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Chapter 6 Early Childhood
SECTION 1 PHYSICAL DEVELOPMENT 573

Test Item File 573
Multiple Choice Questions 573
Short Answer Questions 594
Essay Questions 598
MyDevelopmentLab Question Bank 599

Section 1 Exam 599
Section 1 Study Plan 603
Video Guide Questions 610

SECTION 2 COGNITIVE DEVELOPMENT 613

Test Item File 613
Essay Questions 648

Section 2 Exam 649

SECTION 3 EMOTIONAL AND SOCIAL DEVELOPMENT 664

Test Item File 664
Essay Questions 710

Section 3 Exam 711

571
Copyright © 2013 by Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.
TOTAL
ASSESSMENT Chapter 6-Section 1
GUIDE Physical Development
Learning Objective Remember Understand Apply
Learning Objective 6.1 Multiple Choice 1, 3, 4, 6, 10, 12, 14, 7, 8, 9, 11, 15 2, 5, 13, 16, 18
17
Short Answer 87 86, 88
Essay
Learning Objective 6.2 Multiple Choice 19, 21, 24, 26, 27, 30, 20, 22, 25, 31, 37 23, 28, 29, 32, 38, 39
33, 34, 35, 36
Short Answer 91 89, 90 92
Essay 107
Learning Objective 6.3 Multiple Choice 40, 46, 47, 48, 49, 51, 41, 45, 57, 58, 59 42, 43, 44, 50, 61, 64
52, 53, 54, 55, 56, 60,
62, 63, 65, 66
Short Answer 96 93, 94, 95, 97
Essay 109 108
Learning Objective 6.4 Multiple Choice 67, 68, 69, 70, 71, 72, 73, 75
74
Short Answer 100 99 98, 101
Essay
Learning Objective 6.5 Multiple Choice 76, 78, 79, 80, 82 77, 81, 83, 84, 85
Short Answer 103, 104, 105, 106 102
Essay
572
Section 1 Physical Development
Test Item File
Difficulty
1=Easy; 2=Moderate; 3=Difficult
Learning Objective number refers to the textbook’s learning objectives.
MDL Parallel Question ID refers to the correlating question found in MyDevelopmentLab. For your convenience, the
MyDevelopmentLab items for this chapter are included in this document after the Test Item File.
Pre=Pre-Test
Post=Post-Test
CE=Chapter Exam
QR=Quick Review
Multiple Choice Questions
1. From ages 3 to 6 the typical American child grows ____ inches per year and adds ____ pounds.
a. 1–3; 1–5
b. 2–3; 5–7
c. 6–9; 7–10
d. 9–12; 9–12
Answer: B
Difficulty: 3
Page: 239
Learning Objective: 6.1
Bloom’s Taxonomy Level: Remember
MDL Parallel Question ID: Pre 6.1.1
2. When Andrew turns 3 years old, one can expect him to weigh ____.
a. 20 pounds
b. 30 pounds
c. 40 pounds
d. 50 pounds
Answer: B. The typical 3-year-old weighs about 30 pounds.
Difficulty: 2
Page: 239
Bloom’s Taxonomy Level: Apply
MDL Parallel Question ID: Pre 6.1.8; CE 6.1.1
3. The typical 6-year-old is about how tall?

a. 15 inches
b. 30 inches
c. 45 inches
d. 60 inches
Answer: C
Difficulty: 1
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Page: 239
MDL Parallel Question ID: N/A
4. The typical 6-year-old weighs about ____.

a. 25 pounds
b. 35 pounds
c. 45 pounds
d. 55 pounds
Answer: C
Difficulty: 1
Page: 239
5. Mehrak lives in America and is 45 inches tall and weighs 45 pounds. She is in good health and her
pediatrician says she is developing at a normal pace. Knowing her height and weight it is safe to say
that Mehrak is around ____.
a. 2 years old
b. 4 years old
c. 6 years old
d. 8 years old.
Answer: C. Children in developing nations tend to be a little smaller; therefore a child in Cambodia who was 8
years old could be 45 inches tall and 45 pounds in weight, but it is not likely in the U.S. The typical American 6-
year-old child is about 45 inches tall and weighs about 45 pounds.
Difficulty: 3
Page: 239
MDL Parallel Question ID: CE 6.1.2
6. During childhood, boys are slightly ____ than girls.

a. shorter and lighter
b. taller and heavier
c. fatter and smaller
d. more sympathetic and sensitive
Answer: B
Difficulty: 2
Page: 239
7. If Jose gains 2 pounds in early childhood, how many inches would he likely grow?
a. 6 inches
b. 4 inches
c. 2 inches
d. 0-1 inches
Answer: D. In early childhood, children tend to gain more weight than inches.
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Difficulty: 2
Page: 239
Bloom’s Taxonomy Level: Understand
8. ____ in developing countries causes a considerably lower average for height and weight during early
childhood.
a. Higher nutrition and a lower likelihood of childhood diseases
b. Lower parental care and the lack of folic acid
c. Lower nutrition and higher likelihood of childhood diseases
d. Higher parental care and an abundance of folic acid
Answer: C. In developing countries, average heights and weights in early childhood are considerably lower,
due to lower nutrition and higher likelihood of childhood diseases. Due to these reasons, as seen in
Bangladesh, a 6-year-old child is comparable in physical size to that of an average 4-year-old in Sweden.
Difficulty: 3
Page: 239
9. Why are the average heights and weights of children in early childhood in developing countries
considerably lower than developed countries?
a. poor nutrition and diseases
b. poor school lunches and poorly trained teachers
c. children in developing countries are obese
d. genetically the heights of these children are at maximum
Answer: A. In developing countries, average heights and weights in early childhood are considerably lower,
due to lower nutrition and higher likelihood of childhood diseases. Although many children in developed
countries are obese, children in developing countries do not have access to good nutrition or medical care
Difficulty: 2
Page: 239
10. Compared to the average 4-year-old in Sweden, how tall is the average 6-year-old in Bangladesh?
a. four times taller
b. three times taller
c. twice as tall
d. the same height
Answer: D
Difficulty: 2
Page: 239
11. Wealthier parents have children who weigh more and are taller because ____.
a. they can pay maids to feed their children
b. have access to more nutritional foods
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c. allow their children to eat at fast-food restaurants
d. wealthier parents are generally genetically much taller
Answer: B. Wealthier people have more access to nutritional foods, so their children are taller and weigh more
than poorer children of the same age. Genetics do not explain these differences. Wealthier people have more
access to nutritional foods, which affect child growth.
Difficulty: 2
Page: 239
MDL Parallel Question ID: Post 6.1.5
12. How many teeth does the average 3-year-old have?

a. 12
b. 20
c. 32
d. 40
Answer: B
Difficulty: 2
Page: 239
13. Layla is 3 years old. How many teeth would you expect her to have?
a. 10
b. 15
c. 20
d. 25
Answer: C. By their third birthday, most children have a full set of 20 teeth.
Difficulty: 2
Page: 239
14. Children begin to lose their “baby teeth” around age ____.
a. 2
b. 4
c. 6
d. 8
Answer: C
Difficulty: 2
Page: 240
15. On average, how many years will children spend losing baby teeth?
a. 5 years
b. 7 years
c. 8 years
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d. 10 years
Answer: D. On average, children start losing their baby teeth at age 6 and do not stop until about age 14. On
average, they will lose their baby teeth for 10 years.
Difficulty: 2
Page: 240
16 Vladimir is 3 years old and preparing for his first dental visit. Beyond a routine cleaning Vladimir may
also be given ____.
a. Novocain for his incoming molars
b. a fluoride rinse and sealants
c. water that is fortified with calcium
d. teeth-whitening gum
Answer: B. In developed countries, it is increasingly common for children’s dental care to include fluoride
rinses and sealants. Fluoride, not calcium, is added to most metropolitan water systems in developed nations,
but it is not routinely issued at a dental visit.
Difficulty: 2
Page: 240
17. What percentage of North American children have at least one dental cavity by age five years?
a. 5%
b. 10%
c. 20%
d. 40%
Answer: D
Difficulty: 2
Page: 240
18. Your neighbor’s daughter seems to eat candy quite a bit between meals. Her parents are worried about
this and ask you. What would you tell her parents?
a. She is very likely to get cavities.
b. Sugar and starches are good for growing children.
c. Candy helps soothe her and is linked to positive emotional development.
d. Most children today eat like this and it is not likely to be a problem.
Answer: A. Eating sweets is not only likely to cause cavities, but is also related to nutritional deficiencies.
Difficulty: 2
Page: 240
19. By age 3, the brain is about ____ of its adult weight, and by age 6 it is ____.
a. 50%; 70%
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b. 60%; 80%
c. 70%; 90%
d. 80%; 100%
Answer: C
Difficulty: 3
Page: 240
20. The growth of the brain:

a. slows by the time a child is 3.
b. outpaces the growth of the rest of the body
c. doubles in weight between age 2 and 3.
d. does not change in early childhood.
Answer: B. Children will gain much more brain weight than body weight at this age.
Difficulty: 3
Page: 240
21. _____ lobe grows faster than the rest of the cerebral cortex during early childhood.
a. The frontal
b. The parietal
c. The occipital
d. The temporal
Answer: A
Difficulty: 2
Page: 240
22. Maturation of the frontal lobes helps with:

a. emotional regulation, foresight, and organizing.
b. vision and hearing.
c. long-term memory.
d. abstract reasoning and planning.
Answer: A. The frontal lobes are responsible for these advances.
Difficulty: 2
Page: 240
23. Your brother is very impressed with his 4-year-old daughter’s development, particularly in emotional
regulation. He asks your opinion about his observations and you tell him that her advances in
development are likely due to ____.
a. superior genetics
b. growth in her frontal lobe
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c. superior parenting
d. the new preschool that she is now attending
Answer: B. The advances are due to maturation of the neurological system.
Difficulty: 2
Page: 240
24. Increase in brain size and weight during early childhood is due to ____?
a. cerebral spinal fluid
b. the increase in blood volume
c. the number of neurons
d. dendritic connections and myelination
Answer: D
Difficulty: 2
Page: 240
25. During early childhood, the number of neurons ___________:

