children's memory of an incident, they found children were A) not misled by either suggestive questioning or stereotypes. B) misled by suggestive questioning but not by stereotypes. C) misled by stereotypes but not by suggestive questioning. D) misled by both stereotypes and suggestive questioning, especially when they were combined.

QuestionID: 07-1-43 Page-Reference: 203-204 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: D) misled by both stereotypes and suggestive questioning, especially when they were combined.

44. Research on the accuracy of children's testimonies found

A) preschoolers often spontaneously report events that did not happen.

B) preschoolers rarely were misled by suggestive questioning.

C) preschoolers were more likely to be misled when stereotypes and suggestive questioning were combined.

D) older preschoolers (five- and six-year-olds) were more likely to be misled by suggestive questioning than younger preschoolers (three- and four-year-olds).

QuestionID: 07-1-44 Page-Reference: 202-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: C) preschoolers were more likely to be misled when stereotypes and suggestive questioning were combined.

45. To obtain reliable testimony from preschoolers

A) children should be interviewed as soon as possible after the event in question.

B) children should be warned that sometimes interviewers may try to trick them.

C) children should be questioned repeatedly on a single issue.

D) adults should suggest possible events to cue the child's memory QuestionID: 07-1-45 Page-Reference: 202-206 Topic: Memory

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Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: B) children should be warned that sometimes interviewers may try to trick them.

46. Your four-year-old daughter is going to testify in court about an event she witnessed. What could you do to make her testimony as reliable as possible?

A) Avoid questioning her repeatedly on a single issue. B) Encourage her to avoid saying "I don't know" in response to questions. C) Do not give her more than one possible explanation of what happened. D) Have her answer a lot of specific questions.

QuestionID: 07-1-46 Page-Reference: 202-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A) Avoid questioning her repeatedly on a single issue.

47. What is TRUE about using a structured interview format with child witnesses?

A) It increases the likelihood of coercive techniques.

B) It decreases rapport with the child.

C) It increases the reliability of the information obtained.

D) It has not yet been approved for use in the Canadian legal system.

QuestionID: 07-1-47 Page-Reference: 202-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: C) It increases the reliability of the information obtained.

48. As a general rule, as children get older, they solve problems

A) more often and more effectively.

B) more often but less effectively.

C) less often but more effectively.

D) less often and less effectively QuestionID: 07-1-48 Page-Reference: 206-208 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?

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Answer: A) more often and more effectively.

49. ________ transform the information in a problem into mental representation A) Decoding processes B) Encoding processes C) Mental strategies D) Automatic processes QuestionID: 07-1-49 Page-Reference: 208 Topic: Problem Solving Skill: Factual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?

Answer: B) Encoding processes 50. Which of the following is a factor that contributes to young children's failure to use prior planning to solve problems?

A) Young children believe that they need an explicit plan to solve a problem.

B) Planning is hard work that young children are willing to invest in.

C) Planning requires encoding processes which young children don't possess.

D) Young children may expect parents and adults to solve complex problems for them.

QuestionID: 07-1-50 Page-Reference: 208-209 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?

Answer: D) Young children may expect parents and adults to solve complex problems for them.

51. Rules of thumb that do not guarantee a solution but are often useful in solving a range of problems are known as A) encoding processes.

B) decoding processes.

C) means-ends analysis.

D) heuristics.

QuestionID: 07-1-51 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: D) heuristics.

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52. A baby who pulls a cloth toward herself to achieve the main goal of grabbing a toy is demonstrating A) means-ends analysis.

B) memory.

C) object permanence.

D) automatic processes.

QuestionID: 07-1-52 Page-Reference: 208-211 Topic: Problem Solving Skill: Applied Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: A) means-ends analysis.

53. When experiments are combined instead of evaluated independently so that the results are ambiguous, they are said to be

A) valid.

B) reliable.

C) confounded.

D) longitudinal.

QuestionID: 07-1-53 Page-Reference: 211-212 Topic: Problem Solving Skill: Factual Objective: 7.2.3. Can children and adolescents reason scientifically?

Answer: C) confounded.

54. ________ is the process of identifying a unique pattern of letters.

A) Comprehension B) Word recognition C) The cardinality principle D) Phonological awareness QuestionID: 07-1-54 Page-Reference: 213 Topic: Problem Solving Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: B) Word recognition 55. The process of extracting meaning from a sequence of words is referred to as

A) word recognition.

B) phonological awareness.

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C) the one-to-one principle.

D) comprehension.

QuestionID: 07-1-55 Page-Reference: 213 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: D) comprehension.

56. When Edna saw the words "Push the red button", she pushed the red button. Edna demonstrated A) word recognition.

B) comprehension.

C) word recognition and comprehension.

D) neither word recognition nor comprehension.

QuestionID: 07-1-56 Page-Reference: 213 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: C) word recognition and comprehension.

57. Being able to hear the distinctive sounds made by different letters is called A) comprehension.

B) word recognition.

C) the stable-order principle.

D) phonological awareness.

07-1-57 QuestionID: Page-Reference: 214 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: D) phonological awareness.

58. Dr. Morris said the words cathatdog , , , and bat and asked Aarifa which word did not rhyme with the others. Dr. Morris appears to be interested in Aarifa's A) comprehension.

B) phonological awareness.

C) word recognition.

D) propositions.

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QuestionID: 07-1-58 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: B) phonological awareness. 59. Phonological awareness

A) is related to success in learning to read.

B) cannot be improved by reading to a child.

C) does not occur until after a child has learned to read.

D) is the process of extracting meaning from words.

QuestionID: 07-1-59 Page-Reference: 214 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: A) is related to success in learning to read.

60. Which of the following kindergartners will be most likely to learn to read more easily?

A) Erik, who cannot identify words that rhyme and words that don't rhyme.

B) Siu-lan, who does not know most of the letters of the alphabet.

C) Sholonda, whose parents read rhymes to her.

D) Justin, who cannot identify the first, middle, or last sounds found in short words.

QuestionID: 07-1-60 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: C) Sholonda, whose parents read rhymes to her.

61. When parents read rhyming stories, such as those written by Dr. Seuss, to their children, their A) children's phonological awareness decreases.

B) children usually become bored and learn to dislike reading.

C) children may enjoy it but their reading skills will not improve.

D) children learn how to read easier.

QuestionID: 07-1-61 Page-Reference: 214 Topic: Academic Skills Skill: Conceptual

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Objective: 7.3.1. What are the components of skilled reading?

Answer: D) children learn how to read easier.

62. Your friend is very worried that her daughter may have trouble learning to read because she had a hard time when she was a child. What is a piece of advice that you can give her?

A) Tell her to read rhyming stories, such as those written by Dr. Seuss, to her daughter.

B) Tell her to let the teachers teach her daughter, because parents can interfere with learning.

C) Tell her to ignore word sounds as she's teaching her daughter—they only make children more confused.

D) Tell her to make sure that she's not adding any extra comments about reading-related features of the books.

QuestionID: 07-1-62 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: A) Tell her to read rhyming stories, such as those written by Dr. Seuss, to her daughter.

63. "Sounding out" words

A) is more common in older readers than in beginning readers.

B) is commonly done by beginning readers.

C) hinders reading ability.

D) involves recognizing words through direct retrieval from long-term memory QuestionID: 07-1-63 Page-Reference: 215 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: B) is commonly done by beginning readers. 64. Beginning readers

A) use sentence context to help them recognize words.

B) rarely use "sounding out" to identify words.

C) do not use direct retrieval of words.

D) retrieve unfamiliar words more rapidly than familiar words.

QuestionID: 07-1-64 Page-Reference: 216 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

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Answer: A) use sentence context to help them recognize words.

65. When Kelly saw the word hat, she said, "H-h-h-h-a-a-a-t-t-t!" Kelly appeared to use ________ to recognize the word hat.

A) direct retrieval B) context cues C) comprehension D) sounding out QuestionID: 07-1-65 Page-Reference: 215 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: D) sounding out 66.

Retrieving words from memory is used in reading by

A) beginning readers only.

B) skilled readers only.

C) both beginning and skilled readers.

D) neither beginning nor skilled readers.

QuestionID: 07-1-66 Page-Reference: 215 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: C) both beginning and skilled readers.

67. In recent years there has been a growing recognition of the need to change educational practices and to improve education experiences for Indigenous populations. Studies in Canada of teachers working in Indigenous communities have shown that changes to school system practices, taking into account the different nature of the community, are needed. When cultural traditions, such as ________________, and experiential learning, are linked to the literacy practices of schooling, educational outcomes for Indigenous children are improved.

