Test Bank for A Topical Approach to Lifespan Development
11th Edition By John Santrock. All chapters 17 are included sq
, 1
Student: sqsq
1. Life-span development covers the period from
sq sq sq sq sq to .
A. birth; middle adulthood sq sq
B. birth; old age sq sq
C. conception; early adulthood sq sq
D. conception; death sq
2. Which of the following gives the BEST description of how life-
sq sq sq sq sq sq sq sq sq sq
span psychologistsdescribe "development"?
sq sq sq
A. growth and decline in skills and processessq sq sq sq sq sq
B. growth and decline in skills and processes from birth to adolescence
sq sq sq sq sq sq sq sq sq sq
C. growth in skills and processes sq sq sq sq
D. decline in skills and processes sq sq sq sq
3. Life-
span development is the study of human development from conception to death. Historically, howe
sq sq sq sq sq sq sq sq sq sq sq sq sq
ver, most of the focus has been on which age group?
sq sq sq sq sq sq sq sq sq sq
A. children and adolescents sq sq
B. young adults sq
C. middle-aged adults sq
D. the elderly sq
4. The upper boundary of the human lifespan is
sq sq sq sq sq sq sq
years. A. 105 sq s q
B. 117
s q
C. 122
s q
D. 131
s q
5. Although the maximum life span of humans has not changed, during the twentieth century, life
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
expectancy
A. in the U.S. has increased by 15 years.
sq sq sq sq sq sq sq
B. in the world has increased by 15 years.
sq sq sq sq sq sq sq
C. in the U.S. has increased by 30 years.
sq sq sq sq sq sq sq
D. in the world has increased by 30 years.
sq sq sq sq sq sq sq
6. According to life-span development expert Paul Baltes, which age period dominates development?
sq sq sq sq sq sq sq sq sq sq sq
A. infancy–childhood
B. adolescence–early adulthood sq
C. middle-aged to late adulthood sq sq sq
D. No single age group dominates development.
sq sq sq sq sq
7. Diana feels that her human development course overemphasizes the changes that occur from birth to a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
sq sq sq sq sq sq sq sq sq sq sq
ould address her concerns?
sq sq sq
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
sq sq sq sq sq sq sq
span approach in a Human Development course, whereasothers want to keep the traditional developme
sq sq sq sq sq sq sq sq sq sq sq sq sq sq
ntal approach. They disagree about
sq sq sq sq
A. the plasticity of development.
sq sq sq
B. the multidimensional nature of development.
sq sq sq sq
C. whether development is lifelong. sq sq sq
D. whether development is multidirectional. sq sq sq
9. Baltes describes development as multidirectional. What does this mean?
sq sq sq sq sq sq sq sq
A. Development is not dominated by any single age period. sq sq sq sq sq sq sq sq
B. Development consists of biological, cognitive, and socioemotional dimensions. sq sq sq sq sq sq sq
C. Development is characterized by both growth and decline. sq sq sq sq sq sq sq
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
sq sq sq sq sq sq sq sq sq sq sq
. unlocking the mysteries of development.
s q sq sq sq sq
10. Kathy believes that life- sq sq sq
span development cannot be studied without considering biological, social, andcognitive aspects. Kathy
sq sq sq sq sq sq sq sq sq sq sq sq s
believes that development is
q sq sq sq
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
sq sq sq sq sq sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-
sq sq sq sq sq sq sq sq sq sq sq sq sq sq
span perspective ondevelopment?
sq sq sq
A. lifelong and multidirectional sq sq
B. multidimensional and plastic sq sq
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
cognitive speed tests. This is an example of how development is
sq sq sq sq sq sq sq sq sq sq
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second and third languages decreases after early childhood, whereas
sq sq sq sq sq sq sq sq sq sq sq sq sq
experiential wisdom increases with age. This is an example of how development is
sq sq sq sq sq sq sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
sq sq sq sq sq sq sq sq sq sq sq
A. Reasoning ability is biologically finite and cannot be improved through retraining.
sq sq sq sq sq sq sq sq sq sq
B. Parents in the United States are more likely to rear their children to be independent than parents inJ
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
apan.
