Chapter 4: Physical Development in Infancy and Toddlerhood

Test Bank

Multiple Choice

1. Which principle states that growth proceeds from the head downward?

a. cephalocaudal

b. cerebral

c. proximodistal

d. continuous

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Body Growth and Nutrition in Infants and Toddlers

Difficulty Level: Easy

2. After birth, which part of the body grows last according the proximodistal development principle?

a. trunk

b. arms

c. legs

d. feet

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Body Growth and Nutrition in Infants and Toddlers

Difficulty Level: Easy

3. Which growth pattern explains why an infant’s head at birth is one fourth the total body length?

a. bidirectional

b. cephalocaudal

c. proximodistal

d. continuous

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Body Growth and Nutrition in Infants and Toddlers

Difficulty Level: Medium

4. After birth, which part of the body grows first using the proximodistal growth principle?

a. trunk

b. limbs

c. hands

d. feet

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Body Growth and Nutrition in Infants and Toddlers

Difficulty Level: Medium

5. Growth norms are expectations for typical gains and variations in ______.

a. cognition and emotional development based on age and ethnic background

b. metabolism and strength based on height and weight

c. height and weight based on age and ethnic background

d. social and communication skills based on age

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Growth Norms

Difficulty Level: Medium

6. What age do infants typically double their birth weight?

a. 2 months

b. 4 months

c. 1 year

d. 2 years

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Growth Norms

Difficulty Level: Easy

7. Which 1-year-old child is average height?

a. Tessa, who is 28 inches tall

b. Jorge, who is 26 inches tall

c. Channing, who is 30 inches tall

d. Eliza, who is 32 inches tall

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Growth Norms

Difficulty Level: Hard

8. Small bursts of growth are associated with increased ______.

a. bouts of sleep

b. protein intake

c. play time

d. bouts of socialization

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Growth Norms

Difficulty Level: Medium

9. What age do children reach one half of their adult height?

a. 12 months

b. 1 year

c. 18 months

d. 2 years

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Growth Norms

Difficulty Level: Medium

10. Ethan is a toddler who lives in the United States and has regular medical checkups. Anna is a toddler who lives in a nonindustrialized country and fails to receive regular medical checkups. Which statement best describes the expected growth of Ethan and Anna?

a. Anna will grow just as tall and fast as Ethan because growth is mainly due to maturation.

b. Ethan will grow taller and faster than Anna because he lives in a country with good sanitation, nutrition, and access to health care.

c. Ethan will grow taller and faster than Anna because he is a boy.

d. Anna will grow taller and faster than Ethan because she has little access to good nutrition.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Growth Norms

Difficulty Level: Hard

11. Approximately how many women continue to breast-feed their babies after 6 months?

a. one-fourth

b. one-half

c. two-thirds

d. three-fourths

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Breast-Feeding

Difficulty Level: Easy

12. In the United States and the UK, most likely to breast-feed are mothers who ______.

a. are low-income

b. are young

c. have college degrees

d. have low levels of education

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Breast-Feeding

Difficulty Level: Medium

13. Who is least likely to breast-feed her baby?

a. Mimi, who is in a master’s degree program

b. Tori, who has an income over $50,000 a year

c. Rosie, who is 17 years old

d. Hollie, who is in her fourth decade

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Breast-Feeding

Difficulty Level: Hard

14. Linn lives in Sweden where she receives paid maternity leave until her baby is 1 year old. A prediction about Linn’s choice during this time is that she will most likely ______.

a. use formula or breast milk for her baby

b. feed her baby solid foods at an earlier age

c. feed her baby a formula substitute for breast milk

d. breast-feed her baby exclusively

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Breast-Feeding

Difficulty Level: Hard

15. A benefit of breast-feeding for mothers is a lower rate of ______.

a. diabetes

b. respiratory disease

c. renal failure

d. anemia

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Breast-Feeding

Difficulty Level: Medium

16. Which statement describes breast-feeding?

a. Most babies find it easier to digest formula than breast milk.

b. Babies have fewer gastrointestinal issues with breast milk than formula.

c. Babies fed breast milk have higher rates of allergies.

d. Most babies who are fed breast milk need supplemental protein.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Breast-Feeding

