Test .Bank .for .A .Topical .Approach .to .
Lifespan .Development .11th .Edition .By .
.John .Santrock.
,Test Bank for A Topical Approach to Lifespan
. . . . . . .
.Development 11th Edition By John Santrock
. . . . .
, 1
Student: .
1. Life-span .development .covers .the .period .from to .
A. birth; .middle .adulthood
B. birth; .old .age
C. conception; .early .adulthood
D. conception; .death
2. Which .of .the .following .gives .the .BEST .description .of .how .life-span
.psychologists .describe ."development"?
A. growth .and .decline .in .skills .and .processes
B. growth .and .decline .in .skills .and .processes .from .birth .to .adolescence
C. growth .in .skills .and .processes
D. decline .in .skills .and .processes
3. Life-span .development .is .the .study .of .human .development .from .conception .to .death.
.Historically, .however, .most .of .the .focus .has .been .on .which .age .group?
A. children .and .adolescents
B. young .adults
C. middle-aged .adults
D. the .elderly
4. The .upper .boundary .of .the .human .lifespan .is years.
A. 105
B. 117
C. 122
D. 131
5. Although .the .maximum .life .span .of .humans .has .not .changed, .during .the .twentieth .century,
.life .expectancy
A. in .the .U.S. .has .increased .by .15 .years.
B. in .the .world .has .increased .by .15 .years.
C. in .the .U.S. .has .increased .by .30 .years.
D. in .the .world .has .increased .by .30 .years.
6. According .to .life-span .development .expert .Paul .Baltes, .which .age .period .dominates .development?
A. infancy–childhood
B. adolescence–early .adulthood
C. middle-aged .to .late .adulthood
D. No .single .age .group .dominates .development.
7. Diana .feels .that .her .human .development .course .overemphasizes .the .changes .that .occur .from .birth
.to .adolescence .and .disregards .the .developmental .issues .of .adulthood. .Which .developmental
.perspective .would .address .her .concerns?
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,
.whereas .others .want .to .keep .the .traditional .developmental .approach. .They .disagree .about
A. the .plasticity .of .development.
B. the .multidimensional .nature .of .development.
C. whether .development .is .lifelong.
D. whether .development .is .multidirectional.
9. Baltes .describes .development .as .multidirectional. .What .does .this .mean?
A. Development .is .not .dominated .by .any .single .age .period.
B. Development .consists .of .biological, .cognitive, .and .socioemotional .dimensions.
C. Development .is .characterized .by .both .growth .and .decline.
D .Development .needs .psychologists, .sociologists, .biologists, .and .neuroscientists .to .work .together .in
. . unlocking .the .mysteries .of .development.
10. Kathy .believes .that .life-span .development .cannot .be .studied .without .considering .biological, .social,
.and .cognitive .aspects. .Kathy .believes .that .development .is
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers .increasingly .study .the .development .of .adulthood. .This .implies .that .development .is
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 .perspective
.on .development?
A. lifelong .and .multidirectional
B. multidimensional .and .plastic
C. contextual
D. unidirectional
13. Many .older .adults .become .wiser .by .calling .on .experiential .knowledge, .yet .they .perform .poorly
.on .cognitive .speed .tests. .This .is .an .example .of .how .development .is
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which .of .the .following .is .an .example .of .how .development .is .contextual?
A. Reasoning .ability .is .biologically .finite .and .cannot .be .improved .through .retraining.
B. Parents .in .the .United .States .are .more .likely .to .rear .their .children .to .be .independent .than .parents
.in .Japan.
C. Older .adults .call .on .experience .to .guide .their .decision .making.
D. Intelligence .may .be .studied .by .looking .at .genetics, .anthropology, .sociology, .and .other .disciplines.
15. The .capacity .for .acquiring .second .and .third .languages .decreases .after .early .childhood,
.whereas .experiential .wisdom .increases .with .age. .This .is .an .example .of .how .development .is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
Lifespan .Development .11th .Edition .By .
