Test Bank for A Topical Approach to Lifespan Development
cf cf cf cf cf cf cf cf
11th Edition By John Santrock. All chapters 17 are included
cf cf cf cf cf cf cf cf cf cf2
, 1
Student:c f
1. Life-span development covers the period from cf cf cf cf cf to .
A. birth; middle adulthood cf cf
B. birth; old2age cf
C. conception; early adulthood cf cf
D. conception; death cf
2. Which of the following gives the BEST description of how life-
cf cf cf cf cf cf cf cf cf cf
span psychologistsdescribe "development"?
cf cf cf
A. growth and decline in skills and processes cf cf cf cf cf cf
B. growth and decline in skills and processes from birth to adolescence
cf cf cf cf cf cf cf cf cf cf
C. growth in skills and processes cf cf cf cf
D. decline in skills and processes cf cf cf cf
3. Life-
span development is the study of human2development from conception to death. Historically,howe ver,
cf cf cf cf cf cf cf cf cf cf cf cf c
most of the focus has been on which age2group?
f cf cf cf cf cf cf cf cf
A. children and adolescents cf cf
B. young adults cf
C. middle-aged adults cf
D. the elderly cf
4. The upper boundary of the human lifespan is
cf cf cf cf cf cf cf cf
years.A. 105 cf
B. 117
cf
C. 122
cf
D. 131
cf
5. Although the maximum life span of humans has not changed, during the twentieth century, lifee x
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
pectancy
A. in the U.S. has increased by 15 years.
cf cf cf cf cf cf cf
B. in the world has increased by 15 years.
cf cf cf cf cf cf cf
C. in the U.S. has increased by 30 years.
cf cf cf cf cf cf cf
D. in the world has increased by 30 years.
cf cf cf cf cf cf cf
6. According to2life-span development expert Paul Baltes, which age period dominates development?
cf cf cf cf cf cf cf cf cf cf
A. infancy–childhood
B. adolescence–early adulthood cf
C. middle-aged to late adulthood cf cf cf
D. No single age group dominates development.
cf cf cf cf cf
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
cf cf cf cf cf cf cf cf cf cf cf
ould address her concerns?
cf cf cf
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
cf cf cf cf cf cf cf
span approach in2a Human Development course, whereasothers want to keep the2traditional developme nt
cf cf cf cf cf cf cf cf cf cf cf cf
al approach. They disagree about
cf cf cf cf
A. the plasticity of development.
cf cf cf
B. the multidimensional nature of development.
cf cf cf cf
C. whether development is lifelong. cf cf cf
D. whether development is multidirectional. cf cf cf
9. Baltes describes development as multidirectional. What does this mean?
cf cf cf cf cf cf cf cf
A. Development is not dominated by any single age period. cf cf cf cf cf cf cf cf
B. Development consists of biological, cognitive, and socioemotional dimensions. cf cf cf cf cf cf cf
C. Development is characterized by both growth and decline. cf cf cf cf cf cf cf
DDevelopment needs psychologists, sociologists, biologists, and neuroscientists to work together in
cf cf cf cf cf cf cf cf cf cf cf
. unlocking2the mysteries of development.
cf cf cf cf
10. Kathy believes that life- cf cf cf
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy b
cf cf cf cf cf cf cf cf cf cf cf
elieves that development is cf cf cf
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
cf cf cf cf cf cf cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the life-
cf cf cf cf cf cf cf cf cf cf cf cf cf
span perspective ondevelopment?
cf cf cf
A. lifelong and multidirectional cf cf
B. multidimensional and plastic cf cf
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly onc o
cf cf cf cf cf cf cf cf cf cf cf cf cf cf
gnitive2speed tests. This is an example of how development is cf cf cf cf cf cf cf cf cf
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, wherease
cf cf cf cf cf cf cf cf cf cf cf
xperiential wisdom increases with age. This is an example of how development is
cf cf cf cf cf cf cf cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
cf cf cf cf cf cf cf cf cf cf cf
A. Reasoning ability is biologically finite and cannot be improved through retraining.
cf cf cf cf cf cf cf cf cf cf
B. Parents in the United2States are more likely to rear their children to be independent than parents inJ a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
pan.
