Test Bank for A Topical Approach to Lifespan Development
mi mi mi mi mi mi mi mi
11th Edition By John Santrock. All chapters 17 are included
mi mi mi mi mi mi mi mi mi mi2
, 1
Student:m i
1. Life-span development covers the period from
mi mi mi mi mi to .
A. birth; middle adulthood mi mi
B. birth; old2age mi
C. conception; early adulthood mi mi
D. conception; death mi
2. Which of the following gives the BEST description of how life
mi mi mi mi mi mi mi mi mi mi
- span psychologistsdescribe "development"?
mi mi mi
A. growth and decline in skills and processes
mi mi mi mi mi mi
B. growth and decline in skills and processes from birth to adolescence
mi mi mi mi mi mi mi mi mi mi
C. growth in skills and processes mi mi mi mi
D. decline in skills and processes mi mi mi mi
3. Life-
span development is the study of human2development from conception to death. Historically,howe v
mi mi mi mi mi mi mi mi mi mi mi mi
er, most of the focus has been on which age2group?
mi mi mi mi mi mi mi mi mi
A. children and adolescents mi mi
B. young adults mi
C. middle-aged adults mi
D. the elderly mi
4. The upper boundary of the human lifespan i
mi mi mi mi mi mi mi
s years.A. 105
mi mi
B. 117 mi
C. 122 mi
D. 131 mi
5. Although the maximum life span of humans has not changed, during the twentieth century, lif
mi mi mi mi mi mi mi mi mi mi mi mi mi mi
ee xpectancy
mi
A. in the U.S. has increased by 15 years.
mi mi mi mi mi mi mi
B. in the world has increased by 15 years.
mi mi mi mi mi mi mi
C. in the U.S. has increased by 30 years.
mi mi mi mi mi mi mi
D. in the world has increased by 30 years.
mi mi mi mi mi mi mi
6. According to2life-span development expert Paul Baltes, which age period dominates development?
mi mi mi mi mi mi mi mi mi mi
A. infancy–childhood
B. adolescence–early adulthood mi
C. middle-aged to late adulthood mi mi mi
D. No single age group dominates development.
mi mi mi mi mi
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to
mi mi mi mi mi mi mi mi mi mi mi mi mi
a dolescence and disregards the developmental issues of adulthood. Which developmental perspecti
mi mi mi mi mi mi mi mi mi mi mi mi
vew ould address her concerns?
mi mi mi mi
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
mi mi mi mi mi mi mi
span approach in2a Human Development course, whereasothers want to keep the2traditional developme
mi mi mi mi mi mi mi mi mi mi mi mi
ntal approach. They disagree about
mi mi mi mi
A. the plasticity of development.
mi mi mi
B. the multidimensional nature of development.
mi mi mi mi
C. whether development is lifelong. mi mi mi
D. whether development is multidirectional. mi mi mi
9. Baltes describes development as multidirectional. What does this mean?
mi mi mi mi mi mi mi mi
A. Development is not dominated by any single age period. mi mi mi mi mi mi mi mi
B. Development consists of biological, cognitive, and socioemotional dimensions.
mi mi mi mi mi mi mi
C. Development is characterized by both growth and decline. mi mi mi mi mi mi mi
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
mi mi mi mi mi mi mi mi mi mi mi
. unlocking2the mysteries of development.
mi mi mi mi
10. Kathy believes that life- mi mi mi
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy
mi mi mi mi mi mi mi mi mi mi
believes that development is
mi mi mi mi
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
mi mi mi mi mi mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the lif
mi mi mi mi mi mi mi mi mi mi mi mi mi
e- span perspective ondevelopment?
mi mi mi
A. lifelong and multidirectional mi mi
B. multidimensional and plastic mi mi
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly o
mi mi mi mi mi mi mi mi mi mi mi mi mi
nc ognitive2speed tests. This is an example of how development is
mi mi mi mi mi mi mi mi mi mi
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, whereas
mi mi mi mi mi mi mi mi mi mi
e xperiential wisdom increases with age. This is an example of how development is
