Ch. 15 (1) Development LM

Question 1

Which of the following processes takes place during brain development?

A. Cell proliferation and migration
B. Development of synapses
C. Myelination
D. All of the above

Answer 1

D. All of the above

Question 2

What is neurulation?

A. Generation of new nerve cells.

B. Formation of the hollow tube that becomes the central nervous system.

C. The process of synapse formation.

D. The elimination of synapses.

Answer 2

B. Formation of the hollow tube that becomes the central nervous system.

Question 3

What happens during synaptogenesis?

A. Decrease in the number of neuronal connections.

B. The ventricles of the brain are formed.

C. Gray matter increases, white matter decreases.

D. Dramatic increase in the number of neuronal connections (synapses).

Answer 3

D. Dramatic increase in the number of neuronal connections (synapses).

Question 4

Which area of the brain is the last to complete the process of synaptic pruning?

A. Sensory regions
B. Motor regions
C. Frontal cortex
D. Cerebellum

Answer 4

C. Frontal cortex

Question 5

What is the role of myelination in brain development?

A. It is responsible for the formation of new neurons.

B. It helps to eliminate unnecessary synapses.

C. It speeds up the transmission of nerve impulses.

D. It causes the brain to decrease in volume.

Answer 5

C. It speeds up the transmission of nerve impulses.

Question 6

What are experience-expectant systems?

A. Neural systems that develop in response to experiences that are common to nearly all members of the species.

B. Neural systems that develop in response to experiences unique to individuals.

C. Neural systems that are only present in certain cultures.

D. Neural systems that are not affected by environmental input.

Answer 6

A. Neural systems that develop in response to experiences that are common to nearly all members of the species.

Question 7

What is an example of an experience-dependent system?

A. Patterned light
B. Presence of a caregiver
C. Learning to play a musical instrument
D. Exposure to language

Answer 7

C. Learning to play a musical instrument

Question 8

What is a sensitive period in development?

A. A time when the brain is most susceptible to damage.

B. A specific developmental period during which an organism is particularly sensitive to certain external stimuli.

C. A stage of development when children are most likely to develop autism.

D. A period of time when the brain is no longer able to change.

Answer 8

B. A specific developmental period during which an organism is particularly sensitive to certain external stimuli.

Question 9

What is dyslexia?

A. A developmental disorder characterized by difficulty with social interaction and communication.

B. A neurodevelopmental disorder characterized by inattentiveness, hyperactivity, and impulsivity.

C. A specific inability to learn to read at an age-appropriate level despite adequate opportunity, training, and intelligence.

D. A disorder that affects a child’s ability to write.

Answer 9

C. A specific inability to learn to read at an age-appropriate level despite adequate opportunity, training, and intelligence.

Question 10

What is one hypothesis about the core deficit in ADHD?

A. Disrupted arousal mechanisms dependent on norepinephrine leading to difficulty sustaining attention.

B. The brain is too large.

C. Children with ADHD experience hallucinations.

D. Children with ADHD are unable to speak.

Answer 10

A. Disrupted arousal mechanisms dependent on norepinephrine leading to difficulty sustaining attention.

Question 11

What is an example of brain plasticity in adulthood?

A. An adult brain can grow new neurons.

B. The somatosensory cortex can reorganize after amputation.

C. Brain plasticity only occurs during childhood.

D. The adult brain cannot change.

Answer 11

B. The somatosensory cortex can reorganize after amputation.

Question 12

What is the difference between true recovery and compensation after brain injury?

A. True recovery is when the original function is restored, while compensation is when the person learns a work-around to do the task in a new way.

B. True recovery is when the person learns a work-around to do the task in a new way, while compensation is when the original function is restored.

C. There is no difference between true recovery and compensation.

D. True recovery only occurs in children, while compensation only occurs in adults.

Answer 12

A. True recovery is when the original function is restored, while compensation is when the person learns a work-around to do the task in a new way.

Question 13

What is the socioemotional selectivity theory?

A. Older adults experience a decline in emotional functioning.

B. Older adults prioritize positive emotional goals.

C. Older adults have difficulty remembering emotional events.

D. Older adults are more likely to experience negative emotions.

Answer 13

B. Older adults prioritize positive emotional goals.

Question 14

During early brain development, glial cells play a crucial role in:

A. Producing neurotransmitters

B. Forming the myelin sheath

C. Guiding the migration of neurons

D. Eliminating unnecessary synapses

Answer 14

C. Guiding the migration of neurons

Explanation: Glial cells act as a scaffolding system that guides newly formed neurons to their final destinations within the developing brain. This process ensures the organized and structured development of the nervous system.

