Test Bank to accompany

Child Development: Context, Culture, and Cascades

Chapter 3: Prenatal and Postnatal Health and Physical Development

Multiple Choice Questions

1. The weeks that precede and follow an infant’s birth is known as the

a. germinal period.

b. zygote period.

c. perinatal period.

d. embryonic period.

e. prelabor period.

Learning Objective: N/A

Bloom’s Level: 1. Remembering

2. During the time when a woman’s egg leaves an ovary and travels into the fallopian tube, is when the egg

a. releases a chemical substance that attracts a man’s sperm.

b. divides into 23 chromosomes.

c. creates a membranous seal to protect the egg.

d. is vulnerable to disorders such as Down’s syndrome.

e. is in the perinatal period.

Learning Objective: N/A

Bloom’s Level: 1. Remembering

3. Fred and Ted are identical twins. This means

a. that Fred and Ted can also be considered fraternal twins.

b. the zygote split in half soon after conception.

c. the ovary of their mother simultaneously released two eggs that two different sperm fertilized.

d. that Fred and Ted are genetically unique individuals.

e. that Fred and Ted are dizygotic twins.

Learning Objective: N/A

Bloom’s Level: 2. Understanding

4. The placement of a man’s sperm into a woman’s uterus using a long, narrow tube, which is sometimes used to address infertility, is referred to as

a. third-party assisted reproduction.

b. in vitro fertilization (IVF).

c. intrauterine insemination (IUI).

d. in vitro insemination (IVI).

e. fertilized embryonic freezing.

Learning Objective: 3.2 Describe options that are open to individuals who wish to have children, but may not be able to for various reasons.

Bloom’s Level: 3. Applying

5. One week after conception, a ball of 100 cells becomes firmly embedded in the lining of the uterus in the process of implantation. This ball of cells is called the

a. zygote.

b. prenatal period.

c. fetus.

d. embryo.

e. blastocyst.

Learning Objective: 3.3 Describe changes to the zygote during the germinal period.

Bloom’s Level: 2. Understanding

6. The process of implantation involves the

a. zygote traveling down the fallopian tube to the uterus.

b. zygote dividing into two parts.

c. blastocyst becoming firmly embedded in the lining of the uterus.

d. attachment of the blastocyst to the wall of the fallopian tube.

e. blastocyst dividing into two parts.

Learning Objective: 3.3 Describe changes to the zygote during the germinal period.

Bloom’s Level: 2. Understanding

7. What is the name of the membrane that contains a clear, watery fluid in which the fetus floats?

a. The embryonic disk

b. The trophoblast

c. The placenta

d. The amniotic sac

e. The umbilical cord

Learning Objective: 3.3 Describe changes to the zygote during the germinal period.

Bloom’s Level: 1. Remembering

8. During the embryonic period, cells of the embryo begin to fold into three layers. The layer that contains cells for bone tissue is called the

a. ectoderm.

b. mesoderm.

c. endoderm.

d. outer layer.

e. internal layer.

Learning Objective: 3.4 Describe changes to the embryo during the embryonic period of development.

Bloom’s Level: 1. Remembering

9. As an infant, Sarah began to hold her head up before she was able to balance her torso. Developing the ability to hold her head up before developing the ability to balance her torso is a demonstration of what principle of growth?

a. Proximodistal development

b. Spinal cord development

c. Cephalocaudal development

d. Cell specialization

e. Embryonic disk growth

Learning Objective: 3.4 Describe changes to the embryo during the embryonic period of development.

Bloom’s Level: 3. Applying

10. As an infant, Bryan started using his hands to grasp objects with his whole hand before he was able to use his fingers to press small buttons and turn knobs. The ability to grasp objects before being able to use fingers individually is an example of what principle of growth?

a. Proximodistal development

b. Spinal cord development

c. Cephalocaudal development

d. Cell specialization

e. Embryonic disk growth

Learning Objective: 3.4 Describe changes to the embryo during the embryonic period of development.