C. Older adults call on experience to guide their decision making.
sq sq sq sq sq sq sq sq sq
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
sq sq sq sq sq sq sq sq sq sq sq sq
, 16. In the United States, most individuals begin school around age 5, whereas in Australia they start at 3. Thisi
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
s an illustration of how development is
sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative age-graded influences, normative history-
sq sq sq sq
graded influences, and nonnormative life events areall ways in which development can be classified as
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the Great Depression. This is an example of a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. nonnormative life event. sq sq
B. normative history-graded influence. sq sq
C. normative age-graded influence. sq sq
D. nonnormative age-graded influence. sq sq
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
mail is anexample of a difference in
sq sq sq sq sq sq sq
A. normative history-graded influences. sq sq
B. nonnormative life events. sq sq
C. normative age-graded influences. sq sq
D. nonnormative age-graded influence. sq sq
20. Biological processes such as puberty and menopause are
sq sq sq sq sq sq sq
A. nonnormative life events. sq sq
B. normative age-graded influences. sq sq
C. normative history-graded influences. sq sq
D. normative contextual influences. sq sq
21. Neleh was on a popular reality TV show and got widespread exposure. This is an example of a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. nonnormative life event. sq sq
B. normative age-graded influence. sq sq
C. normative history-graded influence. sq sq
D. normative contextual influence. sq sq
22. Lauro is 83 years old. Much of his development will now focus on
sq sq sq sq sq sq sq sq sq sq sq sq
A. growth and maintenance. sq sq
B. maintenance and regulation of loss. sq sq sq sq
C. regulation of loss. sq sq
D. growth and regulation of loss. sq sq sq sq
23. Contemporary concerns in life-span development perspective include sq sq sq sq sq sq
A. health and well-being issues. sq sq sq
B. parenting and education issues. sq sq sq
C. sociocultural, ethnicity, gender, and policy issues. sq sq sq sq sq
D. All of these answers are correct.
sq sq sq sq sq
24. Of special consideration for social policy intervention are children who grow up
sq sq sq sq sq sq sq sq sq sq sq
A. in poverty. sq
B. in single-parent homes.
sq sq
C. addicted to heroin. sq sq
D. as part of a minority group.
sq sq sq sq sq
11th Edition By John Santrock. All chapters 17 are included sq
, 1
Student: sqsq
1. Life-span development covers the period from
sq sq sq sq sq to .
A. birth; middle adulthood sq sq
B. birth; old age sq sq
C. conception; early adulthood sq sq
D. conception; death sq
2. Which of the following gives the BEST description of how life-
sq sq sq sq sq sq sq sq sq sq
span psychologistsdescribe "development"?
sq sq sq
A. growth and decline in skills and processessq sq sq sq sq sq
B. growth and decline in skills and processes from birth to adolescence
sq sq sq sq sq sq sq sq sq sq
C. growth in skills and processes sq sq sq sq
D. decline in skills and processes sq sq sq sq
3. Life-
span development is the study of human development from conception to death. Historically, howe
sq sq sq sq sq sq sq sq sq sq sq sq sq
ver, most of the focus has been on which age group?
sq sq sq sq sq sq sq sq sq sq
A. children and adolescents sq sq
B. young adults sq
C. middle-aged adults sq
D. the elderly sq
4. The upper boundary of the human lifespan is
sq sq sq sq sq sq sq
years. A. 105 sq s q
B. 117
s q
C. 122
s q
D. 131
s q
5. Although the maximum life span of humans has not changed, during the twentieth century, life
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
expectancy
A. in the U.S. has increased by 15 years.
sq sq sq sq sq sq sq
B. in the world has increased by 15 years.
sq sq sq sq sq sq sq
C. in the U.S. has increased by 30 years.
sq sq sq sq sq sq sq
D. in the world has increased by 30 years.
sq sq sq sq sq sq sq
6. According to life-span development expert Paul Baltes, which age period dominates development?
sq sq sq sq sq sq sq sq sq sq sq
A. infancy–childhood
B. adolescence–early adulthood sq
C. middle-aged to late adulthood sq sq sq
D. No single age group dominates development.
sq sq sq sq sq
7. Diana feels that her human development course overemphasizes the changes that occur from birth to a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
sq sq sq sq sq sq sq sq sq sq sq
ould address her concerns?
