TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL h3JOHN h3C.
h3CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL
h3JOHN h3C. h3CAVANAUGH
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL h3JOHN h3C.
h3CAVANAUGH
Table h3Of h3Contents
1. The h3Study h3of h3Human h3Development.
Part h3I: h3PRENATAL h3DEVELOPMENT, h3INFANCY, h3AND h3EARLY h3CHILDHOOD.
2. Biological h3Foundations: h3Heredity, h3Prenatal h3Development, h3and h3Birth.
3. Tools h3for h3Exploring h3the h3World: h3Physical, h3Perceptual, h3and h3Motor h3Development.
4. The h3Emergence h3of h3Thought h3and h3Language: h3Cognitive h3Development h3in h3Infancy h3and h3Early h3Childhood.
5. Entering h3the h3Social h3World: h3Socioemotional h3Development h3in h3Infancy h3and h3Early h3Childhood.
Part h3II: h3SCHOOL-AGE h3CHILDREN h3AND h3ADOLESCENTS.
6. Off h3to h3School: h3Cognitive h3and h3Physical h3Development h3in h3Middle h3Childhood.
7. Expanding h3Social h3Horizons: h3Socioemotional h3Development h3in h3Middle h3Childhood.
8. Rites h3of h3Passage: h3Physical h3and h3Cognitive h3Development h3in h3Adolescence.
9. Moving h3Into h3the h3Adult h3Social h3World: h3Socioemotional h3Development h3in h3Adolescence.
Part h3III: h3YOUNG h3AND h3MIDDLE h3ADULTHOOD.
10. Becoming h3an h3Adult: h3Physical, h3Cognitive, h3and h3Personality h3Development h3in h3Young h3Adulthood.
11. Being h3With h3Others: h3Forming h3Relationships h3in h3Young h3and h3Middle h3Adulthood.
12. Work, h3Leisure, h3and h3Retirement.
13. Making h3It h3in h3Midlife: h3The h3Biopsychosocial h3Challenges h3of h3Middle h3Adulthood.
Part h3IV: h3LATE h3ADULTHOOD.
14. The h3Personal h3Context h3of h3Later h3Life: h3Physical, h3Cognitive, h3and h3Mental h3Health h3Issues.
15. Social h3Aspects h3of h3Later h3Life: h3Psychosocial, h3Retirement, h3Relationship, h3and h3Societal h3Issues.
16. The h3Final h3Passage: h3Dying h3and h3Bereavement.
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL
h3JOHN h3C. h3CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C. h 3
CAVANAUGH
1. The h3scientific h3study h3of h3human h3development h3can h3best h3be h3described h3as
*a. h3multidisciplinary
b. focused h3on h3groups h3rather h3than h3individuals
c. non-theoretical
d. emphasizing h3stability h3over h3change
2. Which h3term h3does h3not h3belong h3in h3this h3group?
a. experiential
b. nurture
c. environmental
*d. h3hereditary
3. Dr. h3Kim h3takes h3a h3strong h3nature h3position h3with h3regard h3to h3the h3origins h3of
h3intellectual h3disabilities. h3Therefore, h3she h3would h3most h3likely h3hypothesize h3that
h3her h3son‘s h3intellectu h3al h3disability h3(formally h3known h3as h3mental h3retardation)
h3is h3due h3to
a. h3her h3parenting h3style
*b. h3his h3genes
c. h3his h3exposure h3to h3a h3toxic h3chemical h3prior h3to h3birth
d. h3his h3exposure h3to h3Rubella h3prior h3to h3birth
4. The h3notion h3that h3development h3is h3best h3described h3in h3terms h3of h3a h3series h3of
h3abrupt h3s h3hifts h3in h3behavior h3best h3fits h3with h3the approach.
a. nature
b. nurture
c. continuity
*d. h3discontinuity
5. Cleo, h3a h3director h3of h3a h3daycare, h3uses h3terms h3like h3―pre-K,‖ h3―K-3,‖ h3and h3the
h3―upper-ele h3mentary.‖ h3These h3ideas h3are h3most h3compatible h3with h3a view.
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C.
CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C. h 3
CAVANAUGH
a. context-specificity
b. hereditary
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C.
