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1 | |
Which of the following is NOT a reason the text gave to study life-span development? |
| | A) | The more you learn about children, the better you can deal with them. |
| | B) | You may gain insight into your own history. |
| | C) | It is a requirement for such fields as nursing, psychology, and child development. |
| | D) | As a parent or teacher, you may have responsibility for children. |
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2 | |
In thinking about the importance of studying life-span development, research has found that: |
| | A) | massage therapy decreases the immune system functioning of preterm infants. |
| | B) | secure attachment to parents in adolescence is linked with a host of negative outcomes. |
| | C) | researchers have been able to extend the life span of human cells in human subjects. |
| | D) | extending the life span of human cells in a test tube has implications for expanding human life. |
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3 | |
Parents who believe their children are basically good and need little discipline have adopted which philosophical view? |
| | A) | original sin |
| | B) | tabula rasa |
| | C) | innate goodness |
| | D) | experiential |
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4 | |
Parents adhering to the fundamental premise of Jean-Jacques Rousseau's "innate goodness" argument would: |
| | A) | reject the need to "teach" language since speech is inherited. |
| | B) | provide their children with little monitoring or constraints. |
| | C) | view their child as intellectually indistinguishable from themselves. |
| | D) | argue that their newborn's brain is like a "blank slate." |
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5 | |
Today, childhood is conceived of as: |
| | A) | a unique period of life that lays an important foundation for the adult years and is highly differentiated from them. |
| | B) | a period when children are like balls of clay ready to be molded. |
| | C) | an inconvenient waiting period during which adults must suffer the incompetencies of their young. |
| | D) | a unique period of life when adults must use caution to be sure they elicit the good from their children and suppress the evil. |
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6 | |
The traditional approach to development emphasizes: |
| | A) | little change from birth through old age. |
| | B) | extensive change from birth to adolescence, adulthood, and old age. |
| | C) | extensive change from birth to adulthood, then little change for the rest of the life span. |
| | D) | extensive change from birth to adolescence, little or no change in adulthood, then decline in late old age. |
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7 | |
In the twentieth century: |
| | A) | life expectancy has increased by 30 years. |
| | B) | life expectancy has increased by 25 years. |
| | C) | life span has increased by 30 years. |
| | D) | life span has increased by 25 years. |
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8 | |
As the older population continues to increase in the 21st century, concerns are raised about the number of older adults who will be: |
| | A) | living in poverty. |
| | B) | a financial drain on society. |
| | C) | able to care for themselves. |
| | D) | without either a spouse or children. |
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9 | |
According to Baltes (1987), the life-span perspective has the following characteristics, EXCEPT being: |
| | A) | lifelong. |
| | B) | unidirectional. |
| | C) | multidimensional. |
| | D) | plastic. |
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10 | |
Many older persons become wiser with age, yet perform more poorly on cognitive speed tests. This supports the life-span perspective notion that development is: |
| | A) | multidirectional. |
| | B) | multidimensional. |
| | C) | lifelong. |
| | D) | plastic. |
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11 | |
The onset of puberty is an example of: |
| | A) | normative age-graded influences. |
| | B) | normative history-graded influences. |
| | C) | nonnormative life events. |
| | D) | storm-and-stress events. |
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12 | |
The AIDS epidemic in the United States would be an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | nonnormative life event. |
| | D) | storm-and-stress event. |
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13 | |
Development is defined as the pattern of movement or across the life span. |
| | A) | growth |
| | B) | change |
| | C) | decline |
| | D) | stability |
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14 | |
Which of the following would involve a cognitive process? |
| | A) | hormonal changes at puberty |
| | B) | an infant responding to her mother's touch with a smile |
| | C) | an elderly couple's affection for each other |
| | D) | putting together a two-word sentence |
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15 | |
What is true concerning the biological, cognitive, and socioemotional processes? |
| | A) | Each is distinct from the others. |
| | B) | The cognitive and socioemotional are more closely related than are the cognitive and biological. |
| | C) | They are intricately interwoven. |
| | D) | They are more obvious in the early years of life. |
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16 | |
Penny is just beginning to use language and other symbols. If she is developing normally, we would expect her to be in which developmental period? |
| | A) | perinatal |
| | B) | prenatal |
| | C) | infancy |
| | D) | early childhood |
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17 | |
