TEST BANK FOR:
Human Development: A Life-Span View 8th
Edition
By Robert Kail Latest Update.
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
ISBN-13: 9781337554831
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.
,1. THE SCIENTIFIC STUDY OF HUMAN DEVELOPMENT CAN BEST BE DESCRIBED AS
ANS 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
ANS 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
ANS 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
ANS 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.
a. CONTEXT-SPECIFICITY
b. HEREDITARY
, c. CONTINUITY
ANS D. DISCONTINUITY
6. DR. FLETCHER IS ATTEMPTING TO DETERMINE WHETHER ADULT CRIMINALS WERE
RULE-BREAK ERS THROUGHOUT THEIR CHILDHOOD OR WHETHER THEY SUDDENLY
TURNED TO A LIFE OF CRIME. HER RESEARCH IS MOST CONCERNED WITH WHICH
ISSUE OF HUMAN DEVELOPMENT?
a. NATURE VERSUS NURTURE
b. UNIVERSAL VERSUS CONTEXT-SPECIFIC DEVELOPMENT
c. BIOLOGICAL VERSUS SOCIOCULTURAL FORCES
ANS D. CONTINUITY VERSUS DISCONTINUITY
7. MUSTAFA IS INTERESTED IN DETERMINING WHETHER CHILDREN DEVELOP
VIRTUALLY THE SA ME WAY IN ALGERIA AS THEY DO IN OTHER PARTS OF THE
WORLD. MUSTAFA’S RESEARCH DEALS PRIMARILY WITH THE ISSUE OF HUMAN
DEVELOPMENT.
A. PSYCHOLOGICAL VERSUS BIOLOGICAL FORCES
ANS B. UNIVERSAL VERSUS CONTEXT-SPECIFIC DEVELOPMENT
C. NATURE VERSUS NURTURE
D. CONTINUITY VERSUS DISCONTINUITY
8. WHEN CLARISSE SAYS, “IT DOESN’T MATTER IF THEY ARE FRENCH, SWEDISH, OR
CHINESE,
KIDS ARE KIDS,” SHE IS ESPOUSING A POSITION CONCERNING HUMAN
DEVELOPMENT.
A. DISCONTINUOUS
ANS B. UNIVERSAL
C. NURTURE
D. CONTEXT-SPECIFIC
9. VIVIANA NOTICES THAT CHILDREN SEEM TO MATURE SOCIALLY MUCH FASTER
IN COSTA RIC A THAN IN THE CANADA. VIVIANA IS MOST LIKELY TO SUPPORT A
POSITION REGARDING H UMAN DEVELOPMENT.
a. NATURE
b. DISCONTINUOUS
ANS C. CONTEXT-SPECIFIC
Human Development: A Life-Span View 8th
Edition
By Robert Kail Latest Update.
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
ISBN-13: 9781337554831
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.
,1. THE SCIENTIFIC STUDY OF HUMAN DEVELOPMENT CAN BEST BE DESCRIBED AS
ANS 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
ANS 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
ANS 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
ANS 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.
a. CONTEXT-SPECIFICITY
b. HEREDITARY
, c. CONTINUITY
ANS D. DISCONTINUITY
6. DR. FLETCHER IS ATTEMPTING TO DETERMINE WHETHER ADULT CRIMINALS WERE
RULE-BREAK ERS THROUGHOUT THEIR CHILDHOOD OR WHETHER THEY SUDDENLY
TURNED TO A LIFE OF CRIME. HER RESEARCH IS MOST CONCERNED WITH WHICH
ISSUE OF HUMAN DEVELOPMENT?
a. NATURE VERSUS NURTURE
b. UNIVERSAL VERSUS CONTEXT-SPECIFIC DEVELOPMENT
c. BIOLOGICAL VERSUS SOCIOCULTURAL FORCES
ANS D. CONTINUITY VERSUS DISCONTINUITY
7. MUSTAFA IS INTERESTED IN DETERMINING WHETHER CHILDREN DEVELOP
VIRTUALLY THE SA ME WAY IN ALGERIA AS THEY DO IN OTHER PARTS OF THE
WORLD. MUSTAFA’S RESEARCH DEALS PRIMARILY WITH THE ISSUE OF HUMAN
DEVELOPMENT.
A. PSYCHOLOGICAL VERSUS BIOLOGICAL FORCES
ANS B. UNIVERSAL VERSUS CONTEXT-SPECIFIC DEVELOPMENT
C. NATURE VERSUS NURTURE
D. CONTINUITY VERSUS DISCONTINUITY
8. WHEN CLARISSE SAYS, “IT DOESN’T MATTER IF THEY ARE FRENCH, SWEDISH, OR
CHINESE,
KIDS ARE KIDS,” SHE IS ESPOUSING A POSITION CONCERNING HUMAN
DEVELOPMENT.
A. DISCONTINUOUS
ANS B. UNIVERSAL
C. NURTURE
D. CONTEXT-SPECIFIC
9. VIVIANA NOTICES THAT CHILDREN SEEM TO MATURE SOCIALLY MUCH FASTER
IN COSTA RIC A THAN IN THE CANADA. VIVIANA IS MOST LIKELY TO SUPPORT A
POSITION REGARDING H UMAN DEVELOPMENT.
a. NATURE
b. DISCONTINUOUS
ANS C. CONTEXT-SPECIFIC
