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 Arnett/Jensen, Human Development, 3e Chapter 2, Genetics and Prenatal Development
TOTAL
ASSESSMENT Chapter 2, Section 1
Genetics and Prenatal Development
GUIDE
Learning Remember the Understand Apply What
Objective Facts the Concepts You Know Analyze It
Learning Multiple Choice 1, 2, 3, 4, 6, 7, 8, 10, 5, 9, 11, 13, 18, 19, 14, 15, 16, 20, 17
Objective 2.1 12, 27 22, 25, 26, 28, 29 21, 23
Short Answer 93
Essay 98
Learning Multiple Choice 31 30, 32, 33, 39 34, 35, 36, 37, 41 38, 40
Objective 2.2 Short Answer 94, 95
Essay
Learning Multiple Choice 42, 43, 44, 45, 48, 47, 50, 51, 54 46, 52, 58, 60, 57, 61, 62
Objective 2.3 49, 53, 55, 56, 59, 64, 65
63
Short Answer 96
Essay
Learning Multiple Choice 68 66, 67, 71 69, 70
Objective 2.4 Short Answer 97
Essay
Learning Multiple Choice 72, 73, 74, 75
Objective 2.5 Short Answer
Essay
Learning Multiple Choice 77, 78, 79, 83, 84, 80, 82 86 81
Objective 2.6 85
Short Answer
Essay
Learning Multiple Choice 91, 92 87, 88, 89, 90
Objective 2.7 Short Answer
Essay 99

2
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

Section 1 Genetic Influences on Development

Multiple Choice Questions

1. Nearly all human cells have chromosomes.

a. 46
b. 42
c. 26
d. 23
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 84 a= 1 b= 84 c= 14 d= 1 r = .19

2. How many pairs of chromosomes do humans have?

a. 23
b. 46
c. 69
d. 92
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 76 a= 76 b= 24 c= 0 d= 0 r = .33

3. How many chromosomes from each pair are inherited from the mother?
a. 1
b. 2
c. 3
d. 4
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

3
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

4. Chromosomes are composed of complex molecules of _.

a. genes
b. nucleotide pairs
c. DNA
d. genomes
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

5. Chromosomes are organized into segments called _, the basic units of hereditary
information.
a. DNA
b. RNA
c. genes
d. nucleotides
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. Genes contain paired sequences of chemicals called .

a. genes
b. RNA
c. DNA
d. nucleotides
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

7. Approximately how many genes constitute the human genome?

a. 10,000
b. 19,000
c. 23,000
d. 76,000
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. How many nucleotide pairs constitute the human genome?

a. 100,000
b. 150 million
c. 3 billion
d. 5 trillion
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

9. The totality of an individual’s hereditary information is referred to as his or her .

a. phenotype
b. genotype
c. inheritance
d. genome
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

5
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

10. An individual’s unique genetic makeup is his or her _.

a. genotype
b. phenotype
c. allele
d. reaction range
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11. A person’s is/are his or her genetic inheritance, whereas a person’s

is/are his or her expressed characteristics.
a. phenotype; genotype
b. genotype; phenotype
c. nucleotides; DNA
d. DNA; nucleotides
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 88 a= 12 b= 88 c= 0 d= 0 r = .43

12. The characteristics of an individual’s genetic material are referred to as his or her
.
a. phenotype
b. genotype
c. inheritance
d. environment
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

13. The difference between an individual’s genotype and its expression in his or her phenotype is
a consequence of the person’s .
a. genes
b. DNA
c. environment
d. parents
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. Jill’s mother was an All-American in the 1500m and qualified for the Olympic team in the
marathon. Jill is a freshman in high school and does not think that she will need to train to
become a member of the school’s cross-country team. Jill keeps telling you that her mother was a
great runner, so she will also be a great runner. What do you think?
a. She is correct; she will be a great runner no matter what she does.
b. It is unlikely that Jill even has the genotype for running.
c. Jill might have the genotype for running ability, but she will need to train to become a great
runner.
d. Jill has also inherited the genes for superior intelligence.
Answer: c
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15. Alejandro was born into a family with high musical talent. Both of his parents were
professional musicians who encouraged and fostered his musical development. Throughout
childhood, he practiced the guitar whenever he could and eventually became a professional
musician himself. Which of the following best describes Alejandro’s phenotype?
a. Alejandro’s musical genes
b. Alejandro’s musical talent
c. Alejandro’s nurturing parents
d. Alejandro’s practice of the guitar
Answer: c
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

7
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

16. Thomas’s biological mother and father are both gifted athletes. He was adopted by a couple
who had no interest in him being involved in sports. Although Thomas likely inherited athletic
ability, it was never expressed in his _.
a. genotype
b. phenotype
c. genes
d. alleles
Answer: b
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 89 a= 7 b= 89 c= 3 d= 2 r = .18

17. Which statement accurately describes the concept of dominant–recessive inheritance?

a. a pattern of inheritance in which one gene is expressed and one gene is suppressed
b. a pattern of inheritance in which a pair of chromosomes contains one dominant and one
recessive gene, but only the recessive gene is expressed in the genotype
c. a pattern of inheritance in which one gene is dominant and one gene is recessive
d. a pattern of inheritance in which a pair of chromosomes contains one dominant and one
recessive gene, but only the dominant gene is expressed in the phenotype
Answer: d
Difficulty Level: Difficult
Skill Level: Analyze It
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.

18. Each form of a gene that is contained in a chromosome is referred to as a(n) .

a. dominant gene
b. recessive gene
c. allele
d. single gene
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

19. What type of gene, if it is present, will be expressed in the phenotype?

a. recessive gene
b. dominant gene
c. expressed gene
d. controller gene
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. If the gene for curly hair is dominant and the gene for straight hair is recessive, from a
dominant–recessive pairing, which of the following would be an individual’s phenotype?
a. straight hair
b. curly hair
c. wavy hair
d. their complete genetic makeup
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.

21. Jill’s mother and father both have brown eyes, yet she has blue eyes. She has come to believe
that she is not her parents’ actual biological daughter. What would you tell her?
a. Her mother and father probably carry the recessive trait for blue eyes.
b. She is correct; there is no way that she would have blue eyes if she were really her parents’
biological daughter.
c. Blue eyes are dominant, so her parents should have blue eyes, too.
d. Only the environment determines eye color once the fetus has been born.
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.
% correct 97 a= 97 b= 2 c= 1 d= 0 r = .20

9
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

22. For a recessive gene to be expressed in the phenotype, it must be paired with a .
a. dominant gene
b. recessive gene
c. expressed gene
d. controller gene
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

23. How would you create an individual who will definitely have blue eyes?
a. Make sure they have one recessive gene for blue eyes and one dominant gene for brown eyes.
b. Make sure they have one pair of recessive genes for blue eyes.
c. Make sure they have a pair of alleles for eye color.
d. Make sure they have one recessive gene for blue eyes and one dominant gene for green eyes.
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.

24. What is occurring when the phenotype is influenced primarily but not exclusively by the
dominant gene?
a. expression of the dominant gene
b. expression of the recessive gene
c. incomplete dominance
d. failure of expression
Answer: c
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

25. Which of the following is an example of an incomplete dominant inheritance?

a. Down syndrome
b. Fragile X
c. sickle-cell anemia
d. HIV
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. What recessive disorder results in non-normal-shaped blood cells that clog blood vessels and
cause pain, increased susceptibility to disease, and early death, particularly among Africans and
African American populations?
a. Tay-Sachs
b. trisomy-21
c. sickle-cell anemia
d. malaria
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. Sickle-cell anemia is a defense against what disease?

a. sickle-cell trait
b. malaria
c. smallpox
d. Nile fever
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 88 a= 6 b= 88 c= 0 d= 6 r = .57

11
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

28. Single gene pairs play a crucial role in development. However, it is more common that
developmental outcomes occur because of the interaction of multiple genes. This is known as
.
a. inheritability
b. polygenic inheritance
c. bimodal inheritance
d. single dominance
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29. Which type of inheritance influences characteristics such as height, weight, skin color,
intelligence, personality, and disease susceptibility?
a. recessive–dominant inheritance
b. incomplete dominance
c. dominant-recessive inheritance
d. polygenetic inheritance
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 47 a= 6 b= 18 c= 29 d= 47 r = .16

30. The chromosomes that determine whether a fetus will be male or female are known as the
_.
a. sex chromosomes
b. gender chromosomes
c. male chromosomes
d. female chromosomes
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

31. A person with an XY pairing of chromosomes is a(n) , whereas a person with an

XX pairing of chromosomes is a(n) .
a. male; female
b. female; male
c. incomplete dominant gene; polygenetic inherited gene
d. polygenetic inherited gene; incomplete dominant gene
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Which of the two sex chromosomes is significantly smaller and contains approximately 30%
less genetic material?
a. X
b. Y
c. O
d. They are both the same.
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. What happens during fertilization that determines the sex of the offspring?
a. The egg or ovum contains the X chromosome and the sperm cells carry either the X or the Y.
The sperm cell that is involved in fertilization determines the sex of the offspring.
b. The sperm cells all carry the X chromosome. The ovum contains both the X and Y, so it is the
ovum that determines the sex of the offspring.
c. The ovum and sperm cells both carry X chromosomes. The placenta carries both the X and Y,
and it determines the sex of the offspring.
d. The ovum and the sperm cells both contain the X chromosome. During the course of
fertilization, either an X or a Y will be created, which determines the sex of the offspring.
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.

13
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

34. Your older brother has a friend who was angry with his wife because they have two sons and
he wanted to have a daughter. He thought that she was responsible for having two boys rather
than a boy and a girl. What would you tell your brother?
a. His friend was correct; she was purposefully having sons instead of a daughter.
b. It was not anyone’s “fault,” but the sperm determined the sex of the offspring.
c. It was not anyone’s “fault” even though her ovum determined the sex of the offspring.
d. Sex of the offspring is determined by day of the week. Both parents should have known what
day they were trying to conceive.
Answer: b
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 76 a= 6 b= 76 c= 12 d= 6 r = .17

35. While having a conversation with a friend who is pregnant, she says that because she is
“carrying high” she will have a girl. Based on the textbook, which of the following statements are
you thinking?
a. There is no scientific evidence to support her belief, as “carrying high” is folklore.
b. There are countless research studies that support her belief.
c. Statistically speaking, she is correct.
d. She is wrong; a pregnant woman who is “carrying high” is more likely to be carrying a boy.
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. According to ancient Mayan folklore, how can one predict whether they are having a girl?
a. if the mother’s age and the month of conception are both even or odd
b. if a woman is carrying her pregnancy low in her abdomen
c. if a woman’s right breast is larger than her left
d. if a woman craves salty and sour food
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

37. According to ancient Chinese folklore, how can one predict whether a pregnant woman is
having a boy?
a. if the mother’s age and the month of conception are both even or odd
b. if a woman is carrying her pregnancy low in her abdomen
c. if a woman’s right breast is larger than her left
d. if a woman craves salty and sour food
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. Which statement accurately reflects sex ratios of boys to girls across the world?
a. The natural human ratio is 105 boys per 100 girls.
b. South Korea’s ratio has declined to 100 boys per 110 girls.
c. China remains the country with the most skewed ratio of 120 boys per 100 girls.
d. The natural human ratio favors girls over boys to ensure that enough females exist to carry
offspring.
Answer: a
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.

39. are more affected by X-linked inherited disorders while are

generally carriers of X-linked disorders.
a. Females; males
b. Males; females
c. children under one year of age; individuals who have been exposed to teratogens
d. adults with mutations; individuals with a trisomy
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

40. Why are males more likely to have X-linked inherited disorders?
a. If the X chromosome contains the recessive gene for the disorder, a boy’s Y chromosome has
no dominant gene to prevent it from being expressed.
b. Boys are generally more immature at birth.
c. Androgen is a hormone that causes disorders to occur.
d. If the Y chromosome does not develop properly, the genes on this chromosome cannot prevent
the disorder from occurring.
Answer: a
Difficulty Level: Difficult
Skill Level: Analyze It
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Your friend has hemophilia and is worried that he will pass it to his offspring when he has
children. What would you tell him?
a. He is probably correct; he will pass on hemophilia.
b. Hemophilia is an X-linked disorder, and it would be impossible for him to pass it to any male
offspring. It would be possible for his female offspring to be carriers, though.
c. X-linked disorders are not inherited; he has no worries.
d. Since he has hemophilia, he is probably sterile and unable to father children.
Answer: b
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. Nature is to as nurture is to .

a. conditioning; learning
b. learning; conditioning
c. environment; genetics
d. genetics; environment
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 82 a= 0 b= 6 c= 12 d= 82 r = .32

16
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

43. What have researchers concluded about the nature–nurture debate in terms of development?
a. Genetic influences are more important.
b. Environmental influences are more important.
c. Both are important.
d. Genetic influences are more important in infancy and environmental influences are more
important in childhood.
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Which statement best describes the nature–nurture debate?

a. Most characteristics develop solely from nature or nurture, but not both.
b. Most characteristics develop from a combination of nature and nurture.
c. Most characteristics develop from nature only.
d. Most characteristics develop from nurture only.
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. What field addresses the extent to which genes influence behavior?
a. embryology
b. behavior genetics
c. developmental psychology
d. genetics
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

46. Which question would a behavior geneticist work to answer?

a. How do genes and environmental factors interact in the development of memory processes?
b. Which human behaviors are determined genetically and which are determined by
environmental factors?
c. At what age do environmental factors surpass genetic factors as most important in human
development?
d. Which genes are responsible for childhood behavior, and which genes are responsible for adult
behavior?
Answer: a
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. A behavioral geneticist would use which of the following research methods to study the
influence of genetics?
a. longitudinal studies
b. cross-sectional studies
c. quasi-experimental studies
d. twin and adoption studies
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. Another term for identical twins is twins.

a. fraternal
b. monozygotic (MZ)
c. dizygotic (DZ)
d. conjoined
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

49. Monozygotic (MZ) twins have genes in common.

a. 40%
b. 60%
c. 80%
d. 100%
Answer: d
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. If temperament were genetically based, which of the following would have the greatest
degree of similarity?
a. monozygotic (MZ) twins
b. dizygotic (DZ) twins
c. parents and children
d. cousins
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. Fraternal twins are also known as twins.

a. dizygotic (DZ)
b. identical
c. monozygotic (MZ)
d. conjoined
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

52. You are pushing a stroller that has two babies in it, a boy, dressed in blue, and a girl, dressed
in pink. Someone stops you and tells you how beautiful your baby boy and girl are. Then the
person asks whether the babies are “identical twins.” You tell them they are not, but what are you
thinking?
a. It is impossible to have identical twins of different sexes.
b. They could be identical; that was a great question.
c. Fraternal twins are usually both girls.
d. Fraternal twins are usually both boys.
Answer: a
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 85 a= 85 b= 13 c= 1 d= 1 r = .20

53. Which of the following have a 40% to 60% similarity of genetic inheritance?
a. identical twins
b. fraternal twins
c. cousins
d. adopted siblings
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. studies allow researchers to study whether certain behaviors or traits are more
closely related to genetics or environment.
a. Genetics
b. Temperament
c. Chromosomal
d. Adoption
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

55. is an estimate of the extent to which genes are responsible for the differences
among persons in a specific population.
a. Heritability
b. Reaction range
c. Genetic ratio
d. Environmental coefficient
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. What is the name of the statistic that ranges from 0 to 1.00 and is used to estimate the degree
to which genes are responsible for differences among people from a specific population?
a. genetic correlation
b. heritability estimate
c. concordance rate
d. chromosomal correction
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. Professor Glossner proposes that the heritability of temperament is .80. Which of the
following statements does Professor Glossner propose?
a. A large portion of temperament is determined by genetics.
b. A large portion of temperament is determined by environment.
c. Eighty percent of temperament is determined by the X chromosome.
d. Twenty percent of temperament is determined by the X chromosome.
Answer: a
Difficulty Level: Difficult
Skill Level: Analyze It
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

58. Your friend’s mother is extremely intelligent. As a result, even though your friend usually
does OK in school (2.8 GPA), he is convinced that he is a genius. What do you think?
a. Heritability estimates for intelligence are .50, so he is probably overestimating his intelligence.
b. He is definitely correct; he is likely a genius.
c. Actually, children of intellectually gifted adults are usually much lower in intelligence.
d. With a 2.8 GPA, he must be correct.
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

59. Concordance rate is defined as _.

a. the degree of similarity in characteristics among peoples of a cultural group
b. the influence of genes on development by comparing people who share different amounts of
their genes
c. the degree of similarity in phenotype among pairs of family members
d. the degree of difference as expressed by variations in environment
Answer: c
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 88 a= 6 b= 0 c= 88 d= 6 r = .29

60. If you were to design a research study that examines sociability in relation to concordance
rate, which of the following would be the best groups to use for comparison?
a. identical twins and fraternal twins
b. college students and the general public
c. brothers and sisters
d. parent(s) and children
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

61. When concordance rates are higher among monozygotic twins than dizygotic twins, this
indicates which of the following?
a. There is partially a genetic basis.
b. There is partially an environmental basis.
c. There is a 100% environmental cause.
d. There is a 100% genetic cause.
Answer: a
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. Which measure allows behavior geneticists to determine the percentage of similarity in
phenotype among pairs of family members and is mostly used to examine mental disorders?
a. genetic correlation
b. heritability estimate
c. concordance rate
d. chromosomal correction
Answer: c
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. Which of the following pairs would have a higher concordance rate for schizophrenia?
a. monozygotic twins
b. dizygotic twins
c. adopted siblings
d. cousins
Answer: a
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 80 a= 80 b= 18 c= 1 d= 1 r = .38

