Test Bank for A Topical Approach to Lifespan Development
11th Edition By John Santrock. All chapters 17 are included BR
, 1
Student: BRBR
1. Life-span development covers the period from
BR BR BR BR BR to .
A. birth; middle adulthood BR BR
B. birth; old age BR BR
C. conception; early adulthood BR BR
D. conception; death BR
2. Which of the following gives the BEST description of how life-
BR BR BR BR BR BR BR BR BR BR
span psychologistsdescribe "development"?
BR B
R BR
A. growth and decline in skills and processes
BR BR BR BR BR BR
B. growth and decline in skills and processes from birth to adolescence
BR BR BR BR BR BR BR BR BR BR
C. growth in skills and processes BR BR BR BR
D. decline in skills and processes BR BR BR BR
3. Life-
span development is the study of human development from conception to death. Historically, ho
BR BR BR BR BR BR BR BR BR BR BR BR B
R
wever, most of the focus has been on which age group?
BR BR BR BR BR BR BR BR BR BR
A. children and adolescents BR BR
B. young adults BR
C. middle-aged adults BR
D. the elderly BR
4. The upper boundary of the human lifespan is
BR BR BR BR BR BR BR
years. A. 105 B
R B R
B. 117
B R
C. 122
B R
D. 131
B R
5. Although the maximum life span of humans has not changed, during the twentieth century,
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
lifeexpectancy
B
R
A. in the U.S. has increased by 15 years.
BR BR BR BR BR BR BR
B. in the world has increased by 15 years.
BR BR BR BR BR BR BR
C. in the U.S. has increased by 30 years.
BR BR BR BR BR BR BR
D. in the world has increased by 30 years.
BR BR BR BR BR BR BR
6. According to life-span development expert Paul Baltes, which age period dominates development?
BR BR BR BR BR BR BR BR BR BR BR
A. infancy–childhood
B. adolescence–early adulthood BR
C. middle-aged to late adulthood BR BR BR
D. No single age group dominates development.
BR BR BR BR BR
7. Diana feels that her human development course overemphasizes the changes that occur from birth
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
to adolescence and disregards the developmental issues of adulthood. Which developmental perspe
BR BR BR BR BR BR BR BR BR BR BR
ctivewould address her concerns?
B
R BR BR BR
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
BR BR BR BR BR BR BR
span approach in a Human Development course, whereasothers want to keep the traditional develo
BR BR BR BR BR BR BR B
R BR BR BR BR BR BR
pmental approach. They disagree about
BR BR BR BR
A. the plasticity of development.
BR BR BR
B. the multidimensional nature of development.
BR BR BR BR
C. whether development is lifelong. BR BR BR
D. whether development is multidirectional. BR BR BR
9. Baltes describes development as multidirectional. What does this mean?
BR BR BR BR BR BR BR BR
A. Development is not dominated by any single age period. BR BR BR BR BR BR BR BR
B. Development consists of biological, cognitive, and socioemotional dimensions.
BR BR BR BR BR BR BR
C. Development is characterized by both growth and decline. BR BR BR BR BR BR BR
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
BR BR BR BR BR BR BR BR BR BR BR
. unlocking the mysteries of development.
B R BR BR BR BR
10. Kathy believes that life-
BR BR BR
span development cannot be studied without considering biological, social, andcognitive aspects. Ka
BR BR BR BR BR BR BR BR BR B
R BR BR
thy believes that development is
BR BR BR BR
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
BR BR BR BR BR BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
span perspective ondevelopment?
BR BR B
R
A. lifelong and multidirectional BR BR
B. multidimensional and plastic BR BR
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly
BR BR BR BR BR BR BR BR BR BR BR BR BR B
oncognitive speed tests. This is an example of how development is
R B
R BR BR BR BR BR BR BR BR BR BR
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second and third languages decreases after early childhood, wher
BR BR BR BR BR BR BR BR BR BR BR BR
easexperiential wisdom increases with age. This is an example of how development is
B
R BR BR BR BR BR BR BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
BR BR BR BR BR BR BR BR BR BR BR
A. Reasoning ability is biologically finite and cannot be improved through retraining.
BR BR BR BR BR BR BR BR BR BR
B. Parents in the United States are more likely to rear their children to be independent than parent
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
s inJapan. BR B
R
C. Older adults call on experience to guide their decision making.
BR BR BR BR BR BR BR BR BR
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
BR BR BR BR BR BR BR BR BR BR BR BR
, 16. In the United States, most individuals begin school around age 5, whereas in Australia they start at 3.
