Chapter 01
The Study of Human Development

Multiple Choice Questions

1. (p. 3) Which of the following words BEST describes the focus of the study of human development?
A. Change
B. Childhood
C. Infancy
D. Relationships

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Difficulty: Easy
Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human Development: An ever-evolving field
 
2. (p. 3) The principle that human development is adaptive means
A. it is coherent and organized.
B. it is aimed at dealing with internal and external conditions of existence.
C. development proceeds from simple to complex.
D. None of these

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human Development: An ever-evolving field

3. (p. 3) Which of the following activities improved student grades, reduced school absences, and resulted in fewer behavioral problems?
A. Increased physical activity
B. Increased amount of sleep
C. Free breakfast
D. Free tutoring programs

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human Development: An ever-evolving field
 
4. (p. 3) Which topic would NOT have been addressed by the original developmental researchers?
A. Babbling
B. Puberty
C. Menopause
D. Toilet training

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Studying the life span

5. (p. 3) Life-span studies are based on which of the following ideas?
A. There is little continuity over the life span.
B. Development occurs early in life, not during adulthood.
C. Every portion of the life span is influenced by earlier events and will in turn affect later events.
D. There is no development that takes place in the late adulthood stage.

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Studying the life span
 
6. (p. 3) The concept of a lifelong process of development that can be studied scientifically is known as what?
A. Childhood development
B. Longtime development
C. Life-span development
D. Traditional development

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Studying the life span

7. (p. 4) When developmental scientists understand how language develops they can _________ when a child needs speech therapy.
A. intervene
B. describe
C. predict
D. explain

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human development today
 
8. (p. 4) Change and stability in mental abilities, such as learning, memory, language, thinking, reasoning, etc., would constitute which type of development?
A. Physical
B. Cognitive
C. Psychosocial
D. Physiological

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

9. (p. 4) Which of the following would NOT have been the focus of developmental psychologists in the inception of the field of developmental psychology?
A. Attachment
B. Teen drug use
C. Math abilities of preschoolers
D. Divorce

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Studying the life span
 
10. (p. 4) Which scientific goal is reflected by suggesting that high school students who score a 1000 or more on the Scholastic Aptitude Test (S.A.T.) will be successful in college?
A. Describe
B. Explain
C. Predict
D. Intervene

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human development today

11. (p. 4) Which scientific goal is reflected by stating that most children take their first steps at about a year?
A. Describe
B. Explain
C. Predict
D. Intervene

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human development today
 
12. (p. 4) Which scientific goal is reflected by stating that most students learn to read through a combination of phonetic and whole-word instruction?
A. Describe
B. Explain
C. Predict
D. Intervene

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human development today

13. (p. 4) Which scientific goal is reflected by suggesting that after several weeks of observing Ronald’s aggressive behavior patterns, he would benefit from counseling?
A. Describe
B. Explain
C. Predict
D. Intervene

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Learning Objective: 1.1: Describe human development and how its study has evolved.
Topic: Human development today
 
14. (p. 4) Riley doesn’t want to share her new toy with the other children at preschool. Riley is struggling with her _____ development.
A. physical
B. cognitive
C. psychosocial
D. neurological

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

15. (p. 4) Juan’s teacher is concerned that he is behind his fellow classmates in computational ability. Juan’s teacher is concerned about which domain of human development?
A. Physical
B. Cognitive
C. Psychosocial
D. Neurological

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
16. (p. 4) Peter is three inches taller than every other student in his class. Which domain of development would address Peter’s height?
A. Physical
B. Cognitive
C. Psychosocial
D. Neurological

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

17. (p. 4) Typically when studying human development, researchers focus mainly on which domain of development?
A. Physical
B. Cognitive
C. Psychosocial
D. All of these

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
18. (p. 4) Which type of development is most involved in the growth of body and brain, sensory capacities, motor skills, and health?
A. Cognitive
B. Neurological
C. Physical
D. Psychosocial

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

19. (p. 4) Which of the following would be of LEAST interest to a researcher studying the cognitive domain?
A. Feelings
B. Language
C. Memory
D. Attention

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Topic: Domains of development
 
20. (p. 4) Professor Sanchez is passing out peer evaluations to a group of preschool children. Each child can choose a smiley face, a neutral face, or frowny face to describe their classmates. Which developmental domain is Professor Sanchez most interested in?
A. Physical
B. Cognitive
C. Emotional
D. Psychosocial

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Topic: Domains of development

21. (p. 4) Two-year-old Sydney has not started talking yet, often cries when her mother leaves the room, and did not take her first steps until she was 18 months old. Which developmental domains should her parents be concerned with?
A. Physical
B. Cognitive
C. Psychosocial
D. All of these

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
22. (p. 4) Increases in brain development have an effect on
A. physical development.
B. cognitive development.
C. psychosocial development.
D. All of these

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

23. (p. 4) Which of the following is true about physical development?
A. It interacts with cognitive, personality, and social development at all ages.
B. Physical development occurs independently of cognitive development.
C. It becomes less important than personality and social development during adolescence.
D. One’s genetic makeup entirely controls one’s physical development.

