Life Span Final (Jersey College) Study
Questions & Answers (2026/2027) |
Exam-Focused Revision Pack | A+
• body mass index (BMI) -✓✓a measure of the relationship of one's height to one's
weight, with one's height in kilograms divided by the square of her or his weight in
meters
• reaction time -✓✓the amount of time required to respond to a stimulus
• attention-deficit/ hyperactivity disorder (ADHD) -✓✓a disorder characterized by
excessive inattention, impulsiveness, and hyperactivity
• hyperactivity -✓✓excessive restlessness and overactivity; a characteristic of ADHD
• stimulants -✓✓drugs that increase the activity of the nervous system
• dyslexia -✓✓a reading disorder characterized by letter reversals, mirror reading, slow
reading, and reduced comprehension
• learning disabilities -✓✓disorders characterized by inadequate development of
specific academic, language, and speech skills
• True or False: Hyperactivity is caused by chemical food additives -✓✓False: It is not
true that hyperactivity is caused by food additives. This view was popular in the 1970s,
but researchers now generally agree that food coloring and preservatives do not cause
ADHD
• True or False: Stimulants are often used to treat children who are already hyperactive
-✓✓True: It is true that stimulants are often used to treat children who are already
hyperactive. The stimulants help children obtain cortical control over lower brain centers
(which may fire overactivity)
• mainstreaming -✓✓placing disabled children in classrooms with nondisabled children
• concrete operations -✓✓the third stage in Piaget's scheme, characterized by flexible,
reversible thought concerning tangible objects and events
• decentration -✓✓simultaneous focusing on more than one aspect or dimension of a
problem or situation
• transitivity -✓✓the principle that if A > B and B > C, then A > C
,• seriation -✓✓placing objects in an order or series according to a property or trait
• moral realism -✓✓the judgment of acts as moral when they conform to authority or to
the rules of the game
• objective morality -✓✓the perception of morality as objective, that is, as existing
outside the cognitive functioning of people
• immanent justice -✓✓the view that retribution for wrongdoing is a direct consequence
of the wrong-doing
• autonomous morality -✓✓the second stage in Piaget's cognitive-developmental theory
of moral development, in which children base moral judgments on the intentions of the
wrongdoer and on the amount of damage done
• Level I: Preconventional—Typically Begins in Early Childhood -✓✓Stage 1:
Judgments guided by obedience and the prospect of punishment (the consequences of
the behavior)
Stage 2: Naively egoistic, instrumental orientation (things are right when they satisfy
people's needs)
• Level II: Conventional—Typically Begins in Middle Childhood -✓✓Stage 3: Good-
boy/good-girl orientation (moral behavior helps others and is socially approved)
Stage 4: Law-and-order orientation (moral behavior is doing one's duty and showing
respect for authority)
• Level III: Postconventional—Typically Begins in Adolescence -✓✓Stage 5:
Contractual, legalistic orientation (one must weigh pressing human needs against
society's need to maintain social order)
Stage 6: Universal ethical principles orientation (people must follow universal ethical
principles and their own consciences, even if it means breaking the law)
• preconventional level -✓✓according to Kohlberg, a period during which moral
judgments are based largely on expectations of rewards or punishments
• conventional level -✓✓according to Kohlberg, a period during which moral judgments
largely reflect social rules and conventions
• postconventional level -✓✓according to Kohlberg, a period during which moral
judgments are derived from moral principles, and people look to themselves to set
moral standards
• sensory memory -✓✓the structure of memory first encountered by sensory input,
information is maintained in sensory memory for only a fraction of a second
, • sensory register -✓✓another term for sensory memory
• working memory -✓✓the structure of memory that can hold a sensory stimulus for up
to 30 seconds after the trace decays
• encode -✓✓to transform sensory input into a form that is more readily processed
• rehearsing -✓✓repeat—in this case, mentally
• long-term -✓✓memory the memory structure capable of relatively permanent storage
of information
• elaborative strategy -✓✓a method for increasing retention of new information by
relating it to well-known information
• metacognition -✓✓awareness of and control of one's cognitive abilities
• metamemory -✓✓knowledge of the functions and processes involved in one's storage
and retrieval of information
• intelligence -✓✓a general mental capability that involves the ability to reason, plan,
solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn
from experience
• achievement -✓✓that which is attained by one's efforts and presumed to be made
possible by one's abilities
• intelligence quotient (IQ) -✓✓(1) a ratio obtained by dividing a child's mental age on
an intelligence test by his or her chronological age
(2) a score on an intelligence test
• mental age (MA) -✓✓the intellectual level at which a child functions, based on the
typical performance of a child of a certain age
• chronological age (CA) -✓✓a person's age
• True or False: Two children can answer exactly the same items on an intelligence test
correctly, yet one can be above average in intelligence and the other below average -
✓✓True: It is true that two children can answer exactly the same items on an
intelligence test correctly, yet one can be above average in intelligence and the other
below average. The younger child would have the higher IQ score, because his or her
performance is compared to those of others in his or her age group
