-
, Table of Contents S! S!
Chapter Questions
S!
Chapter 1 Organizing Themes in Development
S! S! S! S! 1
Chapter 2 Genetics, Epigenetics, and the Brain: The Fundamentals of Behavior
S! S! S! S! S! S! S! S! S!
al
Development 11
Chapter 3 Cognitive Development in the Early Years
S! S! S! S! S! S! 19
Chapter 4 Emotional and Social Development in the Early Years
S! S! S! S! S! S! S! S! 27
Chapter 5 The Emerging Self and Socialization in the Early Years
S! S! S! S! S! S! S! S! S! 34
Chapter 6 Realms of Cognition in Middle Childhood
S! S! S! S! S! S! 43
Chapter 7 Self and Moral Development: Middle Childhood Through Early
S! S! S! S! S! S! S! S!
Adolescence 51
Chapter 8 Gender and Peer Relationships: Middle Childhood Through Early
S! S! S! S! S! S! S! S!
Adolescence 59
Chapter 9 Physical, Cognitive, and Identity Development in Adolescence
S! S! S! S! S! S! S! 68
Chapter 10 The Social World of Adolescence
S! S! S! S! S! 76
Chapter 11 Physical and Cognitive Development in Young Adulthood
S! S! S! S! S! S! S! 82
Chapter 12 Socioemotional and Vocational Development in Young Adulthood
S! S! S! S! S! S! S! 90
Chapter 13 Middle Adulthood: Cognitive, Personality, and Social Development
S! S! S! S! S! S! S! 99
Chapter 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood
S! S! S! S! S! S! S! S! S! 108
Chapter 15 Gains and Losses in Late Adulthood
S! S! S! S! S! S! 116
Answer Keys
S!
Chapter 1 answers
S! S! 124
Chapter 2 answers
S! S! 128
Chapter 3 answers
S! S! 133
Chapter 4 answers
S! S! 137
Chapter 5 answers
S! S! 141
Chapter 6 answers
S! S! 146
Chapter 7 answers
S! S! 150
Chapter 8 answers
S! S! 154
Chapter 9 answers
S! S! 160
Chapter 10 answers
S! S! 165
Chapter 11 answers
S! S! 169
Chapter 12 answers
S! S! 175
Chapter 13 answers
S! S! 180
Chapter 14 answers
S! S! 185
Chapter 15 answers
S! S! 191
, Chapter 1 S!
Organizing Themes in Development S! S! S!
Multiple Choice Questions
S! S!
1. Dr. Jones encountered a problem with a new client in therapy. Using the mod
S! S! S! S! S! S! S! S! S! S! S! S! S!
elof reflective practice described in Chapter 1, what is the sequence of steps
S
! S! S! S! S! S! S! S! S! S! S! S! S! S!
he should use in order to work with this client effectively?
S! S! S! S! S! S! S! S! S! S!
a. Reflect on what has worked best in his own personal experience an
S! S! S! S! S! S! S! S! S! S! S!
dapply that knowledge to the client’s problem.
S
! S! S! S! S! S! S!
b. Reflect on well- S! S!
established theories; apply the theoretical knowledge tothe individual's S! S! S! S! S! S! S
! S!
case; and then test out new ways of thinking about the problem if pri
S! S! S! S! S! S! S! S! S! S! S! S! S! S!
or theory does not suffice.S! S! S! S!
c. Apply experience-based knowledge first, and then use theory-
S! S! S! S! S! S! S!
basedknowledge. S
!
d. First test out any method by subjecting it to rigorous scientifi
S! S! S! S! S! S! S! S! S! S!
cexperimentation and then apply it for use with the client.
S
! S! S! S! S! S! S! S! S! S!
2. Theories of development differ from opinion primarily because
S! S! S! S! S! S! S!
a. they provide a complete picture of development.
S! S! S! S! S! S!
b. they have been proven to be true. S! S! S! S! S! S!
c. they are based on scientific research. S! S! S! S! S!
d. they are more abstract than opinions. S! S! S! S! S!