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Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
24. (p. 4) A developmental scientist who studies brain development is studying the __________ domain of the self.
A. psychological
B. psychosocial
C. physical
D. cognitive

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

25. (p. 5) Marcus is 14 months old and having great difficulty when left with the babysitter. His separation anxiety is an example of interaction between which two types of development?
A. Intellectual and physical
B. Cognitive and intellectual
C. Physical and emotional
D. Cognitive and social

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
26. (p. 5) Marlane is large for her age and does not have many friends. This is an example of interaction between which two types of development?
A. Physical and intellectual
B. Cognitive and social
C. Physical and social
D. Personality and social

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Difficulty: Hard
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development

27. (p. 5) Division of the life span into periods is a
A. physical construction.
B. cognitive construction.
C. intellectual construction.
D. social construction.

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Difficulty: Easy
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
28. (p. 5) A concept or practice that may appear natural and obvious to those who accept it, but in reality is an invention of a particular culture, is an example of
A. physical construction.
B. cognitive construction.
C. intellectual construction.
D. social construction.

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Difficulty: Easy
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

29. (p. 5) The existence of adolescence as part of the life span in many industrialized societies but not in other societies, is an example of
A. environmental experiences.
B. social construction.
C. cognitive development.
D. physical development.

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Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
30. (p. 6) The age range of approximately 6–11 years refers to which of the following periods of development?
A. Early childhood
B. Middle childhood
C. Adolescence
D. Young adulthood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

31. (p. 6) According to your text, which of the following is NOT one of the major divisions of the life span?
A. Prenatal
B. Infancy and toddlerhood
C. Late adulthood
D. Senescence

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
32. (p. 6) Shayla is dependent on adults to meet her basic needs for food, clothing, and shelter, and to provide attachment bonding. She is experiencing the needs of what developmental period?
A. Infancy
B. Toddlerhood
C. Early childhood
D. Middle childhood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

33. (p. 6) Marcus has stopped being so demanding and waits his turn when playing with his friends. He also appears to be more interested in others instead of himself. He is probably in what developmental period?
A. Infancy
B. Toddlerhood
C. Early childhood
D. Middle childhood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
34. (p. 6) During which developmental period do children begin to regulate their own behavior and become more interested in their peer groups?
A. Infancy
B. Toddlerhood
C. Early childhood
D. Middle childhood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

35. (p. 7) During which developmental period does a person make the transition from childhood to adulthood, while at the same time searching for a personal identity?
A. Middle childhood
B. Adolescence
C. Young adulthood
D. Emerging adulthood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
36. (p. 7) Becoming introspective and searching out meaning in life is characteristic of which of the following?
A. Adolescence
B. Young adulthood
C. Middle adulthood
D. Late adulthood

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Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

37. (p. 7) The developmental period that includes the establishment of families and occupations is
A. adolescence.
B. middle childhood.
C. young adulthood.
D. middle adulthood.

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Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
38. (p. 7) During which developmental period do most people finish their formal education, become independent, and start families and careers?
A. Adolescence
B. Young adulthood
C. Middle adulthood
D. Older adulthood

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Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

39. (p. 8) The concept of individual differences implies that people differ in
A. size and build.
B. intelligence and personalities.
C. the influence of society and relationships they have.
D. All of these

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Difficulty: Easy
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Influences on development
 
40. (p. 8) The inborn traits or characteristics we inherit from biological parents are our
A. environment.
B. individual differences.
C. heredity.
D. influences.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation
 
41. (p. 8) ____ include(s) what is outside the self and the learning that comes from experiences in this world.
A. Environment
B. Individual differences
C. Heredity
D. Influences

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation

42. (p. 8) Which of the following statements about hereditary and environmental influences on development is TRUE?
A. Internal influences are more important because they occur first.
B. External influences are more important because they are active for a longer time.
C. Internal and external influences interact and often cannot be separated.
D. Internal and external influences are independent and can be readily separated.