23
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

64. If Robert has schizophrenia, how likely is it that his monozygotic twin brother James will
also have schizophrenia?
a. James will also have schizophrenia.
b. There is an 80% probability that James will have schizophrenia.
c. There is a 50% probability that James will have schizophrenia.
d. James will not have schizophrenia.
Answer: c
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. If Cecilia has schizophrenia, how likely is it that her dizygotic twin sister Deirdre will also
have schizophrenia?
a. Deirdre will also have schizophrenia.
b. There is a 38% probability that Deirdre will have schizophrenia.
c. There is an 18% probability that Deirdre will have schizophrenia.
d. Deirdre will not have schizophrenia.
Answer: c
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. According to _, development results from the bidirectional interactions between

genotype and environment.
a. genetics
b. molecular genetics
c. evolutionary genetics
d. epigenetics
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

67. Genes establish a potential of expression, and environment determines where a person’s
phenotype will fall. This boundary of genetic influence is referred to as .
a. environmental influence
b. gene boundaries
c. he inheritability estimate
d. the reaction range
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. The concept of reaction range proposes that establish(es) boundaries, whereas
determines where a person falls within that range.
a. genetics; environment
b. environment; genetics
c. phenotype; genotype
d. polygenetic inheritance; homogenetic inheritance
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 53 a= 53 b= 12 c= 0 d= 29 r = .48

69. Elizabeth was just born. Her father is 6’8” tall and her mother is 5’11” tall. It is quite likely
that Elizabeth will be tall as well. However, the environment will play a role in her eventual
height. The genetic potential for Elizabeth’s height is known as the .
a. environmental range
b. reaction range
c. genetic range
d. interaction range
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 50 a= 9 b= 50 c= 32 d= 8 r = .40

25
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

70. Which of the following individuals is an example of a person who is closer to the peak of his
or her reaction range?
a. Samir was born with a potential IQ of 145 (gifted IQ), was raised in an educationally enriching
environment, and is a highly motivated learner.
b. Joseppi, who was born with a potential IQ of 145 (gifted IQ), was raised in an educationally
deprived environment and is an unmotivated learner.
c. Susan was born with the potential IQ of 80 (below average IQ), was raised in an educationally
deprived environment, and is an unmotivated learner.
d. Iman, who was born with the potential IQ of 80 (below average IQ), was raised in an
educationally enriching environment and is an unmotivated learner who makes little progress.
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

71. In the past few decades, the average height of adults in Western countries has not changed
much. This indicates that height for adults in these countries has reached the upper boundary of
their .
a. socioeconomic range
b. health status
c. reaction range
d. range of genetic dominance
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. Sandra Scarr and Kathleen McCartney proposed the theory of genotype → environment
effects. Which subtype occurs in biological families because parents provide both genes and
environment to their children?
a. passive genotype → environment effects
b. evocative genotype → environment effects
c. active genotype → environment effects
d. inactive genotype → environment effects
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: The Theory of Genotype → Environment Effects
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

73. Sandra Scarr and Kathleen McCartney proposed the theory of genotype → environment
effects. Which subtype occurs when a person’s inherited characteristics bring about responses
from others in their environment?
a. passive genotype → environment effects
b. evocative genotype → environment effects
c. active genotype → environment effects
d. inactive genotype →environment effects
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: The Theory of Genotype → Environment Effects
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. Sandra Scarr and Kathleen McCartney proposed the theory of genotype → environment
effects. Which subtype occurs when people seek out environments that correspond to their
genotypic characteristics?
a. passive genotype → environment effects
b. evocative genotype → environment effects
c. active genotype → environment effects
d. inactive genotype → environment effects
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: The Theory of Genotype → Environment Effects
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 81 a= 7 b= 10 c= 81 d= 2 r = .37

75. Which of the following is the best example of active genotype → environment effects?
a. Since Jacob is good at math, his parents encourage further learning by playing math games
with him each night.
b. Because everyone in the Martin family sunburns easily, they rarely go to the beach and have
moved to a state with colder weather.
c. Maria has a green thumb and can grow anything in her garden. When her children were small,
they played in the garden next to her. As they grew up, each child decided to go into agricultural
fields.
d. Millie was a very round baby and was big for her age. Everyone in her family made comments
about her large size and nicknamed her “Big Millie.”
Answer: b
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: The Theory of Genotype → Environment Effects
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

76. What are the only cells in the human body that do not contain 46 chromosomes?
a. lens cells
b. neurons
c. hair cells
d. gametes
Answer: d
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 81 a= 4 b= 8 c= 7 d= 81 r = .31

77. Human sex cells, sperm and ova, each contain chromosomes.
a. 23
b. 46
c. 23 pairs
d. 46 pairs
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

78. Sperm and ova are produced by which of the following, respectively?
a. penis and uterus
b. scrotum and vulva
c. testes and ovaries
d. kidneys and pancreas
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

79. is known as the normal process of cell reproduction in which chromosomes

duplicate themselves and the cells divide to become two cells.
a. Meiosis
b. Mitosis
c. Polar bodies
d. Crossing over
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. In the process of meiosis, the original cell contains chromosomes, and once the
gametes are formed, chromosomes.
a. 92; 46
b. 69; 46
c. 46; 23
d. 23; 23
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

81. At the conclusion of meiosis, have been formed and have been
formed.
a. 2 sperm cells; 1 ovum with 2 polar bodies
b. 4 sperm cells; 1 ovum with 3 polar bodies
c. 8 sperm cells; 3 ova with 1 polar body
d. 16 sperm cells; 4 ova with no polar bodies
Answer: b
Difficulty Level: Difficult
Skill Level: Analyze It
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

82. The ovum contains an excessive amount of cytoplasm _.

a. so that there is ample room for the sperm’s nucleus once it arrives
b. to help protect against invading cells
c. so that the ovum can be easily found by the sperm cells
d. because it will be the ovum’s main source of nutrition
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

83. is the process that allows pieces of genetic material to be exchanged between
paired chromosomes, resulting in a virtually infinite possible combination of genes.
a. Meiosis
b. Gamete swapping
c. Crossing over
d. Mitosis
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. Males begin producing sperm , whereas females produce ova .

a. at puberty; at puberty
b. while in the womb; at puberty
c. at puberty; while in the womb
d. while in the womb; while in the womb
Answer: c
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

85. Although females are born with approximately 2 million ova, this number declines to about
by puberty, and, on average, only of the ova will mature during a
woman’s childbearing years.
a. 500,000; 600
b. 400,000; 500
c. 300,000; 400
d. 200,000; 300
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Lamar and Chandra recently got married and have been discussing how long they could wait
to have children. Based on the text, at what age, statistically speaking, will Chandra run out of
fertile ova?
a. 30s
b. 40s
c. 50s d.
60s
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Sperm and Egg Formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

87. About days into the woman’s menstrual cycle, the mature follicle bursts and
ovulation occurs, resulting in the release of the ovum into the fallopian tube.
a. 2
b. 14
c. 28
d. 40
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

88. Although there are between 100 and 300 million sperm in one ejaculation, how many will
actually make it to the ovum during sexual intercourse?
a. 5 million
b. 500,000
c. 1,000
d. less than a few hundred
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. Fertilization is most likely to occur when intercourse occurs although sperm can
live in the woman’s body as long as after ejaculation.
a. within 2 days before and on the day of ovulation; 5 days
b. 2 days after ovulation; 3 days
c. 5 days after ovulation; 1 day
d. 1 week after ovulation; 12 hours
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. What is formed when the ovum and sperm cells unite and conception occurs?
a. the fetus
b. the embryo
c. the blastocyst
d. the zygote
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

91. occurs when the ovum is fertilized by the sperm.

a. Fertility
b. Conception
c. Cervix
d. Gametes
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

92. Advancements in fertility treatments have resulted in an increase in the number of

twins.
a. monozygotic
b. dizygotic
c. conjoined
d. Siamese
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Short Answer Questions

93. Give an example that explains the difference between phenotype and genotype.
Answer: Two identical twins will have the same genotype because their genetic makeup is
exactly the same, but if they are adopted into two different homes with parents who have different
views about health, they may have different phenotypes. One may be overweight because eating
junk food is the norm in his or her adoptive family’s house, whereas the other twin may have a
trim athletic build because fitness has always been a part of the family’s routine and involvement
in sports is encouraged.
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

94. You have likely heard people say, “The father is the one who determines the sex of the
child.” Explain why this is true.
Answer: Females’ eggs have two X chromosomes and males’ sperm contains either an X or a Y.
When a zygote is formed, it receives an X chromosome from the female, but it can get either an X
or a Y from the male. If it receives a Y, the result is a male; if it receives an X, it becomes a
female.
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Although often viewed as the stronger sex, males are the more vulnerable sex. Explain.
Answer: Because the sex chromosome of females is composed of two Xs, if one of these Xs
contains a recessive gene for a disorder or disease, it will not manifest itself due to the other X
overriding it and not allowing it to be expressed. Since the sex chromosome makeup of the male
is XY, if there is a recessive gene for a disorder on his X chromosome, it will express itself
because there is no other X chromosome that may contain a dominant gene to block its
expression.
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: The Sex Chromosomes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

96. The concordance rate for schizophrenia among identical twins is .40; the concordance rate for
schizophrenia is only .10 if a person’s parent has schizophrenia. Explain what these numbers
mean. Include a discussion of nature and nurture in your response.
Answer: If one MZ twin has schizophrenia, there is a 40% chance that the other twin will also
develop this disorder, whereas there is only a 10% chance of a person developing it if his or her
mother or father has it. The higher rate for identical twins means that there is a genetic component
to schizophrenia. However, there is still a 60% chance of not getting schizophrenia if a person’s
MZ has it, so environment plays a greater role than genes to.
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Principles of Behavior Genetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 1

97. What is a reaction range? Provide an example to illustrate.

Answer: Reaction range refers to the range of possibilities that a person is capable of as set forth
by his or her genetic makeup. It is similar to one’s genetic potential. For example, if a person’s
parents are both short in stature with a petite frame, it is genetically possible that the child will
have a body type suitable to be a jockey. However, the environment plays an important role; if
the person eats a high-fat diet and does not maintain his or her health, that person may not have
the trim, strong build required for this work.
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene-environment interactions.
Topic: Gene–Environment Interactions: Epigenetics and Reaction Ranges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions
98. Explain the phenomenon of incomplete dominance in sickle-cell inheritance.
Answer: Incomplete dominance occurs when there is a dominant–recessive pair of genes and the
phenotype is affected mostly by the dominant gene but the recessive gene also becomes expressed
partially. In sickle-cell anemia, a person inherits two recessive genes for the sickle-cell trait and
his or her blood cells are disk-shaped rather than round, causing clogging and a number of
problems, such as pain. If the person inherits only one recessive gene for the sickle-cell trait, he
or she will not have sickle-cell anemia, but some of his or her blood cells will be misshaped. This
condition causes resistance to malaria, an often-fatal disease that is common in Africa. It would
be adaptive to carry this recessive trait in Africa, so this explains the higher prevalence of sickle-
cell diseases among people of African heritage.
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genotype and Phenotype
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. Explain how DZ and MZ twins are formed. Include a discussion of ethnic variations and
factors that increase the chances of having twins.
Answer: DZ twins result when a female releases two eggs instead of one and each is fertilized
with a sperm. MZ twins result when a zygote is formed and it divides. DZ twins are more
common among Africans and least common among Asians, while MZ twins show no increased
prevalence in any one particular ethnic group. The chances of having DZ twins increase if DZ
twins run in the family, if the mother is in good health, and if the mother is older. None of these
variables predicts MZ twins.
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Conception
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35
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 Arnett/Jensen, Human Development, 3e Chapter 2, Section 2
TOTAL
ASSESSMENT Chapter 2, Section
Genetics and Prenatal Development
GUIDE

Learning Remember the Understand Apply What Analyze It

Objective Facts the Concepts You Know
Learning Multiple 1, 2, 5, 6, 9, 10 3, 4, 7, 8
Objective 2.8 Choice
Short Answer
Essay 90
Learning Multiple 11, 18 12, 13, 14, 15, 16,
Objective 2.9 Choice 17, 19, 20
Short Answer
Essay
Learning Multiple 22, 24, 27, 32, 33 21, 26, 28, 29, 35, 23, 25, 30, 31, 34,
Objective 2.10 Choice 36, 38, 39 37, 40
Short Answer 82
Essay 91
Learning Multiple 43, 54 41, 42, 46, 47, 48, 44, 45, 50, 53
Objective 2.11 Choice 49, 51, 52, 55
Short Answer 84, 85 83
Essay
Learning Multiple 58, 59, 63, 68, 69, 56, 57, 60, 61, 62, 80 65
Objective 2.12 Choice 70, 71, 73, 78, 79, 64, 66, 67, 72, 74,
81 75, 76, 77
Short Answer 87, 89 88 86
Essay 92

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

Section 2 Prenatal Development and Prenatal Care

Multiple Choice Questions

1. The germinal period is the name for _.

a. conception
b. the first 2 weeks after fertilization
c. the 8th week after fertilization
d. the week after the baby is born
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 94 a= 0 b= 94 c= 6 d= 0 r = .18

2. By the end of the first week following conception, the fertilized egg has approximately
100 cells and is known as the _.
a. neonate
b. fetus
c. embryo
d. blastocyst
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 46 a= 15 b= 23 c= 15 d= 46 r = .47

3. Which of the following is a correct sequence of development during the germinal period?
a. placenta, implantation, blastocyst
b. blastocyst, implantation, placenta
c. placenta, blastocyst, implantation
d. implantation, placenta, blastocyst
Answer: b
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

37
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

4. When the blastocyst becomes firmly embedded into the lining of the uterus, what has
happened?
a. implantation
b. fertilization
c. conception
d. pregnancy
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

5. Implantation of the blastocyst occurs _.

a. at conception
b. during the second week after conception
c. during the second month after conception
d. during the second trimester after conception
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The forms the outer layer of cells that will form the structures that provide
protection and nourishment for the newly formed organism.
a. umbilical cord
b. placenta
c. embryonic disk
d. trophoblast
Answer: d
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

7. The inner layer of the blastocyst that will become the embryo is the .
a. umbilical cord
b. placenta
c. embryonic disk
d. trophoblast
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. What structure provides a protective environment in which the fetus’s temperature is well
regulated and protects the fetus from friction caused by the mother’s movements?
a. the placenta
b. the umbilical cord
c. the amnion
d. the germinal structure
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 64 a= 36 b= 0 c= 64 d= 0 r = .21

9. The provides nutrients from the mother to the fetus, takes waste products away
from the fetus, and protects the fetus from bacteria and waste in the mother’s blood.
a. placenta
b. umbilical cord
c. amnion
d. germinal structure
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.% correct 35 a= 35 b= 41 c= 12 d= 0 r = .42

39
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

10. What percentage of blastocysts do not implant successfully?

a. 15%
b. 25%
c. 50%
d. 75%
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11. The embryonic period occurs from the week to the week.
a. 1st; 4th
b. 3rd; 8th
c. 6th; 16th
d. 12th; 32nd
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 78 a= 17 b= 78 c= 2 d= 3 r = .40

12. During the embryonic period, the ectoderm is formed, which will develop into the
_.
a. skin, hair, nails, sensory organs, and nervous system
b. muscles, bones, reproductive system, and circulatory system
c. digestive and respiratory systems
d. hormonal and endocrine systems
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

13. In the third week after conception, the mesoderm is formed, which will develop into the
_.
a. skin, hair, nails, sensory organs, and nervous system
b. muscles, bones, reproductive system, and circulatory system
c. digestive and respiratory systems
d. hormonal and endocrine systems
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. During the embryonic period, the endoderm is formed, which will develop into the
_.
a. skin, hair, nails, sensory organs, and nervous system
b. muscles, bones, reproductive system, and circulatory system
c. digestive and respiratory systems
d. hormonal and endocrine systems
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15. Formed by the end of the third week, the will develop into the brain and spinal
cord.
a. brain stem
b. neuralblast
c. neural tube
d. cerebral cortex
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 65 a= 12 b= 6 c= 65 d= 18 r = .50

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

16. If the neural tube is damaged, .

a. the embryo will have problems with the formation of the digestive system
b. the umbilical cord will not connect the placenta to the uterus
c. the skin will not develop pores and hair follicles
d. the spinal cord and brain will not develop correctly
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. The production of neurons, called , occurs in immense quantities during the
embryonic period.
a. neurology
b. neurogenesis
c. neuronal transformation
d. neural tubing
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. By the end of the fourth gestational week, the embryo is long, the head is
apparent, and the eyes, nose, mouth, and ears begin to form.
a. ¼ inch long
b. ½ inch long
c. 4 inches long
d. 12 inches long
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

19. All of the major organs are formed during the period, with the exception of the
sex organs.
a. genetic
b. embryonic
c. fetal
d. zygotic
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 63 a= 0 b= 7 c= 29 d= 63 r = .33

20. By the end of the eighth week, the embryo, which is only 1 inch long and weighs just 1 gram,
_.
a. responds to touch
b. sucks its thumb
c. vocalizes
d. steps in place
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: The Embryonic Period (Weeks 3–8)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. The fetal period begins and ends _.

a. 4 weeks after conception; 12 weeks after conception
b. 9 weeks after conception; at birth
c. 12 weeks after conception; 20 weeks after conception
d. 15 weeks after conception; at birth
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

22. What period lasts from the ninth week after conception until birth?
a. germinal
b. embryonic
c. fetal
d. zygote
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

23. Fernando and Rebecca look forward to learning the sex of their baby by the end of the
month of pregnancy when the genitalia have fully formed.
a. 2nd
b. 3rd
c. 4th
d. 5th
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. How early can the fetus’s heartbeat be heard with a stethoscope?
a. during the third week
b. during the third month
c. during the fifth month
d. during the seventh month
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

25. Sylvia has had her first pregnancy check-up and is just starting her second month of
pregnancy. She is very upset that she has not been given the chance to hear her fetus’s heartbeat.
Remembering what you learned in your human development class, what should you tell Sylvia?
a. That probably means that the fetus died.
b. She will not be able to hear the heartbeat with a stethoscope until the third month.
c. The fetus probably has a heart problem.
d. The doctor did not want her to hear the fetal heartbeat.
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. The form at the end of the third month and release hormones that influence
prenatal development from that point onward.
a. kidneys
b. adrenal glands
c. genitals
d. spinal discs
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. By the end of the third month, the typical fetus can be described as “three times three”
because _.
a. it has been 3 months and the fetus weighs 3 ounces and is 3 inches long
b. it weighs 3 pounds, is 3 inches long, and has 3 senses
c. 3 major systems have developed: brain, heart, and lungs
d. all 3 facial features are clearly distinguishable
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

