TEST BANK FOR A Topical Approach to Life-span
Development 11th Edition by John Santrock All
chapters 17 included
,TestBank forA Topical ApproachtoLifespan D
qw qw
evelopment 11th Edition By John Santrock
,1
1. Life-span development covers the period from to .
A. birth; middle adulthood
B. birth; old age
C. conception; early adulthood
D. conception; death
2. Which of the following gives the BEST description of how life-
span psychologists describe "development"?
A. growth and decline in skills and processes
B. growth and decline in skills and processes from birth to adolescence
C. growth in skills and processes
D. decline in skills and processes
3. Life-
span development is the study of human development from conception to death. Historically,
however, most of the focus has been on which age group?
A. children and adolescents
B. young adults
C. middle-aged adults
D. the elderly
4. The upper boundary of the human lifespan is years.
A. 105
B. 117
C. 122
D. 131
5. Although the maximum life span of humans has not changed, during the twentieth century,
life expectancy
A. in the U.S. has increased by 15 years.
B. in the world has increased by 15 years.
C. in the U.S. has increased by 30 years.
D. in the world has increased by 30 years.
6. According to life-span development expert Paul Baltes, which age period dominates development?
A. infancy–childhood
B. adolescence–early adulthood
C. middle-aged to late adulthood
D. No single age group dominates development.
7. Diana feels that her human development course overemphasizes the changes that occur from bir
th to adolescence and disregards the developmental issues of adulthood. Which developmental pe
rspective would address her concerns?
A. traditional
B. life-span
C. ethological
D. ecological
, 8. Some\ professors\ want\ to\ teach\ about\ the\ life-
span\ approach\ in\a\ Human\ Development\ course,\ whereas\ others\ want\ to\ keep\ the\ traditional\ deve\lo
pmental\ approach.\ They\ disagree\ about
A. the\ plasticity\ of\ development.
B. the\ multidimensional\ nature\ of\ development.
C. whether\ development\ is\ lifelong.
D. whether\ development\ is\ multidirectional.
9. Baltes\ describes\ development\ as\ multidirectional.\ What\ does\ this\ mean?
A. Development\ is\ not\ dominated\ by\ any\ single\ age\ period.
B. Development\ consists\ of\ biological,\ cognitive,\ and\ socioemotional\ dimensions.
C. Development\ is\ characterized\ by\ both\ growth\ and\ decline.
D\Development\ needs\ psychologists,\ sociologists,\ biologists,\ and\ neuroscientists\ to\ work\ together\ in
.\ unlocking\ the\ mysteries\ of\ development.
10. Kathy\ believes\ that\ life-
span\development\ cannot\be\studied\without\considering\biological,\social,\and\ cognitive\ aspects.\Kath
y\ believes\ that\ development\ is
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers\ increasingly\ study\ the\ development\ of\ adulthood.\ This\ implies\ that\ development\ is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which\ of\ the\following\ is\NOT\ one\of\Paul\ Baltes'\ eight\ characteristics\ of\the\life-
\span\perspective\on\ development?
A. lifelong\ and\ multidirectional
B. multidimensional\ and\ plastic
C. contextual
D. unidirectional
13. Many\ older\ adults\ become\ wiser\ by\calling\ on\ experiential\ knowledge,\ yet\ they\perform\ poorl\y\
on\ cognitive\ speed\ tests.\ This\ is\ an\ example\ of\ how\ development\ is
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which\ of\ the\ following\ is\ an\ example\ of\ how\ development\ is\ contextual?
A. Reasoning\ ability\ is\ biologically\ finite\ and\ cannot\ be\ improved\ through\ retraining.
B. Parents\ in\ the\ United\ States\ are\ more\ likely\to\ rear\ their\ children\ to\ be\ independent\ than\ pare\nt
s\in\ Japan.
C. Older\ adults\ call\ on\ experience\ to\ guide\ their\ decision\ making.
D. Intelligence\may\ be\ studied\ by\looking\ at\ genetics,\ anthropology,\ sociology,\ and\ other\ discipline\s.
15. The\capacity\for\ acquiring\second\ and\third\languages\ decreases\after\ early\childhood,\whe\rea
s\ experiential\ wisdom\ increases\ with\ age.\ This\ is\ an\ example\ of\ how\ development\ is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
Development 11th Edition by John Santrock All
chapters 17 included
,TestBank forA Topical ApproachtoLifespan D
qw qw
evelopment 11th Edition By John Santrock
,1
1. Life-span development covers the period from to .
A. birth; middle adulthood
B. birth; old age
C. conception; early adulthood
D. conception; death
2. Which of the following gives the BEST description of how life-
span psychologists describe "development"?
