Test Bank for A Topical Approach to
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Lifespan Development 11th Edition By John
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Santrock.
f
,TestBankforATopicalApproachtoLifespan
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Development11thEditionByJohnSantrock
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, 1
Student: f
1. Life-span development covers the period from
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A. birth; middle adulthood
f f
B. birth; old age f f
C. conception; early adulthood f f
D. conception; death f
2. Which of the following gives the BEST description of how life-span psychologists
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describe "development"?
f f
A. growth and decline in skills and processes
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B. growth and decline in skills and processes from birth to adolescence
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C. growth in skills and processes f f f f
D. decline in skills and processes f f f f
3. Life-span development is the study of human development from conception to death. Historically,
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however, most of the focus has been on which age group?
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A. children and adolescents f f
B. young adults f
C. middle-aged adults f
D. the elderly f
4. The upper boundary of the human lifespan is
f f f f f f f years.
A. 105
B. 117
C. 122
D. 131
5. Although the maximum life span of humans has not changed, during the twentieth century, life
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expectancy
f
A. in the U.S. has increased by 15 years.
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B. in the world has increased by 15 years.
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C. in the U.S. has increased by 30 years.
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D. in the world has increased by 30 years.
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6. According to life-span development expert Paul Baltes, which age period dominates development?
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A. infancy–childhood
B. adolescence–early adulthood f
C. middle-aged to late adulthood f f f
D. No single age group dominates development.
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7. Diana feels that her human development course overemphasizes the changes that occur from birth to
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adolescence and disregards the developmental issues of adulthood. Which developmental perspective
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would address her concerns?
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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
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others want to keep the traditional developmental approach. They disagree about
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A. the plasticity of development.
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B. the multidimensional nature of development.
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C. whether development is lifelong. f f f
D. whether development is multidirectional. f f f
9. Baltes describes development as multidirectional. What does this mean?
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A. Development is not dominated by any single age period. f f f f f f f f
B. Development consists of biological, cognitive, and socioemotional dimensions. f f f f f f f
C. Development is characterized by both growth and decline. f f f f f f f
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
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. unlocking the mysteries of development.
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10. Kathy believes that life-span development cannot be studied without considering biological, social, and
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cognitive aspects. Kathy believes that development is
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A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-span perspective on
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development?
f
A. lifelong and multidirectional f f
B. multidimensional and plastic f f
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
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cognitive speed tests. This is an example of how development is
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A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which of the following is an example of how development is contextual?
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A. Reasoning ability is biologically finite and cannot be improved through retraining.
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B. Parents in the United States are more likely to rear their children to be independent than parents in
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Japan. f
C. Older adults call on experience to guide their decision making.
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D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
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15. The capacity for acquiring second and third languages decreases after early childhood, whereas
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experiential wisdom increases with age. This is an example of how development is
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A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
f f f f f f f
Lifespan Development 11th Edition By John
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Santrock.
f
,TestBankforATopicalApproachtoLifespan
f f f f f f f
Development11thEditionByJohnSantrock
f f f f f f
, 1
Student: f
1. Life-span development covers the period from
f f f f f to .
A. birth; middle adulthood
f f
B. birth; old age f f
C. conception; early adulthood f f
D. conception; death f
2. Which of the following gives the BEST description of how life-span psychologists
f f f f f f f f f f f
describe "development"?
f f
A. growth and decline in skills and processes
f f f f f f
B. growth and decline in skills and processes from birth to adolescence
f f f f f f f f f f
C. growth in skills and processes f f f f
D. decline in skills and processes f f f f
3. Life-span development is the study of human development from conception to death. Historically,
f f f f f f f f f f f f
however, most of the focus has been on which age group?
f f f f f f f f f f f
A. children and adolescents f f
B. young adults f
C. middle-aged adults f
D. the elderly f
4. The upper boundary of the human lifespan is
f f f f f f f years.
A. 105
B. 117
C. 122
D. 131
5. Although the maximum life span of humans has not changed, during the twentieth century, life
f f f f f f f f f f f f f f
expectancy
f
A. in the U.S. has increased by 15 years.
f f f f f f f
B. in the world has increased by 15 years.
f f f f f f f
C. in the U.S. has increased by 30 years.
f f f f f f f
D. in the world has increased by 30 years.
f f f f f f f
6. According to life-span development expert Paul Baltes, which age period dominates development?
f f f f f f f f f f f
A. infancy–childhood
B. adolescence–early adulthood f
C. middle-aged to late adulthood f f f
D. No single age group dominates development.
f f f f f
7. Diana feels that her human development course overemphasizes the changes that occur from birth to
f f f f f f f f f f f f f f
adolescence and disregards the developmental issues of adulthood. Which developmental perspective
f f f f f f f f f f f
would address her concerns?
f f f f
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
f f f f f f f f f f f f f f
others want to keep the traditional developmental approach. They disagree about
f f f f f f f f f f f
A. the plasticity of development.
f f f
B. the multidimensional nature of development.
f f f f
C. whether development is lifelong. f f f
D. whether development is multidirectional. f f f
9. Baltes describes development as multidirectional. What does this mean?
f f f f f f f f
A. Development is not dominated by any single age period. f f f f f f f f
B. Development consists of biological, cognitive, and socioemotional dimensions. f f f f f f f
C. Development is characterized by both growth and decline. f f f f f f f
D Development needs psychologists, sociologists, biologists, and neuroscientists to work together in
f f f f f f f f f f f
. unlocking the mysteries of development.
f f f f f
10. Kathy believes that life-span development cannot be studied without considering biological, social, and
f f f f f f f f f f f f
cognitive aspects. Kathy believes that development is
f f f f f f f
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers increasingly study the development of adulthood. This implies that development is
f f f f f f f f f f f
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
12. Which of the following is NOT one of Paul Baltes' eight characteristics of the life-span perspective on
f f f f f f f f f f f f f f f f
development?
f
A. lifelong and multidirectional f f
B. multidimensional and plastic f f
C. contextual
D. unidirectional
13. Many older adults become wiser by calling on experiential knowledge, yet they perform poorly on
f f f f f f f f f f f f f f
cognitive speed tests. This is an example of how development is
f f f f f f f f f f f
A. plastic.
B. contextual.
C. multidimensional.
D. multidirectional.
14. Which of the following is an example of how development is contextual?
f f f f f f f f f f f
A. Reasoning ability is biologically finite and cannot be improved through retraining.
f f f f f f f f f f
B. Parents in the United States are more likely to rear their children to be independent than parents in
f f f f f f f f f f f f f f f f f
Japan. f
C. Older adults call on experience to guide their decision making.
f f f f f f f f f
D. Intelligence may be studied by looking at genetics, anthropology, sociology, and other disciplines.
f f f f f f f f f f f f
15. The capacity for acquiring second and third languages decreases after early childhood, whereas
f f f f f f f f f f f f
experiential wisdom increases with age. This is an example of how development is
f f f f f f f f f f f f f
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.
