At 23 weeks of gestation, a baby's foot will appear
a. the same as full term but much smaller.
b. malformed but nearly as large as full term. c. unlike a foot.
d. without five distinct toes.
Question 2Children who have participated in quality childcare show higher levels of
a. conceptualization.
b. hospitalizations.
c. social competence. d. altruism.
Question 3During later adolescence, the loosening of ties to one's family and participation in an expanding set of social roles leads to which of the following?
a. Alienation
b. Reexamination of one's moral code
c. Delinquent behavior
d. New feelings of shame and doubt
Question 4What prevents the fetus from experiencing a sense of smell?
a. The nostrils are plugged with skin cells and then filled with amniotic fluid. b. The brain is not developed enough to detect odors.
c. There is no sense of smell without a sense of taste.
d. The sense of smell requires cognitive interpretation which does not take place until 6 months of age.
Question 5Findings from the NICHD study of the effects of early childcare indicate
a. the impact on children of poverty is low.
b. the impact on children who have been in church-operated centers is high.
c. quality childcare was a more important predictor of cognitive development than family variables.
d. family variables were more important predictors of cognitive development than quality of childcare.
Question 6The college curriculum can help advance moral reasoning because students experience
a. differing points of view.
b. information overload.
c. support for their beliefs. d. failure.
Question 7In the second trimester, the pregnant woman experiences early fetal movement called
a. neural awakening.
b. fluttering.
c. amniotic waves. d. quickening.
Question 8What is the impact of poverty on standard measures of academic achievement?
a. The impact is negative.
b. The impact is positive but modest.
c. There is a positive impact only for middle income children. d. No impact has been found in research so far.
Question 9Suppose that you wanted to try to advance a person's moral reasoning. What would you do?
a. Force a person to defend his or her moral judgments to a younger child using all levels of reasoning.
b. Engage the person in thought-provoking discussions to present ideas at a higher level than the person is currently using in moral reasoning.
c. Present moral arguments that are two or more levels higher than the person's current level of reasoning.
d. There is nothing you can do; moral development depends largely on maturation of the central nervous system.
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