Question 15

The concept of neural Darwinism suggests that:

A. Brain development is solely determined by genetic factors.

B. Environmental experiences have no impact on brain development.

C. The brain initially forms more connections than needed, with successful connections surviving based on experience.

D. The number of neurons remains constant throughout life.

Answer 15

C. The brain initially forms more connections than needed, with successful connections surviving based on experience.

Explanation: Neural Darwinism proposes that the brain develops by creating an abundance of neural connections early on. Through experiences and interactions with the environment, the most useful and active connections are strengthened and retained, while less effective ones are pruned away. This process allows the brain to adapt and specialize based on individual experiences.

Question 16

The Bucharest Early Intervention Project provides evidence that:

A. Early childhood experiences have minimal impact on brain development.

B. Environmental deprivation during critical periods can have long-lasting negative effects on cognitive development.

C. Genetic factors are the sole determinants of intelligence.

D. Brain development is complete by the age of two.

Answer 16

B. Environmental deprivation during critical periods can have long-lasting negative effects on cognitive development.

Explanation: The Bucharest Early Intervention Project demonstrated that children raised in deprived orphanage settings exhibited cognitive deficits and abnormal brain activity. However, when these children were placed in foster care before the age of two, their cognitive abilities and brain activity improved significantly. This research highlights the importance of early environmental stimulation for healthy brain development and emphasizes the existence of critical periods during which the brain is most susceptible to environmental influences.

Question 17

A child who excels in music but struggles with reading might be demonstrating:

A. Autism spectrum disorder
B. Attention-deficit/hyperactivity disorder
C. A general intellectual disability
D. A learning disability, such as dyslexia

Answer 17

D. A learning disability, such as dyslexia

Explanation: Learning disabilities are characterized by difficulties in acquiring specific cognitive skills, like reading, despite having typical intelligence and development in other areas. A child who displays exceptional musical talent but encounters difficulties with reading could be exhibiting a learning disability, such as dyslexia, which specifically impairs reading abilities

Question 18

Which of the following statements about brain plasticity in adulthood is true?

A. The adult brain is incapable of any change.

B. New neurons cannot be generated in the adult brain.

C. Experience can continue to shape and modify the adult brain, although with some limitations compared to childhood.

D. Brain plasticity only occurs in response to injury.

Answer 18

C. Experience can continue to shape and modify the adult brain, although with some limitations compared to childhood.

Explanation: While brain plasticity is more pronounced during childhood, the adult brain retains a certain degree of plasticity. Experiences and learning can continue to alter neural connections and brain structure throughout life. However, this plasticity might be less robust compared to the developmental plasticity observed in children.

Question 19

The “last in, first out” principle in aging refers to:

A. The tendency for older adults to forget recent events but remember distant memories.

B. The observation that brain regions that mature later in development tend to show earlier decline in aging.

C. The idea that cognitive skills acquired later in life are more easily lost.

D. The belief that older adults are more resistant to cognitive decline.

Answer 19

B. The observation that brain regions that mature later in development tend to show earlier decline in aging.

Explanation: The “last in, first out” principle suggests that brain regions that develop later in childhood, such as the prefrontal cortex, are more vulnerable to age-related changes and decline earlier than regions that mature earlier. This pattern reflects the differential vulnerability of brain regions to aging processes.

Question 20

Neurulation:

A) Formation of the hollow tube that becomes the CNS* With time, the tube folds, turns, and expands to become the fetal brain * The hole inside the tube becomes the ventricles

B) Generation of new nerve cells occurring in the area right around the ventricle

Answer 20

A) Formation of the hollow tube that becomes the CNS* With time, the tube folds, turns, and expands to become the fetal brain * The hole inside the tube becomes the ventricles

Question 21

Neurogenesis:

A) Formation of the hollow tube that becomes the CNS* With time, the tube folds, turns, and expands to become the fetal brain * The hole inside the tube becomes the ventricles

B) Generation of new nerve cells occurring in the area right around the ventricle

Answer 21

B) Generation of new nerve cells occurring in the area right around the ventricle

Question 22

By how many months of gestation has most neurons been produced?

