CHAPTER 1
UNDERSTANDING LIFE SPAN HUMAN DEVELOPMENT
MULTIPLE CHOICE
a. | systematic changes and continuities from womb to tomb. |
b. | unpredictable and unenduring events from womb to tomb. |
c. | physical changes from womb to tomb. |
d. | biological and psychological deterioration from womb to tomb. |
ANS: A PTS: 1 DIF: Easy TOP: Defining development
a. | remain the same. | c. | become less active. |
b. | become more intelligent. | d. | undergo orderly patterns of change. |
ANS: A PTS: 1 DIF: Moderate TOP: Defining development
a. | motor, interpersonal, cognitive. | c. | personality, motor, learning. |
b. | physical, cognitive, psychosocial. | d. | interpersonal, maturational, learning. |
ANS: B PTS: 1 DIF: Easy TOP: Defining development
a. | cognitive | c. | physical |
b. | maturational | d. | psychosocial |
ANS: D PTS: 1 DIF: Moderate TOP: Defining development
a. | Physical maturation of the body | c. | Poor interpersonal skills |
b. | A changing personality | d. | Language acquisition |
ANS: D PTS: 1 DIF: Moderate TOP: Defining development
a. | Change in motor ability | c. | Change in short-term memory |
b. | Change in body organ efficiency | d. | Change in skin tone (e.g., wrinkling) |
ANS: C PTS: 1 DIF: Moderate TOP: Defining development
a. | physical changes that occur from conception to maturity. |
b. | the biological unfolding of genetic potential. |
c. | positive changes across the life span. |
d. | gains, changes, and losses at each stage of the life cycle. |
ANS: A PTS: 1 DIF: Moderate TOP: Defining development
a. | Cognitive | c. | Behavioural |
b. | Psychosocial | d. | Biological |
ANS: D PTS: 1 DIF: Easy TOP: Defining development
a. | only negative changes | c. | both negative and positive changes |
b. | only positive changes | d. | neither positive nor negative changes |
ANS: C PTS: 1 DIF: Moderate TOP: Defining development
a. | an age norm. |
b. | an age grade. |
c. | a social clock. |
d. | an ageism. |
ANS: B PTS: 1 DIF: Moderate TOP: Conceptualising the life span
a. | newborns. | c. | young adults. |
b. | children. | d. | elderly adults. |
ANS: D PTS: 1 DIF: Moderate TOP: Conceptualising the life span
a. | age interpretations. | c. | social clock. |
b. | stereotypes. | d. | normalising. |
ANS: B PTS: 1 DIF: Difficult TOP: Conceptualising the life span
a. | culture | c. | sex |
b. | gender | d. | status |
ANS: D PTS: 1 DIF: Easy TOP: Conceptualising the life span
a. | They are always negative | c. | They can prevent access to services |
b. | They can lead to discrimination | d. | They can be directed to all age groups |
ANS: A PTS: 1 DIF: Difficult TOP: Conceptualising the life span
a. | biological maturation. | c. | plasticity. |
b. | a social clock. | d. | historical change. |
ANS: B PTS: 1 DIF: Difficult TOP: Conceptualising the life span
a. | childhood | c. | middle age |
b. | adolescence | d. | old age |
ANS: A PTS: 1 DIF: Moderate TOP: Conceptualising the life span
a. | 11 to 17. | c. | 29 to 37. |
b. | 18 to 29. | d. | 38 to 46. |
ANS: B PTS: 1 DIF: Moderate TOP: Conceptualising the life span
a. | Young people who are adolescents but not adults |
b. | Young people who are neither adolescents nor adults |
c. | Old people who are adults but not elderly |
d. | Old people who are neither adults nor elderly |
ANS: B PTS: 1 DIF: Difficult TOP: Conceptualising the life span
a. | A time of crisis |
b. | A time of hardly any psychological change |
c. | A time of peak cognitive functioning |
d. | A time of poor health |
ANS: C PTS: 1 DIF: Moderate TOP: Conceptualising the life span
a. | increased; 40.7 years | c. | decreased; 19.7 years |
b. | decreased; 22.7 years | d. | increased; 30.7 years |
ANS: D PTS: 1 DIF: Difficult TOP: Conceptualising the life span
a. | continuitydiscontinuity | c. | naturenurture |
b. | passiveactive | d. | proximaldistal |
ANS: C PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | Maturation is driven by a plan contained in the genes |
b. | Maturation is the nature side of development, and genes are the nurture side of development |
c. | Maturation is the process by which genes learn |
d. | Genes and maturation are unrelated concepts |
ANS: A PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | Being taught how to pay attention |
b. | Changing ones violent ways as the result of spending time in prison |
c. | Learning to tie your shoes |
d. | The development of pubic hair during puberty |