3. Which of the following terms is most closely associated with stage theory
S! S! S! S! S! S! S! S! S! S! S! S!
ofdevelopment?
S
!
a. Gradual transformation S!
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implic
S! S! S! S! S! S! S! S! S! S! S!
it“incrementalist” belief about intelligence?
S
! S! S! S!
a. A counselor who recommends a strategy of academic skill building for
S! S! S! S! S! S! S! S! S! S! S
aclient who is experiencing academic problems.
! S
! S! S! S! S! S!
b. A therapist who helps the client adjust to the limitations of his academ
S! S! S! S! S! S! S! S! S! S! S! S!
icability. S
!
c. A school counselor who bases the decision about which caree
S! S! S! S! S! S! S! S! S!
rinformation to provide on the client’s intelligence test results
S
! S! S! S! S! S! S! S! S!
.
d. A counselor who develops a program to track elementary school-
S! S! S! S! S! S! S! S! S!
agedchildren in classes that reflect their academic achievement.
S
! S! S! S! S! S! S! S!
5. Stage theories of development typically describe _
S! S! S! S! S! S!
changes inbehavior, cognition, or social relationships.
S! S
! S! S! S! S!
a. quantitative
b. incremental
c. qualitative
d. cumulative
, 6. Sigmund Freud developed a psychoanalytic theory about three aspects of adu
S! S! S! S! S! S! S! S! S! S!
ltpersonality. According to Freud, which of these aspects is the last to emerg
S
! S! S! S! S! S! S! S! S! S! S! S! S!
e during development?
S! S!
a. Id
b. Ego
c. Superego
d. Autonomy
7. Based on Erik Erikson’s psychosocial stages, what is the positive outcome of
S! S! S! S! S! S! S! S! S! S! S!
the industry versus inferiority stage that typically occurs between the ages of
S! S! S! S! S! S! S! S! S! S! S! S!
6and 12?
S! S
! S!
a. Fidelity
b. Willpower
c. Competence
d. Purpose
8. Jean Piaget’s cognitive development theory is based on stages of reasoning an
S! S! S! S! S! S! S! S! S! S! S!
dunderstanding ability (cognition). Which stage describes the cognition of chi
S
! S! S! S! S! S! S! S! S! S!
ldren during most of their years of schooling from elementary through middle
S! S! S! S! S! S! S! S! S! S! S!
school (typically ages 7 through 12)?
S! S! S! S! S! S!
a. Operational
b. Concrete operational S!
c. Sensorimotor
d. Formal operational S!
9. Theoretical models that portray development as a continuous process emphasiz
S! S! S! S! S! S! S! S! S!
ewhich of the following?
S
! S! S! S!
a. Stages of change S! S!
b. Steps on a ladder of change S! S! S! S! S!
c. Incremental change S!
d. Periods of stability S! S!
10. A child at school performs a behavior such as being the quietest one in her gr
S! S! S! S! S! S! S! S! S! S! S! S! S! S! S!
oup. This behavior, an operant, is followed by something that makes the childf
S! S! S! S! S! S! S! S! S! S! S! S! S
!
eel rewarded— S!
being selected to go to recess first. The reward is also called which of the foll
S! S! S! S! S! S! S! S! S! S! S! S! S! S! S!
owing?
a. Reinforcement
b. Respondent
c. Conditioned stimulus S!
d. Conditioned response S!
11. Mrs. Washington is conducting her weekly group counseling session for sing
S! S! S! S! S! S! S! S! S! S!
leyoung adults. Karen, a lonely young professional woman, talks about feelin
S
! S! S! S! S! S! S! S! S! S! S!
g abandoned by her boyfriend. The other group members listen patiently and
S! S! S! S! S! S! S! S! S! S! S! S!
respond empathically. Mrs. Washington reflects Karen’s feeling with concern
S! S! S! S! S! S! S! S!
and sensitivity. What would operant learning theory predict about Karen’s b
S! S! S! S! S! S! S! S! S! S! S!
ehavior in the next group session? S! S! S! S! S!
a. Karen will be embarrassed about her past self- S! S! S! S! S! S! S!