sq sq sq
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
sq sq sq sq sq sq sq
span approach in a Human Development course, whereasothers want to keep the traditional developme
sq sq sq sq sq sq sq sq sq sq sq sq sq sq
ntal approach. They disagree about
sq sq sq sq
A. the plasticity of development.
sq sq sq
B. the multidimensional nature of development.
sq sq sq sq
C. whether development is lifelong. sq sq sq
D. whether development is multidirectional. sq sq sq
9. Baltes describes development as multidirectional. What does this mean?
sq sq sq sq sq sq sq sq
A. Development is not dominated by any single age period. sq sq sq sq sq sq sq sq
B. Development consists of biological, cognitive, and socioemotional dimensions. sq sq sq sq sq sq sq
C. Development is characterized by both growth and decline. sq sq sq sq sq sq sq
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
sq sq sq sq sq sq sq sq sq sq sq
. unlocking the mysteries of development.
s q sq sq sq sq
10. Kathy believes that life- sq sq sq
span development cannot be studied without considering biological, social, andcognitive aspects. Kathy
sq sq sq sq sq sq sq sq sq sq sq sq s
believes that development is
q sq sq sq
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
sq sq sq sq sq sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-
sq sq sq sq sq sq sq sq sq sq sq sq sq sq
span perspective ondevelopment?
sq sq sq
A. lifelong and multidirectional sq sq
B. multidimensional and plastic sq sq
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
cognitive speed tests. This is an example of how development is
sq sq sq sq sq sq sq sq sq sq
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second and third languages decreases after early childhood, whereas
sq sq sq sq sq sq sq sq sq sq sq sq sq
experiential wisdom increases with age. This is an example of how development is
sq sq sq sq sq sq sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
sq sq sq sq sq sq sq sq sq sq sq
A. Reasoning ability is biologically finite and cannot be improved through retraining.
sq sq sq sq sq sq sq sq sq sq
B. Parents in the United States are more likely to rear their children to be independent than parents inJ
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
apan.
C. Older adults call on experience to guide their decision making.
sq sq sq sq sq sq sq sq sq
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
sq sq sq sq sq sq sq sq sq sq sq sq
, 16. In the United States, most individuals begin school around age 5, whereas in Australia they start at 3. Thisi
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
s an illustration of how development is
sq sq sq sq sq sq
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative age-graded influences, normative history-
sq sq sq sq
graded influences, and nonnormative life events areall ways in which development can be classified as
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the Great Depression. This is an example of a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. nonnormative life event. sq sq
B. normative history-graded influence. sq sq
C. normative age-graded influence. sq sq
D. nonnormative age-graded influence. sq sq
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
mail is anexample of a difference in
sq sq sq sq sq sq sq
A. normative history-graded influences. sq sq
B. nonnormative life events. sq sq
C. normative age-graded influences. sq sq
D. nonnormative age-graded influence. sq sq
20. Biological processes such as puberty and menopause are
sq sq sq sq sq sq sq
A. nonnormative life events. sq sq
B. normative age-graded influences. sq sq
C. normative history-graded influences. sq sq
D. normative contextual influences. sq sq
21. Neleh was on a popular reality TV show and got widespread exposure. This is an example of a
sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq sq
A. nonnormative life event. sq sq
B. normative age-graded influence. sq sq
C. normative history-graded influence. sq sq
D. normative contextual influence. sq sq
22. Lauro is 83 years old. Much of his development will now focus on
sq sq sq sq sq sq sq sq sq sq sq sq
A. growth and maintenance. sq sq
B. maintenance and regulation of loss. sq sq sq sq
C. regulation of loss. sq sq
D. growth and regulation of loss. sq sq sq sq
23. Contemporary concerns in life-span development perspective include sq sq sq sq sq sq
A. health and well-being issues. sq sq sq
B. parenting and education issues. sq sq sq
C. sociocultural, ethnicity, gender, and policy issues. sq sq sq sq sq
D. All of these answers are correct.
sq sq sq sq sq
24. Of special consideration for social policy intervention are children who grow up
sq sq sq sq sq sq sq sq sq sq sq
A. in poverty. sq
B. in single-parent homes.
sq sq
C. addicted to heroin. sq sq
D. as part of a minority group.
sq sq sq sq sq
