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A Topical Approach to
Lifespan Development
ST
11th Edition
UV
TEST BANK
IA
_A
John W. Santrock
PP
Comprehensive Test Bank for Instructors and
RO
Students
||| ||| || ||| || | || ||| | || ||| |
VE
9781260726817
© John W. Santrock. All rights reserved. Reproduction
D?
or distribution without permission is prohibited.
© MEDGEEK
, TABLE OF CONTENTS
Test Bank – A Topical Approach to Lifespan Development (11th Edition)
Author: John W. Santrock
ISBN: 9781260726817
ST
PART I: THE LIFE-SPAN DEVELOPMENTAL PERSPECTIVE
Chapter 1: Introduction
UV
PART II: BIOLOGICAL PROCESSES, PHYSICAL DEVELOPMENT, AND HEALTH
Chapter 2: Biological Beginnings
Chapter 3: Physical Development and Biological Aging
Chapter 4: Health
Chapter 5: Motor, Sensory, and Perceptual Development
IA
PART III: COGNITIVE PROCESSES AND DEVELOPMENT
Chapter 6: Cognitive Developmental Approaches
_A
Chapter 7: Information Processing
Chapter 8: Intelligence
Chapter 9: Language Development
PART IV: SOCIOEMOTIONAL PROCESSES
PP
Chapter 10: Emotional Development and Attachment
Chapter 11: The Self, Identity, and Personality
Chapter 12: Gender and Sexuality
Chapter 13: Moral Development, Values, and Religion
RO
PART V: SOCIAL CONTEXTS OF DEVELOPMENT
Chapter 14: Families, Relationships, and Parenting
Chapter 15: Peers and the Sociocultural World
Chapter 16: Schools, Achievement, and Work
VE
PART VI: ENDINGS
Chapter 17: Death, Dying, and Grieving
D?
, 1
Student:
1. Life-span development covers the period from to .
A. birth; middle adulthood
B. birth; old age
C. conception; early adulthood
D. conception; death
ST
2. Which of the following gives the BEST description of how life-span psychologists
describe "development"?
A. growth and decline in skills and processes
UV
B. growth and decline in skills and processes from birth to adolescence
C. growth in skills and processes
D. decline in skills and processes
3. Life-span development is the study of human development from conception to death. Historically,
however, most of the focus has been on which age group?
A. children and adolescents
IA
B. young adults
C. middle-aged adults
D. the elderly
_A
4. The upper boundary of the human lifespan is years.
A. 105
B. 117
C. 122
D. 131
PP
5. Although the maximum life span of humans has not changed, during the twentieth century, life
expectancy
A. in the U.S. has increased by 15 years.
B. in the world has increased by 15 years.
C. in the U.S. has increased by 30 years.
RO
D. in the world has increased by 30 years.
6. According to life-span development expert Paul Baltes, which age period dominates development?
A. infancy–childhood
B. adolescence–early adulthood
C. middle-aged to late adulthood
VE
D. No single age group dominates development.
7. Diana feels that her human development course overemphasizes the changes that occur from birth to
adolescence and disregards the developmental issues of adulthood. Which developmental perspective
would address her concerns?
D?
A. traditional
B. life-span
C. ethological
D. ecological
, 8. Some professors want to teach about the life-span approach in a Human Development course, whereas
others want to keep the traditional developmental approach. They disagree about
A. the plasticity of development.
B. the multidimensional nature of development.
C. whether development is lifelong.
D. whether development is multidirectional.
9. Baltes describes development as multidirectional. What does this mean?
A. Development is not dominated by any single age period.
B. Development consists of biological, cognitive, and socioemotional dimensions.
C. Development is characterized by both growth and decline.
ST
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
. unlocking the mysteries of development.
10. Kathy believes that life-span development cannot be studied without considering biological, social, and
cognitive aspects. Kathy believes that development is
UV
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
IA
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
_A
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-span perspective on
development?
A. lifelong and multidirectional
B. multidimensional and plastic
C. contextual
PP
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
cognitive speed tests. This is an example of how development is
A. plastic.
RO
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which of the following is an example of how development is contextual?
A. Reasoning ability is biologically finite and cannot be improved through retraining.
VE
B. Parents in the United States are more likely to rear their children to be independent than parents in
Japan.