28. Prenatal development is divided into three segments called .

a. fetalesters
b. prenatal sections
c. semesters
d. trimesters
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29. A pregnant woman typically begins to feel the movements of her fetus by the end of the
month.
a. second
b. fourth
c. sixth
d. eight
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Anong is talking to her friend, who is at the end of her second trimester. Luciana wants to be
reassured that she is not crazy, but she thinks her baby actually kicks, turns, and hiccups. Luciana
even thinks that the baby becomes more active if she talks to it. If you were Anong, how would
you respond to Luciana’s observations?
a. “Luciana, those activities are normal for the end of the second trimester, and fetuses can hear
even in the womb.”
b. “Luciana, I think you are going crazy. A fetus really doesn’t kick that early in the pregnancy
and it’s crazy to think it can hear.”
c. “Luciana, all those things do happen but not until the end of the third trimester.”
d. “Luciana, I think you need to go see your doctor because something is absolutely wrong.”
Answer: a
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

31. One of your colleagues was present at his son’s birth. He was upset because his son was born
with an oily, cheesy substance all over his skin and no one told him what the problem was. You
should tell him _.
a. that it was probably cancer
b. that his baby probably had something wrong with it. You have never heard of such a thing
c. that the oily, cheesy substance was vernix and many babies have that at birth; it protects their
skin in utero
d. that that was a greasy substance that is used to help the baby emerge from the birth canal; it
will be washed off later
Answer: c
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 82 a= 0 b= 0 c= 82 d= 12 r = .20

32. The purpose of lanugo, the downy hair that covers the fetus, is to .
a. work as a lubricant during the birthing process
b. lubricate the lungs
c. guide neuro-migration during brain development
d. help the vernix stick to the fetus’s skin, which protects against chapping
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. The term used to describe the fetus’s likelihood of surviving outside of the uterus if born
preterm or prematurely is called _.
a. survival index
b. gestation
c. neurogenesis
d. viability
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 53 a= 24 b= 0 c= 18 d= 53 r = .3

47
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

34. Born in India, Vihaan’s mother gives birth to him before the end of week 22. Vihaan will
probably .
a. not survive
b. be healthy
c. have a 50% chance of survival
d. have a breech birth
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. The are the last major organ system to develop during fetal life.
a. kidneys
b. lungs
c. intestines
d. skeletal muscles
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 68 a= 8 b= 68 c= 7 d= 17 r = .27

36. Newborns weighing less than are at risk for a wide range of developmental
difficulties.
a. 5.5 pounds
b. 7.0 pounds
c. 8.5 pounds
d. 10 pounds
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

37. Your roommate’s sister is pregnant and is trying to do all that she can to protect her fetus and
make sure that her fetus develops well. She does not like to have any loud music on and even
does not talk loudly for fear that her fetus will be harmed. What would you tell her?
a. Her fetus will not be adversely affected and studies have discovered that fetuses actually prefer
their mothers’ voices. So, she should talk as much as she likes.
b. She is correct; loud music is readily transmitted through the amniotic fluid and will cause
damage to the fetus’s cochlea.
c. She should play Mozart really loudly. Fetuses who listen to Mozart are more intelligent than
those who do not listen to Mozart.
d. Research has shown that fetuses do not show movement in response to external sounds.
Answer: a
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. DeCasper and Spence asked mothers to read The Cat in the Hat to their fetuses every day for
the last six weeks of their pregnancies. After the birth, babies showed a preference for
_.
a. hearing their mothers read any Dr. Seuss book
b. their mothers’ voices
c. rhythmic tapping
d. hearing their mothers read The Cat in the Hat
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. What do fetuses do when their mothers are highly stressed?

a. become very still
b. move more and show increased heart rates
c. suck their thumbs
d. hold their hands to their ears
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

49
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

40. Your roommate is pregnant, and she gets very angry and yells quite a bit over the smallest
things. What is a good piece of advice that you could give her?
a. It is OK if she gets upset, but she should not yell. It will harm the fetus’s hearing.
b. Getting angry and yelling is good for the fetus since it will raise the fetus’s heart rate.
c. She should probably get a different boyfriend. He is not going to be a very good father.
d. She should try relaxation therapy. Whenever she gets really upset, her fetus gets very upset,
too.
Answer: d
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Which of the following is the best practical advice of the Beng people of the West African
nation of Ivory Coast?
a. Do not drink palm wine during the early months of pregnancy.
b. Rub oil on the swelling belly to relief discomfort.
c. Avoid eating meat from a bushbuck antelope.
d. Do not cast any curse on any enemies because your baby will become a witch.
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. A method of prenatal care that has been used by traditional cultures that is now being used by
midwives, nurses, and physicians in developed countries is _.
a. dancing
b. singing
c. daily naps
d. massage
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 97 a= 1 b= 2 c= 1 d= 97 r = .26

50
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

43. Prenatal massage in developed countries _.

a. is increasing
b. is declining
c. has stabilized
d. has not been statistically tracked
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Nancy is concerned she is gaining too much weight during her pregnancy. Recent scientific
studies suggests Nancy should gain between pounds in order to maintain a healthy
pregnancy.
a. 15–20
b. 25–35
c. 35–40
d. 45–50
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. Your friend is worried that she will gain quite a bit of weight since she is now pregnant. She
is planning on dieting. What would be your advice?
a. Tell her to definitely diet, which will ensure that her children will not be obese.
b. Tell her that dieting increases intelligence in neonates.
c. Tell her that dieting could lead to her baby being born preterm and having a low birth weight.
d. Tell her it would be a good idea to keep her weight gain under 20 pounds.
Answer: c
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

46. What are possible side effects for the baby of a woman who gains less than 20 pounds during
her pregnancy?
a. Down syndrome and Fragile X
b. gestational diabetes
c. high blood pressure and gastrointestinal problems
d. being born preterm with a low birth weight
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. Women who gain too much weight while pregnant place their offspring at risk for
_.
a. childhood obesity and diabetes
b. childhood obesity and learning disabilities
c. developing autism spectrum disorder
d. developing childhood cancer
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. A recent large-scale study of pregnant women in the United States revealed that
gained too little weight and about gained too much weight.
a. 40%; 60%
b. 30%; 55%
c. 20%; 50%
d. 10%: 45%
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

49. Based on the accumulated scientific knowledge on prenatal care, which of the following is
the one key conclusion regarding pregnant women?
a. avoid taking any pain medication
b. minimize as much stress as possible
c. receive regular evaluations from a health care professional
d. cut all caffeine from the diet
Answer: c
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. Shantel is talking to her Balinese grandmother about how she is continuing her moderate
exercise program while she is pregnant. Shantel’s grandmother encourages her to exercise but
reminds her to also _.
a. avoid spicy foods
b. avoid “hot” foods such as eggplant
c. avoid wearing a “magic charm”
d. avoid the sweets but eat the meat left from the neighbor’s wake
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. can enhance the health of the pregnant woman and her fetus.
a. Mild to moderate exercise
b. Drinking several cups of tea each day
c. Eating herbs
d. Conserving energy
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

53
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

52. is an example of an aerobic exercise that is safe to do while pregnant.

a. Walking/jogging
b. Weightlifting
c. Sprinting
d. Jumping
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

53. Your best friend has just learned that she is pregnant. She is a healthy person and is planning
on engaging in aerobic exercise during her pregnancy. What would be your advice to her?
a. She should be very careful in that this type of exercise during pregnancy could lower muscle
mass.
b. She should not run too quickly because it could dangerously increase fetal heart rate.
c. She should exercise regularly since it will stop dangerous teratogens from reaching the fetus.
d. She should exercise regularly in order to stimulate her circulatory system and muscles.
Answer: d
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. strengthen the vaginal muscles and helps prepare the mother for the delivery of
the fetus.
a. Bench presses
b. Squats
c. Kegels
d. Abdominal crunches
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

55. Which of the following exercises should be avoided during pregnancy?

a. any contact sports
b. walking
c. light jogging
d. swimming
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. The guidelines for prenatal care focus mostly on three key areas: .
a. rest, stress reduction, and diet
b. diet, exercise, and avoidance of teratogens
c. exercise, mental state, and relaxation
d. prenatal vitamins, exercise, and avoidance of caffeine
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. A(n) is a behavior, environment, or bodily condition that can having a damaging
effect on prenatal development.
a. immunization
b. teratogen
c. illness
d. hallucinogen
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

55
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

58. What term refers to malnutrition, disease, alcohol, tobacco, and other drugs that are harmful
to the fetus?
a. teratogens
b. pathogens
c. carcinogens
d. fetogens
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 89 a= 89 b= 8 c= 2 d= 1 r = .38

59. _are examples of teratogens.

a. Calcium, iron, and iodine
b. Prenatal vitamins and micronutrients
c. Meats, grains, and legumes
d. Alcohol, tobacco, and other drugs
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

60. Which period of prenatal development is considered the critical period and also a time in
which teratogens can have a profound effect that endure into adulthood?
a. conception
b. germinal period
c. embryonic period
d. fetal period
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 53 a= 0 b= 6 c= 53 d= 41 r = .52

56
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

61. Which term describes the importance of the embryonic period of prenatal development, when
teratogens can have a profound and enduring effect on later development?
a. critical period
b. sensitive period
c. teratogenic period
d. medical period
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. What is the most common teratogen worldwide?

a. tobacco
b. alcohol
c. malnutrition
d. pollution
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. From a global perspective, which of the following women is at greatest risk of giving birth to
a child with compromised fetal development due to malnutrition?
a. Kelly, living in a suburb of New York City
b. Charlotte, living in a town outside Sydney, Australia
c. Nikita, living in a village outside New Delhi, India
d. Valentia, living in downtown Buenos Aires, Argentina
Answer: c
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

64. Prenatal health depends on proper prenatal nutrition. Because approximately 50% of the
world’s population is rural, pregnant women .
a. have access to fruits and vegetables year round
b. are malnourished year round
c. cannot afford the required vitamins recommended by their physicians
d. may only eat well only during the summer and fall
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. Which statement is true regarding the incidence of serious prenatal disorders?
a. The addition of folic acid appears to sharply reduce the incidence of anencephaly and spina
bifida.
b. The addition of iron supplements significantly reduces the rate of premature births.
c. Pregnant women who are provided vitamin D during pregnancy show significant declines in
the rate of serious birth disorders.
d. Ingestion of iodized salt increases the risk of miscarriage and birth defects.
Answer: a
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. Iron-rich foods such as beef, duck, potatoes, spinach, and dried fruits are important for the
pregnant mother and fetus because they help to .
a. build the blood supply of the mother and fetus
b. increase the muscle mass of the fetus
c. assist in visual development of the fetus
d. provide nutrients for proper brain development
Answer: a
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

67. Low iodine intake during pregnancy increase the risks of miscarriage, stillbirth, and
abnormalities in fetal brain development. As a result, what has been done since the 1920s in
developed countries?
a. women receive iodine injections
b. salt has been iodized
c. babies are given iodine baths after birth
d. fetuses are examined with ultrasound
Answer: b
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. As compared with developing nations, in developed countries the rates of miscarriage,
stillbirth, and abnormalities in fetal brain development have been lowered because iodine has
been added to .
a. salt
b. school lunches
c. bread
d. the water supply
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

69. If a pregnant woman contracts German measles during the embryonic period of pregnancy,
what is the greatest risk for the baby?
a. abnormal heart development
b. neural tube defect
c. shortened extremities
d. lack of iron in the blood supply
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

59
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

70. Infants born with the effects of rubella (German measles) in the United States have greatly
decreased since the 1960s because .
a. the use of vaccinations for infectious diseases have increased
b. funding for Medicaid and Medicare has increased
c. fluoride has been added to the water
d. folic acid has been added to grain products
Answer: a
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

71. Which sexually transmitted infection is caused by the human immunodeficiency virus and
results in damage to the immune system?
a. syphilis
b. herpes
c. gonorrhea
d. AIDS
Answer: d
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. HIV/AIDS can be transmitted from the mother to the child .

a. during prenatal development, birth, or through breast milk
b. through casual skin-to-skin contact such as hugs and kisses
c. via bacterial infections during times of illness while pregnant
d. through HIV bacteria being transmitted via contaminated environmental objects
Answer: a
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 94 a= 94 b= 0 c= 6 d= 0 r = .18

60
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

73. Africa reports of all HIV infections worldwide.

a. North America
b. Africa
c. Haiti
d. Mexico
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. What teratogen causes the most widespread damage to prenatal development in developed
countries?
a. tobacco
b. infectious diseases
c. cocaine
d. alcohol
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

75. According to the text, what is a safe amount of alcohol an individual can consume during
pregnancy?
a. 1 glass of wine per week
b. 1 glass of wine per week only after the second trimester
c. 1 glass of wine per week only after the third trimester
d. none at all
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

76. What condition might occur in the fetus, and later in the child, if the pregnant mother
consumes alcohol during her pregnancy?
a. fibromyalgia
b. alcoholism
c. neuromuscular disorder
d. fetal alcohol spectrum disorder
Answer: d
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. An infant born with facial deformities, heart problems, misshapen limbs, and a variety of
cognitive problems, such as intellectual disabilities, has characteristics of which of the following?
a. fetal alcohol spectrum disorder
b. autism spectrum disorder
c. folic-acid deficiency
d. rubella
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

78. What is the leading cause of low birth weight in developed countries?
a. smoking
b. cocaine use
c. drinking alcohol
d. mega-dosing of vitamins
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

79. Prenatal exposure to predicts poorer language skills, problems with attention and
memory, and behavior problems?
a. mega-dosing of vitamins
b. drinking alcohol
c. cocaine use
d. smoking
Answer: d
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. You notice that your pregnant friend just lit a cigarette, and you ask her, “What the heck are
you doing?” Your friend replies that her doctor said that it was okay to smoke during pregnancy.
Which statement should be your reply?
a. “There are known side effects to smoking, and no responsible physician would tell you that you
can smoke if you are pregnant.”
b. “Okay, research has shown that smoking is harmless.”
c. “Most physicians would recommend that you wait until the third trimester to begin smoking
again.”
d. “That makes sense; smoking is harmful only if it is secondhand smoke.”
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

81. What behavior from fathers and others during pregnancy leads to higher risks of low birth
weight and childhood cancer?
a. mega-dosing of vitamins
b. drinking alcohol
c. smoking
d. cocaine use
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

Short Answer Questions

82. In what prenatal period are the lanugo and vernix formed? Explain the purpose of each.
Answer: Both are formed during the fetal period. The vernix is the oily coating that protects the
skin while floating in the amniotic fluid; the lanugo is the fine hair that helps the vernix stick to
the skin.
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

83. Give an example of pregnancy advice that reflects cultural wisdom in traditional cultures.
What is a plausible explanation that this advice is passed down from generation to generation?
Answer: Among the Beng people of West Africa, women are warned against drinking palm wine
during pregnancy and also to avoid eating the meat of the bushback antelope (or the baby may be
born with stripes). These warnings reflect the fact that people in these cultures know that many
things can go wrong during pregnancy and these tips may offer a sense of control.
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. Who usually performs prenatal massages in traditional cultures? Are there benefits to prenatal
massage besides making the mother feel good and more relaxed? Explain.
Answer: It is usually performed by a midwife. Benefits to the mother include less back pain, less
swelling of joints, better sleep, and a better chance that the fetus will come out head first.
Neonates score better on physical and social measures.
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

85. How much weight should a woman gain during pregnancy (provide an approximate range)?
Provide one diet or exercise recommendation.
Answer: Women should gain between 25–35 pounds. They should drink more fluids and they
should eat plenty of fruits and vegetables, especially iron-rich foods, such as leafy greens.
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Variations in Prenatal Care
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Recall the World Health Organization’s guidelines for prenatal care. Name one nutrient that
is of critical importance during pregnancy, where women would get it, and what the
consequences would be of not having it.
Answer: Iodine is of critical importance during pregnancy. In developed countries, iodine is
added to salt. Without it, there is increased risk of miscarriage, stillbirth, or abnormal brain
development. Iodine is more readily available in developed countries.
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

87. Which prenatal period is considered a critical period when teratogens are most likely to have
severe and enduring effects? Why?
Answer: The embryonic period is considered the critical period of prenatal development, because
that is when all the major organs and systems are forming.
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

88. Briefly describe the amount of alcohol doctors have determined is safe to consume during
pregnancy.
Answer: No safe amount of alcohol has been determined during pregnancy. Even a few drinks
can put a developing fetus at risk for lower height, weight, and head size, and heavy drinking
causes fetal alcohol spectrum disorder.
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

89. What are the long-term effects of fetal alcohol spectrum disorder (in addition to characteristic
physiological features)?
Answer: In childhood, there are cognitive deficits that put children with fetal alcohol spectrum
disorder behind academically and socially. In addition, in adolescence, they are at risk for
delinquency, substance abuse, and depression.
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions
90. Choose one prenatal period and provide a detailed overview of what happens. Include when it
occurs.
Answer: The germinal period (0–2 weeks after conception) includes the formation of the zygote,
rapid cell division forming a 100-celled blastocyst, and implantation. The outer layer of the
blastocyst, the trophoblast, develops into the structures that will house and nourish the embryo
(amnion, placental, umbilical cord). The inner layer becomes the embryonic disk, which
eventually forms the embryo.
Difficulty Level: Moderate
Skill Level: Understanding the Concepts
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: The Germinal Period (First 2 Weeks)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. What does viability mean, and how likely is a fetus to be viable at 22 weeks? At 26 weeks?
Why would this vary depending on whether a person lives in a developed or a developing
country? What is the main obstacle to viability even by the beginning of the third trimester?
Answer: Viability refers to whether or not a fetus will be able to survive outside the womb.
Survival is unlikely before 22 weeks, even with medical intervention. Even if babies do survive
when they are premature, they are at greater risk for birth defects and disabilities compared to
full-term babies. In developing countries, there is less access to medical supplies and facilities, so
the age of viability is later than in developed countries (sometime in the third trimester,
depending on the country and its technology). The reason babies are so vulnerable even in the
third trimester is their immature lungs.
Difficulty Level: Difficult
Skill Level: Analyze It
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: The Fetal Period (Week 9–Birth)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 2