typically marks the end of the early childhood period of development. |
| | A) | Walking without assistance |
| | B) | The emergence of the first word |
| | C) | First grade |
| | D) | The onset of puberty |
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18 | |
Which period of development is characterized by establishing independence, developing an identity, and thinking more abstractly? |
| | A) | middle childhood |
| | B) | late childhood |
| | C) | adolescence |
| | D) | early adulthood |
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19 | |
Bernice Neugarten has emphasized reemerging life themes in development. Her observations have led her to conclude that: |
| | A) | life stages are important for understanding development. |
| | B) | each person relives his or her childhood during later development. |
| | C) | we must focus on the later developmental periods. |
| | D) | age is becoming less important for understanding development. |
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20 | |
Rozee is 86 years young. She continues to learn phrases in new languages, she writes poetry, and she enjoys going to museums to see the latest up-and-coming artists. These examples of her adaptive capacities demonstrate: |
| | A) | chronological age. |
| | B) | biological age. |
| | C) | psychological age. |
| | D) | social age. |
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21 | |
Researchers who are proponents of the nurture perspective would argue that: |
| | A) | genetics determines all behavior. |
| | B) | the environment a person is raised in determines that individual's longevity. |
| | C) | how long an individual's parents lived is the best predictor of that individual's longevity. |
| | D) | genetics and the environment in which an individual is raised will jointly determine that person's longevity. |
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22 | |
In studying changes in the way we think as we age, Dr. Long notes a child moves from not being able to think abstractly about the world to being able to, which is a qualitative change in processing information. Dr. Long emphasizes: |
| | A) | continuity. |
| | B) | discontinuity. |
| | C) | stability. |
| | D) | maturation. |
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23 | |
Most life-span developmentalists recognize that: |
| | A) | nature, continuity, and stability are the primary determinants of behavior. |
| | B) | nurture, discontinuity, and change are the primary determinants of behavior. |
| | C) | while nurture (the environment) is important, nature (heredity) plays the stronger role. |
| | D) | extreme positions on these issues are unwise. |
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24 | |
The answers to questions about the issues of nature-nurture, continuity-discontinuity, and stability-change: |
| | A) | influence public policy decisions and how people live their lives. |
| | B) | have little influence on public policy decisions, but do influence how people live their lives. |
| | C) | influence public policy decisions, but have little influence on how people live their lives. |
| | D) | are primarily concerns for psychologists, but end up having little impact in policy or people's lifestyle choices. |
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25 | |
As he was studying life-span development, Tyrell had to learn several interrelated, coherent sets of ideas that would help him explain and make predictions about development. Tyrell had to learn: |
| | A) | theories. |
| | B) | hypotheses. |
| | C) | models. |
| | D) | scientific methods. |
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26 | |
Freud believed defense mechanisms reduce: |
| | A) | anxiety. |
| | B) | dependence on others. |
| | C) | pleasure. |
| | D) | schizophrenia. |
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27 | |
During the stage, Freud believed that pleasure centers on the genital area and resolution of the Oedipus complex occurs. |
| | A) | oral |
| | B) | anal |
| | C) | phallic |
| | D) | genital |
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28 | |
Erik Erikson's theory emphasized: |
| | A) | repeated resolutions of unconscious conflicts about sexual energy. |
| | B) | developmental change throughout the human life span. |
| | C) | changes in children's thinking as they mature. |
| | D) | the influence of sensitive periods in the various stages of biological maturation. |
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29 | |
Which of the following is NOT one of the criticisms of psychoanalytic theory? |
| | A) | The main concepts of psychoanalytic theories have been difficult to test scientifically. |
| | B) | Too much importance is given to the sexual underpinnings of development. |
| | C) | Psychoanalytic theories present an image of humans that is too optimistic. |
| | D) | Psychoanalytic theories are culture- and gender-biased. |
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30 | |
The key to formal operational thinking is the ability to think about concepts. |
| | A) | concrete |
| | B) | sensory |
| | C) | symbolic |
| | D) | abstract |
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31 | |
All of the following statements represent Vygotsky's views of development, EXCEPT: |
| | A) | the child's way of knowing is best advanced through internal mechanisms, which are separate from the social environment. |
| | B) | the child's cognitive skills can be understood only when they are developmentally analyzed and interpreted. |
| | C) | cognitive skills are mediated by words, language, and forms of discourse, which serve as psychological tools for facilitating and transforming mental activity. |