A) math tests B) heuristics C) cognition D) singing and storytelling QuestionID: 07-1-67 Page-Reference: 216 Topic: Academic Skills Skill: Conceptual

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Objective: 7.3.1. What are the components of skilled reading?

Answer: D) singing and storytelling 68. A group of teachers is discussing how children read. Which of them made a TRUE statement?

A) Hester, who said beginning readers sound words out, but advanced readers always retrieve words from memory.

B) Fran, who said advanced readers sound words out and only beginning readers use memory retrieval.

C) Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more words from memory but will still sound out unfamiliar words.

D) Mary, who said sounding out words is quicker than retrieving words from memory.

QuestionID: 07-1-68 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: C) Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more words from memory but will still sound out unfamiliar words.

69. Which of the following is a factor that contributes to improved comprehension in children with more reading experience?

A) Children with more reading experience have less working memory capacity to devote to comprehension.

B) Children with more reading experience don't know much about grammatical structure of sentences.

C) Older and better readers can store more of a sentence in memory as they try to identify the propositions it contains.

D) Older and better readers aren't good at monitoring their comprehension.

QuestionID: 07-1-69 Page-Reference: 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: C) Older and better readers can store more of a sentence in memory as they try to identify the propositions it contains.

70. As Derrick read the sentence "The little girl swam in the pool", he could derive a number of ________ including "there is a girl", "the girl is little", "the girl was in the pool", and "the girl was swimming."

A) scripts B) phonological awarenesses C) one-to-one principles D) propositions QuestionID: 07-1-70

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Page-Reference: 217 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: D) propositions 71. Which of the following is a factor that contributes to improved reading comprehension with age?

A) Children's knowledge of their world increases so they understand more of what they read.

B) Working memory capacity decreases which makes identifying propositions more difficult.

C) Younger readers are more likely to reread passages that they find confusing or difficult.

D) Younger readers are better able to select a reading strategy that fits the material being read.

QuestionID: 07-1-71 Page-Reference: 217 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1.

What are the components of skilled reading? Answer: A) Children's knowledge of their world increases so they understand more of what they read. 72. When writing, young children are more likely to use ________ strategies whereas adolescents more often use ________ strategies.

A) phonological; propositional B) prepositional; phonological C) knowledgetelling; knowledge-transforming D) knowledge-transforming; knowledge-telling QuestionID: 07-1-72 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve?

Answer: C) knowledge-telling; knowledge-transforming 73. Which of the following is a reason for the improvements in writing that occur as children mature?

A) As children mature, they gain more knowledge about the world but also become increasingly stubborn and therefore tend to have less to tell others in their writing.

B) Adolescents use a knowledge-telling strategy and young children use a knowledge-transforming strategy when writing.

C) Younger children need to concentrate less on the mechanical requirements (e.g., printing, spelling, punctuation) than do olderchildren.

D) As children develop, they have greater skill in revising and editing their writing.

QuestionID: 07-1-73

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Page-Reference: 218-219 Topic: Academic Skills Skill: Conceptual Objective: 7.3.2. As children develop, how does their writing improve?

Answer: D) As children develop, they have greater skill in revising and editing their writing.

74. When 14-year-old Allison writes a story, she first decides what she wants to write about and then thinks about how she could most effectively organize the information to get her ideas across to the reader.

Allison uses a ________ writing strategy.

A) knowledge-transforming B) knowledge-telling C) word recognition D) comprehension QuestionID: 07-1-74 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve?

Answer: A) knowledge-transforming 75. As children get older, their writing improves because

A) they have more general knowledge about the world.

B) they begin to write down information directly as they retrieve it from memory.

C) they spend more time on the mechanical aspects of writing.

D) they don't revise their writing as much as they did when younger.

QuestionID: 07-1-75 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve?

Answer: A) they have more general knowledge about the world.

76. Cheikh is in Grade 2 and his teacher has asked him to write an autobiography. Which of the following will likely be TRUE about Cheikh's writing?

A) Cheikh will keep revising his story until he likes his final draft.

B) If Cheikh does revise his autobiography, it will be much improved.

C) Cheikh will be able to identify problems with his writing and will be able to correct them.

D) Cheikh's first draft will likely be his final draft.

QuestionID: 07-1-76 Page-Reference: 218-219

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Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve?

Answer: D) Cheikh's first draft will likely be his final draft.

77. By about ________ of age infants are able to distinguish two objects from three.

A) one month B) four months C) 18 months D) two years QuestionID: 07-1-77 Page-Reference: 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: B) four months 78. You show five-month-old Zachary many pictures of two objects. At first he looks at each picture for several seconds, but after several are shown he just glances at each briefly then looks away. Then you show him a picture of three objects. What would you expect him to do?

A) Look at the picture briefly then look away, because to him it looks just like a picture with two objects.

B) Look at the picture with renewed interest for several seconds, because he will recognize that three objects are different from two objects.

C) Look at the picture and say, "One, two, three."

D) Start crying and refuse to look at the picture because it is unfamiliar.

QuestionID: 07-1-78 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: B) Look at the picture with renewed interest for several seconds, because he will recognize that three objects are different from two objects.

79. Most four-month-old infants

A) cannot distinguish one object from two objects.

B) use the one-to-one principle.

C) can distinguish two objects from three objects.

D) do not seem to be sensitive to quantity as a characteristic of stimuli.

QuestionID: 07-1-79 Page-Reference: 220-227

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Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: C) can distinguish two objects from three objects.

80. Infants are able to distinguish differences in quantity because

A) they are able to count objects.

B) adults tell them how many objects there are.

C) their perceptual system is sensitive to quantity as a characteristic of stimuli.

D) they understand the one-to-one principle.

QuestionID: 07-1-80 Page-Reference: 220-227 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: C) their perceptual system is sensitive to quantity as a characteristic of stimuli.

81. According to Gelman and Meck (1986), the one-to-one principle, the stable-order principle, and the cardinality principle are usually mastered by

A) five months of age.

B) one year of age.

C) three years of age.

D) five years of age.

QuestionID: 07-1-81 Page-Reference: 222 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) three years of age. 82. The one-to-one principle states

A) that the last number name differs from the previous ones in a counting sequence by denoting the number of objects.

B) that number names must be counted in the same order.

C) that there must be one and only one number name for each object that is counted.

D) the conventional sequence of the number names.

QuestionID: 07-1-82 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual

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Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: C) that there must be one and only one number name for each object that is counted.

83. When Dan sees three objects, sometimes he counts them as "1, 2, 5", sometimes as "1, 2, b", and other times as "2, 1, a". Dan A) appears to have mastered the one-to-one principle and the stable-order principle.

B) appears to have mastered the one-to-one-principle but not the stable-order principle.

C) appears to have mastered the stable-order principle but not the one-to-one principle.

D) does not appear to have mastered the one-to-one principle or the stable-order principle.

QuestionID: 07-1-83 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) appears to have mastered the one-to-one-principle but not the stable-order principle. 84. The ________ principle states that number names must be counted in the same order.

A) stable-order B) cardinality C) one-to-one D) propositions QuestionID: 07-1-84 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) stable-order 85. Who has mastered the stable-order principle?

A) Jacob, who sometimes counts five objects as "1, 2, 4, 5, 6" and other times as "1, 2, 3, 5, 7".

B) Will, who always counts five objects as "1, 2, 5, 7, 8".

C) Nate, who consistently counts five objects as "1, 2, 3, 4, 5".

D) Both Will and Nate.

QuestionID: 07-1-85 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) Both Will and Nate.

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86. According to the ________ principle, the last number name differs from the previous ones in a counting sequence by denoting the number of objects.

A) stable-order B) propositional C) cardinality D) one-to-one QuestionID: 07-1-86 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: C) cardinality 87. The ________ principle is illustrated by a child who counts a set of Star Wars figures "1,2,5, 8...Eight!

There are eight Star Wars figures."

A) cardinality B) stable-order C) one-to-one D) addition QuestionID: 07-1-87 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) cardinality 88. Which child appears to have mastered the cardinality principle?

A) Kelsey, who always counts three cars as "1, 2, 3".

B) Casey, who consistently counts three cars as "10, 9, 8".

C) Jenny, who sometimes counts three cars as "1, a, 2, b".

