Test Bank for A Topical Approach to Lifespan Development
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11th Edition By John Santrock. All chapters 17 are included
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, 1
Student:w #
1. Life-span development covers the period from
w# w# w# w# w# to .
A. birth; middle adulthood w# w#
B. birth; old2age w#
C. conception; early adulthood w# w#
D. conception; death w#
2. Which of the following gives the BEST description of how li
w# w# w# w# w# w# w# w# w# w#
fe- span psychologistsdescribe "development"?
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A. growth and decline in skills and processes
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B. growth and decline in skills and processes from birth to adolescence
w# w# w# w# w# w# w# w# w# w#
C. growth in skills and processes w# w# w# w#
D. decline in skills and processes w# w# w# w#
3. Life-
span development is the study of human2development from conception to death. Historically,howe
w# w# w# w# w# w# w# w# w# w# w# w
ver, most of the focus has been on which age2group?
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A. children and adolescents w# w#
B. young adults w#
C. middle-aged adults w#
D. the elderly w#
4. The upper boundary of the human lifespan
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is years.A. 105
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B. 117
w#
C. 122
w#
D. 131
w#
5. Although the maximum life span of humans has not changed, during the twentieth century, l
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ifee xpectancy
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A. in the U.S. has increased by 15 years.
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B. in the world has increased by 15 years.
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C. in the U.S. has increased by 30 years.
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D. in the world has increased by 30 years.
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6. According to2life-span development expert Paul Baltes, which age period dominates development?
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A. infancy–childhood
B. adolescence–early adulthood w#
C. middle-aged to late adulthood w# w# w#
D. No single age group dominates development.
w# w# w# w# w#
7. Diana feels that2her human development course overemphasizes the changes that occur from birth
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to a dolescence and disregards the developmental issues of adulthood. Which developmental persp
w# w# w# w# w# w# w# w# w# w# w# w#
ectivew ould address her concerns?
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A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
w# w# w# w# w# w# w#
span approach in2a Human Development course, whereasothers want to keep the2traditional developm
w# w# w# w# w# w# w# w# w# w# w#
e ntal approach. They disagree about
w# w# w# w# w#
A. the plasticity of development.
w# w# w#
B. the multidimensional nature of development.
w# w# w# w#
C. whether development is lifelong. w# w# w#
D. whether development is multidirectional.
w# w# w#
9. Baltes describes development as multidirectional. What does this mean?
w# w# w# w# w# w# w# w#
A. Development is not dominated by any single age period. w# w# w# w# w# w# w# w#
B. Development consists of biological, cognitive, and socioemotional dimensions.
w# w# w# w# w# w# w#
C. Development is characterized by both growth and decline. w# w# w# w# w# w# w#
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
w# w# w# w# w# w# w# w# w# w# w#
. unlocking2the mysteries of development.
w# w# w# w#
10. Kathy believes that life-
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span development cannot be studied without2considering biological, social, andcognitive aspects. Kat
w# w# w# w# w# w# w# w# w# w#
hy believes that development is
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A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
w# w# w# w# w# w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the l
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ife- span perspective ondevelopment?
w# w# w#
A. lifelong and multidirectional w# w#
B. multidimensional and plastic w# w#
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly
w# w# w# w# w# w# w# w# w# w# w# w# w#
onc ognitive2speed tests. This is an example of how development is
w# w# w# w# w# w# w# w# w# w#
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, where
w# w# w# w# w# w# w# w# w# w#
ase xperiential wisdom increases with age. This is an example of how development is
w# w# w# w# w# w# w# w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
w# w# w# w# w# w# w# w# w# w# w#
A. Reasoning ability is biologically finite and cannot be improved through retraining.
w# w# w# w# w# w# w# w# w# w#
B. Parents in the United2States are more likely to rear their children to be independent than parent
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
s inJ apan.