Difficulty Level: Medium

17. Infants typically eat their first solid food at the age of ______.

a. 4–6 months

b. 8–10 months

c. 12–14 months

d. 16–18 months

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Solid Food

Difficulty Level: Easy

18. Which meal is an appropriate first solid food for a baby between 4 and 6 months of age?

a. cereal mixed with breast milk or formula

b. grapes cut up into very small pieces

c. pureed meats

d. pureed vegetables

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Solid Food

Difficulty Level: Medium

19. Rapid, excessive weight gain in infancy is associated with ______.

a. cancer

b. childhood obesity

c. asthma

d. adult obesity

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Solid Food

Difficulty Level: Medium

20. Which child is most likely to experience growth stunting?

a. Carlos, who lives in South America

b. Asali, who lives in South-Central Asia

c. Ejiro, who lives in West Africa

d. Sefu, who lives in East Africa

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Malnutrition

Difficulty Level: Hard

21. The wasting disease in which the body’s fat and muscle are depleted is ______.

a. kwashiorkor

b. marasmus

c. muscular dystrophy

d. cerebral palsy

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Malnutrition

Difficulty Level: Easy

22. The malnutritive disease characterized by lethargy, wrinkled skin, and a bloating and swelling of the stomach, face, legs and arms is ______.

a. kwashiorkor

b. marasmus

c. muscular dystrophy

d. cerebral palsy

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Malnutrition

Difficulty Level: Easy

23. Which damage caused by malnutrition is likely irreversible, even if nutrition is reinstated early?

a. gross motor skills

b. fine motor skills

c. socialization abilities

d. attention difficulties

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Malnutrition

Difficulty Level: Hard

24. The Centers for Disease Control and Prevention recommends that children be vaccinated against most vaccine-preventable disease by the time they are which age?

a. 12 months

b. 18 months

c. 2 years

d. 3 years

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Applying Developmental Science: Vaccination

Difficulty Level: Easy

25. A common misconception about vaccines is that they are linked to ______.

a. anxiety

b. autism

c. childhood obesity

d. respiratory issues

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Applying Developmental Science: Vaccination

Difficulty Level: Medium

26. What is the term for the condition children have when their weight is less than 95% of the norm for their age?

a. marasmus

b. kwashiorkor

c. growth stunting

d. failure to thrive

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Failure to Thrive

Difficulty Level: Easy

27. A child’s brain reaches what percentage of its adult weight by 2 years of age?

a. 25%

b. 50%

c. 70%

d. 85%

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood

REF: Cognitive Domain: Knowledge

Answer Location: Brain Development During Infancy and Toddlerhood

Difficulty Level: Easy

28. The creation of new nerve cells is called ______.

a. neurogenesis

b. glial formulation

c. synaptogenesis

d. myelin formation

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Processes of Neural Development

Difficulty Level: Easy

29. Glial cells are important for brain development because they ______.

a. make it possible to sense the world, think, and move the body

b. help parts of the brain to communicate with each other

c. instruct neurons to form connections with other neurons

d. influence synaptic pruning which leads to cognitive efficiency

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Processes of Neural Development

Difficulty Level: Medium

30. The connection between neurons is called a ______.

a. cortex

b. synapse

c. myelin

d. lobe

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Processes of Neural Development

Difficulty Level: Easy

31. Who would have the most synapses?

a. Leena, who is 28

b. Reginald who is 56

c. Olivier, who is 2

d. Kara, who is 3

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Processes of Neural Development

Difficulty Level: Hard

32. Which cortex is least likely to show a peak in synaptogenesis in the first year of life?

a. sensorimotor

b. auditory

c. visual

d. prefrontal

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application | Comprehension

Answer Location: Processes of Neural Development

Difficulty Level: Medium

33. Olivia is an infant with parents who provide her with stimulating toys, read to her every day, and take her on walks where she can see, hear, smell, and touch various things in her environment. It is likely that Olivia’s brain is experiencing ______.

a. lower than average levels of myelination

b. a great degree of synaptic pruning

c. higher than average levels of synaptogenesis

d. decreased production of neurons

Learning Objective: 4.2 Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Processes of Neural Development

Difficulty Level: Hard

34. The loss of unused connections between nerve cells occurs through a process called ______.

a. neuronal pruning

b. synaptic pruning

c. myelination

d. neurogenesis

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Processes of Neural Development

Difficulty Level: Easy

35. Myelination contributes to advances in neural communication because myelin ______.

a. increases the speed of impulses

b. contributes to synaptic pruning

c. decreases the speed of impulses

d. stimulates neurogenesis

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Processes of Neural Development

Difficulty Level: Medium

36. Who is experiencing the most rapid myelination?

a. Casey, who is still in utero

b. Dax, who was just born

c. Annalise, who is 3 years old

d. Isaac, who is 8 years old

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Processes of Neural Development

Difficulty Level: Hard

37. The process of the hemispheres becoming specialized to carry out different functions is called ______.

a. myelination

b. lateralization

c. neurogenesis

d. synaptogenesis

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: The Cerebral Cortex

Difficulty Level: Easy

38. Which statement describes a factor involved in hemispheric dominance?

a. Newborns have slightly better hearing from their left ear.

