chap11

Question 1

Only one of these many millions of sperm, however, will impregnate the egg, and this will occur in the _, which connects the ovaries to the uterus, or _.

Answer 1

fallopian tube
womb

Question 2

Researchers divide the prenatal period into three phases: the _ (or _), _, and _ phases.

Answer 2

zygotic
germinal
embryonic
fetal

Question 3

the zygote begins its journey to the _. During this time, which lasts about _, the zygote divides many times, eventually implanting in the _, ending the zygotic phase and beginning the embryonic phase.

Answer 3

uterus
two weeks
uterine wall

Question 4

However, it is estimated that _% of zygotes do not survive this earliest phase of prenatal development, and as many as one-third of those that do become implanted are lost in later phases by spontaneous abortions, also known as _

Answer 4

40
miscarriages

Question 5

The embryonic period extends from the _ week after conception. During this time, the _ develop.

Answer 5

third to about the eighth
embryo’s major organ systems

Question 6

The final phase of the prenatal period, the _, extends from about _, which usually takes place about _ after conception.

Answer 6

fetal
nine weeks until birth
38 weeks

Question 7

an infant’s head accounts for about _% of its body.

Answer 7

20

Question 8

This change in head proportions, with development progressing essentially from head to foot, is termed _

Answer 8

cephalocaudal development.

Question 9

The external genitalia begin to differentiate between males and females around the _ week but are not fully formed until about the _ week.

Answer 9

9th
12th

Question 10

teratogens:

Answer 10

environmental agents that cause harm during prenatal development

Question 11

development of organ systems is most rapid during the _, between the _ and _ weeks after conception.

Answer 11

embryonic period
3rd
8th

Question 12

When is the unborn child most susceptible to the effects of teratogens and why?
give eg of teratogen.

Answer 12

during embryonic period
the organs are still developing.

women took thalidomide (fight morning sickness) during the first 8 weeks of pregnancy, the result was often babies born with deformed limbs, as well as damage to other organ systems.

Question 13

women with poor diets during pregnancy tend to have _ infants who then grow to become _ during childhood.

Answer 13

low-birth-weight
overweight or obese

Question 14

women with poor diets during pregnancy tend to have low-birth-weight infants who then grow to become overweight or obese during childhood. These babies developed “_,” storing more fat than children whose prenatal diets were more nutritious.

Answer 14

thrifty phenotypes

Question 15

Infancy, roughly the first _ after birth, is the time of most rapid developmental change, change that lays the foundation for further development.

Answer 15

18 to 24 months

Question 16

Puberty does not happen all at once, but is actually a series of related events, typically spanning _ years.

Answer 16

4 or 5

Question 17

as with menarche, hormonal changes associated with _ are the top potential cause of early breast development.

Answer 17

obesity

Question 18

When shown a pattern, babies look at it intently at first and then, over the course of minutes, look at it less and less—a phenomenon referred to as _.

Answer 18

habituation

Question 19

They look at new stimuli because . Be careful interpreting the word “” here, however. Infants do not necessarily “like” the novel stimulus more;

Answer 19

they have more to learn from them than from old stimuli, which they have already explored.
preference

Question 20

The desire to _ seems to be a facet of human nature that exists in every phase of development, and its function seems obvious: We, more than any other species, survive by _.

Answer 20

control our environment
controlling our environment

Question 21

During their first _ months of life, babies, like puppies and other young mammals, put practically anything that they can reach into their mouths.

Answer 21

3 or 4

Question 22

By 5 or 6 months, babies regularly manipulate and explore objects in the sophisticated manner that researchers label _.
They hold an object in front of their eyes, turn it from side to side, pass it from one hand to the other, rub it, squeeze it, and in various other ways act as if they are deliberately testing its properties.

Answer 22

examining

Question 23

Beginning in the latter half of their first year of life, babies regularly exhibit _—that is, they watch the eyes of a nearby person and move their own eyes to look at what that person is looking at

Answer 23

gaze following

Question 24

first year is infants’ ability to view other people as _—individuals who cause things to happen and whose behavior is designed to achieve some goal. This is first clearly seen around 9 months of age when infants engage in _ (sometimes called joint attention) with another person.

Answer 24

intentional agents
shared attention

Question 25

By the time they can crawl or walk freely on their own (toward the end of their first year), infants engage in what is called _— they look at their caregivers’ emotional expressions for clues about the possible danger of their own actions

Answer 25

social referencing

Question 26

infants under about 5 months of age lack even the most basic understanding of _, the principle that objects continue to exist when out of view. The pioneer of that research was the famous Swiss developmental psychologist _ (1954), who tested infants’ understanding by having them search for hidden objects.