CAVANAUGH
h3CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL
h3JOHN h3C. h3CAVANAUGH
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL h3JOHN h3C.
h3CAVANAUGH
Table h3Of h3Contents
1. The h3Study h3of h3Human h3Development.
Part h3I: h3PRENATAL h3DEVELOPMENT, h3INFANCY, h3AND h3EARLY h3CHILDHOOD.
2. Biological h3Foundations: h3Heredity, h3Prenatal h3Development, h3and h3Birth.
3. Tools h3for h3Exploring h3the h3World: h3Physical, h3Perceptual, h3and h3Motor h3Development.
4. The h3Emergence h3of h3Thought h3and h3Language: h3Cognitive h3Development h3in h3Infancy h3and h3Early h3Childhood.
5. Entering h3the h3Social h3World: h3Socioemotional h3Development h3in h3Infancy h3and h3Early h3Childhood.
Part h3II: h3SCHOOL-AGE h3CHILDREN h3AND h3ADOLESCENTS.
6. Off h3to h3School: h3Cognitive h3and h3Physical h3Development h3in h3Middle h3Childhood.
7. Expanding h3Social h3Horizons: h3Socioemotional h3Development h3in h3Middle h3Childhood.
8. Rites h3of h3Passage: h3Physical h3and h3Cognitive h3Development h3in h3Adolescence.
9. Moving h3Into h3the h3Adult h3Social h3World: h3Socioemotional h3Development h3in h3Adolescence.
Part h3III: h3YOUNG h3AND h3MIDDLE h3ADULTHOOD.
10. Becoming h3an h3Adult: h3Physical, h3Cognitive, h3and h3Personality h3Development h3in h3Young h3Adulthood.
11. Being h3With h3Others: h3Forming h3Relationships h3in h3Young h3and h3Middle h3Adulthood.
12. Work, h3Leisure, h3and h3Retirement.
13. Making h3It h3in h3Midlife: h3The h3Biopsychosocial h3Challenges h3of h3Middle h3Adulthood.
Part h3IV: h3LATE h3ADULTHOOD.
14. The h3Personal h3Context h3of h3Later h3Life: h3Physical, h3Cognitive, h3and h3Mental h3Health h3Issues.
15. Social h3Aspects h3of h3Later h3Life: h3Psychosocial, h3Retirement, h3Relationship, h3and h3Societal h3Issues.
16. The h3Final h3Passage: h3Dying h3and h3Bereavement.
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V. h3KAIL
h3JOHN h3C. h3CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C. h 3
CAVANAUGH
1. The h3scientific h3study h3of h3human h3development h3can h3best h3be h3described h3as
*a. h3multidisciplinary
b. focused h3on h3groups h3rather h3than h3individuals
c. non-theoretical
d. emphasizing h3stability h3over h3change
2. Which h3term h3does h3not h3belong h3in h3this h3group?
a. experiential
b. nurture
c. environmental
*d. h3hereditary
3. Dr. h3Kim h3takes h3a h3strong h3nature h3position h3with h3regard h3to h3the h3origins h3of
h3intellectual h3disabilities. h3Therefore, h3she h3would h3most h3likely h3hypothesize h3that
h3her h3son‘s h3intellectu h3al h3disability h3(formally h3known h3as h3mental h3retardation)
h3is h3due h3to
a. h3her h3parenting h3style
*b. h3his h3genes
c. h3his h3exposure h3to h3a h3toxic h3chemical h3prior h3to h3birth
d. h3his h3exposure h3to h3Rubella h3prior h3to h3birth
4. The h3notion h3that h3development h3is h3best h3described h3in h3terms h3of h3a h3series h3of
h3abrupt h3s h3hifts h3in h3behavior h3best h3fits h3with h3the approach.
a. nature
b. nurture
c. continuity
*d. h3discontinuity
5. Cleo, h3a h3director h3of h3a h3daycare, h3uses h3terms h3like h3―pre-K,‖ h3―K-3,‖ h3and h3the
h3―upper-ele h3mentary.‖ h3These h3ideas h3are h3most h3compatible h3with h3a view.
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C.
CAVANAUGH
, TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C. h 3
CAVANAUGH
a. context-specificity
b. hereditary
TEST h3BANK h3FOR h3HUMAN h3DEVELOPMENT: h3A h3LIFE-SPAN h3VIEW h38TH h3EDITION h3ROBERT h3V.
h3KAIL h3JOHN h3C.
CAVANAUGH