a. increases, as children are stimulated in school.
b. increases, as children become more verbal.
c. decreases, due to synaptic pruning
d. decreases, due to overall brain mass decreasing.
Answer: C. Neurons that are not used prune, and therefore the number of neurons drops at this age, as it did
in toddlerhood.
Difficulty: 2
Page: 240
26. ____ is a bundle of nerve fibers connecting the right and left hemispheres of the cerebral cortex.
a. Corpus callosum
b. Reticular formation
c. Hippocampus
d. Amygdala
Answer: A
Difficulty: 2
Page: 240
27. Which of the following is a structure at the base of the brain that is involved in balance and motor
movement?
a. cerebellum
b. reticular formation
c. hippocampus
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d. corpus callosum
Answer: A
Difficulty: 2
Page: 241
28. Yvette was diagnosed with Lyme disease and is having difficulty with balance, walking a straight line,
and simple motor movements. Which of the following areas of her brain would you suspect is being
affected by the disease and causing the above mentioned symptoms?
a. the cerebellum
b. the reticular formation
c. the hippocampus
d. the corpus callosum
Answer: A. The cerebellum is a structure at the base of the brain involved in balance and motor movements.
Lyme disease is known for its effect on the cerebellum, which in turn impedes motor movement and balance.
Difficulty: 2
Page: 241
29. Four-year-old Heinz is getting much better at jumping, running, climbing, and throwing a ball. It is clear
that his ___ is developing.
a. hippocampus
c. temporal lobe
d. cerebellum
Answer: D. The cerebellum is primarily responsible for balance and motor movement.
Difficulty: 3
Page: 241
30. What is the brain system that is involved in attention?

a. cerebellum
b. hippocampus
c. reticular formation
d. corpus callosum
Answer: C
Difficulty: 3
Page: 241
31. Five-year-olds are able to focus more due to:

a. myelination being complete in the reticular formation.
b. the band of fibers connecting the cerebellum being complete.
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c. myelination in the hippocampus completed.
d. completed growth of the cerebellum.
Answer: A. The reticular formation is involved with attention.
Difficulty: 3
Page: 241
32. Your neighbor has a 5-year-old son. He has been taking him to story time at the library, but his son is
having a very difficult time sitting still even for ten minutes. What would you tell him about his son’s
brain development? He should be able to sit through the entire story time once what brain structure
develops more fully?
a. reticular formation
b. hippocampus
c. corpus callosum
d. cerebellum
Answer: A. The reticular formation is a part of the brain involved in attention.
Difficulty: 2
Page: 241
33. Which of the following is a part of the brain that is involved in attention and is responsible for an
increased attention span during early childhood?
a. orbital cortex
c. limbic system
d. cerebellum
Answer: B
Difficulty: 3
Page: 241
34. On average, a 4- or 5-year-old child has an attention span of ____.

a. 1–2 minutes
b. 5–10 minutes
c. 10–15 minutes
d. 15–30 minutes
Answer: C
Difficulty: 2
Page: 241
35. ____ is involved in the transfer of information from short-term memory to long-term memory.
a. The hippocampus
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b. The reticular formation
c. The temporal lobe
d. The cerebellum
Answer: A
Difficulty: 2
Page: 241
36. _____ is the inability to remember anything prior to age 2.

a. Infantile amnesia
b. Childhood disease
c. Toddler amnesia
d. Baby amnesia
Answer: A
Difficulty: 1
Page: 241
37. The strongest theory about infant amnesia states:

a. that the reticular formation is not fully developed.
b. that autobiographical memory before age 2 is limited because of lack of awareness of self.
c. that the corpus callosum develops at a slow speed till adolescence.
d. that myelin is limited in the brain until age 5.
Answer: B. Autobiographical memory before age 2 is limited because the awareness of self becomes stable at
about 2 years of age.
Difficulty: 1
Page: 241
38. Your roommate and you are discussing your early childhoods. She is getting very frustrated because
she cannot remember anything that happened to her before about age 2. She remembers stories that
her parents told her about when she was younger, but she does not actually remember those memories
herself. What would you tell her? The inability to remember anything prior to age 2 is common and is
referred to as ____.
a. brain damage
b. false memories
c. childhood forgetfulness
d. infantile amnesia
Answer: D. The inability to remember anything prior to age 2 is known as infantile amnesia.
Difficulty: 2
Page: 241
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39. Jen is a Chinese national. Compared to her cousin, who is the same age, but a British national, Jen's
autobiographical memory is _______ compared to her cousin.
a. probably worse
b. probably better
c. probably the same
d. probably fluctuates
Answer: A. One study showed that British and American adults remember more prior to the age of 5 than
Chinese adults.
Difficulty: 2
Page: 241
40. As the rate of physical growth ____ in early childhood, food consumption ____.
a. increases; grows as well
b. remains the same; is constant
c. slows down; diminishes as well
d. increases; slows down
Answer: C
Difficulty: 3
Page: 242
41. Kallie worries that her 3-year-old daughter will get sick and is therefore very careful with her care. What
would be an appropriate response given her daughter’s age?
a. “Protect her. She is more likely to face health threats at this age.”
b. “If she was healthy as a baby, she will be healthy now.”
c. “Children in early childhood are not as vulnerable to health threats as they were previously.”
d. “ She is more likely to contract an infectious disease at this age so keep her in the country.”
Answer: C. She is not as vulnerable as she once was.
Difficulty: 3
Page: 242
42. Your 5-year-old daughter has really not eaten very much during the past couple of days. You are a bit
worried, but after thinking about your developmental course, you remember that 5-year-old children
____.
a. rarely eat until their 6th birthday
b. sometimes do not really eat very much. She will probably be eating quite a bit tomorrow
c. experience serious changes in their taste buds during this time and might avoid eating
d. are likely sneaking in snacks between meals. You will need to watch her carefully
Answer: B. Appetites vary a lot from day to day in early childhood, so there is no need to worry.
Difficulty: 2
Page: 242
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43. Your daughter, age 5, eats a huge breakfast each day and barely more than a slice of bread and a
carrot for lunch and dinner. Will this be her new eating pattern?
a. In early childhood, appetites vary from day to day so this will change.
b. Most children in early childhood will eat the same amount each day for 2-3 years.
c. If she ate a lot as a baby, she will, very shortly, eat a large amount.
d. Early childhood children eat a large amount of food each day consistently to help offset the
large amount of calories they are burning off.
Answer: A. Appetites vary a lot from day to day in early childhood, so there is no need to worry.
Difficulty: 2
Page: 242
44. Your 5-year-old son has not been eating a balanced diet lately even though you provide well-balanced
meals for him. To get him to eat his vegetables, you tell him that if he eats all of his vegetables you will
let him have his dessert. Although many parents in American culture bribe their children in this manner,
what is the likely result?
a. Children learn to eat a balanced diet.
b. Children come to associate vegetables with dessert and begin eating quite a bit more
vegetables.
c. Bribing children to eat their vegetables actually contributes to childhood obesity.
d. Children refuse to eat vegetables unless they get sweet treats before eating vegetables.
Answer: C. The assumption that young children like only high fat and sugar foods also leads parents to bribe
their children to eat healthier foods, which leads the children to view healthy foods as a trial and unhealthy
foods as a reward—a practice that contributes to childhood obesity.
Difficulty: 2
Page: 242
45. Which group of children is at highest risk for developing health problems, such as diabetes,
hypertension, and depression, later in life?
a. Caucasian children
b. African American children
c. Native American children
d. Asian children
Answer: C. Of this group, Native American children have the highest obesity rates at 19%. This puts them at
greatest risk for later health problems.
Difficulty: 2
Page: 242
46. ____ is the most common nutritional deficiency for children in the United States.
a. Fluoride
b. Folic acid
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c. Calcium
d. Iron
Answer: C
Difficulty: 1
Page: 242
47. What proportion of 3-year-old American children receive less than the recommended amount of
calcium?
a. 1/3
b. 1/4
c. 2/3
d. 1/2
Answer: A
Difficulty: 2
Page: 242
48. Which of the following elements is responsible for the growth of strong bones and teeth?
a. calcium
b. zinc
c. fluoride
d. potassium
Answer: A
Difficulty: 1
Page: 242
49. As a result of children in the United States drinking more soft drinks, they are drinking ____.
a. less milk, which is contributing to calcium deficiencies
b. more fruit juice, which is very healthy
c. kinderbeer, which contributes to alcoholism later in life
d. less fruit juice, which leads to vitamin deficiencies
Answer: A
Difficulty: 2
Page: 242
50. After breaking his arm, Jacob’s mother was told that Jacob is not receiving enough calcium. What is an
easy dietary change she can do?
a. Add more potatoes and pees to his diet.
b. Eliminate sodas and replace with milk.
c. Eliminate carbohydrates and replace with protein
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d. Add more grains, such as oatmeal and brown rice.
Answer: B. Lack of milk in the diet contributes to calcium deficiencies in children.
Difficulty: 2
Page: 242
51. What is the percentage of children in developing countries who are malnourished?
a. 80%
b. 60%
c. 40%
d. 20%
Answer: A
Difficulty: 2
Page: 242
MDL Parallel Question ID: Pre 6.1.3; CE 6.1.15
52. According to the World Health Organization, it is estimated that ____ of children in developing countries
lack sufficient food or essential nutrients.
a. 40%
b. 60%
c. 80%
d. 100%
Answer: C
Difficulty: 2
Page: 242
53. Which of the following are the most common types of malnutrition for children in developing nations?
a. lack of protein and lack of iron
b. lack of calcium and lack of iron
c. lack of potassium and lack of zinc
d. lack of folic acid and lack of fat
Answer: A
Difficulty: 3
Page: 242
54. Iron deficiency is also known as ____.