C. Older adults call on experience to2guide their decision2making.
cf cf cf cf cf cf cf
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
cf cf cf cf cf cf cf cf cf cf cf cf
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. Thisis a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
n illustration of how development is
cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- cf cf cf
graded influences, and nonnormative life events are2all ways in which development can be classified as
cf cf cf cf cf cf cf cf cf cf cf cf cf cf
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
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
A. nonnormative life2event. cf
B. normative history-graded influence. cf cf
C. normative age-graded influence. cf cf
D. nonnormative age-graded influence. cf cf
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
mail is anexample of a difference in
cf cf cf cf cf cf cf
A. normative history-graded influences. cf cf
B. nonnormative life events. cf cf
C. normative age-graded influences. cf cf
D. nonnormative age-graded influence. cf cf
20. Biological processes such as puberty and menopause are
cf cf cf cf cf cf cf
A. nonnormative life2events. cf
B. normative age-graded influences. cf cf
C. normative history-graded influences. cf cf
D. normative contextual influences. cf cf
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
A. nonnormative life2event. cf
B. normative age-graded influence. cf cf
C. normative history-graded influence. cf cf
D. normative contextual influence. cf cf
22. Lauro is 83 years old. Much of his development will now focus on
cf cf cf cf cf cf cf cf cf cf cf cf
A. growth and maintenance. cf cf
B. maintenance and regulation of loss. cf cf cf cf
C. regulation of loss. cf cf
D. growth and regulation of loss. cf cf cf cf
23. Contemporary concerns in life-span development perspective include cf cf cf cf cf cf
A. health and well-being issues. cf cf cf
B. parenting and education issues. cf cf cf
C. sociocultural, ethnicity, gender, and policy issues. cf cf cf cf cf
D. All of these answers are2correct.
cf cf cf cf
24. Of special consideration for social policy intervention2are children who grow up
cf cf cf cf cf cf cf cf cf cf
A. in poverty. cf
B. in single-parent homes.
cf cf
C. addicted to heroin. cf cf
D. as part2of a minority group.
cf cf cf cf
cf cf cf cf cf cf cf cf
11th Edition By John Santrock. All chapters 17 are included
cf cf cf cf cf cf cf cf cf cf2
, 1
Student:c f
1. Life-span development covers the period from cf cf cf cf cf to .
A. birth; middle adulthood cf cf
B. birth; old2age cf
C. conception; early adulthood cf cf
D. conception; death cf
2. Which of the following gives the BEST description of how life-
cf cf cf cf cf cf cf cf cf cf
span psychologistsdescribe "development"?
cf cf cf
A. growth and decline in skills and processes cf cf cf cf cf cf
B. growth and decline in skills and processes from birth to adolescence
cf cf cf cf cf cf cf cf cf cf
C. growth in skills and processes cf cf cf cf
D. decline in skills and processes cf cf cf cf
3. Life-
span development is the study of human2development from conception to death. Historically,howe ver,
cf cf cf cf cf cf cf cf cf cf cf cf c
most of the focus has been on which age2group?
f cf cf cf cf cf cf cf cf
A. children and adolescents cf cf
B. young adults cf
C. middle-aged adults cf
D. the elderly cf
4. The upper boundary of the human lifespan is
cf cf cf cf cf cf cf cf
years.A. 105 cf
B. 117
cf
C. 122
cf
D. 131
cf
5. Although the maximum life span of humans has not changed, during the twentieth century, lifee x
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
pectancy
A. in the U.S. has increased by 15 years.
cf cf cf cf cf cf cf
B. in the world has increased by 15 years.
cf cf cf cf cf cf cf
C. in the U.S. has increased by 30 years.
cf cf cf cf cf cf cf
D. in the world has increased by 30 years.
cf cf cf cf cf cf cf
6. According to2life-span development expert Paul Baltes, which age period dominates development?
cf cf cf cf cf cf cf cf cf cf
A. infancy–childhood
B. adolescence–early adulthood cf
C. middle-aged to late adulthood cf cf cf
D. No single age group dominates development.
cf cf cf cf cf
7. Diana feels that2her human development course overemphasizes the changes that occur from birth to a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
dolescence and disregards the developmental issues of adulthood. Which developmental perspectivew
cf cf cf cf cf cf cf cf cf cf cf
ould address her concerns?
