A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 7TH EDITION BY JOHN SANTROCK TEST BANK by QuentinAxel

A TOPICAL APPROACH TO LIFESPAN DEVELOPMENT 7TH EDITION BY JOHN SANTROCK TEST BANK Chapter 01 Introduction

Multiple Choice Questions 1. (p. 5) Life-span development covers the period from A. birth; middle adulthood B. conception; old age C. infancy; early adulthood D. conception; death

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Studying Life-Span Development

2. (p. 6) Which of the following gives the BEST description of how life-span psychologists describe "development"? A. growth and decline in skills and processes B. how the fetus grows and develops in the womb C. growth and improvement in skills and processes D. growth in muscles that leads to improvement in skills

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Studying Life-Span Development

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Chapter 01 - Introduction

3. (p. 6) 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 B. adolescents C. middle-aged adults D. the elderly

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Studying Life-Span Development

4. (p. 6) The upper boundary of the human lifespan is approximately A. 95 B. 100 C. 110 D. 122

years.

5. (p. 6) Although the maximum life span of humans has not changed, during the twentieth century life expectancy in the United States has: A. decreased for Hispanic individuals. B. increased for women but not for men. C. increased by 30 years. D. decreased because of the numbers of individuals killed in war.

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Chapter 01 - Introduction

6. (p. 6) According to life-span development expert Paul Baltes, which age period dominates development? A. infancy-childhood B. adolescence-early adulthood C. middle-late adulthood D. No single age group dominates development.

7. (p. 6) Diana has returned to college after raising her children. She feels that her human development course overemphasizes the dramatic changes that occur from birth to adolescence and disregards the various developmental issues of adulthood. Which developmental theory might address her concerns? A. traditional B. life-span C. ethological D. ecological

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

8. (p. 6) The psychology department is debating what to include in their Human Development course. Some professors want to teach about the life-span approach, whereas others want to deliver a traditional philosophy. They disagree about: A. the plasticity of development. B. the multidimensional nature of development. C. whether most significant change occurs from birth to adolescence or well into later phasesof life. D. Freud's psychosocial theories.

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Chapter 01 - Introduction

9. (p. 6) 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 balances growth, maintenance, and regulation.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

10. (p. 6) 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. (p. 6) Researchers increasingly study the experiences and psychological orientations of adults at different points in their development. This implies that development is: A. lifelong. B. multidisciplinary. C. multidirectional. D. contextual.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

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Chapter 01 - Introduction

12. (p. 6-7) Which of the following is NOT one of Paul Baltes's seven characteristics of the lifespan perspective on development? A. contextual B. multidimensional C. plastic D. unidirectional

13. (p. 6-7) 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. (p. 6-7) 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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Chapter 01 - Introduction

15. (p. 7) Baltes argues that compared to younger adults, older adults often show: A. less interest in learning new things. B. less capacity for learning something new. C. greater rigidity in personality characteristics. D. lower tendency to tolerate changes.

16. (p. 7) 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 do 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.

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

17. (p. 7) In the United States, most individuals begin school around age 5, whereas in Australia they start at 3. This is an illustration of how development is: A. lifelong. B. multidisciplinary. C. multidirectional. D. contextual.

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Chapter 01 - Introduction

18. (p. 7) Normative age-graded influences, normative history-graded influences, and nonnormative life events are all ways in which development can be classified as: A. multidirectional. B. multidimensional. C. contextual. D. plastic.

APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

19. (p. 7) Anna attributes her thriftiness to having been raised during the Great Depression. This is an example of a: A. nonnormative life event. B. normative history-graded influence. C. normative age-graded influence. D. nonnormative age-graded influence.

20. (p. 7) The fact that I use e-mail virtually every day and my mother has never sent or received an e-mail is an example of a difference in: A. normative history-graded influences. B. nonnormative life events. C. normative age-graded influences. D. generational gaps in knowledge.

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Chapter 01 - Introduction

21. (p. 7) Biological processes such as puberty and menopause are: A. nonnormative life events. B. normative age-graded influences. C. normative history-graded influences. D. normative contextual influences.

22. (p. 7) Which of the following is an example of the plasticity of development? A. Intelligence has many components—nonverbal, abstract, social, and so on. B. The potential and limits of one's IQ are set by heredity. C. The same person may develop differently depending on environment. D. Someone who goes blind may develop better hearing as a result.

23. (p. 8) Neleh was a participant on a popular reality TV show. Months later, she still experiences the effects of this widespread exposure. This is an example of a: A. nonnormative life event. B. normative age-graded influence. C. normative history-graded influence. D. normative contextual influence.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

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Chapter 01 - Introduction

24. (p. 8) According to Baltes, childhood and adolescence is marked by continuing growth, maintenance, and regulation, while adulthood and old age are characterized by: A. slowing growth, no maintenance, and no regulation. B. continuing growth and maintenance with no regulation. C. slowing growth with an increase in maintenance and regulation. D. slowing growth, maintenance, and regulation.

25. (p. 8) Lauro is 83 years old. Much of his development will now focus on: A. growth and maintenance. B. maintenance and regulation. C. regulation and nonnormative influences. D. growth and regulation.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

26. (p. 9) The laws, regulations, and government programs that are designed to promote the welfare of a country's citizens are part of policy. A. family B. social C. welfare D. development

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

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Chapter 01 - Introduction

27. (p. 10) Of special consideration for social policy intervention are children who grow up: A. in poverty. B. in single-parent homes. C. addicted to heroin. D. as part of a minority group.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

28. (p. 10) Janice's childhood years were spent living in poverty. Which of the following statements is most likely NOT true? A. Janice lived in a two-parent household. B. Janice exhibited elevated levels of physiological stress. C. Janice was frequently exposed to violence and crowding. D. Janice lived in poor housing.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

29. (p. 10) Which of the following is NOT a concern related to children living in poverty? A. increased likelihood of separation from a parent B. increased exposure to violence C. poorer performance in school D. increased exposure to family turmoil

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

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Chapter 01 - Introduction

30. (p. 10) The U.S. percentage of children living in poverty is: A. only half as much as some other industrialized nations. B. almost twice as great as the percent in Canada. C. at an all-time high. D. of little concern to lawmakers.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

31. (p. 11) A primary concern in relation to social policy for older adults is the: A. increasing numbers who live in poverty. B. increase in elder abuse. C. failure of the health care system to address their needs. D. need for funding public pensions.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Contemporary Concerns

32. (p. 13) At age 3, Jillian is beginning to participate in imaginary play. Identify the process of Jillian's life-span development. A. ecological B. biological C. socioemotional D. cognitive

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Cognitive Processes

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Chapter 01 - Introduction

33. (p. 13) Diego beams as he holds his newborn child. What processes are developing? A. abstract B. biological C. socioemotional D. cognitive

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Socioemotional Processes

34. (p. 13) Doctors measure and chart a baby's height, weight, and head growth at each medical check-up. What processes are being tracked? A. abstract B. biological C. socioemotional D. cognitive

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Biological Processes

35. (p. 13) Which of the following statements BEST describes the relationship between biological, cognitive, and socioemotional development? A. These processes develop independently of one another. B. The development of these processes is intricately interwoven. C. Social development is independent of biological and cognitive development. D. Cognitive development sets the upper limits for biological and social development.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Biological Processes

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Chapter 01 - Introduction

36. (p. 14) The developmental period during which changes are rapid and primarily biological is: A. prenatal. B. infancy. C. adolescence. D. late adulthood.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

37. (p. 14) Kindergarten students spend much of their time learning how to negotiate peer relationships. What period of development are they in? A. prenatal B. infancy C. early childhood D. middle/late childhood

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

38. (p. 14) Alec is almost completely dependent on his parents and is quietly developing many cognitive processes. What period of development is he most likely in? A. prenatal B. infancy C. early childhood D. middle/late childhood

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

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Chapter 01 - Introduction

39. (p. 14) The period of early childhood ends when the child: A. is toilet trained. B. learns to dress herself. C. starts first grade. D. is allowed to stay home alone.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

40. (p. 14) Jen has found new independence in mastering how to read and write. What period of development is she most likely in? A. middle childhood B. late childhood C. adolescence D. primary years

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

41. (p. 15) Most traditional college students are considered to be in what developmental period? A. adolescence B. emerging adulthood C. early adulthood D. middle adulthood

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

1-14

Chapter 01 - Introduction

42. (p. 16) Paulo is struggling to juggle school, work, and relationships while he is beginning to become more independent and responsible. What period of development is he most likely in? A. late childhood B. adolescence C. early adulthood D. middle adulthood

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

43. (p. 16) Len feels greatly contented in his career. Now that his medical clinic is doing well, he has more time in hand to spend with his family. What period of development is he most likely in? A. late adulthood B. middle adulthood C. early adulthood D. stability and regulation

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

44. (p. 16) Margaret spends a lot of time thinking about the choices that she has made in her life and the events that she has witnessed. She was recently diagnosed with diabetes and has made several lifestyle changes as a result. Margaret is most likely in: A. late adolescence. B. early adulthood. C. middle adulthood. D. late adulthood.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

1-15

Chapter 01 - Introduction

45. (p. 16) Maria feels less pressure to achieve, has more time for leisure activities, and is highly adaptable to change. She is MOST likely in which period of development? A. late childhood B. adolescence C. early adulthood D. late adulthood

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

46. (p. 16) At what age do more people claim to be happiest? A. 19 years B. 25 years C. 42 years D. 88 years

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Age and Happiness

47. (p. 16) At what age do people enter the "oldest old" age group? A. 50 years B. 65 years C. 75 years D. 85 years

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

1-16

Chapter 01 - Introduction

48. (p. 16) What developmental period is marked by sizeable losses in cognitive potential, chronic stress, and frailty? A. oldest old B. young old C. late adulthood D. middle adulthood

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

49. (p. 16) Each fall, the choir teacher faces the task of retraining the deepening voices of some of his male students. What period of development are these students most likely in? A. socially young B. adolescence C. physically young D. late childhood

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Periods of Development

50. (p. 18) Leo is 65 years old and has just retired. He is coping well with his change of lifestyle and is highly motivated to learn new things. Leo is young. A. socially B. biologically C. physically D. psychologically

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

1-17

Chapter 01 - Introduction

51. (p. 18) Which of the following is NOT a commonly conceptualized way of viewing age? A. biological age B. cognitive age C. social age D. psychological age

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

52. (p. 18) Becoming a grandmother is an example of A. biological B. cognitive C. social D. psychological

age.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

53. (p. 18) Mrs. B is a 66-year-old widow in remarkably good health. She is financially comfortable and will retire soon. However, she dreads retirement, saying that she has no hobbies and no ideas about how she will structure her new abundance of time. She is experiencing difficulty with age. A. biological B. cognitive C. chronological D. psychological

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

1-18

Chapter 01 - Introduction

54. (p. 18) The functional capacities of a person's vital organ system indicate A. chronological B. biological C. psychological D. developmental

age.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

55. (p. 18) Jerry is 60 years old and is training for his first marathon. He believes he is in the best shape of his life. Jerry feels young. A. chronologically B. biologically C. developmentally D. socially

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

56. (p. 18) A person's adaptive capacities compared with those of other individuals of the same chronological age are called age. A. psychological B. social C. biological D. coping

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

1-19

Chapter 01 - Introduction

57. (p. 18) Henry's family and friends believe that he is too old to take up skydiving and urge him to "act more his age." These expectations are based on Henry's age. A. psychological B. social C. biological D. socioemotional

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

58. (p. 18) Due to modern-day medical advances, people may become parents well into middle or late adulthood. Those who choose to take on this role, despite chronological age, enter a younger: A. biological age. B. psychological age. C. social age. D. developmental maturity.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

59. (p. 19) Brent has a son diagnosed with ADHD and believes that this is primarily due to genetics, as his father was ADHD as well. Brent most likely believes that ADHD is primarily influenced by: A. nature. B. nurture. C. stability. D. continuity.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

1-20

Chapter 01 - Introduction

60. (p. 19) In the nature/nurture debate, one's biology is related to "nature" while one's related to "nurture." A. environment B. age C. behavior D. genetics

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

61. (p. 19) During her intake interview, Jody's psychiatrist asks for a familial history of mental disorders as well as for details about her childhood. The psychiatrist is gathering information related to the influence of on development. A. biology and environment B. biology C. environment D. cognitive acuity and coping skills

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

62. (p. 19) Although Angie was somewhat irresponsible as a teen, she changed her ways when she entered college and leased her first apartment. This example illustrates the developmental issue of: A. stability. B. change. C. continuity. D. biology.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Stability and Change

1-21

Chapter 01 - Introduction

63. (p. 19) In the final analysis, most developmentalists tend to believe that: A. development is more continuous than discontinuous. B. for the most part, people can't change. C. nature is more important than nurture. D. development is best explained by the interaction of nature and nurture.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

64. (p. 19) The life-span development concept of plasticity aligns most closely with which of the following? A. stability B. change C. nature D. nurture

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Stability and Change

65. (p. 19) Reactive Attachment Disorder is thought to be a lifelong condition caused by a lack of nurturing care during the early years of life. This diagnosis aligns with the developmental issue of: A. stability. B. change. C. nature. D. temperament.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Stability and Change

1-22

Chapter 01 - Introduction

66. (p. 19) Tammy was shy as a child but became more outgoing and confident when she attended a university far from her hometown. This is an example of which developmental issue? A. multidirectionality B. growth and regulation C. nature and nurture D. stability and change

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Stability and Change

67. (p. 19) The controversy of stability versus change is closely linked to Paul Baltes's theory of: A. plasticity. B. contextualism. C. multidimensionalism. D. multidirectionality.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Stability and Change

68. (p. 19) Jesse was physically abused as an infant. He was taken away from his abuser and raised in a home with loving adults who adopted him. According to later-experience theorists, Jesse will: A. continue to be psychologically scarred by his earlier abuse. B. block out his abuse during childhood, but relive it during adulthood. C. heal from the earlier abuse in his supportive environment. D. suffer during adolescence because of his earlier abuse.

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

1-23

Chapter 01 - Introduction

69. (p. 19) Studies involving Romanian orphans have theorized that children will not develop optimally without warm, nurturing caregiving during the first year of life. This research explores the aspect of the issue in development. A. early experience; stability and change B. early experience; continuity and discontinuity C. cumulative experience; stability and change D. late experience; continuity and discontinuity

70. (p. 19) Professor Martin is a later-experience theorist. Which statement BEST reflects his view about development? A. Later experiences are more important than earlier experiences. B. Later experiences are less important than earlier experiences. C. Later experiences are just as important as earlier experiences. D. Later experiences are only important if they are significantly negative.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Stability and Change

71. (p. 20) "A child's first word seems like an abrupt event but is actually the result of weeks and months of practice." This statement reflects a predominantly view. A. stage-based B. nature-based C. continuity-based D. discontinuity-based

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Continuity and Discontinuity

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Chapter 01 - Introduction

72. (p. 20) The four stages of a butterfly's maturation—egg, caterpillar, chrysalis, butterfly— characterize which aspect of development? A. plasticity B. stability C. discontinuity D. continuity

73. (p. 21) Conceptualize a problem to be studied, collect data, analyze data, and draw conclusions. These steps describe: A. discontinuity in development. B. the scientific method. C. a journal abstract. D. a theory.

APA Outcome: 2.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Scientific Method

74. (p. 21) Nala decides to explore teenage pregnancy prevention for her Master's thesis. According to the scientific method, what should be her first step in getting started? A. analyze similarities and differences in the information she has gathered B. draw conclusions to be studied C. conceptualize the problem to be studied D. begin to collect information

APA Outcome: 2.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Scientific Method

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Chapter 01 - Introduction

75. (p. 21) Which of the following statements is NOT true of a theory? A. A theory is an interrelated, coherent set of ideas that helps explain phenomena and make predictions. B. Different theories contain many ideas that may compliment as well as contradict other theories. C. When studying a topic, it is advisable to choose one developmental theory and disregard all others. D. No one theory will account for all aspects of life-span development.

APA Outcome: 2.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Scientific Method

76. (p. 21) Psychoanalytic theories hold that development primarily depends on: A. the unconscious mind. B. thinking, reasoning, language, and other cognitive processes. C. behavior's link to environment. D. biology and evolution.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Psychoanalytic Theory

77. (p. 21) Psychoanalytic theories stress what in development? A. continuity B. genes C. late experience D. early experience

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Psychoanalytic Theory

1-26

Chapter 01 - Introduction

78. (p. 21-22) Ben has repressed his sexual urges and has started to develop social and intellectual skills. Ben is in the psychosexual stage called the stage. A. phallic B. anal C. latency D. oral

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Freud's Theory

79. (p. 21-22) Erikson's theory emphasizes which of the following aspects of human development? A. observational B. sexual C. psychoanalytic D. social

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Erikson's Psychosocial Theory

80. (p. 22) Each stage in Erikson's theory presents a crisis that must be resolved. These crises are: A. opportunities to repair relations with others. B. opportunities to further the healthy development of personality. C. negative events that toughen the individual for future crises. D. marker events that signal new stages but have little long-term effect on personality development.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Erikson's Psychosocial Theory

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Chapter 01 - Introduction

81. (p. 22) According to Erikson, A preschooler is in A. trust versus mistrust B. initiative versus guilt C. industry versus inferiority D. identity versus identity confusion

psychosocial stage.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Erikson's Psychosocial Theory

82. (p. 22) At the airport, 4-year-old Kelly cries, "Let me get the suitcases, Mommy!" Her mom lets her drag the bags off the luggage carousel; even though Kelly takes much longer than her mom would have taken. According to Erikson's stage theory, Kelly's mom is helping Kelly develop: A. trust. B. her identity. C. initiative. D. altruism.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Erikson's Psychosocial Theory

83. (p. 22) The successful outcome of Erikson's stage of independence. A. autonomy versus shame and doubt B. initiative versus guilt C. industry versus inferiority D. identity versus identity confusion

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Erikson's Psychosocial Theory

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results in a healthy sense of

Chapter 01 - Introduction

84. (p. 23) Piaget theorized that children move through distinct stages of cognitive development with each stage being qualitatively different than the one preceding. His theory reflects which aspect of developmental philosophy? A. discontinuity B. multidirectionality C. stability D. nature

APA Outcome: 2.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Piaget's Cognitive Development Theory

85. (p. 23) If you believe that development occurs in stages, and you focus on cognitive development attempting to explain how children actively construct their own view of the world, then your personal theory is most similar to that of: A. Vygotsky. B. Piaget. C. Erikson. D. Freud.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Piaget's Cognitive Development Theory

86. (p. 23) Which of the following is NOT a significant contribution of the psychoanalytic theories? A. Family relationships are crucial to development. B. The mind is always conscious. C. Early experiences play an important role in development. D. Changes take place in adulthood as well as childhood.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Psychoanalytic Theory

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Chapter 01 - Introduction

87. (p. 24) While Piaget emphasized biological aspects of development, Vygotsky focused on: A. social interaction. B. concrete stages. C. perspective-taking. D. assimilation.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Vygotsky's Sociocultural Cognitive Theory

88. (p. 24) Carlos is just starting to learn about the world. According to sociocultural theory, what is the most important tool he will use to do this? A. mobility B. sensory perceptions C. language D. information-processing

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Vygotsky's Sociocultural Cognitive Theory

89. (p. 24) Who among the following is a cognitive theorist? A. Vygotsky B. Freud C. Erikson D. Baltes

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Vygotsky's Sociocultural Cognitive Theory

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Chapter 01 - Introduction

90. (p. 24) The information-processing approach to development is mainly concerned with: A. the influence of culture on development. B. how people interpret and use knowledge to solve problems. C. the influence of age on learning. D. the influence of biology and evolution on an individual's development.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory

91. (p. 25) Which of the following theories places the MOST emphasis on the relationship between memory and thinking? A. ethological B. psychoanalytic C. social learning D. information-processing

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory

92. (p. 25) Which of the following theories emphasizes that people manipulate and monitor information and strategize about it? A. ethological theory B. Piaget's cognitive development theory C. information-processing theory D. psychoanalytic theory

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory

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Chapter 01 - Introduction

93. (p. 25) Thinking of memory in terms of banking, one might say that you cannot make withdrawals if you haven't first made deposits. This idea would most likely be supported by theory. A. social learning B. information-processing C. Piaget's stage D. sociocultural cognitive

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory

94. (p. 25) Which of the following theories is NOT a stage theory and thus supports the idea that development is continuous rather than discontinuous? A. Erikson's theory of psychosocial development B. Freud's theory of personality development C. information-processing theory D. Piaget's theory of cognitive development

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory

95. (p. 25) Skinner claimed that we should only study that which can be A. observed; measured B. observed; changed C. learned; changed D. rewarded; punished

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Skinner's Operant Conditioning

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_ and

Chapter 01 - Introduction

96. (p. 25) Nathan bites his hand frequently throughout the day. According to Skinner, the BEST way to solve this problem is to: A. explore experiences from Nathan's early childhood. B. administer an IQ test to determine Nathan's cognitive potential. C. determine how Nathan's expectations about success have led him to develop this behavior. D. identify the environmental conditions that are triggering and maintaining this behavior and then change them.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Skinner's Operant Conditioning

97. (p. 25) Which theory would be BEST to consider if you wanted to understand the proper ways to use incentives and time-outs as ways to help children behave? A. Skinner's behaviorism B. Piaget's cognitive theory C. Erikson's psychosocial stages D. Bronfenbrenner's ecological theory

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Skinner's Operant Conditioning

98. (p. 25) Social cognitive theorists would agree with Piaget regarding the importance of in development. A. behavior B. cognition C. culture D. an enriched environment

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Piaget's Cognitive Development Theory

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Chapter 01 - Introduction

99. (p. 26) A major contribution of behavioral and social cognitive theories is their focus on: A. developmental changes. B. environmental influences on behavior. C. the role of the unconscious in behavior. D. limitations of social influences on behavior.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory Topic: Skinner's Operant Conditioning

100. (p. 25-26) Justine repeats a phrase she has heard older students use at recess. This is an example of: A. Erikson's developmental crises. B. Piaget's cognitive stages. C. Skinner's operant conditioning. D. Bandura's social learning.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory

101. (p. 25-26) Mrs. Jones uses spanking as the primary method of discipline in her household. A social cognitive theorist would say that her children will most likely: A. learn quickly not to disobey. B. hit in order to deal with conflict. C. behave only when their mother is nearby. D. eventually rebel and become more disobedient.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory

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Chapter 01 - Introduction

102. (p. 26) Kristina consistently studies and gets good grades. She begins to consider herself quite intelligent and strives to develop new, more efficient strategies for studying and completing assignments. This sequence is an example of: A. preoperational thinking. B. learning through observation and imitation. C. imprinting during critical periods of development. D. reciprocal influences of behavior, cognition, and environment.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory

103. (p. 26) The process by which some organisms become attached to the first moving object they see is called: A. positive reinforcement. B. bonding. C. sensitive period. D. imprinting.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ethological Theory

104. (p. 26) Which theory most strongly emphasizes the role of biology and evolution in development? A. ecological B. behavioral C. cognitive D. ethological

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ethological Theory

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Chapter 01 - Introduction

105. (p. 26) Amy will be having her first child soon. She insists that she be the first to see and hold her baby after delivery in order to foster bonding. Her belief that behavior is characterized by a critical period is associated with which theory? A. biological B. ecological C. ethological D. life-course

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ethological Theory

106. (p. 26) Janice is studying how baby geese recognize the first thing they see as their mother. Which theory would support this inference? A. ecological B. social learning C. ethological D. cognitive

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ethological Theory

107. (p. 26) Infants raised in orphanages may not develop a positive and secure attachment to a caregiver in their first year of life. According to John Bowlby, what might the consequences of this be? A. The infant will bond to the first moving object seen after birth. B. Life-span development will likely not be optimal. C. As long as the child is adopted by age 10, no negative effects will be experienced. D. Outcome will depend on the child's temperament.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ethological Theory

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Chapter 01 - Introduction

108. (p. 27) While ethology stresses biological factors in human development, ecological theory emphasizes the role of: A. microsystem/mesosystem. B. parental genes. C. the environment. D. adaptability and resilience.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

109. (p. 27) One implication of Bronfenbrenner's ecological theory is that to understand development one must: A. focus on the biological factors involved. B. separate the individual from his or her context. C. focus exclusively on the cultural settings in which the individual actively participates. D. consider the individual at different levels of life-span development.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

110. (p. 27) Joe lives on a farm. He is the second of seven children in his very conservative family. Jackie is growing up in New York City as the only child of liberal parents. Which ecological system is most different for Joe and Jackie? A. microsystem B. mesosystem C. exosystem D. macrosystem

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

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Chapter 01 - Introduction

111. (p. 27) Shawn's job requires lots of travel. He would like to take more time off work to be with his family, but his boss will not allow it. His problems at home are now affecting his work, and the demands of his job are affecting his marriage. This type of interaction illustrates Bronfenbrenner's concept of a: A. microsystem. B. mesosystem. C. chronosystem. D. macrosystem.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

112. (p. 27-28) Baltes's assertion that development is contextual best fits with which developmental theory? A. psychoanalytic B. social cognitive C. ecological D. behavioral

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

113. (p. 27) Recent changes in the Medicare system have affected the quality of health care that David's elderly mother receives. These changes do not affect David directly, but Bronfenbrenner would say they affect David's development because they are part of David's: A. microsystem. B. mesosystem. C. exosystem. D. macrosystem.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

1-38

Chapter 01 - Introduction

114. (p. 27) More children are growing up in single-parent homes today than at any other time in our history. The way this trend affects human development gives an example of Bronfenbrenner's: A. chronosystem. B. mesosystem. C. exosystem. D. macrosystem.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

115. (p. 28) An eclectic theoretical orientation assumes that: A. development is a predictable and rigid process. B. no single theory can account for all of human development. C. the different developmental theories are all correct and complete within their own contexts. D. contemporary theories are more accurate than those that were created before 1950.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Eclectic Theoretical Orientation

116. (p. 28) A social worker is helping Brody find housing and work. The social worker applies Skinner's theory to reward Brody for his efforts, Erikson's theory to understand the identity and intimacy crises Brody is facing, and Bronfenbrenner's theory to understand how environmental contexts and interactions will affect Brody's development. What approach is the social worker using? A. dynamic B. eclectic C. fragmented D. ethological

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Eclectic Theoretical Orientation

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Chapter 01 - Introduction

117. (p. 28) The textbook states that no single theory can account for the complexity of human development. Which approach does this statement advocate? A. eclectic B. life-span C. collaborative D. scientific

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Eclectic Theoretical Orientation

118. (p. 29-30) A researcher uses a video camera to record children as they play on a school playground. The researcher plans to carefully watch the videotape to count the children's helping behaviors. This researcher is conducting a: A. case study. B. systematic observation. C. standardized test. D. multisource study.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Observation

119. (p. 29-30) Which of the following is NOT a reason for conducting an observation in a natural setting rather than in a laboratory? A. In a laboratory setting, the subjects likely know they are being observed. B. The observation will be more systematic if done in a natural setting. C. Real-world influences may help to identify antecedents and consequences of behavior. D. A laboratory setting may unfairly represent certain populations.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Observation

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Chapter 01 - Introduction

120. (p. 30) Dr. Sam collects data on how often strangers approach one another at the park on weekend afternoons. One strength of this observational approach is that it: A. occurs in a real-world setting. B. involves a structured set of interview questions. C. allows for a great deal of control over the observational setting. D. shows how people behave under stress.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Naturalistic Observation

121. (p. 30) Which method is being used when market researchers call consumers on the telephone to ask about certain products used in the home? A. case study B. standardized test C. naturalistic observation D. interview

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Survey and Interview

122. (p. 30) What is the main problem with survey research? A. It is expensive to conduct. B. Subjects may give inaccurate responses. C. It is not objective. D. It cannot be conducted in a laboratory setting.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Survey and Interview

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Chapter 01 - Introduction

123. (p. 30) Sandy takes an IQ test and scores in the 90th percentile. This IQ test is an example of a: A. questionnaire. B. standardized test. C. physiological measure. D. laboratory observation.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Survey and Interview

124. (p. 30) Which of the following is NOT a weakness associated with standardized tests? A. They do not always predict behavior in nontest situations. B. Their use assumes consistency and stability which are not always present in the traits being measured. C. The results are often unreliable and inappropriately used. D. They allow an individual to be compared with another.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Standardized Test

125. (p. 30-31) Which of the following is NOT a drawback of using a case study to explore a developmental issue? A. There is no way to adjust for individual background differences that may influence the topic of study. B. Conclusions of case studies have limited reliability. C. Information gathered is unique and cannot be generalized for a population. D. It may be unethical to induce certain situations in the general population.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Physiological Measures

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Chapter 01 - Introduction

126. (p. 30-31) A researcher chooses to study one pregnant teen in great detail by taking frequent measures of her behavior, thoughts, and feelings. Which method does this researcher use? A. case study B. questionnaire C. standardized test D. naturalistic observation

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Case Study

127. (p. 30-31) Someone with an extremely rare condition, like lycanthropy, would most likely be studied using what method? A. questionnaire B. survey C. case study D. latitudinal study

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Case Study

128. (p. 31) Assessment of hormones in the bloodstream is a type of: A. physiological measure. B. standardized test. C. case study. D. life-history record.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Physiological Measures

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Chapter 01 - Introduction

129. (p. 32) Which research design aims to observe and record behavior? A. experimental B. descriptive C. correlative D. independent

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Descriptive Research

130. (p. 32) It has been shown that people who eat bananas eventually die. This does not prove that bananas are fatal because does not equal . A. experimentation; causation B. experimentation; correlation C. causation; correlation D. correlation; causation

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Correlational Research

131. (p. 32) A researcher counts the number of positive statements parents say to their children while reading their report cards and also rates the children's self-esteem. If the two measures are positively correlated, the researcher could correctly conclude that: A. negative parental feedback causes low self-esteem in children. B. positive parental feedback causes high self-esteem in children. C. positive parental feedback is related to low self-esteem in children. D. positive parental feedback is related to high self-esteem in children.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Correlational Research

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Chapter 01 - Introduction

132. (p. 32) Which of the following correlation coefficients indicates the strongest relationship? A. -0.93 B. +0.87 C. +0.13 D. -0.47

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Correlational Research

133. (p. 32) A correlation coefficient of 0 indicates: A. no relationship between variables. B. a positive correlation between variables. C. an inverse relationship between variables. D. a possible causative relationship.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Correlational Research

134. (p. 32) Which research method is used to determine causality? A. correlative B. experimental C. observational D. case study

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Experimental Research

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Chapter 01 - Introduction

135. (p. 32) Dr. Lewis wants to determine the physical effects of ADHD medication dosages on children aged 8-15. What kind of study will he most likely conduct? A. descriptive B. experimental C. longitudinal D. correlative

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Experimental Research

136. (p. 33) Which of the following is manipulated during an experiment? A. dependent variable B. correlation coefficient C. independent variable D. observed effect

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Independent and Dependent Variables

137. (p. 33) A psychologist designs an experiment to determine the effect of eye contact on children's smiling. Group I is exposed to 10 eye contacts during the session, whereas Group II is exposed to no eye contacts during the session. The psychologist records the number of times the children in each group smile. In this study, the number of: A. smiles is the independent variable. B. eye contacts is the dependent variable. C. eye contacts is the independent variable. D. smiles is the correlative variable.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Independent and Dependent Variables

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Chapter 01 - Introduction

138. (p. 33) A researcher studies the effect of exercise on stamina. Participants are randomly assigned to be in an exercise or no-exercise group for 12 weeks. Stamina is then measured by how long participants can walk comfortably on a treadmill. In this study, the dependent variable is: A. the number of minutes on the treadmill. B. the exercise program. C. heart rate during the exercise program. D. the 12-week duration of the exercise program.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Independent and Dependent Variables

139. (p. 33) In an experiment to determine the effect of an antidepressant medication, half of the subjects receive the medication and half receive a placebo. The group of people who receive the placebo is the group. A. random B. control C. experimental D. correlation

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Experimental and Control Groups

140. (p. 33) Random assignment is used in experiments because researchers want to: A. guarantee that the results will be statistically significant. B. ensure that people from different social classes will be in separate groups. C. generalize the findings to people not represented in the sampling. D. reduce the likelihood that the experiment's results will be due to any preexisting differences between the experimental and control groups.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Experimental and Control Groups

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Chapter 01 - Introduction

141. (p. 33) To chart the development of gross motor coordination over the life span, researchers tested individuals ranging in age from childhood to old age. Which approach did they take? A. cross-sectional B. longitudinal C. sequential D. cohort

APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cross-Sectional Approach

142. (p. 33) Professor Fischer observes three different age groups over a period of 10 years to chart changes in memory. What kind of research is this? A. observational research B. longitudinal research C. cross-sectional research D. sequential research

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Longitudinal Approach

143. (p. 34) Sheri answered a life satisfaction rating survey every 5 years between the ages of 20 and 65. What type of study was this? A. correlative B. latitudinal C. longitudinal D. experimental

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Longitudinal Approach

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Chapter 01 - Introduction

144. (p. 34) Cohort effects are NOT due to which of the following? A. a person's time of birth B. a person's era C. a person's age D. a person's generation

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cohort Effects

145. (p. 34) It is important to be aware of the concept of cohort effects because they can: A. be mistaken for age effects. B. cause an experimenter to influence the results of an experiment. C. bias results, because subjects are not randomly assigned to experimental groups. D. be taken for true findings, even though they don't really exist.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cohort Effects

146. (p. 35) Before his study begins, Dr. Holly lets the subjects know that their participation will include a small, weekly time commitment and may arouse negative thoughts and feelings about past academic experiences. This is an example of: A. deception. B. debriefing. C. confidentiality. D. informed consent.

APA Outcome: 3.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Ethical Research

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Chapter 01 - Introduction

147. (p. 36-37) Which of the following is NOT a form of bias that should concern researchers? A. gender B. socioeconomic C. cultural D. ethnic

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Gender Bias

148. (p. 36) The term "ethnic gloss" refers to a tendency to make ethnic groups appear to: A. be more homogeneous than they really are. B. be more diverse than they really are. C. commit more crimes than they actually do. D. be more similar to each other than they really are.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cultural and Ethnic Bias

149. (p. 39) Which of the following is NOT one of the criticisms of behavioral and social cognitive theories? A. too much emphasis on environmental determinants B. inadequate attention to developmental changes C. too little attention to cognition D. too little consideration for the quality of learning experiences

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory

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Chapter 01 - Introduction

150. (p. 39) Ecological theory has been criticized for paying too little attention to: A. environmental settings. B. biological foundations. C. social considerations. D. micro dimensions of culture.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

Short Answer Questions 151. (p. 5) Define development, and discuss the period it encompasses. Development is the pattern of movement or change that begins at conception and continues through the human life span until death.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Studying Life-Span Development

152. (p. 6) Describe how the traditional approach to development differs from the life-span approach. In the traditional approach, dramatic change is thought to occur in infancy and early childhood, while little or no change takes place in adult development. In the life-span approach, developmental change takes place throughout the human life span.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Studying Life-Span Development

1-51

Chapter 01 - Introduction

153. (p. 6-7) Describe each of Paul Baltes's life-span development characteristics. Lifelong: No one age period dominates development. Issues are worthy of study from birth until death. Multidimensional: Biological, cognitive, and socioemotional components comprise development. Multidirectional: Development is characterized by growth and decline. Plastic: Development includes the potential for change across the lifespan. Multidisciplinary: Understanding development requires the study of many subjects— psychology, anthropology, neuroscience, medicine, and so on. Contextual: Individuals are changing beings in a changing world. Environment and situation affect development. These also include growth, maintenance, and regulation. Three aspects of development will compete in differing quantities according to developmental stage.

154. (p. 7-8) List the three systems that interact to determine development in the contextual view, and give an example of each. 1. Normative age-graded influences: puberty, menopause, entry into formal education, retirement. 2. Normative history-graded influences: economic changes (the great depression), war, the changing roles of women, the computer revolution, political upheaval and change. 3. Nonnormative life events: death of a parent when a child is young, pregnancy in early adolescence, a disaster, an accident, winning the lottery.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 01-01 Discuss the distinctive features of a life-span perspective on development Topic: Characteristics of Life-Span Perspective

1-52

Chapter 01 - Introduction

155. (p. 13) Briefly define biological processes, cognitive processes, and socioemotional processes. Biological processes involve changes in the individual's physical nature. Cognitive processes involve changes in the individual's thought, intelligence, and language. Socioemotional processes involve changes in the individual's relationships with other people, emotions, and personality.

156. (p. 18-19) Identify and briefly describe the four ways that age has been conceptualized. 1. Chronological age: the number of years that have elapsed since a person's birth. 2. Biological age: a person's age in terms of biological health. 3. Psychological age: an individual's adaptive capacities compared to those of other individuals of the same chronological age. 4. Social age: social roles and expectations related to a person's age.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Conceptions of Age

157. (p. 19) Briefly discuss the nature-nurture issue. Involves the debate about whether development is influenced primarily by maturation (the genetic blueprint or biological inheritance) or by environmental experiences.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Nature and Nurture

1-53

Chapter 01 - Introduction

158. (p. 19) Briefly discuss the stability-change issue. This issue concerns whether we become older renditions of our early experience or whether we develop into something different than we were at an earlier point in development. The basic theme is whether development is best described by stability or by change.

159. (p. 19-20) Identify which developmental issue is addressed in each of the following questions. 1. Can enriched experiences in adolescence remove the negative effects of poverty and/or neglect in childhood? 2. Are girls less likely to do well in math because of a masculine bias in society? 3. Does development occur primarily in distinct stages or in a more gradual and cumulative manner? a. stability and change b. continuity and discontinuity c. nature and nurture 1. a, 2. c, 3. b

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 01-02 Identify the most important processes; periods; and issues in development Topic: Developmental Issues

1-54

Chapter 01 - Introduction

160. (p. 19) Briefly discuss the early-experience versus later-experience issue. Early-experience theorists argue that infant and early childhood experiences are most important in shaping human development, whereas later-experience theorists believe that people are malleable throughout development and later experiences are equally important in shaping development.

161. (p. 19) Briefly discuss the continuity-discontinuity issue. Focus of this issue is on whether development involves gradual, cumulative change from conception to death (continuity), or whether development occurs in distinct stages or phases across the life span (discontinuity).

162. (p. 21) What is the difference between a theory and a hypothesis? A theory is an interrelated, coherent set of ideas that helps to explain phenomena and make predictions. A hypothesis is a specific assertion and prediction that can be tested. Hypotheses are usually based on theories or are aimed at developing them.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Developmental Issues

1-55

Chapter 01 - Introduction

163. (p. 21) List Freud's psychosexual stages in order. oral, anal, phallic, latency, genital

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-03 Describe the main theories of human development Topic: Freud's Theory

164. (p. 26-27) In what way do the ethological and ecological theories of development relate to the nature-nurture issue? The ethological theory of development stresses biological factors in development or the influence of nature. Ecological theory emphasizes environmental contexts in which development takes place or the influence of nurture.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory Topic: Ethological Theory

165. (p. 27-28) List three of the five systems in Bronfenbrenner's ecological theory, and give a brief definition of each. Microsystem: setting in which the individual lives. Mesosystem: relationships between microsystems or connections between contexts. Exosystem: interplay between experiences in another social setting—in which the individual does not have an active role—and experiences in an immediate context. Macrosystem: the culture in which individuals live. Chronosystem: the pattern of environmental events and transitions over the life course, as well as sociohistorical circumstances.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory

1-56

Chapter 01 - Introduction

166. (p. 28) What is an eclectic approach and why is it recommended for studying life-span development? An eclectic orientation does not follow any one theoretical approach completely but selects and uses what is considered the best in each theory. No single theory has been able to account for all aspects of life-span development, but each theory has made important contributions to our understanding of development. Different theories contain many ideas that are complimentary and explain different aspects and issues in development.

APA Outcome: 2.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Eclectic Theoretical Orientation

167. (p. 29-31) Briefly describe observation, survey and interview, standardized testing, case study, and physiological measures as types of collecting data in research. Observation: Observation includes watching participants and being scientifically alert to the behavior to be studied. Observations must be systematic and can occur in natural or laboratory settings. Survey and Interview: Participants answer questions either through interview or paper questionnaire. Questions can be open-ended or closed. A disadvantage to this type of study is that participants may not answer questions accurately. Standardized testing: It is an evaluative measure with uniform administration procedures which yields results that allow participants to be compared to other participants. Case study: An in-depth look at a single individual. These are performed when it may not be ethical or practical to induce a situation to be studied. Physiological measures: These are things that can be assessed medically such as hormone levels and biochemical activity in the body. Caution should be exercised with results of these measures because many factors can influence and determine responses.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Case Study Topic: Observation Topic: Physiological Measures Topic: Standardized Test Topic: Survey and Interview

1-57

Chapter 01 - Introduction

168. (p. 33-34) Briefly describe the cross-sectional approach to research. The cross-sectional approach is a research strategy that simultaneously compares individuals of different ages.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cross-Sectional Approach

169. (p. 34) Briefly describe the longitudinal approach to research. The longitudinal approach is a research strategy in which the same individuals are studied over a period of time, usually several years or more.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Longitudinal Approach

170. (p. 35-36) Describe three ethical concerns regarding research. Informed consent: Participants must know what their participation will involve and what risks might develop. Confidentiality: The psychologist must keep all data gathered on individuals confidential. Debriefing: The researcher must inform participants of the purpose and methods used in a study after the study has been completed. Deception: In some circumstances, researchers may mislead participants as to the purpose of a study. In all cases of deception, the psychologist must ensure that the deception will not harm the participants, and that the participants will be told the actual nature of the study as soon as possible after the study is completed.

APA Outcome: 3.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Ethical Research

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Chapter 01 - Introduction

171. (p. 36) Explain the concept of ethnic gloss. Ethnic gloss involves using an ethnic label in a superficial way that portrays an ethnic group as being more homogeneous than it really is. This can cause researchers to obtain samples of ethnic groups that are not representative of the group's diversity, which can lead to overgeneralization and stereotyping.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 01-04 Explain how research on life-span development is conducted Topic: Cultural and Ethnic Bias

172. (p. 39) List one contribution and one criticism of psychoanalytic theories. Contributions: Early experiences play an important part in development. Family relationships are a central aspect of development. Unconscious aspects of the mind need to be considered. Erikson's theory acknowledges development during adulthood as well as during childhood. Criticisms: Data often comes from individual's reconstruction of the past and is of unknown accuracy. Sexual underpinnings of development in Freud's theory are given too much importance. The unconscious mind is given too much credit for influencing development. Images of human beings are too negative.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Psychoanalytic Theory

1-59

Chapter 01 - Introduction

173. (p. 39) List one contribution and one criticism of cognitive theories of development. Contributions: An individual's active construction of understanding and developmental changes in thinking is emphasized. Criticisms: Inadequate attention to individual differences in development. Unconscious thought is underrated.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Information-Processing Theory Topic: Piaget's Cognitive Development Theory Topic: Vygotsky's Sociocultural Cognitive Theory

174. (p. 39) List one contribution and one criticism of behavioral and social cognitive theories of development. Contributions: Scientific research is emphasized. Environmental determinants of behavior are addressed. Personal and cognitive factors are emphasized. Criticisms: Too little emphasis on cognition (Skinner). Too much emphasis on environmental determinants. Inadequate attention to developmental changes.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Bandura's Social Cognitive Theory Topic: Skinner's Operant Conditioning

1-60

Chapter 01 - Introduction

175. (p. 39) Compare and contrast ethological and ecological theories. Ethological theory holds that behavior is strongly influenced by biology and evolution. Ecological theory puts more emphasis on the environmental contexts in which development occurs and less on biology.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 01-03 Describe the main theories of human development Topic: Ecological Theory Topic: Ethological Theory

1-61

Chapter 02 - Biological Beginnings

Chapter 02 Biological Beginnings

Multiple Choice Questions 1. (p. 49) As the environment changes, some species adapt in a way that helps them survive and reproduce, while other species do not adapt well and die. This process is called: A. canalization. B. sociobiology. C. natural selection. D. genetic inheritance.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Natural Selection

2. (p. 49) Natural selection favors individuals of a species that are best able to . A. survive; reproduce B. find food; hide C. survive change; adapt D. change; adapt

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Natural Selection

2-1

and

Chapter 02 - Biological Beginnings

3. (p. 49) Many species of fish produce very large numbers of offsprings; yet size of the overall population remains fairly constant. This is an example of: A. progressive behavior. B. natural selection. C. canalized population traits. D. assimilative behavior.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Natural Selection

4. (p. 49) The type of behavior that promotes an organism's survival in its natural habitat is called behavior. A. receptive B. adaptive C. progressive D. recessive

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Adaptive Behavior

5. (p. 49) Evolutionary psychology holds that: A. natural selection does not ring true for personality characteristics. B. natural selection favors certain behaviors as well as physical characteristics. C. biological evolution explains why humans live well beyond child-bearing years. D. only physical development is stage-like in process.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Evolutionary Psychology

2-2

Chapter 02 - Biological Beginnings

6. (p. 49) Natural selection operates primarily on characteristics that are tied to: A. group social interaction. B. psychological wellness. C. reproductive fitness. D. developmental plasticity.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Natural Selection

7. (p. 49-50) Which of the following statements describes the main idea of David Buss's theory of evolutionary psychology? A. It is not useful to compare human social behavior with social behavior in other species. B. Evolutionary processes can influence behavior as well as physical features. C. Behavior is determined by the environmental consequences it brings about. D. Development proceeds in a series of stages.