D) Haley, who counts three cars as "1, 5, 6...SIX CARS!" QuestionID: 07-1-88 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: D) Haley, who counts three cars as "1, 5, 6...SIX CARS!" 89. Which of the following is a how-to-count principle described by Gelman and Meck (1986)?

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A) Means-end analysis B) Stable-order C) Addition D) Centration QuestionID: 07-1-89 Page-Reference: 222 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: B) Stable-order 90. Which of the following statements about learning to count is TRUE?

A) Once children can apply the one-to-one, the stable-order, and the cardinality principles they will count like adults.

B) Learning to count beyond nine is easier than learning to count up to nine.

C) When there are limits to how far a child knows how to count, the child will usually stop counting at a number ending in 0.

D) Learning to count beyond 10 is easier in English than in other languages.

QuestionID: 07-1-90 Page-Reference: 222-223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: B) Learning to count beyond nine is easier than learning to count up to nine.

91. If you ask a five-year-old, "If you had three cookies and I gave you two more, how many cookies would you have altogether?", the preschooler would

A) be unlikely to be able to answer the question correctly. B) probably solve the problem by counting on his fingers. C) probably solve the problem by counting mentally. D) probably solve the problem by retrieving the answer from memory.

QuestionID: 07-1-91 Page-Reference: 223-224 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: B) probably solve the problem by counting on his fingers.

92. As children receive formal instruction in arithmetic in Grade 1, they are more likely to solve addition problems by counting

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A) mentally.

B) on their fingers.

C) aloud.

D) on both hands.

QuestionID: 07-1-92 Page-Reference: 223-224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: A) mentally.

93. Mariko is in Grade 1 and is receiving formal arithmetic instruction. How will Mariko likely solve an arithmetic problem?

A) She will count mentally.

B) She will use her fingers.

C) She will count aloud.

D) She will use a calculator.

QuestionID: 07-1-93 Page-Reference: 223-224 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: A) She will count mentally.

94. Retrieving answers to math problems from memory is more likely

A) if children are not confident that the retrieved answer is correct.

B) in younger children than older children.

C) when there is a weaker link between the addends and the sum.

D) with smaller addends than with larger addends.

QuestionID: 07-1-94 Page-Reference: 224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: D) with smaller addends than with larger addends.

95. When are answers to math problems most likely to be retrieved from memory?

A) Before children receive formal arithmetic instruction.

B) When there is a weaker link between the addends and the sum.

C) When the problem has large rather than small addends.

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D) When the child solving the problem is older rather than younger.

QuestionID: 07-1-95 Page-Reference: 224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: D) When the child solving the problem is older rather than younger.

96. In which of the following countries do students show the LOWEST math achievement?

A) Japan B) Canada C) Korea D) the United States QuestionID: 07-1-96 Page-Reference: 225 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: D) the United States 97. You are part of a parent group formed to determine how your school system can improve students' academic performance. Based on research on academic excellence in Japanese and Taiwanese schools, which of the following suggestions would you make?

A) Give teachers less free time for lesson planning and grading papers.

B) Spend less time on teacher training.

C) Set lower standards for students, so they are less likely to become frustrated.

D) Set higher standards for students and encourage them to spend more time in school-related activities.

QuestionID: 07-1-97 Page-Reference: 226 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: D) Set higher standards for students and encourage them to spend more time in school-related activities.

98. Which of the following is a criticism of allowing children to view television?

A) Children who watch a lot of TV develop longer attention spans.

B) Children who watch a lot of TV are active, involved thinkers.

C) Children who watch a lot of TV spend less time in more productive and valuable activities.

D) Children who watch a lot of TV spend more time playing sports.

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QuestionID: 07-1-98 Page-Reference: 227-229 Topic: Electronic Media Skill: Conceptual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?

Answer: C) Children who watch a lot of TV spend less time in more productive and valuable activities.

99. Which of the following is TRUE regarding the major criticisms put forth regarding television watching (e.g., that because TV programs consist of many brief segments presented in rapid succession, children who watch a lot of TV develop short attention spans and have difficulty concentrating in

school)?

A) None of the criticisms, as stated, have been consistently supported by research.

B) All of the criticisms have been consistently supported by research.

C) No research has been done to investigate the validity of these criticisms.

D) All of the criticisms were put forth when the television was first invented, and thus, don't apply any longer.

QuestionID: 07-1-99 Page-Reference: 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?

A) None of the criticisms, as stated, have been consistently supported by research.

Answer: 100. Youngsters who frequently watch _____________ TV become more skilled socially, and preschoolers who watch _________________ improve their academic skills and adjust more readily to school.

A) violent; movies B) mathematically-based; writing shows C) half hour shows on; many commercials D) prosocial; Sesame Street QuestionID: 07-1-100 Page-Reference: 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?

Answer: D) prosocial; Sesame Street 101. Which of the following TV shows has been shown to predict grades in high school and the amount of time adolescents spend reading?

A) Barney B) Power Rangers

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C) Sesame Street D) No TV shows are good for children to watch QuestionID: 07-1-101 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development?

Answer: C) Sesame Street 102. Which of the following is TRUE about computers in the classroom?

A) Computers are too expensive and as a result, are very rarely used in classrooms.

B) Computers allow instructions to be individualized and interactive.

C) Computers have been found to be ineffective as a medium for experiential learning.

D) Computers have been shown to be a negative influence on children in the classroom.

QuestionID: 07-1-102 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school?

Answer: B) Computers allow instructions to be individualized and interactive.

103. Early results from Canadian research by Mark Tremblay and colleagues found that during the COVID-19 pandemic, children were using computers in the home much more, with children (ages 5 to 11 years) averaging about _____hours a day and youth (12 to 17 years old) just over ______hours a day.

This increase was in part due to increased use of screens for entertainment, but also in part due to the need to use computers to access schooling.

A) 1;2 B) 14;20 C) 5; 6 D) 12; 9 QuestionID: 07-1-103 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school?

Answer: C) 5; 6 Chapter 07 True-False Questions 1. Young babies can remember events for days or weeks at a time.

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a True b False QuestionID: 07-2-01 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember?

Answer: a. True 2.

Even after they were given a reminder, babies did not remember that kicking would make a crib mobile move. a True b False QuestionID: 07-2-02 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember?

Answer: b. False 3.

Preschool children use simple memory strategies such as looking at or touching objects that they have been told to remember. a True b False QuestionID: 07-2-03 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: a. True 4.

Typically, children begin using rehearsal when they are 12 years old. a True b False QuestionID: Page-Reference: 07-2-04 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

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Answer: b. False 5. Most children are able to use verbal elaboration as a memory strategy, but younger children have more difficulty with visual elaboration. a True b False QuestionID: 07-2-05 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: a. True 6.

As children develop, they learn more about how memory operates and they devise theories about memory. All of this is related to the idea of metamemory. a True b False QuestionID: 07-2-06 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: a. True 7.

Older children are sometimes more prone to memory distortions than younger children. a True b False QuestionID: 07-2-07 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True 8.

A script is a memory structure that describes a sequence in which events occur. a True b False QuestionID: 07-2-08

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Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True

9. Experience or knowledge that contradicts a script can distort one's memory for the event or knowledge. a True b False QuestionID: 07-2-09 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True 10.

The idea that most experiences can be stored in memory exactly (verbatim) or in terms of their basic meaning (gist) is known as fuzzy trace theory. a True b False QuestionID: 07-2-10 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True 11.

Autobiographical memories are richer when parents talk about past events in detail and encourage the child to participate in these conversations. a True b False QuestionID: Page-Reference: 07-2-11 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True

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12. Min, who was born and raised in East Asia, is more likely to remember more events from her early years and remember the events in more detail than Margaret, who was born and raised in Canada. a True b False QuestionID: 07-2-12 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: b. False 13.

Changing language ability from infancy to adulthood is not related to infantile amnesia. a True b False QuestionID: 07-2-13 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: b. False 14.

Preschoolers in the Sam Stone studies were most likely to be misled when they were exposed to a stereotype about Sam and were questioned using suggestive questions. a True b False QuestionID: 07-2-14 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True 15.

When questioning children, interviewers should pursue only one explanation of what happened. a True b False QuestionID: Page-Reference: 07-2-15 199-206 Topic: Memory Skill: Applied

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Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: b. False 16. In acting as a witness, children should be interviewed as soon as possible after the event in question. a True b False QuestionID: 07-2-16 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: a. True 17.