, Table of Contents S! S!
Chapter Questions
S!
Chapter 1 Organizing Themes in Development
S! S! S! S! 1
Chapter 2 Genetics, Epigenetics, and the Brain: The Fundamentals of Behavior
S! S! S! S! S! S! S! S! S!
al
Development 11
Chapter 3 Cognitive Development in the Early Years
S! S! S! S! S! S! 19
Chapter 4 Emotional and Social Development in the Early Years
S! S! S! S! S! S! S! S! 27
Chapter 5 The Emerging Self and Socialization in the Early Years
S! S! S! S! S! S! S! S! S! 34
Chapter 6 Realms of Cognition in Middle Childhood
S! S! S! S! S! S! 43
Chapter 7 Self and Moral Development: Middle Childhood Through Early
S! S! S! S! S! S! S! S!
Adolescence 51
Chapter 8 Gender and Peer Relationships: Middle Childhood Through Early
S! S! S! S! S! S! S! S!
Adolescence 59
Chapter 9 Physical, Cognitive, and Identity Development in Adolescence
S! S! S! S! S! S! S! 68
Chapter 10 The Social World of Adolescence
S! S! S! S! S! 76
Chapter 11 Physical and Cognitive Development in Young Adulthood
S! S! S! S! S! S! S! 82
Chapter 12 Socioemotional and Vocational Development in Young Adulthood
S! S! S! S! S! S! S! 90
Chapter 13 Middle Adulthood: Cognitive, Personality, and Social Development
S! S! S! S! S! S! S! 99
Chapter 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood
S! S! S! S! S! S! S! S! S! 108
Chapter 15 Gains and Losses in Late Adulthood
S! S! S! S! S! S! 116
Answer Keys
S!
Chapter 1 answers
S! S! 124
Chapter 2 answers
S! S! 128
Chapter 3 answers
S! S! 133
Chapter 4 answers
S! S! 137
Chapter 5 answers
S! S! 141
Chapter 6 answers
S! S! 146
Chapter 7 answers
S! S! 150
Chapter 8 answers
S! S! 154
Chapter 9 answers
S! S! 160
Chapter 10 answers
S! S! 165
Chapter 11 answers
S! S! 169
Chapter 12 answers
S! S! 175
Chapter 13 answers
S! S! 180
Chapter 14 answers
S! S! 185
Chapter 15 answers
S! S! 191
, Chapter 1 S!
Organizing Themes in Development S! S! S!
Multiple Choice Questions
S! S!
1. Dr. Jones encountered a problem with a new client in therapy. Using the mod
S! S! S! S! S! S! S! S! S! S! S! S! S!
elof reflective practice described in Chapter 1, what is the sequence of steps
S
! S! S! S! S! S! S! S! S! S! S! S! S! S!
he should use in order to work with this client effectively?
S! S! S! S! S! S! S! S! S! S!
a. Reflect on what has worked best in his own personal experience an
S! S! S! S! S! S! S! S! S! S! S!
dapply that knowledge to the client’s problem.
S
! S! S! S! S! S! S!
b. Reflect on well- S! S!
established theories; apply the theoretical knowledge tothe individual's S! S! S! S! S! S! S
! S!
case; and then test out new ways of thinking about the problem if pri
S! S! S! S! S! S! S! S! S! S! S! S! S! S!
or theory does not suffice.S! S! S! S!
c. Apply experience-based knowledge first, and then use theory-
S! S! S! S! S! S! S!
basedknowledge. S
!
d. First test out any method by subjecting it to rigorous scientifi
S! S! S! S! S! S! S! S! S! S!
cexperimentation and then apply it for use with the client.
S
! S! S! S! S! S! S! S! S! S!
2. Theories of development differ from opinion primarily because
S! S! S! S! S! S! S!
a. they provide a complete picture of development.
S! S! S! S! S! S!
b. they have been proven to be true. S! S! S! S! S! S!
c. they are based on scientific research. S! S! S! S! S!
d. they are more abstract than opinions. S! S! S! S! S!
