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TEST BANK FOR A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 11TH EDITION BY JOHN SANTROCK A+
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TEST BANK FOR A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 11TH EDITION BY JOHN SANTROCK A+ TEST BANK FOR A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 11TH EDITION BY JOHN SANTROCK A+ TEST BANK FOR A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 11TH EDITION BY JOHN SANTROCK A+ TEST BANK FOR A ...

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  • August 13, 2024
  • 1010
  • 2024/2025
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  • test bank for a topical approach to lifespan deve

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Test Bank for A Topical Approach to
Lifespan Development 11th Edition By
John Santrock.

,Test Bank for A Topical Approach to Lifespan
. . . . . . .


.Development 11th Edition By John Santrock
. . . . .

, 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
2. Which .of .the .following .gives .the .BEST .description .of .how .life-span
.psychologists .describe ."development"?
A. growth .and .decline .in .skills .and .processes
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
B. young .adults
C. middle-aged .adults
D. the .elderly
4. The .upper .boundary .of .the .human .lifespan .is 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 .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.
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
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?
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.
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
A. lifelong.
B. multidirectional.
C. multidimensional.
D. plastic.
11. Researchers .increasingly .study .the .development .of .adulthood. .This .implies .that .development .is
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 .development?
A. lifelong .and .multidirectional
B. multidimensional .and .plastic
C. contextual
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.
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.
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 .experiential .wisdom .increases .with .age. .This .is .an .example .of .how .development .is
A. lifelong.
B. multidisciplinary.
C. multidirectional.
D. contextual.

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