92. Explain how prenatal health can depend on whether the child was conceived in places where
diet varies greatly, depending on which foods are available at different times of the year.
Answer: If there are few or no fruits or vegetables available, as in China in the 1980s, babies can
be born with folic acid deficiencies. This causes anencephaly and spina bifida.
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

67
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 Arnett/Jensen, Human Development, 3e Chapter 2, Section 3
TOTAL
ASSESSMENT Chapter 2, Section 3
GUIDE Genetics and Prenatal Development

Learning Remember Understand the Apply What

Objective the Facts Concepts You Know Analyze It
Learning Multiple 1, 2, 3, 5, 12, 13, 6, 7, 8, 10, 11, 15, 17 4, 9, 16
Objective 2.13 Choice 14
Short Answer 51, 52
Essay 55
Learning Multiple 20, 22, 23, 24 18, 21, 25 19, 26, 27
Objective 2.14 Choice
Short Answer 53, 54
Essay
Learning Multiple 29, 30 28, 31
Objective 2.15 Choice
Short Answer
Essay
Learning Multiple 32, 33, 37, 39, 42, 34, 35, 36, 40, 41 38, 47
Objective 2.16 Choice 43, 44, 45, 46, 48,
49, 50
Short Answer
Essay

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

Section 3 Pregnancy Problems

Multiple Choice Questions

1. occurs during meiosis, in which chromosomes sometimes fail to divide properly;

as a result, the person may have 45 or 47 chromosomes.
a. Chromosomal disorders
b. Genetic misprinting
c. Mitosis error
d. Gene displacement
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. It is estimated that half of all conceptions have too many or too few chromosomes. What
happens to most of the zygotes that are formed in these situations?
a. They are spontaneously aborted.
b. They result in neonates with birth defects.
c. They result in twins.
d. They have no problems.
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 41 a= 41 b= 53 c= 0 d= 6 r = .43

3. Approximately neonates have a chromosomal disorder.

a. 1 in 10
b. 1 in 200
c. 1 in 500
d. 1 in 1,000
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

4. Your friend Dominique just found out that she is pregnant after trying for the last 2 years. She
is concerned that she is going to have a baby with a chromosomal disorder. You try to reassure
her by telling her that the rate of babies born with chromosomal disorders is _.
a. 1 in 10
b. 1 in 200
c. 1 in 500
d. 1 in 1,000
Answer: b
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

5. Sex chromosome disorders in neonates occur at rates of approximately _.

a. 1 in 10
b. 1 in 200
c. 1 in 500
d. 1 in 1,000
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. What are two common consequences of sex chromosome disorders?

a. shortened stature and the likelihood of developing nonorganic failure to thrive
b. an increased likelihood of having a pregnancy that is preterm and an infant with low birth
weight
c. an infant that is more likely to have a difficult temperament and an insecure attachment
d. cognitive deficits such as learning disabilities and abnormal development of the reproductive
system at puberty
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 94 a= 0 b= 6 c= 0 d= 94 r = .70

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

7. One of the consequences of having a sex chromosomal disorder is that it might disrupt
development of the reproductive system at puberty, resulting in underdeveloped testes and penis
in boys or lack of ovulation in girls. What can be done about the difficulty at puberty?
a. role-playing therapy
b. hormone replacement treatment
c. group therapy
d. reconstructive surgery
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. Down syndrome is also known as trisomy-21 because individuals with Down syndrome
_.
a. have three distinct facial features by the 21st week of pregnancy
b. show three distinct temperament patterns by the 21st week of infancy
c. have an extra chromosome on the 21st pair
d. have 21 genes on the 3rd pair of chromosomes
Answer: c
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

9. One of your brother’s friends, Dylan, is unusually short with a stocky build; has a flat face, a
large tongue, and an extra fold of skin on his eyelids; and suffers from cognitive deficits, hearing
impairments, and a heart defect. Dylan likely has _.
a. non-sex-linked-21
b. Down syndrome
c. Edward’s syndrome
d. an intellectual disability
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

10. What helps children with trisomy-21 develop more favorably?

a. hormone replacement therapy
b. weekly motor treatments
c. a heart transplant
d. supportive and encouraging parents
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11. Adult individuals with trisomy-21 are _.

a. often able to hold a highly structured job, if they have adequate support
b. most likely institutionalized
c. not likely to make it to age 30
d. as likely as individuals who do not have trisomy-21 to enter college
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. Individuals with are more likely to develop leukemia, cancer, Alzheimer’s
disease, or heart disease at earlier ages than usual (in their 30s and 40s).
a. non-sex-linked-21
b. Down syndrome
c. Edward’s syndrome
d. an intellectual disability
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

13. Children born with chromosomal problems are almost always born to parents with
_.
a. the very same chromosomal problem
b. similar genetic disorders
c. above average intelligence
d. no genetic or chromosomal disorders
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. increases the risk of having a child with Down syndrome.

a. Smoking while pregnant
b. Alcohol consumption
c. Maternal age over age 40
d. Paternal stress
Answer: c
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 76 a= 0 b= 24 c= 76 d= 0 r = .49

15. The ova of a 42-year-old woman trying to conceive are old.

a. 2 weeks
b. 2 months
c. 2 years
d. 42 years
Answer: d
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

16. Fifty-five-year-old Hansen wants to have a child with his new bride. You express your
concerns and explain to your friend that biological fathers who are 45 years or older have
increased rates of offspring born with .
a. multifactorial disorders
b. depression
c. dyslexia
d. physical abnormalities
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. Multifactorial disorders such as involve a combination or genetic and

environmental factors.
a. autism spectrum disorder
b. Down syndrome
c. Edward’s syndrome
d. spina bifida
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. Which of the following are three techniques used to monitor pregnancy?
a. fetal heart rate, blood pressure, and CT scans
b. ultrasound, amniocentesis, and chorionic villus sampling
c. genetic counseling, amniocentesis, and epidurals
d. fMRI, CT, and PET scans
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

19. Pam is going to her obstetrician to have a procedure in which high-frequency waves will be
used to examine the characteristics of her unborn fetus. Pam will be undergoing a(n) .
a. amniocentesis
b. chorionic villus sampling
c. alphafetal protein
d. ultrasound
Answer: d
Difficulty Level: Easy
Skill Level: Apply What You Know
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. What technique of prenatal monitoring uses high-frequency sound waves that are directed
toward the uterus and, as they bounce off the fetus, are converted by a computer to an image that
can be viewed on a screen?
a. genetic counseling
b. ultrasound
c. chorionic villus sampling
d. amniocentesis
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. is the cheapest, easiest, and safest way for physicians to monitor fetal
development.
a. Genetic counseling
b. Amniocentesis
c. Ultrasound
d. Chorionic villus sampling
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

22. What prenatal technique uses a long, hollow needle to extract amniotic fluid at 15 to 20
weeks of pregnancy to examine the fetus’s genotype?
a. amniocentesis
b. chorionic villus sampling
c. alphafetal protein
d. ultrasound
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

23. What prenatal technique can be used to examine the status of the fetus by taking samples of
the cells that are beginning to form the umbilical cord?
a. amniocentesis
b. chorionic villus sampling
c. alphafetal protein
d. ultrasound
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. Which of the following techniques is used sparingly because there is a slight but genuine risk
of miscarriage or damage to the fetus while having a 99% accuracy in diagnosing genetic
problems?
a. CT scan
b. ultrasound
c. amniocentesis
d. chorionic villus sampling
Answer: d
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

25. Some couples seek genetic counseling before attempting a pregnancy because they
_.
a. believe that they might be carriers for a genetic disorder
b. live in a high-risk area
c. want to have a high-IQ baby
d. want a particular characteristic in their offspring
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Latasha and Brett are having their first child and are concerned that their child may have
Down syndrome because Latasha is more than 40 years old. Which of the following would most
likely be used to help Latasha and Brett through this process?
a. an amniocentesis and PET scan
b. an ultrasound and genetic counseling
c. an amniocentesis and ultrasound
d. a chorionic villus sampling and fMRI
Answer: b
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. Genetic counseling would be appropriate for which of the following couples?
a. JJ and Jennifer, who are in their early 30s and have just completed an unsuccessful round of
artificial insemination
b. Stephen and Kerry, who are in their early 20s and have been trying to become pregnant but
have been unsuccessful for the last 2 months
c. Merriam and Samir, who are in their early 40s and have a history of miscarriages and infertility
d. Ngyuen and Pham, who are in their early 30s and both have a history of diabetes
Answer: c
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

28. Infertility is defined as .

a. the presence of endometriosis
b. when the male has a low sperm count
c. the inability to conceive after at least 1 year of regular unprotected intercourse
d. no desire to have children
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Psychological and Social Implications
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29. Over the past century, infertility rates in have remained constant at 10% to 15%
of couples.
a. China
b. the United States
c. Africa
d. Canada
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Psychological and Social Implications
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Between 1990 and 2010, worldwide infertility rates _.

a. remained consistent at 9%–13%
b. declined to 5%
c. remained the same at 10%–15%
d. declined to 105–25%
Answer: a
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Psychological and Social Implications
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. What statement is true regarding the presence of infertility among cultures across the globe?
a. Women from Brazil seek consult from a shaman who focuses on the wrath of the gods believed
to be inflicting infertility as punishment.
b. In many cultures, infertility is grounds for divorce.
c. Vietnamese husbands will seek adoption as a solution to infertility.
d. Couples unable to conceive in Cameroon, seek the blessing of the local priest.
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Psychological and Social Implications
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Historically speaking, it was believed that for conception to occur, both the man
and the woman had to emit a “seed” and that the “seed” was only released through orgasm.
a. from the 2nd century BCE to the 1400s
b. from the 3rd century BCE to the 1500s
c. from the 4th century BCE to the 1800s
d. from the 5th century BCE to the 1900s
Answer: c
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. It is a misconception that females are primarily responsible for infertility, because
_% of the time it is the male who is the source of a couple’s infertility.
a. 40
b. 50
c. 60
d. 70
Answer: b
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

34. The three main sources for male infertility are _.

a. erectile difficulties, decreased libido, and low sperm count
b. sperm death, poor sperm mobility, and low seminal fluid
c. low sperm production, poor sperm quality, and poor sperm movement
d. low sperm production, increased libido, and poor sperm movement
Answer: c
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. It takes approximately three times longer for men over the age of 40 to impregnate a partner
than it does for men under age 25 due to _.
a. the lack of libido
b. endometriosis
c. a decrease in the quantity and quality of their sperm
d. erectile dysfunction
Answer: c
Difficulty Level: Easy
Skill Level: Understand the Concepts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. Rashid and Varsha are seeking fertility treatment and were informed by their physician that
Rashid’s sperm count is low and the quality is poor. Which of the following suggestions were
made to help increase his sperm production and quality?
a. Quit smoking, decrease alcohol consumption, and do not abuse drugs.
b. Start a calcium regimen, consume more iron, and take a multivitamin.
c. Exercise daily, increase caffeine consumption, and reduce stress.
d. Avoid wearing boxer shorts and switch to tighter underwear.
Answer: a
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

37. is the most common cause of infertility in women due to ovulation problems.
a. Alcohol
b. Stress
c. Maternal age
d. Smoking
Answer: c
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. Yasmine and Omar have just been informed of their infertility challenges by their respective
specialists. Which modern technique might they try as a fertility treatment?
a. intrauterine insemination
b. an infertility belt
c. a chastity belt
d. colonoscopy
Answer: a
Difficulty Level: Moderate
Skill Level: Apply What You Know
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. What is the oldest effective treatment for infertility?

a. in vitro fertilization
b. nutritional supplements
c. surrogate motherhood
d. intrauterine insemination
Answer: d
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

40. is the process in which sperm is injected directly into the uterus, and is the
simplest and most effective reproductive treatment.
a. In vitro fertilization
b. Intrauterine insemination
c. Amniocentesis
d. Infertility injections
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Which statement is true regarding the use of donor insemination?

a. It is often used in situations in which the female wants to select the traits of her offspring.
b. It is often used by lesbian couples or single women wishing to have a child.
c. It results in higher rates of male babies.
d. It increases the chance of multiple births.
Answer: b
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. What is the success rate of intrauterine insemination?

a. 10%–20% per trial
b. 40%–50% per trial
c. 60%–70% per trial
d. 90%–100% per trial
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

43. What is the most common approach to female infertility if the woman cannot ovulate
properly?
a. eliminating nutritional deficiencies
b. fertility drugs
c. increasing the frequency of intercourse
d. herbal therapy
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Women undergoing fertility drug use realize a successful pregnancy rate of ,
depending on the drug used.
a. 10%–15%
b. 18%–23%
c. 22%–35%
d. 32%–47%
Answer: c
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. Which of the following are known risks associated with fertility drugs?
a. hypertension, cardiac arrhythmias, and gastrointestinal problems
b. depression, anxiety, and suicidal thoughts
c. blood clots, kidney damage, and damage to the ovaries
d. diabetes, endometriosis, and eczema
Answer: c
Difficulty Level: Difficult
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

46. Depending on the drug, what percentage of multiple births results from using fertility drugs?
a. 1%–2%
b. 10%–25%
c. 40%–55%
d. 60%–75%
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. A friend tells you that she is on a fertility drug to increase the number of follicles during
ovulation and is excited about the possibility of having twins. Based on the reading, would you
agree that she has an increased possibility of conceiving twins?
a. Yes, fertility drugs increase the rate of multiple births by increasing the probability of releasing
more than one ovum, which might lead to fraternal twins.
b. No, the use of fertility drugs is in no way related to giving birth to twins.
c. No, having twins is unpredictable and modern medicine has not been able to alter the process
in any way.
d. Yes, infertility drugs have been shown to increase the rate of identical twins; however, these
pregnancies have a much higher rate of miscarriage than non-multiple pregnancies.
Answer: a
Difficulty Level: Difficult
Skill Level: Apply What You Know
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
% correct 41 a= 41 b= 6 c= 24 d= 29 r = .48

48. What fertility technique extracts ova, combines them with sperm, and after a few days,
implants two or three zygotes into the woman’s uterus?
a. in vitro fertilization (IVF)
b. nutritional supplements
c. surrogate motherhood
d. intrauterine insemination
Answer: a
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

49. In vitro fertilization, or IVF, has improved in recent years. What is the current rate of success
of IVF in women under 35?
a. 15%
b. 50%
c. 65% d.
70%
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. What is the current rate of success of IVF in women ages 38–40?
a. 4%
b. 10%
c. 24%
d. 40%
Answer: c
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Causes and Treatments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Short Answer Questions

51. In addition to characteristic facial features, what other types of medical/physical
complications might a person caring for an individual with Down syndrome expect?
Answer: Persons with Down syndrome are more at risk for heart problems, leukemia, and cancer,
and their life expectancy is lower than average.
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. What is a genetic mutation?

Answer: A genetic mutation is a permanent alteration of a DNA sequence that makes up a gene.
These mutations contribute to developmental problems in offspring.
Difficulty Level: Moderate
Skill Level: Remember the Facts
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 3

53. Which test can be performed earlier in a pregnancy, an amniocentesis or chorionic villus
sampling (CVS)? Describe each test.
Answer: CVS can be done earlier, at about 5–10 weeks gestation versus 15–20 weeks for
amniocentesis. CVS entails inserting a tube through the vagina and into the uterus to remove cells
from what will eventually be the umbilical cord. Amniocentesis involves inserting a needle into
the abdomen to remove amniotic fluid, which contains cells that have been sloughed off from the
developing organism. Both tests are used to detect genetic problems.
Difficulty Level: Difficult
Skill Level: Understand the Concepts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. Briefly describe the risks and effectiveness of amniocentesis.

Answer: Although amniocentesis carries a small risk of miscarriage, it has the potential to
identify 40 different defects in fetal development with 100% accuracy.
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis, and
explain why some prospective parents seek genetic counseling.
Topic: Prenatal Diagnosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Question
55. Recent research suggests paternal age is linked to genetic and environmental factors. Explain
how genetic mutations affect a man’s sperm as he ages and how these mutations may affect the
health of his offspring.
Answer: Men in their mid-40s and older who father offspring run the risk of passing on genetic
mutations to their prospective children. These mutations, which result in genetic mistakes during
sperm production, include disorders that result in bipolar disorder, attention-deficit/hyperactivity
disorder, autism spectrum disorder, and substance use problems.
Difficulty Level: Moderate
Skill Level: Analyze It
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Chromosomal Disorders
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

Revel Multiple Choice Assessment Questions

The following questions appear at the end of each module and at the end of the chapter in Revel
for Human Development, 3e.