3. Which of the following terms is most closely associated with stage theory
S! S! S! S! S! S! S! S! S! S! S! S!
ofdevelopment?
S
!
a. Gradual transformation S!
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implic
S! S! S! S! S! S! S! S! S! S! S!
it“incrementalist” belief about intelligence?
S
! S! S! S!
a. A counselor who recommends a strategy of academic skill building for
S! S! S! S! S! S! S! S! S! S! S
aclient who is experiencing academic problems.
! S
! S! S! S! S! S!
b. A therapist who helps the client adjust to the limitations of his academ
S! S! S! S! S! S! S! S! S! S! S! S!
icability. S
!
c. A school counselor who bases the decision about which caree
S! S! S! S! S! S! S! S! S!
rinformation to provide on the client’s intelligence test results
S
! S! S! S! S! S! S! S! S!
.
d. A counselor who develops a program to track elementary school-
S! S! S! S! S! S! S! S! S!
agedchildren in classes that reflect their academic achievement.
S
! S! S! S! S! S! S! S!
5. Stage theories of development typically describe _
S! S! S! S! S! S!
changes inbehavior, cognition, or social relationships.
S! S
! S! S! S! S!
a. quantitative
b. incremental
c. qualitative
d. cumulative
, 6. Sigmund Freud developed a psychoanalytic theory about three aspects of adu
S! S! S! S! S! S! S! S! S! S!
ltpersonality. According to Freud, which of these aspects is the last to emerg
S
! S! S! S! S! S! S! S! S! S! S! S! S!
e during development?
S! S!
a. Id
b. Ego
c. Superego
d. Autonomy
7. Based on Erik Erikson’s psychosocial stages, what is the positive outcome of
S! S! S! S! S! S! S! S! S! S! S!
the industry versus inferiority stage that typically occurs between the ages of
S! S! S! S! S! S! S! S! S! S! S! S!
6and 12?
S! S
! S!
a. Fidelity
b. Willpower
c. Competence
d. Purpose
8. Jean Piaget’s cognitive development theory is based on stages of reasoning an
S! S! S! S! S! S! S! S! S! S! S!
dunderstanding ability (cognition). Which stage describes the cognition of chi
S
! S! S! S! S! S! S! S! S! S!
ldren during most of their years of schooling from elementary through middle
S! S! S! S! S! S! S! S! S! S! S!
school (typically ages 7 through 12)?
S! S! S! S! S! S!
a. Operational
b. Concrete operational S!
c. Sensorimotor
d. Formal operational S!
9. Theoretical models that portray development as a continuous process emphasiz
S! S! S! S! S! S! S! S! S!
ewhich of the following?
S
! S! S! S!
a. Stages of change S! S!
b. Steps on a ladder of change S! S! S! S! S!
c. Incremental change S!
d. Periods of stability S! S!
10. A child at school performs a behavior such as being the quietest one in her gr
S! S! S! S! S! S! S! S! S! S! S! S! S! S! S!
oup. This behavior, an operant, is followed by something that makes the childf
S! S! S! S! S! S! S! S! S! S! S! S! S
!
eel rewarded— S!
being selected to go to recess first. The reward is also called which of the foll
S! S! S! S! S! S! S! S! S! S! S! S! S! S! S!
owing?
a. Reinforcement
b. Respondent
c. Conditioned stimulus S!
d. Conditioned response S!
11. Mrs. Washington is conducting her weekly group counseling session for sing
S! S! S! S! S! S! S! S! S! S!
leyoung adults. Karen, a lonely young professional woman, talks about feelin
S
! S! S! S! S! S! S! S! S! S! S!
g abandoned by her boyfriend. The other group members listen patiently and
S! S! S! S! S! S! S! S! S! S! S! S!
respond empathically. Mrs. Washington reflects Karen’s feeling with concern
S! S! S! S! S! S! S! S!
and sensitivity. What would operant learning theory predict about Karen’s b
S! S! S! S! S! S! S! S! S! S! S!
ehavior in the next group session? S! S! S! S! S!
a. Karen will be embarrassed about her past self- S! S! S! S! S! S! S!