b. Newborns are better able to control the left side of their bodies.

c. Most fetuses face toward the right when in utero.

d. Generally infants prefer to use their right hands.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: The Cerebral Cortex

Difficulty Level: Hard

39. What connects the left and right hemispheres of the brain, permitting them to communicate and coordinate processing?

a. corpus callosum

b. prefrontal cortex

c. cerebellum

d. lobe

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: The Cerebral Cortex

Difficulty Level: Easy

40. Which time period in a child’s life is considered to be very important in terms of experience and neural development?

a. before birth, during the initial time of the brain formation

b. first 3 years when connections are forming between neurons

c. once a child begins formal education, approximately at the age of 5

d. once a child begins puberty and the final growth in brain development begins

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge | Analysis

Answer Location: Experience and Brain Development

Difficulty Level: Hard

41. What is the developmental nature of brain structure as people age?

a. Infancy is the primary time for the formation and strengthening of synapses.

b. Synapses are formed only in infancy but are strengthened throughout a person’s lifetime.

c. Infancy is important for the formation and strengthening of synapses, but experience shapes brain structure throughout life.

d. Neurons are formed in infancy, but the varied experiences that adults encounter influence the physical structure of the brain to a greater degree than in childhood.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Experience and Brain Development

Difficulty Level: Hard

42. A researcher would examine experience-expectant brain development by ______.

a. conducting tests of motor skill ability on infants

b. observing toddlers playing in a playground with a lot of equipment and toddlers in a playground with minimal equipment

c. doing sensory deprivation experiments with animals to see what impact that had on abilities

d. putting some animals in stimulating environments and some animals in deprived environments and measuring brain size

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Experience and Brain Development

Difficulty Level: Hard

43. Katya is an infant who lives in a Romanian orphanage. She receives very little stimulation from her environment, and spends most of her days sitting in her crib. She does receive all the food and basic care she needs. Katya’s neural development will most likely involve ______.

a. higher than average levels of myelination

b. a greater degree of synaptic pruning

c. higher than average levels of synaptogenesis

d. a greater degree of neuron production

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Experience and Brain Development

Difficulty Level: Hard

44. When the brain depends on experiencing certain basic events and stimuli at key points in time in order to progress normally, it is called ______.

a. neurogenesis

b. synaptogenesis

c. experience-dependent development

d. experience-expectant development

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Experience and Brain Development

Difficulty Level: Easy

45. Which example shows experience-expectant brain development?

a. Tristan’s parents let him climb all the time when he was young; therefore, he has very good balance and little fear of heights.

b. Mari was born with a congenital cataract in one eye and received treatment too late; therefore, she lost the capacity to process visual stimuli in the affected eye.

c. McKenzie’s parents bought her a trampoline when she was 2 years old that she jumped on all the time and learned to do a flip at a very young age.

d. Alex has loved playing with blocks and Legos from a very young age; now, that he is older, he has very good eye-hand coordination.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Experience and Brain Development

Difficulty Level: Hard

46. Which type of brain development depends on contextual and cultural circumstances of a child’s life?

a. experience-expectant

b. experience-independent

c. experience-dependent

d. experience-equivalent

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Experience and Brain Development

Difficulty Level: Medium

47. Brain development that occurs in response to learning is known as ______.

a. experience-dependent

b. experience-expectant

c. stimuli-expectant

d. reactive-expectant

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Experience and Brain Development

Difficulty Level: Easy

48. Which example is noninfluential towards experience-dependent brain development?

a. going for a walk and stepping in the fall leaves

b. building with blocks

c. painting with finger paints

d. practice using the vocal cords with babbling

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Experience and Brain Development

Difficulty Level: Hard

49. An infant who will have the greatest amount of brain development is the one who spends what percentage of sleep time in REM sleep?

a. 25%

b. 35%

c. 40%

d. 50%

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Sleep and Brain Development

Difficulty Level: Medium

50. Parents and infants co-sleeping is most likely to occur in which country?

a. England

b. Japan

c. Australia

d. Germany

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Influences on Development: Co-Sleeping

Difficulty Level: Medium

51. Based on what researchers have learned regarding experience and neural development, which statement best reflects their findings?

a. At all points in development, intrinsic and environmental factors interact to support the structures and functions of the brain.

b. In infancy, genetics and biological functioning are more important for brain growth.

c. In infancy, experience plays a more significant role in brain growth than genetics.

d. The brain experiences the most growth prenatally which means that genetics plays a greater role than the environment.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Experience and Brain Development