8. (p. 50) Which of the following is the BEST explanation for an extended childhood period in human development? A. During this time, a human's immune system reaches its full potential. B. A long childhood period is a "left over" adaptation from the time when the human life span was considerably shorter than it is today. C. Rebellion against authority is a necessary step in the evolutionary development of independent behavior. D. During this time, humans develop a large brain and gain experience required to master the complexities of human society.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Evolutionary Psychology

2-3

Chapter 02 - Biological Beginnings

9. (p. 50) Which of the following statements is NOT an idea held by evolutionary developmental psychologists? A. Many aspects of childhood function as preparations for adulthood. B. Some characteristics of childhood are adaptive at specific developmental points and do not function as preparation for adulthood. C. All evolved mechanisms are adaptive in contemporary society. D. Many evolved psychological mechanisms are domain-specific.

10. (p. 50-51) Baltes holds that physical natural selection operates: A. primarily during the first half of life. B. across the life span. C. through the end of the adolescent period. D. through the end of late childhood.

11. (p. 50-51) According to Baltes, older adults have an increased need for: A. generativity. B. culture-based resources. C. biological hardiness. D. developmental plasticity.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Evolution and Life-Span Development

2-4

Chapter 02 - Biological Beginnings

12. (p. 51) A bidirectional view of evolutionism suggests that: A. social behavior is a product of evolved biology. B. evolved biology is a product of social behavior. C. environmental and biological conditions influence each other. D. there is no such thing as social evolution.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Evolutionary Developmental Psychology

13. (p. 52) Which of the following is a double-helix-shaped molecule that contains genetic information? A. genome B. genotype C. DNA D. phenotype

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

14. (p. 53) Approximately how many genes does a typical human have? A. more than 100,000 B. 50,000-75,000 C. 35,000-40,000 D. 20,000-30,000

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

2-5

Chapter 02 - Biological Beginnings

15. (p. 53) What did researchers working on the Human Genome project accomplish? A. They estimated how many genes humans have. B. They determined that DNA is collaborative. C. They completed a preliminary map of the human genome. D. all of these

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

16. (p. 53) In his book The Dependent Gene, David Moore reports that DNA: A. is collaborative. B. acts independently. C. has a one-to-one correspondence with proteins. D. is not affected by environmental conditions.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

17. (p. 53-54) Which of the following statements BEST explains the nature of genetic expression? A. A single gene is the source of a single protein's genetic information. B. Events outside of cell cannot excite or inhibit genetic expression. C. Only internal events inside a cell can influence genetic expression. D. The activity of genes is affected by the internal and external environment.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

2-6

Chapter 02 - Biological Beginnings

18. (p. 54) Which of the following does NOT have 46 chromosomes? A. zygotes B. the sperm and egg C. parent cells D. duplicate cells

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

19. (p. 54) In a human body, all cells except the sperm and egg reproduce by a process called: A. meiosis. B. mitosis. C. fertilization. D. helixation.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Mitosis

20. (p. 54) is a specialized form of cell division that occurs to form eggs and sperm. A. Meiosis B. Mitosis C. Reproduction D. Fertilization

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Meiosis

2-7

Chapter 02 - Biological Beginnings

21. (p. 54) How many chromosomes does an egg or a sperm have? A. 46 B. 24 C. 23 D. 48

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

22. (p. 54) Fertilization results in the formation of a(n): A. ovum. B. zygote. C. gamete. D. DNA helix.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Fertilization

23. (p. 54) In , the number of cells doubles, whereas in chromosomes is halved. A. meiosis; mitosis B. mitosis; meiosis C. genotype; phenotype D. phenotype; genotype

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Meiosis Topic: Mitosis

2-8

, the number of

Chapter 02 - Biological Beginnings

24. (p. 55) All of a person's genetic material makes up the only observable characteristics. A. phenotype; genotype B. genotype; phenotype C. dominant phenotype; recessive phenotype D. dominant genotype; recessive genotype

, whereas the

consists of

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

25. (p. 55) Angela describes her friend as tall and slender with blue eyes and red hair. She is describing her friend's: A. genotype. B. phenotype. C. reaction range. D. gamete expression.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

26. (p. 55) You notice that Lou's eyes are a unique shade of green. You have observed his: A. genotype. B. phenotype. C. dominant genetic trait. D. gamete type.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

2-9

Chapter 02 - Biological Beginnings

27. (p. 56) Which of the following principles is demonstrated when one gene overrides the effect of a second gene? A. polygenic inheritance B. facilitated gene action C. dominant-recessive genes D. forward-backward gene operation

28. (p. 56) Kevin has curly hair, but both of his parents have straight hair. What might account for their differing phenotypes? A. polygenic inheritance B. reaction range C. sex-linked genes D. dominant-recessive genes

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Dominant-Recessive Genes

29. (p. 56) X-linked inheritance describes the inheritance of a(n): A. unaltered gene that is carried on the Y chromosome. B. altered gene that is carried on the Y chromosome. C. unaltered gene that is carried on the X chromosome. D. altered gene that is carried on the X chromosome.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Sex-Linked Genes

2-10

Chapter 02 - Biological Beginnings

30. (p. 56) Melinda and Joseph both have brown eyes. Their child has blue eyes, showing that: A. both Melinda and Joseph are carrying a recessive gene for blue eyes. B. either Melinda or Joseph is carrying a recessive gene for blue eyes. C. both Melinda and Joseph are carrying a dominant gene for blue eyes. D. either Melinda or Joseph is carrying a dominant gene for blue eyes.

31. (p. 56) It is believed that many genes interact to influence a psychological characteristic. This is the concept of: A. dominant-recessive inheritance. B. sex-linked inheritance. C. genetic imprinting. D. polygenic inheritance.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Polygenic Inheritance

32. (p. 56) Most people who have hemophilia or fragile-X syndrome are: A. children. B. females. C. males. D. adults.

2-11

Chapter 02 - Biological Beginnings

33. (p. 57) is a genetic disorder which occurs less often with mothers who are 16 to 34 years old but more often with younger or older women. A. Down syndrome B. Turner syndrome C. Sickle-cell anemia D. Phenylketonuria (PKU)

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Down Syndrome

34. (p. 57) are both genetic disorders that are both caused by the presence of an extra chromosome. A. Down syndrome and Turner syndrome B. Turner syndrome and sickle-cell anemia C. Klinefelter syndrome and Down syndrome D. Phenylketonuria (PKU) and XYY syndrome

35. (p. 57) syndrome causes males to have undeveloped testes, enlarged breasts, and tallness. Boys with this chromosomal disorder often have language, academic, attentional, and motor impairments. A. Down B. Klinefelter C. Turner D. Fragile X

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Chapter 02 - Biological Beginnings

36. (p. 57) Which of the following characteristics is likely to be exhibited in boys with fragile X syndrome? A. a flattened skull B. aggression and violence C. hyperactivity D. mental deficiency

37. (p. 58) Conditions, such as phenylketonuria or sickle cell anemia, are produced by abnormalities. A. gamete B. sex-linked C. polygenic D. gene-linked

38. (p. 58) is a genetic disorder that can be controlled by diet. A. Down syndrome B. Turner syndrome C. sickle-cell anemia D. phenylketonuria (PKU)

2-13

Chapter 02 - Biological Beginnings

39. (p. 5) Which of the following genetic disorders occurs primarily in African Americans? A. Down syndrome B. Turner syndrome C. sickle-cell anemia D. phenylketonuria (PKU)

40. (p. 59) Mr. and Mrs. Higgins learned that they both carry the gene for phenylketonuria. To learn about the odds of a future child getting the disease and possible prevention, they should participate in: A. genetic counseling. B. selective gene removal. C. preventive surgery. D. hormone therapy.

41. (p. 60) Behavior genetics is the field of study that seeks to discover how individual differences in human traits and development are influenced by: A. environment. B. heredity. C. heredity and environment. D. disease.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Behavior Genetics

2-14

Chapter 02 - Biological Beginnings

42. (p. 60) Dr. Santos designs studies to examine the influence of heredity and environment on individual differences in human traits and development. She investigates: A. behavior genetics. B. evolutionary genetics. C. evolutionary psychology. D. developmental genetics.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Behavior Genetics

43. (p. 60) Researchers are comparing identical twins Carrie and Devon, who were reared apart. They are MOST likely studying the effect of: A. cohort effects on personality. B. heredity on development. C. adoption on parenting styles. D. environment on aptitude.

44. (p. 60) Which comparison of siblings would give you the MOST information if you wanted to study how much genetics influences personality? A. comparing two fraternal twins reared apart B. comparing two identical twins reared apart C. comparing two fraternal twins reared together D. comparing two identical twins reared together

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Behavior Genetics

2-15

Chapter 02 - Biological Beginnings

45. (p. 60) Brent is an athlete who loves to play catch or shoot baskets with his son Todd. Todd is quickly developing the same affinity for sports. This is an example of which type of genotype-environment correlation? A. active B. passive C. evocative D. niche-picking

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Passive Genotype-Environment Correlations

46. (p. 60) An individual's genes may influence the type of environment he/she is exposed to. This is called a(n): A. heredity-environment correlation. B. environment canalization. C. reaction range coefficient. D. correlation coefficient.

47. (p. 60) Maura is genetically predisposed to have above-average intelligence. Her cognitive abilities lead to additional educational opportunities and eventually success and wealth. This is an example of a(n): A. environment canalization. B. reaction range coefficient. C. heredity-environment correlation. D. correlation coefficient.

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Chapter 02 - Biological Beginnings

48. (p. 60) Katrina played basketball in high school and in college. She recently enrolled her son in a junior basketball league. This is an example of which type of genotype-environment correlation? A. passive B. evocative C. active D. suggestive

49. (p. 61) Kylie is friendly and outgoing. Because of this, people treat her well and often seem drawn to her. This is an example of which type of genotype-environment correlation? A. active B. passive C. evocative D. niche-picking

50. (p. 61) Hannah is an "easy" child. She rarely cries and is cooperative and pleasant. As a result, she receives much attention and nurturing. This is an example of which type of genotype-environment correlation? A. passive B. evocative C. active D. suggestive

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Chapter 02 - Biological Beginnings

51. (p. 61-62) Dani loves dinosaurs. She always chooses library books about dinosaurs and has even asked her parents to enroll her in a junior paleontology club. This is an example of which type of genotype-environment correlation? A. passive B. evocative C. active D. suggestive

52. (p. 61-62) Elise has enrolled in a parenting program aimed at teaching parents to recognize and support a child's natural abilities and chosen activities. Which type of genotypeenvironment interaction will she learn to encourage? A. passive B. evocative C. active D. suggestive

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Chapter 02 - Biological Beginnings

53. (p. 61-62) Allison began singing at an early age. She requested vocal lessons and now she participates in the school choral program. This is an example of which type of genotypeenvironment correlation? A. passive B. evocative C. active D. suggestive

54. (p. 62) Which of the following is a genotype-environment interaction that plays a smaller role in development as children grow older? A. passive B. evocative C. active D. direct

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Passive Genotype-Environment Correlations

55. (p. 62) Louis has accepted a scholarship opportunity to study art in Europe for a semester. His twin sister will continue her schooling at a local university. Their experiences are labeled as: A. shared environmental. B. nonshared environmental. C. epigenetic environmental. D. active heredity-environment.

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56. (p. 62) More similarities are seen among twins than among siblings who are different ages because twins may have: A. more shared environmental influences. B. more non-shared environmental influences. C. fewer nonshared environmental influences. D. identical shared environmental and hereditary influences.

57. (p. 62) Stephanie and Pamela love to reminisce about their childhood experiences. They laugh about their parents' personalities and different mishaps in their old neighborhood. Their experiences would be labeled: A. shared environmental. B. nonshared environmental. C. shared heritable. D. non-shared heritable.

58. (p. 62) The epigenetic view of development states that development is: A. becoming less and less influenced by heredity and more impacted by enriched environmental experiences. B. completely random with no reliability as to the influence of biology or environment. C. 50 percent nature and 50 percent nurture. D. the result of an ongoing, bidirectional interchange between heredity and the environment.

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59. (p. 62-63) The relative contributions of heredity and environment are not additive. This means: A. genetic loading cannot account for development alone—an environment is required. B. some characteristics are solely due to heredity and others to environmental conditions. C. certain characteristics are more linked to heredity and others to environmental conditions. D. that the person we become is due to X percent nature and X percent nurture.

60. (p. 63) What do MOST developmentalists today believe about the contributions of heredity and the environment to development? A. Heredity plays the dominant role in development. B. Environment plays the dominant role in development. C. Heredity and environment interact to produce development. D. Development follows its own path regardless of heredity or environment.

61. (p. 65) During which prenatal development period does differentiation of cells take place? A. embryonic B. germinal C. fetal D. zygotic

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Germinal Period

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62. (p. 65) Which of the following is the prenatal development period that takes place during the first 2 weeks after conception, includes creation of a zygote, and ends with attachment of the zygote to the uterine wall? A. germinal B. embryonic C. fetal D. fertilization

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Germinal Period

63. (p. 65) When does the zygote implant in the lining of the mother's uterus? A. immediately after conception B. within 2 days after conception C. about 10 to 14 days after conception D. at the end of the embryonic period

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Germinal Period

64. (p. 65) During which prenatal developmental period do the following changes take place? Eyes appear, four chambers of the heart take shape, spinal cord begins to form, and the intestinal tract develops. A. germinal B. embryonic C. fetal D. zygotic

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

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65. (p. 65) Which of the following is the correct order of an embryo's layering of cells (outermost, middle, and inner layers)? A. mesoderm, endoderm, ectoderm B. mesoderm, ectoderm, endoderm C. endoderm, mesoderm, ectoderm D. ectoderm, mesoderm, endoderm

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

66. (p. 65) When baby Juanita was born, she had problems with her eyes, ears, and nose. MOST likely, Juanita's problems came from defects in the formation of the: A. ectoderm. B. endoderm. C. mesoderm. D. trophoblast.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

67. (p. 65) Baby Weston's digestive system did not fully develop and does not function properly. This problem likely arose from a defect in the formation of the: A. ectoderm. B. endoderm. C. mesoderm. D. trophoblast.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

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68. (p. 65) The doctor tells Sharice and Jayden that their unborn baby is having problems because of a drastic change in temperature. The _ has failed to perform its protective function. A. uterus B. amnion C. placenta D. trophoblast

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

69. (p. 65) The connects a baby to the placenta. A. amniotic sac B. amnion C. umbilical cord D. uterine wall

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

70. (p. 65) When a blood test was performed on Cindy's fetus, the doctors found some of Cindy's red blood cells in the fetus's circulatory system. We know that this most likely: A. is normal because the mother's red blood cells are shared with the fetus. B. indicates a problem with the blastocyst, which should not contain red blood cells. C. indicates a problem with the placenta, which should block the mother's red blood cells. D. indicates a problem with the amnion, which should eliminate the mother's red blood cells.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

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71. (p. 65) Iyanla is concerned that the bacteria from her ear infection may pass to her baby. She does not need to worry because: A. although the bacteria will pass to the fetus, supercharged white blood cells in the umbilical cord will successfully destroy the infection. B. the bacteria will be destroyed by the amniotic fluid. C. bacteria are large molecules and will be filtered out by the placenta and not reach the fetus. D. the baby's sinuses are filled with amniotic fluid and are immune to sinus bacteria.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

72. (p. 66) During which prenatal developmental period do the following changes—rapid weight gain, active movement of arms and legs, face, forehead, eyelids, nose, and chin become distinguishable—take place? A. germinal B. embryonic C. fetal D. monozygotic

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Fetal Period

73. (p. 66) What is approximately the earliest point that a fetus can survive outside the womb? A. 5 months B. 6 months C. 7 months D. 8 months

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Fetal Period

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Chapter 02 - Biological Beginnings

74. (p. 66) Sidney is expecting her first child and recently began to feel kicking movements. Sidney is MOST likely in the month of her pregnancy. A. second B. fourth C. sixth D. seventh

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Fetal Period

75. (p. 66) Which of the following would handle information processing at the cellular level? A. teratogens B. neurons C. mitochondria D. neural tubes

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Brain Development

76. (p. 66) During which of the following stages of prenatal development is the basic structural design of the human brain developed? A. first trimester B. second trimester C. third trimester D. first and second trimesters

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Trimesters

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Chapter 02 - Biological Beginnings

77. (p. 66) Teri's doctor has recommended that she take folic acid regularly throughout her pregnancy. The doctor is most likely trying to prevent which of the following from occurring? A. abnormal brain development B. fetal neural tube defects C. maternal postpartum depression D. maternal diabetes

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Brain Development

78. (p. 67) At approximately 6 to 24 weeks after conception, cells move outward from their point of origin to their appropriate locations and create the different levels, structures, and regions of the brain. This is known as . A. anencephaly B. neuronal viability C. neurogenesis D. neuronal migration

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Brain Development

79. (p. 67) Which of the following involves the process of cells moving outward from their point of origin to their appropriate locations in the brain? A. neuronal migration B. neurogenesis C. implantation D. organogenesis

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Brain Development

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Chapter 02 - Biological Beginnings

80. (p. 68) Which of the following prenatal diagnostic tests would involve removing a small sample of the placenta? A. ultrasound sonography B. amniocentesis C. maternal blood sampling D. chorionic villi sampling

APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Chorionic Villus Sampling

81. (p. 69) Which of the following prenatal diagnostic tests would detect spina bifida? A. ultrasound sonography B. amniocentesis C. maternal blood screening D. chorionic villi sampling

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Blood Screening

82. (p. 69) While pregnant, Cindy lived in an old home with lead-based paint and she smoked and frequently drank alcohol. She likely exposed her unborn child to many: A. legal drugs. B. hallucinogens. C. teratogens. D. carcinogens.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

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Chapter 02 - Biological Beginnings

83. (p. 69) Stephanie's doctor reduces the dosage of her daily medication when she begins trying to get pregnant. The principle behind this action states that: A. teratogens can affect a woman's menstrual cycle. B. the genotype of the child could be so closely linked to that of the mother that it will benefit from the medication in the same way the mother does. C. the greater the dose of a teratogen, the greater the effect on prenatal development. D. the effect of any teratogen is greater in the early stages of prenatal development.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

84. (p. 70) During which prenatal developmental period is the probability of a structural defect the greatest? A. implantation B. fetal C. embryonic D. germinal

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

85. (p. 69-70) Which of the following statements about teratogens is NOT true? A. Female fetuses are far more likely to be affected by teratogens than male fetuses. B. The greater the dose of a teratogen, the greater the effect. C. Differences in placental membranes can affect a fetus' exposure to a teratogen. D. The time of exposure to a teratogen impacts the type and degree of damage to the fetus.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

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Chapter 02 - Biological Beginnings

86. (p. 70) Exposure to teratogens after organgenesis may result in: A. a less intelligent child. B. stunted growth. C. fetal alcohol spectrum disorders. D. birth defects.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

87. (p. 71) Recent research shows that high doses of aspirin during pregnancy can contribute to which of the following? A. low intelligence B. miscarriage C. Down syndrome D. maternal and fetal bleeding

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prescription and Nonprescription Drugs

88. (p. 71) Psychoactive drugs affect the A. endocrine B. nervous C. respiratory D. digestive

system.

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89. (p. 71) Gina is pregnant and is a heavy smoker. Compared to the baby of a nonsmoker, her baby is MORE likely to suffer from which of the following? A. facial and limb deformities B. sudden infant death syndrome C. cleft palate D. tremors and increased general irritability

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Nicotine

90. (p. 70-71) Which of the following prescription and nonprescription drugs can have harmful effects on an embryo or fetus? A. aspirin B. some antibiotics and hormones C. diet pills D. all of these

91. (p. 71) The BEST way to prevent fetal alcohol spectrum disorders (FASD) is to: A. drink only beer during pregnancy. B. maintain good nutrition during pregnancy. C. completely abstain from drinking during the entire pregnancy. D. drink only wine during pregnancy.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Alcohol

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92. (p. 71) Maria is a social drinker but has vowed that she will stop drinking as soon as she gets pregnant. Maria may be unaware that: A. pregnancy will cause her to crave alcohol. B. moderate drinking of alcohol during pregnancy does not affect the fetus. C. even moderate use of alcohol will decrease her chance of becoming pregnant. D. many developmental problems can occur even before a woman knows she is pregnant.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Alcohol

93. (p. 71) Facial deformities, defective limbs, learning problems, below-average intelligence, and impaired memory development are all linked to which teratogen? A. cocaine B. psychoactive drugs C. nicotine D. alcohol

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Alcohol

94. (p. 71) Neonatal deaths, preterm births, low birth weights, respiratory problems, and sudden infant death syndrome are all linked to which teratogen? A. cocaine B. psychoactive drugs C. nicotine D. alcohol

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Nicotine

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95. (p. 72) Cocaine exposure during prenatal development is linked to which of the following? A. increased likelihood of being in special education and receiving support services B. impaired language development and information processing C. impaired motor development and slower growth rate D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Cocaine

96. (p. 72) Newborn babies are likely to exhibit signs of withdrawal if a mother heavily used which teratogen? A. alcohol B. nicotine C. caffeine D. heroin

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Heroin

97. (p. 72) Newborn Brock cries most of the day, does not sleep well, and has impaired motor control. Which of the following substances that his mother used during pregnancy account for these problems? A. heroin B. caffeine C. alcohol D. nicotine

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Heroin

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Chapter 02 - Biological Beginnings

98. (p. 73) Which of the following teratogens is MOST damaging in later prenatal development? A. nicotine B. syphilis C. rubella D. cocaine

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

99. (p. 73) What is the BEST way to keep the effects of maternal genital herpes from harming a fetus/infant? A. A cesarean section can be performed. B. Antibiotics should be delivered for a minimum of 6 hours before delivery. C. A vaccination for the disease should be administered before the woman gets pregnant. D. A vaccination for the disease should be administered after the woman gets pregnant.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diseases

100. (p. 72-73) Which of the following presents a risk to a developing fetus? A. A mother has received the vaccine RhoGAM. B. A woman has a negative Rh factor and her partner has a positive Rh factor. C. A woman and her partner have positive Rh factors, but the fetus is Rh negative. D. A woman has type O blood and the fetus has type A blood.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Incompatible Blood Types

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Chapter 02 - Biological Beginnings

101. (p. 72-73) Laura has a negative Rh factor, and her baby has a positive Rh factor. Which of the following may happen? A. Laura's antibodies may attack the fetus. B. The baby may die soon after birth. C. Miscarriage or stillbirth, brain damage, and/or heart defects. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Incompatible Blood Types

