Childhood Voyages in Development 5th Edition by Spencer A. Rathus - Test Bank

Childhood Voyages in Development 5th Edition by Spencer A. Rathus – Test Bank

 

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Chapter 5—Infancy: Physical Development

 

MULTIPLE CHOICE

 

1. The brain regulates essential functions such as

a.	heartbeat.
b.	hormone secretion.
c.	basic drives such as hunger and thirst.
d.	All of the above

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

2. By eight weeks after conception, the brain constitutes _______ the length of the entire embryo.

a.	one-quarter
b.	one-third
c.	one-half
d.	two-thirds

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

3. How does the brain regulate growth and development of the infant’s body?

a.	By sending electrical signals to the muscles and bones
b.	Through a predetermined sequence that is initiated at birth
c.	Through the secretion of hormones
d.	Through regulation of the somatic nervous system

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

4. Gaining control of one’s upper body before one’s lower body is an example of which type of development?

a.	Differentiation
b.	Proximodistal
c.	Integration
d.	Cephalocaudal

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

5. Infants grab large things before than can pick up tiny objects. What type of development does this represent?

a.	Proximodistal
b.	Integration
c.	Cephalocaudal
d.	Differentiation

 

 

ANS:  A                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

 

 

 

 

 

6. Which of the following is TRUE?

a.	The head triples in length between birth and maturity
b.	The arms double in length between birth and maturity
c.	The legs double in length between birth and maturity
d.	The lower parts of the body, such as the legs, must do more growing to reach adult size than the upper parts, such as the head

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Conceptual

 

7. Heartbeat, digestion, respiration, and elimination of wastes are carried out by organ systems close to the central axis. These functions, close to the center of the body, operate or are ready to operate when the child is born. What principle of development does this represent?

a.	Cephalocaudal
b.	Differentiation
c.	Proximodistal
d.	None of the above

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

8. Infants exhibit more generalized and diffuse motions before they begin to reach and grasp with specific intent. The tendency of behavior to become more specific and distinct is called

a.	integration.
b.	conceptualization.
c.	globalization.
d.	differentiation.

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

9. A newborn that thrashes about wildly and cries in response to a heel stick test (a needle prick) has not yet developed

a.	cephalocaudal development.
b.	differentiation in development.
c.	proximodistal development.
d.	general distress syndrome.

 

 

ANS:  B                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

10. A fetus’s weight will increase how much in the period between conception and birth?

a.	A billionfold
b.	A trillionfold
c.	It will double
d.	It will quadruple

 

 

ANS:  A                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

11. Within a span of nine months, a fetus develops from a zygote that is 1/175 of an inch long to a neonate that is

a.	about 10 pounds.
b.	about 10 inches long.
c.	about 20 inches long.
d.	about 5 pounds.

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

12. Infants grow in spurts and are NOT growing approximately how much of the time?

a.	90-95%
b.	80-85%
c.	60-70%
d.	For two weeks out of each month

 

 

ANS:  A                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

13. Who matures more quickly and will reach half their adult height by 18 months of age?

a.	Whichever children eat the most food
b.	Whichever children have the tallest parents
c.	Boys
d.	Girls

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

14. Gina is a taller than the average infant. What will likely happen to her growth rate?

a.	It will continue to increase
b.	It will likely slow down
c.	She will stop growing earlier than other girls
d.	There is no way to predict what will happen to her growth rate

 

 

ANS:  B                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

15. Why is the head disproportionately large during infancy and childhood?

a.	Muscle grows slower than brain tissue
b.	because bone grows so slowly
c.	because the brain is essential for all other growth
d.	There is no scientific reason, it just is

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Conceptual

 

16. Can children “grow overnight?”

a.	No, it is not possible
b.	Yes, but only during the teen years
c.	Yes, but in childhood it is usually only girls that do
d.	Yes, research seems to confirm this

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

17. Which of the following is TRUE about the relationship between infant and adult heights?

a.	There is no relationship between height as an infant and height as an adult
b.	There is an almost perfect relationship between height as an infant and height as an adult
c.	Long infants always grow up to be tall adults
d.	None of these is true about the infant/adult height relationship

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

 

 

 

 

 

18. Infants can grow

a.	as much as .5 centimeters in one month.
b.	as much as 2.5 centimeters in one day.
c.	as much as 2.5 centimeters in one month.
d.	as much as .5 centimeters in one day.

 

 

ANS:  B                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

19. By the second birthday, a child’s arms have grown longer than his legs. This is an example of

a.	proximodistal development.
b.	differentiation in development.
c.	cephalocaudal development.
d.	minimalist development.

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

20. Among neonates, the arms

a.	are longer than the legs.
b.	are shorter than the legs.
c.	are about equal in length to the legs.
d.	develop more slowly than the legs after the first birthday due to the cephalocaudal trend.

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

21. After the second birthday, the legs begin to grow rapidly and are soon longer than the arms. This is an example of

a.	differentiation in development.
b.	cephalocaudal development.
c.	minimalist development.
d.	proximodistal development.

