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| 1 | |
Life-span studies in the United States grew out of long-term studies designed to follow children through adulthood. |
| | A) | True |
| | B) | False |
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| 2 | |
Researchers have discovered that adolescence has been considered a separate period of development since at least 200 BC |
| | A) | True |
| | B) | False |
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| 3 | |
It is easy for developmental scientists to consider the physical, cognitive, and psychosocial domains of development separately, because they are almost entirely unrelated to one another. |
| | A) | True |
| | B) | False |
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| 4 | |
Dividing the human lifespan into periods is a social construction, which means that it is obvious to everyone exactly how to define when a person passes from one stage to the next. |
| | A) | True |
| | B) | False |
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| 5 | |
Different societies divide the lifespan into different periods from the ones listed in your textbook. |
| | A) | True |
| | B) | False |
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| 6 | |
Individual differences include the ways people differ in physical build, health, intelligence, and lifestyle. |
| | A) | True |
| | B) | False |
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| 7 | |
As people age from childhood to adulthood, the role of maturation becomes more influential in their development than individual differences. |
| | A) | True |
| | B) | False |
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| 8 | |
Socioeconomic status is unrelated to most people's development. |
| | A) | True |
| | B) | False |
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| 9 | |
A critical period is a time when a given event, or its absence, has a specific impact on development. |
| | A) | True |
| | B) | False |
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| 10 | |
Paul Baltes's life-span developmental theory is incomplete because it does not consider the influences of culture and history upon development. |
| | A) | True |
| | B) | False |
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