| | D) | cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop. |
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32 | |
The information-processing approach to development emphasizes: |
| | A) | the quality of thinking among children of different ages. |
| | B) | overcoming certain age-related problems or crises. |
| | C) | age-appropriate expressions of sexual energy. |
| | D) | perception, memory, reasoning ability, and problem solving. |
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33 | |
From B.F. Skinner's point of view, behavior is explained through: |
| | A) | external consequences of that behavior. |
| | B) | the self-produced consequences of that behavior. |
| | C) | individuals' cognitive interpretations of their environmental experiences. |
| | D) | the biological processes that determine maturation. |
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34 | |
According to Albert Bandura's social cognitive theory, the three factors that reciprocally influence development involve: |
| | A) | behavior, the person, and the environment. |
| | B) | punishment, reward, and reinforcement. |
| | C) | memory, problem solving, and reasoning. |
| | D) | cognition, reward, and observation. |
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35 | |
Konrad Lorenz discovered that baby geese imprint to: |
| | A) | their mother only. |
| | B) | any adult female bird. |
| | C) | any adult bird. |
| | D) | any large moving object. |
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36 | |
A major strength of ecological theory is its framework for explaining: |
| | A) | environmental influences on development. |
| | B) | biological influences on development. |
| | C) | cognitive development. |
| | D) | affective processes in development. |
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37 | |
An approach consisting of several different theoretical perspectives is referred to as: |
| | A) | nondescript. |
| | B) | eclectic. |
| | C) | quasi-experimental. |
| | D) | pseudoscientific. |
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38 | |
One difficulty of conducting research in the laboratory setting is that: |
| | A) | it is artificial. |
| | B) | random assignment is impossible. |
| | C) | extraneous factors are difficult to control. |
| | D) | participants tend to be unaware that they are in an experiment. |
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39 | |
The main advantage of the naturalistic observation technique involves: |
| | A) | real-world validity. |
| | B) | great control over extraneous variables. |
| | C) | the ability to utilize inferential statistics. |
| | D) | a lack of ethical controls. |
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40 | |
Dr. Somberg is using a method of gathering information that gives an in-depth look at one individual. She is using the: |
| | A) | interview. |
| | B) | emic approach. |
| | C) | participant observation. |
| | D) | case study. |
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41 | |
Animal studies permit researchers to do all of the following, EXCEPT to: |
| | A) | control their subjects' genetic background. |
| | B) | make accurate assumptions about human behavioral responses. |
| | C) | investigate the effects of treatments that would be unethical with humans. |
| | D) | track the entire life span over a relatively short period. |
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42 | |
A common caution for correlational research is: |
| | A) | it is difficult to administer. |
| | B) | correlation does not equal causation. |
| | C) | correlations do not tell direction of relationship. |
| | D) | correlations do not indicate the strength of a relationship. |
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43 | |
Experimental designs are superior to correlational approaches when dealing with: |
| | A) | concepts that have not been studied in any great detail. |
| | B) | variables that need to be manipulated. |
| | C) | variables that are unethical to manipulate. |
| | D) | variables that can be controlled easily. |
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44 | |
An experiment involves the effects of aerobic exercise by pregnant women on their newborns' breathing and sleeping patterns. In this experiment, the newborns' breathing and sleeping patterns are the variable. |
| | A) | random |
| | B) | dependent |
| | C) | independent |
| | D) | confounding |
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45 | |
A design compares individuals of different ages (e.g., 30-year-olds, 40-year-olds, and 50-year-olds) at one testing time. |
| | A) | cross-sectional |
| | B) | longitudinal |
| | C) | Latin squares |
| | D) | correlational |
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46 | |
Most journal articles in the field of life-span development: |
| | A) | refer to archival studies. |
| | B) | address issues of either the very young or the very old. |
| | C) | are reports of original research. |
| | D) | use more rigorous methods than articles in other fields. |
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47 | |
In research with children, once the parents have provided consent: |
| | A) | the psychologist may continue to the end of the study unless the child becomes ill. |
| | B) | if the child does not want to participate, the psychologist must not continue testing the child. |
| | C) | if the child does not want to participate, the psychologist must stop long enough to calm the child down before proceeding. |
| | D) | if the child does not want to participate, the psychologist will ask the parents to calm the child down so the testing may continue. |
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2002 McGraw-Hill Higher Education