Psychology 2070 Exam 1 - Jennifer Knapp Exam
Questions With Correct Answers
Lifespan |Development |- |CORRECT |ANSWER✔✔-The |field |of |study |that |examines |patterns |of |
growth, |change, |and |stability |behavior |that |occur |throughout |the |entire |life |span.
Physical |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |body's |physical |
makeup; |the |brain, |nervous |system, |muscles, |and |senses, |and |the |need |for |food, |drink, |and |
sleep
Cognitive |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |ways |that |growth |
and |change |in |intellectual |capabilities |influence |a |person's |behavior
Personality |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |ways |that |the |
enduring |characteristics |that |differentiate |one |person |from |another |change |over |the |life |span |-
|characteristics
Social |Development |- |CORRECT |ANSWER✔✔-The |way |in |which |individuals' |interactions |with |
others |and |their |social |relationships |grow, |change, |and |remain |stable |over |the |course |of |life
Lifespan |Developmentalists |- |CORRECT |ANSWER✔✔-People |interested |in |people's |lives |from |
the |moment |of |conception |until |death
Prenatal |Period |- |CORRECT |ANSWER✔✔-Conception |- |Birth
Infancy |and |Toddlerhood |- |CORRECT |ANSWER✔✔-Birth |- |3 |Years
,Preschool |Period |- |CORRECT |ANSWER✔✔-Ages |3-6
Middle |Childhood |- |CORRECT |ANSWER✔✔-Ages |6-12
Adolescnece |- |CORRECT |ANSWER✔✔-Ages |12-20
Young |Adulthood |- |CORRECT |ANSWER✔✔-Ages |20-40
Middle |Adulthood |- |CORRECT |ANSWER✔✔-Ages |40-60
Late |Adulthood |- |CORRECT |ANSWER✔✔-Ages |60-Death
Social |Construct |- |CORRECT |ANSWER✔✔-A |shared |notion |of |reality |that |is |widely |accepted |
but |is |a |function |of |society |and |culture |at |a |given |time
Individual |Differences |- |CORRECT |ANSWER✔✔-Why |do |people |mature |at |different |rates |and |
reach |developmental |milestones |at |different |points?
Cohort |- |CORRECT |ANSWER✔✔-A |group |of |people |born |around |the |same |time |in |the |same |
place
History-Graded |Influences |- |CORRECT |ANSWER✔✔-Biological |and |environmental |influences |
associated |with |a |particular |historical |moment
Example: |Covid-19
Age-Graded |Influences |- |CORRECT |ANSWER✔✔-Biological |and |environmental |influences |that |
are |similar |for |individuals |in |a |particular |age |group, |regardless |of |when |or |where |they |are |
raised
, Example: |Graduation
Sociocultural-Graded |- |CORRECT |ANSWER✔✔-The |social |and |cultural |factors |present |at |a |
particular |time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |
class, |and |subcultural |membership
Example: |gender |and |age
Non-Normative |Life |Events |- |CORRECT |ANSWER✔✔-Specific, |atypical |events |that |occur |in |a |
particular |person's |life |at |a |time |when |such |events |do |not |happen |to |most |people
Example: |A |child |who |is |diagnosed |with |a |terminal |illness |at |a |young |age.
Continuous |Change |- |CORRECT |ANSWER✔✔-Gradual |development |with |achievements |at |one |
level |building |on |those |of |previous |levels
Discontinuous |Change |- |CORRECT |ANSWER✔✔-Development |that |occurs |in |distinct |steps |or |
stages, |with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |different |
from |behavior |at |earlier |stages
Critical |Period |- |CORRECT |ANSWER✔✔-A |specific |time |during |development |when |a |particular |
event |has |its |greatest |consequences; |these |periods |occur |when |certain |kinds |of |environmental
|stimuli |result |in |abnormal |development. |Example: |Children |who |are |abused, |may |develop |
attachment |issues.
Sensitive |Period |- |CORRECT |ANSWER✔✔-A |point |in |development |when |organisms |are |
particularly |susceptible |to |certain |kinds |of |stimuli |in |their |environment. |Example: |learning |a |
second |language |at |an |older |age
Growth |and |change |is |constant |throughout |a |person's |life, |and |skills |grow |and |decline |at |all |
ages |- |CORRECT |ANSWER✔✔-Why |do |developmentalists |now |focus |on |the |entire |life |span |
instead |of |just |infancy |and |adolescence?
