Give one example of a topic in this chapter that illustrates each of the four developmental themes this text emphasizes
What will be an ideal response?
The first developmental theme is active/passive. Scarr and McCartney emphasize how children's characteristics influence the environment they in turn experience in an active, though not intentional, way.
The second developmental theme is nature/nurture. In a sense, this whole chapter has been about this very theme. Family studies discussed here attempt to determine the relative contributions (and interactive nature) of genetics to behavioral traits.
The third developmental theme is continuity/discontinuity. The distinction made in this chapter between critical periods (qualitative/discontinuous change) and sensitive periods (quantitative/continuous change) fits well with this theme.
The final developmental theme is the holistic nature of childhood. This chapter's emphasis on the interaction between genetics and environment to influence child development takes a more holistic view, rather than choosing one path and emphasizing it alone.
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Who will be the group’s leader? Michele answers this question by favoring the individual in the group who most exemplifies the shared qualities of the group itself. Since her group prides itself on being energetic, smart, and fun, she thinks the group leader should be dynamic, intelligent, and have a sense of humor. Her approach is most consistent with ___ theory.
a. implicit leadership b. social identity c. terror management d. evolutionary e. social role
Shella has trouble regulating her insulin levels. What might happen if her levels got high?
A. Fat supplies are converted to glucose, which enters the blood. B. Fat supplies are depleted. C. Glucose entry into the cells increases. D. Her hypothalamus will signal her to consume water.
While searching for an artifact, Indiana Jones is captured by mercenaries and tied up with rope. He keeps looking for a dagger or sword to cut the rope, not realizing that he could use a jagged rock instead. This is an example of how stress can cause
A. functional fixedness. B. ruminative thinking. C. catastrophizing. D. cognitive restructuring.
Research has supported Piaget's contention that the sequence of the stages
a. is fixed although rates differ. b. varies but the rates are fixed. c. depends on the individual child and the rate is fixed. d. is approximate and depends on the individual.