a. kwashiorkor
b. anemia
c. osteoporosis
d. marasmus
Answer: B
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Difficulty: 1
Page: 242
55. What deficiency is experienced by the majority of children under age 5 in developing countries and
leads to fatigue, irritability, and difficulty sustaining attention?
a. iron
b. calcium
c. phosphorus
d. beta carotine
Answer: A
Difficulty: 2
Page: 242
56. Fatigue, irritability, and difficulty sustaining attention are all symptoms of ____.
a. kwashiorkor
b. anemia
c. osteoporosis
d. marasmus
Answer: B
Difficulty: 2
Page: 242
57. Most children under the age of 5 in developing countries:

a. suffer from anemia.
b. do not get enough calcium
c. are bribed to eat healthier foods by parents using unhealthy foods as a reward.
d. eat too much unhealthy food.
Answer: A. Anemia is found in most children under 5 in developing countries.
Difficulty: 2
Page: 242
58. Pneumonia, malaria, and measles are common causes of death for children in ____.
a. developing nations
b. developed nations
c. collective cultures
d. individualistic cultures
Answer: A. The most common cause of death for children in developing nations is illness and disease. In
developed countries, the most common cause of injury and death in early childhood is accidents.
Difficulty: 2
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Page: 243
59. Malnutrition is believed to be indirectly responsible for about half of early childhood deaths. Why?
Because lack of sufficient food ____.
a. slows the development of myelination
b. increases the likelihood of failure to thrive
c. reduces the effectiveness of the immune system
d. increases competition for calories and children lose out
Answer: C. Malnutrition is believed to be indirectly responsible for about half of early childhood deaths,
because lack of sufficient food reduces the effectiveness of the body’s immune system.
Difficulty: 2
Page: 243
60. The mortality rate for children under age 5 has been greatly reduced in developing nations as a result
of which of the following factors?
a. increased parental education and increased level of income
b. increased iron consumption and decreased childhood vaccinations
c. increased parental income and increased level of education
d. increased food production and increased childhood vaccinations
Answer: D
Difficulty: 2
Page: 243
61. A friend is worried about his son who is very active and is constantly injuring himself. What would you
tell him to help him worry less? This behavior is very typical because his son’s ____.
a. motor development is advanced enough to do quite a bit, but his cognitive development is not
able to anticipate situations that might be dangerous
b. motor development is not yet very advanced and he is going to be involved in many accidents
c. visual processing is lagging behind his motor development and he simply cannot see very well
d. attention skills are not yet fully developed and his son is likely to not pay attention to his father’s
warnings to be careful
Answer: A. Children in early childhood have high activity levels and their motor development is advanced
enough for them to be able to run, jump, and climb, but their cognitive development is not yet advanced
enough for them to anticipate situations that might be dangerous.
Difficulty: 2
Page: 244
62. In the United States, each year ____ of children under age 10 become injured badly enough to need
medical attention.
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a. 1/4
b. 1/2
c. 1/3
d. 2/3
Answer: C
Difficulty: 2
Page: 244
63. In developed countries what is the most common cause of injury and death in early childhood?
a. falling down stairs
b. parental abuse
c. electric shock
d. motor vehicle accidents
Answer: D
Difficulty: 2
Page: 244
64. Gunther is 5 years old, lives in a developed country, and is in a hospital emergency room. Based upon
statistics, which of the following is the most likely cause?
a. a playground accident
b. a fall
c. a motor vehicle accident
d. a bicycle accident
Answer: C. In developed countries, the most common cause of injury and death in early childhood is motor
vehicle accidents.
Difficulty: 2
Page: 244
65. Rates of early childhood injury and death due to accidents are ____.
a. lower in developing countries than in developed countries
b. higher in developing countries than in developed countries
c. higher in collective cultures than in individualistic cultures
d. lower in collective cultures than in individualistic cultures
Answer: B
Difficulty: 2
Page: 244
66. In developing countries what is the most common cause of death in early childhood?
a. parental abuse
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b. motor vehicle accidents
c. illness and disease
d. accidental burning
Answer: C
Difficulty: 1
Page: 244
67. What can a 5-year-old do that a 2-year-old cannot?

a. Hop a step or two with both feet.
b. jump
c. climb stairs, one foot up a stair, then the second foot to the same stair.
d. hop on one foot.
Answer: D. Older children can hop on one foot. All other answers, 2-year-olds can do.
Difficulty: 2
Page: 245
68. What can a 5-year-old do that a 2-year-old cannot?

a. jump
b. climb stairs, one foot up a stair, then the second foot to the same stair.
c. Throw a ball a few feet.
d. Climb stairs without support.
Answer: D. Older children can climb stairs without support
Difficulty: 2
Page: 245
69. Which of the following best describes gross motor development in early childhood?
a. Gross motor development in early childhood extends abilities that first appear in toddlerhood.
b. Gross motor development in early childhood regresses to an earlier state.
c. Gross motor development in early childhood is unpredictable.
d. Gross motor development in early childhood is dependent upon fine motor development.
Answer: A. Gross motor development is predictable during early childhood. In many ways, gross motor
development in early childhood extends abilities that first appeared in toddlerhood.
Difficulty: 2
Page: 245
70. Kicking a soccer ball is an example of ____.

a. gross motor skills
b. fine motor skills
c. ambidextrous motor skills
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d. elementary motor skills
Answer: A. Larger motions such as moving one’s leg are gross motor skills.
Difficulty: 1
Page: 245
71. In early childhood, boys tend to be better at ________ and girls tend to be better at _________.
a. skills emphasizing strength and size; body coordination skills
b. body coordination skills; skills emphasizing strength and size
c. fine motor skills; gross motor skills
d. gross motor skills; fine motor skills
Answer: A. Boys tend to be better at skills such as jumping and throwing. Girls tend to be better at body
coordination.
Difficulty: 2
Page: 245
72. Using a pencil to draw a smiley face on a sheet of paper is an example of a ____.
a. gross motor skill
b. fine motor skill
c. ambidextrous motor skill
d. elementary motor skill
Answer: B. The fine details of a smiley face require fine motor skills.
Difficulty: 1
Page: 245
73. Your older brother’s college roommate is an artist. He was very much hoping that his 5-year-old
daughter would grow up to be artistic as well. At this point, she can draw some shapes pretty well, like
circles and triangles, but that is about it. He is a bit worried. What would you tell him?
a. She is not likely to ever be very skilled in drawing.
b. She probably will be a gifted athlete.
c. She is developing in a very typical manner for fine motor skills.
d. She is lagging far behind other children her age in drawing.
Answer: C. By age 6, most children can draw shapes such as a circle or triangle.
Difficulty: 3
Page: 245
74. Gross motor skills are to ____ as fine motor skills are to ____.
a. throwing; writing
b. writing; throwing
c. running; jumping
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d. jumping; running
Answer: A. Making sweeping motions with one arm is a gross motor skill, whereas using your fingers to write is
a fine motor skill.
Difficulty: 2
Page: 245
75. Eli, age 5, lives on an island where there are very few metal objects. He is handed a pair of scissors to
cut a traced object on a paper by a researcher. What might the researcher find?
a. Eli will not be able to cut the shape because he does not have strong fine motor skills.
b. This test does not accurately measure his fine motor skills.
c. Eli will quickly cut the object out. Five-year-olds pick up new skills very quickly.
d. Eli will use his whole body to try and manipulate the scissors, as he is more used to using gross
motor skills.
Answer: B. Eli probably has good fine motor skill development (that he probably uses for other skills, but this
test will not pick up on this because he has never used scissors before.
Difficulty: 2
Page: 245
76. ____ is the preference for using either the right or left hand in gross or fine motor activities.
a. Dominancy
b. Digital choice
c. Handedness
d. Ambidextrous
Answer: C
Difficulty: 1
Page: 246
77. What is the first evidence of handedness seen in humans?

a. Prenatally, fetuses show a hand preference in thumb sucking.
b. At birth, infants will turn their head in one direction more than another.
c. As infants, babies will reach using one hand more than another.
d. As toddlers, children will often stumble and catch themselves with one foot over the other.
Answer: A. Handedness is seen prenatally.
Difficulty: 1
Page: 246
78. When is the preference for using a particular hand first developed?
a. during early childhood
b. in infancy
592
c. prenatally
d. during middle childhood
Answer: C
Difficulty: 2
Page: 246
79. Similar to the percentage of right-handed adults, what percentage of fetuses use their right hand when
sucking their thumb?
a. 30%
b. 50%
c. 70%
d. 90%
Answer: D
Difficulty: 2
Page: 246
80. In regards to handedness, adopted children show a greater resemblance to ____.

a. their biological parents
b. their adoptive parents
c. their biological siblings
d. their adoptive siblings
Answer: A
Difficulty: 2
Page: 246
81. Identical twins have a _____ genetic similarity and are more likely than ordinary siblings to ____.
a. 50%; differ in handedness
b. 100%; differ in handedness
c. 50%; be similar in handedness
d. 100%; be similar in handedness
Answer: B. Identical (monozygotic) twins share a 100% genetic similarity but surprisingly are more likely to
differ in handedness. This may be due to their positioning in vitro.
Difficulty: 3
Page: 246
82. The preference for using a particular hand probably occurs as a function of ____.
a. genetics
b. training
c. observational learning
593
d. the fetus leaning on a particular side that frees up one hand or the other for movement
Answer: D
Difficulty: 3
Page: 246
83. In many cultures left-handedness is ____.

a. only appropriate for males
b. acceptable for childhood but not adulthood
c. regarded with acceptance and equality
d. regarded with fear and contempt
Answer: D. In modern America left-handedness is more acceptable; however, historically, left-handedness is
viewed as taboo and inferior. Many cultures regard left-handedness with fear and contempt.
Difficulty: 1
Page: 246
84. In the Middle East, why is left-handedness shunned?

