, 1
Student: ___________________________________________________________________________
1. Development is best defined as a pattern of movement or change that:
A. begins at birth and continues throughout childhood.
B. begins at conception and continues until the person is fully grown.
C. begins at birth and ends when the person begins to decline due to age.
D. begins at conception and continues throughout the human life span.
2. Two developmental psychologists are having a conversation. One believes in the traditional view of
developmental change; the other believes in the life-span view. Most likely, they would DISAGREE
about:
A. the scientific methods used to study development.
B. whether the tabula rasa or innate goodness positions were correct.
C. whether most developmental change occurs in infancy and early childhood or in later phases of
development.
D whether the earlier theorists, such as Freud and Jung, were correct or whether the later theorists, such as
. Piaget and Skinner, were correct.
3. The traditional and life-span perspectives are contrasting views of developmental change. According to
the life-span perspective, when do developmental changes occur?
A. during infancy and early childhood
B. during adolescence and early adulthood
C. during middle and late adulthood
D. during childhood and adulthood
4. A life-span theorist believes that:
A. developmental changes occur in the child and adolescent years of life.
B. the most important developmental changes occur during the first 10 years of life.
C. developmental changes occur throughout childhood and adulthood.
D. the most important developmental changes occur in the middle of life.
5. What does the traditional view of human development state about developmental change in adulthood?
A. There are few or no changes that occur during adulthood.
B. There are extreme changes that occur during adulthood.
C. There are constant changes that occur during adulthood.
D. There are more changes in earlier adulthood than in later adulthood.
6. On your first day of class, Professor Red-Elk claims that for too long we have focused on the
development of only young children. She argues that the development of adults and elderly people is just
as important. This professor is articulating a __________ view.
A. contemporary
B. tabula rasa
C. traditional
D. life-span
7. The upper limit of the human life span is approximately _____ years of age.
A. 78
B. 83
C. 122
D. an unlimited number of
,8. Life expectancy increased during the 20th century because of improvements in:
A. sanitation.
B. nutrition.
C. medicine.
D. all of the above.
9. Life expectancy refers to:
A. the average number of years a person can expect to live.
B. the maximum number of years a species can live.
C. the number of years lived by most people.
D. the oldest age of any person in recorded history.
10. The idea that no age period dominates development highlights the life-span perspective that development
is:
A. plastic.
B. contextual.
C. multidimensional.
D. lifelong.
11. Dr. Tepper-Harmon believes that life-span development cannot be studied without considering biological,
socioemotional, and cognitive dimensions. Dr. Tepper-Harmon believes that development is:
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
12. Many older adults become wiser by being able to call on experience, yet their performance on tests of
cognitive speed declines. This can be explained by which of the following life-span characteristics?
A. plasticity
B. contextualism
C. multidimensionality
D. multidirectionality
13. Tzu-Chiang is 55 years old, is currently going back to college, and is enrolled in a college algebra course.
Tzu-Chiang is surprised that he is performing well in the course despite not having a formal math class
for over 30 years. Researchers would not be surprised by his performance because it has been shown that
development is:
A. plastic.
B. multidimensional.
C. lifelong.
D. contextual.
14. By age 50, many people need reading glasses or bifocals to improve their vision. This physiological
change is a good example of a:
A. nonnormative life event.
B. multidirectional influence on development.
C. normative age-graded influence on development.
D. nonnormative age-graded influence on development.
15. Tyler is 5 years old and has just entered kindergarten. This is an example of:
A. a nonnormative influence on development.
B. a normative history-graded influence on development.
C. a normative age-graded influence on development.
D. a nonnormative age-graded influence on development.
, 16. People today are waiting longer to marry and raise children. In the 1950s, it was more common for people
to marry and start a family before they were 20 years old. This difference is an example of a:
A. normative age-graded influence on development.
B. normative history-graded influence on development.
C. multidimensional change in the context of development.
D. nonnormative life event that has changed across development.
17. Levi was in New York on the day that the World Trade Center was destroyed by terrorists. He is now
afraid to fly. This is an example of how a __________ event can influence a person's development.