Bloom’s Level: 3. Applying

11. When Juan witnessed the birth of his newborn, he noticed that the tiny human was covered with a slimy, white substance and small hairs all over the baby’s body. This slimy, white substance is called _______, and the small hairs are called _______.

a. skeletal ossification; vernix

b. vernix; lanugo

c. lanugo; vernix

d. skeletal ossification; lanugo

e. vernix; skeletal ossification

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 4. Analyzing

12. During Meredith’s pregnancy, Meredith had a procedure performed that resulted in an image of her fetus. This technique is called

a. FMRI (Fetal Motion Return Imaging).

b. a CT Scan.

c. skeletal ossification.

d. MRI imaging.

e. ultrasonography.

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 4. Analyzing (distinguish)

13. The first six weeks after childbirth is what period of development?

a. The fetal period

b. The embryonic period

c. The circadian period

d. The postnatal period

e. The prenatal period

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 1. Remembering

14. What process occurs during the prenatal period that assists the development of the digestive system?

a. The fetus moves its chest wall in and out.

b. The fetus moves its torso around.

c. The fetus swallows amniotic fluid regularly.

d. The fetus establishes a sleep-wake cycle.

e. The fetus develops taste preferences.

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 1. Remembering

15. How do we know that infants remember the sounds that they heard prenatally?

a. After only a few days, newborn infants learn to attend to their mother’s voice more than their fathers’ voice.

b. Scientists have used microphones to record intrauterine fetal environment and picked up maternal sounds, such as the mother’s voice.

c. When young children were asked to recall the sounds they heard prenatally, they mainly described hearing their mother’s voice.

d. Mothers read passages from Dr. Seuss’s The Cat in the Hat during pregnancy, and after birth their babies increased their sucking rate to the passages.

e. Researchers repeatedly played music to newborns and then observed that newborns who heard music responded differently than those who have not heard music.

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 5. Evaluating

16. The Barker hypothesis was established as a result of

a. a decrease in infant mortality rates in Britain at the turn of the twentieth century as health conditions in the country improved.

b. detailed records of women’s life histories and pregnancies being combined with national health records to reveal developmental origins of disease.

c. an increase in infant mortality rates in Germany at the turn of the twentieth century due to poor conditions associated with World War I.

d. health records being used to confirm whether pregnant mothers had experienced miscarriages.

e. health records being used to confirm whether newborns had been exposed to toxins during the prenatal period that led to later Barker syndrome.

Learning Objective: N/A

Bloom’s Level: 5. Evaluating

17. Talia took the drug Thalidomide while pregnant in 1958. The probability that her infant will suffer deformities because of exposure to this drug would depend on which factor?

a. Whether the mother is allergic to the drug

b. Whether the mother took a liquid or pill form of the drug

c. Whether the mother took the brand name version of the drug or a generic version

d. Whether the mother took the drug during the period that exposes the fetus to harm

e. Whether the mother took the drug under supervision of a physician

Learning Objective: 3.6 Explain how the semipermeability of the placenta causes the growing fetus to be vulnerable to a variety of harmful substances.

Bloom’s Level: 5. Evaluating (select, critique, weigh)

18. What might be an outcome of an infant being exposed to heroin prenatally?

a. Sudden infant death syndrome (SIDS)

b. Downs syndrome.

c. Fetal drug syndrome.

d. Acquired immune deficiency.

e. Microencephaly.

Learning Objective: 3.6 Explain how the semipermeability of the placenta causes the growing fetus to be vulnerable to a variety of harmful substances.

Bloom’s Level: 4. Analyzing

19. Fetal alcohol syndrome is characterized in children by

a. an inability to develop visual acuity until age 1.

b. malformed limbs, such as stumps for arms or legs.

c. an inability to develop mutual eye gaze.

d. an inability to process protein, resulting in hair loss.

e. a small forehead, short nose, and thin upper lip.

Learning Objective: 3.6 Explain how the semipermeability of the placenta causes the growing fetus to be vulnerable to a variety of harmful substances.

Bloom’s Level: 3. Applying

20. A condition in which an infant is born with an abnormally small head and brain is called

a. fetal alcohol syndrome.

b. microcephaly.

c. anencephaly.

d. spina bifida.

e. macrosomic infants.