Answer 26

object permanence Jean Piaget

Question 27

Between about 6 and 9 months of age, most infants solve the simple hiding problem but fail the _, or the _, also developed by _

Answer 27

changed-hiding-place problem A-not-B problem Piaget

Question 28

Infants as young as 2.5 to 4 months of age have knowledge of _, revealed by the fact that they look longer at physically impossible events than at physically possible events.

Answer 28

core physical principles

Question 29

_’s fundamental idea was that mental development derives from the _.

Answer 29

Piaget. child’s own actions on the physical environment.

Question 30

By acting on objects, children develop mental representations, called _, which are mental blueprints for _.

Answer 30

schemes actions

Question 31

Piaget used the term _ to refer to a mental representation of a bodily movement or of something that a person can do with an object or category of objects.

Answer 31

schemes

Question 32

Piaget conceived of the growth of schemes as involving two complementary processes: _ and _.

Answer 32

assimilation accommodation

Question 33

Assimilation is _

Answer 33

the process by which new experiences are incorporated into existing schemes.

Question 34

Assimilation usually requires that _. Appropriately, Piaget referred to this process as _.

Answer 34

existing schemes expand or change somewhat to accommodate the new object or event accommodation

Question 35

in Piaget’s terms, infants are most drawn to experiences that can be assimilated into existing schemes, _, so that _ is required.

Answer 35

but not too easily accommodation

Question 36

As children grow beyond infancy, according to Piaget, the types of actions most conducive to their mental development are those called _, defined as _—actions whose effects can be undone by other actions.

Answer 36

operations reversible actions

Question 37

Young children perform countless operations as they explore their environments, and in doing so, they gradually develop _—mental blueprints that allow them to think about the reversibility of their actions.

Answer 37

operational schemes

Question 38

The child who knows that a clay ball can be rolled into a sausage shape and then back into a ball of the same size as it was before has the basis for knowing that the amount of clay must remain the same as the clay changes shape—the principle of _.

Answer 38

conservation of substance

Question 39

major characteristics of Sensorimotor: birth to 2 years

Answer 39

Intelligence is limited to the infant’s own actions on the environment. Cognition progresses from the exercise of reflexes (for example, sucking, visual orienting) to the beginning of symbolic functioning.

Question 40

major characteristics of Preoperations: 2 to 7 years

Answer 40

Intelligence is symbolic, expressed via language, imagery, and other modes, permitting children to mentally represent and compare objects out of immediate perception. Thought is intuitive rather than logical and is egocentric, in that children have a difficult time taking the perspective of another.

Question 41

major characteristics of Concrete operations: 7 to 11 years

Answer 41

Intelligence is symbolic and logical. (For example, if A is greater than B and B is greater than C, then A must be greater than C.) Thought is less egocentric. Children’s thinking is limited to concrete phenomena and their own past experiences; that is, thinking is not abstract.

Question 42

major characteristics of Formal operations: 11to 16 years

Answer 42

Children are able to make and test hypotheses; possibility dominates reality. Children are able to introspect about their own thought processes and, generally, can think abstractly.

Question 43

As they push, pull, squeeze, mix, and so on, they gradually develop _ and eventually enter the concrete- operational stage

Answer 43

concrete-operational schemes

Question 44

Piaget described several other features of cognition that differentiate preoperational from concrete-operational children. One such difference is _ versus _.

Answer 44

centration decentration

Question 45

preoperational children’s attention is focused on the most salient aspect of their perceptual fields, which Piaget called _.

Answer 45

centration

Question 46

concrete-operational children can separate themselves from specific aspects of a perceptual array and attend to and make decisions based on the entire perceptual field, which Piaget called _.

Answer 46

decentration

Question 47

Another feature that differentiates preoperational and concrete-operational thinkers is _.

Answer 47

egocentricity

Question 48

The person most often credited with originating the sociocultural perspective on cognitive development is _, a Russian scholar who died in 1934 at age 38, after devoting just 10 years to formal research and writing in psychology.

Answer 48

Lev Vygotsky

Question 49

Whereas Piaget emphasized the child’s interaction with the physical environment, Vygotsky emphasized the child’s interaction with the _

Answer 49

social environment.

Question 50

Vygotsky believed that children learn to think, in part, as a function of the _ that their culture provides.

Answer 50

tools of intellectual adaptation

Question 51

Vygotsky (1935/1978) coined the term _ to refer to the realm of activities that a child can do in collaboration with more competent others but cannot yet do alone.

Answer 51

zone of proximal development

Question 52

_ occurs when experts are sensitive to the abilities of a novice and provide responses that guide the novice to gradually increase his or her understanding of a problem.

Answer 52

Scaffold

Question 53

The length of time infants can remember specific actions on this and similar tasks increases steadily over the first _ years of life, so that by _ infants can remember actions for as long as 13 weeks

Answer 53

2 18 months

Question 54

There is evidence, however, that preverbal infants can form some types of episodic memories when testing is done via _.