.John .Santrock.
,Test Bank for A Topical Approach to Lifespan
. . . . . . .
.Development 11th Edition By John Santrock
. . . . .
, 1
Student: .
1. Life-span .development .covers .the .period .from to .
A. birth; .middle .adulthood
B. birth; .old .age
C. conception; .early .adulthood
D. conception; .death
2. Which .of .the .following .gives .the .BEST .description .of .how .life-span
.psychologists .describe ."development"?
A. growth .and .decline .in .skills .and .processes
B. growth .and .decline .in .skills .and .processes .from .birth .to .adolescence
C. growth .in .skills .and .processes
D. decline .in .skills .and .processes
3. Life-span .development .is .the .study .of .human .development .from .conception .to .death.
.Historically, .however, .most .of .the .focus .has .been .on .which .age .group?
A. children .and .adolescents
B. young .adults
C. middle-aged .adults
D. the .elderly
4. The .upper .boundary .of .the .human .lifespan .is years.
A. 105
B. 117
C. 122
D. 131
5. Although .the .maximum .life .span .of .humans .has .not .changed, .during .the .twentieth .century,
.life .expectancy
A. in .the .U.S. .has .increased .by .15 .years.
B. in .the .world .has .increased .by .15 .years.
C. in .the .U.S. .has .increased .by .30 .years.
D. in .the .world .has .increased .by .30 .years.
6. According .to .life-span .development .expert .Paul .Baltes, .which .age .period .dominates .development?
A. infancy–childhood
B. adolescence–early .adulthood
C. middle-aged .to .late .adulthood
D. No .single .age .group .dominates .development.
7. Diana .feels .that .her .human .development .course .overemphasizes .the .changes .that .occur .from .birth
.to .adolescence .and .disregards .the .developmental .issues .of .adulthood. .Which .developmental
.perspective .would .address .her .concerns?
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,
.whereas .others .want .to .keep .the .traditional .developmental .approach. .They .disagree .about
A. the .plasticity .of .development.
B. the .multidimensional .nature .of .development.
C. whether .development .is .lifelong.
D. whether .development .is .multidirectional.
9. Baltes .describes .development .as .multidirectional. .What .does .this .mean?
A. Development .is .not .dominated .by .any .single .age .period.
B. Development .consists .of .biological, .cognitive, .and .socioemotional .dimensions.
C. Development .is .characterized .by .both .growth .and .decline.
D .Development .needs .psychologists, .sociologists, .biologists, .and .neuroscientists .to .work .together .in
. . unlocking .the .mysteries .of .development.
10. Kathy .believes .that .life-span .development .cannot .be .studied .without .considering .biological, .social,
.and .cognitive .aspects. .Kathy .believes .that .development .is
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers .increasingly .study .the .development .of .adulthood. .This .implies .that .development .is
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 .perspective
.on .development?
A. lifelong .and .multidirectional
B. multidimensional .and .plastic
C. contextual
D. unidirectional
13. Many .older .adults .become .wiser .by .calling .on .experiential .knowledge, .yet .they .perform .poorly
.on .cognitive .speed .tests. .This .is .an .example .of .how .development .is
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which .of .the .following .is .an .example .of .how .development .is .contextual?
A. Reasoning .ability .is .biologically .finite .and .cannot .be .improved .through .retraining.
B. Parents .in .the .United .States .are .more .likely .to .rear .their .children .to .be .independent .than .parents
.in .Japan.
C. Older .adults .call .on .experience .to .guide .their .decision .making.
D. Intelligence .may .be .studied .by .looking .at .genetics, .anthropology, .sociology, .and .other .disciplines.
15. The .capacity .for .acquiring .second .and .third .languages .decreases .after .early .childhood,
.whereas .experiential .wisdom .increases .with .age. .This .is .an .example .of .how .development .is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
