Test Bank for A Topical Approach to Lifespan Development
Q Q Q Q Q Q Q Q
11th Edition By John Santrock. All chapters 17 are included
Q Q Q Q Q Q Q Q Q Q2
, 1
Student:Q
1. Life-span development covers the period from
Q Q Q Q Q to .
A. birth; middle adulthood Q Q
B. birth; old2age Q
C. conception; early adulthood Q Q
D. conception; death Q
2. Which of the following gives the BEST description of how life-
Q Q Q Q Q Q Q Q Q Q
span psychologistsdescribe "development"?
Q Q Q
A. growth and decline in skills and processes
Q Q Q Q Q Q
B. growth and decline in skills and processes from birth to adolescence
Q Q Q Q Q Q Q Q Q Q
C. growth in skills and processes Q Q Q Q
D. decline in skills and processes Q Q Q Q
3. Life-
span development is the study of human2development from conception to death. Historically,howe ver
Q Q Q Q Q Q Q Q Q Q Q Q
, most of the focus has been on which age2group?
Q Q Q Q Q Q Q Q Q
A. children and adolescents Q Q
B. young adults Q
C. middle-aged adults Q
D. the elderly Q
4. The upper boundary of the human lifespan is
Q Q Q Q Q Q Q
years.A. 105
Q Q
B. 117 Q
C. 122 Q
D. 131 Q
5. Although the maximum life span of humans has not changed, during the twentieth century, lifee
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
xpectancy
A. in the U.S. has increased by 15 years.
Q Q Q Q Q Q Q
B. in the world has increased by 15 years.
Q Q Q Q Q Q Q
C. in the U.S. has increased by 30 years.
Q Q Q Q Q Q Q
D. in the world has increased by 30 years.
Q Q Q Q Q Q Q
6. According to2life-span development expert Paul Baltes, which age period dominates development?
Q Q Q Q Q Q Q Q Q Q
A. infancy–childhood
B. adolescence–early adulthood Q
C. middle-aged to late adulthood Q Q Q
D. No single age group dominates development.
Q Q Q Q Q
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
Q Q Q Q Q Q Q Q Q Q Q
ould address her concerns?
Q Q Q
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
Q Q Q Q Q Q Q
span approach in2a Human Development course, whereasothers want to keep the2traditional developme n
Q Q Q Q Q Q Q Q Q Q Q Q
tal approach. They disagree about
Q Q Q Q
A. the plasticity of development.
Q Q Q
B. the multidimensional nature of development.
Q Q Q Q
C. whether development is lifelong. Q Q Q
D. whether development is multidirectional. Q Q Q
9. Baltes describes development as multidirectional. What does this mean?
Q Q Q Q Q Q Q Q
A. Development is not dominated by any single age period. Q Q Q Q Q Q Q Q
B. Development consists of biological, cognitive, and socioemotional dimensions.
Q Q Q Q Q Q Q
C. Development is characterized by both growth and decline. Q Q Q Q Q Q Q
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
Q Q Q Q Q Q Q Q Q Q Q
. unlocking2the mysteries of development.
Q Q Q Q
10. Kathy believes that life- Q Q Q
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy
Q Q Q Q Q Q Q Q Q Q Q
believes that development is Q Q Q
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
Q Q Q Q Q Q Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the life-
Q Q Q Q Q Q Q Q Q Q Q Q Q
span perspective ondevelopment?
Q Q Q
A. lifelong and multidirectional Q Q
B. multidimensional and plastic Q Q
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly onc
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
ognitive2speed tests. This is an example of how development is
Q Q Q Q Q Q Q Q Q
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, wherease
Q Q Q Q Q Q Q Q Q Q Q
xperiential wisdom increases with age. This is an example of how development is
Q Q Q Q Q Q Q Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
Q Q Q Q Q Q Q Q Q Q Q
A. Reasoning ability is biologically finite and cannot be improved through retraining.
Q Q Q Q Q Q Q Q Q Q
B. Parents in the United2States are more likely to rear their children to be independent than parents inJ
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
apan.