A. normative history-graded
B. normative age-graded
C. normative life
D. nonnormative stressful
18. When she was a teenager, two members of Anna's family were killed by a tornado. More than 30 years
later, she is still terrified by storms. This is an example of how a(n) __________ event can influence a
person's development.
A. age-graded
B. normative-graded
C. nonnormative life
D. normative history-graded
19. Paul Baltes claimed that nonnormative life events could provide an important context for life-span
development. With this concept, the term "nonnormative" refers to an event that:
A. is not likely to happen to very many people.
B. happens to younger children but not to older adults.
C. used to happen to everyone but no longer occurs very much today.
D. happens to almost everyone regardless of when or where they live.
20. Aimee is now 83 years old. Much of her future development will focus on __________ and
_________.
A. growth; maintenance.
B. maintenance; regulation of loss.
C. regulation of loss; change.
D. growth; regulation.
21. Constance is 75 years old and still very active. She gardens, hikes, plays chess, and is learning to play
the piano. She exercises daily to stay fit. She loves reading, listening to music, and playing with her
grandchildren. Her hearing and eyesight are not what they used to be, and she is not as steady on her
feet as when she was younger. She wears a hearing aid, eyeglasses, and sensible shoes to minimize these
losses. Researchers would say that Constance is a good example of how development includes:
A. varying contexts.
B. growth, maintenance, and regulation of loss.
C. plasticity.
D. multidisciplinary influences.
22. Researchers from many different fields of study examine human development in an effort to better
understand how humans develop. This makes human development a __________ field of study.
A. multidirectional
B. cultural
C. multidisciplinary
D. multidimensional
23. Culture is based on the:
A. nationality characteristics, race, religion, and language of a people.
B. practices of a large number of people living in the same geographic area.
C. exchange of ideas between groups of people who live in the same location.
D. behaviors, beliefs, and all other products of a particular group of people.
Student: ___________________________________________________________________________
1. Development is best defined as a pattern of movement or change that:
A. begins at birth and continues throughout childhood.
B. begins at conception and continues until the person is fully grown.
C. begins at birth and ends when the person begins to decline due to age.
D. begins at conception and continues throughout the human life span.
2. Two developmental psychologists are having a conversation. One believes in the traditional view of
developmental change; the other believes in the life-span view. Most likely, they would DISAGREE
about:
A. the scientific methods used to study development.
B. whether the tabula rasa or innate goodness positions were correct.
C. whether most developmental change occurs in infancy and early childhood or in later phases of
development.
D whether the earlier theorists, such as Freud and Jung, were correct or whether the later theorists, such as
. Piaget and Skinner, were correct.
3. The traditional and life-span perspectives are contrasting views of developmental change. According to
the life-span perspective, when do developmental changes occur?
A. during infancy and early childhood
B. during adolescence and early adulthood
C. during middle and late adulthood
D. during childhood and adulthood
4. A life-span theorist believes that:
A. developmental changes occur in the child and adolescent years of life.
B. the most important developmental changes occur during the first 10 years of life.
C. developmental changes occur throughout childhood and adulthood.
D. the most important developmental changes occur in the middle of life.
5. What does the traditional view of human development state about developmental change in adulthood?
A. There are few or no changes that occur during adulthood.
B. There are extreme changes that occur during adulthood.
C. There are constant changes that occur during adulthood.
D. There are more changes in earlier adulthood than in later adulthood.
6. On your first day of class, Professor Red-Elk claims that for too long we have focused on the
development of only young children. She argues that the development of adults and elderly people is just
as important. This professor is articulating a __________ view.