a. it is a sign of the devil
b. it is the hand used for wiping after defecation.
c. it is associated with many medical problems.
d. it is related to prenatal brain damage.
Answer: B. One would not want to shake hands with a hand that just wiped.
Difficulty: 1
Page: 246
85. Why might left-handed people have higher rates of learning and reading problems?
a. they process language in both hemispheres and not just the left.
b. families speak to left-handed children less.
c. left handedness is caused by difficult birth experience.
d. left handedness is caused by brain damage that occurs prenatally.
Answer: A. Although all have been suggested as issues related to left handedness, only the brain processing
theory is related to language processing.
Difficulty: 1
Page: 246
Short Answer Questions
86. Are there sex differences in height and weight between the ages of 3-6 years? Explain.
594
Answer: Yes, boys are slightly taller and heavier than girls, but the average girl and the average boy
are similar in height & weight.
Page: 239
87. Describe the typical growth pattern of a child from age 3-6 years of age.
Answer: Children typically grow 2-3 inches a year and add 5-7 pounds a year in this time period.
Page: 239
88. How is socioeconomic status in developing countries related to body growth in early childhood?
Answer: In developing countries, there seems to be a bigger divide between the low and high SES,
without many people in between. Wealthier people have more access to nutritional food so their
children grow taller and weigh more than poor children of a comparable age.
Page: 239
89. How does the frontal lobe change and grow in early childhood?
Answer: The frontal lobe grows faster than the rest of the cerebral cortex at this age. This underlies
advances in emotional regulation, foresight, and organization.
Page: 240
90. What does the reticular formation do and how well does it function at age 5?
Answer: It is involved with attention and is fully myelinated by age 5. This helps explain an increase in
attention span at this age.
Page: 241
91. What is the cerebellum and what does it aid with in early childhood?
Answer: This is a small structure found at the base of the brain. It is involved with balance and motor
coordination and movement. As it myelinates, it aids in children’s ability to run, climb and throw a ball.
Page: 241
92. Describe two changes in the brain that explain why Jamil, a 6-year-old, can listen attentively during library
story hour and participate in the craft activity that follows it, but his 3-year-old sister, Anna, is more interested in
walking around and exploring various sections of the library.
Answer: Growth of the frontal lobe allows Jamil to plan and organize, skills that will help him make an
art project.
-he reticular formation is experiencing rapid myelination which leads to an increase in attention span.
This explains why Jamil can focus on the story, whereas Anna moves from one stimulus to another.
Page: 240
595
93. Describe a nutritional problem that is more likely to be experienced in a developing country than a
developed country. Include the consequences and what, if anything, can be done to avoid this problem.
Answer: Anemia- caused by a lack of protein, this deficiency causes fatigue, irritability, and cognitive
problems. If a child eats iron-rich foods such as meats, grains, brown rice, and certain vegetables such
as beets and potatoes, this problem can be avoided.
Page: 242
94. What is the typical appetite and eating pattern of a 4-to-5-year-old?

Answer: There is no typical pattern. Children will eat when they are hungry. This means, they may eat
nothing for hours and hours and then a huge meal once. They vary. As long as they are healthy, this
pattern is quite typical.
Page: 242
95. Explain obesity issues with children.

Answer: Obesity seems to be highest in Native American and Latino youth in the U.S. Obesity at a
young age can increase the risk for health problems later in life.
Page: 242
96. How does anemia affect children?

Answer: Anemia is experienced by a number of children in developing countries and is quite serious.
The symptoms include fatigue, irritability, and difficult sustaining attention. This can lead to cognitive
and social development problems.
Page: 242
97. Why are injury rates so high in early childhood?

Answer: These children are more active and have greater motor coordination. The problem is, they are
not cognitively advanced enough to anticipate situations that might be dangerous.
Page: 243
98. Sabine is a 6-year-old girl from Great Britain: she has two siblings: Shiloh, her 3-year-old sister and
Shamus, her 5-year-old brother. Describe one fine motor skill and one gross motor skill that Sabine is better at
than her younger sister. Describe one skill that her brother is better at than his older sister. Explain.
Answer: Sabine has much better fine motor coordination and can draw most letters in the alphabet and
is especially good at writing her name. Shiloh is just beginning to try to color inside lines, but she is
still very messy and most of what she draws is unrecognizable. Sabine is able to cut using small
scissors, but her sister can’t do this. Shamus is stronger than his older sister and can throw a ball
harder and further.
Page: 245
596
99. What gross motor skills do 6-year-olds have that 3-year-olds do not?
Answer: They can hop several times in a row, on one foot. They can climb stairs, one foot at a time,
without holding on. They can throw a ball further and more accurately. They are faster at running.
Page: 245
100. How does drawing change by the time a child is in early childhood?
Answer: Their pictures become more accurate. They can draw shapes, write letters, and draw
recognizable objects.
Page: 245
101. How are fine motor skills “culture specific”? Provide an example.
Answer: People develop fine motor skills based on skills they use in their culture. So, if you use a knife
to cut nuts open, you become adept at knife skills. If you have never used scissors, you probably will
not be very good.
Page: 245
102. Being right-handed is more common in Western countries such as the U.S. and Canada. Is this also the
case in other parts of the world? Explain.
Answer: Yes, being right handed is more common all over the world. In many cultures, the left hand is
believed to be evil or dangerous. For example, in many Asian and Middle Eastern cultures, the left
hand is supposed to be used for cleaning oneself after going to the bathroom. It may be that the left
was considered inferior to the right because left-handedness is correlated with a number of problems,
such as birth complications and learning disabilities.
Page: 246
103. What evidence shows that handedness is genetically determined?

Answer: Adopted children tend to use the same hand as their biological parents.
Page: 246
104. What evidence shows that handedness is not genetically determined?

Answer: Identical twins are genetically identical but they tend to use opposite hands. This may be due
to how they are positioned in the womb.
Page: 246
105. What do many cultures think of being left-handed?

Answer: Many view this as being dangerous and evil and try to suppress the development of left-
handedness in children.
Page: 246
597
106. Describe some beliefs around being left-handed.

Answer: In Asia and the Middle East, people do not shake left hands because this hand is reserved for
wiping. Left-handedness has been associated with a greater likelihood of disease and problems.
Page: 246
Essay Questions
107. What are two explanations for the inability to remember anything before age 2?
Answer: Awareness of the self is not stable before this age, therefore information cannot be effectively
organized in a self-schema.
-Memories are encoded in a narrative form; without words to describe events, the memories cannot be
stored. Language development accelerates after age 2.
-The hippocampus is not fully myelinated until age 5.
Page: 241
108. If you were a 3-year-old living in a developing country, such as Africa, what would be the most likely
cause of death as a toddler? Is this different from the leading cause of death for toddlers in the U.S.? Explain.
Answer: In developing countries, the leading cause of death in early childhood is disease. This is due
to a number of factors: lack of medical care, poor nutrition that leads to a weak immune system and
poor sanitation that increases chances of infection and death. Although young children in developing
countries have higher rates of accidents than their age mates in developed countries, they are still
most likely to die of some type of disease. The leading cause of death in developed countries is
accidents.
Page: 242
109. How can parents teach and encourage their children to eat healthier meals?
Answer: Children eat what they are offered. So, if parents offer healthy food, children will eat it. If they
are given sugary snacks, they will quickly learn to favor that above else. If parents make the mistake
and use the sugary snack as the reward for eating a healthy snack, they will quickly learn that one is
better than the other and will only favor that food.
Page: 242
598
MyDevelopmentLab Question Bank
Section 1 Exam
1.0. The typical 3 year-old weighs _____________.
30 pounds.
20 pounds.
40 pounds.
50 pounds.
QuestionID: CE 6.1.1
Page-Reference: 239
Answer: 30 pounds.
2.0. Savannah lives in America and is 45 inches tall and weighs 45 pounds. Knowing her height and
weight, it is safe to say that Savannah is around ____________.
6 years old.
2 years old.
4 years old.
8 years old.
Page-Reference: 239
Answer: 6 years old.
3.0. Shameeka is 3 years old. How many teeth would you expect her to have?
20
10
16
26
Page-Reference: 239
Answer: 20
4.0. According to the text, what percent of North American children have at least one dental cavity by
their fifth birthday?
40%
20%
60%
80%
599
Page-Reference: 240
Answer: 40%
5.0. Your sister is very impressed with her daughter’s development, particularly in emotional regulation.
Having just completed your reading on brain development, you tell her that the girl’s advances in
this area of development are likely due to her ______.
growth in the frontal lobe
superior genetics
advanced temporal lobe
rapidly developing occipital lobe
Page-Reference: 240
Answer: growth in the frontal lobe
6.0. _____ are primarily responsible for the increase in brain size and brain weight during early
childhood.
Myelination and increase in dendritic connections
The increase in the number of neurons
The increase in blood volume
Cerebral spinal fluid
Page-Reference: 241
Answer: Myelination and increase in dendritic connections
7.0. Adopted children, in regards to handedness, show a greater similarity to their ______.
biological parents
adoptive parents
biological siblings
adoptive siblings
Page-Reference: 246
Answer: biological parents
8.0. One can see a preference for the use of a particular hand, handedness, over another as early as
______.
the prenatal period
infancy
early childhood
middle childhood
600
Page-Reference: 246
Answer: the prenatal period
9.0. A child using a pencil to draw a picture of his or her family on a sheet of paper is an example of
______.
fine motor skills
gross motor skills
conditioned motor skills
superficial motor skills
Page-Reference: 245
Answer: fine motor skills
10.0. In developing countries, _____ is/are the most common cause of death in early childhood.
illness and disease

parental abuse
motor vehicle accidents
accidental burning
Page-Reference: 243
Answer: illness and disease
11.0. Fredrick is 5 years old, lives in a developed nation, and is in a hospital emergency room.
Statistically speaking, which of the following is the most likely cause?
a motor vehicle accident
a fall
a bicycle accident
a playground accident
Page-Reference: 244
Answer: a motor vehicle accident
601
12.0. Your friend is concerned about his nephew who is very active and is constantly injuring himself.
What would you tell him to help him worry less?
His son's motor development is advanced enough to do quite a bit, but his cognitive
development is not able to anticipate situations that might be dangerous.
His son's motor development is not very advanced and he is going to be involved in many
accidents.
His son's visual processing is lagging behind his motor development and he simply cannot
see very well.
His son's attention skills are not yet fully developed and his son is likely to not pay attention
to his father’s warnings to be careful.
Page-Reference: 244
Answer: His son's motor development is advanced enough to do quite a bit, but his cognitive
development is not able to anticipate situations that might be dangerous.
13.0. In developing nations, the mortality rate for children under age 5 has been greatly reduced due to
______.
increased food production and increased childhood vaccinations
increased parental income and increased level of education
increased iron consumption and decreased childhood vaccinations
increased parental education and increased level of income
Page-Reference: 243
Answer: increased food production and increased childhood vaccinations
14.0. According to the text, symptoms of _____ include fatigue, irritability, and difficulty sustaining
attention.
anemia
osteoporosis
marasmus
lime-tic disease
Page-Reference: 242
Answer: anemia
15.0. What percentage of children in developing countries are malnourished?
80%
60%
40%
20%
Page-Reference: 242
602
Answer: 80%
Section 1 Study Plan
1.0 - Remember the Facts
1.0.1. From ages 3 to 6 the typical American child adds ____ pounds per year and grows ____
inches.
5-7, 2-3
1-5, 1-3
7-10, 6-9
9-12, 9-12
QuestionID: Pre 6.1.1.1