C. Older adults call on experience to2guide their decision2making.
Q Q Q Q Q Q Q
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
Q Q Q Q Q Q Q Q Q Q Q Q
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. Thisis
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
an illustration of how development is
Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- Q Q Q
graded influences, and nonnormative life events are2all ways in which development can be classified as
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the2Great2Depression. This is an example of a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. nonnormative life2event. Q
B. normative history-graded influence. Q Q
C. normative age-graded influence. Q Q
D. nonnormative age-graded influence. Q Q
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
mail is anexample of a difference in
Q Q Q Q Q Q Q
A. normative history-graded influences. Q Q
B. nonnormative life events. Q Q
C. normative age-graded influences. Q Q
D. nonnormative age-graded influence. Q Q
20. Biological processes such as puberty and menopause are
Q Q Q Q Q Q Q
A. nonnormative life2events. Q
B. normative age-graded influences. Q Q
C. normative history-graded influences. Q Q
D. normative contextual influences. Q Q
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. nonnormative life2event. Q
B. normative age-graded influence. Q Q
C. normative history-graded influence. Q Q
D. normative contextual influence. Q Q
22. Lauro is 83 years old. Much of his development will now focus on
Q Q Q Q Q Q Q Q Q Q Q Q
A. growth and maintenance. Q Q
B. maintenance and regulation of loss. Q Q Q Q
C. regulation of loss. Q Q
D. growth and regulation of loss. Q Q Q Q
23. Contemporary concerns in life-span development perspective include
Q Q Q Q Q Q
A. health and well-being issues. Q Q Q
B. parenting and education issues. Q Q Q
C. sociocultural, ethnicity, gender, and policy issues. Q Q Q Q Q
D. All of these answers are2correct.
Q Q Q Q
24. Of special consideration for social policy intervention2are children who grow up
Q Q Q Q Q Q Q Q Q Q
A. in poverty. Q
B. in single-parent homes.
Q Q
C. addicted to heroin. Q Q
D. as part2of a minority group.
Q Q Q Q
Q Q Q Q Q Q Q Q
11th Edition By John Santrock. All chapters 17 are included
Q Q Q Q Q Q Q Q Q Q2
, 1
Student:Q
1. Life-span development covers the period from
Q Q Q Q Q to .
A. birth; middle adulthood Q Q
B. birth; old2age Q
C. conception; early adulthood Q Q
D. conception; death Q
2. Which of the following gives the BEST description of how life-
Q Q Q Q Q Q Q Q Q Q
span psychologistsdescribe "development"?
Q Q Q
A. growth and decline in skills and processes
Q Q Q Q Q Q
B. growth and decline in skills and processes from birth to adolescence
Q Q Q Q Q Q Q Q Q Q
C. growth in skills and processes Q Q Q Q
D. decline in skills and processes Q Q Q Q
3. Life-
span development is the study of human2development from conception to death. Historically,howe ver
Q Q Q Q Q Q Q Q Q Q Q Q
, most of the focus has been on which age2group?
Q Q Q Q Q Q Q Q Q
A. children and adolescents Q Q
B. young adults Q
C. middle-aged adults Q
D. the elderly Q
4. The upper boundary of the human lifespan is
Q Q Q Q Q Q Q
years.A. 105
Q Q
B. 117 Q
C. 122 Q
D. 131 Q
5. Although the maximum life span of humans has not changed, during the twentieth century, lifee
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
xpectancy
A. in the U.S. has increased by 15 years.
Q Q Q Q Q Q Q
B. in the world has increased by 15 years.
Q Q Q Q Q Q Q
C. in the U.S. has increased by 30 years.
Q Q Q Q Q Q Q
D. in the world has increased by 30 years.
Q Q Q Q Q Q Q
6. According to2life-span development expert Paul Baltes, which age period dominates development?
Q Q Q Q Q Q Q Q Q Q
A. infancy–childhood
B. adolescence–early adulthood Q
C. middle-aged to late adulthood Q Q Q
D. No single age group dominates development.
Q Q Q Q Q
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
Q Q Q Q Q Q Q Q Q Q Q
ould address her concerns?
