, 1
Student:y t
1. Life-span development covers t he period from
yt yt yt yt yt to .
A. birth; middle adulthood yt yt
B. birth; old2 age yt
C. conception; early adulthood yt yt
D. conception; death yt
2. Which of the following gives t he BEST description o f how life-
yt yt yt yt yt yt yt yt yt yt
span psychologistsdescribe "development"?
yt yt yt
A. growth and decline in skills a nd processes yt yt yt yt yt yt
B. growth and decline in skills a nd p rocesses from b irth to adolescence
yt yt yt yt yt yt yt yt yt yt
C. growth in skills a nd processes yt yt yt yt
D. decline in skills a nd processes yt yt yt yt
3. Life-
span development is t he study o f human2 development from conception to death. Historically,howe ver,
yt yt yt yt yt yt yt yt yt yt yt yt y
most of the focus has been on which age2 group?
t yt yt yt yt yt yt yt yt
A. children a nd adolescents yt yt
B. young adults yt
C. middle-aged adults yt
D. the elderly yt
4. The upper boundary o f t he human lifespan is
yt yt yt yt yt yt yt yt
years.A. 105 yt
B. 117
yt
C. 122
yt
D. 131
yt
5. Although t he maximum life span o f humans has not changed, d uring the twentieth century, lifee x
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
pectancy
A. in the U.S. has increased b y 15 years.
yt yt yt yt yt yt yt
B. in the world has increased b y 15 years.
yt yt yt yt yt yt yt
C. in the U.S. has increased b y 30 years.
yt yt yt yt yt yt yt
D. in the world has increased b y 30 years.
yt yt yt yt yt yt yt
6. According to2 life-span development e xpert Paul Baltes, which a ge period dominates development?
yt yt yt yt yt yt yt yt yt yt
A. infancy–childhood
B. adolescence–early adulthood yt
C. middle-aged to late adulthood yt yt yt
D. No single a ge group dominates development.
yt yt yt yt yt
7. Diana feels that2 her human development course o veremphasizes the c hanges that occur from b irth to a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
dolescence and d isregards the developmental issues o f adulthood. W hich developmental perspectivew
yt yt yt yt yt yt yt yt yt yt yt
ould address her concerns?
yt yt yt
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
yt yt yt yt yt yt yt
span approach in2 a Human Development course, whereasothers want to keep the2 traditional developme nt
yt yt yt yt yt yt yt yt yt yt yt yt
al approach. They disagree about
yt yt yt yt
A. the plasticity o f development.
yt yt yt
B. the multidimensional nature o f development.
yt yt yt yt
C. whether development is lifelong. yt yt yt
D. whether development is multidirectional.yt yt yt
9. Baltes describes development as multidirectional. W hat does this mean?
yt yt yt yt yt yt yt yt
A. Development is not dominated b y a ny s ingle a ge period. yt yt yt yt yt yt yt yt
B. Development consists o f b iological, cognitive, a nd socioemotional d imensions.
yt yt yt yt yt yt yt
C. Development is c haracterized b y both growth a nd decline. yt yt yt yt yt yt yt
DDevelopment needs p sychologists, sociologists, b iologists, a nd neuroscientists to work together in
yt yt yt yt yt yt yt yt yt yt yt
. unlocking2 the mysteries o f development.
y t yt yt yt
10. Kathy believes t hat life- yt yt yt
span development cannot be s tudied without2 considering b iological, social, a ndcognitive aspects. Kathy b
yt yt yt yt yt yt yt yt yt yt yt
elieves that development is yt yt yt
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study t he development o f adulthood. This implies that development is
yt yt yt yt yt yt yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of t he following is NOT o ne2 of Paul Baltes' e ight c haracteristics o f the life-
yt yt yt yt yt yt yt yt yt yt yt yt yt
span perspective ondevelopment?
yt yt yt
A. lifelong a nd multidirectional yt yt
B. multidimensional a nd p lastic yt yt
C. contextual
D. unidirectional
13. Many older adults become wiser b y calling2 on e xperiential k nowledge, yet t hey perform poorly o nc o
yt yt yt yt yt yt yt yt yt yt yt yt yt yt
gnitive2 speed tests. This is an example of how development is
yt yt yt yt yt yt yt yt yt
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring s econd2 and t hird2 languages decreases a fter early c hildhood, wherease
yt yt yt yt yt yt yt yt yt yt yt
xperiential wisdom increases with age. This is an example of how development is
yt yt yt yt yt yt yt yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of t he following is a n e xample o f how development is contextual?
yt yt yt yt yt yt yt yt yt yt yt
A. Reasoning ability is b iologically finite a nd cannot be improved through retraining.
yt yt yt yt yt yt yt yt yt yt
B. Parents in t he United2 States are more likely to rear t heir c hildren to be independent than parents inJ a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
pan.