w# w#
C. Older adults call on experience to2guide their decision2making.
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D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
w# w# w# w# w# w# w# w# w# w# w# w#
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. T
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
hisis an illustration of how development is
w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- w# w# w#
graded influences, and nonnormative life events are2all ways in which development can be classified as
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the2Great2Depression. This is an example of a
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. nonnormative life2event. w#
B. normative history-graded influence. w# w#
C. normative age-graded influence. w# w#
D. nonnormative age-graded influence. w# w#
19. The fact that I use e-
w# w# w# w# w#
mail virtually every day and my mother has never sent or received an e-
w# w# w# w# w# w# w# w# w# w# w# w# w#
mail is anexample of a difference in
w# w# w# w# w# w# w#
A. normative history-graded influences. w# w#
B. nonnormative life events. w# w#
C. normative age-graded influences. w# w#
D. nonnormative age-graded influence. w# w#
20. Biological processes such as puberty and menopause are
w# w# w# w# w# w# w#
A. nonnormative life2events. w#
B. normative age-graded influences. w# w#
C. normative history-graded influences. w# w#
D. normative contextual influences. w# w#
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. nonnormative life2event. w#
B. normative age-graded influence. w# w#
C. normative history-graded influence. w# w#
D. normative contextual influence. w# w#
22. Lauro is 83 years old. Much of his development will now focus on
w# w# w# w# w# w# w# w# w# w# w# w#
A. growth and maintenance. w# w#
B. maintenance and regulation of loss. w# w# w# w#
C. regulation of loss. w# w#
D. growth and regulation of loss. w# w# w# w#
23. Contemporary concerns in life-span development perspective include
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A. health and well-being issues. w# w# w#
B. parenting and education issues. w# w# w#
C. sociocultural, ethnicity, gender, and policy issues. w# w# w# w# w#
D. All of these answers are2correct.
w# w# w# w#
24. Of special consideration for social policy intervention2are children who grow up
w# w# w# w# w# w# w# w# w# w#
A. in poverty. w#
B. in single-parent homes.
w# w#
C. addicted to heroin. w# w#
D. as part2of a minority group.
w# w# w# w#
w# w# w# w# w# w# w# w#
11th Edition By John Santrock. All chapters 17 are included
w# w# w# w# w# w# w# w# w# w#2
, 1
Student:w #
1. Life-span development covers the period from
w# w# w# w# w# to .
A. birth; middle adulthood w# w#
B. birth; old2age w#
C. conception; early adulthood w# w#
D. conception; death w#
2. Which of the following gives the BEST description of how li
w# w# w# w# w# w# w# w# w# w#
fe- span psychologistsdescribe "development"?
w# w# w#
A. growth and decline in skills and processes
w# w# w# w# w# w#
B. growth and decline in skills and processes from birth to adolescence
w# w# w# w# w# w# w# w# w# w#
C. growth in skills and processes w# w# w# w#
D. decline in skills and processes w# w# w# w#
3. Life-
span development is the study of human2development from conception to death. Historically,howe
w# w# w# w# w# w# w# w# w# w# w# w
ver, most of the focus has been on which age2group?
# w# w# w# w# w# w# w# w# w#
A. children and adolescents w# w#
B. young adults w#
C. middle-aged adults w#
D. the elderly w#
4. The upper boundary of the human lifespan
w# w# w# w# w# w# w#
is years.A. 105
w# w#
B. 117
w#
C. 122
w#
D. 131
w#
5. Although the maximum life span of humans has not changed, during the twentieth century, l
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
ifee xpectancy
w#
A. in the U.S. has increased by 15 years.
w# w# w# w# w# w# w#
B. in the world has increased by 15 years.
w# w# w# w# w# w# w#
C. in the U.S. has increased by 30 years.
w# w# w# w# w# w# w#
D. in the world has increased by 30 years.
w# w# w# w# w# w# w#
6. According to2life-span development expert Paul Baltes, which age period dominates development?
w# w# w# w# w# w# w# w# w# w#
A. infancy–childhood
B. adolescence–early adulthood w#
C. middle-aged to late adulthood w# w# w#
D. No single age group dominates development.
w# w# w# w# w#
7. Diana feels that2her human development course overemphasizes the changes that occur from birth
w# w# w# w# w# w# w# w# w# w# w# w# w#
to a dolescence and disregards the developmental issues of adulthood. Which developmental persp
w# w# w# w# w# w# w# w# w# w# w# w#
ectivew ould address her concerns?