 

 

ANS:  B                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

22. Jessie was diagnosed with failure to thrive (FTT) at 20 months of age. At age 8, we would expect to find that Jessie

a.	shows no effects of her earlier FTT.
b.	is now is taller and weighs more than her peers.
c.	may have a protein deficiency.
d.	is smaller, less cognitively advanced, and more emotionally disturbed than typical children.

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

23. Failure to thrive

a.	is an organic illness.
b.	is apt to be created by a combination of organic and non-organic causes.
c.	is a non-organic problem.
d.	is caused by prenatal problems.

 

 

ANS:  B                    REF:   Physical Growth                              OBJ:   1          DIF: Conceptual

 

 

 

24. Matthew is 20 months old and has been diagnosed as having non-organic FTT (NOFTT). The cause of this is thought to be

a.	an underlying health problem.
b.	failure to make use of adequate nutrition due to a health problem.
c.	trouble accessing food due to a health problem.
d.	a psychological and/or social cause.

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Applied

 

25. Which of the following is a central feature of failure to thrive?

a.	Irritability
b.	Poor REM sleep
c.	Feeding problems
d.	Excessive eye contact with adults

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

26. Research has shown that infants with failure to thrive (FTT)

a.	also have sleep problems.
b.	may have inherited it from their parents.
c.	are born with other disorders that complicate childrearing.
d.	are introduced to solid and finger foods later than other children.

 

 

ANS:  D                    REF:   Physical Growth                              OBJ:   1          DIF: Factual

 

27. Failure to thrive (FTT) has been linked to deficiencies in caregiver-infant interactions, resulting in

a.	child abuse.
b.	secure attachment.
c.	insecure attachment.
d.	difficult child temperament.

 

 

ANS:  C                    REF:   Physical Growth                              OBJ:   1          DIF: Conceptual

 

28. Lin is 6 months old. She is losing weight due to a diet low in essential nutrients. Her mother does not produce enough breast milk, and there is no access to formula where Lin lives. Lin is most likely suffering from

a.	FTT.
b.	marasmus.
c.	canalization.
d.	the rule of the golden section.

 

 

ANS:  B                    REF:   Nutrition                                         OBJ:   2          DIF:  Applied

 

29. Joseph has been treated for FTT and is now returning to his normal growth rate. What does this represent?

a.	Canalization
b.	Proximodistal development
c.	Differentiation
d.	Phenalization

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Applied

 

30. Even though children represent 24% of the United States population, they represent ______of the number of people living in poverty.

a.	14%
b.	24%
c.	34%
d.	44%

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

31. Compared to children in other countries, how is the nutrition of children in the United States?

a.	Worse than in many other countries
b.	Better than in many countries, but the nutrition of poor children in the U.S. continues to decline
c.	Better than in many other countries, with the nutrition of the poor in the U.S. getting better
d.	The U.S. is on an equal basis with most other countries

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Applied

 

32. Which of the following is TRUE regarding low-income children in the United States?

a.	Federal programs, such as WIC, have helped to improve the nutritional status of poor children
b.	Low-income children show lower rates of FTT and anemia
c.	60% of Asian-American children live in poverty
d.	American-Indian children show the lowest rates of poverty

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Applied

 

33. At about what age can an infant begin ingesting solid foods?

a.	By about 4 to 6 months of age
b.	As early as 2 weeks, if they are really hungry
c.	Not until about 1 year of age
d.	It varies significantly from child to child

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

34. What reflex prevents infants from ingesting solid foods prior to 4 months of age?

a.	Babinski
b.	Rooting
c.	Tongue thrust
d.	Sucking

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

35. Anusha wants to breast-feed her baby. She read that the American Academy of Pediatrics recommends

a.	feeding with formula instead of breast milk.
b.	feeding with formula for four months, then switching to breast milk.
c.	breast-feeding for two years.
d.	breast-feeding for one year and longer if possible.

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Applied

 

 

36. How should new foods be introduced to the infant?

a.	One at a time to assess for allergies or preferences
b.	It does not matter, as infants will not show taste preferences
c.	Poultry and fish should be introduced before cereal and strained fruits
d.	Meat and fish should not be introduced before age 2

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

37. When infant formula was developed in the 1930s,

a.	women refused to use it.
b.	it was a nutritionally poor substitute for breast milk.
c.	Breast-feeding declined, women entered the workforce, and they became less constrained by traditional roles.
d.	most babies showed allergies to it.

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

38. Recent studies indicate that women are more likely to breast-feed if they

a.	are older.
b.	were born outside the United States.
c.	have less education.
d.	have an influential person who encourages breast-feeding.

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

39. At the end of one year, one woman in ______ is still breast-feeding.

a.	two
b.	three
c.	five
d.	seven

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

40. Children with PEM

a.	may suffer before birth if their mother is malnourished.
b.	suffer up to 160 days of illness per year.
c.	suffer the most severe form of malnutrition.
d.	All of the above are true

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

41. Breast milk is unlikely to upset the infant’s stomach; it contains the mother’s antibodies, which are transmitted to the infant, and it

a.	helps protect against lymphoma.
b.	decreases the chances of developing diarrhea.
c.	reduces allergic responses and constipation.
d.	All of these are benefits of breast milk

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

 

 

 

42. Kwashiorkor

a.	is a name for a birthing process.
b.	results in swollen stomach and feet, hair loss, and rash.
c.	is a type of formula given to babies who are malnourished.
d.	is a nutrient in breast milk that reduces childhood lymphoma.