Page-Reference: 239
Answer: 5-7, 2-3
1.0.2. According to the text, compared to the average 4-year-old in Sweden, how tall is the average
6-year-old in Bangladesh?
The same height
Twice as tall
Three times taller
Four times taller

Page-Reference: 239
Answer: The same height
1.0.3. According to the World Health Organization, what percentage of children in developing
countries lack sufficient food or essential nutrients?
80%
60%
40%
100%

Page-Reference: 242
Answer: 80%
603
1.0.4. Which of the following is the preference for using either the right or left hand in gross or fine
motor activities?
Handedness
Dominancy
Digital choice
Ambidextrous

Page-Reference: 246
Answer: Handedness
1.0.5. The average three-year old has ____ teeth.
20
14
26
32
QuestionID: Post 6.1.1.1

Page-Reference: 239
Answer: 20
1.0.6. According to the text, what brain structure plays the greatest role with attention?
Reticular formation
Cerebellum
Hippocampus
Corpus callosum

Page-Reference: 241
Answer: Reticular formation
1.0.7. In developing nations there are two common deficiencies that are the primary cause of
malnutrition in children. What are these?
Lack of protein and iron
Lack of calcium and iron
Lack of potassium and protein
Lack of folic acid and fat

Page-Reference: 242
Answer: Lack of protein and iron
604
1.0.8. Which of the following is the inability to remember anything prior to age 2?
Infantile amnesia
Toddler amnesia
Baby amnesia
Subcortical amnesia

Page-Reference: 241
Answer: Infantile amnesia
2.0 - Understand the Concepts
2.0.1. In developing countries, which of the following causes a considerably lower average height
and weight during early childhood?
Lower nutrition and higher likelihood of childhood diseases
Higher nutrition and a lower likelihood of childhood diseases
Lower parental care and the lack of folic acid
Higher parental care and an abundance of folic acid

Page-Reference: 239
Answer: Lower nutrition and higher likelihood of childhood diseases
2.0.2. Fine motor skills are to ____ as gross motor skills are to ____.
writing; throwing
throwing; writing
jumping; running
running; jumping

Page-Reference: 245
Answer: writing; throwing
2.0.3. According to the text, in many cultures left-handedness is ______.
regarded with fear and contempt

regarded with acceptance and equality
acceptable for childhood but not adulthood
only appropriate for males

Page-Reference: 246
Answer: regarded with fear and contempt
605
2.0.4. Why do wealthier and higher SES people have children who weigh more and are taller?
They have access to more nutritional foods.

They can pay maids to feed their children.
They allow their children to eat at more nutritious fast-food restaurants.
Wealthier parents are genetically taller than non-wealthy parents.

Page-Reference: 239
Answer: They have access to more nutritional foods.
2.0.5. Malnutrition is believed to be indirectly responsible for about half of early childhood deaths.
Why? Because malnourishment ______.
reduces the effectiveness of the immune system
slows the development of myelination
increases the likelihood of failure to thrive
increases competition for calories and children lose out

Page-Reference: 243
Answer: reduces the effectiveness of the immune system
2.0.6. Playing soccer and kicking a ball are examples of _____.
gross motor skills

fine motor skills
ambidextrous motor skills
elementary motor skills

Page-Reference: 245
Answer: gross motor skills
3.0 - Apply What You Know and Analyze It
3.0.1. When LaMar, a healthy, average boy, turns 3 years old, one can expect him to weigh
______.
30 pounds
15 pounds
45 pounds
60 pounds

Page-Reference: 239
Answer: 30 pounds
606
3.0.2. Your niece seems to eat candy quite a bit between meals. Your sister and brother-in-law are
worried about this and ask you what you think. What would you tell them?
They are right to be worried, because she is very likely to get cavities.
Sugar and starches are good for growing children.
Candy helps soothe her and is linked to positive emotional development.
Most children today eat like this and it is not likely to be a problem.

Page-Reference: 240
Answer: They are right to be worried, because she is very likely to get cavities.
3.0.3. Your neighbor has a five-year-old son. He has been taking him to story time at the library, but
his son is having a very difficult time sitting, even for 10 minutes. You know his son's brain is
still maturing and has not fully developed. Different areas of the brain develop at different
times. Such areas are the prefrontal cortex, reticular formation, hippocampus, and the corpus
callosum. His son should be able to sit through the entire story time once his
_______________ develops more fully.
reticular formation
hippocampus
corpus callosum
cerebellum

Page-Reference: 241
Answer: reticular formation
3.0.4. You neighbor is a successful artist. He would love for his 5-year-old daughter to grow up to
be artistic as well. At this point, she can draw some shapes, like circles and triangles, but that
is about it. Your neighbor is a bit worried. What would you tell him?
She is developing in a very typical manner for fine motor skills.
She is lagging far behind other children her age in drawing.
She probably will be a gifted athlete.
She is not likely to ever be very skilled in drawing.

Page-Reference: 245
Answer: She is developing in a very typical manner for fine motor skills.
3.0.5. Karen was diagnosed with Lyme Disease and is having difficulty with balance, walking a
straight line, and simple motor movements. Which of the following areas of her brain would
you suspect is being affected by the disease and causing the above mentioned symptoms?
The cerebellum
The pons
The hippocampus
The amygdala
607
Page-Reference: 241
Answer: The cerebellum
3.0.6. Your college roommate was born in war-torn Cambodia and immigrated to America at the
age of 2. Trying to understand his life, you ask him what it was like in Cambodia. In
response, he says he only knows what he has been told by his older brothers and sisters and
cannot remember anything himself. You are not worried by his amnesic state because it is
common for individuals not to recall the first few years of life due to infantile amnesia. What is
clear is that your roommate's siblings are older than him and can recall their time in
Cambodia. In regards to brain development and the encoding and retrieval of long-term
memories, your roommate's siblings are at least ____ years older than he.
3
5
7
9

Page-Reference: 241
Answer: 3
608
Chapter 6 Test Item File
4.0 - Section 1 Formative Assessment
4.0.1. As Vlad grows, increased _______________ enhances connections

between his cerebellum and cerebral cortex, which improves his ability to
jump, run, climb, and throw a ball.
corpus callosum
autobiographical memory
reticular formation
myelination
QuestionID: FA_Apply_q1
Page- 240
Reference:
Answer: myelination
4.0.2. Tyler remembers very little from his childhood, and he remembers almost
nothing from before the age of 5. Tyler’s __________________ is limited
prior to age 5, probably because the myelination of his ______________
was not yet complete.
short-term memory; cerebellum
short-term memory; amygdala
flashbulb memory; corpus callosum
autobiographical memory; hippocampus
Page- 241
Reference:
Answer: autobiographical memory; hippocampus
4.0.3. Before Jamal was born, Jamal’s parents guessed that he would be left-
handed because _______________.
Jamal’s sister is left-handed
Jamal’s father is left-handed
Jamal’s mother is left-handed
they saw him sucking his left thumb in the ultrasound
Page- 246
Reference:
Answer: they saw him sucking his left thumb in the ultrasound
609
4.0.4. Tristan, 3 years old, drinks a lot of soda, and although he eats enough
food to sate his hunger, the food he is eating is very often from fast food
restaurants and is full of fat and sugar. Like more than 30% of other
American 3-year-olds, Tristan is probably suffering from a
_____________ deficiency.
vitamin C
protein
saturated fat
calcium
Page- 242
Reference:
Answer: calcium
4.0.5. What is one reason why a high percentage of North American kids
typically only like to eat high-fat and high-sugar foods, such as
hamburgers, hot dogs, fried chicken, and macaroni and cheese?
Because healthier foods are not as available to Americans as they
are to people in other countries.
Because foods high in fat and sugar are more cost-effective than
healthier foods.
Because American parents recognize that these foods are also rich in
calcium and vitamin C.
Because children generally learn to like whatever foods their parents
like and provide for them, which, in America, is high-fat, high-sugar
foods.
QuestionID: FA_Analyze_q1
Page- 242
Reference:
Answer: Because children generally learn to like whatever foods their

parents like and provide for them, which, in America, is high-fat, high-
sugar foods.
Video Guide Questions
Short Answer Questions
1. In this video, the narrator mentions skills that children are better able to complete due
to automaticity. Explain automaticity and list at least three activities that children are
better able to perform.
Answer: Automaticity is the ability to perform behaviors and actions without
thinking about them. Three activities that children are better able to perform with
automaticity include walking, running, and skipping.
610
2. What are some benefits of children gaining hand preference?