mi mi mi mi mi mi mi mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
mi mi mi mi mi mi mi mi mi mi mi
A. Reasoning ability is biologically finite and cannot be improved through retraining.
mi mi mi mi mi mi mi mi mi mi
B. Parents in the United2States are more likely to rear their children to be independent than parents i
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
nJ apan. mi
C. Older adults call on experience to2guide their decision2making.
mi mi mi mi mi mi mi
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
mi mi mi mi mi mi mi mi mi mi mi mi
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. This
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
is an illustration of how development is
mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- mi mi mi
graded influences, and nonnormative life events are2all ways in which development can be classified as
mi mi mi mi mi mi mi mi mi mi mi mi mi mi
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
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
A. nonnormative life2event. mi
B. normative history-graded influence. mi mi
C. normative age-graded influence. mi mi
D. nonnormative age-graded influence. mi mi
19. The fact that I use e-
mi mi mi mi mi
mail virtually every day and my mother has never sent or received an e-
mi mi mi mi mi mi mi mi mi mi mi mi mi
mail is anexample of a difference in
mi mi mi mi mi mi mi
A. normative history-graded influences. mi mi
B. nonnormative life events. mi mi
C. normative age-graded influences. mi mi
D. nonnormative age-graded influence. mi mi
20. Biological processes such as puberty and menopause are
mi mi mi mi mi mi mi
A. nonnormative life2events. mi
B. normative age-graded influences. mi mi
C. normative history-graded influences. mi mi
D. normative contextual influences. mi mi
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
A. nonnormative life2event. mi
B. normative age-graded influence. mi mi
C. normative history-graded influence. mi mi
D. normative contextual influence. mi mi
22. Lauro is 83 years old. Much of his development will now focus on
mi mi mi mi mi mi mi mi mi mi mi mi
A. growth and maintenance. mi mi
B. maintenance and regulation of loss. mi mi mi mi
C. regulation of loss. mi mi
D. growth and regulation of loss. mi mi mi mi
23. Contemporary concerns in life-span development perspective include
mi mi mi mi mi mi
A. health and well-being issues. mi mi mi
B. parenting and education issues. mi mi mi
C. sociocultural, ethnicity, gender, and policy issues. mi mi mi mi mi
D. All of these answers are2correct.
mi mi mi mi
24. Of special consideration for social policy intervention2are children who grow up
mi mi mi mi mi mi mi mi mi mi
A. in poverty. mi
B. in single-parent homes.
mi mi
C. addicted to heroin. mi mi
D. as part2of a minority group.
mi mi mi mi
mi mi mi mi mi mi mi mi
11th Edition By John Santrock. All chapters 17 are included
mi mi mi mi mi mi mi mi mi mi2
, 1
Student:m i
1. Life-span development covers the period from
mi mi mi mi mi to .
A. birth; middle adulthood mi mi
B. birth; old2age mi
C. conception; early adulthood mi mi
D. conception; death mi
2. Which of the following gives the BEST description of how life
mi mi mi mi mi mi mi mi mi mi
- span psychologistsdescribe "development"?
mi mi mi
A. growth and decline in skills and processes
mi mi mi mi mi mi
B. growth and decline in skills and processes from birth to adolescence
mi mi mi mi mi mi mi mi mi mi
C. growth in skills and processes mi mi mi mi
D. decline in skills and processes mi mi mi mi
3. Life-
span development is the study of human2development from conception to death. Historically,howe v
mi mi mi mi mi mi mi mi mi mi mi mi
er, most of the focus has been on which age2group?
mi mi mi mi mi mi mi mi mi
A. children and adolescents mi mi
B. young adults mi
C. middle-aged adults mi
D. the elderly mi
4. The upper boundary of the human lifespan i
mi mi mi mi mi mi mi
s years.A. 105
mi mi
B. 117 mi
C. 122 mi
D. 131 mi
5. Although the maximum life span of humans has not changed, during the twentieth century, lif
mi mi mi mi mi mi mi mi mi mi mi mi mi mi
ee xpectancy
mi
A. in the U.S. has increased by 15 years.
mi mi mi mi mi mi mi
B. in the world has increased by 15 years.
mi mi mi mi mi mi mi
C. in the U.S. has increased by 30 years.
mi mi mi mi mi mi mi
D. in the world has increased by 30 years.
mi mi mi mi mi mi mi
6. According to2life-span development expert Paul Baltes, which age period dominates development?
mi mi mi mi mi mi mi mi mi mi
A. infancy–childhood
B. adolescence–early adulthood mi
C. middle-aged to late adulthood mi mi mi
D. No single age group dominates development.
mi mi mi mi mi
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to
mi mi mi mi mi mi mi mi mi mi mi mi mi
a dolescence and disregards the developmental issues of adulthood. Which developmental perspecti
mi mi mi mi mi mi mi mi mi mi mi mi
vew ould address her concerns?
