, TESTQBANKQFORQHUMANQDEVELOPMENT:QAQLIFE-
SPANQVIEWQ9THQEDITIONQROBERTQV.QKAILQJOHNQC.QCAVANAUGHQ ISBN-10:Q1337554839
ISBN-13:Q9781337554831
Table Of Contents
Q Q
1. The Study of Human Development.
Q Q Q Q
Part I: PRENATAL DEVELOPMENT, INFANCY, AND EARLY CHILDHOOD.
Q Q Q Q Q Q Q
2. Biological Foundations: Heredity, Prenatal Development, and Birth.
Q Q Q Q Q Q
3. Tools for Exploring the World: Physical, Perceptual, and Motor Development.
Q Q Q Q Q Q Q Q Q
4. The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood.
Q Q Q Q Q Q Q Q Q Q Q Q
5. Entering the Social World: Socioemotional Development in Infancy and Early Childhood.
Q Q Q Q Q Q Q Q Q Q
Part II: SCHOOL-AGE CHILDREN AND ADOLESCENTS.
Q Q Q Q Q
6. Off to School: Cognitive and Physical Development in Middle Childhood.
Q Q Q Q Q Q Q Q Q
7. Expanding Social Horizons: Socioemotional Development in Middle Childhood.
Q Q Q Q Q Q Q
8. Rites of Passage: Physical and Cognitive Development in Adolescence.
Q Q Q Q Q Q Q Q
9. Moving Into the Adult Social World: Socioemotional Development in Adolescence.
Q Q Q Q Q Q Q Q Q
Part III: YOUNG AND MIDDLE ADULTHOOD.
Q Q Q Q Q
10. Becoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood.
Q Q Q Q Q Q Q Q Q Q
11. Being With Others: Forming Relationships in Young and Middle Adulthood.
Q Q Q Q Q Q Q Q Q
12. Work, Leisure, and Retirement.
Q Q Q
13. Making It in Midlife: The Biopsychosocial Challenges of Middle Adulthood.
Q Q Q Q Q Q Q Q Q
Part IV: LATE ADULTHOOD.
Q Q Q
14. The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues.
Q Q Q Q Q Q Q Q Q Q Q
15. Social Aspects of Later Life: Psychosocial, Retirement, Relationship, and Societal Issues.
Q Q Q Q Q Q Q Q Q Q
16. The Final Passage: Dying and Bereavement.
Q Q Q Q Q
,1. The scientific study of human development can best be described as
Q Q Q Q Q Q Q Q Q Q
*a. multidisciplinary
Q
b. focused on groups rather than individualsQ Q Q Q Q
c. non-theoretical
d. emphasizing stability over change Q Q Q
2. Which term does not belong in this group?
Q Q Q Q Q Q Q
a. experiential
b. nurture
c. environmental
*d. hereditary Q
3. Dr. Kim takes a strong nature position with regard to the origins of intellectual di
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
sabilities. Therefore, she would most likely hypothesize that her son‘s intellectu al d
Q Q Q Q Q Q Q Q Q Q Q Q
isability (formally known as mental retardation) is due to
Q Q Q Q Q Q Q Q
a. her parenting style
Q Q Q
*b. his genes Q Q
c. his exposure to a toxic chemical prior to birth
Q Q Q Q Q Q Q Q Q
d. his exposure to Rubella prior to birth
Q Q Q Q Q Q Q
4. The notion that development is best described in terms of a series of abrupt s hi
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
fts in behavior best fits with the
Q Q approach. Q Q Q Q QQ Q Q
a. nature
b. nurture
c. continuity
*d. discontinuity Q
5. Cleo, a director of a daycare, uses terms like ―pre-K,‖ ―K-3,‖ and the ―upper-
Q Q Q Q Q Q Q Q Q Q Q Q Q
ele mentary.‖ These ideas are most compatible with a
Q Q view. Q Q Q Q Q Q QQ Q Q
a. context-specificity
b. hereditary
, c. continuity
*d. discontinuity Q
6. Dr. Fletcher is attempting to determine whether adult criminals were rule-
Q Q Q Q Q Q Q Q Q Q
break ers throughout their childhood or whether they suddenly turned to a life of cri
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
me. Her research is most concerned with which issue of human development?
Q Q Q Q Q Q Q Q Q Q Q
a. nature versus nurture Q Q
b. universal versus context-specific development Q Q Q
c. biological versus sociocultural forces Q Q Q
*d. continuity versus discontinuity
Q Q Q
7. Mustafa is interested in determining whether children develop virtually the sa
Q Q Q Q Q Q Q Q Q Q Q
me way in Algeria as they do in other parts of the world. Mustafa‘s research deals pr
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
imarily with the issue of human development.
Q Q Q Q Q Q
a. psychological versus biological forces
Q Q Q Q
*b. universal versus context-specific development
Q Q Q Q
c. nature versus nurture
Q Q Q
d. continuity versus discontinuity
Q Q Q
8. When Clarisse says, ―It doesn‘t matter if they are French, Swedish, or Chinese, ki
Q Q Q Q Q Q Q Q Q Q Q Q Q
ds are kids,‖ she is espousing a
Q Q position concerning human development.
Q Q Q Q Q Q Q Q
a. discontinuous
Q
*b. universal Q
c. nurture Q
d. context-specific
Q
9. Viviana notices that children seem to mature socially much faster in Costa Ric a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
than in the Canada. Viviana is most likely to support a
Q Q Q position regarding h uma Q Q Q Q Q Q Q QQ Q Q Q Q
n development.