C. Older adults c all o n e xperience to2 guide their decision2 making.
yt yt yt yt yt yt yt
D. Intelligence may be studied b y looking a t genetics, a nthropology, sociology, a nd other d isciplines.
yt yt yt yt yt yt yt yt yt yt yt yt
, 16. In the United States, most individuals begin2 school around a ge 5, whereas in2 Australia t hey s tart a t 3. Thisis a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
n illustration of how development is
yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2 age-graded influences, normative history- yt yt yt
graded influences, a nd nonnormative life e vents a re2 all ways in which development can be c lassified as
yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her t hriftiness to having been r aised d uring the2 Great2 Depression. This is a n e xample o f a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. nonnormative life2 event. yt
B. normative history-graded influence. yt yt
C. normative a ge- graded influence. yt yt
D. nonnormative a ge- graded influence. yt yt
19. The fact t hat I use e- mail virtually e very day a nd my mother has never sent or received a n e-
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
mail is anexample of a difference in
yt yt yt yt yt yt yt
A. normative history-graded influences. yt yt
B. nonnormative life e vents. yt yt
C. normative age-graded influences. yt yt
D. nonnormative a ge- graded influence. yt yt
20. Biological p rocesses such as p uberty a nd menopause are
yt yt yt yt yt yt yt
A. nonnormative life2 events. yt
B. normative age-graded influences. yt yt
C. normative history-graded influences. yt yt
D. normative contextual influences. yt yt
21. Neleh was on a popular reality TV s how a nd2 got widespread2 exposure. This is an e xample o f a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. nonnormative life2 event. yt
B. normative a ge- graded influence. yt yt
C. normative history-graded influence. yt yt
D. normative contextual influence. yt yt
22. Lauro is 83 years o ld. Much o f his development will now focus on
yt yt yt yt yt yt yt yt yt yt yt yt
A. growth and maintenance. yt yt
B. maintenance a nd regulation o f loss. yt yt yt yt
C. regulation o f loss. yt yt
D. growth and regulation o f loss. yt yt yt yt
23. Contemporary concerns in life-span development perspective include yt yt yt yt yt yt
A. health a nd well-being issues. yt yt yt
B. parenting a nd education issues. yt yt yt
C. sociocultural, ethnicity, gender, a nd policy issues. yt yt yt yt yt
D. All of t hese a nswers are2 correct.
yt yt yt yt
24. Of special consideration for social policy intervention2 are c hildren who grow up
yt yt yt yt yt yt yt yt yt yt
A. in poverty. yt
B. in single-parent homes.
yt yt
C. addicted to heroin. yt yt
D. as part2 of a minority group.
yt yt yt yt
Student:y t
1. Life-span development covers t he period from
yt yt yt yt yt to .
A. birth; middle adulthood yt yt
B. birth; old2 age yt
C. conception; early adulthood yt yt
D. conception; death yt
2. Which of the following gives t he BEST description o f how life-
yt yt yt yt yt yt yt yt yt yt
span psychologistsdescribe "development"?
yt yt yt
A. growth and decline in skills a nd processes yt yt yt yt yt yt
B. growth and decline in skills a nd p rocesses from b irth to adolescence
yt yt yt yt yt yt yt yt yt yt
C. growth in skills a nd processes yt yt yt yt
D. decline in skills a nd processes yt yt yt yt
3. Life-
span development is t he study o f human2 development from conception to death. Historically,howe ver,
yt yt yt yt yt yt yt yt yt yt yt yt y
most of the focus has been on which age2 group?
t yt yt yt yt yt yt yt yt
A. children a nd adolescents yt yt
B. young adults yt
C. middle-aged adults yt
D. the elderly yt
4. The upper boundary o f t he human lifespan is
yt yt yt yt yt yt yt yt
years.A. 105 yt
B. 117
yt
C. 122
yt
D. 131
yt
5. Although t he maximum life span o f humans has not changed, d uring the twentieth century, lifee x
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
pectancy
A. in the U.S. has increased b y 15 years.
yt yt yt yt yt yt yt
B. in the world has increased b y 15 years.
yt yt yt yt yt yt yt
C. in the U.S. has increased b y 30 years.
yt yt yt yt yt yt yt
D. in the world has increased b y 30 years.
yt yt yt yt yt yt yt
6. According to2 life-span development e xpert Paul Baltes, which a ge period dominates development?
yt yt yt yt yt yt yt yt yt yt
A. infancy–childhood
B. adolescence–early adulthood yt
C. middle-aged to late adulthood yt yt yt
D. No single a ge group dominates development.
yt yt yt yt yt
7. Diana feels that2 her human development course o veremphasizes the c hanges that occur from b irth to a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
dolescence and d isregards the developmental issues o f adulthood. W hich developmental perspectivew
yt yt yt yt yt yt yt yt yt yt yt
ould address her concerns?