End of Module Quiz 2.1: Genetic Influences on Development: Genetic

Basics

EOM Q2.1.1
Enrico’s biological parents were both musicians, so he was born with a(n) that
included exceptional musical ability, but because he was never exposed to musical instruments or
instruction when he was adopted, he never developed his musical ability.
a) allele
Consider This: This refers to an organism’s genetic inheritance. LO 2.1 Distinguish
between genotype and phenotype and identify the different forms of genetic inheritance.
b) genotype
c) phenotype
Consider This: This refers to an organism’s genetic inheritance. LO 2.1 Distinguish
between genotype and phenotype and identify the different forms of genetic inheritance.
d) heritability
Consider This: This refers to an organism’s genetic inheritance. LO 2.1 Distinguish
between genotype and phenotype and identify the different forms of genetic inheritance.
Answer: b
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genetic Basics
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.1.2
Errol’s father carries two recessive genes for sickle-cell anemia, and Errol’s mother carries two
normal dominant genes. Therefore, Errol has inherited from his parents.
a) anemia
Consider This: Inheriting only one recessive gene for the sickle-cell trait, along with a
normal dominant gene, is not enough to make all of the offspring’s blood cells sickle-
shaped. LO 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
b) a resistance to malaria
c) sickle-cell anemia
Consider This: Inheriting only one recessive gene for the sickle-cell trait, along with a
normal dominant gene, is not enough to make all of the offspring’s blood cells sickle-
shaped. LO 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
d) Huntington’s chorea
Consider This: Inheriting only one recessive gene for the sickle-cell trait, along with a
normal dominant gene, is not enough to make all of the offspring’s blood cells sickle-
shaped. LO 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Answer: b
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genetic Basics
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q2.1.3
Individuals of descent are most likely to have sickle-cell anemia.
a) Asian
Consider This: About 1 in 500 people of this descent have this disorder. LO 2.1
Distinguish between genotype and phenotype and identify the different forms of genetic
inheritance.
b) Hispanic
Consider This: About 1 in 500 people of this descent have this disorder. LO 2.1
Distinguish between genotype and phenotype and identify the different forms of genetic
inheritance.
c) African
d) Native American
Consider This: About 1 in 500 people of this descent have this disorder. LO 2.1
Distinguish between genotype and phenotype and identify the different forms of genetic
inheritance.
Answer: c
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genetic Basics
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.1.4
Which of the following statements about sex ratios is true?
a) Humans naturally give birth to more girls than boys.
Consider This: The sex ratios in many countries remain skewed. LO 2.2 Describe the sex
chromosomes and identify what makes them different from other chromosomes.
b) Humans naturally give birth to an equal number of boys and girls.
Consider This: The sex ratios in many countries remain skewed. LO 2.2 Describe the sex
chromosomes and identify what makes them different from other chromosomes.
c) Humans naturally give birth to more boys than girls.
d) The sex ratio of boys to girls at birth has been increasing in places like China and
South Korea.
Consider This: The sex ratios in many countries remain skewed. LO 2.2 Describe the sex
chromosomes and identify what makes them different from other chromosomes.
Answer: c
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: Genetic Basics
Difficulty Level: Difficult
Skill Level: Analyze It

EOM Q2.1.5
Which of the following statements regarding chromosomes is true?
a) All ova in the mother contain an X chromosome.
b) All sperm carry a Y chromosome.
Consider This: The father’s sperm determines the sex of the child. LO 2.2 Describe the
sex chromosomes and identify what makes them different from other chromosomes.
c) The Y chromosome is larger than the X chromosome.
Consider This: The father’s sperm determines the sex of the child. LO 2.2 Describe the
sex chromosomes and identify what makes them different from other chromosomes.
d) The X chromosome and Y chromosome carry the same amount of genetic material.
Consider This: The father’s sperm determines the sex of the child. LO 2.2 Describe the
sex chromosomes and identify what makes them different from other chromosomes.
Answer: a
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: Genetic Basics
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.2: Genetic Influences on Development: Genes and

the Environment
EOM Q2.2.1
The heritability of intelligence from childhood to adulthood.
a) decreases
Consider This: Heritability estimates are a measure not just of genetic influence, but of
how much the environment allows the genes to be expressed. In essence, they measure
phenotype rather than genotype. LO 2.3 Explain how behavior geneticists use heritability
estimates and concordance rates in their research.
b) increases
c) stays the same
Consider This: Heritability estimates are a measure not just of genetic influence, but of
how much the environment allows the genes to be expressed. In essence, they measure
phenotype rather than genotype. LO 2.3 Explain how behavior geneticists use heritability
estimates and concordance rates in their research.
d) has not been calculated in this area of research
Consider This: Heritability estimates are a measure not just of genetic influence, but of
how much the environment allows the genes to be expressed. In essence, they measure
phenotype rather than genotype. LO 2.3 Explain how behavior geneticists use heritability
estimates and concordance rates in their research.
Answer: b
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Genes and the Environment
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.2.2
The higher the concordance rate, .
a) the more similar two persons are
b) the more different two persons are
Consider This: Concordance rate is a percentage that indicates degree of similarity in
phenotype among pairs of family members. LO 2.3 Explain how behavior geneticists use
heritability estimates and concordance rates in their research.
c) the higher a person’s chances of having twins
Consider This: Concordance rate is a percentage that indicates degree of similarity in
phenotype among pairs of family members. LO 2.3 Explain how behavior geneticists use
heritability estimates and concordance rates in their research.
d) the higher a person’s quality of life is likely to be
Consider This: Concordance rate is a percentage that indicates degree of similarity in
phenotype among pairs of family members. LO 2.3 Explain how behavior geneticists use
heritability estimates and concordance rates in their research.
Answer: a
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Genes and the Environment
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.2.3
Girls normally begin menstruating between the ages of 11 and 16, toward the lower end of this
range under healthy conditions and toward the higher end when nutrition is insufficient. This is an
example of .
a) a high concordance rate
Consider This: This refers to the continuous bidirectional interactions between genotype
and environment. LO 2.4 Explain how the concepts of epigenetics and reaction ranges
address gene–environment interactions.
b) a low concordance rate
Consider This: This refers to the continuous bidirectional interactions between genotype
and environment. LO 2.4 Explain how the concepts of epigenetics and reaction ranges
address gene–environment interactions.
c) epigenetics
d) heritability
Consider This: This refers to the continuous bidirectional interactions between genotype
and environment. LO 2.4 Explain how the concepts of epigenetics and reaction ranges
address gene–environment interactions.
Answer: c
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene–environment interactions.
Topic: Genes and the Environment
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.2.4
Genes establish a of potential expression, and environment determines where a
person’s phenotype will fall within this.
a) concordance rate
Consider This: Often when genes influence human development it is by establishing
boundaries for environmental influences rather than specifying a precise characteristic.
LO 2.4 Explain how the concepts of epigenetics and reaction ranges address gene–
environment interactions.
b) heritability
Consider This: Often when genes influence human development it is by establishing
boundaries for environmental influences rather than specifying a precise characteristic.
LO 2.4 Explain how the concepts of epigenetics and reaction ranges address gene–
environment interactions.
c) reaction range
d) polygenic inheritance
Consider This: Often when genes influence human development it is by establishing
boundaries for environmental influences rather than specifying a precise characteristic.
LO 2.4 Explain how the concepts of epigenetics and reaction ranges address gene–
environment interactions.
Answer: c
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene–environment interactions.
Topic: Genes and the Environment
Difficulty Level: Easy
Skill Level: Remember the Facts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.2.5
A toddler from the Hamer tribe in Ethiopia was adopted by an American couple who described
themselves as “non-athletes.” This tribe is known for having members who are exceptionally tall.
Once she started school, she asked to play in the after-school basketball program, tried out for the
team in middle school and high school, and eventually went on to earn a scholarship to play in
college. This is an example of _.
a) polygenic inheritance
Consider This: This occurs when people seek out environments that correspond to their
genotypic characteristics. LO 2.5 Explain how the theory of genotype → environment
effects casts new light on the old nature–nurture debate.
b) incomplete dominance
Consider This: This occurs when people seek out environments that correspond to their
genotypic characteristics. LO 2.5 Explain how the theory of genotype → environment
effects casts new light on the old nature–nurture debate.
c) a self-fulfilling prophecy
Consider This: This occurs when people seek out environments that correspond to their
genotypic characteristics. LO 2.5 Explain how the theory of genotype → environment
effects casts new light on the old nature–nurture debate.
d) niche picking
Answer: d
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: Genes and the Environment
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.3: Genetic Influences on Development: Genes and

Individual Development
EOM Q2.3.1
At what age do most women run out of ova?
a) in their late 20s
Consider This: About 400 ova will mature during the childbearing years. LO 2.6 Outline
the process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
b) some time in their 30s
Consider This: About 400 ova will mature during the childbearing years. LO 2.6 Outline
the process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
c) in their late 30s
Consider This: About 400 ova will mature during the childbearing years. LO 2.6 Outline
the process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
d) some time in their 40s
Answer: d
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Genes and Individual Development
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q2.3.2
As a result of the process of crossing over, .
a) the risk of sickle-cell anemia decreases
Consider This: This process explains the diversity among siblings. LO 2.6 Outline the
process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
b) boys are more likely to be born with a learning disability
Consider This: This process explains the diversity among siblings. LO 2.6 Outline the
process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
c) the genetic material that originated from the mother and father is rearranged
d) women are at increased risk for infertility
Consider This: This process explains the diversity among siblings. LO 2.6 Outline the
process of meiosis in the formation of reproductive cells and specify how the process
differs for males and females.
Answer: c
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Genes and Individual Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.3.3
The is formed when the ovum and sperm unite and fertilization takes place.
a) blastula
Consider This: At this point the organism’s genotype is set. LO 2.7 Describe the process
of fertilization and conception.
b) blastocyst
Consider This: At this point the organism’s genotype is set. LO 2.7 Describe the process
of fertilization and conception.
c) zygote
d) embryo
Consider This: At this point the organism’s genotype is set. LO 2.7 Describe the process
of fertilization and conception.
Answer: c
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Genes and Individual Development
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q2.3.4
Fertilization can take place only .
a) within 3 days after the ovum enters the fallopian tube
Consider This: It takes sperm from a few hours to a whole day to travel up the fallopian
tubes. LO 2.7 Describe the process of fertilization and conception.
b) in the first 24 hours after the ovum enters the fallopian tube
c) in the first 2 hours after the ovum enters the fallopian tube
Consider This: It takes sperm from a few hours to a whole day to travel up the fallopian
tubes. LO 2.7 Describe the process of fertilization and conception.
d) if intercourse occurs on the day of ovulation
Consider This: It takes sperm from a few hours to a whole day to travel up the fallopian
tubes. LO 2.7 Describe the process of fertilization and conception.
Answer: b
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Genes and Individual Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.3.5
Which of the following statements about DZ twins is true?
a) There are substantial ethnic variations in the number of DZ twins born.
b) DZ twins are the result of one ovum being fertilized by two sperm.
Consider This: DZ stands for dizygotic—two zygotes. LO 2.7 Describe the process of
fertilization and conception.
c) The overall rate of DZ twins is 1 in every 20 births.
Consider This: DZ stands for dizygotic—two zygotes. LO 2.7 Describe the process of
fertilization and conception.
d) Japan has the highest rate of DZ twin births.
Consider This: DZ stands for dizygotic—two zygotes. LO 2.7 Describe the process of
fertilization and conception.
Answer: a
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Genes and Individual Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.4: Prenatal Development and Prenatal Care:

Prenatal Development
EOM Q2.4.1
The first 2 weeks of pregnancy after fertilization is called the .
a) germinal period
b) embryonic period
Consider This: During this period the zygote implants in the uterine wall. LO 2.8
Describe the structures that form during the germinal period, and identify when
implantation takes place.
c) fetal period
Consider This: During this period the zygote implants in the uterine wall. LO 2.8
Describe the structures that form during the germinal period, and identify when
implantation takes place.
d) first trimester
Consider This: During this period the zygote implants in the uterine wall. LO 2.8
Describe the structures that form during the germinal period, and identify when
implantation takes place.
Answer: a
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: Prenatal Development
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q2.4.2
The blastocyst forms by following conception.
a) 1 week
b) 2 weeks
Consider This: The blastocyst begins forming the amnion, placenta, and umbilical cord.
LO 2.8 Describe the structures that form during the germinal period, and identify when
implantation takes place.
c) 3 weeks
Consider This: The blastocyst begins forming the amnion, placenta, and umbilical cord.
LO 2.8 Describe the structures that form during the germinal period, and identify when
implantation takes place.
d) 1 month
Consider This: The blastocyst begins forming the amnion, placenta, and umbilical cord.
LO 2.8 Describe the structures that form during the germinal period, and identify when
implantation takes place.
Answer: a
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: Prenatal Development
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q2.4.3
The form from the outer layer of the embryonic disk.
a) digestive and respiratory systems
Consider This: The outer layer is called the ectoderm. LO 2.9 Outline the major
milestones of the embryonic period and identify when they take place.
b) brain and spinal cord
Consider This: The outer layer is called the ectoderm. LO 2.9 Outline the major
milestones of the embryonic period and identify when they take place.
c) skin, hair, nails, sensory organs, and nervous system
d) lungs and heart
Consider This: The outer layer is called the ectoderm. LO 2.9 Outline the major
milestones of the embryonic period and identify when they take place.
Answer: c
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: Prenatal Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.4.4
Maddox, a baby born at 25 weeks, is more at risk of not surviving than babies born full term
because Maddox’s is/are still immature.
a) heart
Consider This: This is the main obstacle to viability at the beginning of the third
trimester. LO 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
b) intestines
Consider This: This is the main obstacle to viability at the beginning of the third
trimester. LO 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
c) lungs
d) pancreas
Consider This: This is the main obstacle to viability at the beginning of the third
trimester. LO 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Answer: c
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.4.5
What did the newborn babies who were read Dr. Seuss’s The Cat in the Hat every day during the
last 6 weeks of pregnancy do?
a) They showed no awareness of having heard The Cat in the Hat before.
Consider This: As the third trimester progresses, the fetus is increasingly aware of the
external environment. LO 2.10 Describe the major milestones of the fetal period and
identify when viability occurs.
b) They sucked just as hard on plastic nipples to hear The Cat in the Hat as they did for
recordings of other stories.
Consider This: As the third trimester progresses, the fetus is increasingly aware of the
external environment. LO 2.10 Describe the major milestones of the fetal period and
identify when viability occurs.
c) They sucked harder on plastic nipples to hear The Cat in the Hat than they did for
recordings of other stories.
d) They waved their hands faster to hear The Cat in the Hat than they did for recordings
of other stories.
Consider This: As the third trimester progresses, the fetus is increasingly aware of the
external environment. LO 2.10 Describe the major milestones of the fetal period and
identify when viability occurs.
Answer: c
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.5: Prenatal Development and Prenatal Care:

Prenatal Care
EOM Q2.5.1
Melinda is a healthy woman who just found out she was pregnant and went for her first prenatal
visit. Which of the following pieces of advice is she most likely to receive from her physician?
a) Avoid even mild exercise.
Consider This: Prenatal guidelines focus on diet, exercise, and avoidance of teratogens.
LO 2.11 Compare and contrast prenatal care in traditional cultures and developed
countries.
b) Avoid Kegel exercises.
Consider This: Prenatal guidelines focus on diet, exercise, and avoidance of teratogens.
LO 2.11 Compare and contrast prenatal care in traditional cultures and developed
countries.
c) Drink slightly less fluids than usual.
Consider This: Prenatal guidelines focus on diet, exercise, and avoidance of teratogens.
LO 2.11 Compare and contrast prenatal care in traditional cultures and developed
countries.
d) Eat foods with sufficient iodine.
Answer: d
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Prenatal Care
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q2.5.2
Cecille is pregnant. She has always been health-conscious and exercises regularly. She is
planning on engaging in aerobic exercise by continuing to go to her exercise classes. According
to most physicians, she should _.
a) be very careful as this type of exercise during pregnancy could lower muscle mass
Consider This: Pregnant women should avoid high-risk sports, but walking and
swimming are often recommended. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
b) exercise regularly as she will stimulate the circulatory and muscle systems
c) exercise regularly because this lowers the chances of teratogens reaching the fetus
Consider This: Pregnant women should avoid high-risk sports, but walking and
swimming are often recommended. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
d) avoid aerobic exercise as it has been shown to dangerously increase fetal heart rate
Consider This: Pregnant women should avoid high-risk sports, but walking and
swimming are often recommended. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
Answer: b
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Prenatal Care
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.5.3
The most common teratogen worldwide is _.
a) malnutrition
b) rubella
Consider This: A deficiency of folic acid can lead to serious disorders. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
c) alcohol
Consider This: A deficiency of folic acid can lead to serious disorders. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
d) tobacco
Consider This: A deficiency of folic acid can lead to serious disorders. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
Answer: a
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Prenatal Care
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q2.5.4
Marie is a heavy drinker and managed to stop drinking for most of her pregnancy. If she drank
alcohol during the period, her baby would be most at risk of structural damage.
a) prenatal
Consider This: Vulnerability to teratogens is greatest during this critical period. LO 2.12
Identify the major teratogens in developing countries and developed countries.
b) embryonic
c) germinal
Consider This: Vulnerability to teratogens is greatest during this critical period. LO 2.12
Identify the major teratogens in developing countries and developed countries.
d) blastula
Consider This: Vulnerability to teratogens is greatest during this critical period. LO 2.12
Identify the major teratogens in developing countries and developed countries.
Answer: b
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Prenatal Care
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.5.5
It is January 1989 in Beijing, China, and Huang and Jiao have just married. They want to
conceive a child as soon as possible, as most newly married Chinese couples do. Considering it is
the middle of winter, and fruits and vegetables are not readily available, what important nutrient
in Huang’s prenatal diet is likely to be missing, potentially causing her child to be born with spina
bifida?
a) folic acid
b) potassium
Consider This: This deficiency is also the main cause of anencephaly. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
c) calcium
Consider This: This deficiency is also the main cause of anencephaly. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
d) Vitamin D
Consider This: This deficiency is also the main cause of anencephaly. LO 2.12 Identify
the major teratogens in developing countries and developed countries.
Answer: a
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Prenatal Care
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.6: Pregnancy Problems: Prenatal Problems