102. (p. 73) If a mother is HIV positive, but her infant does not show signs of AIDS at birth, then the infant may: A. not have HIV. B. not develop AIDS. C. still develop AIDS. D. be a carrier for AIDS.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diseases

103. (p. 73) Which of the following is NOT a way for a mother infected with HIV to pass the virus to her child? A. during gestation across the amnion B. during gestation through the umbilical cord C. during delivery through contact with maternal blood D. after birth through breast-feeding

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diseases

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104. (p. 73-74) Nutritional status during pregnancy is: A. influenced only by the amount of protein that a woman intakes each day. B. easily determined simply by calculating the number of calories consumed. C. influenced by relative levels of protein, vitamins, minerals, and total calories. D. difficult to determine, since one must monitor complex interactions of several substances.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diet and Nutrition

105. (p. 74) Who among the following is LEAST likely to receive prenatal care? A. a first-time mother in her mid-30s B. a mother with two or more other children C. a working woman over 25 D. a pregnant adolescent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Age

106. (p. 75) Tammy is pregnant and is 45 years old. Her doctor considers her a "high-risk" pregnancy. Which of the following risks is Tammy's doctor concerned about? A. increased risk for Down syndrome B. increased risk for low birth weight C. increased risk for preterm delivery and fetal death D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Age

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Chapter 02 - Biological Beginnings

107. (p. 75) Which of the following paternal characteristics is LEAST likely to affect a child's development? A. exposure to lead and radiation B. exposure to certain pesticides and petrochemicals C. cigarette smoking D. age

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Paternal Factors

108. (p. 76) Centering Pregnancy, an innovative prenatal care program, is rapidly expanding in the United States and provides . A. free prenatal care to low-income mothers B. in-home prenatal care by a midwife C. prenatal care in a peer group setting D. confidential prenatal care to pregnant adolescents

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Care

109. (p. 76-77) Which of the following outcomes of prenatal education is of the MOST value for pregnant women living in poverty? A. Participants receive coupons for free goods and services. B. These women can be linked to other valuable social services. C. Classes encourage these mothers to bottle-feed so that they can maintain employment. D. Participants are offered free postpartum birth control.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Care

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Chapter 02 - Biological Beginnings

110. (p. 78) During which stage of childbirth does the cervix dilate? A. first B. second C. third D. afterbirth

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Stages of Birth

111. (p. 78) During which stage of childbirth is the fetus expelled from the womb? A. first B. second C. third D. pushing

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Stages of Birth

112. (p. 78) Myriam received a drug that will numb the entire lower area of her body during labor. Myriam was likely given a(n): A. anesthetic. B. pitocin. C. analgesic. D. hormone.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Medication

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Chapter 02 - Biological Beginnings

113. (p. 79) Which of the following is an example of an analgesic? A. Demerol B. heroin C. pitocin D. epidural block

114. (p. 79) Which of the following does the natural childbirth method use to reduce a mother's pain during labor and delivery? A. nonprescription drugs B. education and relaxation techniques C. Lamaze breathing D. Apgar coaching

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Natural and Prepared Childbirth

115. (p. 79) Melissa plans to use the prepared childbirth method to reduce her pain during labor and delivery. Which of the following will she employ? A. nonprescription drugs B. epidural block C. Lamaze breathing D. Apgar coaching

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116. (p. 80) A breech position is undesirable because it means that: A. the third stage of birth will be longer and more complicated. B. a cesarean section will be necessary to safely deliver the baby. C. delivery will take place too quickly, resulting in brain hemorrhaging. D. the fetus will be at increased risk for respiratory problems during delivery.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Caesarean Delivery

117. (p. 80) Diane's doctor has suggested that a cesarean delivery of her child may be necessary. What is the MOST likely reason? A. The doctor will be out of town during the week that Diane is due to deliver her baby. B. The fetus is very small. C. Diane is allergic to pain medication. D. The fetus is in a breech position.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Caesarean Delivery

118. (p. 80) An Apgar scale score of 3 signals a newborn's condition is: A. excellent. B. good. C. average. D. high risk.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Apgar Scale

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Chapter 02 - Biological Beginnings

119. (p. 80) Renee's baby was born just minutes ago, and the doctor is checking the baby's heart rate, respiratory effort, and muscle tone. Renee's baby is being given a(n): A. Apgar Scale test. B. Preterm Outcome test. C. Rogers-Randall Assessment. D. Brazelton Neonatal Assessment.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Apgar Scale

120. (p. 82) The designation preterm is determined by: A. ratio of weight at birth to time of gestation. B. time of gestation. C. weight at birth. D. time of gestation plus weight.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Low Birth Weight and Preterm Infants

121. (p. 82) Baby Alec was born during his mother's 38th week of pregnancy and weighed 5 lbs 2 oz. He is considered: A. preterm. B. low birth weight. C. very low birth weight. D. large for date.

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122. (p. 82) Twins Diego and Demare were delivered during their mother's 34th week of pregnancy and weighed 4 lbs 3 oz and 4 lbs 15 oz, respectively. They are considered: A. preterm and low birth weight. B. term and low birth weight. C. term and small for date. D. preterm and very low birth weight.

123. (p. 82) Angie was born after 40 weeks of gestation and weighed 4 pounds. Angie is considered: A. preterm. B. premature. C. low birth weight. D. very low birth weight.

124. (p. 82) Tamara delivered her babies preterm. All of the following are possible reasons for the preterm delivery EXCEPT: A. Tamara was pregnant with triplets. B. Tamara was 43 years old. C. Tamara's tobacco use. D. Tamara had low stress.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Low Birth Weight and Preterm Infants

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125. (p. 83) According to Tiffany Field's research, what can increase weight gain, alertness, and activity in preterm infants? A. massage therapy B. letting a mother be the first to hold the baby C. breast feeding D. visual stimulation

Short Answer Questions 126. (p. 49) Define natural selection and adaptive behavior. Natural selection is the evolutionary process that favors individuals of a species that are best adapted to survive and reproduce. Adaptive behavior promotes an organism's survival in its natural habitat.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Adaptive Behavior Topic: Natural Selection

127. (p. 49) Describe evolutionary psychology. Evolutionary psychology emphasizes the importance of adaptation, reproduction, and "survival of the fittest" in shaping behavior. Evolution favors certain behaviors that can increase chances for reproductive success.

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Chapter 02 - Biological Beginnings

128. (p. 50-51) Evolution has not weeded out many harmful conditions that have their onset in old age. Give a possible reason for this. Natural selection operates primarily on characteristics that are tied to reproductive fitness.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-01 Discuss the evolutionary perspective on life-span development Topic: Evolutionary Psychology Topic: Natural Selection

129. (p. 52-53) Briefly discuss the relationships among human chromosomes, DNA, and genes. Each human cell contains 46 chromosomes that come in 23 pairs. Chromosomes contain DNA, a complex molecule containing genetic information. Genes are short segments of DNA.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

130. (p. 53-54) Why is genetic variability in the population valuable? Genetic variability provides more characteristics for natural selection to operate on.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

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Chapter 02 - Biological Beginnings

131. (p. 55) Explain the difference between genotype and phenotype. Genotype is a person's entire genetic heritage. Phenotype is the way an individual's genotype is expressed in observed and measurable characteristics.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Genes

132. (p. 56) Explain the dominant-recessive genes principle, and give an example of a dominant characteristic that rules over its recessive counterpart. Dominant-recessive genes principle: If one gene in a pair is dominant and one is recessive, the dominant gene exerts its effect and overrides the potential influence of the recessive gene. Examples: brown eyes over blue eyes, farsightedness over nearsightedness, dimples over no dimples, no freckles over freckles.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Dominant-Recessive Genes

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133. (p. 56-57) Describe the chromosomal abnormality of two sex-linked syndromes. Klinefelter syndrome—occurs in males when there is an extra X chromosome, making them XXY instead of XY. Fragile X syndrome—abnormality in the X chromosome that becomes constricted and often breaks. Turner syndrome—occurs in females when one of the X chromosomes is missing, making them XO instead of XX or when the second X chromosome is partially deleted. XYY syndrome—occurs in males when there is an extra Y chromosome, making them XYY instead of XY.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 02-02 Describe what genes are and how they influence human development Topic: Sex-Linked Genes

134. (p. 60) How might the results from a twin study be misinterpreted? The environments of identical twins may be more similar than those of fraternal twins. Environmental influences might get overlooked when results are interpreted.

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Chapter 02 - Biological Beginnings

135. (p. 60-61) Describe the three types of heredity-environment correlations, and give an example of each. Passive genotype-environment correlations occur because biological parents provide a rearing environment for the child. (Any example of a parent(s) providing opportunities for their child(ren) for which the parent(s) or child(ren) may have a predisposed biological ability.) Evocative genotype-environment correlations occur when a child's genetically shaped characteristics elicit certain types of physical and social environments. (Any example of a child's natural abilities or personality characteristics evoking certain reactions from parents.) Active genotype-environment correlations occur when children seek out environments that they find compatible or stimulating. (Any example of a child preferring and choosing certain settings, friends, and activities.)

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Active Genotype-Environment Correlations Topic: Evocative Genotype-Environment Correlations Topic: Passive Genotype-Environment Correlations

136. (p. 62) Describe shared and nonshared environmental experiences. Shared environmental experiences are siblings' common experiences, such as parents' intellectual orientations, values, socioeconomic status, and neighborhood. Nonshared environmental experiences are a child's unique experiences within and outside the family.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-03 Explain some of the ways that heredity and environment interact to produce individual differences in development Topic: Nonshared Environmental Influences

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Chapter 02 - Biological Beginnings

137. (p. 62) It is common for children raised in the same household to have very different personalities and interests. What might this indicate about the nonshared experiences of siblings? Some behavior geneticists argue that heredity influences the nonshared environments of siblings as described in the active genotype-environment interaction. Children who have genetic propensities toward certain abilities will spend more time in those types of environments.

138. (p. 62-63) Describe an epigenetic view of development. Development is the result of an ongoing bidirectional interchange between heredity and the environment. Developmental outcome is not determined by a certain percentage of heredity and a certain percentage of environment. Genetic expression happens throughout the lifespan.

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Chapter 02 - Biological Beginnings

139. (p. 65-66) List three developmental characteristics or events from each of the germinal, embryonic, and fetal periods of prenatal development. Germinal -takes place in first 2 weeks after conception -includes creation of a zygote -rapid cell division begins -cell differentiation begins Embryonic -occurs from 2 to 8 weeks after conception -zygote attaches to the uterine wall -rate of cell differentiation intensifies -support systems for cells form -organs appear -endoderm, ectoderm, and mesoderm develop -urogenital system is apparent -arm and leg buds emerge -four chambers of the heart take place -intestinal track develops Fetal -begins 2 months after conception and lasts for 7 months -fetus becomes active, moving limbs, head, and opening and closing mouth -face, forehead, eyelids, nose, and chin are distinguishable -genitals can be identified as male or female -rapid growth and weight gain -prenatal reflexes become stronger -skin structures form -organ function intensifies -fatty tissues develop

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period Topic: Fetal Period Topic: Germinal Period

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Chapter 02 - Biological Beginnings

140. (p. 65) Describe the three layers of cells that develop at the beginning of the embryonic period. Endoderm: the inner layer of cells, which will develop into the digestive and respiratory systems Ectoderm: the outermost layer, which will become the nervous system, sensory receptors (e.g., ear, nose, and eyes), and skin parts (e.g., hair and nails) Mesoderm: the middle layer, which will become the circulatory system, bones, muscle, excretory system, and reproductive system.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Embryonic Period

141. (p. 68-69) Describe four prenatal diagnostic tests and when they are administered. Ultrasound sonography: high-frequency sound waves are directed into the pregnant woman's abdomen to assess growth and development, can be given anytime during pregnancy. Fetal MRI is used to diagnose fetal malformations. MRI (magnetic resonance imaging) uses a powerful magnet and radio waves to generate detailed images of the body's organs and structures. This provides more detailed images than ultrasound. In many instances, ultrasound will indicate a possible abnormality and fetal MRI will then be used to obtain a clearer, more detailed image. Among the fetal malformations that fetal MRI may be able to detect better than ultrasound sonography are certain central nervous system, chest, gastrointestinal, genital/urinary, and placental abnormalities. Chorionic villi sampling: a small sample of the placenta is removed, given between the 8th and 11th week of pregnancy. Amniocentesis: a sample of amniotic fluid is withdrawn by syringe to determine if any chromosomal or metabolic disorders are present in the developing fetus, given between the 12th and 16th weeks of pregnancy. Maternal blood test (alpha-fetoprotein test—AFP): blood is drawn and tested to determine if defects are present in brain and spinal cord of the fetus, given between the 14th and 20th week of pregnancy.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Prenatal Diagnostic Tests

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Chapter 02 - Biological Beginnings

142. (p. 69-72) Define a teratogen and list five teratogens. A teratogen is any agent that can cause a birth defect. Teratogens include but are not limited to nicotine, alcohol, heroin, caffeine, toxins (such as lead and various pollutants), cocaine, marijuana, some prescription and nonprescription drugs, infectious diseases, radiation, and so on.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

143. (p. 69-72) Discuss three conditions that affect the severity of the damage and/or type of birth defects teratogens may cause. Dose: The greater the dose of a teratogenic agent, the greater its effect. Genetic susceptibility: Genotypes of the woman and of the fetus influence the effect of a given teratogen. Time of exposure: Teratogens do more damage at some points in development than others.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Teratogen

144. (p. 71) Define fetal alcohol spectrum disorders (FASD), and list two possible abnormalities that can occur as a result. Fetal alcohol spectrum disorders is a cluster of abnormalities that appear in the offspring of mothers who drink alcohol heavily during pregnancy. Abnormalities include: (1) facial deformities, (2) defective limbs, (3) defective heart, (4) below-average intelligence, (5) mental retardation.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Alcohol

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Chapter 02 - Biological Beginnings

145. (p. 71-72) Explain three effects of nicotine on fetal development. Nicotine use by the mother when pregnant can lead to the following problems in the fetus or infant: (1) respiratory problems, (2) poor language and cognitive development, (3) low birth weight, (4) preterm births, and (5) a higher incidence of fetal and neonatal deaths, (6) higher incidence of SIDS.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Nicotine

146. (p. 72) What are the three ways that a mother infected with HIV may transmit the virus to her offspring? 1. during gestation across the placenta 2. during delivery through contact with maternal blood or fluids 3. after birth through breast-feeding

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diseases

147. (p. 73) What are the three possible outcomes for a child born to a mother infected with HIV? 1. infected and symptomatic 2. infected and asymptomatic 3. not infected

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Maternal Diseases

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Chapter 02 - Biological Beginnings

148. (p. 75) List three environmental hazards that can endanger the fetus. 1. radiation 2. toxic wastes 3. other chemical pollutants

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Environmental Hazards

149. (p. 75) List three paternal factors that can influence fetal development. 1. exposure to radiation 2. exposure to lead 3. exposure to certain pesticides 4. exposure to petrochemicals 5. smoking

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-04 Characterize the course of prenatal development and its hazards Topic: Paternal Factors

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Chapter 02 - Biological Beginnings

150. (p. 78) List two characteristics of each of the three stages of birth. First Stage: -longest of the three stages -uterine contractions begin -cervix stretches and opens Second Stage: -lasts an average of 1 1/2 hours -baby's head starts to move through the cervix and the birth canal -baby completely emerges from the mother's body Third Stage (or afterbirth): -shortest of the three stages -placenta, umbilical cord, and other membranes are detached and expelled

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Stages of Birth

151. (p. 80) What would necessitate a cesarean delivery? If the baby is in a breech position, a cesarean delivery is usually performed because a breech birth can cause respiratory problems for the baby.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Caesarean Delivery

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Chapter 02 - Biological Beginnings

152. (p. 80-81) List four of the five health signs evaluated by the Apgar Scale. 1. heart rate 2. respiratory effort 3. muscle tone 4. body color 5. reflex irritability

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Apgar Scale

153. (p. 82) Define low birth weight, preterm, and small-for-date infants. Low birth weight infants weigh less than 5 1/2 pounds at birth. Preterm infants are those born three weeks or more before pregnancy has reached full term (35 or fewer weeks after conception). Small-for-date infants may be preterm or full term and have a below-normal weight for their gestational age.

154. (p. 82-83) List three possible consequences of low birth weight. -brain damage -learning problems or disabilities -attention deficit disorder -breathing problems

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Chapter 02 - Biological Beginnings

155. (p. 83-84) Discuss three points in the issue of bonding between mother and newborn. Bonding is the formation of a connection between parent and newborn. Sometimes hospital conditions can interfere with bonding (pain drugs make the mother drowsy, separation of mother and newborn after delivery, preterm infants may be isolated from the mother, etc.). Some physicians believe that parent and child need to form an emotional attachment shortly after birth in order for optimal development in years to come. The extreme bonding hypothesis that a newborn must have close contact with the mother in the first few days of life to develop optimally is simply not true. Many hospitals offer rooming-in arrangements in which a baby can remain in the mother's room most of the time during its hospital stay.

APA Outcome: 1.2 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 02-05 Summarize how birth takes place and describe the nature of the postpartum period Topic: Bonding

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Chapter 03 - Physical Development and Biological Aging

Chapter 03 Physical Development and Biological Aging

Multiple Choice Questions 1. (p. 92) According to the cephalocaudal growth pattern, which of the following is likely to show fast growth first? A. legs B. hands C. brain D. stomach

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Patterns of Growth

2. (p. 92) According to the proximodistal growth pattern, which of the following is likely to show growth earlier? A. toes B. fingers C. fine motor skills D. gross motor skills

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Patterns of Growth

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Chapter 03 - Physical Development and Biological Aging

3. (p. 92) Which growth pattern sequence indicates that growth progresses from the top of the body to the bottom? A. cephalocaudal B. proximodistal C. paradistal D. lateralization

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Patterns of Growth

4. (p. 92) In prenatal development, the head and its features grow in size and differentiation before the neck, shoulders, trunk, and limbs. What is this pattern of development called? A. proximodistal B. cephalocaudal C. congenital D. hypothalmitic

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Patterns of Growth

5. (p. 92) Which growth pattern sequence indicates that growth progresses from the center of the body toward the extremities? A. cephalocaudal B. proximodistal C. paradistal D. lateralization

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Patterns of Growth

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Chapter 03 - Physical Development and Biological Aging

6. (p. 92) Baby Kassie can slap the tray of the highchair but cannot pick up small pieces of cereal with her fingers yet. This is an example of: A. a neurological disorder. B. cephalocaudal growth. C. a congenital birth defect. D. proximodistal growth pattern.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Patterns of Growth

7. (p. 93) Sammi was born 3 days ago and has lost 3 percent of her body weight. Should her parents be concerned? A. Yes. Sammi's parents should consult her pediatrician immediately. B. No. Babies can safely lose between 5 and 7 percent of their body weight within the first few days after birth. C. No. Babies can safely lose between 9 and 12 percent of their body weight within the first few days after birth. D. Maybe. Sammi's parents should begin supplementing breast-feeding with baby formula and weigh her twice a day to ensure no more weight is lost.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Weight

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Chapter 03 - Physical Development and Biological Aging

8. (p. 93) Average North American babies double their birth weight by what age? A. 1 month B. 4 months C. 8 months D. 10 months

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Weight

9. (p. 93) Marcia's baby boy weighed 8 pounds at birth. How much should he weigh by 4 months of age? A. 10 pounds B. 12 pounds C. 16 pounds D. 24 pounds

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Weight

10. (p. 93) During the second year of life, a child's growth rate: A. remains the same as growth rate in the first year of life. B. accelerates considerably. C. slows considerably. D. accelerates for physical characteristics and slows for mental processes.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Infancy Topic: Weight

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Chapter 03 - Physical Development and Biological Aging

11. (p. 93) Beginning in early childhood, girls have more more tissue than girls. A. fatty; muscle B. organ; brain C. brain; organ D. muscle; fatty

tissue than boys and boys have

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Early Childhood Topic: Weight

12. (p. 93) During the early childhood years, girls are generally A. much larger B. much smaller C. slightly larger D. slightly smaller

than boys.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Early Childhood Topic: Weight

13. (p. 93) Leon is about a half inch shorter than his peers. It could be because: A. his parents are Caucasian. B. he is the first-born child. C. his mother smoked while pregnant. D. he lives in the city.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Early Childhood Topic: Height

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Chapter 03 - Physical Development and Biological Aging

14. (p. 93) Physical changes in middle and late childhood occur: A. at approximately the same rate as those in adolescence. B. more slowly than those in early childhood and more quickly than those in adolescence. C. in three rapid spurts. D. in a slow, consistent manner.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Height Topic: Middle and Late Childhood

15. (p. 94) Which of the following changes are most pronounced in middle and late childhood? A. changes in proportions B. changes in weight C. changes in height D. changes in brain size

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Height Topic: Middle and Late Childhood

16. (p. 94) What is the period of rapid physical maturation involving hormonal and bodily changes that occurs in early adolescence known as? A. spermarche B. gonadarche C. puberty D. menarche

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Puberty

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Chapter 03 - Physical Development and Biological Aging

17. (p. 94) During early adolescence girls are generally A. taller B. stronger C. heavier D. smarter

than boys.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Puberty

18. (p. 94) Sexual maturation and the development of reproductive maturity in girls are called: A. menarche. B. spermarche. C. estrarche. D. puberty.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Puberty

19. (p. 94) Which of the following statements about growth spurts is TRUE? A. It occurs approximately two years earlier for boys than for girls. B. It occurs approximately two years earlier for girls than for boys. C. It occurs at approximately the same time for boys and girls. D. It is highly variable and occurs at a range of ages during adolescence.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Puberty

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Chapter 03 - Physical Development and Biological Aging

20. (p. 94) Menarche occurs during what part of puberty? A. just before it B. early C. in the middle D. rather late

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Puberty

21. (p. 95) Which structure controls growth and regulates other glands? A. pituitary gland B. hypothalamus C. gonad D. thyroid gland

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Hormonal Changes

22. (p. 95) Which structure monitors eating and sex? A. pituitary gland B. hypothalamus C. thyroid gland D. adrenal gland

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Hormonal Changes

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Chapter 03 - Physical Development and Biological Aging

23. (p. 95) What is the class of hormones that stimulate the testes and the ovaries known as? A. cortisols B. gonadotropins C. androgens D. estradiols

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Hormonal Changes

24. (p. 95) What are the chemical substances secreted by the endocrine glands that are carried by the bloodstream known as? A. endorphins B. neurotransmitters C. gonads D. hormones

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Hormonal Changes

25. (p. 95) is a hormone associated in boys with the development of genitals, increases in height, and change of voice? A. Cortisol B. Estrogen C. Estradiol D. Testosterone

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Hormonal Changes

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Chapter 03 - Physical Development and Biological Aging

26. (p. 95) is a hormone associated in girls with breast, uterine, and skeletal development. A. Cortisol B. Estradiol C. Androgens D. Testosterone

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Hormonal Changes

27. (p. 95) Thirteen-year-old Melissa's blood tests indicate testosterone levels twice as high as last year and estradiol levels eight times higher than last year. Melissa is most likely experiencing: A. normal changes as a result of having entered puberty. B. difficulties due to significant imbalances in hormonal levels. C. abnormal development of male physical characteristics. D. abnormally fast development of female physical characteristics.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Hormonal Changes

28. (p. 96) Which of the following factors affects puberty's timing and makeup? A. nutrition B. health C. eating patterns and stress D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Timing and Variations in Puberty

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Chapter 03 - Physical Development and Biological Aging

29. (p. 96) Which of the following statements is TRUE regarding puberty for girls and boys? A. Testosterone is present in boys only, and estradiol is present is girls only. B. The peak rate of pubertal change occurs at the age of 12 for both boys and girls. C. Both male and female adolescents are preoccupied with their bodies. D. In the United States, children mature up to two years later than children in European countries.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Body Image

30. (p. 96) Samantha lives in the United States and was 14 1/2 years old when she experienced menarche. Samantha is: A. slightly younger than average for menarche in Europe. B. entering puberty outside of the lower end of the normal range. C. within the normal range. D. entering puberty outside of the upper end of the normal range.

