Borito, Justine L.

May 23, 2024

AB Psychology 1-B Developmental Psychology

(Midterm Long Quiz)

Write TRUE if the statement is true, if False, write the correct answer. 10 points

1. Environmental influences such as stress and diet can cause certain genes to become
inactive.

TRUE

2. The fetus is protected from most environmental insults once it has fully implanted in
the uterus and the umbilical cord has been completely established.

FALSE - The fetus is vulnerable to every environmental insults throughout pregnancy,

especially during critical periods of development.

3. Instead of asking if behavior is caused by genetic or environmental influence, we

should be asking how much of the behavior is caused by genetic factors and how much is caused
by environmental factors.

TRUE

4. The point at which an infant can survive prematurely is also known as the age of
survivability.

FALSE - Age of viability

 5. The processes of classical conditioning, operant conditioning, and habituation
demonstrate infants' learning capabilities.

TRUE

6. The nativist approach argues that there is a genetically determined,innate mechanism

that directs the development of language.

TRUE

7. Preoperational children are hampered by a tendency toward egocentric thought.

TRUE

8. Surgency refers to the extent to which a child can focus attention, is not readily
distracted, and can inhibit responses.

FALSE - Surgery refers to a child’s level of activity, positive anticipation, and

impulsivity.

9. Self-awareness is an important social-cognitive skill that involvesthe ability to think

about mental states, both your own and those of others.

TRUE

10. Growth spurts tend to happen earlier for boys.

FALSE - Growth spurts tend to happen earlier for girls.

Q: Like other 2-year-olds, Mason can say "Doggie bye, bye" and "Milk gone." These two-word
phrases are examples of ___ speech.

- C. telegraphic

Q: In neural development, unused connections are eliminated in favor of much-used connections.

This process is known as:

- B. synaptic pruning

Q: The physical stimulation of the sense organs is:

- D. sensation

Q: Which of the following is the smallest unit?

- C. Gene

Q: The principle that states growth begins with the head and proceeds down to the rest of the
body is ___; the principle that states development proceeds from the center of the body outward
is ___.

- A. cephalocaudal; proximodistal

Q: Which of the following is not a factor contributing to an increased likelihood of postpartum

depression?

- B. preparedness for both positive and negative emotions following childbirth

Q: Children develop cognitive frameworks for understanding gender that shape their attitudes,
preferences, and behavior.

- D. gender-schema theory

Q: According to the information processing approach of cognitive development, memories of

events occurring in one's own life are also known as:

- A. autobiographical memory

Q: In unfamiliar or uncertain situations, infants often rely on adults for guidance by observing
their behavior to understand the context.

- B. social referencing

Q: When competing traits are both present, only one trait, also known as the expressed trait, can
be:

- D. dominant

Q: Emotions serve a purpose by aiding individuals in adjusting to their surroundings.

- A. functional approach
Q: Most children in the preoperational stage are capable of:

- A. symbolic thought

Q: This stage lasts from 8 weeks until birth and involves the differentiation of major organs.

- C. fetal

Q: Water can be frozen and then thawed to become liquid again, but eggs cannot be
unscrambled. This illustrates:

- D. reversibility

Q: Constantly questioning their meaning and purpose is typical of:

- A. existential

Q: Intelligence that represents a type of "street smarts" or "common sense" that is learned from
life experiences.

- C. practical ability
Q: According to Erikson (1963), during the preschool years children face a key conflict relating
to psychosocial development that involves the development of:

- C. initiative

Q: Marcel has been attending day care without incident since he was 6 weeks old. Now at around
14 months he starts to express difficulty when his mother leaves. He cries, shouts "No!" and then
grabs her leg as she attempts to leave for work. Which of the following concepts best explains
Marcel's change in behavior?

- D. separation anxiety

Q: Which of the following characteristics is NOT typical of a child who has authoritative
parents?

- C. dependent

Q: Which is a short-term consequence of divorce?

- A. grief over losses suffered

Q: A genuine desire to improve the welfare of others, regardless of any direct benefit to oneself.

- D. altruism

Q: Infants begin to form a preference for a particular caregiver, seeking proximity to that person
and displaying some distress when separated.

- C. true attachment

Q: It is often called a startle reflex.

- D. Moro reflex

Q: Attention deficit hyperactivity disorder (ADHD) is marked by all the following symptoms,
EXCEPT:

- B. low tolerance for frustration

Q: Kohlberg's theory of moral development proposes that during the ___ level, membership in
society becomes important, and people behave in ways that will win the approval of others.

- B. conventional morality
Q: Playing with blocks together but building separate structures is an example of:

- B. Parallel Play

Q: Sitting and jumping are examples of ___ motor development, while picking up a ball and
drawing with a pen are examples of ___ motor development.

- B. gross, fine

Q: One of the ways mothers can improve the likelihood of secure attachment in their children is
to respond to their needs appropriately. Another name for this communication in which mothers
and children match emotional states is:

- C. interactional synchrony

Q: Effective learning involves, EXCEPT:

- A. complex classification

Q: They start to consider the traits and quirks of others.

- C. basing friendship on psychological closeness

Essay (10 points)

E1: How does theBronfenbrenner'secological systems model apply to children's experiences

in schools?

Bronfenbrenner's ecological systems model outlines how various environmental layers

influence a child's development in school. The theory highlights the importance of considering
the complex and dynamic nature of education and the need to address the various environmental
factors that may influence student achievement. The microsystem, which includes direct
interactions with teachers, peers, and the classroom environment, shapes daily learning
experiences and social development. Positive teacher relationships can boost motivation and
emotional well-being, while supportive peer interactions enhance social skills and a sense of
belonging. The mesosystem represents the connections between the child's immediate
environments, such as the relationship between school and family. Effective parent-teacher
communication can reinforce learning and behavior.

The exosystem includes broader influences like educational policies and community
resources that indirectly affect the child's school experience. The macrosystem encompasses
cultural values, laws, and societal norms that shape educational expectations. Lastly, the
chronosystem considers the impact of changes over time, such as educational reforms and shifts
in family dynamics, on the child's school experience. These interconnected systems highlight the
multiple layers of influence on a child's development in school. By using the ecological systems
theory, educators, parents, and policymakers can create personalized learning experiences,
develop school environments that are suitable to students’ needs, characteristics, culture, and
family background, and positively influence students’ educational context.
E2: Explain how genetics and epigenetics contribute to human development, including the
influence on physical characteristics, cognitive functions, and vulnerability to illnesses.
Offer concrete instances to demonstrate how the interplay between genetic predispositions
and environmental factors impacts development across different life stages.

Genetics and epigenetics both significantly influence human development by affecting

physical characteristics, cognitive functions, and susceptibility to illnesses. Genetics involves
inherited traits encoded in DNA, determining attributes like eye color, height, and disease
predispositions. For instance, a child might inherit genes associated with high intelligence,
contributing to their cognitive abilities. However, epigenetics, which involves changes in gene
expression influenced by environmental factors, shows how experiences such as stress or diet
can impact brain development and function, shaping cognitive abilities.

The interplay between genetic predispositions and environmental factors is evident

throughout life. In early childhood, a genetic predisposition to obesity can be mitigated by a
healthy diet and regular physical activity. Similarly, a child with a genetic risk for learning
disabilities can benefit from early intervention programs, improving their academic outcomes. In
adulthood, genetics and environment continue to interact, affecting health. For example,
individuals genetically predisposed to depression might experience symptoms after stressful
events, but supportive environments and therapy can mitigate these effects. Thus, human
development is dynamically shaped by the continuous interaction between genetic endowment
and environmental influences.