Q
a. nature
b. discontinuous
*c. context-specific
Q
SPANQVIEWQ9THQEDITIONQROBERTQV.QKAILQJOHNQC.QCAVANAUGHQ ISBN-10:Q1337554839
ISBN-13:Q9781337554831
Table Of Contents
Q Q
1. The Study of Human Development.
Q Q Q Q
Part I: PRENATAL DEVELOPMENT, INFANCY, AND EARLY CHILDHOOD.
Q Q Q Q Q Q Q
2. Biological Foundations: Heredity, Prenatal Development, and Birth.
Q Q Q Q Q Q
3. Tools for Exploring the World: Physical, Perceptual, and Motor Development.
Q Q Q Q Q Q Q Q Q
4. The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood.
Q Q Q Q Q Q Q Q Q Q Q Q
5. Entering the Social World: Socioemotional Development in Infancy and Early Childhood.
Q Q Q Q Q Q Q Q Q Q
Part II: SCHOOL-AGE CHILDREN AND ADOLESCENTS.
Q Q Q Q Q
6. Off to School: Cognitive and Physical Development in Middle Childhood.
Q Q Q Q Q Q Q Q Q
7. Expanding Social Horizons: Socioemotional Development in Middle Childhood.
Q Q Q Q Q Q Q
8. Rites of Passage: Physical and Cognitive Development in Adolescence.
Q Q Q Q Q Q Q Q
9. Moving Into the Adult Social World: Socioemotional Development in Adolescence.
Q Q Q Q Q Q Q Q Q
Part III: YOUNG AND MIDDLE ADULTHOOD.
Q Q Q Q Q
10. Becoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood.
Q Q Q Q Q Q Q Q Q Q
11. Being With Others: Forming Relationships in Young and Middle Adulthood.
Q Q Q Q Q Q Q Q Q
12. Work, Leisure, and Retirement.
Q Q Q
13. Making It in Midlife: The Biopsychosocial Challenges of Middle Adulthood.
Q Q Q Q Q Q Q Q Q
Part IV: LATE ADULTHOOD.
Q Q Q
14. The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues.
Q Q Q Q Q Q Q Q Q Q Q
15. Social Aspects of Later Life: Psychosocial, Retirement, Relationship, and Societal Issues.
Q Q Q Q Q Q Q Q Q Q
16. The Final Passage: Dying and Bereavement.
Q Q Q Q Q
,1. The scientific study of human development can best be described as
Q Q Q Q Q Q Q Q Q Q
*a. multidisciplinary
Q
b. focused on groups rather than individualsQ Q Q Q Q
c. non-theoretical
d. emphasizing stability over change Q Q Q
2. Which term does not belong in this group?
Q Q Q Q Q Q Q
a. experiential
b. nurture
c. environmental
*d. hereditary Q
3. Dr. Kim takes a strong nature position with regard to the origins of intellectual di
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
sabilities. Therefore, she would most likely hypothesize that her son‘s intellectu al d
Q Q Q Q Q Q Q Q Q Q Q Q
isability (formally known as mental retardation) is due to
Q Q Q Q Q Q Q Q
a. her parenting style
Q Q Q
*b. his genes Q Q
c. his exposure to a toxic chemical prior to birth
Q Q Q Q Q Q Q Q Q
d. his exposure to Rubella prior to birth
Q Q Q Q Q Q Q
4. The notion that development is best described in terms of a series of abrupt s hi
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
fts in behavior best fits with the
Q Q approach. Q Q Q Q QQ Q Q
a. nature
b. nurture
c. continuity
*d. discontinuity Q
5. Cleo, a director of a daycare, uses terms like ―pre-K,‖ ―K-3,‖ and the ―upper-
Q Q Q Q Q Q Q Q Q Q Q Q Q
ele mentary.‖ These ideas are most compatible with a
Q Q view. Q Q Q Q Q Q QQ Q Q
a. context-specificity
b. hereditary
, c. continuity
*d. discontinuity Q
6. Dr. Fletcher is attempting to determine whether adult criminals were rule-
Q Q Q Q Q Q Q Q Q Q
break ers throughout their childhood or whether they suddenly turned to a life of cri
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
me. Her research is most concerned with which issue of human development?
Q Q Q Q Q Q Q Q Q Q Q
a. nature versus nurture Q Q
b. universal versus context-specific development Q Q Q
c. biological versus sociocultural forces Q Q Q
*d. continuity versus discontinuity
Q Q Q
7. Mustafa is interested in determining whether children develop virtually the sa
Q Q Q Q Q Q Q Q Q Q Q
me way in Algeria as they do in other parts of the world. Mustafa‘s research deals pr
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
imarily with the issue of human development.
Q Q Q Q Q Q
a. psychological versus biological forces
Q Q Q Q
*b. universal versus context-specific development
Q Q Q Q
c. nature versus nurture
Q Q Q
d. continuity versus discontinuity
Q Q Q
8. When Clarisse says, ―It doesn‘t matter if they are French, Swedish, or Chinese, ki
Q Q Q Q Q Q Q Q Q Q Q Q Q
ds are kids,‖ she is espousing a
Q Q position concerning human development.
Q Q Q Q Q Q Q Q
a. discontinuous
Q
*b. universal Q
c. nurture Q
d. context-specific
Q
9. Viviana notices that children seem to mature socially much faster in Costa Ric a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
than in the Canada. Viviana is most likely to support a
Q Q Q position regarding h uma Q Q Q Q Q Q Q QQ Q Q Q Q
n development.
Q
a. nature
b. discontinuous
*c. context-specific
Q
