TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
Table Of Contents
1. The Study of Human Development.
Part I: PRENATAL DEVELOPMENT, INFANCY, AND EARLY CHILDHOOD.
Biological Foundations: Heredity, Prenatal Development, and Birth.
Tools for Exploring the World: Physical, Perceptual, and Motor Development.
The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood.
Entering the Social World: Socioemotional Development in Infancy and Early Childhood.
Part II: SCHOOL-AGE CHILDREN AND ADOLESCENTS.
Off to School: Cognitive and Physical Development in Middle Childhood.
Expanding Social Horizons: Socioemotional Development in Middle Childhood.
Rites of Passage: Physical and Cognitive Development in Adolescence.
Moving Into the Adult Social World: Socioemotional Development in Adolescence.
Part III: YOUNG AND MIDDLE ADULTHOOD.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ecoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
eing With Others: Forming Relationships in Young and Middle Adulthood.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ork, Leisure, and Retirement.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
aking It in Midlife: The Biopsychosocial Challenges of Middle Adulthood.
Part IV: LATE ADULTHOOD.
The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues.
Social Aspects of Later Life: Psychosocial, Retirement, Relationship, and Societal Issues.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH The Final Passage: Dying and Bereavement.
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
The scientific study of human development can best be described as
*a.multidisciplinary
focused on groups rather than individuals
non-theoretical
emphasizing stability over change
Which term does not belong in this group?
experiential
nurture
environmental
*d. hereditary
ȀĀ⸀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
r. Kim takes a strong nature position with regard to the origins of intellectual
disabilities. Therefore, she would most likely hypothesize that her son‘s
intellectu al disability (formally known as mental retardation) is due to
her parenting
style *b. his genes
his exposure to a toxic chemical prior to birth
his exposure to Rubella prior to birth
The notion that development is best described in terms of a series of
abrupt s hifts in behavior best fits with the approach.
nature
nurture
continuity
*d. discontinuity
Cleo, a director of a daycare, uses terms like ―pre-K,‖ ―K-3,‖ and the
―upper-ele mentary.‖ These ideas are most compatible with a view.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH CAVANAUGH
context-specificity continuity
hereditary *d. discontinuity
Dr. Fletcher is attempting to determine whether adult criminals were rule-
break ers throughout their childhood or whether they suddenly turned to a life of
crime. Her research is most concerned with which issue of human development?
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ature versus nurture
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
niversal versus context-specific development
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
iological versus sociocultural forces
*d. continuity versus discontinuity
Mustafa is interested in determining whether children develop virtually the sa
me way in Algeria as they do in other parts of the world. Mustafa‘s research deals
primarily with the issue of human development.
psychological versus biological forces
*b.universal versus context-specific development
nature versus nurture
continuity versus discontinuity
When Clarisse says, ―It doesn‘t matter if they are French, Swedish, or Chinese,
kids are kids,‖ she is espousing aposition concerning human development.
discontinuous
*b. universal
nurture
context-specific
Viviana notices that children seem to mature socially much faster in Costa
Ric a than in the Canada. Viviana is most likely to support a position regarding
h uman development.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
nature
CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
, CAVANAUGH TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
discontinuous
*c. context-specific
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
Table Of Contents
1. The Study of Human Development.
Part I: PRENATAL DEVELOPMENT, INFANCY, AND EARLY CHILDHOOD.
Biological Foundations: Heredity, Prenatal Development, and Birth.
Tools for Exploring the World: Physical, Perceptual, and Motor Development.
The Emergence of Thought and Language: Cognitive Development in Infancy and Early Childhood.
Entering the Social World: Socioemotional Development in Infancy and Early Childhood.
Part II: SCHOOL-AGE CHILDREN AND ADOLESCENTS.
Off to School: Cognitive and Physical Development in Middle Childhood.
Expanding Social Horizons: Socioemotional Development in Middle Childhood.
Rites of Passage: Physical and Cognitive Development in Adolescence.
Moving Into the Adult Social World: Socioemotional Development in Adolescence.
Part III: YOUNG AND MIDDLE ADULTHOOD.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ecoming an Adult: Physical, Cognitive, and Personality Development in Young Adulthood.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
eing With Others: Forming Relationships in Young and Middle Adulthood.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ork, Leisure, and Retirement.
⸀Ā ЀĀ ĀĀĀ ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
aking It in Midlife: The Biopsychosocial Challenges of Middle Adulthood.
Part IV: LATE ADULTHOOD.
The Personal Context of Later Life: Physical, Cognitive, and Mental Health Issues.
Social Aspects of Later Life: Psychosocial, Retirement, Relationship, and Societal Issues.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH The Final Passage: Dying and Bereavement.
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. CAVANAUGH
The scientific study of human development can best be described as
*a.multidisciplinary
focused on groups rather than individuals
non-theoretical
emphasizing stability over change
Which term does not belong in this group?
experiential
nurture
environmental
*d. hereditary
ȀĀ⸀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
r. Kim takes a strong nature position with regard to the origins of intellectual
disabilities. Therefore, she would most likely hypothesize that her son‘s
intellectu al disability (formally known as mental retardation) is due to
her parenting
style *b. his genes
his exposure to a toxic chemical prior to birth
his exposure to Rubella prior to birth
The notion that development is best described in terms of a series of
abrupt s hifts in behavior best fits with the approach.
nature
nurture
continuity
*d. discontinuity
Cleo, a director of a daycare, uses terms like ―pre-K,‖ ―K-3,‖ and the
―upper-ele mentary.‖ These ideas are most compatible with a view.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
, TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C. TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH CAVANAUGH
context-specificity continuity
hereditary *d. discontinuity
Dr. Fletcher is attempting to determine whether adult criminals were rule-
break ers throughout their childhood or whether they suddenly turned to a life of
crime. Her research is most concerned with which issue of human development?
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
ature versus nurture
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
niversal versus context-specific development
Ȁ ⸀Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ Ā ᜀ
iological versus sociocultural forces
*d. continuity versus discontinuity
Mustafa is interested in determining whether children develop virtually the sa
me way in Algeria as they do in other parts of the world. Mustafa‘s research deals
primarily with the issue of human development.
psychological versus biological forces
*b.universal versus context-specific development
nature versus nurture
continuity versus discontinuity
When Clarisse says, ―It doesn‘t matter if they are French, Swedish, or Chinese,
kids are kids,‖ she is espousing aposition concerning human development.
discontinuous
*b. universal
nurture
context-specific
Viviana notices that children seem to mature socially much faster in Costa
Ric a than in the Canada. Viviana is most likely to support a position regarding
h uman development.
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
nature
CAVANAUGH
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
, CAVANAUGH TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
discontinuous
*c. context-specific
TEST BANK FOR HUMAN DEVELOPMENT: A LIFE-SPAN VIEW 8TH EDITION ROBERT V. KAIL JOHN C.
CAVANAUGH
