Test Bank
to Accompany
The Life Span: Human Developmentf 1l
or Helping Professionals
Fifth Edition
Patricia C. Broderick
Bennett Pierce Prevention Research Center
at Penn State University
Pamela Blewitt
, Table of Contents
Chapter Questions
Chapter 1 Organizing Themes in Development 1
Chapter 2 Genetics, Epigenetics, and the Brain: The Fundamentals of Behavioral
Development 11
Chapter 3 Cognitive Development in the Early Years 19
Chapter 4 Emotional and Social Development in the Early Years 27
Chapter 5 The Emerging Self and Socialization in the Early Years 34
Chapter 6 Realms of Cognition in Middle Childhood 43
Chapter 7 Self and Moral Development: Middle Childhood Through Early
1l
Adolescence 51
Chapter 8 Gender and Peer Relationships: Middle Childhood Through Early
Adolescence 59
Chapter 9 Physical, Cognitive, and Identity Development in Adolescence 68
Chapter 10 The Social World of Adolescence 76
Chapter 11 Physical and Cognitive Development in Young Adulthood 82
Chapter 12 Socioemotional and Vocational Development in Young Adulthood 90
Chapter 13 Middle Adulthood: Cognitive, Personality, and Social Development 99
Chapter 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood 108
Chapter 15 Gains and Losses in Late Adulthood 116
Answer Keys
Chapter 1 answers 124
Chapter 2 answers 128
Chapter 3 answers 133
Chapter 4 answers 137
Chapter 5 answers 141
Chapter 6 answers 146
Chapter 7 answers 150
Chapter 8 answers 154
Chapter 9 answers 160
Chapter 10 answers __________________________________________________ 165
Chapter 11 answers __________________________________________________ 169
Chapter 12 answers __________________________________________________ 175
Chapter 13 answers __________________________________________________ 180
Chapter 14 answers __________________________________________________ 185
Chapter 15 answers __________________________________________________ 191
, Chapter 1
Organizing Themes in Development
Multiple Choice Questions
1. Dr. Jones encountered a problem with a new client in therapy. Using the mode
l of reflective practice described in Chapter 1, what is the sequence of steps he
1l
should use in order to work with this client effectively?
a. Reflect on what has worked best in his own personal experience and
1l 1l
apply that knowledge to the client‘s problem.
b. Reflect on well-
established theories; apply the theoretical knowledge to the individual's
1l
case; and then test out new ways of thinking about the problem if prior
theory does not suffice.
c. Apply experience-based knowledge first, and then use theory-
based knowledge.
1l
d. First test out any method by subjecting it to rigorous scientific
1l
experimentation and then apply it for use with the client.
2. Theories of development differ from opinion primarily because
a. they provide a complete picture of development.
b. they have been proven to be true.
c. they are based on scientific research.
d. they are more abstract than opinions.
3. Which of the following terms is most closely associated with stage theory o
fdevelopment?
a. Gradual transformation
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implici
t ―incrementalist‖ belief about intelligence?
1l
a. A counselor who recommends a strategy of academic skill building for 1l
a client who is experiencing academic problems.
1l
b. A therapist who helps the client adjust to the limitations of his academi
c ability.
1l
c. A school counselor who bases the decision about which career
information to provide on the client‘s intelligence test results.
d. A counselor who develops a program to track elementary school-
aged children in classes that reflect their academic achievement.
1l
5. Stage theories of development typically describe _
changes in behavior, cognition, or social relationships.
1l
a. quantitative
b. incremental
c. qualitative
d. cumulative
, 6. Sigmund Freud developed a psychoanalytic theory about three aspects of adul
tpersonality. According to Freud, which of these aspects is the last to emerge
during development?
a. Id
b. Ego
c. Superego
d. Autonomy
7. Based on Erik Erikson‘s psychosocial stages, what is the positive outcome of
the industry versus inferiority stage that typically occurs between the ages of
6 and 12?
1l
a. Fidelity
b. Willpower
c. Competence
d. Purpose
8. Jean Piaget‘s cognitive development theory is based on stages of reasoning and 1l
understanding ability (cognition). Which stage describes the cognition of child
ren during most of their years of schooling from elementary through middle sc
hool (typically ages 7 through 12)?
a. Operational
b. Concrete operational
c. Sensorimotor
d. Formal operational
9. Theoretical models that portray development as a continuous process emphasize 1l
which of the following?
a. Stages of change
b. Steps on a ladder of change
c. Incremental change
d. Periods of stability
10. A child at school performs a behavior such as being the quietest one in her gro
up. This behavior, an operant, is followed by something that makes the child fee
1l
l rewarded—
being selected to go to recess first. The reward is also called which of the follo
1l
wing?
a. Reinforcement
b. Respondent
c. Conditioned stimulus
d. Conditioned response
11. Mrs. Washington is conducting her weekly group counseling session for singl
e young adults. Karen, a lonely young professional woman, talks about feeling
1l
abandoned by her boyfriend. The other group members listen patiently and res
pond empathically. Mrs. Washington reflects Karen‘s feeling with concern an
1l
d sensitivity. What would operant learning theory predict about Karen‘s behav
ior in the next group session?
a. Karen will be embarrassed about her past self-
disclosures and feel anxious about speaking up.