EOM Q2.6.1
The risk of increases dramatically for children born to women over the age of 45.
a) anencephaly
Consider This: The risk of this disorder rises with maternal age; the chances are 1 in 30
after age 45, but only 1 in 1,900 births at age 20. LO 2.13 Explain how chromosomal
disorders occur.
b) spina bifida
Consider This: The risk of this disorder rises with maternal age; the chances are 1 in 30
after age 45, but only 1 in 1,900 births at age 20. LO 2.13 Explain how chromosomal
disorders occur.
c) cystic fibrosis
Consider This: The risk of this disorder rises with maternal age; the chances are 1 in 30
after age 45, but only 1 in 1,900 births at age 20. LO 2.13 Explain how chromosomal
disorders occur.
d) Down syndrome
Answer: d
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Prenatal Problems
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.6.2
There are two main types of chromosomal disorders, those that take place on the 21st pair of
chromosomes and those that .
a) take place on the 20th pair
Consider This: About 1 in every 500 infants has some type of this disorder. LO 2.13
Explain how chromosomal disorders occur.
b) take place on the 22nd pair
Consider This: About 1 in every 500 infants has some type of this disorder. LO 2.13
Explain how chromosomal disorders occur.
c) involve the sex chromosomes
d) involve rapidly developing chromosomes
Consider This: About 1 in every 500 infants has some type of this disorder. LO 2.13
Explain how chromosomal disorders occur.
Answer: c
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Prenatal Problems
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.6.3
Which of the following statements regarding people with Down syndrome is true?
a) They are at increased risk for an abnormality in the development of the reproductive
system.
Consider This: Ailments such as cancer and heart disease may arise in their 30s. LO 2.13
Explain how chromosomal disorders occur.
b) Their total brain volume tends to increase in their 20s.
Consider This: Ailments such as cancer and heart disease may arise in their 30s. LO 2.13
Explain how chromosomal disorders occur.
c) They age faster than other people.
d) With advances in medical treatment, their life expectancy is now about the same as in
the general population.
Consider This: Ailments such as cancer and heart disease may arise in their 30s. LO 2.13
Explain how chromosomal disorders occur.
Answer: c
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Prenatal Problems
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.6.4
Which of the following tests is considered to be the safest in terms of risk of miscarriage?
a) chorionic villus sampling
Consider This: In this technique high-frequency sound waves are directed toward the
uterus. LO 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
b) amniocentesis
Consider This: In this technique high-frequency sound waves are directed toward the
uterus. LO 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
c) ultrasound
d) X-ray
Consider This: In this technique high-frequency sound waves are directed toward the
uterus. LO 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
Answer: c
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
Topic: Prenatal Problems
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.6.5
Which of the following statements about maternal blood screening is true?
a) The tests examine different substances, such as proteins and hormones.
b) The tests typically occur only in the last trimester.
Consider This: These tests screen for spina bifida and Down syndrome. LO 2.14 Describe
the four main techniques of prenatal testing and diagnosis, and explain why some
prospective parents seek genetic counseling.
c) The tests provide information only on the mother and not the fetus.
Consider This: These tests screen for spina bifida and Down syndrome. LO 2.14 Describe
the four main techniques of prenatal testing and diagnosis, and explain why some
prospective parents seek genetic counseling.
d) The tests are invasive and often inaccurate.
Consider This: These tests screen for spina bifida and Down syndrome. LO 2.14 Describe
the four main techniques of prenatal testing and diagnosis, and explain why some
prospective parents seek genetic counseling.
Answer: a
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
Topic: Prenatal Problems
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Module Quiz 2.7: Pregnancy Problems: Infertility

EOM Q2.7.1
In collectivistic cultures infertility is often .
a) accepted
Consider This: Motherhood is often essential to a woman’s identity. LO 2.15 Describe
psychological and social implications of infertility.
b) less common
Consider This: Motherhood is often essential to a woman’s identity. LO 2.15 Describe
psychological and social implications of infertility.
c) stigmatized
d) blamed on both parents
Consider This: Motherhood is often essential to a woman’s identity. LO 2.15 Describe
psychological and social implications of infertility.
Answer: c
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Infertility
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.7.2
is the most common cause of inability to ovulate.
a) Age
b) Cigarette smoking
Consider This: The quality of ova deteriorates after puberty. LO 2.16 Review major
causes of and treatments for infertility.
c) Alcohol abuse
Consider This: The quality of ova deteriorates after puberty. LO 2.16 Review major
causes of and treatments for infertility.
d) Obesity
Consider This: The quality of ova deteriorates after puberty. LO 2.16 Review major
causes of and treatments for infertility.
Answer: a
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Infertility
Difficulty Level: Easy
Skill Level: Remember the Facts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOM Q2.7.3
Shonda and Trinity have been a couple for eight years, and they are now excited to take the leap
into parenthood together. Because they are both women, they have decided to use _,
which involves injecting a donor’s sperm into Shonda’s uterus while she is ovulating.
a) epidurals
Consider This: This is the simplest and most effective reproductive technology. LO 2.16
Review major causes of and treatments for infertility.
b) intrauterine insemination
c) in vitro fertilization
Consider This: This is the simplest and most effective reproductive technology. LO 2.16
Review major causes of and treatments for infertility.
d) chorionic villus sampling
Consider This: This is the simplest and most effective reproductive technology. LO 2.16
Review major causes of and treatments for infertility.
Answer: b
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Infertility
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q2.7.4
The most common fertility treatment for a woman who cannot ovulate properly is .
a) chorionic villus treatment
Consider This: The purpose of this fertility treatment is to stimulate the development of
follicles in the ovaries. LO 2.16 Review major causes of and treatments for infertility.
b) intrauterine insemination
Consider This: The purpose of this fertility treatment is to stimulate the development of
follicles in the ovaries. LO 2.16 Review major causes of and treatments for infertility.
c) fertility drugs
d) in vitro fertilization
Consider This: The purpose of this fertility treatment is to stimulate the development of
follicles in the ovaries. LO 2.16 Review major causes of and treatments for infertility.
Answer: c
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Infertility
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

End of Chapter Quiz: Genetics and Prenatal Development

EOC Q2.1
Keisha has inherited one recessive gene for the sickle-cell trait along with one normal dominant
gene. As a result of this , she does not have sickle-cell anemia.
a) dominant–recessive inheritance
Consider This: Most blood cells are shaped like a disk, but when a person inherits two
recessive genes for the sickle-cell trait the blood cells become hook-shaped, like the blade
of a sickle. LO 2.1 Distinguish between genotype and phenotype and identify the
different forms of genetic inheritance.
b) incomplete dominance
c) polygenic inheritance
Consider This: Most blood cells are shaped like a disk, but when a person inherits two
recessive genes for the sickle-cell trait the blood cells become hook-shaped, like the blade
of a sickle. LO 2.1 Distinguish between genotype and phenotype and identify the
different forms of genetic inheritance.
d) reaction range
Consider This: Most blood cells are shaped like a disk, but when a person inherits two
recessive genes for the sickle-cell trait the blood cells become hook-shaped, like the blade
of a sickle. LO 2.1 Distinguish between genotype and phenotype and identify the
different forms of genetic inheritance.
Answer: b
Learning Objective: 2.1 Distinguish between genotype and phenotype and identify the different
forms of genetic inheritance.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q2.2
Who has the greatest risk of developing hemophilia, which is an X-linked recessive disorder?
a) a female who has one X chromosome that contains the gene for this disorder
Consider This: Because of X-linked inheritance, males are at greater risk for a wide
variety of genetically-based problems. LO 2.2 Describe the sex chromosomes and
identify what makes them different from other chromosomes.
b) a male who has one X chromosome that contains the gene for this disorder
c) both males and females with one X chromosome that contains the gene for the disorder
have equal risk
Consider This: Because of X-linked inheritance, males are at greater risk for a wide
variety of genetically-based problems. LO 2.2 Describe the sex chromosomes and
identify what makes them different from other chromosomes.
d) Asian Americans
Consider This: Because of X-linked inheritance, males are at greater risk for a wide
variety of genetically-based problems. LO 2.2 Describe the sex chromosomes and
identify what makes them different from other chromosomes.
Answer: b
Learning Objective: 2.2 Describe the sex chromosomes and identify what makes them different
from other chromosomes.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.3
Which of the following questions would a behavior geneticist be most likely to ask?
a) “Why are children in the same family so different from one another?”
b) “Are preterm babies more likely to have learning difficulties during the school years?”
Consider This: Behavior geneticists work primarily through twin and adoption studies.
LO 2.3 Explain how behavior geneticists use heritability estimates and concordance rates
in their research.
c) “How can prenatal tests be used to detect Down syndrome?”
Consider This: Behavior geneticists work primarily through twin and adoption studies.
LO 2.3 Explain how behavior geneticists use heritability estimates and concordance rates
in their research.
d) “What effects does alcohol have on the developing organism?”
Consider This: Behavior geneticists work primarily through twin and adoption studies.
LO 2.3 Explain how behavior geneticists use heritability estimates and concordance rates
in their research.
Answer: a
Learning Objective: 2.3 Explain how behavior geneticists use heritability estimates and
concordance rates in their research.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q2.4
Why has there been little change in the average height in Western countries over the last few
decades?
a) The population has become overweight or obese, which negatively affects height.
Consider This: People are unlikely to ever grow to be 10 or 20 feet tall. LO 2.4 Explain
how the concepts of epigenetics and reaction ranges address gene–environment
interactions.
b) People in Western countries have been exposed to more diseases.
Consider This: People are unlikely to ever grow to be 10 or 20 feet tall. LO 2.4 Explain
how the concepts of epigenetics and reaction ranges address gene–environment
interactions.
c) People have reached the upper boundary for height.
d) Evolutionary influences are causing all populations to decrease in height.
Consider This: People are unlikely to ever grow to be 10 or 20 feet tall. LO 2.4 Explain
how the concepts of epigenetics and reaction ranges address gene–environment
interactions.
Answer: c
Learning Objective: 2.4 Explain how the concepts of epigenetics and reaction ranges address
gene–environment interactions.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.5
John is short for his age and is very coordinated. Although exposed to a variety of activities, none
has particularly interested him. His father, who used to wrestle when he was younger, signs John
up for wrestling thinking this could be the perfect sport. He convinces John to give it a try and
John goes on to become a champion wrestler. This is an example of _.
a) passive genotype → environment effects
b) evocative genotype → environment effects
Consider This: It is hard to separate genetic influences from environmental influences in
a biological family, because parents provide both. LO 2.5 Explain how the theory of
genotype → environment effects casts new light on the old nature–nurture debate.
c) active genotype → environment effects
Consider This: It is hard to separate genetic influences from environmental influences in
a biological family, because parents provide both. LO 2.5 Explain how the theory of
genotype → environment effects casts new light on the old nature–nurture debate.
d) heritability
Consider This: It is hard to separate genetic influences from environmental influences in
a biological family, because parents provide both. LO 2.5 Explain how the theory of
genotype → environment effects casts new light on the old nature–nurture debate.
Answer: a
Learning Objective: 2.5 Explain how the theory of genotype → environment effects casts new
light on the old nature–nurture debate.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q2.6
Ova and sperm are known as _.
a) mitosis
Consider This: This term means “to marry” in Greek. LO 2.6 Outline the process of
meiosis in the formation of reproductive cells and specify how the process differs for
males and females.
b) phenotypes
Consider This: This term means “to marry” in Greek. LO 2.6 Outline the process of
meiosis in the formation of reproductive cells and specify how the process differs for
males and females.
c) meiosis
Consider This: This term means “to marry” in Greek. LO 2.6 Outline the process of
meiosis in the formation of reproductive cells and specify how the process differs for
males and females.
d) gametes
Answer: d
Learning Objective: 2.6 Outline the process of meiosis in the formation of reproductive cells and
specify how the process differs for males and females.
Topic: Genetics and Prenatal Development
Difficulty Level: Easy
Skill Level: Remember the Facts

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.7
About how many days into a woman’s cycle does it typically take for a mature follicle to burst?
a) 7
Consider This: This is when ovulation occurs. LO 2.7 Describe the process of
fertilization and conception.
b) 14
c) 21
Consider This: This is when ovulation occurs. LO 2.7 Describe the process of
fertilization and conception.
d) 28
Consider This: This is when ovulation occurs. LO 2.7 Describe the process of
fertilization and conception.
Answer: b
Learning Objective: 2.7 Describe the process of fertilization and conception.
Topic: Genetics and Prenatal Development
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.8
If Susan learns that her infertility problem is due to a problem with the successfully
implanting, something went wrong during the germinal period.
a) zygote
Consider This: Over half of these never implant successfully. LO 2.8 Describe the
structures that form during the germinal period, and identify when implantation takes
place.
b) blastocyst
c) fetus
Consider This: Over half of these never implant successfully. LO 2.8 Describe the
structures that form during the germinal period, and identify when implantation takes
place.
d) trophoblast
Consider This: Over half of these never implant successfully. LO 2.8 Describe the
structures that form during the germinal period, and identify when implantation takes
place.
Answer: b
Learning Objective: 2.8 Describe the structures that form during the germinal period, and identify
when implantation takes place.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.9
During the embryonic period .
a) the blastocyst forms
Consider This: This period occurs from Weeks 3–8. LO 2.9 Outline the major milestones
of the embryonic period and identify when they take place.
b) the zygote is created
Consider This: This period occurs from Weeks 3–8. LO 2.9 Outline the major milestones
of the embryonic period and identify when they take place.
c) the zygote attaches to the uterine wall
Consider This: This period occurs from Weeks 3–8. LO 2.9 Outline the major milestones
of the embryonic period and identify when they take place.
d) the major organs develop
Answer: d
Learning Objective: 2.9 Outline the major milestones of the embryonic period and identify when
they take place.
Topic: Genetics and Prenatal Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q2.10
By the end of the month, the genitals of the fetus have formed.
a) second
Consider This: From this time forward, the genitals release hormones that influence the
rest of prenatal development, including brain organization, body size, and activity level,
with boys becoming on average somewhat larger and more active. LO 2.10 Describe the
major milestones of the fetal period and identify when viability occurs.
b) third
c) fourth
Consider This: From this time forward, the genitals release hormones that influence the
rest of prenatal development, including brain organization, body size, and activity level,
with boys becoming on average somewhat larger and more active. LO 2.10 Describe the
major milestones of the fetal period and identify when viability occurs.
d) fifth
Consider This: From this time forward, the genitals release hormones that influence the
rest of prenatal development, including brain organization, body size, and activity level,
with boys becoming on average somewhat larger and more active. LO 2.10 Describe the
major milestones of the fetal period and identify when viability occurs.
Answer: b
Learning Objective: 2.10 Describe the major milestones of the fetal period and identify when
viability occurs.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

111
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.11
In traditional cultures, prenatal massage _.
a) is usually done only when there is reason to believe that the fetus is not developing
properly
Consider This: Prenatal massage can result in the mother experiencing less back pain,
less joint swelling, and better sleep. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
b) is usually considered dangerous
Consider This: Prenatal massage can result in the mother experiencing less back pain,
less joint swelling, and better sleep. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
c) has beneficial effects for both mother and fetus
d) is almost exclusively performed by the pregnant mother herself in complete isolation
Consider This: Prenatal massage can result in the mother experiencing less back pain,
less joint swelling, and better sleep. LO 2.11 Compare and contrast prenatal care in
traditional cultures and developed countries.
Answer: c
Learning Objective: 2.11 Compare and contrast prenatal care in traditional cultures and
developed countries.
Topic: Genetics and Prenatal Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q2.12
K.L.’s baby was born blind, deaf, and with an intellectual disability. It is most likely that during
her pregnancy she .
a) contracted AIDS
Consider This: This disease is also known as German measles. LO 2.12 Identify the
major teratogens in developing countries and developed countries.
b) had rubella
c) had a severe nutritional deficiency
Consider This: This disease is also known as German measles. LO 2.12 Identify the
major teratogens in developing countries and developed countries.
d) ate foods that were too high in folic acid
Consider This: This disease is also known as German measles. LO 2.12 Identify the
major teratogens in developing countries and developed countries.
Answer: b
Learning Objective: 2.12 Identify the major teratogens in developing countries and developed
countries.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

112
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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.13
A child who has an XXX chromosomal disorder will most likely .
a) be a male with Down syndrome
Consider This: This child has an extra X chromosome. LO 2.13 Explain how
chromosomal disorders occur.
b) be a female who will later experience problems in the development of the reproductive
system
c) be a typical female who will not experience cognitive or physical problems
Consider This: This child has an extra X chromosome. LO 2.13 Explain how
chromosomal disorders occur.
d) not survive past the age of 3
Consider This: This child has an extra X chromosome. LO 2.13 Explain how
chromosomal disorders occur.
Answer: b
Learning Objective: 2.13 Explain how chromosomal disorders occur.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q2.14
Carissa is 45 years old and is in her fifth week of pregnancy. She decides that she would like to
find out as early as possible whether her unborn child has Down syndrome or any genetic
abnormality. What test is she most likely to get?
a) fetal monitoring
Consider This: This test carries a risk of triggering miscarriage. LO 2.14 Describe the
four main techniques of prenatal testing and diagnosis, and explain why some prospective
parents seek genetic counseling.
b) ultrasound
Consider This: This test carries a risk of triggering miscarriage. LO 2.14 Describe the
four main techniques of prenatal testing and diagnosis, and explain why some prospective
parents seek genetic counseling.
c) amniocentesis
Consider This: This test carries a risk of triggering miscarriage. LO 2.14 Describe the
four main techniques of prenatal testing and diagnosis, and explain why some prospective
parents seek genetic counseling.
d) chorionic villus sampling
Answer: d
Learning Objective: 2.14 Describe the four main techniques of prenatal testing and diagnosis,
and explain why some prospective parents seek genetic counseling.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

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Arnett/Jensen, Human Development, 3e Chapter 2, Section 4

EOC Q2.15
In the United States, about of couples are infertile.
a) 1%–2%
Consider This: Infertility rates have remained about the same for over a century in the
United States. LO 2.15 Describe psychological and social implications of infertility.
b) 4%–5%
Consider This: Infertility rates have remained about the same for over a century in the
United States. LO 2.15 Describe psychological and social implications of infertility.
c) 10%–15%
d) 14%–27%
Consider This: Infertility rates have remained about the same for over a century in the
United States. LO 2.15 Describe psychological and social implications of infertility.
Answer: c
Learning Objective: 2.15 Describe psychological and social implications of infertility.
Topic: Genetics and Prenatal Development
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.16
A married woman from a non-Western, collectivistic culture has been unable to have a child for
over 3 years. Which of the following is most likely?
a) She will have a higher status relative to her husband.
Consider This: Outside the West, social consequences of infertility are often more
profound. LO 2.16 Review major causes of and treatments for infertility.
b) She will receive a lot of social support from her mother-in-law and father-in-law.
Consider This: Outside the West, social consequences of infertility are often more
profound. LO 2.16 Review major causes of and treatments for infertility.
c) She will try IVF.
Consider This: Outside the West, social consequences of infertility are often more
profound. LO 2.16 Review major causes of and treatments for infertility.
d) She will be blamed for this “problem.”
Answer: d
Learning Objective: 2.16 Review major causes of and treatments for infertility.
Topic: Genetics and Prenatal Development
Difficulty Level: Difficult
Skill Level: Apply What You Know