31. (p. 96) The age at which puberty arrives dropped quickly throughout the 20th century. What might account for this change? A. greenhouse effects on climate B. improved health and nutrition C. less manual labor requirements for adolescents D. trace amounts of radiation from electric appliances

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Early and Late Maturation

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Chapter 03 - Physical Development and Biological Aging

32. (p. 97) Joe is a late-maturing boy. How will his self-image in his 30s compare to the selfimages of his early-maturing peers? A. more negative B. more positive C. about the same D. There has not been any research in this area.

33. (p. 97) James is going through puberty quite early. Research indicates that James is likely to: A. be rejected by his peers. B. have a negative self-image. C. have a positive self-image. D. be highly successful in his later career.

34. (p. 97) Andrea is an early-maturing adolescent. How does her self-image compare to the self-images of her late-maturing peers? A. more negative B. more positive C. about the same D. There has not been any research in this area.

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Chapter 03 - Physical Development and Biological Aging

35. (p. 97) Thirteen-year-old Jodi smokes and has a 16-year-old boyfriend. What might have influenced Jodi's behavior? A. amenorrhea B. late maturation C. early maturation D. poor social skills

36. (p. 97) Early maturation in girls is linked to which of the following? A. problem behaviors such as smoking, drinking, and having an eating disorder B. wreckless driving C. overdependence on parents D. low academic achievement

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence and Emerging Adulthood Topic: Early and Late Maturation

37. (p. 98) Janice is 75. How does her height MOST likely compare to when she was 25? A. She is a ¼ inch shorter. B. She is a ½ inch shorter. C. She is an inch shorter. D. She is two inches shorter.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Late Adulthood Topic: Physical Appearance

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Chapter 03 - Physical Development and Biological Aging

38. (p. 98) Body fat accounts for percent of body weight in adolescence and percent or more in middle adulthood. A. 10; 20 B. 15; 25 C. 5; 15 D. 20; 25

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Middle Adulthood Topic: Physical Appearance

39. (p. 98) Bill is just beginning to sense that he has less strength, especially in his back and legs. That he is experiencing age-related loss of lean muscle mass and strength tells us he is most likely in his . A. 20s B. 30s C. 40s D. 50s

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Middle Adulthood Topic: Strength, Joints, and Bones

40. (p. 98) Age-related loss of muscle mass and strength is called: A. amenorrhea. B. gonadarche. C. osteoporosis. D. sarcopenia.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Middle Adulthood Topic: Strength, Joints, and Bones

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Chapter 03 - Physical Development and Biological Aging

41. (p. 98) When does maximum bone density occur? A. early 20s B. mid-20s C. early 30s D. mid-30s

42. (p. 98) Mac is 63 years old. Which of the following statements is TRUE? A. Mac's artery walls are thinning. B. Mac's blood pressure will remain about the same as it was in his 40s. C. Mac's blood cholesterol is increasing and deposits are beginning to accumulate on artery walls. D. Proteins in Mac's lung tissue are becoming more elastic.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Cardiovascular System Topic: Middle Adulthood

43. (p. 98) Which of the following does NOT affect cholesterol levels? A. blood pressure B. blood type C. eating low-fat foods D. exercise

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Cardiovascular System

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Chapter 03 - Physical Development and Biological Aging

44. (p. 98) A condition characterized by hypertension, obesity, and insulin resistance is: A. sarcopenia. B. puberty. C. climacteric. D. metabolic syndrome.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Cardiovascular System

45. (p. 99) At 45 years old, Susan is having difficulty trying to conceive a child. She is likely beginning to experience: A. amenorrhea. B. menarche. C. climacteric. D. final menstruation.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Middle Adulthood Topic: Sexuality

46. (p. 99) Just as has been coming earlier, A. puberty; menarche B. sperarche; menarche C. puberty; menopause D. menopause; menarche

has been coming later.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Sexuality

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Chapter 03 - Physical Development and Biological Aging

47. (p. 99) At 51, Beverly is experiencing nausea, fatigue, and rapid heartbeat. A blood test reveals very low levels of estrogen. Beverly is most likely experiencing symptoms of: A. climacteric. B. amenorrhea. C. menarche. D. menopause.

48. (p. 100) What explanation BEST accounts for why those older than 60 lose weight? A. They exercise more regularly. B. They eat smaller meals. C. They experience muscle loss. D. Their metabolism speeds up.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Late Adulthood Topic: Physical Appearance

49. (p. 100) Although physical decline is inevitable in older age: A. there is considerable individual variability in rates of decline in functioning. B. height remains the same. C. muscle tone remains about the same. D. physical appearance does not change significantly.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Late Adulthood Topic: Physical Appearance

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Chapter 03 - Physical Development and Biological Aging

50. (p. 100) Hypertension and stroke are signs of which of the following in older adults? A. changes in the neural system B. changes in the digestive system C. changes in the circulatory system D. changes in the musculoskeletal system

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Circulatory System Topic: Late Adulthood

51. (p. 102) Which structure is responsible for about 80 percent of the brain's volume and critical to perception, thinking, and language? A. forebrain B. cerebral cortex C. left hemisphere D. hippocampus

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

52. (p. 102) Which brain lobe is responsible for voluntary movement, thinking, personality, and intentionality or purpose? A. frontal B. occipital C. temporal D. parietal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

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Chapter 03 - Physical Development and Biological Aging

53. (p. 102) Which brain lobe is responsible for vision? A. frontal B. occipital C. temporal D. parietal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

54. (p. 102) Which brain lobe is responsible for hearing, language processing, and memory? A. frontal B. occipital C. temporal D. parietal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

55. (p. 102) Which brain lobe is responsible for registering spatial location, attention, and motor control? A. frontal B. occipital C. temporal D. parietal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

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Chapter 03 - Physical Development and Biological Aging

56. (p. 102) The hippocampus lies deeper in the brain, beneath the cortex, and plays an important role in which of the following? A. memory and emotion B. attention and impulse control C. fine motor skills D. critical and creative thinking

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

57. (p. 102) What is the layer of fat cells that helps electrical impulses travel faster along the axon of a neuron? A. dendrite B. cerebral cortex C. myelin sheath D. synapse

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

58. (p. 102) Communication in the synapses occurs through the release of chemical substances known as: A. neurotransmitters. B. neurons. C. dendrites. D. axons.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

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Chapter 03 - Physical Development and Biological Aging

59. (p. 102) Specialization of functions in one hemisphere of the cerebral cortex is called: A. myelination. B. neuronal interconnectedness. C. lateralization. D. dendritic spreading.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

60. (p. 102) Which of the following functions occur primarily in the left hemisphere of the brain? A. performing music and other creative functions B. reading and other complex, logical functions C. humor and the use of metaphors D. speech and grammar

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

61. (p. 102) Which of the following functions occur primarily in the right hemisphere of the brain? A. performing music and other creative functions B. reading and other complex, logical functions C. humor and the use of metaphors D. speech and grammar

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

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Chapter 03 - Physical Development and Biological Aging

62. (p. 102) Which of the following statements about brain lateralization is NOT true? A. Complex functions like performing music involve both hemispheres. B. The right and left hemispheres of the brain handle different types of information. C. People who are logical thinkers are left-brained, and creative thinkers are right-brained. D. Complex thinking requires communication between both hemispheres.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

63. (p. 103) Research shows that living in a deprived environment: A. does not significantly affect brain development. B. promotes greater brain development as compensation for impoverished conditions. C. depresses brain activity. D. is not reversible regardless of future experiences in better conditions.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Early Experience and the Brain

64. (p. 103) Anya is growing up in an orphanage and receives very little emotional, mental, or physical stimulation and nurture. Anya's brain development will likely be: A. the same as peers raised in enriched environments. B. greater than peers raised in enriched environments. C. depressed compared to peers raised in enriched environments. D. greater than her biological parents.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Early Childhood Topic: Early Experience and the Brain

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Chapter 03 - Physical Development and Biological Aging

65. (p. 103) Which area of baby Van's brain shows an increased brain activity when listening to speech sounds? A. right hemisphere B. left hemisphere C. occipital lobe D. parietal lobe

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Early Experience and the Brain

66. (p. 104) Michael Rehbein had the left hemisphere of his brain removed in order to stop seizures. After much therapy, the right side of his brain began to reorganize and take over left hemisphere functions. This example supports the neuroscientific belief that what "wires" the brain is: A. repeated experience. B. lateralization. C. not affected by seizures. D. housed in the right hemisphere.

67. (p. 104) A newborn's brain is percent of its adult weight and grows to of its adult weight by 2 years of age. A. 10; 20 B. 15; 25 C. 25; 50 D. 25; 75

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Development Topic: Infancy

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percent

Chapter 03 - Physical Development and Biological Aging

68. (p. 105) What is meant by the "blooming and pruning" analogy of brain development? A. The brain produces many more dendrite and synapse connections than it uses (blooming). Unused connections disappear or are replaced (pruning). B. Early brain function is not specialized by location (blooming). Lateralization (pruning) occurs around 2 years of age. C. Myelination produces the brain's bumpy surface (blooming). Brain activity and learning smoothes this surface (pruning). D. Areas of the brain mature gradually and uniformly during the first half of life (blooming) and decline in the same manner during the second half of life (pruning).

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Development

69. (p. 106) Cognitive control involves all of the following EXCEPT: A. inhibiting motor actions. B. controlling attention. C. reducing interfering thoughts. D. improved vocabulary.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Development

70. (p. 106) Brain pathways and circuitry in the childhood. A. hippocampus B. hypothalamus C. prefrontal cortex D. parietal lobe

_ continue to increase in middle and late

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Development Topic: Middle and Late Childhood

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Chapter 03 - Physical Development and Biological Aging

71. (p. 106) Adolescents are often characterized as impulsive and emotional. This behavior may be due to immature development in which area of the brain? A. temporal lobe B. right hemisphere C. left hemisphere D. prefrontal cortex

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

72. (p. 106) Thirteen-year-old Jonathan is impulsive and emotional. This may be due to increased activity and growth in the: A. amygdala. B. frontal lobes. C. GABA. D. hypothalamus.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

73. (p. 106) Seventeen-year-old Jake tends to take risks while driving and is quick-tempered. This lack of self-control and reasoning may be due to the later development of the: A. corpus callosum. B. prefrontal cortex. C. amygdala. D. synapses.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

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Chapter 03 - Physical Development and Biological Aging

74. (p. 106) The corpus callosum, which connects the brain's left and right hemispheres, thickens in adolescence, and this improves adolescents' ability to: A. process information. B. reason and make decisions. C. learn foreign languages. D. control aggressive behavior.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

75. (p. 106) The prefrontal cortex, which is the highest level of the frontal lobes, is involved in reasoning, decision making, and self-control. It finishes most of its development during: A. early childhood. B. late adolescence. C. emerging adulthood. D. older adulthood.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence and Emerging Adulthood Topic: Brain Development

76. (p. 106) The amygdala, which is the "seat" of emotions such as anger, matures much earlier than the prefrontal cortex. This may account for which of the following? A. adolescents' increased information processing speed B. adolescents' risky, impulsive behavior C. early onset of puberty D. adolescents' sharper self-regulatory skills

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

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Chapter 03 - Physical Development and Biological Aging

77. (p. 107) Which neurotransmitter has been associated with increased reward-seeking and risktaking in adolescence? A. dopamine B. acetylcholine C. testosterone D. estradiol

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Brain Development

78. (p. 108) What happens to the brain's weight and volume as it ages? A. weight increases, volume decreases B. volume increases, weight decreases C. weight and volume increase D. weight and volume decrease

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adulthood and Aging Topic: Slowing Brain

79. (p. 109) Ora's blood test shows a major reduction in acetylcholine. The effect of this may be responsible for: A. slowing of motor reflexes. B. symptoms of Alzheimer disease. C. symptoms of Parkinson disease. D. increased impulsivity.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Slowing Brain

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Chapter 03 - Physical Development and Biological Aging

80. (p. 109) Leonard's blood test shows a major reduction in dopamine. The effect of this may be responsible for: A. decreased visual acuity. B. symptoms of Alzheimer disease. C. symptoms of Parkinson disease. D. increased impulsivity.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Slowing Brain

81. (p. 109) If an older adult participates in 6 months of aerobic activity, what would most likely occur? A. decreased brain volume B. increased brain volume C. no change in brain volume D. a near-fatal increase in brain volume

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Late Adulthood

82. (p. 110) When engaging in cognitive tasks, older brains may compensate for the effects of aging with less: A. dopamine. B. lateralization. C. acetylcholine. D. myelination.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Late Adulthood

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Chapter 03 - Physical Development and Biological Aging

83. (p. 110) When Doctor Jansen compares brain scans belonging to a 70-year-old and a 50year-old, what might she see in the 70-year-old brain? A. more dendrites B. more neurons C. equal number of dendrites as the 50-year-old brain D. fewer neurons and dendrites

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Late Adulthood

84. (p. 110) At what age does dendrite growth appear to stop? A. 60s B. 70s C. 80s D. 90s

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Late Adulthood

85. (p. 111) Which of the following was a conclusion reached in the brain study of the Sisters of Notre Dame of Mankato? A. High levels of folic acid were linked to increased symptoms of Alzheimer disease. B. "Serving" nuns showed more moderate declines in intellectual skills than "teaching" nuns. C. Positive emotions in early adulthood were linked to longevity. D. High levels of dopamine were linked to increased brain lateralization.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Early Adulthood

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Chapter 03 - Physical Development and Biological Aging

86. (p. 112) How much time can newborn Tyler's parents expect him to sleep? A. 9-13 hours a day B. 5-7 hours a day C. 16-17 hours a day D. 1-2 hours a day

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep

87. (p. 112) Tameka's newborn baby is awake for several hours during the night and often sleeps during the day. At what age will her child establish a pattern of sleeping mostly at night? A. 1 month B. 3 months C. 6 months D. 12 months

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep/Wake Cycle

88. (p. 112) Which of the following is true regarding 6-month-old Cassidy's sleep pattern? A. She spends most of her time in REM sleep. B. She stays awake all day. C. She takes naps during the day. D. She spends her longest span of sleep at night.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep/Wake Cycle

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Chapter 03 - Physical Development and Biological Aging

89. (p. 112) Which of the following has NOT been linked to shorter durations of infant sleep? A. infant TV viewing B. maternal depression during pregnancy C. early introduction of solid food D. mother's emotional availability at bedtime

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep/Wake Cycle

90. (p. 112) Six-month-old Ethan goes to day care, watches TV when his parents make dinner, and has already started eating solid food. Which of the following is likely to be a problem for Ethan and his parents? A. obesity B. nighttime waking C. night terrors D. lack of attachment with the mother

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep/Wake Cycle

91. (p. 113) What percentage of infant sleep is spent in REM sleep? A. 50% B. 75% C. 25% D. 10%

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: REM Sleep

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Chapter 03 - Physical Development and Biological Aging

92. (p. 113) What percentage of adult sleep is spent in REM sleep? A. 20% B. 40% C. 50% D. 75%

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Early Adulthood Topic: REM Sleep

93. (p. 113) Although some child experts argue that shared sleeping benefits babies, others recommend against it. Two recent studies link bed sharing with which of the following? A. learning delays in middle childhood B. depression in adolescence C. co-dependency issues D. SIDS

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Shared Sleeping

94. (p. 114) Which of the following is recommended by the American Academy of Pediatrics to reduce the risk of SIDS? A. place infants on their sides to sleep B. place infants on their backs to sleep C. infants should sleep next to a parent to ensure quick response to breathing pauses D. place infants on their stomachs to sleep

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: SIDS

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Chapter 03 - Physical Development and Biological Aging

95. (p. 114) Molly is premature, of low birth weight, and experiences some respiratory problems while in the hospital. Molly is likely at higher risk for: A. sudden infant death syndrome. B. congenital heart disease. C. cystic fibrosis. D. folic acid deficiency.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: SIDS

96. (p. 114) Which of the following is NOT a risk factor related to sudden infant death syndrome? A. passive exposure to cigarette smoke B. congenital heart disease C. sleeping on a firm mattress with little bedding D. having siblings who have died of SIDS

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: SIDS

97. (p. 114) Lack of sleep in young children is linked with which of the following? A. problems at school B. increased likelihood of depression C. attention problems D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: Sleep

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Chapter 03 - Physical Development and Biological Aging

98. (p. 115) Which group is MOST likely to have the greatest sleep debt? A. infants B. young children C. adolescents D. middle-aged adults

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adolescence Topic: Sleep

99. (p. 115) Which of the following is NOT associated with a lack of sleep in adolescents? A. higher levels of irritability B. higher levels of melatonin C. higher levels of depression D. higher levels of fatigue

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adolescence Topic: Sleep

100. (p. 115) Fifteen-year-old Tamara only gets about 6 hours of sleep each night. Which of the following behaviors may Tamara exhibit due to her lack of sleep? A. irritability B. depression C. fatigue D. all of these

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adolescence Topic: Sleep

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Chapter 03 - Physical Development and Biological Aging

101. (p. 116) What hormone prepares the body for sleep? A. melatonin B. cortisol C. testosterone D. estrogen

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Sleep

102. (p. 116) High schools in Edina, Minnesota, delayed class start time based on the finding that , the sleep hormone, is released approximately an hour later in older adolescents. A. cortisol B. melatonin C. testosterone D. estrogen

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adolescence Topic: Sleep

103. (p. 116) Who is MOST likely to get up latest in the day? A. Tom, who is a junior in high school B. Phil, who is a freshman in college C. Joe, who is a junior in college D. Steve, who is a senior in college

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Early Adulthood Topic: Sleep

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Chapter 03 - Physical Development and Biological Aging

104. (p. 116) Which of the following is NOT true about sleep in adulthood? A. poor sleep can result in earlier death B. older adults tend to go to bed earlier and wake up earlier than adolescents and emerging adults C. sleep problems in middle-aged adults are more common in those who are obese D. the average American adult gets just under 6 hours of sleep a night

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adulthood and Aging Topic: Sleep

105. (p. 116) Thirty-nine-year-old Janice is considered sleep-deprived because she only gets about 6 hours of sleep instead of the recommended: A. 7. B. 8. C. 9. D. 10.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Middle Adulthood Topic: Sleep

106. (p. 116-117) What is true of 45-year-old Jim's sleep patterns compared to those of his 21year-old son, Matt? A. Jim requires an average of 2 hours more sleep than Matt. B. Jim spends more time trying to fall asleep than Matt. C. Jim stays up later and wakes later than Matt. D. Jim experiences more wakeful periods during the night but about the same total hours of sleep.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Middle Adulthood Topic: Sleep

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Chapter 03 - Physical Development and Biological Aging

107. (p. 117) The maximum life span of human beings is approximately A. 90 B. 100 C. 120 D. 150

years.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Life Span

108. (p. 118) Which of the following BEST explains why life expectancy is longer now than in the early 1900s? A. People today have fewer children. B. People today engage in less risky behavior. C. People today suffer from less anxiety and stress. D. People today have better health care and nutrition.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Life Expectancy

109. (p. 118) The average life expectancy of individuals born today is over women and over years for men. A. 75; 81 B. 80; 75 C. 84; 80 D. 76; 72

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Life Expectancy

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years for

Chapter 03 - Physical Development and Biological Aging

110. (p. 118) Why is life expectancy for women longer than for men? A. Women engage in healthier lifestyles than men. B. Women experience less stress than men. C. Women work harder and for more years than men. D. Men generally suffer greater financial hardship than women.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Life Expectancy

111. (p. 118) Pat is 102 years old. Pat is MOST likely: A. from the United States. B. male. C. well off financially. D. stress-free.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Centenarians Topic: Late Adulthood

112. (p. 121) The cellular clock theory holds that our cells divide: A. until trapped free radicals split them apart. B. more quickly as we age and thus, die faster. C. more efficiently as we age. D. approximately 75-80 times before they die.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Cellular Clock Theory

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Chapter 03 - Physical Development and Biological Aging

113. (p. 122) What are the DNA sequences that cap chromosomes and become shorter as cells replicate? A. telomeres B. free radicals C. cellular clocks D. amino acids

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Cellular Clock Theory

114. (p. 122) Researchers have extended the life of a human cell by: A. removing the caps of DNA molecules. B. injecting it with telomerase. C. rearranging the DNA sequences. D. splicing the 18th and 19th chromosomes.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Cellular Clock Theory

115. (p. 121-122) Dr. LaRossa hypothesizes that as we age our cells become increasingly less capable of dividing. Which theory of aging does he espouse? A. telomerase-injection B. cellular-clock C. free radical D. hormonal stress

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Cellular Clock Theory

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Chapter 03 - Physical Development and Biological Aging

116. (p. 122) Which theory of aging proposes that unstable oxygen molecules ricochet around cells, damaging DNA and other structures? A. cellular clock B. free radical C. mitochondrial D. hormonal stress

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Free-Radical Theory

117. (p. 122) Which two theories claim that damage incurred by unstable oxygen molecules precipitates the aging process? A. cellular clock and free radical B. free radical and hormonal stress C. mitochondrial and free radical D. hormonal stress and cellular clock

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Mitochondrial Theory

118. (p. 122) Dr. DeLargo hypothesizes that a newly discovered glandular substance protects cells from deterioration by strengthening the cell wall against detrimental materials. Which theory of aging does she espouse? A. telomere B. cellular clock C. hormonal stress D. free radical

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory

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Chapter 03 - Physical Development and Biological Aging

119. (p. 122) Kat's doctor warns that prolonged and elevated levels of adrenaline and other anxiety-induced substances will increase Kat's risk for many diseases. Which theory of aging does her doctor espouse? A. mitochondrial B. free radical C. cellular clock D. hormonal stress