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
Thisis an illustration of how development is
B
R BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative age-graded influences, normative history-
BR BR BR BR
graded influences, and nonnormative life events areall ways in which development can be classified a
BR BR BR BR BR BR B
R BR BR BR BR BR BR BR BR
s
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the Great Depression. This is an example of a
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
A. nonnormative life event. BR BR
B. normative history-graded influence. BR BR
C. normative age-graded influence. BR BR
D. nonnormative age-graded influence. BR BR
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
mail is anexample of a difference in
BR BR B
R BR BR BR BR
A. normative history-graded influences. BR BR
B. nonnormative life events. BR BR
C. normative age-graded influences. BR BR
D. nonnormative age-graded influence. BR BR
20. Biological processes such as puberty and menopause are
BR BR BR BR BR BR BR
A. nonnormative life events. BR BR
B. normative age-graded influences. BR BR
C. normative history-graded influences. BR BR
D. normative contextual influences. BR BR
21. Neleh was on a popular reality TV show and got widespread exposure. This is an example of a
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
A. nonnormative life event. BR BR
B. normative age-graded influence. BR BR
C. normative history-graded influence. BR BR
D. normative contextual influence. BR BR
22. Lauro is 83 years old. Much of his development will now focus on
BR BR BR BR BR BR BR BR BR BR BR BR
A. growth and maintenance. BR BR
B. maintenance and regulation of loss. BR BR BR BR
C. regulation of loss. BR BR
D. growth and regulation of loss. BR BR BR BR
23. Contemporary concerns in life-span development perspective include
BR BR BR BR BR BR
A. health and well-being issues. BR BR BR
B. parenting and education issues. BR BR BR
C. sociocultural, ethnicity, gender, and policy issues. BR BR BR BR BR
D. All of these answers are correct.
BR BR BR BR BR
24. Of special consideration for social policy intervention are children who grow up
BR BR BR BR BR BR BR BR BR BR BR
A. in poverty. BR
B. in single-parent homes.
BR BR
C. addicted to heroin. BR BR
D. as part of a minority group.
BR BR BR BR BR
11th Edition By John Santrock. All chapters 17 are included BR
, 1
Student: BRBR
1. Life-span development covers the period from
BR BR BR BR BR to .
A. birth; middle adulthood BR BR
B. birth; old age BR BR
C. conception; early adulthood BR BR
D. conception; death BR
2. Which of the following gives the BEST description of how life-
BR BR BR BR BR BR BR BR BR BR
span psychologistsdescribe "development"?
BR B
R BR
A. growth and decline in skills and processes
BR BR BR BR BR BR
B. growth and decline in skills and processes from birth to adolescence
BR BR BR BR BR BR BR BR BR BR
C. growth in skills and processes BR BR BR BR
D. decline in skills and processes BR BR BR BR
3. Life-
span development is the study of human development from conception to death. Historically, ho
BR BR BR BR BR BR BR BR BR BR BR BR B
R
wever, most of the focus has been on which age group?
BR BR BR BR BR BR BR BR BR BR
A. children and adolescents BR BR
B. young adults BR
C. middle-aged adults BR
D. the elderly BR
4. The upper boundary of the human lifespan is
BR BR BR BR BR BR BR
years. A. 105 B
R B R
B. 117
B R
C. 122
B R
D. 131
B R
5. Although the maximum life span of humans has not changed, during the twentieth century,
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
lifeexpectancy
B
R
A. in the U.S. has increased by 15 years.
BR BR BR BR BR BR BR
B. in the world has increased by 15 years.
BR BR BR BR BR BR BR
C. in the U.S. has increased by 30 years.
BR BR BR BR BR BR BR
D. in the world has increased by 30 years.
BR BR BR BR BR BR BR
6. According to life-span development expert Paul Baltes, which age period dominates development?
BR BR BR BR BR BR BR BR BR BR BR
A. infancy–childhood
B. adolescence–early adulthood BR
C. middle-aged to late adulthood BR BR BR
D. No single age group dominates development.
BR BR BR BR BR
7. Diana feels that her human development course overemphasizes the changes that occur from birth
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
to adolescence and disregards the developmental issues of adulthood. Which developmental perspe
BR BR BR BR BR BR BR BR BR BR BR
ctivewould address her concerns?