Answer 54

deferred imitation of previously observed actions

Question 55

_ refers to reproducing the behavior of a model some significant time (usually hours or days) after watching the model.

Answer 55

Deferred imitation

Question 56

We are all psychologists in our everyday lives, continually trying to account for people’s behavior in terms of their minds; psychologists sometimes refer to this as _.

Answer 56

folk psychology

Question 57

_—a person’s concept of mental activity; the ability to understand one’s thoughts, feelings, and behaviors and those of others.

Answer 57

theory of mind

Question 58

autism spectrum disorder (ASD), a disorder which, as mentioned in Chapters 2 and 8, is characterized by _

Answer 58

severe deficits in social interaction and language acquisition, a tendency toward repetitive actions, and a narrow focus of interest

Question 59

_. Stated another way, people with autism lack a fully developed _

Answer 59

mindblindness theory of mind

Question 60

In line with _ theory that make-believe play is a developmental precursor to understanding false beliefs and other nonliteral mental representations

Answer 60

Leslie’s

Question 61

Make-believe play, especially role-play, may provide a foundation for the later understanding of _.

Answer 61

false beliefs

Question 62

Human language is _, _, and although all biologically typical people acquire language, the particular language children learn to speak varies with _.

Answer 62

symbolic grammatical culture

Question 63

The symbols in a language are called _, defined as the smallest meaningful units of a language

Answer 63

morphemes

Question 64

A morpheme is _ in that no similarity need exist between its physical structure and that of the object or concept for which it stands.

Answer 64

arbitrary

Question 65

A morpheme is _ in that it cannot be changed in a graded way to express gradations in meaning.

Answer 65

discrete

Question 66

The top level (largest unit) is the sentence, which can be broken down into phrases, which can be broken down into words or morphemes, which can be broken down into elementary vowel and consonant sounds called _.

Answer 66

phonemes

Question 67

Grammar includes rules of _, which specify how phonemes can be arranged to produce morphemes; rules of _, which specify how morphemes can be combined to form words; and rules of _, which specify how words can be arranged to produce phrases and sentences.

Answer 67

phonology morphology syntax

Question 68

tendency to link new words with objects for which they do not already know a name, known as the _.

Answer 68

mutual exclusivity assumption

Question 69

If told, instead, “The duck is biffing the bunny,” they infer that biffing means whatever the duck is doing to the bunny. As another example, 2-year-olds who heard “Mommy feeds the ferret” inferred that a ferret is an animal, not an inanimate object (Goodman et al., 1998). This is referred to as _

Answer 69

syntactic bootstrapping

Question 70

children, including even infants as young as 12 months, behave as though they assume that a newly heard label applies not just to the specific object that has been labeled but also to other objects that are perceptually like the original one, referred to as the _

Answer 70

taxonomic assumption

Question 71

_ results when a child implicitly defines a new word in terms of just one or a few of the prominent features of the original referent object.

Answer 71

overextension

Question 72

_: It is performed much as telegrams were once written and text messages are written today, including only the high-content words and omitting all the ifs, ands, and buts.

Answer 72

telegraphic speech

Question 73

children who have just learned to add -s to pluralize nouns will talk about many mouses, sheeps, and childs. This overgeneralization, called _, confirms that children really know the rule.

Answer 73

overregularization

Question 74

The first recognizable words appear at about _

Answer 74

10 to 12 months

Question 75

_, more than anyone else, was responsible for drawing psychologists’ attention to the topic of language. his highly influential book _ (1957)

Answer 75

Noam Chomsky Syntactic Structures

Question 76

Although specific grammatical rules vary from one language to another, they are all, according to Chomsky, based on certain fundamental principles, referred to as _, that are innate properties of the human mind.

Answer 76

universal grammar

Question 77

To refer to the entire set of innate mental mechanisms that enable a child to acquire language quickly and efficiently, Chomsky coined the term _

Answer 77

language-acquisition device, or LAD.

Question 78

These first-generation colonists communicate through a primitive, grammarless collection of words taken from their various native languages —a communication system referred to as a _.

Answer 78

pidgin language

Question 79

Subsequently, the pidgin develops into a true language, with a full range of grammatical rules, at which point it is called a _

Answer 79

creole language.

Question 80

Normal language development requires not just the LAD but also the _—the _—provided by the social world into which the baby is born

Answer 80

LASS language-acquisition support system.

Question 81

A 6-month-old playing with a ball might be told, “Oh, you have a ball. A nice ball. What a pretty ball.” Such speech is often referred to as _ and more generally as _

Answer 81

motherese infant-directed speech

Question 82

Some people are exposed from birth to two languages and are typically equally (or nearly so) fluent in both languages; they are known as _. Other people, called _, learn a second language after mastering their first.

Answer 82

simultaneous bilinguals sequential bilinguals