A. contemporary
B. tabula rasa
C. traditional
D. life-span
7. The upper limit of the human life span is approximately _____ years of age.
A. 78
B. 83
C. 122
D. an unlimited number of
,8. Life expectancy increased during the 20th century because of improvements in:
A. sanitation.
B. nutrition.
C. medicine.
D. all of the above.
9. Life expectancy refers to:
A. the average number of years a person can expect to live.
B. the maximum number of years a species can live.
C. the number of years lived by most people.
D. the oldest age of any person in recorded history.
10. The idea that no age period dominates development highlights the life-span perspective that development
is:
A. plastic.
B. contextual.
C. multidimensional.
D. lifelong.
11. Dr. Tepper-Harmon believes that life-span development cannot be studied without considering biological,
socioemotional, and cognitive dimensions. Dr. Tepper-Harmon believes that development is:
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
12. Many older adults become wiser by being able to call on experience, yet their performance on tests of
cognitive speed declines. This can be explained by which of the following life-span characteristics?
A. plasticity
B. contextualism
C. multidimensionality
D. multidirectionality
13. Tzu-Chiang is 55 years old, is currently going back to college, and is enrolled in a college algebra course.
Tzu-Chiang is surprised that he is performing well in the course despite not having a formal math class
for over 30 years. Researchers would not be surprised by his performance because it has been shown that
development is:
A. plastic.
B. multidimensional.
C. lifelong.
D. contextual.
14. By age 50, many people need reading glasses or bifocals to improve their vision. This physiological
change is a good example of a:
A. nonnormative life event.
B. multidirectional influence on development.
C. normative age-graded influence on development.
D. nonnormative age-graded influence on development.
15. Tyler is 5 years old and has just entered kindergarten. This is an example of:
A. a nonnormative influence on development.
B. a normative history-graded influence on development.
C. a normative age-graded influence on development.
D. a nonnormative age-graded influence on development.
, 16. People today are waiting longer to marry and raise children. In the 1950s, it was more common for people
to marry and start a family before they were 20 years old. This difference is an example of a:
A. normative age-graded influence on development.
B. normative history-graded influence on development.
C. multidimensional change in the context of development.
D. nonnormative life event that has changed across development.
17. Levi was in New York on the day that the World Trade Center was destroyed by terrorists. He is now
afraid to fly. This is an example of how a __________ event can influence a person's development.
A. normative history-graded
B. normative age-graded
C. normative life
D. nonnormative stressful
18. When she was a teenager, two members of Anna's family were killed by a tornado. More than 30 years
later, she is still terrified by storms. This is an example of how a(n) __________ event can influence a
person's development.
A. age-graded
B. normative-graded
C. nonnormative life
D. normative history-graded
19. Paul Baltes claimed that nonnormative life events could provide an important context for life-span
development. With this concept, the term "nonnormative" refers to an event that:
A. is not likely to happen to very many people.
B. happens to younger children but not to older adults.
C. used to happen to everyone but no longer occurs very much today.
D. happens to almost everyone regardless of when or where they live.
20. Aimee is now 83 years old. Much of her future development will focus on __________ and
_________.
A. growth; maintenance.
B. maintenance; regulation of loss.
C. regulation of loss; change.
D. growth; regulation.
21. Constance is 75 years old and still very active. She gardens, hikes, plays chess, and is learning to play
the piano. She exercises daily to stay fit. She loves reading, listening to music, and playing with her
grandchildren. Her hearing and eyesight are not what they used to be, and she is not as steady on her
feet as when she was younger. She wears a hearing aid, eyeglasses, and sensible shoes to minimize these
losses. Researchers would say that Constance is a good example of how development includes:
A. varying contexts.
B. growth, maintenance, and regulation of loss.
C. plasticity.
D. multidisciplinary influences.
22. Researchers from many different fields of study examine human development in an effort to better
understand how humans develop. This makes human development a __________ field of study.
A. multidirectional
B. cultural
C. multidisciplinary
D. multidimensional
23. Culture is based on the:
A. nationality characteristics, race, religion, and language of a people.
B. practices of a large number of people living in the same geographic area.
C. exchange of ideas between groups of people who live in the same location.
D. behaviors, beliefs, and all other products of a particular group of people.