As a general rule, as children get older, they solve problems more often and more effectively. a True b False QuestionID: Page-Reference: 07-2-17 206-208 Topic: Problem Solving Skill: Factual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?

Answer: a. True 18. Unlike children's, adults' mental representations are complete. a True b False QuestionID: 07-2-18 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: b. False 19.

Although research shows that children become more effective problem solvers as they get older, even young children sometimes show remarkable problem-solving skills. a True b False QuestionID: 07-2-19

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Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True

20. Young children often believe (unrealistically) that they can solve a problem by boldly forging ahead without an explicit plan. a True b False QuestionID: Page-Reference: 07-2-20 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 21. Young children can't plan, even if they are asked to and the problem is not too complex. a True b False QuestionID: Page-Reference: 07-2-21 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: b. False 22. Heuristics are rules of thumb that are useful in solving a range of problems. a True b False QuestionID: Page-Reference: 07-2-22 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 23. In means-ends analysis, a person determines the difference between the current and desired situations, then does something to reduce the difference.

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a True b False QuestionID: 07-2-23 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 24. Logan is two years old. She wants to read her favourite book, but it's out of reach. She finds a chair to stand on, and gets her book down. Logan used means-end analysis to find a solution to her problem (that she wanted her book).. a True b False QuestionID: Page-Reference:

07-2-24 208-211 Topic: Problem Solving Skill: Applied Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 25. Piaget's view that children and adolescents solve problems in fundamentally different ways is supported by the modern view of problem solving. a True b False QuestionID: 07-2-25 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: b. False 26.

According to Siegler's overlapping waves model, children use multiple strategies to solve problems, and over time, these strategies are faster, more accurate, and take less effort. a True b False QuestionID: Page-Reference: 07-2-26 208-211 Topic: Problem Solving

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Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 27. Parents and older peers often scaffold children's problem solving, providing structure and direction that allow younger children to accomplish more than they could alone. a True b False QuestionID: Page-Reference: 07-2-27 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: a. True 28. Children, but not adolescents, often devise experiments in which variables are confounded. a True b False QuestionID: 07-2-28 Page-Reference: 211-212 Topic: Problem Solving Skill: Factual Objective: 7.2.3. Can children and adolescents reason scientifically?

Answer: b. False 29.

The general developmental trend for scientific reasoning resembles the one for general problem solving overall: children's skill improves steadily as they grow. a True b False QuestionID: 07-2-29 Page-Reference: 211-212 Topic: Problem Solving Skill: Conceptual Objective: 7.2.3. Can children and adolescents reason scientifically?

Answer: a. True 30.

The oral traditions common in many Indigenous cultures are simply a different aspect of literacy. a True b False

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QuestionID: 07-2-30 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True

31. Word recognition and comprehension are two important processes involved in reading. a True b False QuestionID: 07-2-31 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True 32.

Elizabeth's phonological awareness is very well developed. Her friend, Claire's is not. Elizabeth will learn to read more readily than Claire. a True b False QuestionID: 07-2-32 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True 33.

Reading rhymes to children increases their phonological awareness. a True b False QuestionID: Page-Reference: 07-2-33 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True

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34. Teaching letter names and sounds while reading to a child does not promote phonological awareness. a True b False QuestionID: Page-Reference: 07-2-34 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: b. False 35. Sentence context can speed word recognition. a True b False QuestionID: 07-2-35 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True 36.

An increase in the capacity of working memory contributes to improved comprehension. a True b False QuestionID: 07-2-36 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading?

Answer: a. True 37.

Older readers are less likely than younger readers to reread passages that are difficult or confusing. a True b False QuestionID: Page-Reference: 07-2-37 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

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Answer: b. False 38. Younger children usually use a knowledge-transforming strategy when writing. a True b False QuestionID: 07-2-38 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve?

Answer: b. False 39.

For young children, the mechanical demands of printing letters often interferes with the quality of their writing. a True b False QuestionID: 07-2-39 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve?

Answer: a. True 40.

Luan is a young writer who is working on a speech for her Grade 4 class. She has revised it many times. It is likely that her changes will dramatically improve her writing. a True b False QuestionID: 07-2-40 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve?

Answer: b. False 41.

Four-month-olds can distinguish between two objects and three. a True b False QuestionID: Page-Reference: 07-2-41 220-227

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Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: a. True 42. The one-to-one principle states that the last number name denotes the number of objects being counted. a True b False QuestionID: 07-2-42 Page-Reference: 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: b. False 43.

The stable-order principle states that number names must be counted in the same order. a True b False QuestionID: Page-Reference: 07-2-43 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: a. True 44. By four years of age, most youngsters can count to 20. a True b False QuestionID: 07-2-44 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 45.

Learning to count beyond 10 is more complicated in Korean than it is in English. a True b False

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QuestionID: 07-2-45 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: b. False

46. Preschoolers in North America count more accurately than preschoolers in Asian countries. a True b False QuestionID: 07-2-46 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: b. False 47.

Retrieval from memory is most likely for math problems that involve small addends. a True b False QuestionID: 07-2-47 Page-Reference: 224 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 48.

Canadian elementary school students are better at math operations and math problem solving than their peers in the United States or Australia . a True b False QuestionID: Page-Reference: 07-2-48 225 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: a. True

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49. Students in Japan and Taiwan excel because they spend more time both in and out of school on academic tasks. a True b False QuestionID: 07-2-49 Page-Reference: 226 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: a. True 50. Many Indigenous school-age children and youth in Canada are struggling in key areas such as reading, mathematics, and science. This significantly increases the likelihood that these students will attend school irregularly and eventually drop out altogether. a True b False QuestionID: Page-Reference:

07-2-50 226 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: a. True 51. Research shows that TV viewing reduces attention span. a True b False QuestionID: Page-Reference: 07-2-51 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?

Answer: b. False 52. Television can reduce the quantity and quality of parent-child interactions. a True b False QuestionID: Page-Reference: 07-2-52 227-229 Topic: Electronic Media

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Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?

Answer: a. True 53. The time preschool children spend watching Sesame Street predicts their grades in high school and the amount of time they spend reading as adolescents. a True b False QuestionID: 07-2-53 Page-Reference: 229 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development? Answer: a. True 54.

The Canadian Paediatric Society's (CPS's) recommendations regarding television viewing for children under 5 years old are grouped under four main principles, the four Ms: Minimize screen time, Mitigate risks, be Mindful about screen time, and Model healthy screen use. a True b False QuestionID: 07-2-54 Page-Reference: 229 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development? Answer: a. True 55.

Research has shown that having computers in the classroom has a detrimental impact on student learning. a True b False QuestionID: 07-2-55 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school?

Answer: b. False 56. During the COVID-19 pandemic, children and adolescents were increasing their time using

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computers, partly due to accessing schooling. Five or six hours of computer use per day is two to three times more than the usual guidelines, but, as Dr. Michelle Ponti of the Canadian Paediatric Society's Digital Health Task Force noted, in the COVID-19 situation there was a need to change thinking from a focus on absolute time limits to thinking more about reasons for use of screens. a True b False QuestionID: 07-2-56 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school?

Answer: a. True 57. Your textbook mentions that, at the time of writing, the COVID-19 pandemic restrictions meant that schools were closed and children across Canada and around the world were studying at home. Many school districts therefore moved to "online" learning, although there are concerns about access, especially for those in disadvantaged households. a True b False QuestionID: 07-2-57 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school?

Answer: a. True Chapter 07 Essay Questions 1. Your friends have a three-month-old son, Zack. Two weeks ago, when Zack was at your house he had been interested in kicking at a ball that makes noise when it rolls. Yesterday when Zack was at your house, he kicked at the ball again as if he remembered moving the ball and hearing its noise. When you pointed out this "memory" to Zack's parents, they said that "everyone knows that babies don't have any memories." What can you tell your friends about memory in infants that might change their minds?

QuestionID: Page-Reference:

07-3-01 194-196 Topic: Memory Skill: Applied Objective: 7.1.1. How well do infants remember?

Answer: A good answer will be similar to the following: Tell your friends that young babies remember events for days or weeks at a time. Carolyn Rovee-Collier

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connected two- and three-month-olds' legs to a crib mobile using a ribbon. The infants quickly learned to kick their legs to make the mobile move. Even after a few weeks had passed, infants remembered that kicking moves the mobile. Based on the results of this research, it is quite likely that Zack does remember kicking at the ball at your house and your friends are wrong about his memory ability.

2. Memory strategies are techniques or activities that improve remembering. Name and briefly discuss different memory strategies that people use.