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory

120. (p. 122) Professor Mayfield is teaching her class about the harmful effects of stress, citing that it can lead to an early death. Which theory of aging does Professor Mayfield likely espouse? A. hormonal stress B. cellular clock C. life events D. free radical

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory

3-41

Chapter 03 - Physical Development and Biological Aging

121. (p. 122) What is the main difference in the way younger people and older people respond to stress? A. Older people have a reduced production of hormones that return the body to normal after stress. B. Younger people have better coping strategies for dealing with stress. C. The process of aging increases the pituitary gland's response to stress, making it work harder. D. Older people keep stress hormones in their system longer.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory Topic: Late Adulthood

122. (p. 122) Reducing oxidative damage in older adults can be potentially achieved through: A. overeating. B. exercise. C. intellectually challenging tasks. D. mid-afternoon naps.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory Topic: Late Adulthood

Short Answer Questions

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Chapter 03 - Physical Development and Biological Aging

123. (p. 92) Briefly explain the cephalocaudal and proximodistal growth patterns of development. Cephalocaudal pattern: the sequence in which the greatest growth always occurs at the top— the head—with physical growth in size, weight, and feature differentiation gradually working its way down from top to bottom. Proximodistal pattern: the sequence in which growth starts at the center of the body and moves toward the extremities.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Patterns of Growth

124. (p. 93) List three factors that can cause a child to be unusually short. 1. emotional problems 2. a mother who smoke(d)(s) 3. growth hormone deficiency 4. congenital factors: genetic or prenatal problems 5. a physical problem that develops in childhood

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Early Childhood Topic: Height

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Chapter 03 - Physical Development and Biological Aging

125. (p. 95-96) Briefly describe how the hormonal system works in puberty. The pituitary gland sends a signal via gonadotropins to the appropriate gland to manufacture the hormone. Then the pituitary gland, through interaction with the hypothalamus, detects when the optimal level of hormones is reached and responds by adjusting gonadotropin secretion.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Hormonal Changes

126. (p. 96-97) Describe how the onset of puberty has changed since the mid-nineteenth century. The average age of onset of puberty steadily decreased since the mid-nineteenth century.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence and Emerging Adulthood Topic: Timing and Variations in Puberty

127. (p. 97) Discuss the body images of early versus late maturation in girls and boys. Early-maturing boys have a more positive body image than late-maturing peers. Earlymaturing girls have a slightly more positive body image than late-maturing peers.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Adolescence Topic: Body Image

3-44

Chapter 03 - Physical Development and Biological Aging

128. (p. 97-99) Identify five physical changes that take place during middle or late adulthood. 1. individuals become shorter 2. the skin wrinkles and sags 4. loss of strength 5. progressive bone loss 6. weight gain 7. age spots 8. hair grays and thins 10. muscles lose strength and mass 11. blood cholesterol increases 12. artery walls thicken 13. blood pressure rises 14. lungs lose elasticity 15. climacteric

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-01 Discuss major changes in the body through the life span Topic: Late Adulthood Topic: Physical Appearance

129. (p. 102) Name and list one function of each of the four brain lobes. Frontal lobes: voluntary movement, thinking, personality, intention Occipital lobes: vision Temporal lobes: hearing, language processing, memory Parietal lobes: spatial location, attention, motor control

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Structure and Function

3-45

Chapter 03 - Physical Development and Biological Aging

130. (p. 102-103) Describe how information is transmitted by neurons. The dendrites of the cell body receive information from other neurons, muscles, or glands through the axon. Axons transmit information away from the cell body. A myelin sheath covers most axons and speeds information transmission. As the axon ends, it branches out into terminal buttons.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

131. (p. 102) Explain the concept of lateralization in the brain. To some extent, the type of information handled by neurons depends on whether they are in the left or right hemisphere of the cortex. The specialization of function in one hemisphere of the cerebral cortex or the other is called lateralization.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Neurons

132. (p. 103-105) Describe "blooming and pruning" as it relates to brain formation. Nearly twice as many dendrite and synapse connections are made than will be used (blooming). The connections that are used become strengthened and survive, while the unused ones disappear or are replaced (pruning). "Blooming and pruning" vary considerably by brain region in humans. Both environment and heredity are thought to influence synaptic overproduction and subsequent pruning.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Brain Development

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Chapter 03 - Physical Development and Biological Aging

133. (p. 106-107) Describe the possible relationship between physical brain development and behavior in adolescents. Adolescent brains show a large amount of activity and growth in areas of the brain, such as the amygdala which may lead to more emotional reacting. Frontal lobe development is slow during this time and may lead to more impulsive reacting, lack of reasoning, and poor selfcontrol.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adolescence Topic: Brain Development

134. (p. 109) Describe one consequence of declining levels of the neurotransmitters acetylcholine and dopamine. Acetylcholine: decline of memory, Alzheimer disease Dopamine: problems in planning and carrying out motor activities, loss of motor control, Parkinson disease

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Slowing Brain

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Chapter 03 - Physical Development and Biological Aging

135. (p. 108-111) Describe three ways in which the brain adapts as it ages. 1. Humans can grow new brain cells. 2. Dendrite growth increases from the 40s through the 70s, possibly compensating for lost neurons. 3. Rewiring—neighboring neurons may compensate for damaged counterparts. Brains can shift responsibilities from one region to another. 4. Myelination connecting the prefrontal cortex to the limbic system increases in the 40s and 50s, facilitating reflection. 5. Less lateralization occurs, integrating both hemispheres in cognitive tasks.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-02 Describe how the brain changes through the life span Topic: Adapting Brain Topic: Adulthood and Aging

136. (p. 114) List five risk factors associated with SIDS. 1. low birth weight 2. infants with a sibling who died of SIDS 3. sleep apnea 4. parents who smoke 5. sleeping in a position other than on the back 6. African American or Eskimo ethnicity 7. low socioeconomic status 8. sleeping on soft bedding

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Infancy Topic: SIDS

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Chapter 03 - Physical Development and Biological Aging

137. (p. 115-116) Discuss the harmful effects of sleep deficiency on adolescents. Lack of sleep is linked to sleeping during school, drinking more caffeinated beverages, and negative behaviors such as crankiness, fatigue, and irritability.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-03 Summarize how sleep patterns change as people develop Topic: Adolescence Topic: Sleep

138. (p. 118) Name one biological factor that may influence women's longevity over men's longevity. 1. Estrogen production helps protect women from arteriosclerosis—hardening of the arteries. 2. The additional X chromosome that women carry may be associated with the production of more antibodies to fight off disease.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Life Expectancy

139. (p. 121-122) Explain the cellular clock theory of aging. The cellular clock theory of aging states that cells can divide a maximum of about 75 to 80 times and that, as we age, our cells become increasingly less capable of dividing.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Cellular Clock Theory

3-49

Chapter 03 - Physical Development and Biological Aging

140. (p. 122) Explain the free radical theory of aging. The free radical theory of aging states that people age because their cells' normal metabolism produces unstable oxygen molecules known as free radicals. These molecules ricochet around inside the cells, damaging DNA and other cellular structures.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Free-Radical Theory

141. (p. 122) Explain the mitochondrial theory of aging. The mitochondrial theory of aging states that aging is due to the decay of mitochondria within cells.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Mitochondrial Theory

142. (p. 122) Explain the hormonal stress theory of aging. The hormonal stress theory states that aging in the body's hormonal system may lower resilience to stress and increase the likelihood of contracting a disease.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 03-04 Explain longevity and the biological aspects of aging Topic: Hormonal Stress Theory

3-50

Chapter 04 - Health

Chapter 04 Health

Multiple Choice Questions 1. (p. 128) Incidences of diseases such as bacterial meningitis, measles, rubella, mumps, and chicken pox have been nearly eradicated, due to: A. immunizations. B. socialized health care. C. improved nutrition and sanitation. D. natural selection.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Infancy Topic: Prevention

2. (p. 128) What is the leading cause of death in children in the United States? A. malnutrition B. accidents C. asthma D. domestic violence

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Cause of Death Topic: Childhood

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Chapter 04 - Health

3. (p. 128) If a mother wants to reduce the risk of her child developing wheezing symptoms and asthma, she should: A. eat nutritiously while pregnant. B. stop smoking. C. be under the age of 35. D. feed her child a diet low in fat.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Childhood Topic: Prevention

4. (p. 128) Approximately what percentage of children in the United States has no usual source of health care? A. 7% B. 10% C. 18% D. 21%

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Childhood Topic: Poverty

5. (p. 128) Approximately how many preschool children in the United States are malnourished? A. 5 million B. 11 million C. 18 million D. 21 million

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Childhood Topic: Poverty

4-2

Chapter 04 - Health

6. (p. 129) Adolescence is a critical juncture in health because: A. parents no longer have any influence over teens' health habits. B. adolescents in the United States are more likely to smoke than teens in other countries. C. teens need optimum health in order for their reproductive capacities to develop properly. D. the early formation of healthy lifestyle patterns can prevent or delay disease and disability in adulthood.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Adolescence Topic: Health

7. (p. 129) Adolescents who eat dinner with their parents or more days a week have lower rates of smoking, getting into fights, and initiating sexual activity. A. 3 B. 4 C. 5 D. 6

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Adolescence Topic: Roles of Parents, Peers, Educational Success

8. (p. 129) Peer pressure has been found to instigate all of the following health-compromising behaviors EXCEPT: A. smoking. B. early sexual activity. C. skipping school. D. violence.

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Chapter 04 - Health

9. (p. 129) Compared to adolescents, emerging adults are more likely to: A. have chronic health problems. B. be obese. C. have a mental disorder. D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Emerging Adulthood Topic: Health

10. (p. 129) Regarding mortality rates for adolescents and emerging adults, who among the following individuals is at the HIGHEST risk for a fatality? A. Mark, a 15-year-old high school student B. Jade, a 16-year-old high school student C. Jake, an emerging adult D. Kristi, an emerging adult

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Emerging Adulthood Topic: Health

11. (p. 130) Although aging people are often characterized as sickly, only adult's aged 65 to 74 have a disability. A. 29 B. 23 C. 17 D. 5

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Health Topic: Late Adulthood

4-4

percent of U.S.

Chapter 04 - Health

12. (p. 130) What are the disorders characterized by a slow onset and long duration? A. childhood B. acute C. mental D. chronic

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

13. (p. 130) Pauline is middle-aged. Her greatest health concern is MOST likely to be: A. visual decline. B. obesity. C. arthritis. D. bowel and bladder difficulties.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Health Topic: Middle Adulthood

14. (p. 130) Men have a higher incidence of higher incidence of _ chronic conditions. A. physical; suicide B. fatal; nonfatal C. psychological; physical D. nonfatal; fatal

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

4-5

chronic conditions, whereas women have a

Chapter 04 - Health

15. (p. 130) What is the leading cause of death in U.S. adults aged 64-74? A. cancer B. injury C. arthritis D. osteoporosis

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

16. (p. 130) At age 76, which chronic condition is Beth MOST likely to suffer from? A. arthritis B. heart disease C. hypertension D. hearing impairment

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

17. (p. 130-131) Which of the following involves an extensive loss of bone tissue? A. arteriosclerosis B. diabetes C. arthritis D. osteoporosis

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

4-6

Chapter 04 - Health

18. (p. 131) What is the percentage of osteoporosis cases that occurs in females? A. 80% B. 65% C. 50% D. 90%

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

19. (p. 131) To prevent osteoporosis, women should: A. have children before the age of 35. B. take multivitamin supplements. C. eat foods rich in calcium and get more exercise. D. lift weights six times a week.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

20. (p. 131) The global term for a neurological disorder in which the primary symptom is deterioration of mental functioning is: A. Alzheimer disease. B. senility. C. dementia. D. neurological degradation.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

4-7

Chapter 04 - Health

21. (p. 131) Alzheimer disease is a type of: A. arthritis. B. acute disorder. C. osteoporosis. D. dementia.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer Disease Topic: Late Adulthood

22. (p. 131) Doug does not recognize his home, neighbors, and even family members. Doug has a form of: A. pervasive developmental disorder. B. dementia. C. schizophrenia. D. ADHD.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Late Adulthood

23. (p. 131) In 2009, an estimated 5.3 million adults in the United States had Alzheimer disease. How many Baby Boomers are projected to develop Alzheimer disease in their lifetime? A. 7 million B. 10 million C. 12 million D. 15 million

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer Disease Topic: Middle Adulthood

4-8

Chapter 04 - Health

24. (p. 131-132) George's blood test reveals very low levels of acetylcholine. An MRI shows an abnormal amount of neural tangles and plaques in his brain. These results indicate that George may have: A. hypertension. B. depression. C. Alzheimer disease. D. arthritis.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer Disease Topic: Late Adulthood

25. (p. 131) Alzheimer disease involves a deficiency in: A. dopamine. B. acetylcholine. C. serotonin. D. GABA.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Causes of Alzheimer Disease Topic: Late Adulthood

26. (p. 132) In which way are Alzheimer disease and cardiovascular disease similar? A. average age of onset B. diagnostic criteria C. risk factors D. detection methods

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer Disease Topic: Late Adulthood

4-9

Chapter 04 - Health

27. (p. 132) Which of the following represents a transitional state between the cognitive changes of normal aging and very early Alzheimer disease and other dementias? A. short-term memory loss B. cardiovascular disease C. late onset Alzheimer disease D. mild cognitive impairment (MCI)

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer's Early Detection and Drug Treatment Topic: Late Adulthood

28. (p. 133) Those with A. acetylcholine B. dopamine C. amyloid beta D. cholinerase

in their spinal fluid are more likely to develop Alzheimer disease.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer's Early Detection and Drug Treatment Topic: Late Adulthood

29. (p. 133) Drug treatments for Alzheimer patients are used to: A. improve memory and cognitive functions. B. alter genetic causes for the disease. C. stop the progression of the disease. D. "freeze" a person's long-term memory to prevent memory loss.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer's Drug Treatment Topic: Late Adulthood

4-10

Chapter 04 - Health

30. (p. 133) provides temporary relief for those who are caring for individuals with disabilities, illnesses, or the elderly. A. A nursing home B. Respite care C. Hospitals D. Psychiatrists

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Caring for Individuals with Alzheimer's Topic: Late Adulthood

31. (p. 133) Which of the following diseases is characterized by muscle tremors, slowing of movement, and partial facial paralysis? A. arthritis B. Alzheimer disease C. Parkinson disease D. atherosclerosis

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Late Adulthood Topic: Parkinson Disease

32. (p. 134) Levels of in the blood increase faster in Alzheimer caregivers than in older adults who do not care for a critically ill spouse. A. IL-6 B. acetylcholine C. amyloid beta D. cholinerase

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 04-01 Describe developmental changes in health Topic: Caring for Individuals with Alzheimer's Topic: Late Adulthood

4-11

Chapter 04 - Health

33. (p. 135) Currently, there is an increased demand for home care workers because of which of the following? A. the decrease in population of older adults B. older adults' preference to stay out of nursing homes C. higher wages earned in nursing homes D. better working conditions in nursing homes

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment Topic: Late Adulthood

34. (p. 135) In general, research indicates that the quality of nursing home care is: A. moderate. B. highly variable. C. consistently good. D. consistently poor.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment Topic: Late Adulthood

35. (p. 136) Kenneth is considering moving into a nursing home. Based on the findings of Rodin and Langer, which of the following should be of MOST concern to him? A. high staff to resident ratio raises the cost of care B. unnecessary restrictions that reduce residents' control C. strict safety requirements result in resident boredom D. policies limit staff from frequent interaction with residents and thus reduce residents' social contacts

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment Topic: Late Adulthood

4-12

Chapter 04 - Health

36. (p. 136) Giving nursing home patients more control over their daily schedules is: A. harmful. B. beneficial. C. anxiety-provoking. D. not necessary for patient satisfaction.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment Topic: Late Adulthood

37. (p. 136) Rodin and Langer (1977) conducted a study in which one group of nursing home patients was given increased control over daily routines, while another group was not. The main finding in this study was that: A. more perceived control improved the lives of the patients. B. more responsibility caused debilitating anxiety in the patients. C. patients responded better to nurturing staff and administrators than to the additional control. D. many patients began to feel they no longer needed the nursing home care.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment Topic: Late Adulthood

38. (p. 131) The American Pediatric Association strongly recommends breast-feeding until the infant is: A. 6 weeks old. B. 2 months old. C. 3 months old. D. 6 months old.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Breast vs Bottle Feeding Topic: Infancy

4-13

Chapter 04 - Health

39. (p. 137) From birth to their first birthday, infants increase their length by _ their weight. A. 50%; triple B. 75%; double C. 100%; quadruple D. 25%; triple

and

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Health Topic: Infancy

40. (p. 137) Nutritionists recommend that infants consume approximately 50 calories per day for each pound they weigh. How does this compare to an adult's requirement? A. This is more than twice an adult's requirement per pound. B. This is half an adult's requirement per pound. C. This is one-third an adult's requirement per pound. D. This is the same as an adult's requirement per pound.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Infancy Topic: Nutrition

41. (p. 137-138) Addison was a breast-fed infant. Which of the following is NOT likely a benefit she will enjoy? A. fewer allergies B. lower risk of childhood and adulthood obesity C. lower risk of SIDS D. fewer gastrointestinal and lower respiratory tract infections

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Breast vs Bottle Feeding Topic: Infancy

4-14

Chapter 04 - Health

42. (p. 138) Which of the following mothers is MOST likely to breast-feed her infant? A. a mother who receives state welfare assistance B. a mother who did not graduate high school C. a teenage mother D. a health-conscious mother

43. (p. 138) The maternal benefits of breast-feeding include all of the following EXCEPT: A. lower incidence of breast cancer. B. lower incidence of cardiovascular disease. C. lower incidence of ovarian cancer. D. lower incidence of metabolic syndrome in midlife.

44. (p. 138) Shandra is infected with the HIV virus, and she has just given birth. Should Shandra breast-feed her baby? A. No. A mother with HIV can pass the virus to her baby through breast milk. B. Yes. The HIV virus cannot be passed to a baby through breast milk. C. No. Breast milk from a mother with HIV lacks the necessary protein and nutrients to nourish a baby. D. Yes. The nutritional value of breast milk outweighs the risk of passing the virus to the baby.

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Chapter 04 - Health

45. (p. 137) Which of the following would be a benefit to mothers who breast-feed? A. They return more quickly to their prepregnancy weight. B. They are less likely to suffer postpartum depression. C. They are less likely to develop type 2 diabetes. D. They are less likely to develop osteoporosis.

46. (p. 138) Which of the following is true of breast-feeding? A. Breast-fed infants are psychologically healthier than bottle-fed infants. B. Mothers with tuberculosis can breast feed their infants safely. C. Breast-feeding can lead to a decreased risk of SIDS. D. Breast-feeding can prevent allergies in children.

47. (p. 139) WIC (Women, Infants, and Children) provides federal grants to states for all of the following EXCEPT: A. health-care referrals. B. respite care. C. healthy supplemental foods. D. nutrition education.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Health Treatment

4-16

Chapter 04 - Health

48. (p. 140) Ten year-old Joel's BMI is in the 86th percentile. Joel is: A. obese. B. overweight. C. at risk for being overweight. D. in the normal weight range.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Obesity

49. (p. 140) Which of the following is FALSE? A. Girls who were overweight in childhood are less likely to be obese after puberty. B. Overweight 3-year-olds are more likely to be overweight at age 12. C. Overweight 5-year-olds are more likely to be overweight at age 9. D. Children in the 95th percentile among peers in terms of weight are more likely to be overweight in their 30s.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Obesity

50. (p. 139-140) What is the most common vegetable eaten by 2- to 3-year-olds in the United States? A. tomatoes. B. cucumbers. C. fried potatoes. D. fried okra.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Nutrition

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51. (p. 140-141) Pulmonary problems, hypertension, and diabetes are common consequences of childhood: A. obesity. B. malnutrition. C. undernutrition. D. kwashiorkor.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Consequences of Obesity

52. (p. 140-141) Sara, 9, is overweight. Which of the following statements is most likely NOT true? A. She is at risk for developing sleep apnea. B. She is more likely to suffer from low-self-esteem. C. She is likely to have a cognitive delay. D. She is at risk for high blood pressure and type 2 diabetes in adulthood.

APA Outcome: 1.1 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Consequences of Obesity

53. (p. 140-141) Kayla is an obese third grader. She is most likely at risk for which of the following? A. low self-esteem B. depression C. exclusion from peer groups D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Consequences of Obesity

4-18

Chapter 04 - Health

54. (p. 140-141) Michael is a 10-year-old obese child. He is most likely at risk for which of the following? A. pulmonary and hip problems B. depression and low self-esteem C. hypertension D. all of these

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Childhood Topic: Consequences of Obesity

55. (p. 141) A comparison of adolescents in 28 countries by the World Health Organization found that compared to teenagers in most other countries, U.S. adolescents: A. eat more junk food. B. eat more vegetables. C. eat more fruit. D. exercise more.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Obesity

56. (p. 141) What do childhood obesity experts recommend for overweight children? A. a diet moderately deficient in calories B. a combination of diet, exercise, and behavior modification C. a liquid diet until target weight is reached and then a well-balanced diet of solid food D. moderate exercise 6 days a week

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57. (p. 141-142) To treat obesity in children, experts recommend all of the following EXCEPT: A. calorie restriction. B. reduction in TV (and other media) viewing. C. regular exercise. D. rigorous weight-loss regime.

58. (p. 141-142) Which of the following interventions have shown moderate success in helping overweight children and teens lose weight? A. reduction of sedentary activity B. forbid processed and high-fat foods C. intense daily cardiovascular training D. befriending underweight friends

59. (p. 142) Who is MOST likely to be obese in adolescence? A. a male Latino teen B. a male Caucasian teen C. a female Caucasian teen D. a male African American teen

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Obesity

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Chapter 04 - Health

60. (p. 142) The eating disorder that involves the relentless pursuit of thinness through starvation is called: A. amenorrhea. B. bulimia. C. anorexia nervosa. D. pervasive purging.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Anorexia Nervosa

61. (p. 142) Jessica is extremely thin but complains that she is fat and exercises obsessively to avoid weight gain. Jessica may be suffering from: A. amenorrhea. B. anorexia nervosa. C. obsessive compulsive disorder. D. bulimia.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Anorexia Nervosa

62. (p. 142) Christie is 5'7'' tall and weighs only 90 pounds but constantly worries that she is getting fat. She exercises 2-3 hours a day and eats very little food. Christie may be suffering from: A. kwashiorkor. B. marasmus. C. bulimia. D. anorexia nervosa.

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Chapter 04 - Health

63. (p. 142) Anorexia occurs A. 10 B. 20 C. 5 D. 15

times more in females than in males.