Difficulty Level: Hard

52. Habituation is defined as ______.

a. making an association between a neutral stimulus and an unconditioned stimulus that triggers an innate reaction

b. engagement in behaviors based on their consequences

c. gradual decline in the intensity, frequency, or duration of a response to a repeated stimulus

d. mimicking the behaviors of others

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Habituation

Difficulty Level: Easy

53. What behavior is newborn Conroy exhibiting if he stops being startled every time the family dog barks?

a. habituation

b. classical conditioning

c. operant conditioning

d. mimicking

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Analysis

Answer Location: Habituation

Difficulty Level: Hard

54. Humans demonstrate habituation as early as ______.

a. 19–21 weeks’ gestation

b. 22–24 weeks’ gestation

c. 3 days old

d. 5 days old

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Habituation

Difficulty Level: Easy

55. Which baby will habituate the fastest?

a. Anselmo, who is 2 days old

b. Liu, who is 2 weeks old

c. Indira, who is 6 months old

d. Sammi, who is 9 months old

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Application

Answer Location: Habituation

Difficulty Level: Hard

56. Which area of the brain is thought to underlie age-related gains in habituation skill?

a. hypothalamus

b. amygdala

c. visual cortex

d. prefrontal cortex

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Habituation

Difficulty Level: Medium

57. Infants who habituate quickly during the first 6–8 months of life tend to show more advanced capacities for what during their second year of life?

a. fine motor skills

b. gross motor skills

c. learning language

d. mimicking behaviors

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Habituation

Difficulty Level: Medium

58. A researcher knows that an infant experienced dishabituation if the infant ______.

a. goes to sleep after being shown the same photo for a period of time

b. continues to look at different pictures without showing a behavioral response

c. notices that the picture of a face changed to a picture of a puppy

d. smiles when seeing a picture of his or her mother

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Application

Answer Location: Habituation

Difficulty Level: Hard

59. Learning through association is known as ______.

a. classical conditioning

b. operant conditioning

c. neurogenesis

d. habituation

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Classical Conditioning

Difficulty Level: Easy

60. A statement that describes classical conditioning is that ______.

a. conditioned stimulus produces a different response from the unconditioned stimulus

b. conditioned stimulus produces the same response from the unconditioned stimulus

c. neutral stimulus and the unconditioned stimulus trigger a learned response

d. neutral stimulus and the unconditioned stimulus trigger a diminished response

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Analysis

Answer Location: Classical Conditioning

Difficulty Level: Hard

61. Newborns tend to require repeated exposures to conditioning stimuli because they ______.

a. require a great deal of sleep

b. require feeding every few hours

c. process information quickly

d. process information slowly

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Classical Conditioning

Difficulty Level: Medium

62. Which statement accurately describes classical conditioning?

a. Newborns have an innate ability to learn through associating different stimuli with each other.

b. Newborns require only one exposure to a stimulus because newborns are primed to learn innately.

c. Premature infants demonstrate associative learning at faster rates than full-term infants.

d. As infants grow older, classical conditioning occurs more slowly and deliberately.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Analysis

Answer Location: Classical Conditioning

Difficulty Level: Hard

63. Which infant is demonstrating classical conditioning?

a. Yoshi, who was held with a stuffed bear while feeding and now starts salivating whenever he sees the bear

b. Talia, who increases the rate she sucks on her bottle when she hears her mother’s voice

c. Billy, who continues to sleep while the vacuum cleaner is running

d. Sascha, who learned to blow a kiss after watching her sister do it

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Analysis

Answer Location: Classical Conditioning

Difficulty Level: Hard

64. Learning to engage in behaviors based on their consequences is known as ______.

a. classical conditioning

b. operant conditioning

c. neurogenesis

d. habituation

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Operant Conditioning

Difficulty Level: Easy

65. According to operant conditioning, behaviors increase when they are followed by ______.

a. knowledge

b. punishment

c. reward

d. habituation

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Operant Conditioning

Difficulty Level: Easy

66. Lucy has discovered that when she finishes her bottle, her father cuddles with her. Lucy’s parents have noticed that she sucks faster on her bottle when her father is in the room. What behavior is Lucy displaying?