cf cf cf
A. traditional
B. life-span
C. ethological
D. ecological
,8. Some professors want to teach about the life-
cf cf cf cf cf cf cf
span approach in2a Human Development course, whereasothers want to keep the2traditional developme nt
cf cf cf cf cf cf cf cf cf cf cf cf
al approach. They disagree about
cf cf cf cf
A. the plasticity of development.
cf cf cf
B. the multidimensional nature of development.
cf cf cf cf
C. whether development is lifelong. cf cf cf
D. whether development is multidirectional. cf cf cf
9. Baltes describes development as multidirectional. What does this mean?
cf cf cf cf cf cf cf cf
A. Development is not dominated by any single age period. cf cf cf cf cf cf cf cf
B. Development consists of biological, cognitive, and socioemotional dimensions. cf cf cf cf cf cf cf
C. Development is characterized by both growth and decline. cf cf cf cf cf cf cf
DDevelopment needs psychologists, sociologists, biologists, and neuroscientists to work together in
cf cf cf cf cf cf cf cf cf cf cf
. unlocking2the mysteries of development.
cf cf cf cf
10. Kathy believes that life- cf cf cf
span development cannot be studied without2considering biological, social, andcognitive aspects. Kathy b
cf cf cf cf cf cf cf cf cf cf cf
elieves that development is cf cf cf
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
cf cf cf cf cf cf cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one2of Paul Baltes' eight characteristics of the life-
cf cf cf cf cf cf cf cf cf cf cf cf cf
span perspective ondevelopment?
cf cf cf
A. lifelong and multidirectional cf cf
B. multidimensional and plastic cf cf
C. contextual
D. unidirectional
13. Many older adults become wiser by calling2on experiential knowledge, yet they perform poorly onc o
cf cf cf cf cf cf cf cf cf cf cf cf cf cf
gnitive2speed tests. This is an example of how development is cf cf cf cf cf cf cf cf cf
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. The capacity for acquiring second2and third2languages decreases after early childhood, wherease
cf cf cf cf cf cf cf cf cf cf cf
xperiential wisdom increases with age. This is an example of how development is
cf cf cf cf cf cf cf cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
15. Which of the following is an example of how development is contextual?
cf cf cf cf cf cf cf cf cf cf cf
A. Reasoning ability is biologically finite and cannot be improved through retraining.
cf cf cf cf cf cf cf cf cf cf
B. Parents in the United2States are more likely to rear their children to be independent than parents inJ a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
pan.
C. Older adults call on experience to2guide their decision2making.
cf cf cf cf cf cf cf
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
cf cf cf cf cf cf cf cf cf cf cf cf
, 16. In the United States, most individuals begin2school around age 5, whereas in2Australia they start at 3. Thisis a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
n illustration of how development is
cf cf cf cf cf
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
17. Normative2age-graded influences, normative history- cf cf cf
graded influences, and nonnormative life events are2all ways in which development can be classified as
cf cf cf cf cf cf cf cf cf cf cf cf cf cf
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
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
A. nonnormative life2event. cf
B. normative history-graded influence. cf cf
C. normative age-graded influence. cf cf
D. nonnormative age-graded influence. cf cf
19. The fact that I use e-mail virtually every day and my mother has never sent or received an e-
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
mail is anexample of a difference in
cf cf cf cf cf cf cf
A. normative history-graded influences. cf cf
B. nonnormative life events. cf cf
C. normative age-graded influences. cf cf
D. nonnormative age-graded influence. cf cf
20. Biological processes such as puberty and menopause are
cf cf cf cf cf cf cf
A. nonnormative life2events. cf
B. normative age-graded influences. cf cf
C. normative history-graded influences. cf cf
D. normative contextual influences. cf cf
21. Neleh was on a popular reality TV show and2got widespread2exposure. This is an example of a
cf cf cf cf cf cf cf cf cf cf cf cf cf cf cf
A. nonnormative life2event. cf
B. normative age-graded influence. cf cf
C. normative history-graded influence. cf cf
D. normative contextual influence. cf cf
22. Lauro is 83 years old. Much of his development will now focus on
cf cf cf cf cf cf cf cf cf cf cf cf
A. growth and maintenance. cf cf
B. maintenance and regulation of loss. cf cf cf cf
C. regulation of loss. cf cf
D. growth and regulation of loss. cf cf cf cf
23. Contemporary concerns in life-span development perspective include cf cf cf cf cf cf
A. health and well-being issues. cf cf cf
B. parenting and education issues. cf cf cf
C. sociocultural, ethnicity, gender, and policy issues. cf cf cf cf cf
D. All of these answers are2correct.
cf cf cf cf
24. Of special consideration for social policy intervention2are children who grow up
cf cf cf cf cf cf cf cf cf cf
A. in poverty. cf
B. in single-parent homes.
cf cf
C. addicted to heroin. cf cf
D. as part2of a minority group.
cf cf cf cf