Q Q Q
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
Q Q Q Q Q Q Q
span approach in2a Human Development course, whereasothers want to keep the2traditional developme n
Q Q Q Q Q Q Q Q Q Q Q Q
tal approach. They disagree about
Q Q Q Q
A. the plasticity of development.
Q Q Q
B. the multidimensional nature of development.
Q Q Q Q
C. whether development is lifelong. Q Q Q
D. whether development is multidirectional. Q Q Q
9. Baltes describes development as multidirectional. What does this mean?
Q Q Q Q Q Q Q Q
A. Development is not dominated by any single age period. Q Q Q Q Q Q Q Q
B. Development consists of biological, cognitive, and socioemotional dimensions.
Q Q Q Q Q Q Q
C. Development is characterized by both growth and decline. Q Q Q Q Q Q Q
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
Q Q Q Q Q Q Q Q Q Q Q
. unlocking2the mysteries of development.
Q Q Q Q
10. Kathy believes that life- Q Q Q
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy
Q Q Q Q Q Q Q Q Q Q Q
believes that development is Q Q Q
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
Q Q Q Q Q Q Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the life-
Q Q Q Q Q Q Q Q Q Q Q Q Q
span perspective ondevelopment?
Q Q Q
A. lifelong and multidirectional Q Q
B. multidimensional and plastic Q Q
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly onc
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
ognitive2speed tests. This is an example of how development is
Q Q Q Q Q Q Q Q Q
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, wherease
Q Q Q Q Q Q Q Q Q Q Q
xperiential wisdom increases with age. This is an example of how development is
Q Q Q Q Q Q Q Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
Q Q Q Q Q Q Q Q Q Q Q
A. Reasoning ability is biologically finite and cannot be improved through retraining.
Q Q Q Q Q Q Q Q Q Q
B. Parents in the United2States are more likely to rear their children to be independent than parents inJ
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
apan.
C. Older adults call on experience to2guide their decision2making.
Q Q Q Q Q Q Q
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
Q Q Q Q Q Q Q Q Q Q Q Q
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. Thisis
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
an illustration of how development is
Q Q Q Q Q
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- Q Q Q
graded influences, and nonnormative life events are2all ways in which development can be classified as
Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. multidirectional.
B. multidimensional.
C. contextual.
D. plastic.
18. Anna attributes her thriftiness to having been raised during the2Great2Depression. This is an example of a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. nonnormative life2event. Q
B. normative history-graded influence. Q Q
C. normative age-graded influence. Q Q
D. nonnormative age-graded influence. Q Q
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
mail is anexample of a difference in
Q Q Q Q Q Q Q
A. normative history-graded influences. Q Q
B. nonnormative life events. Q Q
C. normative age-graded influences. Q Q
D. nonnormative age-graded influence. Q Q
20. Biological processes such as puberty and menopause are
Q Q Q Q Q Q Q
A. nonnormative life2events. Q
B. normative age-graded influences. Q Q
C. normative history-graded influences. Q Q
D. normative contextual influences. Q Q
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
A. nonnormative life2event. Q
B. normative age-graded influence. Q Q
C. normative history-graded influence. Q Q
D. normative contextual influence. Q Q
22. Lauro is 83 years old. Much of his development will now focus on
Q Q Q Q Q Q Q Q Q Q Q Q
A. growth and maintenance. Q Q
B. maintenance and regulation of loss. Q Q Q Q
C. regulation of loss. Q Q
D. growth and regulation of loss. Q Q Q Q
23. Contemporary concerns in life-span development perspective include
Q Q Q Q Q Q
A. health and well-being issues. Q Q Q
B. parenting and education issues. Q Q Q
C. sociocultural, ethnicity, gender, and policy issues. Q Q Q Q Q
D. All of these answers are2correct.
Q Q Q Q
24. Of special consideration for social policy intervention2are children who grow up
Q Q Q Q Q Q Q Q Q Q
A. in poverty. Q
B. in single-parent homes.
Q Q
C. addicted to heroin. Q Q
D. as part2of a minority group.
Q Q Q Q