64. (p. 142) MOST people with anorexia nervosa are from: A. middle- and upper-income families. B. poor and working-class families. C. Asian American and African American families. D. families with low achievement standards.

65. (p. 142) People suffering from anorexia use food and their weight as a means of: A. control. B. reward. C. punishment. D. gaining popularity.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Anorexia Nervosa

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Chapter 04 - Health

66. (p. 142) Cheryl's mother is concerned that Cheryl is losing too much weight. Cheryl thinks her legs are "too fat" and continues her restrictive diet and intensive exercise program. Cheryl may be at risk for developing: A. bulimia nervosa. B. gluttony. C. pervasive developmental disorder. D. anorexia nervosa.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Anorexia Nervosa

67. (p. 142) Mindy's parents are concerned about her. She moves at a frantic pace and eats very little. Mindy complains about her weight, even though she has lost more than enough in the past year. Which of the following is MOST accurate? A. Mindy has a normal adolescent preoccupation with her body. B. Mindy's preoccupation with her body will most likely stop on its own. C. Mindy's behavior indicates possible signs of bulimia. D. Mindy's behavior indicates possible signs of anorexia.

68. (p. 142) People with anorexia and people with bulimia differ in the: A. severity of their disorders. B. degree of control they have over food intake. C. psychological factors underlying their disorders. D. degree of control they have over their families' demands of them.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Anorexia Nervosa

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Chapter 04 - Health

69. (p. 143) Kim is thin but has poor eating habits. She consumes large amounts of food at one time and then practically nothing for days. Kim often feels depressed over the lack of control she feels she has in her life. Kim appears to be suffering from: A. bulimia. B. histrionic personality disorder. C. anorexia. D. binge eating disorder.

70. (p. 143) Deb gorges on large amounts of food. After a binge, she "compensates" by exercising for as long as 2 hours and sometimes makes herself vomit. Deb appears to be suffering from: A. anorexia nervosa. B. bulimia nervosa. C. an overeating disorder. D. binge eating disorder.

71. (p. 142) The eating disorder in which the individual follows a binge-and-purge eating pattern is called: A. anorexia nervosa. B. bulimia. C. binge eating disorder. D. marasmus.

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Chapter 04 - Health

72. (p. 143) Kathleen can't quit thinking about food even though she is trying to lose weight. To compensate for her lack of self-control after she binge eats, Kathleen induces vomiting. She has done this two or three times a week for the last year. Kathleen seems to be suffering from: A. binge eating disorder. B. anorexia nervosa. C. bulimia. D. marasmus.

73. (p. 143) Binging without purging typifies which of the following disorders? A. binge eating disorder. B. anorexia nervosa. C. bulimia. D. marasmus.

74. (p. 143) One study of adolescent girls found that increased dieting, pressure to be thin, exaggerated importance of appearance, depression symptoms, low self-esteem, and low social support predicted which of the following? A. obesity in adulthood B. anorexia nervosa one year later C. binge eating two years later D. type 2 diabetes in early adulthood

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Chapter 04 - Health

75. (p. 144) of children who become obese have two obese parents. A. Seventy percent B. Fifty percent C. Forty percent D. Ten percent

76. (p. 144) All of the following are environmental factors that influence whether or not children become overweight EXCEPT: A. lack of physical activity. B. having at least one parent who is overweight. C. heavy TV watching. D. easy access to high-fat foods.

77. (p. 144) According to 2011 statistics, what percentage of U.S. adults 20-39 years of age are overweight or obese? A. 8% B. 27% C. 50% D. more than 60%

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Early Adulthood Topic: Obesity

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Chapter 04 - Health

78. (p. 144) The lowest rate of obesity can be found in which country? A. Japan. B. New Zealand. C. Chile. D. The United States.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Early Adulthood Topic: Obesity

79. (p. 144) Most effective weight-loss programs include: A. prescription drugs. B. liquid dietary supplements. C. dramatically restricted caloric intake. D. exercise.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Early Adulthood Topic: Exercise

80. (p. 144) To be successful, dieters should do all of the following EXCEPT: A. exercise. B. plan their meals. C. weigh themselves. D. take B12 shots.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Dieting Topic: Early Adulthood

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Chapter 04 - Health

81. (p. 145) The most consistent finding regarding diet is that successful dieters: A. exercise. B. plan meals. C. weigh themselves. D. take B12 shots.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Dieting Topic: Early Adulthood

82. (p. 145) Some scientists believe that restricting calories increases longevity by lowering the body's level of: A. cortisol. B. free radicals. C. fat. D. antioxidants.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Calorie Restriction Topic: Early Adulthood

83. (p. 145) Older adults who follow a calorie-restricted diet for three months showed: A. improved verbal memory. B. improved balance. C. improved kidney function. D. improved posture.

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Chapter 04 - Health

84. (p. 146) Which of the following vitamins is an antioxidant? A. B B. C C. D D. K

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Vitamins

85. (p. 147) Reduced activity and subsequent obesity in children is linked to: A. the increased availability of fast food delivery services. B. television watching and computer use. C. lazy parenting. D. more time-consuming homework requirements.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Childhood Topic: Obesity

86. (p. 147-148) During adolescence, activity levels: A. increase because of the focus on organized school sports. B. increase because PE is an academic requirement for high school graduation. C. decrease, especially for girls. D. decrease, especially for boys.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Adolescence Topic: Obesity

4-29

Chapter 04 - Health

87. (p. 147) Which of the following is FALSE? A. Aerobic exercise is linked to increased planning skills in overweight 9-year-olds. B. More physically fit children show greater flexibility in completing intellectual task. C. Less physically fit children have poorer memories. D. Less physically fit children have poorer verbal skills.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Childhood Topic: Exercise

88. (p. 148) Of the following, who is LEAST likely to exercise? A. African American girls B. Asian girls C. Latino boys D. Latino girls

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Childhood Topic: Exercise

89. (p. 148) is a sustained activity that stimulates heart and lung functioning. A. Aerobic exercise B. Flexibility exercise C. Anaerobic exercise D. Weight training

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Childhood Topic: Exercise

4-30

Chapter 04 - Health

90. (p. 148) Santiago runs 25 miles a week. What type of exercise is this? A. flexibility B. weight training C. anaerobic D. aerobic

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Childhood Topic: Exercise

91. (p. 149) In addition to aerobic activity and stretching, gerontologists recommend older adults. A. jogging B. strength training C. calcium supplements D. physical therapy

for

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Late Adulthood

92. (p. 150) Marc's exercise program helps him burn over 2000 calories each week. By doing this, he: A. increases his life expectancy by about 50 percent. B. cuts his risk of adult-onset diabetes by as much as 30 percent. C. increases his risk of arthritis due to joint strain. D. increases his risk of asthma due to too much aerobic exercise.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Middle Adulthood

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Chapter 04 - Health

93. (p. 150) Troy wants to reduce his risk of heart attack. His doctor recommends that he: A. exercise several times a week. B. increase his dosage of vitamin C. C. eat more leafy vegetables. D. sleep at least 8 hours per night.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Middle Adulthood

94. (p. 150) Which of the following is a benefit of regular exercise? A. reduced risk of heart attack B. improved immune systems in older adults C. reduced anxiety and depression D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Middle Adulthood

95. (p. 150) Research shows that can be effective in treating depression in older adults. A. watching nature-related TV shows B. taking herbal supplements C. regular exercise D. moderate alcohol consumption

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Late Adulthood

4-32

Chapter 04 - Health

96. (p. 150) Older adults who exercise regularly will likely enjoy which of the following benefits? A. improved cellular and cognitive functioning B. prevention of common chronic illnesses such as stroke, breast cancer, and cardiovascular disease C. reduction in the decline of motor skills D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Late Adulthood

97. (p. 150) Which of the following statements best describes recent exercise trends for older adults? A. Many chronic illnesses have been eradicated due to the rigorous exercise regimens of older adults. B. The lack of research and documentation about the benefits of exercise cause older adults to doubt its value. C. Older adults only slightly have increased their exercise levels in recent years. D. Older adults have dramatically increased their exercise levels in recent years.

APA Outcome: 2.1 Blooms Taxonomy: Evaluation Difficulty Level: Moderate Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Late Adulthood

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Chapter 04 - Health

98. (p. 152) For U.S. adolescents ranging from eighth through twelfth grades, alcohol use has in recent years. A. increased slightly B. decreased slightly C. increased significantly D. stayed the same

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Trends in Drug Use

99. (p. 152) The MOST widely used illicit drug in the United States is: A. alcohol. B. cocaine. C. marijuana. D. LSD.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Trends in Drug Use

100. (p. 152) Ross is at a risk of becoming a regular smoker if: A. his best friend is a regular smoker. B. his parents offer little supervision or guidance. C. he is apathetic about his academic performance. D. all of these.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Roles of Parents, Peers, Educational Success

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Chapter 04 - Health

101. (p. 153) Rachel is a college student who lives at a sorority house. As a binge drinker, she is at risk of which of the following? A. physical injuries B. driving while intoxicated C. having unprotected sex D. all of these

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Trends in Drug Use

102. (p. 153) Which of the following elements would be MOST important to include in a program aimed at adolescent drug use prevention? A. help parents recognize adolescent drug use B. foster positive relations between parents and children C. isolate adolescents from drug-using peers D. help students resist temptation and "just say no" to drug use

APA Outcome: 2.1 Blooms Taxonomy: Evaluation Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Roles of Parents, Peers, Educational Success

103. (p. 153) Rachel has a positive relationship with her parents and siblings. Her parents are reasonable but clear in their expectations, and they support Rachel's interests and efforts. Rachel is: A. at high risk for drug abuse. B. at low risk for drug abuse. C. likely to abuse alcohol but not marijuana and cocaine. D. likely to have close friendships with drug-using peers.

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104. (p. 153) Which age group is MOST likely to be binge drinkers? A. young adolescents B. older adolescents C. young adults D. middle-aged adults

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Trends in Drug Use

105. (p. 153) Mike and Jody are concerned because their college-aged son, Wes, binge drinks. Research indicates that: A. Wes is likely to drink and drive and have unprotected sex. B. Wes is unusual. Most college students drink but do not binge. C. Wes will continue to drink like this when he gets married. D. Wes has probably been a binge drinker since junior high school.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Emerging Adulthood Topic: Trends in Drug Use

106. (p. 153) Paul, a sophomore in college, makes it a point to drink a few beers before going clubbing. Paul is engaging in: A. pregaming. B. binge drinking. C. alcoholism. D. a drinking game.

APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Emerging Adulthood Topic: Trends in Drug Use

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Chapter 04 - Health

107. (p. 154) The Substance Abuse and Mental Health Services Administration has identified as an "invisible epidemic." A. binge drinking among college students B. substance abuse among children under 12 C. substance abuse among older adults D. marijuana use among adolescents

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Late Adulthood Topic: Substance Use

108. (p. 155) Despite the concerns about substance abuse in adulthood, researchers have shown which of the following positive effects of moderate alcohol consumption in older adults? A. increased longevity B. better physical health C. better mental health D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Late Adulthood Topic: Substance Use

Short Answer Questions

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Chapter 04 - Health

109. (p. 129) Why is adolescence a critical juncture in health? Adolescence is a time for the early formation of healthy behavioral patterns such as eating and exercise habits. These habits have immediate benefits and may also delay or prevent causes of premature disability and mortality in adulthood such as heart disease, stroke, diabetes, and cancer.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 04-01 Describe developmental changes in health Topic: Adolescence Topic: Health

110. (p. 129) What are two ways to improve adolescent health? 1. Reduce health-compromising behaviors such as drug abuse, and unprotected sexual intercourse. 2. Increase health-enhancing behaviors such as eating nutritiously and exercising.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Adolescence Topic: Health

111. (p. 130-131) How do chronic disorders differ between middle-aged men and women? Men have a higher incidence of fatal chronic conditions (coronary heart disease, cancer, stroke), whereas women have a higher incidence of nonfatal ones (arthritis, varicose veins, bursitis). Women also have higher incidences of arthritis and hypertension and are more likely to have visual problems. Men are more likely to have hearing problems.

APA Outcome: 2.2 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Middle Adulthood

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Chapter 04 - Health

112. (p. 131) List three things women can do to prevent osteoporosis. 1. Eat foods rich in calcium. 2. Exercise regularly. 3. Avoid smoking. 4. Exercise regularly.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Chronic Disorders Topic: Middle Adulthood

113. (p. 131) Which brain chemical messenger is low in Alzheimer patients? acetylcholine

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Alzheimer Disease Topic: Late Adulthood

114. (p. 133) Which neurotransmitter is low in Parkinson patients? dopamine

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 04-01 Describe developmental changes in health Topic: Late Adulthood Topic: Parkinson Disease

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Chapter 04 - Health

115. (p. 135-136) List two ways to increase the health and happiness of patients in nursing homes. 1. Give patients a sense of control in daily activities. 2. Teach patients effective coping and assertiveness skills.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-01 Describe developmental changes in health Topic: Health Treatment

116. (p. 137-138) List five benefits of breast-feeding. 1. Appropriate weight gain and lowered risk of childhood obesity 2. Prevention or reduction of diarrhea, respiratory infections, bacterial and urinary tract infections, and otitis media (ear infections) 3. Denser bones in childhood and adulthood 4. Reduced childhood cancer 5. Reduced incidence of breast cancer in mothers and their female offspring 6. Lower incidence of sudden infant death syndrome 7. More advanced neurological and cognitive development 8. Better visual acuity

117. (p. 138) Discuss two breast-feeding benefits to mothers. 1. Decreased risk of breast cancer 2. Decreased risk of ovarian cancer 3. Decreased risk of type 2 diabetes

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Chapter 04 - Health

118. (p. 140-141) List three negative consequences of obesity in children. 1. Pulmonary problems 2. Hip problems 3. High blood pressure 4. Elevated cholesterol levels 5. Low self-esteem 6. Depression 7. Exclusion from peer groups

119. (p. 141) What types of interventions have been successful in reducing obesity in children and adolescents? A combination of diet, exercise, and behavior modification is recommended.

120. (p. 142-143) List the three main characteristics of anorexia nervosa. 1. Weighing less than 85 percent of what is considered normal for age and height. 2. Having an intense fear of gaining weight that does not decrease with weight loss. 3. Having a distorted image of body shape.

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Chapter 04 - Health

121. (p. 143) How do individuals with bulimia nervosa differ from those with binge eating disorder? Binge eaters don't purge, bulimics do.

APA Outcome: 2.2 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 04-02 Characterize developmental changes in nutrition and eating behavior Topic: Adolescence Topic: Bulimia Nervosa

122. (p. 145-146) What do some people believe about antioxidant vitamins? Some people believe that antioxidant vitamins slow the aging process by counteracting cell damage caused by free radicals produced by the body's own metabolism and by environmental factors. Critics argue that too much uncertainty remains regarding the types and doses of vitamins to take and their connections with aging.

123. (p. 149) List three ways to build exercise into your life. 1. Reduce TV time. 2. Chart your progress. 3. Get rid of excuses. 4. Imagine the alternative. 5. Learn more about exercise.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise

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Chapter 04 - Health

124. (p. 149-150) List three positive effects of exercise in older adults. 1. Increased longevity 2. Prevention of common chronic diseases 3. Improvement in treatment of diseases 4. Improvement of cellular functioning 5. Improved immune system functioning 6. Optimization of body composition and reduced decline in motor skills 7. Reduced likelihood of mental health problems and effective treatment of mental health problems 8. Improved brain and cognitive functioning

APA Outcome: 1.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 04-03 Summarize the roles of exercise in child and adult health Topic: Exercise Topic: Late Adulthood

125. (p. 152-153) List four factors correlated with adolescent drug use. 1. Negative relationships with peers and family 2. Low parent involvement 3. Low parental control and monitoring 4. Peer pressure 5. Associating with problem-behaving friends 6. Parents who do not set limits 7. Parents who abuse substances 8. Low level of verbal reasoning by parents 9. Low social problem solving skills

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Trends in Drug Use

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Chapter 04 - Health

126. (p. 153-154) List two risk-taking behaviors or negative consequences that are correlated with binge drinking. 1. More likely to drive after drinking 2. More likely to have unprotected sex 3. Physical injuries 4. Missing class and failing grades 5. Trouble with the police

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Adolescence Topic: Substance Use

127. (p. 154-155) List four factors correlated with substance abuse among older adults. 1. Depression 2. Inadequate nutrition 3. Congestive heart failure 4. Frequent falls

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 04-04 Evaluate substance use in adolescence and adulthood Topic: Late Adulthood Topic: Substance Use

4-44

Chapter 05 - Motor, Sensory, and Perceptual Development

Chapter 05 Motor, Sensory, and Perceptual Development

Multiple Choice Questions 1. (p. 159) According to Esther Thelen, motor behaviors are assembled for perceiving and acting. Her theory is called the theory. A. bio-psycho-motor B. dynamic systems C. bio-behavioral D. perceptual systems

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Motor Development

2. (p. 159) According to the dynamic systems theory, how do infants develop motor skills? A. Infants perceive something new in the environment that motivates them to act. They use their perceptions to fine-tune their movements. B. Motor development comes about through the unfolding of a genetic plan, or maturation. C. Motor skills are initially influenced by biology but become increasingly dependent on environmental factors. D. Infants take bits and pieces of data from sensations and build representations of the world in their minds.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Motor Development

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Chapter 05 - Motor, Sensory, and Perceptual Development

3. (p. 159) Six-month-old Andy is learning to scoot on his tummy in order to obtain nearby toys. This is an example of the: A. dynamic systems theory of motor coordination. B. bio-psycho-motor theory of coordination. C. physio motor theory of maturation. D. genetic plan theory of motor maturation.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Motor Development

4. (p. 160) Infant reflexes: A. assist in the development of intermodal perception. B. may be important building blocks for later motor activity. C. enable the infant to survive the birthing process without physical damage. D. help strengthen the emotional bond with a primary caregiver.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

5. (p. 160) What mechanisms help infants survive before they have an opportunity to learn adaptive behavior? A. reflexes B. motor skills C. vision and hearing D. dynamic systems

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

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Chapter 05 - Motor, Sensory, and Perceptual Development

6. (p. 160) Infants root in order to: A. find something to grasp. B. find something to suck. C. calm down. D. go to sleep.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

7. (p. 160) Which statement BEST describes the relationship between the rooting and sucking reflexes? A. Both involve avoiding toxic substances. B. Rooting involves locating food; sucking involves eating food. C. Sucking involves eating; rooting involves bonding with a caregiver. D. Rooting involves grasping food source; sucking involves locating food.

APA Outcome: 1.1 Blooms Taxonomy: Evaluation Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

8. (p. 160) Baby Chloe startles when she hears a loud sound. She arches her back, throws back her head, and flings out her arms. Which reflex is she demonstrating? A. sucking B. Moro C. rooting D. grasping

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

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Chapter 05 - Motor, Sensory, and Perceptual Development

9. (p. 160) Janice strokes the cheek of newborn Robby. He turns his head toward that cheek and opens his mouth. This is an example of: A. sucking. B. the Moro reflex. C. rooting. D. grasping.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

10. (p. 160) Adaptive, built-in reactions to stimuli are called: A. fine motor skills. B. gross motor skills. C. Moro. D. reflexes.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

11. (p. 160) Which reflex helps to ensure that an infant obtains nourishment? A. sucking B. Moro C. grasping D. rooting

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

5-4

Chapter 05 - Motor, Sensory, and Perceptual Development

12. (p. 160) Which reflex involves many responses from the whole body? A. sucking B. rooting C. Moro D. stepping

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

13. (p. 160) The Moro reflex is a response to . A. sound; touch B. touch; sound C. smell; sight D. sight; smell

, whereas the grasping reflex is a response to

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

14. (p. 160-161) How long does it take for most infants to establish a sucking style that matches how mothers hold them, how the milk is coming out of the bottle or breast, and the infant's temperament? A. one day B. one week C. several weeks D. two months

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

5-5

Chapter 05 - Motor, Sensory, and Perceptual Development

15. (p. 160) Shawn is 5 years old and sucks his thumb. His mother is worried that thumb sucking will become a lifelong habit. A developmental psychologist would MOST likely advise Shawn's mother to: A. keep Shawn at home for another year before entering kindergarten. B. change her disciplining methods. C. develop a strict behavior intervention plan. D. relax because the behavior will most likely remit on its own.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

16. (p. 161) Activities that use large muscles develop: A. the Moro reflex. B. fine motor skills. C. gross motor skills. D. visual tracking.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Infancy

17. (p. 161) Baby Karyn has just learned to sit independently. Approximately how old is she? A. 1 year B. 3 weeks C. 2 months D. 6 months

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Development of Posture Topic: Infancy

5-6

Chapter 05 - Motor, Sensory, and Perceptual Development

18. (p. 161) Marta is growing quickly. Many of the reflexes with which she was born are fading. She is developing new abilities such as sitting and standing but is not yet able to climb or ride on riding toys. Marta is in her: A. first year. B. second year. C. proximodistal period. D. reflexive development phase.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: First Year Topic: Infancy

19. (p. 161) Infants normally are able to sit, stand, stoop, climb, and walk within the first: A. 6 months. B. year. C. 18 months. D. 2 years.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: First Year Topic: Infancy

20. (p. 161) Research shows that infants occasionally take a few large steps when walking. These large steps indicate which of the following? A. increased desire for independence B. increased acceleration and speed C. increased balance and strength D. sign of future delay in motor development

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Second Year

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Chapter 05 - Motor, Sensory, and Perceptual Development

21. (p. 162) Well-developed gross motor skills allow infants to become more independent. Independence is important because it: A. is a prerequisite for the development of fine motor skills. B. allows more and different kinds of interactions with the environment. C. fosters greater numbers of dendritic connections in muscle tissue. D. allows infants to strengthen the bonds with their primary caregivers.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Second Year

22. (p. 161-162) Walking takes more than leg strength gained through genetic maturation. In order to solve this biomechanical problem, infants are first motivated to walk and then must learn to stabilize balance and shift weight. What theory of development does this describe? A. bio-cognition B. bio-psycho-social C. motor systems D. dynamic systems

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Learning to Walk

23. (p. 161-162) Gigi rarely falls when going down a steep incline. If a slope is too steep, she is likely to turn around and go down backward. Gigi is an: A. experienced climber. B. inexperienced crawler. C. experienced walker. D. inexperienced walker.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Learning to Walk

5-8

Chapter 05 - Motor, Sensory, and Perceptual Development

24. (p. 162) Instead of crawling on her hands and knees, 8-month-old Kenna scoots on her bottom using her hands to propel her. This is: A. a perfectly acceptable means of infant locomotion. B. likely to be correlated with poor reading ability later. C. a prerequisite to hands-and-knees crawling. D. a reason to enlist the services of an infant physical therapist.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Learning to Walk

25. (p. 162) Miri can walk quickly and run stiffly. She balances on her feet while playing with blocks on the floor and loves to stand and kick her soccer ball. Miri is likely between the ages of months. A. 18 and 24 B. 13 and 18 C. 9 and 12 D. 36 and 48

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: First Year Topic: Infancy

5-9

Chapter 05 - Motor, Sensory, and Perceptual Development

26. (p. 162) To foster infants' motor development, infancy experts recommend which of the following? A. giving infants opportunities for exercise B. rigorous physical handling C. restricting physical movement for the first year D. structured exercise classes

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: First Year Topic: Infancy

27. (p. 162) Infants are likely to reach motor milestones at different ages depending on culture. This is probably due to: A. climate. B. activity opportunities. C. genetic disposition. D. nutrition.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Cultural Variations Topic: Infancy

28. (p. 164) Jungle gyms, slides, and climbing equipment can help young children develop: A. handedness. B. fine motor skills. C. gross motor skills. D. concentration.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Early Childhood Topic: Gross Motor Skills

5-10

Chapter 05 - Motor, Sensory, and Perceptual Development

29. (p. 164) Dalton enrolled his daughter in a soccer league to help her develop: A. handedness. B. fine motor skills. C. gross motor skills. D. concentration.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle and Late Childhood

30. (p. 164) Which of the following statements is TRUE regarding gross motor activity during middle and late childhood? A. Elementary-aged children become more fatigued by running, jumping, or bicycling than by sitting for long periods of time. B. Girls usually outperform boys in large-muscle activities until adolescence when the opposite is true. C. Elementary-aged boys usually outperform girls in large-muscle activities. D. Only structured and supervised activities are recommended for this age group due to the high risk of physical injury.