114
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Other documents randomly have
different content
 It was well known to Mr. Levingston’s family, that a strong and
bitter alienation of feeling existed between himself and Mr. James,
an early, and once dear friend, who, at the time of which we speak,
resided in New York. So exasperated had Mr. L. become by a series
of ungrateful acts on the part of this early friend, that on pain of his
everlasting displeasure, he had forbidden his children ever
associating with the family. Unfortunately for Mary, during a visit to
the city, she had met with a son of Mr. James, and it was not until
her affections were unchangeably fixed, that she had discovered his
relationship to the most bitter enemy of her father. Admiring Mary at
first sight, and conscious of the enmity between the families, her
lover had sought an introduction to her under a false name, and it
was long before she discovered the truth.
When she did so, however, her determination was soon made.
Obedience had been the law of her life, and she resolved at once to
sacrifice her own feelings, in preference to that of her kind father’s
wishes. She felt pained, moreover, that her lover should have
deceived her even to win her affections. She fled from the scene of
danger; but she could not fly from herself. In her own bosom she
carried the image she had so fondly cherished, and which had been
the object of her waking and sleeping dreams. It was after a long
struggle, in which she had almost conquered, that she received a
letter—which had caused her present grief—written by her sister,
and informing her that her lover was about to sail for Europe, and
asked for a last interview, if only to beg her forgiveness, and bid her
farewell forever.
“I will see him,” said Mary, “and convince him there is no hope,
and then I will return and confess all to my beloved father, and
throw myself upon his mercy. He will not cast me off when he finds I
did not err knowingly.”
She rose from her chair, as she thus spoke, arranged her dress,
and descended to the parlor, with a countenance from which, except
to a suspicious eye, every trace of grief had vanished.
“You must not leave us so long again, my daughter,” said her
venerable father, as she entered the room. “My home appears
almost cheerless, unless I hear your voice. Sing to us one of your
sweet songs.”
“What shall I sing, dear father? Shall it be your favorite, Grace
Darling?”
“Not Grace Darling to-night, my love, it is mournful and tells of
shipwreck and death.”
“Well, I will sing my own favorite,” said Mary, seating herself at
the piano, “it shall be

‘My heart’s in the Highlands,

My heart is not here.’ ”

The parents looked at each other and smiled, as their beautiful

daughter struck the keys; for they felt that few beings were as lovely
as their own Mary.
“Dear papa!” said she at length, suddenly stopping, and turning
around, “I want to ask a favor of you,—I am sure mamma will grant
it. Let me go to New York next week. There now, I knew you would,
—you are always such a kind and indulgent papa,” and throwing her
arms around his neck, she kissed him tenderly.
“Well, if mamma gives her consent, I suppose I must give mine.
But, dear Mary, don’t come home this time so down-hearted as you
did from the last visit you paid your sister. There now, since you
have got your boon, play me another song.”
Mary felt the blood rush to her very brow at this chance remark
of her father; but turning around to her piano, she struck into a
march, to hide her emotion.
In a few days she set forth to New York, with a heart, vacillating
between duty and love,—determined, however, to permit only one
interview, and then to bid her lover adieu forever.
“You will have a strong advocate in my wife,” said Mr. M—— to
Mr. James, who sat on the sofa by Mary Levingston the evening of
her arrival. “She is resolved, she says, to return home with her sister
hoping she may be enabled to soften the feelings of Mr. Levingston
toward your father.”
“I hope she may prove a successful pleader,” said the lover, “and
prepare the way for my casting myself at his feet when I return.
Since I have obtained my sweet Mary’s forgiveness, I feel that I can
now with courage brave the hardships of the deep. The thought that
she loves me, will be the sun that will light my path in a distant
clime. The thought that she is my advocate with her father fills me
with the conviction that the ancient enmity will be buried in oblivion
and that all will soon be well.”
“You are far more sanguine, as to the result, dear Edward, than I
am,” said Mary: “I have little hope myself of succeeding with my
father. I know his feelings so well on this point, that I tremble lest I
have sinned beyond forgiveness. One thing, here, in the presence of
those that are so dear, I solemnly declare, though my heart may be
crushed, never to unite my destiny to one his judgment disapproves.
I should feel a solitary outcast, even with him I so tenderly love,
without a father’s blessing.”
“We shall have it, dear Mary, we shall have your father’s
blessing,” exclaimed Edward, pressing her to his bosom, “for God will
reward so filial and dutiful a daughter. I should feel myself to be a
wretch were I to corrupt such purity, or wish you, for my sake, to
sacrifice his peace.”
We pass over the last two or three hours the lovers passed
together. The clock had told the departure of midnight before they
separated. Who could blame them for lengthening out an interview
that was to be their last for months and perhaps forever?
“I leave you, dear Mary,” said Edward, at length rising to go, “in
obedience to the commands of my father. If God prospers me I shall
soon again be with you. Cheer up my love, and remember my motto
is ‘Brighter days will come.’ ”
When Edward arrived in London, he hastened to fulfil the object
of his voyage and put his business in a train for speedy adjustment.
Days seemed to him weeks, and Mary could not have doubted his
love had she known there was none in that great metropolis who
could eclipse her beauty in the eyes of him she so fondly loved. In
about three weeks the business which took him to London was
settled, Mr. James was preparing to return home, when one night, at
a late hour, the cry of “fire” resounded through the long halls of the
Hotel in which he lodged. In an instant all was alarm and confusion.
He enquired what part of the building was on fire, and was told that
the eastern wing was all in flames. He hastened to the scene of
danger, which appeared to be entirely forsaken. Nearly suffocated
with smoke, he turned to retrace his steps, when a wild scream
arrested his attention, and the next instant he beheld a young and
beautiful female in her night dress rushing through the flames.
“Save, oh! save him, for heaven’s sake,” she exclaimed, “save my
sick husband, he is perishing! who, who will rescue him?”
“I will,” said Mr. James, “but do not on your peril attempt to
follow me.”
In an instant he was lost to sight, but directly reappeared,
bearing in a blanket the body of the helpless being he had been the
means of snatching from an untimely death. He hastened to his own
room and deposited his burden on the bed, and was administering
restoratives, when his servant informed him that the firemen had
succeeded in pulling down the eastern wing and were rapidly
extinguishing the flames.
“We have nothing now to fear,” said Mr. James, addressing the
young female, who had partly shrunk behind the curtains to conceal
her thinly clad person—“but you are cold,” said he, as he threw his
own cloak around her, “pardon my neglect.”
“Oh,” she exclaimed, bursting into tears: “talk not of neglect. You
have been every thing to us. You have saved the life of my beloved
husband, and an age of gratitude is ours.”
Edward now left the room to seek for rest in another apartment.
To sleep was impossible. The excitement of the past hour had been
so great, that his nervous system was completely unstrung, and he
passed the night in listening for some alarm. After breakfast, he
hastened to the room of the invalid, to enquire for his health. Most
joyfully was he greeted by both husband and wife, who now
appeared to have recovered from the alarm of the past night. In the
course of conversation, Mr. James mentioned that he was on the eve
of starting for America.
“When does the vessel sail?” inquired the lady anxiously.
“This afternoon, at four o’clock,” replied Mr. J——, “and I should
like before I say adieu, to become acquainted with the name of
those I feel so deep an interest in.”
“Our name is Levingston,” said the gentleman. “And yours, sir?”
“James.”
“Well, this is remarkable. A Levingston and a James to meet
under circumstances that have bound them together by cords that
death alone can sever!”
Long and interesting was the communion of that morning. All
was told. The gentleman he had rescued was the long absent
brother of his own Mary. The tale of love was revealed, and Edward
persuaded to wait one week longer, that they might return together
to their native land.
“I shall send despatches to my father by the vessel in which you
expected to sail, this afternoon,” said Mr. Levingston, “and if he has
any love for his only son, he must receive us as brothers.”
We now hasten back to Mary Levingston. After the departure of
Edward, New York had lost its attractions for her. Mr. M—— returned
home with Mary. She indulged strong hopes of influencing her father
in favor of Mr. James, and inducing him to consent to his union with
her sister. But she was destined to be disappointed. Mr. Levingston
would not even listen to her. Ringing the bell, he ordered Mary to be
summoned to his presence.
When Mary entered the room, her eye fell instantly beneath the
steady gaze of her father.
“I have sent for you,” said he, “to express my deep displeasure at
your conduct, and my utter abhorrence for the man who could
impose upon such a child as you. Your sister says you love the son
of one that has insulted and abused me. Can it be so, Mary, my
child?” said he, bursting into tears.
In a moment Mary was on her knees before him. “Forgive me,
dear father, I have sinned ignorantly. Forgive me,” she exclaimed,
“for I here promise to renounce him forever.”
“If this is your determination,” said Mr. Levingston, “rise and
receive your father’s blessing. May you long enjoy the consolation of
knowing you rendered the last days of your father peaceful and
happy.”
From that hour, Mary Levingston was calm and happy. Innocence
and an approving conscience supported her.
“Never,” said Mary, to her sister, Mrs. M——, on the morning of
her departure, “mention in your letters the name of Mr. James, who
in future must be as one dead to me. Tell him, when he returns, that
my determination is unalterable, and bid him seek some more
congenial alliance.”
Weeks rolled round and found the calm quiet of the Levingston’s
unbroken. The rose was still blooming on the cheek of Mary. No
change had taken place in any except Mr. Levingston. It was very
evident to all his friends that he rapidly failed. Every step of the hill
he was descending seemed to fatigue him, and the only cordial that
revived his fainting spirit, was the presence of his youngest child.
Was not Mary Levingston, as she gazed on his pale face and feeble
frame, rejoiced at the sacrifice she had made to secure his peace?
Yes, the happiness she now felt was of a calm, enduring nature. She
could lie down and rise up without listening to the upbraidings of a
guilty conscience, without having to reflect that it was her rebellion
which had dimmed the eye and paralyzed the step of her father.
Every night before she retired, she received his embrace, and heard
him say, “God bless you Mary, you have been a dutiful child.”
Late one evening, in the latter part of October, a servant entered
the parlor where the family was sitting with a package of letters. He
delivered them to Mr. Levingston, and retired. The hand trembled
that broke the seal.
“This is from our dear son,” said he, turning to his wife, and
holding up a letter, “and here is one for each of his sisters. Let me
see, two of them are directed to Mary, here they are, take them.”
He now commenced reading the letter aloud, which told of the
prosperity and marriage of his son, and his intention of leaving
England for home the following week. Then came the description of
the fire. The peril—the rescue; the name of him who had exposed
his own life to snatch a stranger from the flames. At this part of the
letter Mr. Levingston suddenly stopped and left the room. In his
study he finished its perusal.
“What does this mean?” he exclaimed, rapidly walking the floor,
“It seems as though the hand of God was in this thing. I would that
some other one had saved him. He asks me to receive his deliverer
as my son. Bold request—and yet I will do it. I will receive him as a
son, for he has saved the life of my Walter at the risk of his own. For
so generous, so noble an act, I here bury my enmity forever.”
Mr. Levingston, with a lighter heart than he had felt for months,
returned to the parlor. Mary met him at the door.
“This letter, dear papa,” said she, “I return to you. I have not
read it, neither do I desire to. It is written by one I have renounced
forever.”
“Keep it, Mary,” said Mr. Levingston, “and cherish the memory of
the writer. I have buried my resentment forever toward that family.
From this hour shall we not bless the deliverer of our son?”
Mary was astonished. She could scarcely persuade herself that all
was not a dream. Still holding the letter toward her father, and
gazing immoveably in his face, she seemed rather a statue than a
human being.
“Do you think I am trifling?” said he, as he pressed her to his
bosom. “No, Mary, I love you too well for that. From this moment
you have my consent to become the wife of him, who, although so
tenderly loved, you felt willing to sacrifice to the peace of your aged
father.”
The intervening days, preceding the arrival of Walter, rapidly
glided away in busy preparation. Suddenly, however, Mr. Levingston
was taken dangerously ill at midnight. His symptoms were so
alarming that a council of physicians was called before morning,
when an express was sent to New York for his children.
Calm and collected, Mary Levingston might be seen noiselessly
moving about her father’s chamber. No hand but hers could
administer his medicine, or smooth his pillow. The thought of death
—the death of her father—had not once crossed her mind. His life
seemed so necessary to his family, that such an event appeared
impossible.
“Has he come, Mary?”
“Who, dear father?” she gently asked, stooping and kissing his
brow.
“Walter, my son, has he come?”
“It is too soon yet to expect him.”
“Too soon,” said he, faintly, “I fear then I shall never see him.
The hand of death is on me, my child, I feel its chill.”
“You will kill me, dear father, if you talk so. You will soon be
better. I thought this was to be the happiest week of my life,” said
she, bursting into tears.
“Mary,” observed Mr. Levingston, “I wish you to be calm and
listen to me. If I should not live to see my son, tell him he was his
father’s idol. Tell him to transmit the name of Levingston, unsullied,
to posterity, and to be the comfort and support of his widowed
mother. One more message and I am done,” said he, wiping the cold
sweat from off his brow. “Hark!” he exclaimed, hearing a noise,
“perhaps that is Walter.” Finding himself disappointed, he proceeded
—“request Edward James to tell his father that I die in peace with all
men, and joyfully entrust the happiness of my daughter to his son. I
had hoped to have given away the treasure with my own hand, but
that is all over. Leave me now for a few moments, I wish to see your
mother.”
That interview over there was a solemn silence for a few
moments, when he exclaimed, “Did you say he had come? Oh my
son, receive my blessing.”
“You were dreaming, dear father,” said Mary, “Walter is not here.”
“Well, well, it is all right,” he replied. He never spoke more: in a
few hours his spirit took its final flight.
It was late in the evening when the mournful intelligence of Mr.
Levingston’s illness reached his children in New York. They instantly
set forth to gain, if possible, his dying couch in time to obtain his
blessing.
“Where is my father?” exclaimed Walter on his arrival at the
mansion, rushing by his mother and sisters who had hastened to the
door to meet them. “Lead me to my father,” said he, catching hold of
Mary.
As she went toward the room, he rushed by her; and entered,
closed, and locked the door. Mary stood without listening to his wild
outbursts of grief.
In anguish he called upon him once more to speak to him. It was
the lamentation of the prodigal yearning in vain to hear his father’s
voice. It was the pleading of the wanderer who had returned with
the hope of cheering his last days.
“Mary,” said a gentle, well known voice, “My beloved Mary, we
meet with your father’s blessing resting upon us.”
In an instant she was in the arms of Edward James, and weeping
upon his bosom. Walter Levingston at this moment entered the
apartment.
“Did my father ask for me, Mary?” said he.
“Oh yes,” she replied, “often. Almost his last words were, ‘My son
receive my blessing.’ And he told me to request you, Edward, to say
to your father, ‘I die in peace with all men, and willingly entrust the
happiness of my daughter to your son.’ ”
 “Forever blessed be his memory,” said Edward. “Never shall his
confidence be misplaced, or that daughter have reason to doubt my
trust.”
The door now opened, and Mrs. Levingston, leaning on the arm
of one of her daughters, entered. “Beloved mother,” said Walter,
embracing her, “from this hour it shall be my first care and study to
promote your comfort. Here by the corpse of my father, I resolve to
do all in my power to fill his place, and render your last days
peaceful and happy.”
Some months from this period, a party was seen to alight from a
carriage early one morning in front of Saint Paul’s Church. The
blessings of many were heard in low murmurs from the crowd that
filled the vestibule. “She was the pride of her father,” said an aged
female who stood leaning against the wall, “and I know she will be a
blessing to her husband.”
Early as was the hour, the Church was crowded with spectators.
Many had risen to get a more perfect view of the fine manly form of
him that was about to bear away the sweet Mary Levingston from
her maiden home. The silence was intense as the impressive
marriage ceremony of the Episcopal Church was read; and fervent
were the responses of those who promised through weal and wo to
be faithful to each other. As the party turned to leave the Church, a
hearty “God bless them,” resounded from many. Mrs. James was
greatly affected as she cast a farewell glance on these familiar faces.
Her husband hurried her to the carriage.
“The blessing of many has rested on you, dear Mary, to-day,” said
he, as they were borne to their new home.
“Yes,” said she, “and I thought as I stood before the bridal altar, I
heard the voice of my departed father saying, ‘God bless you.’ ”
 I AM YOUR PRISONER.
———
BY THOMAS DUNN ENGLISH, M. D.
———

Lady! I bow before thee

A captive to thy will,
A spell of thine is o’er me,
But joy is with me still.

I yield me, not to beauty,

Though thou, indeed art fair;
I yield me—not to lightness,
Though thou art light as air.