 

 

ANS:  B                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

43. Breast milk is related to

a.	increased likelihood of asthma later in life.
b.	increased likelihood of breast cancer for the mother later in life.
c.	decreased likelihood of obesity for the child later in life.
d.	All of these are related to breast milk

 

 

ANS:  C                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

44. Breast-feeding provides benefits to mothers such as reducing the risk of breast and ovarian cancers, building bone strength, reducing the risk of osteoporosis, and

a.	helping shrink the uterus after delivery.
b.	reducing the chances of becoming obese.
c.	creating immunity to common illnesses, such as colds.
d.	There are no benefits for mothers, just for infants

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

45. One negative factor to consider regarding breast-feeding is that

a.	breast milk can transmit HIV and environmental hazards, such as PCBs, to the infant.
b.	breast-feeding has been shown to increase mothers’ responses to stress.
c.	breast-feeding increases the risk of early breast cancer.
d.	there are no negative factors associated with breast-feeding.

 

 

ANS:  A                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

46. Negatives to breast-feeding include

a.	Fear of pain
b.	Undernourishment of some mothers, which results in fewer nutrients in breast milk
c.	Mothers’ assumption of the sole responsibility for nighttime feedings
d.	All of these are negatives of breast-feeding

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

47. When does lactation end?

a.	Once it begins, it never ends
b.	When the thyroid returns to normal functioning
c.	After one year
d.	When breast-feeding ceases and oxytocin and prolactin are no longer secreted

 

 

ANS:  D                    REF:   Nutrition                                         OBJ:   2          DIF: Factual

 

 

 

 

 

48. Which of the following is TRUE about the brain?

a.	The heavier it is, the more complex it is
b.	It contains more neurons than the rest of the body
c.	When born, the brain contains no neurons, as they develop due to experience
d.	At birth, it contains over 40 million neurons

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

49. A neuron contains

a.	cell body.
b.	axon.
c.	dendrite.
d.	A neuron contains all of these

 

 

ANS:  D                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

50. You use your cell phone to receive text messages. Which part of the neuron performs this function?

a.	Dendrite
b.	Cell body
c.	Axon
d.	Synapse

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

51. You use your cell phone to transmit a message to another person. Which part of the neuron performs this function?

a.	Axon
b.	Cell body
c.	Dendrite
d.	Synapse

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

52. Neurotransmitters

a.	are short fibers that receive incoming messages.
b.	are hormones that promote breast-feeding.
c.	are released from axon terminals.
d.	can be several feet long.

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

53. The ________ of the myelin sheath insulates neurons so messages are conducted more efficiently.

a.	globulin
b.	high fat content
c.	profferin
d.	alduin

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

 

 

 

54. Myelination

a.	is complete at birth.
b.	is complete at birth for boys but not for girls.
c.	is a life-long process.
d.	continues into the second decade of life.

 

 

ANS:  D                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

55. _______ is caused by the replacement of myelin with a hard fibrous tissue.

a.	SIDS
b.	Multiple sclerosis
c.	Alzheimer’s
d.	PKU

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

56. An individual develops mental retardation due to a disorder called PKU. What do we know about this?

a.	The individual has excessive myelination
b.	The disorder inhibits the formation of myelin in the brain
c.	The myelin travels into the soma and destroys the neuron
d.	The myelin covers the dendrites and stops the communication process

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

57. A baby has begun to crawl. This means

a.	myelin will soon form to coat motor neurons.
b.	a maturation process will be activated that will result in myelination of neurons by the end of the first year.
c.	myelination of neurons has already begun.
d.	myelin has nothing to do with this process.

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

58. How big is the neonate’s brain?

a.	About half the size it will be in adulthood
b.	It depends greatly upon the size and shape of the infant’s head
c.	About one-third the size it will be in adulthood
d.	Less than one pound

 

 

ANS:  D                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

59. The infant brain

a.	grows slower than the rest of the body.
b.	triples in weight by the child’s first birthday.
c.	is fully developed at birth.
d.	will not reach 70% of its adult weight until adolescence.

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

 

 

60. If a child’s brain cannot control heartbeat and respiration, which part of the brain might be damaged?

a.	Medulla
b.	Cerebellum
c.	Pituitary
d.	Hypothalamus

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Applied

 

61. A child has died from Sudden Infant Death Syndrome (SIDS). Which part of the brain might be involved?

a.	Cerebellum
b.	Amygdala
c.	Medulla
d.	Hypothalamus

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Applied

 

62. If a child cannot maintain her balance, control her motor behavior, or coordinate her eye movements with bodily sensations, which part of the brain might be faulty?

a.	Cerebellum
b.	Amygdala
c.	Medulla
d.	Hypothalamus

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Applied

 

63. Which part of the brain allows for learning, thought, and memory?

a.	Cerebellum
b.	Medulla
c.	Amygdala
d.	Cerebrum

 

 

ANS:  D                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

64. When does the first brain growth spurt occur?

a.	During the second and third weeks of life
b.	During the fourth and fifth months of prenatal development
c.	About the first month after birth
d.	Not until the end of the first year

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

65. The rapid formation of neurons

a.	may cause the first growth spurt in the infant brain.
b.	increases the density of the brain but not the size or weight.
c.	does not occur until the child enters school and begins learning rapidly.
d.	is automatic and unrelated to learning.