ANS: D PTS: 1 DIF: Difficult TOP: Framing the influence of nature and nurture
a. | biological growth. | c. | learning processes. |
b. | genetic factors. | d. | environment. |
ANS: D PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | A healthy lifestyle | c. | Complex vocabulary |
b. | Expression of positive emotions | d. | Expression of negative emotions |
ANS: D PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
accurately conclude that:
a. | genes alone cause aggression. |
b. | women elicit violent behaviour in men. |
c. | gender roles alone cause aggression. |
d. | a difference in the level of a behaviour exists, but the cause may involve hereditary and/or environmental factors. |
ANS: D PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | genes for aggression most likely come from fathers. |
b. | cultural standards play a significant role in determining aggression. |
c. | boys are naturally more aggressive than girls. |
d. | primitive societies were likely less aggressive than modern societies. |
ANS: B PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | bioecological | c. | psychodynamic |
b. | humanistic | d. | cognitive |
ANS: A PTS: 1 DIF: Easy TOP: Framing the influence of nature and nurture
a. | exosystem. | c. | microsystem. |
b. | mesosystem. | d. | macrosystem. |
ANS: C PTS: 1 DIF: Difficult TOP: Framing the influence of nature and nurture
a. | a linkage of indirect social settings. | c. | a linkage between two microsystems. |
b. | a larger cultural context. | d. | an immediate social environment. |
ANS: C PTS: 1 DIF: Easy TOP: Framing the influence of nature and nurture
a. | exosystem | c. | microsystem |
b. | macrosystem | d. | chronosystem |
ANS: A PTS: 1 DIF: Difficult TOP: Framing the influence of nature and nurture
a. | microsystem. | c. | chronosystem. |
b. | macrosystem. | d. | mesosystem. |
ANS: B PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | mesosystem. | c. | microsystem. |
b. | exosystem. | d. | chronosystem. |
ANS: D PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | focus mainly on unconscious factors. |
b. | conduct research in the laboratory and not in real-life settings. |
c. | separate the contributions of nature and nurture. |
d. | consider the relationship between the person, context, time, and the process through which a person interacts with his or her environment. |
ANS: D PTS: 1 DIF: Moderate TOP: Framing the influence of nature and nurture
a. | explanation; description | c. | prediction; optimisation |
b. | description; explanation | d. | optimisation; prediction |
ANS: A PTS: 1 DIF: Moderate TOP: Goals of study
a. | prediction | c. | explanation |
b. | optimisation | d. | description |
ANS: C PTS: 1 DIF: Difficult TOP: Goals of study
a. | Prediction | c. | Explanation |
b. | Optimisation | d. | Description |
ANS: B PTS: 1 DIF: Moderate TOP: Goals of study
a. | speculative | c. | evidence-based |
b. | ethnocentric | d. | emerging |
ANS: C PTS: 1 DIF: Moderate TOP: Goals of study
a. | quasi experiments. | c. | meta-analyses. |
b. | time of measurement papers. | d. | baby biographies. |
ANS: D PTS: 1 DIF: Moderate TOP: Early beginnings
a. | G. Stanley Hall |
b. | Charles Darwin |
c. | Sigmund Freud |
d. | Jean Piaget |
ANS: B PTS: 1 DIF: Moderate TOP: Early beginnings
a. | G. Stanley Hall |
b. | Charles Darwin |
c. | Sigmund Freud |
d. | Jean Piaget |
ANS: A PTS: 1 DIF: Moderate TOP: Early beginnings
a. | calm and reflection. | c. | calm and stress. |
b. | storm and reflection. | d. | storm and stress. |
ANS: D PTS: 1 DIF: Moderate TOP: Early beginnings
a. | mental illness. | c. | biology. |
b. | language. | d. | old age. |
ANS: D PTS: 1 DIF: Moderate TOP: Early beginnings
a. | a vehicle for strengthening relationships. |
b. | negatively associated with feeling good about ones social acceptance |
c. | isolating. |
d. | all of the above. |
ANS: D PTS: 1 DIF: Moderate TOP: The modern life span perspective
a. | Development is shaped by historical context |
b. | Development can take multiple directions |
c. | Development is independent of culture |
d. | Understanding development requires multiple disciplines |
ANS: C PTS: 1 DIF: Moderate TOP: The modern life span perspective
a. | a flawed social clock. | c. | minimal longevity. |
b. | great plasticity. | d. | maturational grief. |
ANS: B PTS: 1 DIF: Difficult TOP: The modern life span perspective
a. | The ability to use your arm to draw after the arm was severely broken |