Questions & Answers (2026/2027) |
Exam-Focused Revision Pack | A+
• body mass index (BMI) -✓✓a measure of the relationship of one's height to one's
weight, with one's height in kilograms divided by the square of her or his weight in
meters
• reaction time -✓✓the amount of time required to respond to a stimulus
• attention-deficit/ hyperactivity disorder (ADHD) -✓✓a disorder characterized by
excessive inattention, impulsiveness, and hyperactivity
• hyperactivity -✓✓excessive restlessness and overactivity; a characteristic of ADHD
• stimulants -✓✓drugs that increase the activity of the nervous system
• dyslexia -✓✓a reading disorder characterized by letter reversals, mirror reading, slow
reading, and reduced comprehension
• learning disabilities -✓✓disorders characterized by inadequate development of
specific academic, language, and speech skills
• True or False: Hyperactivity is caused by chemical food additives -✓✓False: It is not
true that hyperactivity is caused by food additives. This view was popular in the 1970s,
but researchers now generally agree that food coloring and preservatives do not cause
ADHD
• True or False: Stimulants are often used to treat children who are already hyperactive
-✓✓True: It is true that stimulants are often used to treat children who are already
hyperactive. The stimulants help children obtain cortical control over lower brain centers
(which may fire overactivity)
• mainstreaming -✓✓placing disabled children in classrooms with nondisabled children
• concrete operations -✓✓the third stage in Piaget's scheme, characterized by flexible,
reversible thought concerning tangible objects and events
• decentration -✓✓simultaneous focusing on more than one aspect or dimension of a
problem or situation
• transitivity -✓✓the principle that if A > B and B > C, then A > C
,• seriation -✓✓placing objects in an order or series according to a property or trait
• moral realism -✓✓the judgment of acts as moral when they conform to authority or to
the rules of the game
• objective morality -✓✓the perception of morality as objective, that is, as existing
outside the cognitive functioning of people
• immanent justice -✓✓the view that retribution for wrongdoing is a direct consequence
of the wrong-doing
• autonomous morality -✓✓the second stage in Piaget's cognitive-developmental theory
of moral development, in which children base moral judgments on the intentions of the
wrongdoer and on the amount of damage done
• Level I: Preconventional—Typically Begins in Early Childhood -✓✓Stage 1:
Judgments guided by obedience and the prospect of punishment (the consequences of
the behavior)
Stage 2: Naively egoistic, instrumental orientation (things are right when they satisfy
people's needs)
• Level II: Conventional—Typically Begins in Middle Childhood -✓✓Stage 3: Good-
boy/good-girl orientation (moral behavior helps others and is socially approved)
Stage 4: Law-and-order orientation (moral behavior is doing one's duty and showing
respect for authority)
• Level III: Postconventional—Typically Begins in Adolescence -✓✓Stage 5:
Contractual, legalistic orientation (one must weigh pressing human needs against
society's need to maintain social order)
Stage 6: Universal ethical principles orientation (people must follow universal ethical
principles and their own consciences, even if it means breaking the law)
• preconventional level -✓✓according to Kohlberg, a period during which moral
judgments are based largely on expectations of rewards or punishments
• conventional level -✓✓according to Kohlberg, a period during which moral judgments
largely reflect social rules and conventions
• postconventional level -✓✓according to Kohlberg, a period during which moral
judgments are derived from moral principles, and people look to themselves to set
moral standards
• sensory memory -✓✓the structure of memory first encountered by sensory input,
information is maintained in sensory memory for only a fraction of a second
, • sensory register -✓✓another term for sensory memory
• working memory -✓✓the structure of memory that can hold a sensory stimulus for up
to 30 seconds after the trace decays
• encode -✓✓to transform sensory input into a form that is more readily processed
• rehearsing -✓✓repeat—in this case, mentally
• long-term -✓✓memory the memory structure capable of relatively permanent storage
of information
• elaborative strategy -✓✓a method for increasing retention of new information by
relating it to well-known information
• metacognition -✓✓awareness of and control of one's cognitive abilities
• metamemory -✓✓knowledge of the functions and processes involved in one's storage
and retrieval of information
• intelligence -✓✓a general mental capability that involves the ability to reason, plan,
solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn
from experience
• achievement -✓✓that which is attained by one's efforts and presumed to be made
possible by one's abilities
• intelligence quotient (IQ) -✓✓(1) a ratio obtained by dividing a child's mental age on
an intelligence test by his or her chronological age
(2) a score on an intelligence test
• mental age (MA) -✓✓the intellectual level at which a child functions, based on the
typical performance of a child of a certain age
• chronological age (CA) -✓✓a person's age
• True or False: Two children can answer exactly the same items on an intelligence test
correctly, yet one can be above average in intelligence and the other below average -
✓✓True: It is true that two children can answer exactly the same items on an
intelligence test correctly, yet one can be above average in intelligence and the other
below average. The younger child would have the higher IQ score, because his or her
performance is compared to those of others in his or her age group
