Bus 210 Week 2 Study Guide

Grading Summary |

These are the automatically computed results of your exam. Grades for essay questions, and comments from your instructor, are in the "Details" section below. | Date Taken: | 1/29/2012 | Time Spent: | 26 min , 57 secs | Points Received: | 45 / 60 (75%) | | Question Type: | # Of Questions: | # Correct: | Multiple Choice | 10 | 9 | Essay | 1 | N/A | | |

Grade Details |

1. | Question : | (TCO 10) Assad and Juana believe it is important to reinforce their baby's curiosity and attempt to interact with her verbally. Assad and Juana believe that _____ is the major contributor to their child's development. | | | Student Answer: | | nurture | | | | sensation training | | | | nature | | | | maturation |
| Instructor Explanation: | See Chapter 9, p. 228. | | | | Points Received: | 5 of 5 | | Comments: | | | | 2. | Question : | (TCO 10) The germinal period _____. | | | Student Answer: | | is about 4 weeks in duration | | | | refers to the menstrual cycle of germs | | | | is the time where there is development of major organs | | | | begins at fertilization and ends with implantation | | Instructor Explanation: | See Chapter 9, p. 232. | | | | Points Received: | 5 of 5 | | Comments: | | | | 3. | Question : | (TCO 10 ) The use of _____ during pregnancy is most associated with premature birth, low birth-weight infants, and fetal death. | | | Student Answer: | | nicotine | | | | caffeine | | | | aspirin | | | | all of these options | | Instructor Explanation: | See Chapter 9, p. 234 | | | | Points Received: | 0 of 5 | | Comments: | | | | 4. | Question : | (TCO 10 ) Studies indicate ____ is well developed at birth. | | | Student Answer: | | vision | | | | hearing | | | | taste | | | | fine motor control | | Instructor Explanation: | See Chapter 9, p. 236 | | | | Points Received: | 5 of 5 | | Comments: | | | | 5. | Question : | (TCO 10 ) Most problems with information processing at older ages are a result of problems with ______. | | | Student Answer: | | encoding | | | | storage | | | | retrieval | | | | both a and c | | Instructor Explanation: | See Chapter 9, p. 241 | | | | Points Received: | 5 of 5 | | Comments: | | | | 6. | Question : | (TCO 10 ) Primary aging _____. | | | Student Answer: | | refers to gradual and inevitable changes in physical and mental processes | | | | is genetically controlled | | | | is the cause of secondary aging | | | | refers to changes from disuse or neglect | | Instructor Explanation: | See Chapter 9, p. 241 | | | | Points Received: | 5 of 5 | | Comments: | | | | 7.
| Question : | (TCO 10 ) A child gives her friend a piece of cake, in hopes that when she forgets her snack one day, her friend will reciprocate the favor. This represents Kohlberg's _________ level of morality. | | | Student Answer: | | concrete | | | | preconventional | | | | postconventional | | | | punishment oriented | | Instructor Explanation: | See Chapter 10, p. 260 | | | | Points Received: | 5 of 5 | | Comments: | | | | 8. | Question : | (TCO 10) Every time her mother tells her to do something, Sue-Lee says, "No!" even if she really wants to do it. It is MOST likely that Sue-Lee's assertion of independence is characteristic of the _____ stage of development. | | | Student Answer: | | identity | | | | autonomy | | | | initiative | | | | industry | | Instructor Explanation: | See Chapter 10, p. 264 | | | | Points Received: | 5 of 5 | | Comments: | | | | 9. | Question : | (TCO 10) This was NOT among the list of traits and factors in long-term happy marriages described in your textbook. | | | Student Answer: | | establishing a "love map"
| | | | sharing power and a respect for opposing points of view | | | | opposite interests to decrease boredom | | | | positive emphasis on your partner's negative behavior | | Instructor Explanation: | See Chapter 10, p. 273 | | | | Points Received: | 5 of 5 | | Comments: | | | | 10. | Question : | (TCO 10) The _____ theory of aging suggests that adjustment to retirement is fostered by mutual withdrawal between the elderly and society. | | | Student Answer: | | disengagement | | | | withdrawal | | | | meditative | | | | death-preparation | | Instructor Explanation: | See Chapter 10, p. 275 | | | | Points Received: | 5 of 5 | | Comments: | | | | 11. | Question : | (TCO 10) Define and illustrate with original examples the concepts schema, assimilation, and accommodation. | | | Student Answer: | | | | Instructor Explanation: | Quoted directly from the text p. 242:
Schemas – “Cognitive structures or patterns consisting of a number of organized ideas that grow and differentiate with experience.” EX: “”In the first few weeks of life… the infant apparently has several schema based on the innate reflexes of sucking, grasping, and so on. These schemas are primarily motor and may be little more than stimulus-and-response mechanisms….”
Assimilation – “the process of absorbing new information into existing schemas” EX: “infants use their sucking schema not only in sucking nipples, but also in sucking blankets and fingers.”
Accommodation – “the process of adjusting old schemas or developing new ones to better fit the new information.” EX: “An infants first attempt to eat solid food with a spoon is a good example of accommodation. When the spoon first enters the mouth, the child attempts to assimilate it by using the previously successful sucking schema - shaping the lips and tongue around the spoon as if ther were around the nipple. After repeated trials, she accommodates by adjoining her lips and tongue in a way that moves the food off the spoon and into her mouth.” | | |