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Descriptions of Images and Figures
Back to Figure
The details are as follows.
Father: X Y
Mother: X X
Children:
Daughter: X X (X from the father and X from the mother)
Son: X Y (X from the mother and Y from the father)
Daughter: X X (X from the mother and X from the father)
Son: X Y (X from the mother and Y from the father)
Back to Figure
The details are presented here in a table.
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Back to Figure
The details are as follows.
Father shaded black and mother unshaded gives a boy and a girl, both shaded black.
Father unshaded and mother shaded red gives a boy and a girl, both shaded red.
Back to Figure
The details are as follows.
Slower growth
Shorter in height as children and adults
Intellectual disability
Flat back of head
Broad, flat face
Almond-shaped eyes that slant up
Small ears
Short nose
Small and arched palate
Big, wrinkled tongue
Dental anomalies
A single line across the palm of the hand (palmar crease)
Short and broad hands
Congenital heart disease
Enlarged colon
Poor muscle tone or loose joints
Big toes widely spaced
Back to Figure
The horizontal axis shows the outcome and the vertical axis shows the number of outcomes in thousands, from 0 to 180 in increments of 20.
The details are as follows, with all values approximated from the graph.
Cycles started (N equals 169,568): 170,000
Embryo transfers (N equals 138,029): 140,000
Pregnancies (N equals 68,988): 70,000
Live-birth deliveries (N equals 56,028): 60,000
Infants (N equals 58,782): 70,000
Singleton live-birth deliveries (N equals 43,544): 40,000
Multiple live-birth deliveries (N equals 12,484): 10,000
Back to Figure
The horizontal axis shows the quality of environment marked “deprived” near the origin, “average” near the center, and “enriched” near the right end. The vertical axis shows the intelligence performance (I Q).
The graph lines for the three genotypes, A, B, and C, are all rising convex curves.
The range of reaction for the three lines is as follows, with all values approximated from the graph.
Genotype A: 40 to 75
Genotype B: 45 to 120
Genotype C: 65 to more than 170
Back to Figure
Three images are linked together in a circle.
Image 1: A guitar placed in a corner of a living room
Image 2: A girl sitting on the front steps and playing on a guitar
Image 3: A girl performing with her guitar in front of an audience
Back to Figure
The horizontal axis shows the Development stage from Infancy, near the origin, through Childhood and Adolescence until Adulthood, near the right end.
The vertical axis shows degree/amount of influence marked “little or low” near the origin and “much or high” near the top.
The line labelled “evocative gene–environment” is a horizontal line halfway up the vertical axis.
The line labelled “active gene–environment” starts at the origin and rises up sharply till above the halfway mark until Childhood, after which it rises very slowly to end at Much/High in Adulthood.
The line labelled “passive gene–environment” starts at Much/High during infancy and drops down to below the halfway mark by Childhood, after which it declines more gradually, reaching Little/Low by end of adulthood.
Back to Figure
The horizontal side of the framework is labelled “individual development” and indicated by a rightward pointing arrow.
The framework has four rows with the bidirectional influences in each row indicated by upward and downward pointing arrows forming inverted Vs on each row.
The four rows are labelled from the bottom upward, as follows.
Genetic activity
Neural activity
Behavior
Environment (physical, social, cultural)
3 The Prenatal Period, Birth, and the Newborn
“There’s a baby in here,” explained Mia as she patted her nearly flat stomach and looked down as her 3-year-old son, Miguel, stared incredulously. “Yes,” she smiled, “Your little brother or sister is very tiny now but will grow and make Mommy’s tummy really big and round, like a ball.” “When?” asked Miguel. “When will your tummy grow? I like it now,” he pouted. Miguel will be in for a surprise as his mother’s body will undergo dramatic changes over the next few months. In this chapter, we examine prenatal development, how individuals develop before birth.
©iStockphoto.com/Eva-Katalin
Learning Objectives
3.1 Describe the three periods of prenatal development.Video Activity 3.1: Pregnancy and Ultrasound
3.2 Explain how exposure to teratogens and other environmental factors can influence the prenatal environment.
3.3 Summarize the process of childbirth.Video Activity 3.2: The Process of Childbirth
3.4 Discuss the neonate’s physical capacities, including development in low-birthweight infants.
Chapter Contents
Prenatal DevelopmentConceptionGerminal Period (0 to 2 Weeks)Embryonic Period (3 to 8 Weeks)Fetal Period (9 Weeks to Birth)
Environmental