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| 1.
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Life-span development begins with _______ and ends with _______. |
| | A) | birth; death |
| | B) | conception; old age |
| | C) | infancy; old age |
| | D) | conception; death |
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| 2.
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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 and few 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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| 3.
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Which view of children is stated in the doctrine of "original sin"? |
| | A) | Children, although born good, are destined to become evil. |
| | B) | Evil children are born only to parents who have sinned. |
| | C) | Children are basically bad, and are born as evil beings. |
| | D) | Children are born good and remain that way until adulthood. |
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| 4.
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Which philosophical view assumes that the child's mind at birth is a "blank tablet"? |
| | A) | original sin |
| | B) | tabula rasa |
| | C) | determinism |
| | D) | innate goodness |
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| 5.
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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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| 6.
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According to the life-span perspective, human development is: |
| | A) | dominated by the childhood period. |
| | B) | a biological process uninfluenced by environment. |
| | C) | characterized by both growth and decline. |
| | D) | irreversible. |
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| 7.
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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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| 8.
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Parents in the United States are more likely to rear their children to be independent than are parents in Japan. This research finding supports Baltes' assertion that development is: |
| | A) | contextual. |
| | B) | multidirectional. |
| | C) | multidimensional. |
| | D) | plastic. |
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| 9.
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Some dimensions of development may expand and others shrink as individuals develop. This statement supports Baltes' assertion that development is: |
| | A) | contextual. |
| | B) | multidirectional. |
| | C) | multidimensional. |
| | D) | plastic. |
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| 10.
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Research has shown that the reasoning abilities of older adults can be improved through retraining. This is an example of how development is: |
| | A) | contextual. |
| | B) | multidirectional. |
| | C) | multidimensional. |
| | D) | plastic. |
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| 11.
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In many cultures, people retire from their careers in their fifties or sixties. This is an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | non-normative socio-emotional event. |
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| 12.
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Like many others her age, Katherine does not know how to use a computer, but her six-year-old grandson has no problem navigating the Internet and using a word processing program. This is an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | non-normative socio-emotional event. |
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| 13.
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When Ben was thirteen, his father was killed in a car accident. This is an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | non-normative socio-emotional event. |
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| 14.
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The onset of puberty is an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | non-normative socio-emotional event. |
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| 15.
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The AIDS epidemic in the United States would be an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | storm-and-stress event. |
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| 16.
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A national government's course of action designed to promote the welfare of its citizens is referred to as its: |
| | A) | advocacy program. |
| | B) | health care system. |
| | C) | minority rights legislation. |
| | D) | social policy. |
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| 17.
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Generational inequity is primarily concerned with: |
| | A) | older adults receiving a disproportionately large allocation of government resources. |
| | B) | older adults living in poverty while the younger generation flourishes. |
| | C) | the trend toward increased government services for those in early adulthood. |
| | D) | the trend towards decreased benefit programs for the elderly. |
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| 18.
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Which of the following processes involves changes in an individual's intelligence and language? |
| | A) | biological processes |
| | B) | cognitive processes |
| | C) | social processes |
| | D) | socio-emotional processes |
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| 19.
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The "elementary school years" refer to which period of development? |
| | A) | early childhood period |
| | B) | school readiness period |
| | C) | middle and late childhood period |
| | D) | adolescence period |
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| 20.
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The "young old" of late adulthood: |
| | A) | experience sizeable losses in cognitive potential. |
| | B) | have high levels of frailty. |
| | C) | are between 65 and 84 years of age. |
| | D) | are at the limits of their functional capacity. |
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| 21.
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The number of years since a person was born is described as his or her: |
| | A) | chronological age. |
| | B) | biological age. |
| | C) | psychological age. |
| | D) | developmental age. |
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| 22.
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Rosa is eighty-years-old. 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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| 23.
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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. In other words, Tyrell had to learn: |
| | A) | theories. |
| | B) | hypotheses. |
| | C) | models. |
| | D) | the scientific method. |
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| 24.
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Which theoretical perspective describes development as an unconscious process? |
| | A) | cognitive |
| | B) | ecological |
| | C) | psychoanalytic |
| | D) | ethological |
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| 25.
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Which of the following, according to Freud, is the "executive branch" of personality that uses reasoning to make decisions? |
| | A) | libido |
| | B) | superego |
| | C) | id |
| | D) | ego |
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| 26.
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Erik Erikson's theory emphasizes: |
| | 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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| 27.
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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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| 28.
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From B.F. Skinner's point of view, behavior can be explained by: |
| | A) | operant conditioning. |
| | B) | classical conditioning. |
| | C) | social cognitive theory. |
| | D) | socio-cultural theory. |
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| 29.
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According to Albert Bandura, the three factors that reciprocally influence development include: |
| | A) | cognition, reward, and observation. |
| | B) | punishment, reward, and reinforcement. |
| | C) | memory, problem solving, and reasoning. |
| | D) | behavior, the person, and the environment. |
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| 30.
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If one of your professors identifies herself as a cognitive theorist, you know that she is particularly interested in: |
| | A) | thought processes. |
| | B) | repressed memories. |
| | C) | reciprocal interactions. |
| | D) | biology and evolution. |
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| 31.
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Which theory of development emphasizes critical or sensitive periods? |
| | A) | ecological theory |
| | B) | ethological theory |
| | C) | behavioral theory |
| | D) | social cognition theory |
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| 32.
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In Bronfenbrenner's theory, the microsystem refers to the: |
| | A) | setting in which an individual lives and plays an active role. |
| | B) | culture in which an individual lives. |
| | C) | connections between the experiences in an individual's life. |
| | D) | pattern of environmental events and transitions over time. |
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| 33.
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Which of the following refers to a controversial classification of people according to real or imagined biological characteristics? |
| | A) | heritage |
| | B) | culture |
| | C) | ethnicity |
| | D) | race |
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| 34.
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One difficulty of conducting research in the laboratory setting is that: |
| | A) | it is unnatural. |
| | 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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| 35.
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To ensure that an observational measure is effective, it is important that it be conducted: |
| | A) | in a real-world setting rather than a laboratory. |
| | B) | in a controlled setting. |
| | C) | in a way that is systematic and planned carefully in advance. |
| | D) | with the consent and prior knowledge of all people being observed. |
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| 36.
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What method of collecting data involves taking an in-depth look at a single individual? |
| | A) | interview |
| | B) | survey |
| | C) | standardized test |
| | D) | case study |
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| 37.
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Which of the following statements is true in regards to correlational research? |
| | A) | This type of research is difficult to administer. |
| | B) | Correlation does not equal causation. |
| | C) | Correlations do not determine the direction of a relationship. |
| | D) | Correlations do not indicate the strength of a relationship. |
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| 38.
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A factor that can change in an experiment, in response to a manipulated factor, is called the: |
| | A) | independent variable. |
| | B) | control variable. |
| | C) | dependent variable. |
| | D) | experimental variable. |
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| 39.
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Which research strategy involves the comparison of individuals of different ages at one period in time? |
| | A) | cross-sectional approach |
| | B) | longitudinal approach |
| | C) | sequential approach |
| | D) | experimental approach |
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| 40.
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Which of the following terms refers to using an ethnic label in a superficial way that portrays an ethnic group as being more homogeneous than it really is? |
| | A) | ethnic bias |
| | B) | ethnic gloss |
| | C) | racial effect |
| | D) | cohort effect |
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