a. operant conditioning

b. classical conditioning

c. habituation

d. imitation

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Application

Answer Location: Operant Conditioning

Difficulty Level: Hard

67. Which infant will require fewer trials pairing behavior and consequence in operant conditioning?

a. Caleb, who is 2 days old

b. Jun, who is 2 weeks old

c. Pablo, who is 3 months old

d. Kora, who is 5 months old

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Application

Answer Location: Operant Conditioning

Difficulty Level: Hard

68. Learning new actions and behaviors by observing others is known as ______.

a. imitation

b. operant conditioning

c. classical conditioning

d. habituation

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Knowledge

Answer Location: Imitation

Difficulty Level: Easy

69. A statement that describes imitation in the newborn is that the newborn ______.

a. innately understands what imitation is

b. is incapable of performing imitation

c. mimics because of mirror neuron action

d. mimics because of mirror neuron inhibition

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Imitation

Difficulty Level: Medium

70. The evolutionary development of social communication is related to infants’ ability to ______.

a. be influenced by classical conditioning

b. respond to operant conditioning

c. habituate to stimuli

d. copy others’ actions

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Imitation

Difficulty Level: Medium

71. The sense the brain makes of a stimulus and the accompanying awareness of it is called ______.

a. locomotion

b. sensation

c. perception

d. habituation

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Sensation and Perception During Infancy and Toddlerhood

Difficulty Level: Easy

72. The definition of sensation is ______.

a. sense the brain makes of a stimulus and the accompanying awareness of it

b. change in the environment that the nervous system is able to detect

c. response to a stimulus

d. detection of a stimulus

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Sensation and Perception During Infancy and Toddlerhood

Difficulty Level: Easy

73. The sharpness of vision or the ability to see is called visual ______.

a. perception

b. sensation

c. acuity

d. clarity

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Vision

Difficulty Level: Easy

74. Which method would a researcher use to study ability to see clearly?

a. visual tracking

b. visual cliff

c. preferential looking

d. neuroimaging

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Vision

Difficulty Level: Hard

75. Preferential-looking studies show that infants reach adult levels of visual acuity between what ages?

a. 3–5 months

b. 6–12 months

c. 12–15 months

d. 16–18 months

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Vision

Difficulty Level: Medium

76. Baby Neil is presented with several images. Which is he most likely to prefer?

a. human face

b. three squares

c. white circle

d. black oval

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Vision

Difficulty Level: Hard

77. Dr. Andrews is a researcher interested in studying newborn vision. She wants to know if infants see objects that move and how well they can follow objects with their eyes. What strategy should Dr. Andrews use?

a. preferential looking

b. habituation and dishabituation

c. brain imaging

d. visual tracking

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Vision

Difficulty Level: Hard

78. At which age can babies start visually tracking a fast-moving object?

a. 2–3 months

b. 4–5 months

c. 6–7 months

d. 8–9 months

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Vision

Difficulty Level: Easy

79. When do infants discriminate colors as well as adults?

a. at birth

b. when they begin crawling

c. 2 months of age

d. 7 months of age

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Vision

Difficulty Level: Medium

80. The ability to perceive the distance of objects from each other and from self is called ______.

a. visual acuity

b. visual tracking

c. depth perception

d. depth clarity

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Vision

Difficulty Level: Easy

81. Which method would a researcher use to study depth perception?

a. visual tracking

b. visual cliff

c. preferential looking

d. neuroimaging

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Vision

Difficulty Level: Hard

82. The newest perspective as to why infants refuse to crawl across the visual cliff is because infants ______.

a. perceive that they are unable to successfully navigate the drop

b. are afraid of heights

c. know it is an unnatural situation

d. are unwilling to expend the energy to move that far

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Vision

Difficulty Level: Medium

83. Andrew, a 3-month-old baby, is participating in an experiment using the visual cliff. When the researcher places him face down on the deep side, he quiets and his heart rate decreases. When he was placed on the shallow side of the cliff, his heart rate stayed at resting. Andrew reacted this way because he ______.

a. failed to perceive a drop, and was just reacting to the change in position

b. felt fear at being placed on areas of varying depth

c. experienced an innate reaction to the perceived drop

d. noticed the difference in depths, but he fails to associate fear with a deep drop