Learning Objective: 3.6 Explain how the semipermeability of the placenta causes the growing fetus to be vulnerable to a variety of harmful substances.

Bloom’s Level: 1. Remembering

21. A pregnant mother who spends more than half of her time sedentary behaviors during pregnancy is more likely to

a. have a healthy infant who is of average weight.

b. avoid the risk of cardiovascular disease.

c. avoid diabetes.

d. have a macrosomic infant.

e. lower the risk of miscarriage.

Learning Objective: 3.7 State ways that lack of physical activity or poor maternal nutrition may harm the developing fetus.

Bloom’s Level: 3. Applying

22. Children whose mothers consumed high levels of fish oil (DHA) while pregnant are more likely to

a. show advantages in gross motor development at 18 months of age.

b. suffer from spina bifida, a defect of the spine that can cause paralysis.

c. show advantages on visual attention and processing speed at 24 months.

d. suffer from anencephaly, a defect that results in the absence of a portion of the skull.

e. have children who will one day show high acceptance of fish.

Learning Objective: 3.7 State ways that lack of physical activity or poor maternal nutrition may harm the developing fetus.

Bloom’s Level: 4. Analyzing

23. Maternal malnourishment may lead to fetal growth retardation and low birth weight due to

a. “starvation” signals to the fetus that food is likely to be scarce in the future.

b. an increased metabolism of the mother, leading to increased metabolism in the fetus.

c. the likelihood that malnourishment is accompanied by drug or alcohol use.

d. an increase in fetal movements, leading to a higher metabolism.

e. isolating effects that lead to unsanitary living conditions and poverty.

Learning Objective: 3.7 State ways that lack of physical activity or poor maternal nutrition may harm the developing fetus.

Bloom’s Level: 5. Evaluating

24. An inherited metabolic disorder passed from parent to child that destroys nerve cells in the brain and spinal cord and leads to death in childhood is called

a. spina bifida.

b. anencephaly.

c. microcephaly.

d. Tay-Sachs disease.

e. fetal alcohol syndrome.

Learning Objective: 3.8. Explain the importance of prenatal care and counseling for women in relation to developing fetus.

Bloom’s Level: 1. Remembering

25. While pregnant, Chloe suffered from depression. Her infant is likely to exhibit which of the following characteristics?

a. Lowered heart rate, increased motor activity, high irritability

b. Elevated heart rate, increased motor activity, social withdrawal

c. High birth weight, elevated heart rate, high irritability

d. Suppressed motor activity, high birth weight, social withdrawal

e. Elevated heart rate, suppressed motor activity, high irritability

Learning Objective: 3.9 Recognize the ways that maternal depression and stress may affect the developing fetus.

Bloom’s Level: 3. Applying

26. Cortisol regulates body processes such as metabolism and _______ and helps the body respond to _______.

a. digestion; malnutrition

b. temperament; malnutrition

c. the immune response; stress

d. activity level; stress

e. activity level; malnutrition

Learning Objective: 3.9 Recognize the ways that maternal depression and stress may affect the developing fetus.

Bloom’s Level: 4. Analyzing

27. An evolutionary argument for how the adaptive response to maternal stress may aid a fetus to survive postnatally includes the idea that

a. mothers who are stressed during pregnancy are likely to experience harsh home conditions as well, which can enhance a child’s tolerance of later negative life experiences.

b. prenatal exposure to low levels of cortisol contributes to high infant reactivity, which elicits high attention and calming behaviors by mother towards the infant.

c. maternal stress from negative living conditions leads to cortisol passing through the placenta to the fetus, causing high arousal and alertness that continues into early childhood.

d. maternal stress from negative living conditions leads to higher levels of cortisol, which helps the fetus develop more rapidly.

e. prenatal exposure to cortisol can affect infant negativity and later aggression which may help children compete for resources and cope with a hostile and threatening world.

Learning Objective: 3.9 Recognize the ways that maternal depression and stress may affect the developing fetus.