C. Older adults call on experience to guide their decision making.
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
15. The capacity for acquiring second and third languages decreases after early childhood, whereas
D?
experiential wisdom increases with age. This is an example of how development is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
A Topical Approach to
Lifespan Development
ST
11th Edition
UV
TEST BANK
IA
_A
John W. Santrock
PP
Comprehensive Test Bank for Instructors and
RO
Students
||| ||| || ||| || | || ||| | || ||| |
VE
9781260726817
© John W. Santrock. All rights reserved. Reproduction
D?
or distribution without permission is prohibited.
© MEDGEEK
, TABLE OF CONTENTS
Test Bank – A Topical Approach to Lifespan Development (11th Edition)
Author: John W. Santrock
ISBN: 9781260726817
ST
PART I: THE LIFE-SPAN DEVELOPMENTAL PERSPECTIVE
Chapter 1: Introduction
UV
PART II: BIOLOGICAL PROCESSES, PHYSICAL DEVELOPMENT, AND HEALTH
Chapter 2: Biological Beginnings
Chapter 3: Physical Development and Biological Aging
Chapter 4: Health
Chapter 5: Motor, Sensory, and Perceptual Development
IA
PART III: COGNITIVE PROCESSES AND DEVELOPMENT
Chapter 6: Cognitive Developmental Approaches
_A
Chapter 7: Information Processing
Chapter 8: Intelligence
Chapter 9: Language Development
PART IV: SOCIOEMOTIONAL PROCESSES
PP
Chapter 10: Emotional Development and Attachment
Chapter 11: The Self, Identity, and Personality
Chapter 12: Gender and Sexuality
Chapter 13: Moral Development, Values, and Religion
RO
PART V: SOCIAL CONTEXTS OF DEVELOPMENT
Chapter 14: Families, Relationships, and Parenting
Chapter 15: Peers and the Sociocultural World
Chapter 16: Schools, Achievement, and Work
VE
PART VI: ENDINGS
Chapter 17: Death, Dying, and Grieving
D?
, 1
Student:
1. Life-span development covers the period from to .
A. birth; middle adulthood
B. birth; old age
C. conception; early adulthood
D. conception; death
ST
2. Which of the following gives the BEST description of how life-span psychologists
describe "development"?
A. growth and decline in skills and processes
UV
B. growth and decline in skills and processes from birth to adolescence
C. growth in skills and processes
D. decline in skills and processes
3. Life-span development is the study of human development from conception to death. Historically,
however, most of the focus has been on which age group?
A. children and adolescents
IA
B. young adults
C. middle-aged adults
D. the elderly
_A
4. The upper boundary of the human lifespan is years.
A. 105
B. 117
C. 122
D. 131
PP
5. Although the maximum life span of humans has not changed, during the twentieth century, life
expectancy
A. in the U.S. has increased by 15 years.
B. in the world has increased by 15 years.
C. in the U.S. has increased by 30 years.
RO
D. in the world has increased by 30 years.
6. According to life-span development expert Paul Baltes, which age period dominates development?
A. infancy–childhood
B. adolescence–early adulthood
C. middle-aged to late adulthood
VE
D. No single age group dominates development.
7. Diana feels that her human development course overemphasizes the changes that occur from birth to
adolescence and disregards the developmental issues of adulthood. Which developmental perspective
would address her concerns?
D?
A. traditional
B. life-span
C. ethological
D. ecological
, 8. Some professors want to teach about the life-span approach in a Human Development course, whereas
others want to keep the traditional developmental approach. They disagree about
A. the plasticity of development.
B. the multidimensional nature of development.
C. whether development is lifelong.
D. whether development is multidirectional.
9. Baltes describes development as multidirectional. What does this mean?
A. Development is not dominated by any single age period.
B. Development consists of biological, cognitive, and socioemotional dimensions.
C. Development is characterized by both growth and decline.
ST
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
. unlocking the mysteries of development.
10. Kathy believes that life-span development cannot be studied without considering biological, social, and
cognitive aspects. Kathy believes that development is
UV
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
IA
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
_A
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-span perspective on
development?
A. lifelong and multidirectional
B. multidimensional and plastic
C. contextual
PP
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
cognitive speed tests. This is an example of how development is
A. plastic.
RO
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which of the following is an example of how development is contextual?
A. Reasoning ability is biologically finite and cannot be improved through retraining.
VE
B. Parents in the United States are more likely to rear their children to be independent than parents in
Japan.
C. Older adults call on experience to guide their decision making.
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
15. The capacity for acquiring second and third languages decreases after early childhood, whereas
D?
experiential wisdom increases with age. This is an example of how development is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