QuestionID: 07-3-02 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: A good answer will include the following key points: - Rehearsal—Repetitively naming information that is to be remembered - Organization—Structuring material to be remembered so that related information is placed together - Elaboration—Embellishing information to be remembered to make it more memorable - Chunking—Organizing related items into one meaningful group.

- Other strategies include outlining or writing a summary and self-testing 3. Explain what is meant by a memory strategy and discuss how memory strategy use changes with age.

QuestionID: 07-3-03 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember?

Answer: A good answer will be similar to the following: A memory strategy is an activity that improves remembering. Memory strategy use begins early, but early strategies are less effective than those used at a later age. Preschool children might look at or touch objects they've been told to remember. School-age children begin to use more effective strategies, such as rehearsal, a strategy of repetitively naming information that is to be remembered. As children get older, they learn more memory strategies and when it is best to use each kind. For example, when they are supposed to learn the main ideas when reading a textbook, they might use outlining or writing a summary rather than rehearsal. Older children are better than younger children at judging the objective of a memory task and at choosing an appropriate strategy for each task. As they get older, children also get better at monitoring the effectiveness of a strategy.

4. Briefly describe Brainerd and Reyna's fuzzy trace theory and the results of their research on it.

QuestionID: 07-3-04 Page-Reference: 201-202 Topic: Memory Skill: Conceptual

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Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A good answer will include the following key points: According to fuzzy trace theory, most experiences can be stored in memory exactly (verbatim) or in terms of their basic meaning (gist). Brainerd and Reyna hypothesized that some memory errors depend on gist processing, and that if older children and adolescents are biased to gist processing, they should be more prone to those errors than young children. Results indicated that false memories—remembering a word that was never presented—were rare in young children but more common in older children and much more frequent in adults.

These results are consistent with fuzzy trace theory.

5. Your uncle is a prosecuting attorney who is considering using a young child as a witness in an upcoming trial, but he is concerned about the reliability of a child's testimony. What suggestions could you give him about how to improve the likelihood that his child witness's testimony will accurately reflect what he actually saw?

QuestionID: 07-3-05 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A good answer will include the following key points: - Interview children as soon as possible after the event in question.

- Encourage children to tell the truth, to feel free to say "I don't know" to questions, and to correct interviewers when they say something that is incorrect.

- Start by asking children to describe the event in their own words and follow up with open-ended questions.

Minimize the use of specific questions.

- Allow children to understand and feel comfortable in the interview format by beginning with a neutral event before moving to the event of interest.

- Ask questions that consider alternate explanations of the event.

6. Recently, you took your nephew, Jamie, to a local fast food restaurant. When you took Jamie home, he told his mother, "We drove to Wendy's, we got out of the car, we stood in line, I got a Kid's Meal with chicken nuggets and milk, and I got a cool toy, too." Jamie's recall of the visit to Wendy's was mostly correct but Wendy's was out of milk so Jamie got a soft drink instead. What can you tell Jamie's mother about scripts and how they can influence memory that might explain Jamie's incorrect memory of his lunch?

07-3-06 QuestionID: 199-206 Page-Reference: Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember?

Answer: A good answer will be similar to the following: Scripts are memory structures that help describe the sequence of events. Jamie obviously has a script for going

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to a fast food restaurant. Jamie's script includes eating chicken nuggets and drinking milk. Scripts can simplify remembering because they eliminate the need to remember each individual activity. However, a script can distort memories that are not consistent with one's script. Drinking a soft drink for lunch at a fast food restaurant is not consistent with Jamie's script for the event so he incorrectly "remembered" information that was consistent with his script.

7. What are some common features of children's and adolescents' problem solving?

QuestionID: 07-3-07 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: A good answer will include the following key points: - Young children sometimes fail to solve problems because they don't encode all the important information in a problem.

- Young children sometimes fail to solve problems because they don't plan ahead.

- Successful problem solving typically depends upon knowledge specific to the problem as well as general processes.

- Children and adolescents use a variety of strategies to solve problems.

- Collaboration often enhances children's problem solving.

8. Define a "heuristic" and give an example of when it might be used to solve a problem.

QuestionID: 07-3-08 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: A good answer will be similar to the following: Heuristics are rules of thumb that do not guarantee a solution but are useful in solving a range of problems.

They are fast and require very little effort. They do not rely on statistical information, such as an analytical solution would. For example, the textbook talks about a child wanting to sit in the part of the stadium where her friend caught a fly ball (rather than the section where most fly balls are traditionally hit).

9. Describe some of the virtues and drawbacks of collaboration with young children.

QuestionID: 07-3-09 Page-Reference: 208-211 Topic: Cognitive Processes and Academic Skills Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: A good answer will be similar to the following:

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Collaboration with young children works well when they are partnered with a parent, a sibling, or a more knowledgeable peer. However, peer collaborations among young children can be tricky because they do not have the social and linguistic skills to work together productively. This is especially true in instances where the problem is outside of either child's zone of proximal development. Also, children in Westernized schools are used to instruction that emphasizes well-defined "right" answers and individual participation—collaboration can be even more difficult to foster in such atmospheres. Collaboration among young children works best when both parties are invested in solving the problem and when they are willing to share the responsibility to do so. In addition, children can be taught to support their classmates and to use them as resources. This technique has been effective in Mexico and Japan.

10. What are some common reasons for why young children sometimes fail to solve problems because of poor planning?

QuestionID: 07-3-10 Page-Reference: 208-212 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?, 7.2.2. What factors contribute to the success of children and adolescents in solving problems?

Answer: A good answer will include the following key points: - Young children often believe (unrealistically) that they can solve a problem by boldly forging ahead, without an explicit plan.

- Planning is hard work and if young children find that their plans often fail, they may see little point in investing the effort.

- Young children may expect parents and other adults to solve complex problems for them.

11. When it comes to the skills associated with real scientific reasoning, children and even adolescents typically have some conspicuous faults. Discuss some of these faults.

QuestionID: 07-3-11 Page-Reference: 211-212 Topic: Academic Skills Skill: Conceptual Objective: 7.2.3. Can children and adolescents reason scientifically?

Answer: A good answer will include the following key points: - Children and adolescents often have misconceptions about scientific phenomena that interfere with their scientific thinking.

- Children and adolescents often devise experiments in which variables are confounded (combined instead of evaluated independently) so that the results are ambiguous.

- Children and adolescents often reach conclusions prematurely, basing them on too little evidence.

- These findings suggest that children and adolescents have limited scientific skills.

- Other findings, however, indicate that young children do have some rudimentary scientific skills.

12. You are teaching Grade 4 science to a group of 9- and 10-year-old students. What can you expect

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from them with regards to the scientific method, and are there things that you, as the teacher, can do to help your students improve their scientific reasoning?

QuestionID: 07-3-12 Page-Reference: 211-212 Topic: Problem Solving Skill: Applied Objective: 7.2.3. Can children and adolescents reason scientifically?

Answer: A good answer will be similar to the following: Nine and 10-year-old children, and even adolescents, typically have some conspicuous faults when it comes to skills associated with real scientific reasoning. They often devise experiments in which variables are confounded; they often reach conclusions prematurely, basing them on too little evidence; and they often have difficulty integrating theory and data. However, even young children can be trained to think more scientifically.

As a teacher, you can train your Grade 4 students to avoid confounded experiments by manipulating one variable at a time. To do this, show your students both confounded and unconfounded experiments, then illustrate the difficulty in drawing clear conclusions from confounded experiments. This can result in longlasting improvements in children's understanding of well-designed experiments.

13. What are some factors that contribute to improved reading comprehension?

QuestionID: 07-3-13 Page-Reference: 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: A good answer will include the following key points: - Children become more skilled at recognizing words, allowing more working capacity to be devoted to comprehension.

- Working memory capacity increases, which means that older and better readers can store more of a sentence in memory as they try to identify the propositions it contains.

- Children acquire more general knowledge of their physical, social, and psychological worlds, which allows them to understand more of what they read.

- With experience, children better monitor their comprehension.

- With experience, children use more appropriate reading strategies.

14. Your friend, Kyoung Lae, is a concerned father and he would like to do all that he can to help his four-year-old daughter, Nora, learn to read. What can you tell Kyoung Lae about prereading skills that are related to more skilled reading in Grade 1?