A) 3 months
B) 1 month
C) 4 months
D) 6 months

Answer 22

D) 6 months

Question 23

The visual cliff experiment, where infants hesitate to crawl over a perceived drop-off, demonstrates the concept of:

A. Synaptic pruning
B. Neural Darwinism
C. Experience-expectant systems
D. Cross-modal plasticity

Answer 23

C. Experience-expectant systems

Explanation: The visual cliff experiment shows that infants develop fear of heights through crawling experiences. This illustrates experience-expectant systems, where the brain expects specific environmental input (crawling) for normal development (depth perception and fear of heights).

Question 24

A study found that adults learning to juggle showed changes in specific brain regions. This finding BEST exemplifies:

A. Experience-dependent plasticity
B. Sensitive periods
C. Neural Darwinism
D. Developmental disabilities

Answer 24

A. Experience-dependent plasticity

Explanation: Learning to juggle is a unique skill not universally experienced, causing brain changes specific to the individual. This illustrates experience-dependent systems, where brain development is shaped by unique experiences

Question 25

The Bucharest Early Intervention Project showed that children moved from orphanages to foster care before age two exhibited improvements in intelligence and EEG activity. What does this suggest about the impact of early environment on brain development?

A. Environmental influences are limited to the first year of life.

B. Genetics solely determine cognitive abilities.

C. Early deprivation can significantly impair brain development, but interventions can promote catch-up growth.

D. EEG patterns are not reliable indicators of brain function.

Answer 25

C. Early deprivation can significantly impair brain development, but interventions can promote catch-up growth.

Explanation: The study’s results demonstrate that a deprived environment negatively affects brain development, but early intervention can lead to improvements. This emphasizes the importance of early childhood experiences on brain development and plasticity

Question 26

Which of the following scenarios provides the best example of the sensitive period in language development?

A. An adult successfully learning a new language through consistent practice.

B. A child effortlessly acquiring their native language through exposure during early childhood.

C. A teenager struggling to learn a second language in a classroom setting.

D. An infant babbling and experimenting with different sounds.

Answer 26

B. A child effortlessly acquiring their native language through exposure during early childhood.

Explanation: The sensitive period for language acquisition suggests that language learning is most effective during early childhood. Children exposed to language during this time learn it naturally and effortlessly. While adults can still learn new languages, it generally becomes more challenging

Question 27

Which statement about the effects of environmental enrichment on brain development is MOST accurate, according to the sources?

A. Enrichment has only temporary effects on synaptic connections.

B. Enrichment is only beneficial during early development.

C. Enrichment has shown limited benefits in studies on humans.

D. Enrichment can positively influence brain development in both early life and adulthood, with lasting effects on synaptic connectivity.

Answer 27

D. Enrichment can positively influence brain development in both early life and adulthood, with lasting effects on synaptic connectivity.

Explanation: enriched environments enhance synaptic connections in both young and adult animals. These benefits are maintained even when the enrichment is removed, suggesting long-term impacts. While ethical considerations limit large-scale human studies, existing research suggests that certain experiences, like training programs, can shape human brain development.

Question 28

A child raised in a neglectful environment with limited social interaction and cognitive stimulation might experience:

A. Enhanced synaptic pruning leading to superior cognitive abilities.

B. Accelerated myelination and faster processing speeds.

C. Impaired cognitive development and reduced neural connectivity due to a lack of experience-expectant stimulation.

D. No significant changes in brain development as genetics primarily determine neural pathways.

Answer 28

C. Impaired cognitive development and reduced neural connectivity due to a lack of experience-expectant stimulation.

Explanation: A lack of stimulation during critical periods can hinder the development of experience-expectant systems. The brain needs appropriate input for these systems to develop typically. Neglectful environments can lead to impaired cognitive development and decreased neural connectivity

Question 29

Which of the following statements about synaptogenesis is NOT true?

A. Synaptic overproduction allows the brain initially to have maximal capacity to respond to the environment.

B. Pruning allows brain to be sculpted according to experience.

C. Synaptic pruning in primary visual cortex is usually completed when a child is around 1 month of age.

D. The process of synaptogenesis does not occur equally across all regions of the brain at the same point in development.

Answer 29

C. Synaptic pruning in primary visual cortex is usually completed when a child is around 1 month of age.