b. | The development of thicker heart muscles in old age after beginning an aerobic exercise class |
c. | The production of large amounts of testosterone during puberty |
d. | The formation of new brain cell connections as the result of reading a book |
ANS: D PTS: 1 DIF: Moderate TOP: The modern life span perspective
a. | adolescents but not adults. |
b. | adults. |
c. | every age group. |
d. | toddlers. |
ANS: C PTS: 1 DIF: Easy TOP: The modern life span perspective
a. | singularly influenced and involves a single discipline. |
b. | multiply influenced and involves a single discipline. |
c. | singularly influenced and involves multiple disciplines. |
d. | multiply influenced and involves multiple disciplines. |
ANS: D PTS: 1 DIF: Easy TOP: The modern life span perspective
a. | the scientific method. | c. | creating reports. |
b. | sampling. | d. | generating predictions. |
ANS: A PTS: 1 DIF: Easy TOP: The scientific method
a. | systematic observation | c. | debate |
b. | logic | d. | intuition |
ANS: A PTS: 1 DIF: Moderate TOP: The scientific method
a. | fact. | c. | theory. |
b. | hypothesis. | d. | correlation. |
ANS: C PTS: 1 DIF: Difficult TOP: The scientific method
a. | fact. | c. | theory. |
b. | hypothesis. | d. | correlation. |
ANS: B PTS: 1 DIF: Moderate TOP: The scientific method
a. | Speculative | c. | Internally consistent |
b. | Supported by data | d. | Falsifiable |
ANS: A PTS: 1 DIF: Easy TOP: The scientific method
a. | population. | c. | control group. |
b. | sample. | d. | age grade. |
ANS: B PTS: 1 DIF: Moderate TOP: Sample selection
a. | control group; population | c. | sample; control group |
b. | population; sample | d. | sample; population |
ANS: D PTS: 1 DIF: Moderate TOP: Sample selection
a. | data is falsifiable. |
b. | sample is representative of the population. |
c. | project will not be costly. |
d. | population is large. |
ANS: B PTS: 1 DIF: Moderate TOP: Sample selection
a. | Standardising the self-report measure results in difficulty in comparing the responses of two different individuals who have completed the self-report |
b. | Respondents may give socially desirable answers so the researchers think more positively of them |
c. | They are difficult to use with very young children |
d. | Language abilities between people of different ages can make interpretation of results difficult |
ANS: A PTS: 1 DIF: Difficult TOP: Reporting
a. | self-report investigation. | c. | structured observation. |
b. | naturalistic observation. | d. | case study analysis. |
ANS: B PTS: 1 DIF: Moderate TOP: Reporting
a. | can tell us what people do in everyday life. |
b. | is easily conducted in a laboratory setting. |
c. | readily leads to the discovery of cause-effect relationships. |
d. | untangles age effects from cohort effects. |
ANS: A PTS: 1 DIF: Moderate TOP: Behavioural observations
a. | The data is analysed using inferential statistics |
b. | They take place outside of the laboratory setting |
c. | They measure some verbal response |
d. | The researcher creates a special condition to elicit a behaviour |
ANS: D PTS: 1 DIF: Moderate TOP: Behavioural observations
a. | self-report investigation | c. | structured observation |
b. | naturalistic observation | d. | case study analysis |
ANS: C PTS: 1 DIF: Difficult TOP: Behavioural observations
a. | Survey responses | c. | Non-verbal behaviour |
b. | Skin conductance | d. | Aggressive language |
ANS: B PTS: 1 DIF: Easy TOP: Physiological measurements
a. | blood flow | c. | dendritic expansion |
b. | neurotransmitter levels | d. | hormone output |
ANS: A PTS: 1 DIF: Moderate TOP: Physiological measurements
a. | responses to such measures are easy to fake. |
b. | they cannot be used to assess emotional reactions. |
c. | it is not always clear what is being assessed. |
d. | they cannot be used to study infants. |
ANS: C PTS: 1 DIF: Moderate TOP: Physiological measurements
a. | Cross-sectional study | c. | Longitudinal study |
b. | Quasi experimental study | d. | Case study |
ANS: D PTS: 1 DIF: Easy TOP: Case study
a. | results may not generalise to others. |
b. | inferential statistics must be used in its analysis. |
c. | it is too artificial, as it is typically conducted in the laboratory. |
d. | it does not provide any detail about an individuals behaviour. |
ANS: A PTS: 1 DIF: Moderate TOP: Case study
a. | manipulates some aspect of the environment and then measures t
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