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Topic: Heredity, environment, and maturation
 
43. (p. 8) _____ is the unfolding of a natural sequence of physical changes and behavior patterns.
A. Individual responses to the opportunities offered by one’s culture
B. Environmental influences
C. Maturation
D. One’s perception of the events in his/her life

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation

44. (p. 8) Meghan recorded events in the lives of her sons Joseph and Jacob such as their first words, their first steps, and the events of puberty. These events are examples of the process of
A. environmental influences.
B. genetic influences.
C. inherited characteristics.
D. maturation.

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Topic: Heredity, environment, and maturation
 
45. (p. 8) Environmental or experiential factors that help define individual differences in development include all of the following EXCEPT
A. genetic inheritance.
B. socioeconomic status.
C. ethnicity.
D. historical events.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation

46. (p. 8) Although they grew up in the same home, Natasha and Veronica are nothing alike. Situations such as these highlight the concept of
A. individual differences.
B. sibling rivalry.
C. intellectual disabilities.
D. conformity.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Influences on development
 
47. (p. 8) Professor Ferguson believes that nurture is the primary shaper of human development. Which concept would Professor Ferguson be MOST interested in?
A. Heredity
B. Genetics
C. Environment
D. Maturation

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation

48. (p. 8) The main argument today concerning the nature versus nurture debate focuses on
A. the dominance of nature over nurture.
B. the dominance of nurture over nature.
C. the relative influence of nature over nurture.
D. the interaction between nature and nurture.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation
 
49. (p. 9) Dr. Atkinson focuses her studies on factors such as school, family, and peers. She is most interested in
A. inherited characteristics.
B. environmental factors.
C. maturational factors.
D. personality characteristics.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation

50. (p. 9) A child born today in Iraq will have different experiences than children born in the United States or Mexico. These experiences will affect the course of development for these children because each child develops within a unique
A. biological context.
B. social and historical context.
C. genetic content.
D. maturation period.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
51. (p. 9) Industrialization and the move to more populated areas are both cited as reasons for the decline in the
A. multilingual family.
B. nuclear family.
C. extended family.
D. blended family.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

52. (p. 9) The family that consists of two generations with parents and children—either biological, step, or adopted—is called
A. nuclear.
B. extended.
C. multigenerational.
D. post modern.

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Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
53. (p. 9) A multigenerational kinship unit consisting of parents, children, grandparents, aunts, uncles, and cousins is called a(n) ______ family.
A. nonnormative
B. nuclear
C. extended
D. blended

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Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

54. (p. 10) Socioeconomic status is determined by all of the following EXCEPT
A. ethnicity.
B. income.
C. education.
D. occupation.

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Bloom's Taxonomy: Remember
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
55. (p. 10) All of the following may be considered indirect effects of poverty EXCEPT
A. parents’ emotional state.
B. home environments.
C. presence of models for young people.
D. breakdown of the nuclear family.

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Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
56. (p. 10) Conditions that would increase the likelihood of a negative outcome are
A. environmental perceptions.
B. genetic influences.
C. risk factors.
D. social resources.

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Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

57. (p. 11) Lawrence grew up in a poor neighborhood in a state of poverty. What can we predict about Lawrence’s future?
A. Lawrence will struggle physically, cognitively, and psychosocially.
B. Lawrence will find a way to remain positive and live a successful life.
C. Lawrence will need lots of social support from the community to finish school.
D. Any of the outcomes listed are possible futures for Lawrence.

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Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Socioeconomic status and neighborhood
 
58. (p. 11) Despite being identified as a “low-risk” group, children of affluent families suffer a high rate of
A. depression.
B. anxiety.
C. substance abuse.
D. All of these

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Bloom's Taxonomy: Remember
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

59. (p. 11) A group’s total way of life, including customs, traditions, laws, beliefs, values, and language, is referred to as its
A. subculture.
B. ethnicity.
C. culture.
D. acculturation.

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Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
60. (p. 11) A possible strength associated with poverty would include
A. the increased number of meals eaten together.
B. the lowered level of substance abuse.
C. the lowered levels of stress.
D. none, since there are no strengths associated with poverty.

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Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

61. (p. 11) Based on 2008 data, approximately what percentage of immigrant children living in the United States live in extreme poverty?
A. Less than 1%
B. 10%
C. 25%
D. 50%

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Bloom's Taxonomy: Remember
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
62. (p. 11) Some religious groups have taught children consistent traditions for weddings and funerals. Teaching these ways to the next generation is an example of
A. context.
B. ethnic diversity.
C. culture.
D. morality.