Answer: Writing, using utensils independently (feeding, scissors, etc.), basically
once hand preference is achieved the children continue toward the path of
becoming more independent.
3. The narrator of this video tells us that the rate of physical growth slows in the early
childhood years. What impact would this have on the food and nutritional requirements
of children in this age group?
Answer: When growth slows, then the food intake and nutritional needs will slow
as well.
1. During which of the following developmental periods is the child’s rate of growth
the fastest?
a. the first 2 years
b. ages 2-3
c. ages 3-4
d. ages 5-6
Answer: A
2. The development of “automacity” allows the child to _________.

a. perform behaviors without thinking about them
b. develop a “handedness” preference for the right or the left hand
c. speak in full sentences, rather than in short words interspersed with
pauses
d. deal with separation anxiety from the parent or caregiver
Answer: A
3. Children’s activity levels generally peak between the ages of _________.

a. 6 months and 1 year
b. 1 year and 2 years
c. 2 years and 3 years
d. 4 years and 5 years
Answer: C
611
TOTAL
ASSESSMENT Chapter 6-Section 2
GUIDE Cognitive Development
Learning Objective Remember Understand Apply

Learning Objective 6.6 Multiple Choice 3, 4, 5, 6, 7, 10, 12, 1, 2, 9, 11, 16, 18, 27 8, 17, 21, 22, 23, 24,
13, 14, 15, 19, 20, 25, 30, 34, 37
26, 28, 29, 31, 32, 33,
35, 36
Short Answer 123, 125, 126 124, 127, 128
Essay 144 145
Learning Objective 6.7 Multiple Choice 38, 39, 40, 45 41, 43, 44 42, 46, 47
Short Answer 129 130
Essay 146
Learning Objective 6.8 Multiple Choice 48, 49, 52 50, 51, 54 53
Short Answer 131 132
Essay
Learning Objective 6.9 Multiple Choice 55, 56, 57, 59, 61, 63, 58, 66, 67, 72, 74, 75 60, 62, 64, 70, 71, 76
65, 68, 69, 73
Short Answer 133, 134 135 136
Essay
Learning Objective 6.10 Multiple Choice 77, 78, 79, 81, 83, 84, 88 80, 82, 87
85, 86
Essay
Learning Objective 6.11 Multiple Choice 89, 90, 93, 94, 102, 92, 97, 98, 99, 100 91, 95, 96, 101, 104
103
Short Answer
Essay
Learning Objective 6.12 Multiple Choice 105, 106, 111, 112, 107, 108, 110 109, 113, 114
115, 116
Essay
Learning Objective 6.13 Multiple Choice 117 118, 119, 121, 122 120
Short Answer 143
Essay
612
Section 2 Cognitive Development

Test Item File
1. According to Piaget, it is not until _____ that we truly become representational thinkers.
a. early infancy
b. early toddlerhood
c. early childhood
d. early teens
Answer: C. It is not until early childhood that language becomes strong enough to where individuals become
truly representational in their thinking.
Difficulty: 3
Page: 248
2. What marks the beginning of representational thought? When children begin to ____.
a. remember where they left play objects
b. recognize their family members
c. internalize the images of their sensorimotor activities
d. externalize their true wishes and desires
Answer: C. Gradually toward the end of the sensorimotor period, in the second half of the second year,
children begin to internalize the images of their sensorimotor activities, marking the beginning of
representational thought.
Difficulty: 1
Page: 248
3. The preoperational stage of cognitive development occurs between the ages of ____.
a. birth–2
b. 2–7
c. 7–11
d. 11–adulthood
Answer: B
Difficulty: 2
Page: 248-249
4. According to Piaget, children from the ages of 2 to 7 are in the ____ stage of cognitive development.
a. sensorimotor
b. preoperational
c. concrete operations
d. formal operations
613
Answer: B
Difficulty: 1
Page: 249
MDL Parallel Question ID: Post 6.2.4, CE 6.2.1
5. What stage emphasizes that children were unable yet to perform mental operations?
a. sensorimotor
b. preoperational
c. concrete operational
d. formal operational
Answer: B
Difficulty: 1
Page: 248-249
6. What term did Piaget use to describe cognitive procedures that followed certain logical rules?
a. operations
b. constructions
c. scaffolds
d. stages
Answer: A
Difficulty: 1
Page: 249
7. _____ is the principle that the amount of a physical substance remains the same even if its physical
appearance changes.
a. Animism
b. Egocentrism
c. Reversibility
d. Conservation
Answer: D
Difficulty: 1
Page: 249
8. You are visiting your sister who has 4-year-old twins. They ask if they can have some milk and you are
pouring it for them. One glass that you chose was tall and thin and the other was short and wide. After
you poured the milk your niece is very unhappy because you gave “more” milk to your nephew. You
actually gave each of them the same amount, but your niece and nephew lack the mental ability to
____.
a. conserve
b. operate
614
c. center
d. tertiary operate
Answer: A. Conservation is the mental ability to understand that the quantity of a substance or material
remains the same even if its appearance changes.
Difficulty: 1
Page: 249
9. Which of the following statements best captures why a child may fail the conservation task?
a. “They can reverse the action mentally and can see that the amount of water is the same.”
b. “They fail to understand that the amount of water remains the same even though the
appearance of the water changes.”
c. “They tend to pick the photo that matches their own perspective, not the dolls.”
d. “They frequently attribute human thoughts and feelings to stuffed animals and dolls, often
thoughts and feelings they have themselves.”
Answer: B. Children often fail the conservation task for two reasons: Their thinking is centered (only focusing
on one property of a problem) and they lack reversibility.
Difficulty: 2
Page: 249
10. What is the term that is used to describe young children’s thinking in which they often focus on one
noticeable aspect of a cognitive problem to the exclusion of other important aspects?
a. conservation
b. egocentrism
c. centration
d. animism
Answer: C
Difficulty: 1
Page: 250
11. Which of the following best describes a child, in Piagetian terms, who is centered?
a. “They lack the ability to distinguish between their own perspective and another person’s
perspective.”
b. “They often attribute human thoughts and feelings to inanimate objects and forces.”
c. “They often focus on one noticeable aspect of a cognitive problem to the exclusion of other
important aspects.”
d. “They have difficulty understanding that objects can be simultaneously part of more than one
class or group.”
Answer: C. Centration is 1 of 2 hallmarks of why a child may fail the conservation task. They focus on one
aspect of a problem and cannot weigh or mange two aspects simultaneously.
Difficulty: 2
Page: 250
615
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The same method may be applied to aeroplanes, and to ships. It
is calculated that a cylinder containing 300 pounds of 20 per cent
oleum will maintain a smoke screen on a ship for a period of 15
minutes, if oleum is used at the rate of 23.6 pounds per minute.
Since the cylinders may be arranged in batteries, the screen may be
continued for any period of time. The Tank Corps rather favor
phosphorus rifle grenades for producing a smoke screen at a
distance from the tank.
Purpose of Smoke Screen

Smoke screens may be employed with one or more of the
following objects in view:
(1) To mask known enemy observation posts and machine gun
nests; to conceal the front and flanks of attacking troops,
concentration of guns and tanks, roads and concentration points; to
blind the flashes of batteries in action and to hamper aerial
observations.
(2) As a feint to draw the enemy’s attention to a front on which no
attack is being made, so as to hold his troops to their trenches, or to
induce him to expend ammunition needlessly and to put down a
barrage in the wrong place.
(3) To simulate gas and force the enemy to wear his mask. Gas
should occasionally be mixed with smoke, to impress upon him the
belief that it is never safe to remain in a smoke cloud without wearing
his mask.
(4) In rolling or mountainous country, to fill valleys with smoke
and thereby conceal the advance from all observation, including
aerial.
(5) To cover the construction of bridges, trenches, etc., in the face
of the enemy.
The Tactical Value of Smoke

The pall of smoke that hung over every battlefield of the Civil War
made a profound impression upon Fries when, as a boy, he first read
of those battles. However, practically every reference made to
smoke treated it as a nuisance. It obscured the field of vision and
interfered with troop movements as well as with the aiming and firing
of rifles and cannon, though due to their short range this was not so
serious as it would be nowadays. Nevertheless so deeply was this
interference appreciated that the most earnest efforts were made to
discover a smokeless powder. This, as the world well knows, was
developed with great efficiency during the latter part of the
nineteenth century. With the development of the smokeless powders
came also a better understanding of the action of powder, whereby
the velocity of projectiles, and consequently the range and accuracy,
were greatly increased. This increased range and accuracy of guns
forced a consideration of protection,—and concealment is one form
of protection.
The Navy would appear to have been the first branch of the
American forces to realize how valuable a smoke screen may be.
Thus Fries, in August, 1913, had the interesting experience of
witnessing a week’s maneuvers at the eastern entrance to Long
Island Sound between the Navy and the Coast Artillery. During that
week the Navy carried out extensive experiments with smoke
screens both by day and by night. The smoke in all cases was
generated by smothering the fires on destroyers or other ships, thus
causing dense clouds of black smoke to be given out from the
funnels.
After the World War had been in progress some time and
particularly about the time the United States entered it, a determined
search was begun for more efficient smokes and more efficient
smoke producers.
In the Navy, smoke screens were expected to be established by
small craft behind which larger vessels could maneuver for position
and range. These screens were also established for the purpose of
cutting off the view of enemy submarines or other vessels, thus
allowing merchant ships or even warships when injured or
outclassed to escape.
The Army was much slower to appreciate the value of smoke. In
fact, apparently no army really realized the value of a smoke screen
until after gas warfare became an accomplished fact. As is well
known, the evaporation of the large quantity of liquid used in wave
attacks caused a cloud of condensed moisture. This is what gave
rise to the designation “cloud attack.”
English regulations for defense against gas in the early days
called for every man and animal to stand fast upon the approach of a
gas cloud and remain quiet until the cloud had passed. Thus
casualties were reduced to a minimum and the English were fresh to
receive the attack that was frequently launched immediately after the
cloud had passed. The Germans finally thought of the plan of
sending over a fake gas attack. In that way they simply produced a
smoke cloud that looked like a gas attack. Naturally the English
stood fast as before. The Germans attacking in the fake cloud
naturally caught the British at a complete disadvantage with
consequent disastrous results to the latter.
But that was a game at which two could play. About this time the
value of white phosphorus for producing a smoke screen was taken
up by the British and large numbers of 4-inch Stokes mortar shells
were filled for that purpose. All armies then began to experiment with
smoke producing materials. Most of these were liquid. Of them all,
as has been stated before, white phosphorus, a solid, proved the
best. Toward the close of the war these smoke screens began to be
used to a considerable extent for the purposes given above. No one
who has engaged in target practice and encountered a fog, or who
has hunted ducks and geese in a fog needs to be told of the difficulty
of hitting an object he cannot see.
The First Gas Regiment proved its worth and won everlasting
glory by using the Stokes’ mortars of the British with their
phosphorus bombs for attacking machine gun nests. The white
phosphorus in that case had a double effect. It made a perfect
smoke screen, thereby making the German machine gun shots
simply shots in the dark, while at the same time the burning
phosphorus forced the gunners to abandon their guns and surrender.
Thus phosphorus played and will play in the future the double rôle of
forming a defensive screen and of viciously attacking enemy troops.
This phosphorus, which catches fire spontaneously, burns wet or dry,
total immersion in water alone sufficing to put it out. This means of
extinguishing the flames being almost totally absent on the
battlefield, it can be truthfully said that burning phosphorus is
unquenchable. The burns are severe and difficult to heal. For these
reasons white phosphorus will be used in enormous quantities in any
future war.
All armies have begun to realize this value of smoke. In the future
it will be the infantryman’s defense against all forms of weapons and
it will be used on every field of battle, by every arm of the service
and at all times, day or night. It is even more effective in shutting out
the light from searchlights, star bombs and similar illuminants for use
in night attacks than it is in daylight. With this straight use of smoke
for protection will go its use along with poisonous gases. Every
smoke cloud will be poisonous or non-poisonous at the will of the
one producing the cloud, and this will be true whether it is produced
from artillery shell, mortar bombs, hand grenades, smoke candles or
other apparatus. Thus smoke and gas together will afford a field for
the exercise of ingenuity greater than that of all other forms of
warfare. The only limitation to the use of smoke and gas will be the
lack of vision of commanders and the ignorance of armies.
Proper recognition and aid given to chemical warfare
development and instruction in peace are the only methods of
overcoming these limitations. In this, as in all other development
work, the most serious obstacle comes from the man who will not
see, whether it be from a lack of intelligence, laziness or inbred
opposition to all forms of advancement.
CHAPTER XVII
TOXIC SMOKES
The introduction of diphenylchloroarsine as a poison gas really

