TEST BANK - A Topical Approach to Lifespan Development 11th Edition By John Santrock, All Chapters 1 - 17, Complete Newest Version

Test Bank for A Topical Approach to
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Lifespan Development 11th Edition By
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John Santrock.
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,Test Bank for A Topical Approach to Lifespan
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Development 11th Edition By John Santrock
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, 1
Student: b2

1. Life-span development covers the period from
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A. birth; middle adulthood
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B. birth; old age b2 b2


C. conception; early adulthood b2 b2


D. conception; death b2




2. Which of the following gives the BEST description of how life-span
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psychologists describe "development"?
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A. growth and decline in skills and processes
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B. growth and decline in skills and processes from birth to adolescence
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C. growth in skills and processes
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D. decline in skills and processes
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3. Life-span development is the study of human development from conception to death.
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Historically, however, most of the focus has been on which age group?
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A. children and adolescents b2 b2


B. young adults b2


C. middle-aged adults b2


D. the elderly b2




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
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century, life 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. According to life-span development expert Paul Baltes, which age period dominates development?
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A. infancy–childhood
B. adolescence–early adulthood b2


C. middle-aged to late adulthood b2 b2 b2


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
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birth to adolescence and disregards the developmental issues of adulthood. Which developmental
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perspective 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 in a Human Development course,
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whereas others want to keep the traditional developmental approach. They disagree about
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A. the plasticity of development.
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B. the multidimensional nature of development.
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C. whether development is lifelong. b2 b2 b2


D. whether development is multidirectional. b2 b2 b2




9. Baltes describes development as multidirectional. What does this mean?
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A. Development is not dominated by any single age period. b2 b2 b2 b2 b2 b2 b2 b2


B. Development consists of biological, cognitive, and socioemotional dimensions.
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C. Development is characterized by both growth and decline. b2 b2 b2 b2 b2 b2 b2


D Development needs psychologists, sociologists, biologists, and neuroscientists to 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 without considering biological, social,
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and cognitive aspects. Kathy believes that development is
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A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-span
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perspective on development?
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A. lifelong and multidirectional b2 b2


B. multidimensional and plastic b2 b2


C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform
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poorly on 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 is biologically finite and cannot be improved through retraining.
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B. Parents in the United States are more likely to rear their children to be independent than
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parents in Japan.
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C. Older adults call on experience to guide their decision making.
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D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
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15. The capacity for acquiring second and third languages decreases after early childhood,
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whereas experiential wisdom increases with age. This is an example of how development
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is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.