, TEST .,BANK .,FOR .,HUMAN .,DEVELOPMENT: .,A .,LIFE-SPAN .,VIEW .,8TH .,EDITION .,ROBERT .,V. .,KAIL .,JOHN .,C.
.,CAVANAUGH . , ISBN-10: .,1337554839
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
*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.
a. context-specificity
b. hereditary
, c. continuity
*d. .,discontinuity
6. Dr. .,Fletcher .,is .,attempting .,to .,determine .,whether .,adult .,criminals .,were .,rule-breakers
.,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
*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
*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
*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 .,human
.,development.
a. nature
b. discontinuous
*c. .,context-specific
.,CAVANAUGH . , ISBN-10: .,1337554839
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
*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.
a. context-specificity
b. hereditary
, c. continuity
*d. .,discontinuity
6. Dr. .,Fletcher .,is .,attempting .,to .,determine .,whether .,adult .,criminals .,were .,rule-breakers
.,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
*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
*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
*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 .,human
.,development.
a. nature
b. discontinuous
*c. .,context-specific