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Vision

Difficulty Level: Hard

84. Which sense is the most developed at birth?

a. hearing

b. vision

c. taste

d. smell

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Hearing

Difficulty Level: Easy

85. A sign that indicates infants begin the process of learning language at birth is that newborns ______.

a. are indifferent to voices

b. are unable to detect their mothers’ voices

c. prefer to hear their native speech over other cultural speech

d. prefer to hear nonspeech sounds over speech sounds

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Analysis

Answer Location: Hearing

Difficulty Level: Hard

86. An infant’s auditory capacity is shown by the fact that newborns ______.

a. perceive only their native language

b. show a preference their native language

c. are unable to hear as well as adults

d. prefer nonspeech sounds over speech sounds

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Analysis

Answer Location: Hearing

Difficulty Level: Hard

87. Which areas of the brain show activity when newborns are discriminating different speech patterns?

a. temporal and left frontal cortex

b. temporal and right frontal cortex

c. cerebellum and left frontal cortex

d. amygdala and right frontal cortex

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Hearing

Difficulty Level: Medium

88. What is the first part of the body to show sensitivity to touch prenatally?

a. thumb

b. trunk

c. foot

d. mouth

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Hearing

Difficulty Level: Easy

89. The capacity to feel pain begins ______.

a. before birth

b. at birth

c. by 3 days of age

d. by 1 week of age

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Touch

Difficulty Level: Easy

90. If infants smell something rancid, their facial expressions are likely to indicate ______.

a. pain

b. sadness

c. fear

d. disgust

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Smell and Taste

Difficulty Level: Easy

91. Which taste do infants have an innate preference for?

a. sour

b. sweet

c. salty

d. savory

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Smell and Taste

Difficulty Level: Easy

92. The process of combining information from more than one sensory system is called ______.

a. synaptogenesis

b. intermodal acuity

c. intermodal perception

d. neurogenesis

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Intermodal Perception

Difficulty Level: Easy

93. Intermodal perception is demonstrated to be evident at birth because infants ______.

a. are born with fully developed sensory abilities

b. show a preference for viewing their mother’s faces

c. need it to survive

d. have the ability before birth

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Analysis

Answer Location: Intermodal Perception

Difficulty Level: Hard

94. An example of intermodal matching is a newborn’s ability to ______.

a. recognize varying depths when crawling

b. imitate facial expressions

c. coordinate his or her mother’s voice and face

d. see differences in primary colors

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Intermodal Perception

Difficulty Level: Hard

95. Max is a baby who hears his father’s voice and turns his head in the direction of the sound. He also tries to track where his father is in the room with his eyes. What is this an example of?

a. dishabituation

b. visual tracking

c. reactivity

d. intermodal perception

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Application

Answer Location: Intermodal Perception

Difficulty Level: Hard

96. What is the earliest age that infants show a preference for viewing their mother’s face?

a. immediately at birth

b. 4 hours after birth

c. 1 week of age

d. 4 months of age

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Intermodal Perception

Difficulty Level: Easy

97. What is necessary for newborns to be able to visually recognize their mother’s face?

a. hearing more people talk and seeing more faces than just their mothers’

b. having a preference for their mothers’ faces is innate so nothing else is needed

c. pairing their mothers’ faces with their voices at least once after birth

d. having visual acuity comparable to an adults to see their mothers’ faces

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Intermodal Perception

Difficulty Level: Medium

98. How do researchers know that infants can integrate touch and vision early in life?

a. After infants suck on a particular pacifier, they prefer to look at the one they had previously sucked on.

b. Infants like to touch soft items when compared to hard items.

c. Infants reach for a toy and try to put the toy in their mouth.

d. After infants see an object, they will show a preference for that object in pictures.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Intermodal Perception

Difficulty Level: Medium

99. Which concept allows individuals to explore, move, and interact within their environment?

a. disruption of affordances

b. perception of affordances

c. detection of sensations

d. perception of sensations

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Analysis

Answer Location: Intermodal Perception

Difficulty Level: Hard

100. Which reflex is present the longest?

a. swimming

b. Babinski

c. stepping

d. palmar grasp

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development During Infancy and Toddlerhood

Difficulty Level: Medium

101. Which reflex involves holding the breath and moving the arms and legs when placed in water?

a. swimming

b. Babinski

c. rooting

d. palmar grasp

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development During Infancy and Toddlerhood

Difficulty Level: Medium

102. Anna is asleep in her crib. Her brother comes into her bedroom and slams her door very loudly. Anna throws her arms out, arches her back, and brings her arms back together. She starts to cry. What reflex is Anna demonstrating?

a. Babinski

b. palmer grasp

c. Moro

d. rooting

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Application

Answer Location: Motor Development During Infancy and Toddlerhood

Difficulty Level: Hard

103. Connor is a newborn who is being breast-fed. Every time his mother holds him and touches his cheek, he demonstrates a specific reflexive behavior. Which behavior is Connor most likely doing?