Bloom’s Level: 5. Evaluating

28. _______ is (are) characteristic of the first stage of labor, while _______ is (are) characteristic of the second stage of labor.

a. Labor pains; contractions

b. Contractions; pushing

c. Pushing; contractions

d. Labor pains; pushing

e. Contractions; labor pains

Learning Objective: 3.10 Describe the stages of labor

Bloom’s Level: 2. Understanding

29. Which has not been proposed as a likely reason for the relatively high infant mortality rates in the United States?

a. Changes in access to health care, clean water, and nutrition over the twentieth century

b. Country-level differences in definitions of what constitutes a live birth

c. Disproportionate conditions of poverty in certain ethnic and racial groups in the United States

d. All of the above

e. B and C

Learning Objective: 3.10 Describe the stages of labor

Bloom’s Level: 2. Understanding

30. The Apgar scale is an assessment of newborn health and is based on ratings including neonate

a. temperature, pulse, and eye movement.

b. temperature, reflexes, and skin color.

c. pulse, eye movement, and skin color.

d. pulse, grimace, and respiration.

e. grimace, eye movement, and temperature.

Learning Objective: 3.11 Identify measures used to assess newborn health.

Bloom’s Level: 1. Remembering

31. The main difference between premature infants and small-for-date infants is that

a. premature infants are more likely to suffer from respiratory distress syndrome.

b. small-for-date infants weigh less than expected at birth based on the time they spent in the womb.

c. premature infants always weigh less than expected for the length of time they spent in the womb.

d. premature infants are more likely to experience anoxia.

e. small-for-date infants are more likely to experience anoxia.

Learning Objective: 3.12 Describe possible birth complications.

Bloom’s Level: 4. Analyzing (differentiate)

32. A reason that an infant may experience anoxia can be due to

a. the level of a mother’s malnutrition during pregnancy.

b. the collection of fluid in the air sacs of the lungs.

c. a baby being in the breech position.

d. sedentary behavior of mother during pregnancy.

e. the level of cortisol that is present in the mother’s bloodstream.

Learning Objective: 3.12 Describe possible birth complications.

Bloom’s Level: 4. Analyzing (differentiate)

33. Regarding brain growth, during the first two years of life, the infant brain

a. doubles its volume.

b. grows to roughly the thickness of an adolescent brain.

c. triples its volume.

d. maintains size and thickness.

e. declines slightly in volume.

Learning Objective: 3.14 Review how rapid changes to the infant brain support learning and development.

Bloom’s Level: 1. Remembering

34. When 2-month-olds listened to the speech of their mother or a stranger, the left hemisphere of the brain activated. But, when they listened to music, both areas activated. Such evidence illustrates

a. the existence of Broca’s and Wernicke’s language regions in newborns.

b. infants’ early preference for music as an emotional experience

c. preferences for mothers’ voice over music

d. how differences in density of neurons in certain brain regions make them suited to the processing of speech.

e. that infants are born with certain structures in the brain that process speech, and other innate structures that process tempo.

Learning Objective: 3.14 Review how rapid changes to the infant brain support learning and development.

Bloom’s Level: 4. Analyzing

35. Zoe noticed that, while sleeping, she rarely dreams and does not change position in her bed. Zoe is likely to be mostly in what type of sleep?

a. REM

b. Non-REM

c. A dysfunctional sleep cycle

d. Napping

e. Stage 3 of sleep

Learning Objective: 3.15 Analyze why sleep supports infant development.

Bloom’s Level: 3. Applying

36. In contrast to cultural practices of sleep in the United States, the Kipsigi community in rural Kenya practice

a. a method called CIO (cry it out) in which they ignore infants’ cries.

b. allow infants to take many naps and wake several times throughout the night to nurse on demand.

c. an “attachment” approach to achieve infant self-sleeping.

d. a method in which infants sleep in a separate room from birth to gain independence on a path to early help with chores.

e. encouraging infants to sleep many hours at night in a single stretch, by parents working to keep infants awake during the day.

Learning Objective: 3.16 Explain how and why might cultures differ in infant co-sleeping practices and perspectives.