mi mi mi mi
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
mi mi mi mi mi mi mi
span approach in2a Human Development course, whereasothers want to keep the2traditional developme
mi mi mi mi mi mi mi mi mi mi mi mi
ntal approach. They disagree about
mi mi mi mi
A. the plasticity of development.
mi mi mi
B. the multidimensional nature of development.
mi mi mi mi
C. whether development is lifelong. mi mi mi
D. whether development is multidirectional. mi mi mi
9. Baltes describes development as multidirectional. What does this mean?
mi mi mi mi mi mi mi mi
A. Development is not dominated by any single age period. mi mi mi mi mi mi mi mi
B. Development consists of biological, cognitive, and socioemotional dimensions.
mi mi mi mi mi mi mi
C. Development is characterized by both growth and decline. mi mi mi mi mi mi mi
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
mi mi mi mi mi mi mi mi mi mi mi
. unlocking2the mysteries of development.
mi mi mi mi
10. Kathy believes that life- mi mi mi
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy
mi mi mi mi mi mi mi mi mi mi
believes that development is
mi mi mi mi
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
mi mi mi mi mi mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the lif
mi mi mi mi mi mi mi mi mi mi mi mi mi
e- span perspective ondevelopment?
mi mi mi
A. lifelong and multidirectional mi mi
B. multidimensional and plastic mi mi
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly o
mi mi mi mi mi mi mi mi mi mi mi mi mi
nc ognitive2speed tests. This is an example of how development is
mi mi mi mi mi mi mi mi mi mi
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, whereas
mi mi mi mi mi mi mi mi mi mi
e xperiential wisdom increases with age. This is an example of how development is
mi mi mi mi mi mi mi mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
mi mi mi mi mi mi mi mi mi mi mi
A. Reasoning ability is biologically finite and cannot be improved through retraining.
mi mi mi mi mi mi mi mi mi mi
B. Parents in the United2States are more likely to rear their children to be independent than parents i
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
nJ apan. mi
C. Older adults call on experience to2guide their decision2making.
mi mi mi mi mi mi mi
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
mi mi mi mi mi mi mi mi mi mi mi mi
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. This
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
is an illustration of how development is
mi mi mi mi mi mi
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- mi mi mi
graded influences, and nonnormative life events are2all ways in which development can be classified as
mi mi mi mi mi mi mi mi mi mi mi mi mi mi
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
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
A. nonnormative life2event. mi
B. normative history-graded influence. mi mi
C. normative age-graded influence. mi mi
D. nonnormative age-graded influence. mi mi
19. The fact that I use e-
mi mi mi mi mi
mail virtually every day and my mother has never sent or received an e-
mi mi mi mi mi mi mi mi mi mi mi mi mi
mail is anexample of a difference in
mi mi mi mi mi mi mi
A. normative history-graded influences. mi mi
B. nonnormative life events. mi mi
C. normative age-graded influences. mi mi
D. nonnormative age-graded influence. mi mi
20. Biological processes such as puberty and menopause are
mi mi mi mi mi mi mi
A. nonnormative life2events. mi
B. normative age-graded influences. mi mi
C. normative history-graded influences. mi mi
D. normative contextual influences. mi mi
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
mi mi mi mi mi mi mi mi mi mi mi mi mi mi mi
A. nonnormative life2event. mi
B. normative age-graded influence. mi mi
C. normative history-graded influence. mi mi
D. normative contextual influence. mi mi
22. Lauro is 83 years old. Much of his development will now focus on
mi mi mi mi mi mi mi mi mi mi mi mi
A. growth and maintenance. mi mi
B. maintenance and regulation of loss. mi mi mi mi
C. regulation of loss. mi mi
D. growth and regulation of loss. mi mi mi mi
23. Contemporary concerns in life-span development perspective include
mi mi mi mi mi mi
A. health and well-being issues. mi mi mi
B. parenting and education issues. mi mi mi
C. sociocultural, ethnicity, gender, and policy issues. mi mi mi mi mi
D. All of these answers are2correct.
mi mi mi mi
24. Of special consideration for social policy intervention2are children who grow up
mi mi mi mi mi mi mi mi mi mi
A. in poverty. mi
B. in single-parent homes.
mi mi
C. addicted to heroin. mi mi
D. as part2of a minority group.
mi mi mi mi