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Bloom's Taxonomy: Apply
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

63. (p. 12) By the year 2050, the minority population in the United States is projected to rise to approximately
A. 30%.
B. 40%.
C. 50%.
D. 60%.

APA LO: 1.1
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Bloom's Taxonomy: Remember
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
64. (p. 14) An overgeneralization that obscures cultural difference within a group is an
A. ethnic identity.
B. ethnic gloss.
C. ethnicity.
D. ethnic group.

APA LO: 1.1
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Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development

65. (p. 14) An event that is experienced in a similar way by most people in an age group is called a _________ influence.
A. nonnormative age-graded
B. normative age-graded
C. cohort
D. cultural

APA LO: 1.1
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Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
66. (p. 14) A ____________ is a group of people born at the same time.
A. historical generation
B. culture
C. normative group
D. cohort

APA LO: 1.1
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Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

67. (p. 14) Developmental researchers refer to typical events that happen at an atypical time, or atypical events that happen at a typical time, as __________ events.
A. normative
B. nonnormative
C. strange
D. bizarre

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
68. (p. 14) Nonnormative life events are
A. unusual events that influence a person’s life.
B. events that generally happen to everyone.
C. typical for a given population.
D. traumatic or unhappy events.

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

69. (p. 14) Events, like starting school, that occur at about the same age for people the world over are called
A. normative age-graded influences.
B. normative history-graded influences.
C. nonnormative life events.
D. cohort determined influences.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
70. (p. 14) Which of the following is a normative age-graded influence?
A. Puberty and menopause
B. War
C. Winning the lottery
D. Famine

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
71. (p. 14) Normative history-graded influences include all of the following EXCEPT
A. worldwide economic depression.
B. introduction of the contraceptive pill.
C. AIDS epidemic.
D. death of a spouse.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

72. (p. 14) A group of people who experience an event such as the attack of September 11 during a formative time in their lives is known as a historical
A. generation.
B. chronosystem.
C. anomaly.
D. culture.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
73. (p. 14) The impact of technological developments such as video games, computers, and the Internet are considered
A. nonnormative age-graded influences.
B. normative history-graded influences.
C. normative age-graded influences.
D. nonnormative history-graded influences.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

74. (p. 14) A group of people who share a similar experience common to all of its members is called a
A. generation.
B. cohort.
C. culture.
D. peer group.

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
75. (p. 14) Cohort differences are primarily due to
A. geographical separation.
B. experiences affecting a generation.
C. variations of family history.
D. unusual life events.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
76. (p. 14) Your cohort would include your
A. grandparents.
B. parents.
C. schoolmates.
D. children.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

77. (p. 14) Which of the following are members of the same cohort?
A. A woman who raised children in Binghamton, New York, during World War II and a woman raising children in Binghamton during the 1990s
B. An urban child in Iraq and a rural child in the United States
C. A veteran of the Gulf War and a veteran of Vietnam War
D. A high school student in Binghamton, New York, and a high school student in Elmira, New York

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
78. (p. 14) In the United States many 16-year-olds take their driver’s license tests and begin driving. This reflects
A. nonnormative age-graded influences.
B. normative age-graded influences.
C. historical-graded influences.
D. cognitive similarities among adolescents.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

79. (p. 14) Four-year-old Joshua plays on his mother’s iPad while his grandmother is bewildered by the fact that Joshua knows how to operate it in the first place. The grandmother’s reaction reflects the significance of
A. normative-age influences.
B. nonnormative-age influences.
C. normative history-graded influences.
D. nonnormative history-graded influences.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences
 
80. (p. 14) Danielle, who is in her late forties, just lost her mother to a battle with cancer. This would represent a
A. normative-age influence.
B. nonnormative-age influence.
C. normative history-graded influence.
D. nonnormative history graded influence.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

81. (p. 15) Cody was known to all his friends as “Crazy Cody,” the kid who would jump off of roofs, skate down the steepest slopes, or jump his bike off giant ramps. Cody’s behavior may be
A. caused by a mutated gene.
B. influenced by the media.
C. an attempt to get attention.
D. All of these

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
82. (p. 15) The concept of plasticity is most closely related to the issue of
A. critical periods.
B. sensitive periods.
C. imprinting.
D. All of these

