TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH

TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-
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SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN
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C. CAVANAUGH
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TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C. |CAVANAUGH

, TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C. |CAVANAUGH



TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C. |CAVANAUGH


Table |Of |Contents
1. The |Study |of |Human |Development.

Part |I: |PRENATAL |DEVELOPMENT, |INFANCY, |AND |EARLY |CHILDHOOD.

2. Biological |Foundations: |Heredity, |Prenatal |Development, |and |Birth.

3. Tools |for |Exploring |the |World: |Physical, |Perceptual, |and |Motor |Development.

4. The |Emergence |of |Thought |and |Language: |Cognitive |Development |in |Infancy |and |Early |Childhood.

5. Entering |the |Social |World: |Socioemotional |Development |in |Infancy |and |Early |Childhood.




Part |II: |SCHOOL-AGE |CHILDREN |AND |ADOLESCENTS.

6. Off |to |School: |Cognitive |and |Physical |Development |in |Middle |Childhood.

7. Expanding |Social |Horizons: |Socioemotional |Development |in |Middle |Childhood.

8. Rites |of |Passage: |Physical |and |Cognitive |Development |in |Adolescence.

9. Moving |Into |the |Adult |Social |World: |Socioemotional |Development |in |Adolescence.




Part |III: |YOUNG |AND |MIDDLE |ADULTHOOD.

10. Becoming |an |Adult: |Physical, |Cognitive, |and |Personality |Development |in |Young |Adulthood.

11. Being |With |Others: |Forming |Relationships |in |Young |and |Middle |Adulthood.

12. Work, |Leisure, |and |Retirement.

13. Making |It |in |Midlife: |The |Biopsychosocial |Challenges |of |Middle |Adulthood.




Part |IV: |LATE |ADULTHOOD.

14. The |Personal |Context |of |Later |Life: |Physical, |Cognitive, |and |Mental |Health |Issues.

15. Social |Aspects |of |Later |Life: |Psychosocial, |Retirement, |Relationship, |and |Societal |Issues.

16. The |Final |Passage: |Dying |and |Bereavement.



TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C. |CAVANAUGH

, TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C.
|

CAVANAUGH



1. The |scientific |study |of |human |development |can |best |be |described |as

*a. |multidisciplinary
b. focused |on |groups |rather |than |individuals
c. non-theoretical
d. emphasizing |stability |over |change



2. Which |term |does |not |belong |in |this |group?

a. experiential
b. nurture
c. environmental
*d. |hereditary



3. Dr. |Kim |takes |a |strong |nature |position |with |regard |to |the |origins |of |intellectual
|disabilities. |Therefore, |she |would |most |likely |hypothesize |that |her |son‘s


|intellectu |al |disability |(formally |known |as |mental |retardation) |is |due |to




a. |her |parenting |style
*b. |his |genes
c. |his |exposure |to |a |toxic |chemical |prior |to |birth
d. |his |exposure |to |Rubella |prior |to |birth



4. The |notion |that |development |is |best |described |in |terms |of |a |series |of |abrupt |s
|hifts |in |behavior |best |fits |with |the approach.




a. nature
b. nurture
c. continuity
*d. |discontinuity



5. Cleo, |a |director |of |a |daycare, |uses |terms |like |―pre-K,‖ |―K-3,‖ |and |the |―upper-ele
|mentary.‖ |These |ideas |are |most |compatible |with |a view.




TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C.

CAVANAUGH

, TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C.
|

CAVANAUGH



a. context-specificity
b. hereditary




TEST |BANK |FOR |HUMAN |DEVELOPMENT: |A |LIFE-SPAN |VIEW |8TH |EDITION |ROBERT |V. |KAIL |JOHN |C.

CAVANAUGH