I yield me, not to wisdom,

Thou wisest of thy kind,
But, rescue, or no rescue,
To thy purity of mind.
 A SKETCH FROM LIFE.
———
BY J. TOMLIN.
———

The subject of the present sketch has had in time, the most
sincere friendship of the writer. One act, and one alone, has made
them enemies—irreconcilably, forever. It is to be regretted that it is
so, yet it cannot be otherwise, and the honor of both be preserved.
There is in any and every one, that aspires to greatness, a tameless
absurdity, when suffering a reprehensible action of an associate to
pass away like the morning mist on the flower, without noticing it, or
giving the admonitory reproof, that often corrects and finally
subdues the evil. We are not such isolated creatures on the surface
of a world passing away, as to require a more powerful impulse in
the correction of an evil, than the blessings it gives to our fellow
beings.
Gordon De Severn was my senior by some several years;—but in
all of his actions, there was a freshness and youthfulness, so akin to
what I did, and what I felt myself, that I could not keep away from
him. He was a scholar, but not of the schools, therefore none ever
complained of his dullness. His Aristotelian capacity grasped almost
intuitively, what others could scarcely get by the most diligent
researches; and with the perception of a Byron, he disclosed every
beautiful thought that ever swept along the labyrinth of mind. He
was a mighty genius, free, bold, and daring! He liked to see the
bubbles of time vanish, and others coming in their places, but did
not recollect, that soon, very soon, the vapour that supported his
adolescent spirits, would dissolve, and be no more forever! He was
an observer on the world—a spy on the tumultuous feelings that
agitate, and corrupt the heart;—and he boasted that he was of the
world, but a being removed beyond its temptations.
 Six summers ago, Eliza Wharton was young, happy, and full of
innocence. How altered now is this creature, from what she was
when I first knew her. Time often makes worse havoc with the
reputation, than with the body. A little while ago, Eliza Wharton was
not more fair than she was innocent; but now at the heart the
canker-worm preys voraciously, as is evidenced by the deep lines
that mark the cheek. Retired beyond the precincts of the bustle of
the multitude; lost to friends that once loved her,—she lives a
solitary creature, ruined in reputation by the very being she once
loved;—penitent in seclusion, she has wept her sins forgiven, and
will win her way to heaven, in spite of a cold—cold world.
Being in affluent circumstances, she moved in the first circles of
society in the little town that gave her birth. She was intellectual and
beautiful, which made her an object of envy to the many. Women
envy the beauty they see in every one of their sex, and man, the
rich endowment of mind, that makes his fellow being more
distinguished than himself. How apt are we to despise any noble
capacity that we see in others, when we possess it not ourself—and
the good qualities that show themselves most splendidly in our
neighbor, are a bright mark, at which we level in bitterness, the
wrath of our envy. Those that have but the most common
endowments of our nature, are generally the most happy, and
almost always move in a path, that leads to a peaceful destiny. Had
Eliza Wharton been one of the common, ordinary creatures that
move in humble life, in her fall, she would have had the sympathies
of the world. But being of a superior mould both in body and mind,
—her fall was unregretted, unwept.
In an evil hour there came along a being in the shape of man,
like herself of towering intellect, but unlike her in goodness of heart
and benevolence of feeling. She loved him! She thought that she
saw in him something superior to any thing that she had ever seen
before in others. Nobleness of mien he certainly had—and the ways
of the world he was familiar with, for he had travelled much. He had
studied, but not from books. The volume of nature as it lay spread
out before him, in gorgeous robes of mixed colors, dyed with the
richest tints the every avenue to the soul, and he became a poet in
feeling. His was the philosophy of feeling and not of reason—
therefore he erred. Every emotion of the heart, he mistook for
inspiration of the soul—and he fed the keen appetites of his nature
from every stream that rippled his path. What to him was good, he
never considered might be poison to others. His was the mighty
ocean of mind, not cramped by this usage, or that custom—but free,
bold and daring! He visited fountains that could not be reached by
every one, and drank of waters that inspired different sensations
from what were felt by the world in which he lived.
I do well recollect the time when these two beings first met. It
was on the eighteenth anniversary of Eliza’s birth—and at a fête,
given by her father, in honor of the occasion. It was in May, the
month of flowers; and though a moonless night, yet the bright stars
looked down in myriads on the happy earth. Eliza was all joy and
animation. Before her lay the rich fields of pleasure, and she seized
on every moment as one of gladness, and of happiness. She did not
know that in her path, there lay a serpent that would soon destroy
her. Gordon De Severn, like some fiery comet, attracted every eye,
and spell-bound the poor maiden that happened to come within the
hearing of his magic words. Exclusively on that night, did he
appropriate Eliza to himself. She listened, enraptured at every word
he spoke, and fell at last a victim, to the snare he then laid. He
played his part so well on that night, that he fairly captured the fair
one’s heart—and for the first time in her life, she retired, to a
sleepless pillow, bedewed with tears. De Severn admired her, but he
was not in love.
For several months after their first interview, he was almost a
daily visitor at her house. He courted her—and he won her. She
believed him, when he told her, that he would be her friend. She
believed him when he said, that he loved her. She trusted, when he
deceived. She fell because she loved one too much, that proved
himself a villain, and not because she was base. She departed from
virtue, not because she was in love with vice, but to oblige one that
she loved much. She fell—and this vile seducer is now sporting in
the sunshine of wealth—and has friends, and is received into the
houses of the honorable, and is caressed, and is smiled upon; while
the poor injured one—Eliza Wharton, is abandoned by the world,
and by her relations, to pine in some sequestered spot, and die of a
broken heart.
How often does it happen in this world of ours, that the betrayer
receives honor from the hands of the people, and the betrayed is
scoffed at and reviled, for being so credulous as to believe even a
tale of—Love.

Jackson, Tenn.
 THE INVITATION.
———
BY E. G. MALLERY.
———

Come, altho’ fair is thy southern clime,

Where the sea-breeze fanneth thy cheek,
And the stars come forth at the vesper chime,
With a beauty no tongue may speak;
Tho’ the moon-beam slumbers upon thy brow
As it slumbered in hours of yore;
And the night bird’s song has the same tone now
In thy life’s bright spring that it bore;
Come, tho’ from streamlet, from hill, and from plain,
Rush a thousand fond memories forth,
And cluster around thy light step to detain—
Oh! come to our home in the North!

They tell you how bleak is our northern sky

When the storm-spirit spreadeth his wings;
How his shout is heard from the mountain high,
How in glee thro’ the valley it rings:
How his strong hand bows the proud old oak,
And in sport uprooteth the pine;
How he folds the hills in his spotless cloak,
And the groves with his brilliants shine:
How his breath enchaineth the rolling tide,
And bids the chaf’d torrent be still,
Then dashes away in his might and his pride,
And laughs that they heeded his will!
They tell you our birds at the Autumn’s breath,
When the flow’rs droop over their tomb,
Are off to the land where they meet no death,
And the orange-trees ever more bloom.
Tell them we ask not affection so slight
That at fortune’s first frown it is o’er,
And we’re certain again when our skies become bright
They’ll flutter around us once more,
And tell them there grows on our mountain crest
A plant which no winter can fade—
And, as changeless, the love of a northern breast,
Blooms ever in sunshine and shade!

Come, and we’ll teach you when Summer is fled,

And the rich robe of Autumn withdrawn,
To welcome old Winter, whose hoary head
Is bow’d ’neath his sparkling crown;
For soon as his whistle is heard from afar
Commanding the winds round his throne,
And echoes in distance the roll of his car,
We encircle the joyous hearth-stone;
And eyes brighter flash, and cheeks deeper glow,—
The voice of the song gushes forth,
And ceaseless and light is each heart’s happy flow—
Oh! come to our home in the North!

Wyoming, 1841.
 YOU NEVER KNEW ANNETTE.—BALLAD.
Written by T. Haynes Bayly, Esq.—The Music composed by C. M. Sola.

Geo. W. Hewitt & Co., No. 184 Chesnut Street, Philadelphia.

You praise each youthful form you see,
And love is still your theme;
And when you win no praise from me,
You say how cold I seem:
You know not what it is to pine
With
ceaseless vain regret;
You never felt a love like mine,
You never knew Annette,
You never felt a love like mine,
You never, never knew Annette.

For ever changing, still you rove,

As I in boyhood roved;
But when you tell me this is love,
It proves you never loved!
To many idols you have knelt,
And therefore soon forget;
But what I feel you never felt,
You never knew Annette.
 SPORTS AND PASTIMES.
When the shooter has been long accustomed to a dog, he can tell
by the dog’s proceeding, whether game is near or not when pointed,
or whether the birds are running before the dog. If he suspect them
to be running, he must walk up quickly before his dog, for if he stop
or appear to look about him, the birds instantly rise. Whenever it is
practicable, unless the birds be very tame and his dogs young ones,
the shooter should place himself so that the birds may be between
him and the dogs. They will then lie well. The moment a dog points,
the first thing to be done is to cast a glance round to ascertain in
which direction the covers and corn-fields lie; the next is to learn the
point of the wind; the shooter will then use his endeavor to gain the
wind of the birds, and to place himself between them and the
covers, or otherwise avail himself of other local circumstances.
 PARTRIDGE SHOOTING.

We commence our notice of feathered game with the partridge,

as shooting that bird is generally the young sportsman’s first lesson,
although in the order of the season grouse shooting takes
precedence.
The partridge may be termed a home bird, for the shooter who
resides in the country, finds it almost at his door, while it is requisite
to undertake a journey, perchance a very long one, before he arrives
at the grounds frequented by grouse. As it requires neither woods,
nor marshes, nor heaths to afford them shelter, they are found more
widely scattered than the pheasant, the woodcock, or the grouse,
and hence the pursuit of them is one of the chief sources of
recreation to the shooter. Though not so highly prized by the
sportsman as the birds last mentioned, the abundance in which
partridges are found, wherever they are preserved, renders the sport
sufficiently attractive. At the commencement of the season, when
they have not been much disturbed by persons breaking dogs, they
are as tame as could be wished by the most inexpert sportsman,
and at that time afford capital diversion to the young shooter, and to
those rheumatic and gouty old gentlemen who—too fond of their
ease to brush the covers or range the mountains—in the lowland
valleys, “shoulder their crutch, and show how fields were won.”
Partridges are most plentiful in those countries where much grain,
buckwheat, and white crops are grown. While the corn is standing, it
is very rare that many shots can be obtained, for the coveys, on
being disturbed, wing their way to the nearest cornfield, where it is
forbidden the shooter to follow them, or to send his dogs in after
them.
The habits of the partridge should be studied by the shooter. In
the early part of the season, partridges will be found, just before
sunrise, running to a brook, a spring, or marsh, to drink; from which
place they almost immediately fly to some field where they can find
abundance of insects, or else to the nearest corn-field or stubble
field, where they will remain, according to the state of the weather,
or other circumstances, until nine or ten o’clock, when they go to
bask. The basking-place is commonly on a sandy bank-side facing
the sun, where the whole covey sits huddled together for several
hours. About four or five o’clock they return to the stubbles to feed,
and about six or seven they go to their jucking-place, a place of rest
for the night, which is mostly an aftermath, or in a rough pasture
field, where they remain huddled together until morning. Such are
their habits during the early part of the season; but their time of
feeding and basking varies much with the length of the days. While
the corn is standing, unless the weather be very fine or very wet,
partridges will often remain in it all day; when fine, they bask on the
out-skirts; when wet, they run to some bare place in a sheltered
situation, where they will be found crowded together as if basking,
for they seldom remain long in corn or grass when it is wet. Birds lie
best on a hot day. They are wildest on a damp or boisterous day.
 The usual way of proceeding in search of partridges in
September is to try the stubbles first. It not unfrequently happens
that potatoes or turnips are grown on a headland in a corn-field; in
that case the headland will be a favorite resort of birds.
After the middle of October, it is ever uncertain where birds will
be found; the stubbles having been pretty well gleaned, birds do not
remain in them so long as in the early part of the season. When
disturbed at this time, they will sometimes take shelter in woods,
where they are flushed one by one. The best shots that can be
obtained at partridges, in winter, are when the birds are driven into
woods.
When a covey separates, the shooter will generally be able to kill
many birds, but late in the season it is seldom that the covey can be
broken. In November and December the shooter must not expect to
have his birds pointed, but must remain content with firing at long
distances. In the early part of the season, when the shooter breaks
a covey, he should proceed without loss of time in search of the
dispersed birds, for the parent birds begin to call almost immediately
on their alighting, the young ones answer, and in less than half an
hour, if not prevented by the presence of the shooter and his dogs,
the whole covey will be re-assembled, probably in security in some
snug corner, where the shooter least thinks of looking for them. As
the season advances, birds are longer in re-assembling after being
dispersed. It is necessary to beat very closely for dispersed birds, as
they do not stir for some time after alighting, on which account dogs
cannot wind them until nearly upon them, especially as they resort
to the roughest places when dispersed. Birds dispersed afford the
primest sport. The pointing is often beautiful, the bird being
generally in a patch of rushes, or tuft of grass or fern, and close to
the dog. When a bird has been running about some time, dogs
easily come upon the scent of it; but when it has not stirred since
alighting, and has perhaps crept into a drain, or run into a hedge-
bottom, or the sedgy side of a ditch, no dog can wind it until close
upon it, and the very best dogs will sometimes flush a single bird. In
the month of October, and afterward, the shooter will find it difficult
to approach within gun-shot of a covey, nor can he disperse them,
except by firing at them when he chances to come close upon them.
Should he then be so fortunate as to disperse a covey, he may follow
them leisurely, for they will then lie several hours in their lurking-
place, which is chosen with much tact, as a patch of rushes, a gorse
bush, a holly bush, the bottom of a double bank fence, or a coppice
of wood. The length of time that will transpire before a dispersed
covey will re-assemble, depends too on the time of the day, and
state of the weather. In hot weather, they will lie still for several
hours. A covey dispersed early in the morning, or late at night, will
soon re-assemble. A covey dispersed between the hours of ten and
two, will be some time in re-assembling. A covey found in the
morning in a stubble-field, and dispersed, will next assemble near
the basking-place. A covey dispersed after two o’clock, will next
assemble in the stubble-field at feeding time. A covey disturbed and
dispersed late in the afternoon, or evening, will next re-assemble
near the jucking-place. A covey being disturbed on or near to their
jucking-place, will seek a fresh one, perhaps about two fields
distant; and if often disturbed at night on their jucking-place, they
will seek another stubble-field to feed in, and change their quarters
altogether. The most certain method of driving partridges from a
farm, is to disturb them night after night at their jucking-place,
which is usually in a meadow, where the aftermath is suffered to
grow, or in a field rough with rushes, fern, thistles, or heather,
adjoining to a corn-field. When a covey is dispersed on a dry hot
day, it is necessary to search much longer, and beat closer, for the
dispersed birds, than when the day is cool and the ground moist. A
dog should be only slightly rated for running up a bird on a hot day.
The shooter, on entering a field, should make it a general rule,
provided the wind or nature of the ground do not lead him to decide
on a contrary course, to beat that side which is nearest the covers;
or, if there be no neighboring covers, he should beat round the field,
leaving the centre of the field to the last. In hot weather birds
frequent bare places, sunny hill-sides, or sandy banks, at the root of
a tree, or hedge-bottom, where there is plenty of loose loam or sand
which they can scratch up. In cold weather they will be found in
sheltered places. In cold windy weather those fields only which lie
under the wind should be beaten. The warm valleys, the briary
cloughs, and glens not over-wooded, but abounding in fern,
underwood, and holly trees, and also those steep hill-sides which lie
under the wind, are then places of resort. Heights and flats must be
avoided, except where there are small enclosures well protected by
double hedges, under the shelter of which birds will remain. The
shooter who beats the south or west side of a hedge, will generally
obtain more shots than he who beats the north or east side.
 REVIEW OF NEW BOOKS.

“The Tower of London.” A Historical Romance. By W. H.

Ainsworth. Author of Jack Sheppard. 1 vol. Lea &
Blanchard: Philada. 1841.

The authorship of this work does a little, and but a little more
credit to Mr. Ainsworth than that of Jack Sheppard. It is in no spirit
of cavilling that we say, that it is rarely our lot to review a work more
utterly destitute of every ingredient requisite to a good romance.
We would premise, however, in the outset of our remarks, that
the popularity of this work in London is no proof of its merits. Its
success, in fact, reminds us how nearly akin its author, in his
treatment of the public, is to Dr. Sangrado. Blood-letting, and warm
water was the making of the latter—and bombast and clap-trap is
the Alpha and Omega of the former. In the present volume we have
it plentifully administered in descriptions of the Tower of London,
and the plots of the bloody Mary’s reign. It is this local interest which
has given Mr. Ainsworth’s romance such a run in London, just as a
family picture, in which a dozen ugly urchins, and sundry as ugly
angels in the clouds, is the delight of the parents, and the envy of all
aunts.
The Tower of London is, at once, forced and uninteresting. It is
such a novel as sets one involuntarily to nodding. With plenty of
incident, considerable historical truth, and a series of characters,
such as an author can rarely command, it is yet, excepting a chapter
here and there, “flat, stale, and unprofitable.” The incidents want
piquancy; the characters too often are destitute of truth. The
misfortunes of Lady Jane are comparatively dull to any one who
remembers Mr. Millar’s late romance; and Simon Reynard is under
another name, the same dark, remorseless villain as Jonathan Wild.
The introduction of the giants would grate harshly on the reader’s
feelings, if the author had not failed to touch them by his mock-
heroics. Were it not for the tragic interest attached to Lady Jane
Grey, and the pride that every Englishman feels in the oldest
surviving palace of his kings, this novel would have fallen stillborn
from the press in London, as completely it has ruined the author’s
reputation in America.
We once, in reviewing Jack Sheppard, expressed our admiration
of the author’s talents, although we condemned their perversion in
the novel then before us. This duplicate of that worthless romance,
and scandalously demoralising novel, proves either that the author is
incorrigible, or that the public taste is vitiated. We rather think the
former. We almost recant our eulogy on Mr. Ainsworth’s talents. If he
means to earn a name, one whit loftier than that of a mere book-
maker, let him at once betake himself to a better school of romance.
Such libels on humanity; such provocatives to crime; such worthless,
inane, disgraceful romances as Jack Sheppard and its successors,
are a blot on our literature, and a curse to our land.

“Visits to Remarkable Places, Battle-Fields, Cathedrals,

Castles, &c.” By W. Howitt. 2 vols. Carey & Hart, Philada.

“The Rural Life of England.” By W. Howitt. 1 vol. Carey &

Hart, Philada.

Next after Professor Wilson comes Howitt. The same genial spirit,
the same soul-breathing poetry, the same intense love for what is
beautiful in nature, and often the same involution of style, and the
same excursive ideas, characterise the editor of Blackwood, and the
brother of the Quaker poet.
The latter of the productions above, is, as its name imports, a
description of the rural life of England, whether found under the
gipsey’s hedge, in the peasant’s cottage, or amid the wide parks and
lordly castles of the aristocracy. It is a picture of which England may