Questions With Correct Answers
Lifespan |Development |- |CORRECT |ANSWER✔✔-The |field |of |study |that |examines |patterns |of |
growth, |change, |and |stability |behavior |that |occur |throughout |the |entire |life |span.
Physical |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |body's |physical |
makeup; |the |brain, |nervous |system, |muscles, |and |senses, |and |the |need |for |food, |drink, |and |
sleep
Cognitive |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |ways |that |growth |
and |change |in |intellectual |capabilities |influence |a |person's |behavior
Personality |Development |- |CORRECT |ANSWER✔✔-Development |involving |the |ways |that |the |
enduring |characteristics |that |differentiate |one |person |from |another |change |over |the |life |span |-
|characteristics
Social |Development |- |CORRECT |ANSWER✔✔-The |way |in |which |individuals' |interactions |with |
others |and |their |social |relationships |grow, |change, |and |remain |stable |over |the |course |of |life
Lifespan |Developmentalists |- |CORRECT |ANSWER✔✔-People |interested |in |people's |lives |from |
the |moment |of |conception |until |death
Prenatal |Period |- |CORRECT |ANSWER✔✔-Conception |- |Birth
Infancy |and |Toddlerhood |- |CORRECT |ANSWER✔✔-Birth |- |3 |Years
,Preschool |Period |- |CORRECT |ANSWER✔✔-Ages |3-6
Middle |Childhood |- |CORRECT |ANSWER✔✔-Ages |6-12
Adolescnece |- |CORRECT |ANSWER✔✔-Ages |12-20
Young |Adulthood |- |CORRECT |ANSWER✔✔-Ages |20-40
Middle |Adulthood |- |CORRECT |ANSWER✔✔-Ages |40-60
Late |Adulthood |- |CORRECT |ANSWER✔✔-Ages |60-Death
Social |Construct |- |CORRECT |ANSWER✔✔-A |shared |notion |of |reality |that |is |widely |accepted |
but |is |a |function |of |society |and |culture |at |a |given |time
Individual |Differences |- |CORRECT |ANSWER✔✔-Why |do |people |mature |at |different |rates |and |
reach |developmental |milestones |at |different |points?
Cohort |- |CORRECT |ANSWER✔✔-A |group |of |people |born |around |the |same |time |in |the |same |
place
History-Graded |Influences |- |CORRECT |ANSWER✔✔-Biological |and |environmental |influences |
associated |with |a |particular |historical |moment
Example: |Covid-19
Age-Graded |Influences |- |CORRECT |ANSWER✔✔-Biological |and |environmental |influences |that |
are |similar |for |individuals |in |a |particular |age |group, |regardless |of |when |or |where |they |are |
raised
, Example: |Graduation
Sociocultural-Graded |- |CORRECT |ANSWER✔✔-The |social |and |cultural |factors |present |at |a |
particular |time |for |a |particular |individual, |depending |on |such |variables |as |ethnicity, |social |
class, |and |subcultural |membership
Example: |gender |and |age
Non-Normative |Life |Events |- |CORRECT |ANSWER✔✔-Specific, |atypical |events |that |occur |in |a |
particular |person's |life |at |a |time |when |such |events |do |not |happen |to |most |people
Example: |A |child |who |is |diagnosed |with |a |terminal |illness |at |a |young |age.
Continuous |Change |- |CORRECT |ANSWER✔✔-Gradual |development |with |achievements |at |one |
level |building |on |those |of |previous |levels
Discontinuous |Change |- |CORRECT |ANSWER✔✔-Development |that |occurs |in |distinct |steps |or |
stages, |with |each |stage |bringing |about |behavior |that |is |assumed |to |be |qualitatively |different |
from |behavior |at |earlier |stages
Critical |Period |- |CORRECT |ANSWER✔✔-A |specific |time |during |development |when |a |particular |
event |has |its |greatest |consequences; |these |periods |occur |when |certain |kinds |of |environmental
|stimuli |result |in |abnormal |development. |Example: |Children |who |are |abused, |may |develop |
attachment |issues.
Sensitive |Period |- |CORRECT |ANSWER✔✔-A |point |in |development |when |organisms |are |
particularly |susceptible |to |certain |kinds |of |stimuli |in |their |environment. |Example: |learning |a |
second |language |at |an |older |age
Growth |and |change |is |constant |throughout |a |person's |life, |and |skills |grow |and |decline |at |all |
ages |- |CORRECT |ANSWER✔✔-Why |do |developmentalists |now |focus |on |the |entire |life |span |
instead |of |just |infancy |and |adolescence?