yt yt yt
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
yt yt yt yt yt yt yt
span approach in2 a Human Development course, whereasothers want to keep the2 traditional developme nt
yt yt yt yt yt yt yt yt yt yt yt yt
al approach. They disagree about
yt yt yt yt
A. the plasticity o f development.
yt yt yt
B. the multidimensional nature o f development.
yt yt yt yt
C. whether development is lifelong. yt yt yt
D. whether development is multidirectional.yt yt yt
9. Baltes describes development as multidirectional. W hat does this mean?
yt yt yt yt yt yt yt yt
A. Development is not dominated b y a ny s ingle a ge period. yt yt yt yt yt yt yt yt
B. Development consists o f b iological, cognitive, a nd socioemotional d imensions.
yt yt yt yt yt yt yt
C. Development is c haracterized b y both growth a nd decline. yt yt yt yt yt yt yt
DDevelopment needs p sychologists, sociologists, b iologists, a nd neuroscientists to work together in
yt yt yt yt yt yt yt yt yt yt yt
. unlocking2 the mysteries o f development.
y t yt yt yt
10. Kathy believes t hat life- yt yt yt
span development cannot be s tudied without2 considering b iological, social, a ndcognitive aspects. Kathy b
yt yt yt yt yt yt yt yt yt yt yt
elieves that development is yt yt yt
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study t he development o f adulthood. This implies that development is
yt yt yt yt yt yt yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of t he following is NOT o ne2 of Paul Baltes' e ight c haracteristics o f the life-
yt yt yt yt yt yt yt yt yt yt yt yt yt
span perspective ondevelopment?
yt yt yt
A. lifelong a nd multidirectional yt yt
B. multidimensional a nd p lastic yt yt
C. contextual
D. unidirectional
13. Many older adults become wiser b y calling2 on e xperiential k nowledge, yet t hey perform poorly o nc o
yt yt yt yt yt yt yt yt yt yt yt yt yt yt
gnitive2 speed tests. This is an example of how development is
yt yt yt yt yt yt yt yt yt
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring s econd2 and t hird2 languages decreases a fter early c hildhood, wherease
yt yt yt yt yt yt yt yt yt yt yt
xperiential wisdom increases with age. This is an example of how development is
yt yt yt yt yt yt yt yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of t he following is a n e xample o f how development is contextual?
yt yt yt yt yt yt yt yt yt yt yt
A. Reasoning ability is b iologically finite a nd cannot be improved through retraining.
yt yt yt yt yt yt yt yt yt yt
B. Parents in t he United2 States are more likely to rear t heir c hildren to be independent than parents inJ a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
pan.
C. Older adults c all o n e xperience to2 guide their decision2 making.
yt yt yt yt yt yt yt
D. Intelligence may be studied b y looking a t genetics, a nthropology, sociology, a nd other d isciplines.
yt yt yt yt yt yt yt yt yt yt yt yt
, 16. In the United States, most individuals begin2 school around a ge 5, whereas in2 Australia t hey s tart a t 3. Thisis a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
n illustration of how development is
yt yt yt yt yt
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2 age-graded influences, normative history- yt yt yt
graded influences, a nd nonnormative life e vents a re2 all ways in which development can be c lassified as
yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her t hriftiness to having been r aised d uring the2 Great2 Depression. This is a n e xample o f a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. nonnormative life2 event. yt
B. normative history-graded influence. yt yt
C. normative a ge- graded influence. yt yt
D. nonnormative a ge- graded influence. yt yt
19. The fact t hat I use e- mail virtually e very day a nd my mother has never sent or received a n e-
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
mail is anexample of a difference in
yt yt yt yt yt yt yt
A. normative history-graded influences. yt yt
B. nonnormative life e vents. yt yt
C. normative age-graded influences. yt yt
D. nonnormative a ge- graded influence. yt yt
20. Biological p rocesses such as p uberty a nd menopause are
yt yt yt yt yt yt yt
A. nonnormative life2 events. yt
B. normative age-graded influences. yt yt
C. normative history-graded influences. yt yt
D. normative contextual influences. yt yt
21. Neleh was on a popular reality TV s how a nd2 got widespread2 exposure. This is an e xample o f a
yt yt yt yt yt yt yt yt yt yt yt yt yt yt yt
A. nonnormative life2 event. yt
B. normative a ge- graded influence. yt yt
C. normative history-graded influence. yt yt
D. normative contextual influence. yt yt
22. Lauro is 83 years o ld. Much o f his development will now focus on
yt yt yt yt yt yt yt yt yt yt yt yt
A. growth and maintenance. yt yt
B. maintenance a nd regulation o f loss. yt yt yt yt
C. regulation o f loss. yt yt
D. growth and regulation o f loss. yt yt yt yt
23. Contemporary concerns in life-span development perspective include yt yt yt yt yt yt
A. health a nd well-being issues. yt yt yt
B. parenting a nd education issues. yt yt yt
C. sociocultural, ethnicity, gender, a nd policy issues. yt yt yt yt yt
D. All of t hese a nswers are2 correct.
yt yt yt yt
24. Of special consideration for social policy intervention2 are c hildren who grow up
yt yt yt yt yt yt yt yt yt yt
A. in poverty. yt
B. in single-parent homes.
yt yt
C. addicted to heroin. yt yt
D. as part2 of a minority group.
yt yt yt yt