Bloom’s Level: 4. Analyzing

37. A large influence on U.S. parents’ avoidance of co-sleeping with their infant stems from

a. the American Academy of Pediatrics’ recommendation for infants not to share a bed to minimize the risk of SIDS.

b. parents’ beliefs that co-sleeping will result in infants who are more likely to become thumb-suckers.

c. the American Academy of Pediatrics’ recommendation that infants not share a bed with parents to minimize REM sleep.

d. parents’ beliefs that co-sleeping will cause infants to be more likely to cry when separated from their caretakers.

e. the desire to have some alone time and partner intimacy.

Learning Objective: 3.16 Explain how and why might cultures differ in infant co-sleeping practices and perspectives.

Bloom’s Level: 4. Analyzing

38. Comparisons of siblings who were versus were not breastfed has revealed that

a. the breastfed sibling performed higher on cognitive tests.

b. the breastfed sibling performed higher on tests of motor skills.

c. the benefits of breastmilk may be overstated and confounded by other family factors.

d. benefits to breastfeeding are limited to cognitive areas, but do not improve attachment between infant and mother infant.

e. None of the above

Learning Objective: 3.17 Discuss the benefits of breastfeeding.

Bloom’s Level: 4. Analyzing

39. Which is an example of a developmental cascade?

a. As the fetus moves, it generates feedback that leads to improved motor coordination, which is important for later motor development.

b. Small-for-date infants sleep more during the first postnatal week.

c. Auditory experiences lead to post-birth recognition of faces and shapes.

d. Infants who heard a recording of a made-up words during the last trimester of pregnancy do not recognize the made-up words postnatally.

e. Maternal anxiety relates to maternal depression during pregnancy.

Learning Objective: N/A

Bloom’s Level: 5 Evaluate

40. Which is not a developmental cascade related to low birth weight?

a. Problems with attention

b. Problems with language development

c. Compromised motor coordination persisting into adulthood

d. Cerebral palsy

e. None of the above—all are possible developmental cascades related to low birth weight

Subhead: Developmental Cascades

Learning Objective: N/A

Bloom’s Level: 2. Understanding

Short answer Questions

41. Describe some of the factors that influence male reproductive health.

Learning Objective: 3.1 Discuss factors that influence the likelihood of conception.

Bloom’s Level: 2. Understanding

42. Age can affect both male and female reproductive health. How are the effects of age similar and different for males and females?

Learning Objective: 3.1 Discuss factors that influence the likelihood of conception.

Bloom’s Level: 4. Analyzing

43. Describe the fertility treatment in which eggs are incubated and fertilized to create an embryo.

Learning Objective: 3.2 Describe options that are open to individuals who wish to have children but may not be able to for various reasons.

Bloom’s Level: 4. Analyzing

44. Describe factors that lead to cell specialization.

Learning Objective: 3.4 Describe changes to the embryo during the embryonic period of development.

Bloom’s Level: 5. Evaluating

45. How do we know that a fetus has some awareness that it is moving a certain body part?

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 5. Evaluating

46. How does a mother’s sleep and wake routine influence the circadian rhythm of the fetus?

Learning Objective: 3.5 Describe changes to the fetus during the fetal period of development.

Bloom’s Level: 5. Evaluating

47. Explain the circumstances under which a pregnant woman might expose her fetus to elevated cortisol levels.

Learning Objective: 3.9 Recognize the ways that maternal depression and stress may affect the developing fetus.

Bloom’s Level: 5. Evaluating

48. Describe the functions of sleep as they pertain to infants.

Learning Objective: 3.15 Analyze why sleep supports infant development.

Bloom’s Level: 5. Evaluating

49. Describe some of the contextual influences on a mother’s choice to breastfeed her infant.

Learning Objective: 3.18 Describe factors that may contribute to the likelihood of a woman breastfeeding.

Bloom’s Level: 5. Evaluating

50. Describe an example of a developmental cascade that can lead to low birth weight and then cascade to other later outcomes.

Learning Objective: N/A

Bloom’s Level: 5. Evaluating