a. curling his finger around his mother’s finger

b. holding out his arms and arching his back

c. fanning and curling his toes and hands

d. turning his head and tongue toward his mother

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Application

Answer Location: Motor Development During Infancy and Toddlerhood

Difficulty Level: Hard

104. The ability to control the large movements of the body is called ______.

a. small motor coordination

b. fine motor development

c. gross motor development

d. physical motor coordination

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Knowledge

Answer Location: Gross Motor Development

Difficulty Level: Easy

105. A statement that describes the progression of motor milestones is that it ______.

a. follows a strict cephalocaudal pattern

b. follows a strict proximodistal pattern

c. can occur without any patterns

d. can occur in variable patterns

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Gross Motor Development

Difficulty Level: Medium

106. The first developmental milestone infants reach is ______.

a. lifting the head

b. lifting the chest

c. rolling over

d. sitting up with support

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Gross Motor Development

Difficulty Level: Medium

107. In most Western Industrialized countries, most infants walk alone by about which age?

a. 10 months

b. 12 months

c. 16 months

d. 18 months

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Gross Motor Development

Difficulty Level: Medium

108. Voluntary reaching is an example of ______.

a. affordances

b. fine motor development

c. gross motor development

d. habituation

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Fine Motor Development

Difficulty Level: Medium

109. Voluntary reaching appears at about how many months of age?

a. 3

b. 4

c. 5

d. 6

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Knowledge

Answer Location: Fine Motor Development

Difficulty Level: Easy

110. By which age can infants reach for moving objects that change direction?

a. 5 months

b. 7 months

c. 10 months

d. 12 months

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Fine Motor Development

Difficulty Level: Medium

111. Infants’ skill in object manipulation is associated with cognition because it permits infants to ______.

a. remember the location of objects

b. associate the objects with emotions

c. examine objects in greater detail

d. sort objects by color

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Brain and Biological Influences on Development: Hand Preference and Language Development in Infancy

Difficulty Level: Medium

112. Which statement below is consistent with the maturational view of motor development?

a. Preterm infants reach motor milestones later than do full-term infants.

b. Infants who spend the first 2 years of life lying on their backs walk at later ages than other children.

c. Infants who practice the stepping reflex daily walk earlier.

d. Infants who spend time lying on their stomachs each day crawl earlier.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Biological Influences on Motor Development

Difficulty Level: Medium

113. Which statement is TRUE regarding the maturational view of motor development?

a. Infants who practice movement skills progress faster than those who fail to.

b. Identical twins have little similarity in reaching motor milestones.

c. Infants who are swaddled walk later than those who are unswaddled.

d. Infants from around the world display the same sequence of movement milestones.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Biological Influences on Motor Development

Difficulty Level: Medium

114. Which scenario demonstrates that factors other than maturation play a role in motor development?

a. Young infants who practice stepping reflexes retain the movements and walk earlier.

b. Babies who are swaddled walk at the same time as non-swaddled babies.

c. Identical twins share a similarity in the timing and pace of movement skills.

d. Cross-cultural research finds that infants around the world display roughly the same sequence of movement milestones.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Analysis

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Hard

115. Maggie is an infant who has a mother that is very concerned about her motor development because she was born premature. To make sure Maggie rolls over and crawls when she should, the pediatrician recommendation that Maggie spends time ______.

a. sitting up on her mother’s lap

b. lying on her stomach every day

c. lying on her back each day

d. being held more often than children who are born full term

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Application

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Hard

116. A contextual factor that has been shown to have little influence on motor development is ______.

a. choice of clothing the parent makes for the baby

b. number of siblings and extended family members a baby has

c. cultural style of interaction, such as an emphasis on individualism or on collectivism

d. parental socialization skills needed for success and survival in various cultures

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Medium

117. If children live in an environment that has dangers on the ground, the result may be caregivers who ______.

a. discourage dependence and promote motor milestones such as walking

b. encourage dependence and delaying motor milestones such as crawling

c. are unwilling to have motor milestones met until emotional milestones are met

d. are unable to have motor milestones met because of their own emotional needs

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Analysis

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Hard

118. Motor development as a reflection of interaction among developmental domains, maturation, and environment describes ______.

a. reflexes

b. skill milestones

c. cross cultural influences

d. dynamic systems theory

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development as a Dynamic System

Difficulty Level: Medium

119. Which domain of development is involved in motor skills?

a. ability to distinguish colors

b. mathematical calculations

c. ability to plan actions

d. communication of biological needs

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Analysis

Answer Location: Motor Development as a Dynamic System

Difficulty Level: Hard

120. Which factor is most directly involved in a child’s motor development?

a. emotional capacities

b. cultural norms

c. physical capacities

d. fear of the world

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development as a Dynamic System

Difficulty Level: Medium

True/False

1. An infant or a toddler can grow up to one quarter of an inch overnight.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Growth Norms

Difficulty Level: Medium

2. Paid maternity leave is associated with higher rates of breast-feeding.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Breast-Feeding

Difficulty Level: Medium

3. Vaccines are administered early in life because many preventable diseases are more common in infants and young children.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Applying Developmental Science: Vaccination

Difficulty Level: Medium

4. Socioemotional and contextual factors can contribute to failure to thrive.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Failure to Thrive

Difficulty Level: Medium

5. If synaptic pruning occurs in an infant’s or toddler’s brain, it signifies that the child has a significant cognitive deficit.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Processes of Neural Development