w# w# w# w#
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
w# w# w# w# w# w# w#
span approach in2a Human Development course, whereasothers want to keep the2traditional developm
w# w# w# w# w# w# w# w# w# w# w#
e ntal approach. They disagree about
w# w# w# w# w#
A. the plasticity of development.
w# w# w#
B. the multidimensional nature of development.
w# w# w# w#
C. whether development is lifelong. w# w# w#
D. whether development is multidirectional.
w# w# w#
9. Baltes describes development as multidirectional. What does this mean?
w# w# w# w# w# w# w# w#
A. Development is not dominated by any single age period. w# w# w# w# w# w# w# w#
B. Development consists of biological, cognitive, and socioemotional dimensions.
w# w# w# w# w# w# w#
C. Development is characterized by both growth and decline. w# w# w# w# w# w# w#
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
w# w# w# w# w# w# w# w# w# w# w#
. unlocking2the mysteries of development.
w# w# w# w#
10. Kathy believes that life-
w# w# w#
span development cannot be studied without2considering biological, social, andcognitive aspects. Kat
w# w# w# w# w# w# w# w# w# w#
hy believes that development is
w# w# w# w#
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
w# w# w# w# w# w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the l
w# w# w# w# w# w# w# w# w# w# w# w# w#
ife- span perspective ondevelopment?
w# w# w#
A. lifelong and multidirectional w# w#
B. multidimensional and plastic w# w#
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly
w# w# w# w# w# w# w# w# w# w# w# w# w#
onc ognitive2speed tests. This is an example of how development is
w# w# w# w# w# w# w# w# w# w#
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, where
w# w# w# w# w# w# w# w# w# w#
ase xperiential wisdom increases with age. This is an example of how development is
w# w# w# w# w# w# w# w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
w# w# w# w# w# w# w# w# w# w# w#
A. Reasoning ability is biologically finite and cannot be improved through retraining.
w# w# w# w# w# w# w# w# w# w#
B. Parents in the United2States are more likely to rear their children to be independent than parent
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
s inJ apan.
w# w#
C. Older adults call on experience to2guide their decision2making.
w# w# w# w# w# w# w#
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
w# w# w# w# w# w# w# w# w# w# w# w#
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. T
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
hisis an illustration of how development is
w# w# w# w# w# w#
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- w# w# w#
graded influences, and nonnormative life events are2all ways in which development can be classified as
w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the2Great2Depression. This is an example of a
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. nonnormative life2event. w#
B. normative history-graded influence. w# w#
C. normative age-graded influence. w# w#
D. nonnormative age-graded influence. w# w#
19. The fact that I use e-
w# w# w# w# w#
mail virtually every day and my mother has never sent or received an e-
w# w# w# w# w# w# w# w# w# w# w# w# w#
mail is anexample of a difference in
w# w# w# w# w# w# w#
A. normative history-graded influences. w# w#
B. nonnormative life events. w# w#
C. normative age-graded influences. w# w#
D. nonnormative age-graded influence. w# w#
20. Biological processes such as puberty and menopause are
w# w# w# w# w# w# w#
A. nonnormative life2events. w#
B. normative age-graded influences. w# w#
C. normative history-graded influences. w# w#
D. normative contextual influences. w# w#
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
w# w# w# w# w# w# w# w# w# w# w# w# w# w# w#
A. nonnormative life2event. w#
B. normative age-graded influence. w# w#
C. normative history-graded influence. w# w#
D. normative contextual influence. w# w#
22. Lauro is 83 years old. Much of his development will now focus on
w# w# w# w# w# w# w# w# w# w# w# w#
A. growth and maintenance. w# w#
B. maintenance and regulation of loss. w# w# w# w#
C. regulation of loss. w# w#
D. growth and regulation of loss. w# w# w# w#
23. Contemporary concerns in life-span development perspective include
w# w# w# w# w# w#
A. health and well-being issues. w# w# w#
B. parenting and education issues. w# w# w#
C. sociocultural, ethnicity, gender, and policy issues. w# w# w# w# w#
D. All of these answers are2correct.
w# w# w# w#
24. Of special consideration for social policy intervention2are children who grow up
w# w# w# w# w# w# w# w# w# w#
A. in poverty. w#
B. in single-parent homes.
w# w#
C. addicted to heroin. w# w#
D. as part2of a minority group.
w# w# w# w#