B
R BR BR BR
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
BR BR BR BR BR BR BR
span approach in a Human Development course, whereasothers want to keep the traditional develo
BR BR BR BR BR BR BR B
R BR BR BR BR BR BR
pmental approach. They disagree about
BR BR BR BR
A. the plasticity of development.
BR BR BR
B. the multidimensional nature of development.
BR BR BR BR
C. whether development is lifelong. BR BR BR
D. whether development is multidirectional. BR BR BR
9. Baltes describes development as multidirectional. What does this mean?
BR BR BR BR BR BR BR BR
A. Development is not dominated by any single age period. BR BR BR BR BR BR BR BR
B. Development consists of biological, cognitive, and socioemotional dimensions.
BR BR BR BR BR BR BR
C. Development is characterized by both growth and decline. BR BR BR BR BR BR BR
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
BR BR BR BR BR BR BR BR BR BR BR
. unlocking the mysteries of development.
B R BR BR BR BR
10. Kathy believes that life-
BR BR BR
span development cannot be studied without considering biological, social, andcognitive aspects. Ka
BR BR BR BR BR BR BR BR BR B
R BR BR
thy believes that development is
BR BR BR BR
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
BR BR BR BR BR BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-
BR BR BR BR BR BR BR BR BR BR BR BR BR BR
span perspective ondevelopment?
BR BR B
R
A. lifelong and multidirectional BR BR
B. multidimensional and plastic BR BR
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly
BR BR BR BR BR BR BR BR BR BR BR BR BR B
oncognitive speed tests. This is an example of how development is
R B
R BR BR BR BR BR BR BR BR BR BR
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second and third languages decreases after early childhood, wher
BR BR BR BR BR BR BR BR BR BR BR BR
easexperiential wisdom increases with age. This is an example of how development is
B
R BR BR BR BR BR BR BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
BR BR BR BR BR BR BR BR BR BR BR
A. Reasoning ability is biologically finite and cannot be improved through retraining.
BR BR BR BR BR BR BR BR BR BR
B. Parents in the United States are more likely to rear their children to be independent than parent
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
s inJapan. BR B
R
C. Older adults call on experience to guide their decision making.
BR BR BR BR BR BR BR BR BR
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
BR BR BR BR BR BR BR BR BR BR BR BR
, 16. In the United States, most individuals begin school around age 5, whereas in Australia they start at 3.
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
Thisis an illustration of how development is
B
R BR BR BR BR BR BR
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative age-graded influences, normative history-
BR BR BR BR
graded influences, and nonnormative life events areall ways in which development can be classified a
BR BR BR BR BR BR B
R BR BR BR BR BR BR BR BR
s
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the Great Depression. This is an example of a
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
A. nonnormative life event. BR BR
B. normative history-graded influence. BR BR
C. normative age-graded influence. BR BR
D. nonnormative age-graded influence. BR BR
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
mail is anexample of a difference in
BR BR B
R BR BR BR BR
A. normative history-graded influences. BR BR
B. nonnormative life events. BR BR
C. normative age-graded influences. BR BR
D. nonnormative age-graded influence. BR BR
20. Biological processes such as puberty and menopause are
BR BR BR BR BR BR BR
A. nonnormative life events. BR BR
B. normative age-graded influences. BR BR
C. normative history-graded influences. BR BR
D. normative contextual influences. BR BR
21. Neleh was on a popular reality TV show and got widespread exposure. This is an example of a
BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR BR
A. nonnormative life event. BR BR
B. normative age-graded influence. BR BR
C. normative history-graded influence. BR BR
D. normative contextual influence. BR BR
22. Lauro is 83 years old. Much of his development will now focus on
BR BR BR BR BR BR BR BR BR BR BR BR
A. growth and maintenance. BR BR
B. maintenance and regulation of loss. BR BR BR BR
C. regulation of loss. BR BR
D. growth and regulation of loss. BR BR BR BR
23. Contemporary concerns in life-span development perspective include
BR BR BR BR BR BR
A. health and well-being issues. BR BR BR
B. parenting and education issues. BR BR BR
C. sociocultural, ethnicity, gender, and policy issues. BR BR BR BR BR
D. All of these answers are correct.
BR BR BR BR BR
24. Of special consideration for social policy intervention are children who grow up
BR BR BR BR BR BR BR BR BR BR BR
A. in poverty. BR
B. in single-parent homes.
BR BR
C. addicted to heroin. BR BR
D. as part of a minority group.
BR BR BR BR BR