A. growth and decline in skills and processes
B. growth and decline in skills and processes from birth to adolescence
C. growth in skills and processes
D. decline in skills and processes
3. Life-
span development is the study of human development from conception to death. Historically,
however, most of the focus has been on which age group?
A. children and adolescents
B. young adults
C. middle-aged adults
D. the elderly
4. The upper boundary of the human lifespan is years.
A. 105
B. 117
C. 122
D. 131
5. Although the maximum life span of humans has not changed, during the twentieth century,
life expectancy
A. in the U.S. has increased by 15 years.
B. in the world has increased by 15 years.
C. in the U.S. has increased by 30 years.
D. in the world has increased by 30 years.
6. According to life-span development expert Paul Baltes, which age period dominates development?
A. infancy–childhood
B. adolescence–early adulthood
C. middle-aged to late adulthood
D. No single age group dominates development.
7. Diana feels that her human development course overemphasizes the changes that occur from bir
th to adolescence and disregards the developmental issues of adulthood. Which developmental pe
rspective would address her concerns?
A. traditional
B. life-span
C. ethological
D. ecological
, 8. Some\ professors\ want\ to\ teach\ about\ the\ life-
span\ approach\ in\a\ Human\ Development\ course,\ whereas\ others\ want\ to\ keep\ the\ traditional\ deve\lo
pmental\ approach.\ They\ disagree\ about
A. the\ plasticity\ of\ development.
B. the\ multidimensional\ nature\ of\ development.
C. whether\ development\ is\ lifelong.
D. whether\ development\ is\ multidirectional.
9. Baltes\ describes\ development\ as\ multidirectional.\ What\ does\ this\ mean?
A. Development\ is\ not\ dominated\ by\ any\ single\ age\ period.
B. Development\ consists\ of\ biological,\ cognitive,\ and\ socioemotional\ dimensions.
C. Development\ is\ characterized\ by\ both\ growth\ and\ decline.
D\Development\ needs\ psychologists,\ sociologists,\ biologists,\ and\ neuroscientists\ to\ work\ together\ in
.\ unlocking\ the\ mysteries\ of\ development.
10. Kathy\ believes\ that\ life-
span\development\ cannot\be\studied\without\considering\biological,\social,\and\ cognitive\ aspects.\Kath
y\ believes\ that\ development\ is
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers\ increasingly\ study\ the\ development\ of\ adulthood.\ This\ implies\ that\ development\ is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which\ of\ the\following\ is\NOT\ one\of\Paul\ Baltes'\ eight\ characteristics\ of\the\life-
\span\perspective\on\ development?
A. lifelong\ and\ multidirectional
B. multidimensional\ and\ plastic
C. contextual
D. unidirectional
13. Many\ older\ adults\ become\ wiser\ by\calling\ on\ experiential\ knowledge,\ yet\ they\perform\ poorl\y\
on\ cognitive\ speed\ tests.\ This\ is\ an\ example\ of\ how\ development\ is
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which\ of\ the\ following\ is\ an\ example\ of\ how\ development\ is\ contextual?
A. Reasoning\ ability\ is\ biologically\ finite\ and\ cannot\ be\ improved\ through\ retraining.
B. Parents\ in\ the\ United\ States\ are\ more\ likely\to\ rear\ their\ children\ to\ be\ independent\ than\ pare\nt
s\in\ Japan.
C. Older\ adults\ call\ on\ experience\ to\ guide\ their\ decision\ making.
D. Intelligence\may\ be\ studied\ by\looking\ at\ genetics,\ anthropology,\ sociology,\ and\ other\ discipline\s.
15. The\capacity\for\ acquiring\second\ and\third\languages\ decreases\after\ early\childhood,\whe\rea
s\ experiential\ wisdom\ increases\ with\ age.\ This\ is\ an\ example\ of\ how\ development\ is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