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

 

 

66. Myelination of motor pathways

a.	increases the speed at which the infant can process cognitive information.
b.	is unrelated to the infant’s motor skills.
c.	results in finely coordinated motor movements.
d.	enhances the neonate’s ability to engage in stereotyped reflexes.

 

 

ANS:  D                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

67. Voluntary motor movements require

a.	myelination of neurons in the cerebral cortex.
b.	myelination of the neurons in the medulla.
c.	myelination of the neurons of the motor pathways.
d.	myelination of the neurons in the cerebrum.

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

68. When does the second growth spurt of the brain occur?

a.	During the second and third weeks of life
b.	During the fourth and fifth months of prenatal development
c.	Between the 25th week of prenatal development and the end of the second year after birth
d.	There is no such thing as a second growth spurt of the brain

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

69. In the human brain, the cerebrum

a.	constitutes a larger percentage of the brain than in any other organism.
b.	controls autonomic nervous system functions such as heart rate and respiration.
c.	controls balance, motor behavior, and coordinated eye movements.
d.	None of the above

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

70. The second growth spurt of the brain is due to

a.	neuron development.
b.	proliferation of dendrites and axons.
c.	enlargement of the brain ventricles.
d.	There is no such thing as a second brain growth spurt

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

71. As myelination increases,

a.	the infant becomes less able to learn from new experiences.
b.	the brain areas become less sophisticated.
c.	the brain areas become increasingly complex.
d.	the brain becomes less likely to experience damage.

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

 

 

 

 

 

72. Research shows that myelination

a.	may continue into early adulthood and beyond.
b.	is complete by the time the child is born.
c.	is enhanced by vitamin B intake.
d.	enhances cognitive functioning, but not motor functioning.

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

73. The development of hearing in the fetus may be linked to

a.	degree of external stimulation.
b.	the development of the cerebellum.
c.	myelination of the neurons involved in hearing.
d.	The fetus cannot hear

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

74. The neurons involved in vision begin to myelinate ___________ and complete the process of myelination ____________ than those involved in hearing.

a.	later; later
b.	sooner; sooner
c.	later; sooner
d.	sooner; later

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

75. Rats placed in “amusement park” environments

a.	develop comparably to all other rats.
b.	show significant development of the medulla.
c.	develop heavier brains than those not in enriched environments.
d.	show shrinkage of the visual cortex.

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Applied

 

76. Which of the following is TRUE about infant brains in comparison to adult brains?

a.	Infant brains have more neural connections
b.	Infant brains comprise a significantly smaller percentage of body size
c.	Infant brains have connections that are not activated by experience
d.	Infant brains have only about half the structures of adult brains

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

77. What is the implication of the phrase “brain adaptability is a double-edged sword?”

a.	Our brains are not good at adapting to changing environments
b.	Excessive stimulation can be as damaging as too little stimulation
c.	Our brains allow us to adjust to changing demands, but lack of stimulation can impair this ability
d.	Once we learn something, we cannot unlearn it

 

 

ANS:  C                    REF:   Development of the Brain                OBJ:   3          DIF: Conceptual

 

 

 

 

78. Brain nourishment

a.	influences how close a child can come to reaching the potential set by genetics.
b.	decreases the number of neurons formed, but increases their efficiency.
c.	leads to a smaller brain size, but one that is more efficient.
d.	Brain nourishment can lead to all of these

 

 

ANS:  A                    REF:   Development of the Brain                OBJ:   3          DIF: Factual

 

79. If an infant is born with a smaller brain, fewer neurons, and less myelination than a typical child, what might have happened?

a.	Excessive vitamin B intake by the mother
b.	Inadequate fetal nutrition
c.	Low levels of iron in the infant and mother
d.	Insufficient levels of fat in the infant’s diet

 

 

ANS:  B                    REF:   Development of the Brain                OBJ:   3          DIF: Applied

 

80. Motor development

a.	does not follow the same patterns as cognitive development.
b.	is much more predictable than cognitive development.
c.	occurs independent of other factors such as environment or nutrition.
d.	follows cephalocaudal, proximodistal, and differentiation patterns.

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

81. By the time infants are 3-6 months of age, they can

a.	pull themselves to a standing position.
b.	walk.
c.	skip.
d.	not yet raise their heads.

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

82. In terms of head control, what can newborns do?

a.	They can lift their heads for short periods of time
b.	They can lift their heads after about the first week after birth
c.	They can move their heads side to side but nothing else
d.	If you lay them on their stomach, they can lift the head and torso for short periods of time

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

83. The development of hand skills demonstrates the process of

a.	differentiation in development.
b.	proximodistal development.
c.	cephalocaudal development.
d.	linear development.