QuestionID: 07-3-14 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

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Answer: A good answer will be similar to the following: Kindergarten children who know most of their letters and who can easily distinguish the sounds that the different letters make are more skilled readers later on. Kyoung Lae can help Nora master these skills by playing games with her that involve identifying the letters of the alphabet. Kyoung Lae also can read books, such as Dr. Seuss or nursery rhymes, that contain rhymes that will increase her phonological awareness. Playing word games that involve identifying different letter sounds in words also will increase Nora's phonological awareness.

15. Your friend's son, Hasani, is in Grade 1 and has been writing a story every Monday in school. Your friend is concerned about Hasani's writing because she thinks that his stories aren't very good. They often have no organization and seem very incomplete. What can you tell your friend about the changes in writing ability that might make her feel better?

QuestionID: 07-3-15 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve?

Answer: A good answer will be similar to the following: You can tell your friend that most children Hasani's age are not very good writers. First, their stories often are very limited because their knowledge of the world is limited. As children learn more about the world, they have more interesting information to incorporate into their stories. Second, young writers, like Hasani, use a knowledge-telling strategy in which they write down information on a topic as they retrieve it from memory. As well, once Hasani masters the mechanical requirements of writing, his stories will improve. Finally, as Hasani gets older, he will have greater skill in revising his stories into better ones.

16. Your brother, Pretesh, is concerned that his two-year-old daughter's counting ability is well below average. When she counts, his daughter will say, "one, two, c, door...door balls" when counting the four balls in a picture book. What can you tell Pretesh about the mastery of the principles of counting that will reassure him that his daughter's counting ability is fine?

QuestionID: 07-3-16 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: A good answer will be similar to the following: You can reassure your brother that your niece is doing well in the area of counting. Most children begin counting around their second birthday and have mastered the counting principles around age five years. Your niece has mastered the one-to-one principle in which she assigns one and only one number name to each object to be counted. She also has mastered the stable-order principle in which the same names for numbers are used in a consistent order. Your niece also seems to understand that the last number name denotes the number of items in the set (the cardinality principle). In other words, your niece's mastery of counting principles is more

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advanced than most two-year-olds. Tell your brother to relax. Your niece has plenty of time to learn the "real" number names.

17. You are having a discussion with a friend about the differences in math achievement in children from different countries (or even from difficult cultures within one country, as is the case with Indigenous peoples in Canada). During your discussion, your friend states, "It must be genetic. Or maybe kids from certain countries are just smarter than kids from other countries" What can you tell your friend about the reasons for cultural differences in math achievement that refute his statement?

QuestionID: 07-3-17 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills?

Answer: A good answer will be similar to the following: You can tell your friend that, in fact, there are no systematic differences in general intelligence nor in general cognitive skills between children in different countries (or indeed, from different cultures within one country). Experiences at home and school seem to account for the differences in math achievement. In general, children in certain countries (e.g., Japan) spend more hours in school and spend a greater percentage of those hours engaged in academic pursuits. Children in the highest-ranking countries also spend more time per week doing homework and they rate homework as being more valuable than do children in lower-ranking countries. Parents in certain countries tend to have higher expectations for achievement in their children and they believe that effort and experience are critical in determining achievement. In other words, differences in achievement stem from differences in cultural attitudes and school practices. 18. Name and briefly describe the three basic principles of counting. QuestionID: 07-3-18 Page-Reference: 220-227 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A good answer will include the following key points: - Oneto-one principle—There must be one and only one number name for each object that is counted. - Stableorder principle—Number names must be counted in the same order. - Cardinality principle—The last number name differs from the previous ones in a counting sequence by denoting the number of objects. 19.

Some critics have argued that television has several harmful effects on viewers. Discuss this idea.

QuestionID: 07-3-19 Page-Reference: 227-231 Topic: Electronic Media Skill: Conceptual

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Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?, 7.4.2. How does TV viewing influence children's cognitive development?

Answer: A good answer will include some of the following key points: - There are three main criticisms: i) Because TV programs consist of many brief segments presented in rapid succession, children who watch a lot of TV develop short attention spans and have difficulty concentrating in school; ii) because TV provides ready-made, simple-to-interpret images, children who watch a lot of TV become passive, lazy thinkers and become less creative; and iii) children who spend a lot of time watching TV spend less time in more productive and valuable activities, such as reading, participating in sports, and playing with friends.

- As stated, none of these criticisms is consistently supported by research.

- Watching television itself is unrelated to reduced attention, etc., but the content of the programs is important.

- Mixed evidence regarding the idea that TV viewing fosters lazy thinking and stifles creativity; when a TV show depicts characters being creative, the child watching often will be more creative.

- The idea that TV viewing replaces other socially more desirable activities – we can't assume that just because someone watches TV for an hour automatically means that if that person didn't watch TV, they'd be playing sports for that hour (they could do something like just lie in bed).

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Chapter 08: Intelligence and Individual Differences in Cognition Chapter 08 Multiple-Choice Questions 1. In a joint position statement, the Canadian Psychological Association (CPA) and the Canadian Association of School Psychologists noted regarding publication of results that there was concern "with the failure on the part of the press to acknowledge the many other factors aside from _______________

that are known to influence test performance."

A) TV shows B) after-school care C) schooling D) nutrition QuestionID: 08-1-01 Page-Reference: 235 Topic: What Is Intelligence?

Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: C) schooling 2. Psychologists who specialize in the measurement of psychological characteristics such as intelligence and personality are referred to as A) Piagetians.

B) psychometricians.

C) information processing theorists.

D) Freudians.

QuestionID: 08-1-02 Page-Reference: 236 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: B) psychometricians.

3. Nate has decided that he would like to be a psychometrician. Nate is interested in A) studying sensory and perceptual processes.

B) Piagetian theory.

C) the treatment of mental illnesses.

D) the measurement of psychological characteristics.

QuestionID: 08-1-03 PageReference: 236 Topic: What is Intelligence?

Skill: Applied

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Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: D) the measurement of psychological characteristics.

4. The psychometric approach to intelligence

A) measures intelligence using standardized intelligence tests.

B) equates intelligence with the existence of exceptional talent.

C) says that intelligent behaviour always involves skillful adaptation to an environment.

D) suggests that many different intelligences exist.

QuestionID: 08-1-04 Page-Reference: 236 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: A) measures intelligence using standardized intelligence tests.

5. Dr. Jones claims that there is a "g", a general factor for intelligence. In an effort to support his claim, he gave several different tests to many people. Which of the following results would support his claim?

A) if individual performances were inconsistent across tests B) if individual performances were consistent across tests C) if when people's scores were averaged across tests, everyone received about the same average score D) if individuals showed different patterns of high and low scores on the tests QuestionID: 08-1-05 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Applied Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: B) if individual performances were consistent across tests 6. The idea that a general factor for intelligence, or g, is responsible for performance on all mental tests was introduced by A) Gardner.

B) Thurstone.

C) Carroll.

D) Spearman.

QuestionID: 08-1-06 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

2

Answer: D) Spearman.

7. Thurstone and Thurstone's work on intelligence A) emphasized specific factors of intelligence.

B) focused on a general factor of intelligence.

C) was based on Piaget's theory of cognitive development.

D) was based on information-processing research.

QuestionID: 08-1-07 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: A) emphasized specific factors of intelligence.

8. Hierarchical theories of intelligence

A) include only general factors of intelligence.

B) include only specific factors of intelligence.

C) include both general and specific factors of intelligence.

D) are based on research and theories of cognitive development.

QuestionID: 08-1-08 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: C) include both general and specific factors of intelligence.

9. Some research has provided support for the notion that there is a general factor of intelligence, but other investigations have suggested that intelligence consists of distinct abilities. These discrepant results were first resolved by proposing A) information processing approaches.

B) hierarchical theories of intelligence.

C) Piaget's theory of cognitive development.

D) Vygotsky's zone of proximal development.

QuestionID: 08-1-09 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: B) hierarchical theories of intelligence.

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10. The ability to perceive relations among stimuli (e.g., engaging in inductive reasoning) is referred to as A) broad retrieval ability.

B) fluid intelligence.

C) crystallized intelligence.

D) general intelligence.

QuestionID: 08-1-10 Page-Reference: 236-237 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: B) fluid intelligence.

11. Gardner's theory of multiple intelligences is based on all of the following EXCEPT

A) research in child development.

B) intelligence test scores.

C) studies of exceptionally talented people.

D) studies of brain-damaged persons.

QuestionID: 08-1-11 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: B) intelligence test scores.

