Question 1

According to Rothbart, what are the 3 primary dimensions of temperament?

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Question 2

Define synaptic pruning and why it is important in brain development (94)

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Question 3

Describe the differences between experience-expectant and experience-dependent processes

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Question 4

Define dizogotic and monoozygotic twins and state the value of this distinction for behavioral genetic research

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Question 5

What is a "G × E interaction model" and give an example

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Question 6

What is a mirror neuron and briefly describe its importance

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Question 7

A limitation of twin studies is that being a twin may itself have an effect on social development

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Twin studies often assume that the only difference between monozygotic (identical) twins and dizygotic (fraternal) twins is the degree of genetic similarity. However, being a twin can influence social development and environmental experiences, which can confound the results of these studies.

Question 8

Discuss the implications of recent advances in molecular behavior genetics that allow the description of particular genes. Give examples of how molecular behavior genetics has advanced our understanding of social development.

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Question 9

List 3 neurochemical and/or neurological correlates of temperament

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Question 10

Discuss the ways that infants are biologically prepared for social interaction and why this is theoretically important.

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Question 11

Describe 3 developmental consequences of differences in infant temperament

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Question 12

What is Williams syndrome and what types of social behavior are characteristic of children with this syndrome?

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Question 13

Suggest 3 ways in which children with autism spectrum disorders differ in their social abilities

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Question 14

What role does the left hemisphere play in social development?

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Question 15

Define the differences between shared and nonshared environment in genetic studies

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Question 16

Name and describe the three broad temperamental profiles that Thomas and Chess identified in their longitudinal research. Which profile are thought to place children at risk of future adjustment difficulties? Why?

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Question 17

What is a passive gene-environment association vs. an evocative gene-environment association?

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Question 18

Describe niche picking and its role in social development

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Question 19

Myelination ceases after about the second year of life

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Myelination continues into adolescence and, for some brain areas, may not be complete until the third decade of life.

Question 20

Describe the 3 temperamentally types identified by Thomas and Chess

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Quiz 3: Biological Foundations: Roots in Neurons and Genes