introduced the question of toxic smokes. This material, as has
already been pointed out, is a solid, melting at about 30°. In order to
secure efficient distribution, the material was mixed with a
considerable amount of high explosive. When the shell burst, the
diphenylchloroarsine was finely divided or atomized and produced a
cloud of toxic particles. Since smoke particles are only slightly
removed by the ordinary mask, this formed a very effective means of
chemical warfare.
An analogous result was obtained by the use of poison gases,
such as chloropicrin, in a smoke cloud produced from silicon or
stannic chloride. Here, however, the toxic material was a real gas,
and so the real result attained consisted in forcing the men to wear
their masks in all kinds of clouds. The true toxic smoke went further
in that the ordinary mask offered little protection and thus compelled
the warring nations to develop a special type of smoke filter.
These smoke clouds consist of very small particles, which may
be considered as a dispersed phase, distributed in the air, which we
may call the dispersing medium. The dispersed phase may be
produced by mechanical, thermal, or chemical methods.
Mechanical dispersion consists in the tearing apart of the material
into a fine state of subdivision. It may be called a hammer and anvil
action. The more powerful the mechanical force, the smaller the
resulting particles. This may be accomplished by the use of a high
explosive, such as the Germans used in the case of
diphenylchloroarsine.
The production of smoke by thermal dispersion depends
essentially upon the fact that when a substance of sufficiently low
vapor pressure is volatilized, and the vapors are passed into the air,
they recondense on the nuclei of the air to form a smoke.
Vaporization from an open container, permitting the vapors to pass
directly to the air without being quickly carried away from the surface
of evaporation, produces smoke having larger particles, because
each particle formed remains for an appreciable period of time in
contact with air saturated with vapor, and hence grows very rapidly.
The easiest way to produce small smoke particles is to mix the
toxic material directly with some fuel which will produce a large
amount of heat and gas upon burning. When this mixture is enclosed
in a container having a small orifice, upon burning, the toxic vapor
and gas will pass through this orifice at high velocity; it has been
demonstrated by Lord Rayleigh that the size of the particles depends
upon the velocity of emission of the gas from a given orifice.
The product of chemical combination may include a super-
saturated vapor, which condenses into small particles.
Explosive dispersion is really a combination of mechanical
dispersion followed by thermal dispersion.
Penetration
The fundamental idea underlying all the work on toxic smokes is
to obtain a smoke that has marked penetrating power. Screening
power is not important here. In addition to penetration, a smoke
should be highly toxic and have a slow rate of settling.
Penetration may be tested by the use of a standard filter; a
suitable filter for this purpose is one which does not remove the
smoke to such an extent that measurement of its concentration
becomes difficult, and one which does not become clogged quickly
by the smoke. A filter consisting of two pads of felt, placed side by
side and arranged so that the smoke first comes in contact with the
thinner and less dense pad has been found very satisfactory.
In testing penetration, smoke is produced by dispersing one gram
of the toxic substance in a sheet iron box of 1000 liters capacity.
After 5 minutes a steady concentration is usually attained and the
smoke is then forced through a Tyndall meter, (see page 299) after
dilution with air, where the initial concentration is determined. It then
passes through the standard filter, and through a second Tyndall
meter, where the final concentration is measured. The difference of
the two readings gives the amount of smoke retained by the filter.
The penetration is ordinarily represented by a series of figures,
which decrease from a maximum value at the beginning of the test to
a minimum at a point where the filter permits the passage of so little
smoke that it cannot be measured. This decrease is due to decrease
in penetrating power and concentration of the smoke, and to
increase in filtering power of the filter as a result of plugging. Usually
five degrees of penetration are recognized, excellent, good, fair, poor
and very poor.
Fig. 100.—Penetration Apparatus Used to Test Toxic

Smokes.
A portable penetration apparatus is shown in Fig. 100. In using
the apparatus, the smoke producing material is so placed with
reference to the apparatus that the sample is taken about 20 feet
down the wind, so that the smoke is appreciably diluted. One man is
stationed at each Tyndall meter and takes readings as fast as his
recorder can write them, so that the smoke density, before and after
the filter, can be followed very closely.
Physiological Action
In addition to a high penetrating power a smoke should also
possess great toxic, irritant, sternutatory, or lachrymatory power.
These properties are tested by exposing mice to the smoke in the
chamber. They are placed in the chamber at the beginning of the
run, and exposed for 10 minutes to the smoke from 1 gram of the
material. While these tests are only qualitative in character, they give
a fairly good notion of the relative value of different materials.
Quantitative Relationships
It has been found that, if the optical readings from the Tyndall
meter are plotted as ordinates against the time t (the time elapsed
after detonation) as abcissas, and that portion of the curve between t
= 0 and t = 30 considered, the curve generally descends sharply at
first, from a high point representing the density immediately after the
production of the smoke, to a point in the neighborhood of t = 8,
where it flattens out and descends much more slowly with a slope
that changes little. The area under the significant portion of the
curve, that is, the area circumscribed by the curve from the point t₃₀
to t₀, the vertical axis from this point to the origin, the horizontal axis
from the origin to t₃₀ and the line perpendicular to this axis, cutting
the curve at t₃₀, is a rough measure of the relative values of different
smokes. This area is calculated as the sum of two rectangles, from t₀
to t₈ and from t₈ to t₃₀.
Some results are as follows:
Area 30
Phenyldichloroarsine 181
Triphenyldichloroarsine 178
Diphenylcyanoarsine 137
Diphenylchloroarsine 101
Cyanogen bromide 94
Methyl dichloroarsine 70
Phenylimidophosgene 69
Mustard gas 38
The curves in Fig. 101 show the way in which the readings fall off
with time. Each substance of course has its characteristic curves.
Fig. 101.—Typical Curves Showing the Decrease
in Concentration of Smoke Cloud with Time.
Toxic Materials
The selection of materials for the production of toxic smokes can
only be carried out experimentally. A number of very toxic
substances have been shown to be valueless as toxic smokes
because of low penetration, decomposition during the process of
smoke production, or for other reasons.
Arsenic compounds produce smokes distinctly better than the
average. Inorganic compounds which have high melting and boiling
points are very poor smoke producers. The only exception to this is
magnesium arsenide, which may suffer decomposition. Compounds
like mercuric chloride and arsenic tribromide, which boil or sublime at
comparatively low temperatures, produce good smokes. Most
materials which boil below 130° C. produce no smoke as they
evaporate on dispersion. It is difficult to set any upper limit for the
boiling point beyond which materials do not produce good smokes,
but in all probability 500° C. is not far from the maximum. Liquids and
solids are, on the whole, almost equally good as smoke producers.
The physical condition of the material has no great effect upon the
amount of smoke which it will produce. This seems to depend only
upon the physical and chemical properties of the material.
Toxic Smoke Apparatus

It has been mentioned above that the Germans used a shell,
containing solid diphenylchloroarsine and a high explosive. A 10.5
cm. shell (Blue Cross) was about two-thirds filled with cast
trinitrotoluene and contained a glass bottle with 300-400 grams of
toxic material. Diphenylchloroarsine was also used in shell, in
solution, a mixture of phosgene and diphosgene (superpalite) being
the ordinary solvent (Green Cross). Mixtures of diphenylchloroarsine
and phenyldichloroarsine were also used.
In the case of high explosive shell, the use of a separate
container appears to be desirable, because a mixture with the
explosive seriously decreases its sensitiveness and even its
destructive power. There is also a question as to the stability of such
a mixture. However, 75 mm. shell containing 30 per cent
diphenylchloroarsine mixed with T. N. T. gave good clouds of toxic
smoke.
Toxic Smoke Candle

Two toxic smoke candles were developed by the Chemical
Warfare Service, known as the B-M Toxic Smoke Candle, perfected
by the Pyrotechnic Section of the Research Division, and the
Dispersoid Smoke Candle, developed by the Dispersoid Section.
The B-M Toxic Smoke Candle consists of a bottle-shaped sheet
steel toxic container set into a can, containing smoke mixture. The
heat from the burning mixture causes the distillation of the toxic
material. The toxic vapor is discharged through a nipple, screwed
into the neck of the container and extending over the top of the
smoke can. Steel wool is used in the toxic container to reduce the
violent boiling and spattering of the material. A small amount of steel
wool, held in place by a wire screen, is also used in the nipple for the
same purpose. The toxic container is sealed by a fusible metal plug,
melting at 90° C., cast into a retainer at the base of the nipple. The
fusible plug melts upon the first application of heat and allows free
passage of the vapor into the smoke cloud. The ignition of the
apparatus is effected by means of a simple match head and an
accompanying scratcher.
Fig. 102.—Toxic Smoke Cloud from 500 D. M.
Candles.
The candles were placed in 5 parallel rows
which were 2 yards apart, each row
containing 100 candles on a 100 yard front.
The total time of active smoke emission
was 23 minutes.
The first evolution of smoke occurs about 10 seconds after the

first appearance of flame. About one minute after ignition the toxic
material will begin to distill into the smoke cloud and this will continue
for about four minutes. The burning of the candle should be
complete in about six minutes.
Dispersoid Candle British Candle
Fig. 103.—Comparison of Dispersoid and British D.