12. Which of the following is NOT one of the intelligences proposed by Gardner?

A) musical intelligence B) sensory-perceptual intelligence C) intrapersonal intelligence D) bodily-kinesthetic intelligence QuestionID: 08-1-12 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: B) sensory-perceptual intelligence 13. Which of the following intelligences is included in both Gardner's theory of multiple intelligences and in psychometric theories of intelligence?

A) linguistic B) bodily-kinesthetic

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C) interpersonal D) existential QuestionID: 08-1-13 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: A) linguistic 14. Deborah has an average IQ but is an exceptionally talented dancer. Deborah would be considered to be exceptionally intelligent according to A) a psychometrician.

B) Carroll's hierarchical theory of intelligence.

C) Gardner's theory of multiple intelligences.

D) Binet.

QuestionID: 08-1-14 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: C) Gardner's theory of multiple intelligences.

15. Gardner's theory of intelligence A) suggests that one general factor of intelligence exists.

B) does not address the issue of the development of intelligence.

C) suggests that schools should foster only linguistic and logical/mathematical intelligences.

D) suggests that different intelligences are regulated by different regions of the brain.

QuestionID: 08-1-15 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: D) suggests that different intelligences are regulated by different regions of the brain.

16. Which of Gardner's intelligences develops first?

A) logical-mathematical B) linguistic C) spatial D) all of the intelligences develop simultaneously

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QuestionID: 08-1-16 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: B) linguistic 17. Which of the following is one of Gardner's criteria for something to qualify as a distinct intelligence?

A) There are no special cases of talented individuals in that area as intelligent individuals will be exceptional in all areas.

B) The intelligence is evolutionarily adaptive.

C) The intelligence has a unique developmental history.

D) The intelligence is regulated by the same regions of the brain as the other intelligences.

QuestionID: 08-1-17 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: B) The intelligence is evolutionarily adaptive.

18. Daniel Goleman, author of a bestselling book on emotional intelligence (EI), has argued that EI can be the key to

A) healthy development.

B) recovery from brain damage.

C) a successful career.

D) academic success.

QuestionID: 08-1-18 Page-Reference: 238 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2.

How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: C) a successful career. 19. Lamya is very good at using her own and others' emotions for solving problems and living happily. Lamya is high in

A) existential intelligence.

B) naturalistic intelligence.

C) linguistic intelligence.

D) emotional intelligence.

QuestionID: 08-1-19

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Page-Reference: 238 Topic: What is Intelligence?

Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: D) emotional intelligence.

20. Gardner's theory of intelligence

A) ignores the developmental history of distinct intelligences.

B) presents a narrow view of intelligence.

C) emphasizes general intelligence.

D) has important implications for education.

QuestionID: 08-1-20 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: D) has important implications for education.

21. Mrs. Duncan is a Grade 2 teacher who applies Gardner's theory of multiple intelligences in her classroom. Which of the following is she most likely to do?

A) give all of her students a traditional intelligence test B) strongly emphasize basic reading and language skills C) incorporate the study of music, dance, and interpersonal relationships in her curriculum D) focus exclusively on developing her students' logical/mathematical abilities QuestionID: 08-1-21 Page-Reference: 237-239 Topic: What is Intelligence?

Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: C) incorporate the study of music, dance, and interpersonal relationships in her curriculum 22. Parker and colleagues looked at the "generalizability" of the concept of EI in a study comparing First Nations children and adolescents with non-Indigenous youngsters. Using a self-report measure, this study showed both that EI was generalizable and that there were overall group differences, with the First Nations youth showing ______ emotional difficulties, apparently related to disadvantaged living conditions and issues such as having close family members who had—in their own childhoods— been placed in _____________ schools.

A) less; too many Canadian B) more; musical themed C) less; smaller D) more; residential

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QuestionID: 08-1-22 Page-Reference: 238 Topic: What Is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?

Answer: D) more; residential 23. Sternberg defines successful intelligence as using one's abilities skillfully to achieve one's personal goals. Which of the following is an ability that people use to achieve personal goals?

A) analytic ability B) existential ability C) exponential ability D) emotional ability QuestionID: 08-1-23 Page-Reference: 239-240 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence?

Answer: A) analytic ability 24. The ability to deal adaptively with novel situations and problems is known as A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-24 Page-Reference: 239-240 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence?

Answer: D) creative ability 25. The ability to know what solution or plan will actually work is known as A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-25 Page-Reference: 239-240

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Topic: What is Intelligence?

Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence?

Answer: B) practical ability 26. The ability to systematically look at problems and generate different solutions is known as

A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-26 Page-Reference: 239-240 Topic: What is Intelligence?

Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence?

Answer: A) analytic ability 27. Both Sternberg and Gardner claim that intelligence is made up of distinct, independent abilities. This means that scores from tests that measure these different abilities

A) should be highly and positively correlated.

B) should be highly and negatively correlated.

C) should be unrelated (no correlation).

D) should be highly correlated with other standard intelligence tests.

QuestionID: 08-1-27 Page-Reference: 237-240 Topic: What is Intelligence?

Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?, 8.1.3. What are the components of Sternberg's theory of successful intelligence?

Answer: C) should be unrelated (no correlation).

28. Binet and Simon developed an intelligence test in order to

A) measure intelligence across cultures.

B) predict job success.

C) determine how much of intelligence is due to heredity and how much is due to the environment.

D) identify children who are likely to succeed in school.

QuestionID: 08-1-28 Page-Reference: 241-245 Topic: What is Intelligence?

Skill: Factual

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Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: D) identify children who are likely to succeed in school.

29. ________ refers to the difficulty level of the problems that children can solve correctly on an intelligence test.

A) Reliability B) Validity C) Mental age D) Chronological age QuestionID: 08-1-29 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: C) Mental age 30. A "bright" eight-year-old might have a mental age of

A) 4.

B) 6.

C) 8.

D) 10.

QuestionID: 08-1-30 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: D) 10.

31. According to the method that Binet and Simon used to score their intelligence scale, a seven-year-old child who could correctly solve problems that the average eight-year-old could solve would have a mental age (MA) of A) seven years.

B) seven years, six months.

C) eight years.

D) nine years.

QuestionID: 08-1-31 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

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Answer: C) eight years.

32. Which of the following shows the formula Terman used to calculate an intelligence quotient?

A) IQ = MA/CA x 100 B) IQ = CA/MA x 100 C) IQ = CA/MA D) IQ = MA/CA QuestionID: 08-1-32 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: A) IQ = MA/CA x 100 33. According to the method that Terman used to score the early versions of the Stanford-Binet, a child with a chronological age of 10 years and a mental age of 12 years would have an IQ of A) 83.

B) 100.

C) 112.

D) 120.

QuestionID: 08-1-33 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: D) 120.

34. Melissa is 10 years old and has a mental age of five years. According to Terman's method of calculating an intelligence quotient, she has an IQ of A) 200.

B) 100.

C) 50.

D) 20.

QuestionID: 08-1-34 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: C) 50.

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35. Which of the following statements about the Stanford-Binet intelligence test is TRUE? A) The Stanford-Binet IQ scores can be used to compare children of different ages.

B) Educators have not found the Stanford-Binet to be useful.

C) The Stanford-Binet is no longer a popular test.

D) The Stanford-Binet is a group intelligence test.

QuestionID: 08-1-35 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: A) The Stanford-Binet IQ scores can be used to compare children of different ages.

36. The Stanford-Binet intelligence test

A) should be administered only to children, not to adults.

B) is administered to one person at a time.

C) requires examinees to attempt all questions on the test.

D) can be administered in a group.

QuestionID: 08-1-36 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) is administered to one person at a time.

37. It would be appropriate to administer the Stanford-Binet intelligence test to

A) two-year-old Isabella.

B) six-month-old Rosie.

C) one-year-old Benjamin D) one-month-old Samuel.

QuestionID: 08-1-37 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: A) two-year-old Isabella.

38. In today's version of the Stanford-Binet intelligence test, an individual's IQ is calculated by

A) dividing an individual's mental age by his or her chronological age and then multiplying by 100.

B) correlating his or her scores on the various subtests.

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C) comparing how many questions the individual passed to the average number passed by individuals of the same age.

D) multiplying the number of test items passed by 100.

QuestionID: 08-1-38 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: C) comparing how many questions the individual passed to the average number passed by individuals of the same age.

39. Which of the following is an advantage of individual intelligence tests over group intelligence tests?

A) They are less expensive to administer.