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Conceptual

 

 

 

 

 

84. A child is holding a toy clumsily, using only his fingers and palm. This is an example of

a.	pincer grasp.
b.	palmar reflex.
c.	ulnar grasp.
d.	reflexive grasping.

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

85. Which of the following can be said about a 5-month-old infant grasping an object?

a.	She can be increasingly successful at grasping objects
b.	She may be able to grasp the object, but does not know how to let go of it
c.	She is probably using the ulnar grasp
d.	All of these can be said about a 5-month-old’s grasping behavior

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

86. Why is voluntary reaching and grasping NOT present at birth?

a.	Because it requires visual-motor coordination
b.	Infants can do voluntary reaching and grasping at birth
c.	Because they cannot see the objects
d.	Infants do not find the environment interesting enough to motivate the actions

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Conceptual

 

87. At approximately what age do children start using their thumbs to aid them in grasping objects?

a.	4-6 months
b.	9-12 months
c.	Virtually at birth
d.	2-3 months

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

88. Alexander reaches to pick up a Cheerio off the floor. In doing so, he uses his thumb to assist in picking up the piece of cereal. This is referred to as the

a.	ulnar grasp.
b.	palmar reflex.
c.	pincer grasp.
d.	grasping reflex.

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

89. Muriel is a typical 18-months-old. She’s playing on the floor with her blocks. How many can she stack?

a.	10
b.	8
c.	5
d.	3

 

 

ANS:  D                    REF:   Motor Development.                       OBJ:   4          DIF: Applied

 

 

 

 

90. In what order would an infant display the following movement abilities?

a.	Crawling, sitting up, creeping, running
b.	Sitting up, rolling over, crawling
c.	Running, walking, crawling, creeping
d.	Rolling over, sitting up, crawling, creeping

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

91. Ben is 7 months old. Which of the following is he NOT yet able to do?

a.	Roll over
b.	Sit up assisted
c.	Sit up unassisted
d.	Crawl

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

92. When it comes to locomotor development,

a.	there is a great deal of consistency in the order of skill development.
b.	there is a great deal of consistency in the age at which these skills are acquired.
c.	there are significant gender differences in the age at which these skills are demonstrated.
d.	None of these is accurate in terms of locomotor development

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Conceptual

 

93. When can infants usually sit up by themselves (without assistance)?

a.	By about 3 months
b.	Not until 9-10 months
c.	As soon as they are old enough to lift their heads and torsos off the ground
d.	Usually around 7 months

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

94. Which requires the MOST muscular coordination?

a.	Rolling over
b.	Creeping on hands and knees
c.	Crawling without using the legs
d.	Sitting up unassisted

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

95. Why do we call walking infants “toddlers?”

a.	It designates them as ages 18-24 months
b.	It is an affectionate term with no real significance
c.	Because they tend to walk or run in a bowlegged fashion
d.	None of these is accurate

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Conceptual

 

 

 

 

 

 

96. Why do infants who first start to walk move about in a bowlegged fashion?

a.	To support the heavy weight of the head and torso
b.	Because the legs are not fully developed enough to allow regular walking
c.	Being bowlegged is normal and we all must learn not to walk this way
d.	Most infants do not walk this way

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

97. Grant is a typical 18-month-old. Can he walk backward?

a.	Yes, he learned this as soon as he was able to walk forward
b.	Yes, he learned this at 9 months of age
c.	No, he will do this around 24 months of age
d.	Yes, but he won’t do it until 24 months of age as 18-month-olds are too cautious to walk backward yet

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

98. Which of the following accurately describes what a toddler will do when confronted with a steep slope while walking?

a.	He will adamantly refuse to go down it
b.	He will usually stop and crawl down the slope
c.	He cannot tell the difference and will try to walk down it, usually falling down
d.	He cannot go down any slopes until approximately age 2

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

99. When it comes to motor development,

a.	it is simply a process of unfolding genetic tendencies (maturation).
b.	it depends solely upon experience and the environment.
c.	it is dependent upon a combination of maturation and experience.
d.	There is no way to answer this question

 

 

ANS:  C                    REF:   Motor Development                         OBJ:   4          DIF: Factual

 

100. African infants may excel in areas of motor development because

a.	they are strapped to cradle boards for much of the first year.
b.	they are more highly active in utero.
c.	their parents encourage experiences that strengthen these skills.
d.	of increased myelination of neurons.

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

101. Reflexive swimming and stepping movements

a.	are just that, reflexive, and then they disappear.
b.	should be practiced so children can learn to swim and walk earlier.
c.	only disappear because most parents don’t take advantage of them.
d.	usually are only present in girls, who then learn to swim and walk earlier.

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

 

 

 

102. Hopi children who spend their first year strapped to a cradleboard

a.	are usually at least one year behind in learning to walk.
b.	walk sooner than children from other cultures.
c.	may never learn to walk.
d.	learn to walk at about the same time as children from other cultures.

 

 

ANS:  D                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

103. Specific training of infant motor skills

a.	leads to superior motor performance throughout life.
b.	may accelerate some motor skills, but only slightly.
c.	can actually slow down motor development in the long run.
d.	is proven to have no effect whatsoever on motor development.