Difficulty Level: Medium

6. The physical structure of the brain changes very little from infancy.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Experience and Brain Development

Difficulty Level: Medium

7. Experience-expectant brain development is influenced by exposure to enriching experiences.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Experience and Brain Development

Difficulty Level: Medium

8. Sleep also promotes physical growth and development.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Sleep and Brain Development

Difficulty Level: Easy

9. Habituation indicates that an infant detects a change in one stimulus from another stimulus.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Habituation

Difficulty Level: Medium

10. The speed at which infants habituate is associated with cognitive development when they grow older.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Habituation

Difficulty Level: Medium

11. Operant conditioning is impossible during the prenatal period.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Operant Conditioning

Difficulty Level: Medium

12. An infant’s ability to imitate someone sticking out the tongue is a learned ability and unrelated to an innate ability.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Comprehension

Answer Location: Imitation

Difficulty Level: Medium

13. Newborns are able to distinguish among colors.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Vision

Difficulty Level: Medium

14. Newborns prefer to hear their native language.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Hearing

Difficulty Level: Medium

15. Infants expect vision, auditory, and tactile information to occur together.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Intermodal Perception

Difficulty Level: Easy

16. Affordances are the nature, opportunities, and limits of objects.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Knowledge

Answer Location: Intermodal Perception

Difficulty Level: Easy

17. If an infant fails to demonstrate reflexive behavior, he or she may have a neurological deficit.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development During Infancy and Toddlerhood

Difficulty Level: Medium

18. Voluntary reaching appears at about 6 months of age.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Fine Motor Development

Difficulty Level: Medium

19. Preterm infants reach motor milestones later than do full-term infants.

Learning Objective: 4.5 Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Knowledge

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Easy

20. Motor development is dependent upon both maturation and practice.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Medium

Short Answer

1. Describe typical weight and height growth patterns of infants from birth to 3 years of age.

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Growth Norms

Difficulty Level: Medium

2. Why is important that children are vaccinated?

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Applying Developmental Science: Vaccination

Difficulty Level: Hard

3. Why is myelination an important neuronal process in brain development?

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Processes of Neural Development

Difficulty Level: Medium

4. Give two examples of influences on your own. experience-dependent brain development. Include why these are experience-dependent.

Learning Objective: 4.2: Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Processes of Neural Development

Difficulty Level: Hard

5. What is your earliest memory of operant conditioning? Explain how you recognize that this memory is one of operant conditioning.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation

REF: Cognitive Domain: Application

Answer Location: Operant Conditioning

Difficulty Level: Hard

6. Carter’s mother is trying to help him with potty training. Every time he goes to the bathroom on the toilet, he gets to pick a new toy car from a basket. Explain what this experience is an example of, and why.

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation

REF: Cognitive Domain: Application

Answer Location: Operant Conditioning

Difficulty Level: Hard

7. What effects does touch have on an infant?

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Touch

Difficulty Level: Medium

8. What effects does sense of smell have on an infant?

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Comprehension

Answer Location: Smell and Taste

Difficulty Level: Medium

9. Explain what motor ability the palmar grasp and rooting reflex are replaced by once an infant no longer demonstrates the reflexive movements.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Analysis

Answer Location: Fine Motor Development

Difficulty Level: Hard

10. What are all the processes involved in an infant’s ability for motor development?

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Comprehension

Answer Location: Motor Development as a Dynamic System

Difficulty Level: Medium

Essay

1. Why do children today grow taller and faster than ever before?

Learning Objective: 4.1: Discuss growth and the role of nutrition in development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Growth Norms

Difficulty Level: Hard

2. What are the benefits of parents and children co-sleeping?

Learning Objective: 4.2 Summarize brain development during infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Influences on Development: Co-Sleeping

Difficulty Level: Hard

3. Do you believe that newborns are able to imitate the behavior of others? What does the research say on this topic?

Learning Objective: 4.3: Compare infants’ early learning capacities for habituation, classical conditioning, operant conditioning, and imitation.

REF: Cognitive Domain: Analysis

Answer Location: Imitation

Difficulty Level: Hard

4. Explain the differences between the tests for visual acuity and depth perception.

Learning Objective: 4.4: Describe infants’ developing sensory abilities.

REF: Cognitive Domain: Analysis

Answer Location: Vision

Difficulty Level: Hard

5. Explain and give examples of how different cultures provide infants with unique experiences and opportunities for development.

Learning Objective: 4.5: Analyze the roles of maturation and contextual factors in infant and toddler motor development.

REF: Cognitive Domain: Application

Answer Location: Contextual Influences on Motor Development

Difficulty Level: Hard