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods

83. (p. 15) Kaylie is struggling to learn German in college. Her struggles provide evidence for which concept?
A. Critical period
B. Plasticity
C. Imprinting
D. Resilience

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
84. (p. 15) A specific time when a given event, or the absence of that event, has the greatest impact on development is called a(n) __________ period.
A. important
B. essential
C. required
D. critical

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods

85. (p. 15) A critical period is a time when
A. an organism is most likely to be influenced by a specific event.
B. a person faces a developmental transition.
C. development is taking place most rapidly.
D. development slows down for a period of time.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
86. (p. 15) Rubella has a disastrous impact if it is contracted during the first trimester of a pregnancy, yet has hardly any impact if contracted at the end of a pregnancy. This is an example of
A. fetal immune system maturation.
B. imprinting.
C. maturational timing.
D. a critical period.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods

87. (p. 15) The critical period for language development is from early infancy to
A. toddlerhood.
B. early childhood.
C. middle childhood.
D. puberty.

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
88. (p. 15) New research on plasticity indicates that plasticity
A. is a complex reaction between the environment and genetic factors.
B. is a single factor that appears to predict resilience.
C. is very similar to critical periods.
D. is not related to temperament or resilience.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
89. (p. 15) Which concept has caused many researchers to replace the term “critical period” with “sensitive periods”?
A. Imprinting
B. Plasticity
C. Temperament
D. Genetic predisposition

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods

90. (p. 16) Conclusions from the research conducted on Genie, a 13-year-old girl who had been locked away by her father and deprived of normal human contact suggests
A. there is a critical period for language acquisition.
B. there is NOT a critical period for language acquisition.
C. there might be a critical period for language acquisition.
D. there is definitely a sensitive period for language acquisition.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Is there a critical period for language acquisition?
 
91. (p. 17) The fundamental belief expressed by Baltes’ concept that development is lifelong is
A. each period of development is unique.
B. the first 20 years of development are the most important.
C. the physical, cognitive, and psychosocial domains interact.
D. that changes in one domain may or may not be accompanied by changes in the other domains.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

92. (p. 17) Jason has been at his job for almost 20 years now. Although he does not move as fast as some of the younger employees, he still manages to complete his work first due primarily to his experience. Which of Baltes’ key principles best explains this scenario?
A. Development is multidimensional.
B. Development is multidirectional.
C. Development involves changing resource allocations.
D. Development is influenced by the historical and cultural contexts.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach
 
93. (p. 17) Although described as academically gifted, Joey still enjoys playing with his action figures after school. Which of Baltes’ key principles best explains this scenario?
A. Development is multidimensional.
B. Development is multidirectional.
C. Development involves changing resource allocations.
D. Development is influenced by the historical and cultural contexts.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

94. (p. 17) Which of the following is NOT one of the principles of life-span development identified by Baltes (1987)?
A. Development is lifelong.
B. Development takes place in a historical context.
C. Development ends with childhood.
D. Development is pliable or plastic.

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Medium
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach
 
95. (p. 17) Allocation of resources often changes as a person develops. Which of the following is an example of how resources are redistributed?
A. Personal growth and improvement of skills are benefited by greater availability of resources.
B. Resources do not aid a person during a time of personal loss.
C. The availability of resources remains stable over time.
D. The availability of resources increases over time.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

96. (p. 17) The inability of a parent to understand that his daughter’s tattoo is just a form of individual expression and not a sign that she is a bad person is most closely related to which of Baltes’ developmental ideas?
A. Development is lifelong.
B. Development involves changing resource allocations.
C. Development is multidirectional.
D. Development is influenced by the historical and cultural context.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach
 
97. (p. 17) Gerald is an intellectually gifted child with an extensive vocabulary. He is emotionally mature and physically developed. Gerald’s development in each of the three domains is best explained by which of Baltes’ developmental ideas?
A. Development is multidimensional.
B. Development involves changing resource allocations.
C. Development is multidirectional.
D. Development is influenced by the historical and cultural context.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

98. (p. 17) Felipe is going back to school at age 40 to learn a new trade. Felipe is exhibiting which of Baltes’ developmental ideas?
A. Development shows plasticity.
B. Development involves changing resource allocations.
C. Development is multidirectional.
D. Development is influenced by the historical and cultural context.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach
 
99. (p. 17) Annie’s increase in brain development has led to enhanced cognitive and emotional functioning. Which of Baltes’ developmental ideas best explains this occurrence?
A. Development is lifelong.
B. Development is multidimensional.
C. Development is multidirectional.
D. Development is influenced by the historical and cultural context.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

100. (p. 17) Although Martha does not get around as well as she did when she was younger, she never misses Bingo night with the ladies. Which of Baltes’ developmental ideas is Martha depicting?
A. Development is lifelong.
B. Development involves changing resource allocations.
C. Relative influences of biology and culture shift over the life span.
D. Development is influenced by the historical and cultural context.