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

104. According to the results of a study in a Lebanese orphanage, deprivation in motor development

a.	cannot be overcome.
b.	can be overcome by girls, but not by boys.
c.	was overcome to some extent simply by propping the children up and giving them colorful toys to play with.
d.	was overcome only after years of extensive physical therapy.

 

 

ANS:  C                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

105. Once motor development has been deprived,

a.	the damage can be improved with intervention.
b.	the damage is irreversible, although minimal progress can be made.
c.	social and intellectual functioning will decline as well.
d.	None of these is accurate

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

106. Ashley has grown to an adult height of five feet tall. Even though she would like to be taller, she will never grow taller than five feet. She is being restricted by

a.	environmental limits.
b.	a genetic limit called “reaction range.”
c.	limited nutrition and experience.
d.	the limitations of her own mind.

 

 

ANS:  B                    REF:   Motor Development                        OBJ:   4          DIF: Applied

 

107. Research shows that

a.	even Olympic athletes represent a combination of “good genes” and the right environment.
b.	Olympic athletes are born, not made.
c.	environment makes all the difference in who will and who will not become an Olympian.
d.	genetics are more likely to determine male accomplishments than female accomplishments.

 

 

ANS:  A                    REF:   Motor Development                        OBJ:   4          DIF: Factual

 

 

 

 

108. Infants develop the ability to integrate sensations into meaningful patterns of events called

a.	differentiation.
b.	perception.
c.	perceptual constancy.
d.	canalization.

 

 

ANS:  B                    REF:   Sensory and Perceptual                    OBJ:   5          DIF:  Factual

 

109. The greatest gains in visual acuity occur

a.	from 9-12 months of age.
b.	from 1-2 months of age.
c.	from birth to 6 months of age.
d.	not until late childhood.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

110. Newborns

a.	have better peripheral vision than adults.
b.	are extremely farsighted.
c.	have poorer peripheral vision than adults.
d.	are unable to see in black and white because the rods of the retina are not developed at birth.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

111. How can we assess infant visual preferences?

a.	It is not possible to assess preferences, as they do not have enough experience to have developed preferences
b.	By measuring how long infants look at particular objects
c.	By assessing the degree of peripheral vision, which approximates visual preference
d.	None of these is accurate about infant visual preference

 

 

ANS:  B                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

112. According to the work of Robert Fantz (1961), infants seem to have a visual preference for

a.	the human face.
b.	pastel colors.
c.	simple outlines.
d.	small dot patterns.

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

113. Baby Ra’ed will be able to distinguish his mother’s face from that of a stranger’s

a.	at birth.
b.	within one month of birth.
c.	after about 8 hours of exposure.
d.	within 2 weeks.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

 

 

 

114. When infants “look” at something,

a.	they actually bounce from feature to feature, rather than staring.
b.	they focus in on one feature and ignore all other features.
c.	they are prewired to pay attention to subtle features.
d.	they do not like anything out of the ordinary or different.

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

115. When looking at human faces, infants under two months of age prefer to look at

a.	the edges, such as the chin.
b.	the eyes.
c.	the mouth.
d.	the entire face.

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

116. Camille is crawling and stops before crawling off an edge. This suggests

a.	that infants are prewired to avoid danger.
b.	that crawling infants also perceive depth.
c.	that infants are afraid of changes in their environments.
d.	that differences in thresholds are surprising to infants.

 

 

ANS:  B                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

117. In their classic study of depth perception, Gibson and Walk (1960) found that

a.	one-month-olds would not cross the visual cliff.
b.	boys crossed the visual cliff earlier than girls.
c.	infants would cross the cliff if their mothers encouraged them to do so.
d.	8 out of 10 crawling infants would not cross onto the visual cliff.

 

 

ANS:  D                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

118. A research study by Joseph Campos and colleagues (1970) found that infants did not show a fear response to the visual cliff until 9 months of age. Apparently, infants must ________in order to develop a fear of heights.

a.	have some experience crawling and falling down
b.	have observed others falling down
c.	be encouraged by their parents to cross the cliff
d.	have developed an advanced sense of vision

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

119. If an infant perceives a door as the same shape whether it is closed or ajar, this represents

a.	size constancy.
b.	intellectual asymmetry.
c.	perceptual constancy.
d.	retinal parity.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

 

 

120. According to a research study by Thomas Bower (1974), at what age do infants show the ability of size constancy?

a.	2-3 months
b.	5-6 months
c.	7-9 months
d.	At approximately 12 months

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

121. An example of shape constancy is

a.	recognizing that a door is a rectangle whether it is closed or ajar.
b.	perceiving a ruler to be 12 inches long even when viewed from 6 feet away.
c.	seeing someone in your peripheral vision.
d.	scanning a human face from the edges inward.

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

122. If stimuli A and B are the same object but are seen from different angles, what does it mean if the infant’s heart rate and pattern of gazing do not change?

a.	The infant does not recognize shape A, as it is a novel object
b.	The infant does not recognize shape B, as it is a novel object
c.	The infant recognizes shape A and B to be the same
d.	Too little information to tell

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

123. By what age do infants show similar accuracy to adults in sound localization?

a.	6 months
b.	12 months
c.	18 months
d.	24 months

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

124. In the habituation method, infants show

a.	new interest in something they have not seen before.
b.	recognition by no longer responding to something they have seen before.
c.	that they can distinguish parental voices by 4 weeks of age.
d.	visual preferences by attending to objects they prefer longer.

