, Test Bank
to Accompany
The Life Span: Human Development for Helping Professionals
Fifth Edition
Patricia C. Broderick
Bennett Pierce Prevention Research Center at Penn State University
Pamela Blewitt
Villanova University
Prepared by
Raye Lakey, Lakey and Associates
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Montreal Toronto Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
ii
Copyright © 2020, 2015, 2010 Pearson Education, Inc. All Rights Reserved
, 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
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 10
8
Chapter 15 Gains and Losses in Late Adulthood 11
6
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
iii
Copyright © 2020, 2015, 2010 Pearson Education, Inc. All Rights Reserved
, Chapter 1
Organizing Themes in Development
Multiple Choice Questions
1. Dr. Jones encountered a problem with a new client in therapy. Using the model
of reflective practice described in Chapter 1, what is the sequence of steps he
should use in order to work with this client effectively?
a. Reflect on what has worked best in his own personal experience and
apply that knowledge to the client’s problem.
b. Reflect on well-established theories; apply the theoretical knowledge to
the individual's 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.
d. First test out any method by subjecting it to rigorous scientific
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 of
development?
a. Gradual transformation
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implicit
“incrementalist” belief about intelligence?
a. A counselor who recommends a strategy of academic skill building for a
client who is experiencing academic problems.
b. A therapist who helps the client adjust to the limitations of his academic
ability.
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.
5. Stage theories of development typically describe changes in
behavior, cognition, or social relationships.
a. quantitative
b. incremental
c. qualitative
d. cumulative
to Accompany
The Life Span: Human Development for Helping Professionals
Fifth Edition
Patricia C. Broderick
Bennett Pierce Prevention Research Center at Penn State University
Pamela Blewitt
Villanova University
Prepared by
Raye Lakey, Lakey and Associates
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris
Montreal Toronto Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
ii
Copyright © 2020, 2015, 2010 Pearson Education, Inc. All Rights Reserved
, 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
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 10
8
Chapter 15 Gains and Losses in Late Adulthood 11
6
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
iii
Copyright © 2020, 2015, 2010 Pearson Education, Inc. All Rights Reserved
, Chapter 1
Organizing Themes in Development
Multiple Choice Questions
1. Dr. Jones encountered a problem with a new client in therapy. Using the model
of reflective practice described in Chapter 1, what is the sequence of steps he
should use in order to work with this client effectively?
a. Reflect on what has worked best in his own personal experience and
apply that knowledge to the client’s problem.
b. Reflect on well-established theories; apply the theoretical knowledge to
the individual's 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.
d. First test out any method by subjecting it to rigorous scientific
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 of
development?
a. Gradual transformation
b. Instability
c. Incrementality
d. Discontinuity
4. Which of the following helpers is most likely to have an implicit
“incrementalist” belief about intelligence?
a. A counselor who recommends a strategy of academic skill building for a
client who is experiencing academic problems.
b. A therapist who helps the client adjust to the limitations of his academic
ability.
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.
5. Stage theories of development typically describe changes in
behavior, cognition, or social relationships.
a. quantitative
b. incremental
c. qualitative
d. cumulative