M. Candles.
The Dispersoid Toxic Smoke Candle differs from the B-M candle
in that the toxic container is not used. A mixture of smokeless
powder and the toxic material (diphenylchloroarsine or D. M., an
arsenical obtained from arsenic trichloride and diphenylamine) is
filled directly into the container, a cylindrical can 3.5 inches in
diameter and 9 inches high made from 27 gauge sheet metal, and
packed under a total pressure of 2,500 pounds. The top of the
candle is a metal cover, containing the match head scratcher, which
is separated from the match head by a Manila paper disc. These are
the same as those used in the B-M candle. The candle has a total
weight of about 4.25 pounds, of which 3.6 pounds are the smoke
mixture, containing about 1.3 pounds of toxic material.
In operating the candles, the cover is removed and the match
head ignited by friction with the scratcher. The match head burns
through the cardboard and ignites the powder. The heat and gas
produced by the combustion of the powder vaporizes the particles of
the toxic material and carries the vapors out through the orifices at a
high velocity whereupon they recondense to form a smoke. The
rapid emission of the vapors through the orifice prevents any
possibility of their ignition.
The time before good emission of smoke takes place after the
ignition of the match tip of a candle is 30 seconds. The average time
of vigorous smoke emission is from four to five minutes. The result of
a field test with the dispersoid candle is shown in Fig. 102. A
comparison of a British and a Dispersoid candle is shown in Fig.
103. It should be stated that this may not have been a fair test as
only one British candle was available for the comparative test.
CHAPTER XVIII
SMOKE FILTERS
The first types of the Standard Box Respirator contained cotton

pads, which sufficed to remove the ordinary smoke of the battlefield
and even that from the earlier toxic materials. Improved methods of
producing toxic smokes, by means of which smaller particles were
obtained, led, early in 1918, to the recognition of the need of
improved protection against these smokes. The first attempts to
meet this need consisted in improving the filtering qualities of these
pads. It was soon found, however, that to make better filter pads
would greatly increase the total resistance of the canister. This was
highly undesirable, since the resistance of the ordinary canister was
already so high as to be very uncomfortable. To overcome this
objection, some of the early designs of filter canisters were provided
with a mechanical valve, which could be operated by hand, to by-
pass the air around the filter when the canister was used against gas
alone, or so set as to make the air pass through the filter when
smoke was feared. This introduced a factor of uncertainty among the
men during a gas attack, since each man must decide for himself
whether smoke was present. This reason alone was sufficient for
discarding this design.
A preliminary study of the situation indicated that any filter for fine
smoke particles must have a high resistance per unit of area, but
that the total resistance must be comparatively low. In order to
secure the large area necessary to bring the total resistance within
reason, the experimental work was developed along three lines: The
formation of a filter into a bag, cup, or jacket to surround the outside
of the canister; the use of an arrangement sufficiently compact to go
inside the canister; and the use of a filter as a separate unit, to be
attached to the canister by an air connection.
A survey of the possible filtering materials indicated that only two
offered promise, namely, paper and felt.
Paper Filters
Reports that the British had developed thin, creped, sulfite-
cellulose wood pulp paper for filters led to an intensive study of this
material by the Chemical Warfare Service.
Fig. 104.—Crepe Paper Doughnut Filter Canister.
In general we may say that the development of paper filters (in

sheet form) met with little success. Papers affording the required
protection did not live up to the resistance specifications. The reason
for this probably is in the method of making paper. The pulp is fed
onto the screen of a Fourdrinier machine under conditions that do
not permit of uniformity in the distribution of the fibers and
consequently there is no uniformity in the size of pores. In order to
eliminate the large holes, which allow the smoke to pass readily, the
paper must be pressed to reduce these pores to the proper
magnitude. This naturally results in an approximately equal decrease
in the size of the small pores, with a consequent increase in the final
resistance out of all proportion to the protection gained. A very
satisfactory paper was finally produced, but the resistance was too
high and it was necessary to increase the total available filtering
area, which resulted in the accordion type of filter. This filter was
incapable of development on a large scale because of the large
amount of hand work required in assembling. The lack of uniformity
in a single sheet has been overcome with some success by making
up a filter from 40 to 80 layers of tissue or crepe paper, trusting that
the law of chance would bring the large pores in some successive
layer. Such a filter was adopted by the British, but since it did not
give protection comparable with that afforded by felt filters, it was
rejected in the United States.
In the so-called “doughnut” filter use was made of tissue paper.
Instead of seeking for uniformity in a vertical direction through a
block of tissues, it was sought along the axis horizontal with the
sheet. The effectiveness of such a filter was less than that of felt. In
addition, serious difficulty was met in cutting the pile of tissue paper
into the proper shape so that eventually it was abandoned as a
production possibility.
Felt Filters
Work on the felt filters started about June, 1918. Great difficulties
were met in the beginning, as a felt satisfactory for this purpose must
be made under carefully controlled conditions and production
conditions during the war did not readily lend themselves to such
control. However, the opportunities afforded in felt making for
uniform packing and arranging of the fibers (the whole process of
making a felt, is one of gradual packing of fibers into a relatively
small volume) are such as to assure a greater degree of success
than is the case in paper making.
Very successful filters have been obtained with the use of felt.
There are two serious objections to its use, however. The first is the
great cost of the filter (this was above one dollar per filter at the close
of the War); the second is that felt is a valuable industrial commodity.
It is thus very desirable that a cheaper and a less important industrial
material be found.
The 1919 Canister

Just before the Armistice, the Gas Defense Long Island
Laboratory brought out the so-called “1919 Canister,” which
consisted of an oval section, perforated metal, war gas material
container with a central, flat, perforated breathing tube connected to
a nozzle at one end. (See also page 228.) After this inner container
is packed with the war gas chemicals, a filter jacket is slipped over it
and the top edge sealed to the inner container.
Fig. 105.—1919 Felt Filter Canister.

Attempts were made to put paper filters on this canister by
wrapping it with layers of paper. In some cases, layers of coarse
burlap or mosquito netting were applied between the layers of paper
to give mechanical strength and air space. The fact that many filters
gave good protection showed that a filter of this type and material is
possible, but the operations of wrapping and sealing require careful
work in production and inspection and even with the greatest skill
and care, imperfections are almost impossible to avoid. This chance
of defects, together with the labor involved, makes the process
undesirable.
A Theory of Smoke Filters

Tolman, Wells and Gerke, during the course of their work on toxic
smokes, developed the following theory of smoke filters.
The phenomena occurring in the filtration of smoke are
exceedingly complicated, but the general nature of the process may
be simply described in terms of the kinetic properties of the small
particles comprising the smoke.
A filter may be regarded as a series of minute capillaries through
which the smoke slowly flows. In order that filtration may take place,
it is not necessary to assume that the capillaries of the filter are
smaller than the particle, for the particles may diffuse to the walls of
the capillaries and it is believed that with typical filters this is the
actual method of smoke removal for particles less than 10⁻⁴ cm. in
diameter.
In accordance with this view as to the nature of smoke filtration,
the important factors involved are (1) the Brownian motion of the
smoke particles, (2) the area and arrangement of the internal surface
presented by the filter, (3) the flow of the smoke as a whole, and (4)
the attractive forces between the filter surfaces and the smoke
particles. The first three of these factors determine how many
particles come within the range of the mutual forces of the particle
and filter surface, and the fourth factor determines the chance or

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SECTION 1 PHYSICAL DEVELOPMENT 573

MyDevelopmentLab Question Bank 599

Video Guide Questions 610

SECTION 2 COGNITIVE DEVELOPMENT 613

MyDevelopmentLab Question Bank 649

Video Guide Questions 661

SECTION 3 EMOTIONAL AND SOCIAL DEVELOPMENT 664

MyDevelopmentLab Question Bank 711

Video Guide Questions 723

Learning Objective number refers to the textbook’s learning objectives.

Multiple Choice Questions

3. The typical 6-year-old is about how tall?

4. The typical 6-year-old weighs about ____.

6. During childhood, boys are slightly ____ than girls.

12. How many teeth does the average 3-year-old have?

20. The growth of the brain:

22. Maturation of the frontal lobes helps with:

25. During early childhood, the number of neurons ___________:

30. What is the brain system that is involved in attention?

31. Five-year-olds are able to focus more due to:

34. On average, a 4- or 5-year-old child has an attention span of ____.

36. _____ is the inability to remember anything prior to age 2.

37. The strongest theory about infant amnesia states:

54. Iron deficiency is also known as ____.

57. Most children under the age of 5 in developing countries:

67. What can a 5-year-old do that a 2-year-old cannot?

68. What can a 5-year-old do that a 2-year-old cannot?

70. Kicking a soccer ball is an example of ____.

77. What is the first evidence of handedness seen in humans?

80. In regards to handedness, adopted children show a greater resemblance to ____.

83. In many cultures left-handedness is ____.

84. In the Middle East, why is left-handedness shunned?

Short Answer Questions

94. What is the typical appetite and eating pattern of a 4-to-5-year-old?

95. Explain obesity issues with children.

96. How does anemia affect children?

97. Why are injury rates so high in early childhood?

103. What evidence shows that handedness is genetically determined?

104. What evidence shows that handedness is not genetically determined?

105. What do many cultures think of being left-handed?

106. Describe some beliefs around being left-handed.

Answer: 6 years old.

Answer: growth in the frontal lobe

Answer: Myelination and increase in dendritic connections

Answer: biological parents

Answer: the prenatal period

Answer: fine motor skills

illness and disease

Answer: illness and disease

Answer: a motor vehicle accident

Answer: increased food production and increased childhood vaccinations

15.0. What percentage of children in developing countries are malnourished?

Section 1 Study Plan

1.0 - Remember the Facts

QuestionID: Pre 6.1.1.1

Answer: 5-7, 2-3

QuestionID: Pre 6.1.1.2

Answer: The same height

QuestionID: Pre 6.1.1.3

QuestionID: Pre 6.1.1.4

1.0.5. The average three-year old has ____ teeth.