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

LearnSmart Questions
 
101. (p. 4) Dr. Roberto studies how adults change in interactions with siblings as they age. She is focused on the ________ domain of development.
A. physical
B. cognitive
C. psychosocial
D. intellectual

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

102. (p. 5) Which of the three processes in the nature of development involves changes in a person’s relationships with other people, emotions, and personality?
A. Cognitive processes
B. Psychosocial processes
C. Biological processes
D. Physical processes

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
103. (p. 6) What stage of development focuses on attachment and acquiring motor skills?
A. Early childhood
B. Middle childhood
C. Infancy
D. Prenatal

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

104. (p. 6) The most widely used system of periods of development divides the life span into _______ periods.
A. eight
B. ten
C. four
D. six

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
105. (p. 7) Which of the following characterizes the middle adulthood period of development?
A. It is a period where mate selection and having children are prominent.
B. Achievement becomes a central theme and self-control increases.
C. It is a time of rapid physical changes in both height and weight.
D. It is a period of reaching and maintaining career satisfaction.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
106. (p. 7) Dr. Brown is studying late adulthood. What area might she be focused upon?
A. Career
B. Conception
C. College classes
D. Retirement

APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Apply
Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

107. (p. 7) The _______ period of development is a time of establishing personal and economic independence, career development, and, for many, selecting a mate.
A. early adulthood
B. late adulthood
C. adolescence
D. middle adulthood

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
108. (p. 8) The “nature” part of the nature vs. nurture controversy can be described as
A. the prominent perspective in the controversy at the present time.
B. a socioeconomic and psychological perspective.
C. a biological and genetic perspective.
D. a psychological and environmental perspective.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation
 
109. (p. 15) A central focus in developmental research is plasticity, which refers to
A. the tendency to stay the same.
B. the ability of preoperational children to learn self-care.
C. how interested a person is in the environment.
D. a person’s capacity for change.

APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty: Easy
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: Critical period

110. (p. 17) In the lifespan perspective, no age period dominates development. That highlights the view that development is considered to be
A. multidimensional.
B. multidirectional.
C. lifelong.
D. cyclical.

APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach

Short Answer Questions
 
111. (p. 4) Give one example of how a preschool program would address each domain of human development as part of its day-to-day operations.

APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Domains of development
 
112. (p. 5) Define social construction and explain how it affects the study of human development.

APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span

113. (p. 6) List the periods of human development. For one of the periods, give an example of a cognitive, a psychosocial, and a physical event during the period that helps to define the particular period of development.

APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.2: Describe the domains and periods of human development.
Topic: Periods of the life span
 
114. (p. 8) Define inherited influences and environmental influences on development. What are the differences between inherited influences and environmental influences?

APA LO: 1.3
Bloom's Taxonomy: Analyze
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Heredity, environment, and maturation
 
115. (p. 9) Compare and contrast nuclear and extended families.

APA LO: 1.3
Bloom's Taxonomy: Analyze
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
116. (p. 14) Provide two examples each of normative age-graded and normative history-graded influences on development.

APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Normative and nonnormative influences

117. (p. 15) Critique the similarities and differences between the concepts of critical and sensitive periods. Support your answer from research presented in your text using the examples given.

APA LO: 1.3
Bloom's Taxonomy: Evaluate
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Timing of influences: Critical or sensitive periods
 
118. (p. 16) Evaluate the research presented in your text regarding the issue of a critical period for language acquisition.

APA LO: 1.3
Bloom's Taxonomy: Evaluate
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Is there a critical period for language acquisition?
 
119. (p. 11) Define culture and examine its role in human development.

APA LO: 1.3
Bloom's Taxonomy: Analyze
Difficulty: Hard
Learning Objective: 1.3: Give examples of the influences that make one person different from another.
Topic: Contexts of development
 
120. (p. 17) Choose one of Baltes’ key principles of life-span development and provide both a definition and an example of the principle.

APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 1.4: Discuss the principles of the life-span perspective.
Topic: The life-span developmental approach