 

 

ANS:  B                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

125. Research on language development shows that

a.	infants are born prewired to learn their native language.
b.	children are born able to speak any language and this ability never goes away.
c.	children are born ready to learn any language, but quickly adapt to their native language.
d.	children cannot discriminate the sounds of any language until about 2 years of age.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

 

126. Baby Quinten hears his favorite song. He looks in the direction from which the sound is coming and sees his mother playing the piano. This coordination of senses has been demonstrated in infants as young as

a.	2 days old.
b.	1 week old.
c.	1 month old.
d.	8 months old.

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Applied

 

127. Caron and his colleagues (1979) found that 3-month-old infants

a.	became habituated to the shape of a square shown at different angles.
b.	recognized the trapezoid to be a novel object.
c.	showed shape constancy.
d.	All of the above

 

 

ANS:  D                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Factual

 

128. Does early exposure to alcohol in breast milk predispose infants to like alcohol?

a.	Yes
b.	No, infants do not appear to like the taste of alcohol in breast milk
c.	It depends upon the age of the infant
d.	It depends upon the amount of alcohol the mother consumes

 

 

ANS:  B                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

129. New parents want their babies to like eating vegetables. What advice would you give them?

a.	Give vegetables only infrequently so that the infant will not tire of them
b.	Give vegetables only when the child is old enough to indicate they wish to eat vegetables
c.	Repeatedly give your child vegetables as over time as they will eat more of them
d.	Early exposure to vegetables results in infants eating fewer vegetables across time

 

 

ANS:  C                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

 

130. An infant’s role in perceptual development

a.	becomes more active across time.
b.	becomes more passive across time as perceptual abilities increase.
c.	there is no change in the infant’s role in perceptual development across time.
d.	The research is inconsistent on this issue

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

131. What evidence do we have that children move from being passive mechanical reactors to the world to active, purposeful seekers and organizers of information?

a.	Intentional action replaces “capture”
b.	Systematic searches replace unsystematic searches
c.	Attention becomes selective
d.	All represent ways children become more active in perceptual development

 

 

ANS:  D                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

 

132. Which of the following provides evidence that nature, as opposed to nurture, plays an important role in infant perceptual development?

a.	Infants are born with a tendency to track moving objects and to scan the horizon
b.	Failure to receive adequate sensory stimulation can result in sensory deficits
c.	Infants who have one eye patched for an extensive period of time may develop impaired visual acuity
d.	None of the above

 

 

ANS:  A                    REF:   Sensory and Perceptual                    OBJ:   5          DIF: Conceptual

 

MATCHING

 

Match the following:

a.	refuses to eat	k.	grabs using the thumb
b.	grabs without using the thumb	l.	behaviors and physical structures become more specialized
c.	stimulates milk production	m.	process by which sensations are organized into a mental map
d.	the part of the neuron that receives information	n.	perceive objects as same even from an angle
e.	movement from one place to another	o.	returning to one’s genetically determined pattern of growth
f.	development from center to outer	p.	helps eject milk for breast-feeding
g.	fatty substance that coats neurons	q.	consists of two hemispheres
h.	controls heartbeat and breathing	r.	perceive object as same even from a distance
i.	protein-energy malnutrition characterized by an enlarged stomach and swollen feet	s.	associated with lower risk of child lymphoma
j.	sends messages from the neuron’s cell body	t.	chemical messengers released from neurons

 

 

 

 

1. Differentiation

 

2. Axon

 

3. Cerebrum

 

4. Breast-feeding

 

5. Size constancy

 

6. Oxytocin

 

7. Perception

 

8. Proximodistal

 

9. Ulnar grasp

 

10. Dendrites

 

11. Failure to thrive

 

12. Myelin

 

13. Neurotransmitters

 

14. Locomotion

 

15. Medulla

 

16. Kwashiorkor

 

17. Shape constancy

 

18. Pincer grasp

 

19. Prolactin

 

20. Canalization

 

 

 

 

 

 

 

1. ANS:  L

 

2. ANS:  J

 

3. ANS:  Q

 

4. ANS:  S

 

5. ANS:  R

 

6. ANS:  P

 

7. ANS:  M

 

8. ANS:  F

 

9. ANS:  B

 

10. ANS:  D

 

11. ANS:  A

 

12. ANS:  G

 

13. ANS:  T

 

14. ANS:  E

 

15. ANS:  H

 

16. ANS:  I

 

17. ANS:  N

 

18. ANS:  K

 

19. ANS:  C

 

20. ANS:  O

 

 

TRUE/FALSE

 

1. The legs of a newborn will increase in length fivefold by adulthood.

 

ANS:  T                    REF:   Physical Growth                              OBJ:   1

 

2. Differentiation refers to specific rather than global actions.

 

ANS:  T                    REF:   Physical Growth                              OBJ:   1

 

3. Growth in infancy is a slow and steady process.

 

