TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
TablenOf nContents
1 . Then Study nof n Human n Development.
PartnI:nPRENATAL nDEVELOPMENT,nINFANCY,nAND nEARLYnCHILDHOOD.
2 . BiologicalnFoundations: nHeredity,nPrenatalnDevelopment,nand nBirth.
3 . Toolsnforn ExploringnthenWorld: nPhysical,n Perceptual,n and n Motorn Development.
4 . ThenEmergencen of nThought n and n Language: nCognitivenDevelopment nin nInfancy nand n Early nChildhood.
5 . EnteringnthenSocialnWorld: nSocioemotionaln Development n in nInfancy nand n Early nChildhood.
PartnII:nSCHOOL-AGEnCHILDRE NnANDnADOLESCE NTS.
6 . Off nto n School: nCognitiven and n Physicaln Development nin nMiddlen Childhood.
7 . ExpandingnSocialnHorizons: n SocioemotionalnDevelopment nin nMiddlenChildhood.
8 . Ritesnof nPassage: nPhysicalnand n Cognitiven Development nin n Adolescence.
9 . MovingnInto nthen Adult nSocialn World: nSocioemotionaln Development nin nAdolescence.
PartnIII:nYOUNGnANDnMIDDLE nADULTHOOD.
10 . Becomingnan n Adult: nPhysical,n Cognitive,n and n Personality nDevelopment nin nYoungn Adulthood.
11 . BeingnWith nOthers: n Formingn Relationshipsn in nYoungnand n Middlen Adulthood.
12 . Work,nLeisure,nand n Retirement.
13 . MakingnItnin nMidlife: n ThenBiopsychosocialn Challengesnof nMiddlen Adulthood.
PartnIV:nLATE nADULTHOOD.
14 . ThenPersonalnContext nof nLatern Life: nPhysical,n Cognitive,n and n MentalnHealth nIssues.
15 . SocialnAspectsnof nLatern Life: nPsychosocial,nRetirement,nRelationship,n and nSocietalnIssues.
16 . ThenFinaln Passage: n Dyingn and n Bereavement.
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.n
CAVANAUGH
1. Thenscientificnstudynofnhumanndevelopmentncannbestnbendescribednas
*a.nmultidisciplinary
b. focusednonngroups nrathernthannindividuals
c. non-theoretical
d. emphasizingnstabilitynovernchange
2. Whichnterm ndoes nnotnbelongninnthis ngroup?
a. experiential
b. nurture
c. environmental
*d.nhereditary
3. Dr.nKimntakesna nstrongnnaturenpositionnwithnregardnto nthenorigins nofnintellectualndi
sabilities.nTherefore,nshenwouldnmostnlikelynhypothesizenthatnhernson‘s nintellectunaln
disabilityn(formallynknownnas nmentalnretardation)nis nduento
a.nhernparentingnstyle
*b.nhis ngenes
c.nhis nexposure nto na ntoxicnchemicalnpriornto nbirth
d.nhis nexposure nto nRubella npriornto nbirth
4. Thennotionnthatndevelopmentnisnbestndescribedninnterms nofna nseriesnofnabruptns nhi
fts ninnbehaviornbestnfits nwithnthe approach.
a. nature
b. nurture
c. continuity
*d.ndiscontinuity
5. Cleo ,na ndirecto rno fna n daycare,nuses nterms n like n―pre-K,‖n ―K-3,‖nandn the n―upper-
ele n mentary.‖nThesenideas narenmostncompatiblenwithna view.
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.
CAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.n
CAVANAUGH
a. context-specificity
b. hereditary
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.
CAVANAUGH
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
TablenOf nContents
1 . Then Study nof n Human n Development.
PartnI:nPRENATAL nDEVELOPMENT,nINFANCY,nAND nEARLYnCHILDHOOD.
2 . BiologicalnFoundations: nHeredity,nPrenatalnDevelopment,nand nBirth.
3 . Toolsnforn ExploringnthenWorld: nPhysical,n Perceptual,n and n Motorn Development.
4 . ThenEmergencen of nThought n and n Language: nCognitivenDevelopment nin nInfancy nand n Early nChildhood.
5 . EnteringnthenSocialnWorld: nSocioemotionaln Development n in nInfancy nand n Early nChildhood.
PartnII:nSCHOOL-AGEnCHILDRE NnANDnADOLESCE NTS.
6 . Off nto n School: nCognitiven and n Physicaln Development nin nMiddlen Childhood.
7 . ExpandingnSocialnHorizons: n SocioemotionalnDevelopment nin nMiddlenChildhood.
8 . Ritesnof nPassage: nPhysicalnand n Cognitiven Development nin n Adolescence.
9 . MovingnInto nthen Adult nSocialn World: nSocioemotionaln Development nin nAdolescence.
PartnIII:nYOUNGnANDnMIDDLE nADULTHOOD.
10 . Becomingnan n Adult: nPhysical,n Cognitive,n and n Personality nDevelopment nin nYoungn Adulthood.
11 . BeingnWith nOthers: n Formingn Relationshipsn in nYoungnand n Middlen Adulthood.
12 . Work,nLeisure,nand n Retirement.
13 . MakingnItnin nMidlife: n ThenBiopsychosocialn Challengesnof nMiddlen Adulthood.
PartnIV:nLATE nADULTHOOD.
14 . ThenPersonalnContext nof nLatern Life: nPhysical,n Cognitive,n and n MentalnHealth nIssues.
15 . SocialnAspectsnof nLatern Life: nPsychosocial,nRetirement,nRelationship,n and nSocietalnIssues.
16 . ThenFinaln Passage: n Dyingn and n Bereavement.
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.nCAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.n
CAVANAUGH
1. Thenscientificnstudynofnhumanndevelopmentncannbestnbendescribednas
*a.nmultidisciplinary
b. focusednonngroups nrathernthannindividuals
c. non-theoretical
d. emphasizingnstabilitynovernchange
2. Whichnterm ndoes nnotnbelongninnthis ngroup?
a. experiential
b. nurture
c. environmental
*d.nhereditary
3. Dr.nKimntakesna nstrongnnaturenpositionnwithnregardnto nthenorigins nofnintellectualndi
sabilities.nTherefore,nshenwouldnmostnlikelynhypothesizenthatnhernson‘s nintellectunaln
disabilityn(formallynknownnas nmentalnretardation)nis nduento
a.nhernparentingnstyle
*b.nhis ngenes
c.nhis nexposure nto na ntoxicnchemicalnpriornto nbirth
d.nhis nexposure nto nRubella npriornto nbirth
4. Thennotionnthatndevelopmentnisnbestndescribedninnterms nofna nseriesnofnabruptns nhi
fts ninnbehaviornbestnfits nwithnthe approach.
a. nature
b. nurture
c. continuity
*d.ndiscontinuity
5. Cleo ,na ndirecto rno fna n daycare,nuses nterms n like n―pre-K,‖n ―K-3,‖nandn the n―upper-
ele n mentary.‖nThesenideas narenmostncompatiblenwithna view.
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.
CAVANAUGH
, TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.n
CAVANAUGH
a. context-specificity
b. hereditary
TESTnBANKnFORnHUMANnDEVELOPMENT: nAnLIFE-
SPANnVIEWn8TH nEDITIONnROBERTnV.nKAILnJOHNnC.
CAVANAUGH
