TEST BANK For A Topical Approach to Lifespan Development 11th Edition By John Santrock| Verified Chapter's 1 - 17 | Complete

TestBank for ATopical Approach to
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LifespanDevelopment 11th EditionBy John
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Santrock.
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Development11thEditionByJohnSantrock
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, 1
Student: qa




1. Life-span development covers the period from qa qa qa qa qa to .
A. birth; middle adulthood qa qa




B. birth;old age qa qa




C. conception;early adulthood qa qa




D. conception; death qa




2. Which of the following gives the BEST description of how life-span psychologists
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describe "development"?
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A. growth and decline in skillsand processes qa qa qa qa qa qa




B. growth and decline in skills and processes from birth to adolescence
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C. growth in skills and processes qa qa qa qa




D. decline in skills and processes qa qa qa qa




3. Life-span development is the studyof human development from conception to death. Historically,
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however, most of the focus has been on which age group?
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A. children and adolescents qa qa




B. young adults qa




C. middle-aged adults qa




D. the elderly qa




4. The upper boundary of the human lifespan is
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A. 105
B. 117
C. 122
D. 131
5. Although the maximum life span of humans has not changed, during the twentieth century, life
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expectancy
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A. in the U.S. has increased by 15 years.
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B. in the world has increased by 15 years.
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C. in the U.S. has increased by 30 years.
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D. in the world has increased by 30 years.
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6. Accordingto life-span development expert Paul Baltes, which age period dominates development?
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A. infancy–childhood
B. adolescence–earlyadulthood qa




C. middle-aged to late adulthood qa qa qa




D. No single age group dominates development.
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7. Diana feels that her human development course overemphasizes the changes that occur from birth to
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adolescence and disregards thedevelopmental issues of adulthood. Which developmental perspective
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would address her concerns?
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A. traditional
B. life-span
C. ethological
D. ecological

, 8. Some professors want to teach about the life-span approach ina Human Development course, whereas others
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want to keep the traditional developmental approach. They disagree about
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A. the plasticity of development. qa qa qa




B. themultidimensional nature of development.
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C. whether development is lifelong. qa qa qa




D. whether development ismultidirectional. qa qa qa




9. Baltesdescribes development asmultidirectional. What does this mean?
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A. Development is not dominated by any single age period. qa qa qa qa qa qa qa qa




B. Developmentconsists of biological, cognitive, and socioemotional dimensions. qa qa qa qa qa qa qa




C. Development is characterized by both growth and decline. qa qa qa qa qa qa qa




DDevelopmentneedspsychologists, sociologists, biologists, and neuroscientiststo work together in
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. unlocking the mysteries of development.
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10. Kathy believes that life-span development cannot be studied withoutconsidering biological, social, and
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cognitive aspects. Kathy believes that development is
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A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study thedevelopment of adulthood. This implies that development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following isNOT one of Paul Baltes' eight characteristics of the life-span perspective on
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development?
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A. lifelongand multidirectional qa qa




B. multidimensionaland plastic qa qa




C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
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cognitive speed tests. This is an example of how development is
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A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which of the following is an example of how development is contextual?
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A. Reasoning ability isbiologically finite and cannot be improved through retraining. qa qa qa qa qa qa qa qa qa qa




B. Parents in the United States are more likely to rear their children to be independent than parents in Japan.
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C. Older adults call on experience to guide their decision making.
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D. Intelligencemay be studied by looking at genetics, anthropology, sociology, and other disciplines. qa qa qa qa qa qa qa qa qa qa qa qa




15. The capacity for acquiring second and third languages decreases after early childhood, whereas
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experiential wisdom increases with age. This is an example of how development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.