B) They are less likely to require a trained examiner.

C) They can provide information about many individuals quickly.

D) They optimize the motivation and attention of the examinee.

QuestionID: 08-1-39 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: D) They optimize the motivation and attention of the examinee.

40. The Wechsler Intelligence Scale for Children-IV (WISC-IV) differs from the Stanford-Binet test in that the WISC-IV A) does not yield any IQ scores.

B) yields scores for verbal comprehension, perceptual reasoning, working memory and processing speed.

C) is not widely used in assessment and research with children.

D) does not have subtests.

QuestionID: 08-1-40 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) yields scores for verbal comprehension, perceptual reasoning, working memory and processing speed.

41. Dr. Richards wants to measure the intelligence of six-month-old Olaf. Which intelligence test would be most appropriate to use?

A) the Wechsler Intelligence Scale for Children-III

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B) the Bayley Scales C) the Stanford-Binet D) there is no appropriate test for infants QuestionID: 08-1-41 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Objective: Applied 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) the Bayley Scales 42. We do have to be cautious about the generalizability of tests. Some researchers have found ethnic differences in scores. For example, McClain and her colleagues found that Native American children performed lower than the average on tests such as the _______________ and other developmental tests, including the Peabody Developmental Motor Scales. There are a variety of potential issues with such testing, including familiarity with the types of items used in the tests and ___________ differences about interaction.

A) Fagan Test; lots of B) Bayley Scales; cultural C) Zoomer Test; fun D) Arranged Scales; potential QuestionID: 08-1-42 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) Bayley Scales; cultural 43. The Bayley Scales of Infant Development

A) are designed for use with infants only up to one year of age.

B) do not assess adaptive behaviour.

C) contain mental and motor scales.

D) contain motor but not mental scales.

QuestionID: 08-1-43 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: C) contain mental and motor scales.

44. A test is ________ if it yields scores that are consistent when it is administered on two or more

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different occasions.

A) valid B) stable C) psychometric D) contextual QuestionID: 08-1-44 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) stable 45. An intelligence test is stable if it

A) yields scores that are consistent over various time intervals.

B) measures what it claims to measure.

C) yields scores similar to those of other intelligence tests.

D) has been standardized.

QuestionID: 08-1-45 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: A) yields scores that are consistent over various time intervals.

46. Dr. Dosier developed a new intelligence test. To try it out, he administered it to a child on two separate occasions, one week apart. The child received an IQ score of 120 the first time and 70 the second time. When Dr. Dosier compared the child's second score to his first score, he said to himself, "Hmmm...it looks like this test has a problem with A) validity."

B) stability."

C) cultural fairness."

D) sequential processing."

QuestionID: 08-1-46 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: B) stability."

47. The correlation between IQ scores at 6 years of age and adult IQ scores are

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A) relatively high; about .7.

B) extremely high; about .9.

C) relatively low; about .3.

D) extremely low; close to 0.

QuestionID: 08-1-47 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: A) relatively high; about .7.

48. During childhood and adolescence, IQ scores are A) very unstable.

B) somewhat unstable.

C) very stable.

D) reasonably stable.

QuestionID: 08-1-48 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: D) reasonably stable.

49. Which of the following statements BEST describes the relation between infant intelligence tests and later IQ? A) Infant tests predict later IQ very well.

B) Infant tests do not predict later IQ. C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24-months old.

D) Infant tests emphasize cognitive processes and later tests emphasize sensorimotor skills.

QuestionID: 08-1-49 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24months old.

50. Whose score on the Bayley Scales of Infant Development will BEST predict his later IQ? A) 6-month-old Tyler's

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B) 12-month-old Simon's C) 24-month-old Joseph's D) Tyler's, Simon's, and Joseph's scores will predict their later IQs equally well.

QuestionID: 08-1-50 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: C) 24-month-old Joseph's 51. The predictive power of infant intelligence tests is A) high because sensorimotor activities are the beginning of intelligence.

B) high because early individual differences can easily be determined.

C) low because they evaluate different abilities than are evaluated in older children.

D) low because infant tests ignore motor functioning.

QuestionID: 08-1-51 Page-Reference: 244-245 Topic: Features of IQ Scores 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: C) low because they evaluate different abilities than are evaluated in older children.

52. Tests of infant intelligence do not generally predict later behaviour because A) individual differences in ability are too large in infants.

B) infant tests are not reliable.

C) infant tests tap different abilities than do later tests.

D) infant tests have not been standardized like later tests have been.

QuestionID: 08-1-52 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: C) infant tests tap different abilities than do later tests.

53. Beca's six-month-old son obtained a high score on the Bayley. What does this tell her about her son?

A) Her son is very likely to have a high IQ later in childhood and adulthood.

B) Her son will be athletically talented.

C) Her son was exposed to teratogens prenatally.

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D) Her son's development is progressing normally.

QuestionID: 08-1-53 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: D) Her son's development is progressing normally.

54. Efforts to predict later IQ using estimates of infants' information-processing have revealed that

A) infants who process information slowly tend to have higher IQs as children.

B) information-processing is unrelated to later IQ. C) infants who process information more rapidly and efficiently tend to have higher IQs as children.

D) information-processing measures are not as good as infant intelligence tests at predicting children's later IQ scores.

QuestionID: 08-1-54 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: A) infants who process information more rapidly and efficiently tend to have higher IQs as children.

55. Dewika wants to find out what her six-month-old daughter's IQ is likely to be later in childhood and adolescence. Which of the following would be most appropriate to administer to a six-month-old and would best predict her later IQ? A) the Wechsler Scales B) the Stanford-Binet C) the Bayley Scales D) estimates of information-processing QuestionID: 08-1-55 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: D) estimates of information-processing 56. Infant tests, such as the Bayley Scales, have been useful in predicting

A) developmental progress early in life.

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B) academic success.

C) superior academic performance.

D) superior athletic ability.

QuestionID: 08-1-56 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: A) developmental progress early in life.

57. The best use of an infant intelligence test is to

A) predict an infant's intelligence as an adult.

B) predict an infant's later school achievement.

C) assess an infant's development early in life.

D) predict current scores on the Wechsler Scales.

QuestionID: 08-1-57 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: C) assess an infant's development early in life.

58. Some researchers have found that ____________________ predicts grades in school even better than IQ scores do.

A) enthusiasm B) activity level C) self-discipline D) age QuestionID: 08-1-58 Page-Reference: 245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) self-discipline 59. From early childhood to late adolescence, it is most common for IQ scores to

A) change little.

B) first decrease, then increase.

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C) first increase, then decrease.

D) increase steadily.

QuestionID: 08-1-59 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: A) change little.

60. Dr. Barnes wants to prove that intelligence is stable by comparing the IQ scores of a group of individuals tested at two different ages. He is most likely to obtain the evidence he wants if he first tests individuals at age ________ and then again at age ________.

A) 1 year; 5 years B) 1 year; 17 years C) 3 years; 7 years D) 11 years; 15 years QuestionID: 08-1-60 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: D) 11 years; 15 years 61. Dynamic testing is based on

A) Vygotsky's ideas of zone of proximal development and scaffolding.

B) Piaget's ideas of operational thought.

C) Binet's original assessment measure.

D) Sternberg's theory of successful intelligence.

QuestionID: 08-1-61 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: A) Vygotsky's ideas of zone of proximal development and scaffolding.

62. Greater improvement over the course of a dynamic testing session indicates greater

A) learning potential.

B) influence of heredity on intelligence.

C) baseline skill level.

D) analytic, but not practical, ability.

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QuestionID: 08-1-62 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: A) learning potential.

63. Tests that measure a child's learning potential by having them learn something new are called

A) static tests.

B) dynamic tests.

C) culture-free tests.

D) triarchic tests.

QuestionID: 08-1-63 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: B) dynamic tests.

64. Dynamic tests of intelligence

A) have been used for many years and have produced well-established results.

B) measure a child's learning potential.

C) produce the same information as static tests of intelligence.

D) measure what a child already knows.

QuestionID: 08-1-64 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: B) measure a child's learning potential.

65. Which of the following would be considered dynamic testing?

A) Giving Raven's Progressive Matrices to a group of African American children.

B) Individually administering the WISC-III to a child.

C) Introducing the Spanish language to children who speak only English and assessing how quickly they are able to learn Spanish.

D) Assessing children's current physical fitness level on a variety of fitness tasks.

QuestionID: 08-1-65 Page-Reference: 245-246

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