Test Bank for A Topical Approach to Lifespan Development 11th Edition By John Santrock|Complete ISBN: 9781265179380

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LifespanDevelopment11thEditionBy John
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Development11thEditionByJohnSantrock
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, 1
Student: q.




1. Life-span development coversthe period from q. q. q. q. q. to .
A. birth;middleadulthood q. q.




B. birth;old age q. q.




C. conception;early adulthood q. q.




D. conception;death q.




2. Whichofthefollowing gives theBEST description of howlife-span psychologists
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describe "development"?
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A. growth and decline in skillsand processes q. q. q. q. q. q.




B. growth and decline in skills and processes from birth to adolescence
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C. growth in skillsand processes q. q. q. q.




D. decline in skillsand processes q. q. q. q.




3. Life-span development is thestudyof humandevelopment from conception to death. Historically,
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however, most of the focus has been on which age group?
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A. children and adolescents q. q.




B. young adults q.




C. middle-aged adults q.




D. the elderly q.




4. The upper boundary ofthe human lifespan is
q. q. q. q. q. q. q. years.
A. 105
B. 117
C. 122
D. 131
5. Although themaximum lifespan ofhumans has notchanged, during thetwentieth century, life
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expectancy
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A. inthe U.S. has increased by 15 years.
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B. inthe world has increased by 15 years.
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C. inthe U.S. has increased by30 years.
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D. inthe world has increased by 30 years.
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6. Accordingto life-span development expert Paul Baltes,which age period dominates development?
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A. infancy–childhood
B. adolescence–earlyadulthood q.




C. middle-aged tolate adulthood q. q. q.




D. No single age group dominates development.
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7. Diana feels that her human development course overemphasizes the changes that occur from birth to
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adolescence anddisregards thedevelopmentalissues ofadulthood.Whichdevelopmental perspective
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would address her concerns?
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A. traditional
B. life-span
C. ethological
D. ecological

, 8. Someprofessors want toteach about the life-span approach ina Human Development course, whereas others
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want to keep the traditional developmental approach. They disagree about
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A. the plasticityof development. q. q. q.




B. themultidimensional nature of development.
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C. whetherdevelopment is lifelong. q. q. q.




D. whetherdevelopment ismultidirectional. q. q. q.




9. Baltesdescribes development asmultidirectional. What does thismean?
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A. Development is not dominated byany single age period. q. q. q. q. q. q. q. q.




B. Developmentconsists ofbiological,cognitive, and socioemotional dimensions. q. q. q. q. q. q. q.




C. Development ischaracterizedby both growth and decline. q. q. q. q. q. q. q.




DDevelopmentneedspsychologists, sociologists, biologists, and neuroscientiststo work together in
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. unlockingthe mysteries of development.
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10. Kathybelieves thatlife-span development cannot be studiedwithoutconsidering biological, social, and
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cognitive aspects. Kathy believes that development is
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A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly studythedevelopment of adulthood.Thisimpliesthat development is q. q. q. q. q. q. q. q. q. q. q.




A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which ofthe following isNOT oneof Paul Baltes' eight characteristics ofthe life-span perspectiveon
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development?
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A. lifelongand multidirectional q. q.




B. multidimensionaland plastic q. q.




C. contextual
D. unidirectional
13. Manyolderadultsbecome wiser bycallingon experientialknowledge, yet theyperform poorlyon
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cognitive speed tests. This is an example of how development is
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A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which ofthe following is an example of howdevelopment is contextual?
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A. Reasoning abilityisbiologicallyfinite and cannot be improved through retraining. q. q. q. q. q. q. q. q. q. q.




B. Parents in theUnited States are morelikely to rear their children to be independent than parents in Japan.
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C. Olderadultscall on experience to guide their decision making.q. q. q. q. q. q. q. q. q.




D. Intelligencemay be studiedbylookingat genetics, anthropology, sociology, and other disciplines. q. q. q. q. q. q. q. q. q. q. q. q.




15. Thecapacityfor acquiring second andthirdlanguages decreases after earlychildhood, whereas
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experiential wisdom increases with age. This is an example of how development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.