1l 1l
to Accompany
The Life Span: Human Developmentf 1l
or Helping Professionals
Fifth Edition
Patricia C. Broderick
Bennett Pierce Prevention Research Center
at Penn State University
Pamela Blewitt
, Table of Contents
Chapter Questions
Chapter 1 Organizing Themes in Development 1
Chapter 2 Genetics, Epigenetics, and the Brain: The Fundamentals of Behavioral
Development 11
Chapter 3 Cognitive Development in the Early Years 19
Chapter 4 Emotional and Social Development in the Early Years 27
Chapter 5 The Emerging Self and Socialization in the Early Years 34
Chapter 6 Realms of Cognition in Middle Childhood 43
Chapter 7 Self and Moral Development: Middle Childhood Through Early
1l
Adolescence 51
Chapter 8 Gender and Peer Relationships: Middle Childhood Through Early
Adolescence 59
Chapter 9 Physical, Cognitive, and Identity Development in Adolescence 68
Chapter 10 The Social World of Adolescence 76
Chapter 11 Physical and Cognitive Development in Young Adulthood 82
Chapter 12 Socioemotional and Vocational Development in Young Adulthood 90
Chapter 13 Middle Adulthood: Cognitive, Personality, and Social Development 99
Chapter 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood 108
Chapter 15 Gains and Losses in Late Adulthood 116
Answer Keys
Chapter 1 answers 124
Chapter 2 answers 128
Chapter 3 answers 133
Chapter 4 answers 137
Chapter 5 answers 141
Chapter 6 answers 146
Chapter 7 answers 150
Chapter 8 answers 154
Chapter 9 answers 160
Chapter 10 answers __________________________________________________ 165
Chapter 11 answers __________________________________________________ 169
Chapter 12 answers __________________________________________________ 175
Chapter 13 answers __________________________________________________ 180
Chapter 14 answers __________________________________________________ 185
Chapter 15 answers __________________________________________________ 191
, Chapter 1
Organizing Themes in Development
Multiple Choice Questions
1. Dr. Jones encountered a problem with a new client in therapy. Using the mode
l of reflective practice described in Chapter 1, what is the sequence of steps he
1l
should use in order to work with this client effectively?
a. Reflect on what has worked best in his own personal experience and
1l 1l
apply that knowledge to the client‘s problem.
b. Reflect on well-
established theories; apply the theoretical knowledge to the individual's
1l
case; and then test out new ways of thinking about the problem if prior
theory does not suffice.
c. Apply experience-based knowledge first, and then use theory-
based knowledge.
1l
d. First test out any method by subjecting it to rigorous scientific
1l
experimentation and then apply it for use with the client.
2. Theories of development differ from opinion primarily because
a. they provide a complete picture of development.
b. they have been proven to be true.
c. they are based on scientific research.
d. they are more abstract than opinions.
3. Which of the following terms is most closely associated with stage theory o
fdevelopment?
a. Gradual transformation
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implici
t ―incrementalist‖ belief about intelligence?
1l
a. A counselor who recommends a strategy of academic skill building for 1l
a client who is experiencing academic problems.
1l
b. A therapist who helps the client adjust to the limitations of his academi
c ability.
1l
c. A school counselor who bases the decision about which career
information to provide on the client‘s intelligence test results.
d. A counselor who develops a program to track elementary school-
aged children in classes that reflect their academic achievement.
1l
5. Stage theories of development typically describe _
changes in behavior, cognition, or social relationships.
1l
a. quantitative
b. incremental
c. qualitative
d. cumulative
, 6. Sigmund Freud developed a psychoanalytic theory about three aspects of adul
tpersonality. According to Freud, which of these aspects is the last to emerge
during development?
a. Id
b. Ego
c. Superego
d. Autonomy
7. Based on Erik Erikson‘s psychosocial stages, what is the positive outcome of
the industry versus inferiority stage that typically occurs between the ages of
6 and 12?
1l
a. Fidelity
b. Willpower
c. Competence
d. Purpose
8. Jean Piaget‘s cognitive development theory is based on stages of reasoning and 1l
understanding ability (cognition). Which stage describes the cognition of child
ren during most of their years of schooling from elementary through middle sc
hool (typically ages 7 through 12)?
a. Operational
b. Concrete operational
c. Sensorimotor
d. Formal operational
9. Theoretical models that portray development as a continuous process emphasize 1l
which of the following?
a. Stages of change
b. Steps on a ladder of change
c. Incremental change
d. Periods of stability
10. A child at school performs a behavior such as being the quietest one in her gro
up. This behavior, an operant, is followed by something that makes the child fee
1l
l rewarded—
being selected to go to recess first. The reward is also called which of the follo
1l
wing?
a. Reinforcement
b. Respondent
c. Conditioned stimulus
d. Conditioned response
11. Mrs. Washington is conducting her weekly group counseling session for singl
e young adults. Karen, a lonely young professional woman, talks about feeling
1l
abandoned by her boyfriend. The other group members listen patiently and res
pond empathically. Mrs. Washington reflects Karen‘s feeling with concern an
1l
d sensitivity. What would operant learning theory predict about Karen‘s behav
ior in the next group session?
a. Karen will be embarrassed about her past self-
disclosures and feel anxious about speaking up.
1l 1l