ANS:  F                    REF:   Physical Growth                              OBJ:   1

 

4. Canalization is a genetic tendency for development to be haphazard and unpredictable.

 

ANS:  F                    REF:   Physical Growth                              OBJ:   1

 

5. An infant’s first solid food is usually iron-enriched cereal.

 

ANS:  T                    REF:   Nutrition                                         OBJ:   2

 

6. Non-organic failure to thrive (NOFTT) has psychological roots, social roots, or both.

 

ANS:  T                    REF:   Nutrition                                         OBJ:   2

 

7. Breast milk is higher in fat than whole milk.

 

ANS:  F                    REF:   Nutrition                                         OBJ:   2

 

8. Each neuron in the human body is only a fraction of an inch in length.

 

ANS:  F                    REF:   Development of the Brain                OBJ:   3

 

9. Dendrites send information on to connecting neurons.

 

ANS:  F                    REF:   Development of the Brain                OBJ:   3

 

10. The surface of the medulla consists of two hemispheres, left and right.

 

ANS:  F                    REF:   Development of the Brain                OBJ:   3

 

11. There are two major growth spurts of the brain.

 

ANS:  T                    REF:   Development of the Brain                OBJ:   3

 

12. Newborns are extremely farsighted.

 

ANS:  F                    REF:   Sensory and Perceptual                    OBJ:   5

 

 

 

13. Infants as young as two months of age prefer to look at attractive faces rather than unattractive faces.

 

ANS:  T                    REF:   Sensory and Perceptual                    OBJ:   5

 

14. Adolph (2000) found that avoidance of the visual cliff was associated with the infant’s posture.

 

ANS:  T                    REF:   Sensory and Perceptual                    OBJ:   5

 

15. Before 6 months of age, infants can perceive most speech sounds present in the world’s languages

 

ANS:  T                    REF:   Sensory and Perceptual                    OBJ:   5

 

 

 

 

SHORT ANSWER

 

1. Briefly describe the difference(s) between cephalocaudal and proximodistal patterns of development.  Give examples.

 

ANS:

Cephalocaudal development essentially means “from head to tail.” In other words, human beings tend to develop from the top down. For example, the most highly developed part of the body at birth is the head and brain. This is important because the brain is involved in all aspects of development that occur after birth, and as such, it needs to be the most highly developed. As the infant gains strength, this pattern continues. She can lift her head and torso off the ground, for example, before she can exert much control over her arms and legs. Proximodistal development is a pattern that means “from the center out.” Infants can control their trunks or torsos before they can control their fingers and toes.

 

OBJ:   1

 

2. Discuss what is meant by “canalization” when it comes to human development.

 

ANS:

Canalization refers to the tendency to return to one’s genetically determined pattern of growth. In other words, if something has happened that has interfered with the child’s growth, such as an illness or poor nutrition, the child will tend to “catch up” once that challenge has passed or been taken care of. Frequently, this means that a child who has shown a deficiency will demonstrate acceleration in development and will return to approximately the normal course of development for that individual.

 

OBJ:   1

 

 

 

 

 

 

 

 

 

 

 

3. What is the general food timeline for a child in the first two years?

 

ANS:

For the first 4 to 6 months, infants gain all the nutrition they need from breast milk or formula.  Even though babies can eat solid foods beginning at around 4 to 6 months of age, they will still get most of their calories, protein, vitamins, and minerals from breast milk or formula. The first solid food introduced is generally an iron-fortified infant cereal. From 6 to 8 months, pureed or mashed fruits and vegetables are added to the child’s diet. New foods should be added one at a time to check for any food allergies that may occur.  From 7 to 10 month of age, infants can feed themselves finger foods such as dry cereal. During this time, other foods are offered, usually in the sequence of meat, fish, and then eggs. Soft textures are offered from 8 to 12 months of age, progressing on to chunkier textures and more solid foods as the child ages. From age 1 to 2, children continue to develop their eating skills.

 

OBJ:   2

 

4. When it comes to human development, what does the term “differentiation” mean?

 

ANS:

In a technical sense, this term describes a tendency for behavior to become more specific and distinct as the child matures. For example, if a young infant gets a finger pinched in a toy, she may withdraw the hand, but also may flail around and cry in a general pattern of distress. As the child gets older, she may withdraw the hand and cry, but not show the overall pattern of distress. The child appears to become increasingly able to isolate responses that are specific to what has occurred.

 

OBJ:   3

 

 

5. Briefly describe what the parts of a neuron do.

 

ANS:

In a simple sense, there are three main parts to a neuron. The dendrites are branch-like fibers that are considered to be the “receivers” for the neuron. They will gather messages from other neurons and send that information to the cell body for processing. If a threshold is reached in the cell body, it will send that message down the axon for potential transfer to another neuron. The cell body is like the processing unit and the axon guides where the output goes. The axon contains neurotransmitters (chemical messengers) that may be deposited into the gap between neurons. The messengers may be received by dendrites of connecting neurons and the process continues. Another important structure is myelin. This is a fatty substance that wraps around neurons, insulating them and increasing the efficiency of the communication of messages.

 

OBJ:   3