Test Bank: A Topical Approach to Lifespan Development 10th Edition By John Santrock

A Topical Approach to Lifespan Development 10th Edition By John Santrock Test Bank

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. 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. 

15. 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.