APA Outcome: 1.1 APA Outcome: 2.3 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle and Late Childhood

5-11

Chapter 05 - Motor, Sensory, and Perceptual Development

31. (p. 164) Joey is the best batter on his little league team. Which of the following is a consequence of playing organized sports that Joey may encounter? A. unrealistically high self-esteem B. too high academic expectations C. lower fat mass D. belonging to a smaller, less diverse social group

32. (p. 164) Playing organized sports can have which of the following negative effects on a child? A. undo pressure and stress B. overly developed muscle mass C. decreased cognitive functioning D. increased peer pressure for substance abuse

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle and Late Childhood

33. (p. 164) Peak physical performance usually occurs during: A. adolescence. B. the 20s. C. the 30s. D. the 40s.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Early Adulthood Topic: Gross Motor Skills

5-12

Chapter 05 - Motor, Sensory, and Perceptual Development

34. (p. 164) Which of the following athletes would MOST likely show peak performance during adolescence? A. golfer B. swimmer C. sprinter D. baseball player

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Adolescence Topic: Gross Motor Skills

35. (p. 165) Brent's biological functions are beginning to decline. How old is he? A. 65 B. 50 C. 45 D. 30

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle Adulthood

36. (p. 165) Tom wants to attend his son's little league game. His son is embarrassed by Tom's loud cheering, though, and asks Tom not to come. What should Tom do? A. go anyway and cheer B. go but not cheer C. go but hide so his son can't see him D. respect his son's wishes and stay home

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills

5-13

Chapter 05 - Motor, Sensory, and Perceptual Development

37. (p. 166) Gross motor skills include activities such as running, whereas fine motor skills include activities such as: A. jumping. B. a somersault. C. cutting with scissors. D. crab walking.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills

38. (p. 166) What skills involve keenly tuned movements such as buttoning a shirt or typing? A. fine motor B. gross motor C. reflexes D. perceptual-motor

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills

39. (p. 165-166) Tammy is middle aged and walks daily with her friends. Research shows that she can expect which of the following in older adulthood? A. higher level of adiposity B. arthritis in her knees and hips C. the same level of mobility restrictions as her non-walking counterparts D. lower mobility restrictions

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Late Adulthood

5-14

Chapter 05 - Motor, Sensory, and Perceptual Development

40. (p. 166) Rachel Clifton and colleagues (1993) demonstrated that infants: A. have to see their own hands in order to reach for an object. B. do not have to see their own hands in order to reach for an object. C. have to be motivated by their environment and then act upon a perception in order to refine fine motor skills. D. obtain fine motor skills in a predetermined, biological sequence.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Infancy

41. (p. 166) A significant achievement in an infant's interactions with the environment is the: A. onset of reaching and grasping. B. grasping reflex. C. Babinski reflex. D. the sucking reflex.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Infancy

42. (p. 166) Three-year-olds scribble all over the page, but 4-year-olds can make more precise drawings because 4-year-olds have more developed: A. artistic ability. B. fine motor skills. C. gross motor skills. D. symbolic representation ability.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-01 Describe how motor skills develop Topic: Early Childhood Topic: Fine Motor Skills

5-15

Chapter 05 - Motor, Sensory, and Perceptual Development

43. (p. 168) Baby Jasmina is sitting in her high chair and picks up Cheerios using her thumb and forefinger. This newfound ability is due to the development of the: A. palmer grasp. B. pincer grasp. C. Babinski grasp. D. Moro grasp.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Infancy

44. (p. 168) Baby Ty is sitting on the floor and reaches for a toy. He picks up the toy using his entire hand and brings it towards him so that he can play with it. This ability is called the: A. palmer grasp. B. pincer grasp. C. Babinski grasp. D. Moro grasp.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Infancy

45. (p. 167) The "sticky mittens" study concluded that: A. gross motor coordination determines fine motor prowess. B. experience is irrelevant to the development of fine motor skills. C. experience plays a role in reaching and grasping. D. texture and sound play a role in grasping but not reaching.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Infancy

5-16

Chapter 05 - Motor, Sensory, and Perceptual Development

46. (p. 167) Which of the following reasons BEST explains why 4-year-old Tanisha might knock over a tower of blocks she is building? A. She fails to place a block squarely on the stack she is assembling. B. She tries too hard to place every block perfectly. C. She makes careless movements because she doesn't pay enough attention to what she is doing. D. Knocking the tower down is more interesting than building it up.

APA Outcome: 1.1 APA Outcome: 2.3 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Early Childhood Topic: Fine Motor Skills

47. (p. 168) Third-grader Thania forms her cursive letters in small, even rows. What BEST accounts for her improving dexterity? A. perception and environment interactions B. increased myelination C. bone ossification D. increased muscle development

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Middle and Late Childhood

5-17

Chapter 05 - Motor, Sensory, and Perceptual Development

48. (p. 168) Which of the following statements is TRUE of fine motor skill development during middle and late childhood? A. Increased myelination is independent of fine motor skill maturity. B. Letter size becomes bigger and more even with age. C. Boys usually outperform girls in fine motor skills. D. Girls usually outperform boys in fine motor skills.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Middle and Late Childhood

49. (p. 168) Kate and her granddaughter, Pamela, are taking a crocheting class together. Which of the following is a likely outcome? A. Kate progresses more quickly than Pamela. B. Pamela progresses more quickly than Kate. C. Kate and Pamela progress at the same rate. D. Kate quits because of incurred nerve damage from overuse of her hands.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills

50. (p. 169) David hears a loud signal. The sound waves transmitted to David's auditory nerve create the of sound. David interpreting the sound waves as the school bell is . A. affordance; reception B. reception; affordance C. perception; sensation D. sensation; perception

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Sensation and Perception

5-18

Chapter 05 - Motor, Sensory, and Perceptual Development

51. (p. 169) Sensation occurs when information interacts with sensory receptors such as: A. the eyes, ears, tongue, nostrils, and skin. B. neurons and synapses. C. the heart and lungs. D. age, weight, and height.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Sensation and Perception

52. (p. 169) Which of the following BEST describes the relationship between sensation and perception? A. Sensation and perception are independent processes. B. Sensation occurs after perception. C. Perception cannot occur unless sensation takes place first. D. Neither sensation nor perception occurs without environmental motivation.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Sensation and Perception

53. (p. 169) Chauncey yells, "I hear a train!" This example describes the processes of: A. sensation. B. perception. C. both sensation and perception. D. neither sensation nor perception.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Sensation and Perception

5-19

Chapter 05 - Motor, Sensory, and Perceptual Development

54. (p. 169) Perception brings people in contact with the environment in order for increased interaction and subsequent adaptation. This statement represents: A. dynamic systems theory. B. the ecological view. C. the ethological view. D. behaviorism.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View

55. (p. 169) Eleanor and James Gibson purport that all objects have opportunities for interactions called: A. sensations. B. affordances. C. perceptions. D. slopes.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View

56. (p. 169) According to the ecological view of sensory-perceptual development, how do we perceive and eventually represent objects in our minds? A. We take bits and pieces of data from sensations and build up representations of the world. B. Environmental stimuli motivate us to fine tune gross and fine motor movements in order to act. C. We directly perceive information that exists in the world around us. Perception fosters interaction with and adaptation to the environment. D. We perceive information and immediately categorize it through accommodation and assimilation.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View

5-20

Chapter 05 - Motor, Sensory, and Perceptual Development

57. (p. 169) Eighteen-month-old Bridger is running in the park when he reaches a steep embankment. He stops, looks up, and then drops to his hands and knees and begins crawling up. This illustrates the concept of: A. perceptual processes. B. ecological functions. C. affordances. D. sensory function.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View Topic: Infancy

58. (p. 170) Dr. Jackson measures how long an infant regards different visual stimuli. Which experimental method is this? A. visual perceptual B. sensory perception C. dynamic systems D. visual preference

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

5-21

Chapter 05 - Motor, Sensory, and Perceptual Development

59. (p. 170) Which of the following methods should Dr. Kim use if she wants to determine whether infants can distinguish one stimulus from another? A. accommodation/assimilation B. tracing C. tracking D. visual preference

60. (p. 169) Which of the following would be the MOST useful dependent variable in studying infant perception? A. length of visual fixation B. item patterns C. infant age D. amount of crying

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

61. (p. 169) Infant Autumn begins to fuss and appears to be bored with her bouncer seat toys after several minutes. Autumn's mother does not put Autumn in the seat for a few days. When Autumn returns to the seat, she is very content to sit and play. This is an example of: A. tracking. B. habituation/dishabituation. C. visual preference. D. sensation and perception response.

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

5-22

Chapter 05 - Motor, Sensory, and Perceptual Development

62. (p. 170-171) Ben and Becca have two deaf children. When their third child is born, which method could they use to test their infant's hearing? A. high-amplitude sucking B. visual preference C. habituation/dishabituation D. auditory preference

63. (p. 170-171) Which of the following is used in habituation studies? A. sucking behavior B. heart and respiration rates C. length of time an infant looks at an object D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

64. (p. 170-171) What is commonly used to assess an infant's reaction to visual or auditory stimuli? A. sucking behavior B. vocalization C. facial expression D. voice pitch

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

5-23

Chapter 05 - Motor, Sensory, and Perceptual Development

65. (p. 170) When a 2-day-old infant consistently shows a visual preference for a bull's-eye pattern over a checkerboard pattern, we know that the infant: A. has normal 20/20 vision. B. can see fine details as well as adults can. C. can see the difference between the two patterns. D. recognizes circles more quickly than squares.

66. (p. 170) Robert Fantz (1963) randomly presented face patterns, newsprint, bull's-eye patterns, or colored circles in a looking chamber and then measured how long an infant fixated on each item. What was the independent variable in this study? A. time the infant fixated on an item B. age of the infants when they could see the patterns C. number of items presented D. type of item presented (face pattern, newsprint, etc.)

APA Outcome: 1.3 APA Outcome: 2.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

67. (p. 170) What is the name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus? A. habituation B. dishabituation C. visual preference D. affordance

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Preference Method

5-24

Chapter 05 - Motor, Sensory, and Perceptual Development

68. (p. 172) As measured on the Snellen chart, a newborn's vision is estimated to be: A. 20/100. B. 20/240. C. 20/150. D. 20/50.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Acuity

69. (p. 172) William James said that the newborn's perceptual world is "a blooming, buzzing confusion." What did he mean? A. The newborn's environment is loud. B. The newborn has advanced skills in hearing even soft sounds. C. The newborn lacks the perceptual skills to make sense of the surrounding stimuli. D. The newborn can see to some degree, but hearing is not well developed.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Perception

70. (p. 170, 172) Baby Jacci is shown four drawings—a blue square, a white oval, a drawing of a face, and a black-and-white bull's-eye. Based on Fantz's work, which will she probably prefer to look at? A. the oval B. the face C. the square D. the bull's-eye

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Chapter 05 - Motor, Sensory, and Perceptual Development

71. (p. 170, 172) Su-Fang would like to hang one picture above her baby's crib. Which of the following would attract the MOST attention from the infant? A. a red circle B. a drawing of a face C. a bull's-eye pattern D. a bright white square

72. (p. 172) At what age is an infant able to distinguish male from female voices, discriminate between ethnic groups, and match grandma's voice to her face? A. 3 months B. 8 months C. 1 year D. 2 years

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Visual Acuity

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Chapter 05 - Motor, Sensory, and Perceptual Development

73. (p. 173) Christopher knows that the ball he is holding is smaller than the dog across the street, even though the retinal image of the dog is actually smaller than that of the ball. This is an example of: A. sensory compensation. B. perceptual size constancy. C. binocular sensation. D. glaucoma.

74. (p. 173) The table appears to change shape depending on the angle from which baby Cory observes it. This is an example of: A. binocular perception. B. sensory compensation. C. perceptual shape constancy. D. visual lateralization.

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Chapter 05 - Motor, Sensory, and Perceptual Development

75. (p. 173) Jane views a chair differently whether she is sitting on the floor or standing next to it, but she knows it is a chair no matter the orientation. This is an example of: A. depth perception. B. size constancy. C. shape constancy. D. object constancy.

76. (p. 173) From the top of the Ferris wheel, the people on the ground look small, but Allison knows they are regular-sized humans. This is an example of: A. object constancy. B. depth perception. C. shape constancy. D. size constancy.

77. (p. 174) In the Gibson-Walk experiment, most of the babies who were encouraged to crawl off the visual cliff would: A. crawl off the drop off. B. not crawl off the cliff. C. crawl off the cliff side if their mothers coaxed them. D. crawl off the cliff but showed a significant increase in heart rate indicating anxiety.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Depth Perception Topic: Infancy

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Chapter 05 - Motor, Sensory, and Perceptual Development

78. (p. 174) Many preschool children are: A. farsighted, unable to see far away as well as they can see close up. B. farsighted, unable to see close up as well as they can see far away. C. nearsighted, unable to see far away as well as they can see close up. D. nearsighted, unable to see close up as well as they can see far away.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Early Childhood Topic: Visual Perception

79. (p. 174) Robert's teacher notices that he keeps blinking his eyes and squinting to see the board. These are signs that Robert may have: A. attention deficit disorder. B. vision problems. C. color blindness. D. presbyopia.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Visual Perception

80. (p. 174) Two-year-old Saunder rubs his eyes, squints, tilts his head, and blinks excessively. Saunder's parents should: A. give him more daytime naps. B. encourage more nighttime sleep. C. make an appointment with an ophthalmologist. D. wait for the results of the kindergarten vision screening.

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Chapter 05 - Motor, Sensory, and Perceptual Development

81. (p. 175) Fifty-two-year-old Curtis is beginning to lose his ability to focus and maintain images on his retina. This condition is known as: A. macular degeneration. B. cataracts. C. glaucoma. D. presbyopia.

82. (p. 175) Kyle has progressive presbyopia. What is likely to help correct this condition? A. bifocal glasses B. trifocal glasses C. surgery to remove the eyes' cloudy areas D. a diet rich in vitamin A

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Middle Adulthood Topic: Visual Acuity

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Chapter 05 - Motor, Sensory, and Perceptual Development

83. (p. 175) Forty-seven-year-old Dixie is able to read better when she holds the book further from her face. The recent decline in her visual acuity is common among individuals her age and is known as: A. glaucoma. B. macular degeneration. C. dark adaptation. D. presbyopia.

84. (p. 175) Al avoids driving at night because it is difficult for his eyes to adjust after he passes oncoming cars. Al is having a problem with: A. dark adaptation. B. depth perception. C. presbyopia. D. his blind spot.

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Chapter 05 - Motor, Sensory, and Perceptual Development

85. (p. 175) Thora's grandson has noticed that Thora uses increasingly brighter colors in her paintings. Thora may be compensating for: A. glaucoma. B. reduction in the quality or intensity of light reaching the retina. C. a problem with dark adaptation. D. presbyopia.

86. (p. 176) Compared to younger drivers, older drivers: A. show a decline in motion sensitivity. B. need to expend more cognitive effort when driving. C. underestimate the time needed for an approaching vehicle to reach its location. D. all of these

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Late Adulthood Topic: Visual Acuity

87. (p. 176) Ilene has difficulty negotiating steps and street curbs. She is having a problem with: A. dark adaptation. B. depth perception. C. presbyopia. D. her blind spot.

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Chapter 05 - Motor, Sensory, and Perceptual Development

88. (p. 176) Stella has just returned from the doctor and was told she has cloudy areas in the lenses of her eyes. Stella has: A. glaucoma. B. nearsightedness. C. macular degeneration. D. cataracts.

89. (p. 176) Will is going to have surgery to remove a thick layer on his eye that is causing cloudy vision. He has: A. glaucoma. B. macular degeneration. C. cataracts. D. presbyopia.

90. (p. 176) Allan is having laser surgery to repair the deterioration of his retina. He has: A. glaucoma. B. presbyopia. C. cataracts. D. macular degeneration.

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Chapter 05 - Motor, Sensory, and Perceptual Development

91. (p. 176) The disease marked by retina deterioration is called: A. glaucoma. B. cataracts. C. macular degeneration. D. retinal hardening.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Diseases of the Eye Topic: Late Adulthood

92. (p. 176) Harley's ophthalmologist is glad he came in. She gives him eye drops to treat a buildup of fluid that can damage his optic nerve or destroy his vision if it goes untreated. Harley has: A. presbyopia. B. macular degeneration. C. glaucoma. D. cataracts.

93. (p. 176) Eyedrops are used to treat A. macular degeneration. B. glaucoma. C. cataracts. D. farsightedness.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Diseases of the Eye Topic: Late Adulthood

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Chapter 05 - Motor, Sensory, and Perceptual Development

94. (p. 177) DeCasper and Spence (1986) measured babies' sucking rates as they listened to a story they had heard in the womb (The Cat in the Hat) and to a story that they had not heard (The King, the Mice, and the Cheese). In this study, the dependent variable is: A. sucking. B. age of the fetus when reading began. C. which story was read. D. mother's voice versus other voice.

APA Outcome: 1.1 APA Outcome: 1.3 APA Outcome: 2.1 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

95. (p. 177) DeCasper and Spence (1986) measured babies' sucking rates as they listened to a story they had heard in the womb (The Cat in the Hat) and to a story that they had not heard (The King, the Mice, and the Cheese). The study concluded that: A. amniotic fluid blocks sound waves from reaching the fetus. B. increased heart rate showed that an infant could learn even before it is born. C. different sucking styles showed that an infant could learn even before it is born. D. the cadence of the reading material, not previous experience, altered sucking style and rate.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

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Chapter 05 - Motor, Sensory, and Perceptual Development

96. (p. 177) We know that fetuses can hear before birth because newborns: A. show aversion to loud noises. B. show preferences for sounds presented repeatedly before birth. C. go to sleep while hearing lullabies. D. respond more when hearing sounds that were not presented before birth.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

97. (p. 177) Which sound is an infant most likely to hear? A. low-pitched, whisper volume B. low-pitched, conversational volume C. high-pitched, whisper volume D. high-pitched, conversational volume

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

98. (p. 177) Which of the following is TRUE of infants' auditory development? A. Infants are more sensitive to the pitch of a sound than adults are. B. Immediately after birth, infants cannot hear soft sounds as well as adults. C. Infants cannot distinguish the location from which a sound originates. D. A fetus can hear sounds during only the last 2 weeks of pregnancy.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

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Chapter 05 - Motor, Sensory, and Perceptual Development

99. (p. 178) About A. 1 in 10 B. 1 in 100 C. 1 in 1,000 D. 1 in 10,000

newborns are deaf.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

100. (p. 178) Which of the following is a small, electronic device that directly stimulates the auditory nerve? A. auditory laser implant B. hearing aid C. cochlear implant D. otitis media intervention

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

101. (p. 178) What is the condition common in children that can temporarily impair hearing? A. diabetes B. glaucoma C. otitis media D. presbyopia

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Infancy

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Chapter 05 - Motor, Sensory, and Perceptual Development

102. (p. 178) Which of the following is FALSE? A. Older adults often deny they have hearing problems. B. Older women are more likely to seek treatment for their hearing than older men. C. Older adults often don't recognize they have a hearing problem. D. Older adults lose their ability to hear low-pitch sounds before high-pitch sounds.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Middle Adulthood

103. (p. 178) Hearing can start to decline by the age of 40. What usually declines first? A. sensitivity to soft sounds B. functioning of the cochlea C. sensitivity to low pitches D. sensitivity to high pitches

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Middle Adulthood

104. (p. 178) What percentage of adults over 70 years of age has some type of hearing problem? A. 15 percent B. 22 percent C. 54 percent D. 63 percent

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Late Adulthood

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Chapter 05 - Motor, Sensory, and Perceptual Development

105. (p. 178) Fifteen percent of people over 65 are legally deaf usually due to degeneration of the primary neural receptor for hearing in the inner ear, or the: A. cochlea. B. eardrum. C. retina. D. otitis media.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Late Adulthood

106. (p. 179) Older adults with experience the most declines in health and functioning. A. hearing loss B. vision loss C. both vision and hearing loss D. vision loss and declines in sense of touch

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Hearing Topic: Late Adulthood

107. (p. 179) Infant boys often drift into a deep sleep after circumcision. This is most likely: A. a mechanism to cope with the pain. B. a coincidence because infants do not feel pain. C. due to the medication used to numb the area. D. an Eriksonian developmental trust crisis.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Pain

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Chapter 05 - Motor, Sensory, and Perceptual Development

108. (p. 180) Which of the following is true of older adults' experience of touch and pain? A. There are no changes in touch and pain with age. B. Older adults detect touch less in their ankles than their shoulders. C. Older adults detect touch less in their wrists than their knees. D. Older adults find the decline in touch sensitivity problematic.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Late Adulthood Topic: Pain Topic: Touch

109. (p. 180) Six-day-old Shayli is presented with two nursing pads. One is soaked with her mother's breast milk and the other is clean. Shayli will MOST likely: A. show no preference for either nursing pad. B. prefer her mother's nursing pad. C. prefer the clean nursing pad. D. show no response unless she is hungry.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Smell

110. (p. 180) Which of the following statements is true regarding smell and taste in the elderly? A. These senses do not decline as we age. B. Smell significantly decreases, but taste remains the same. C. Healthy elderly adults are less likely to experience a decline in these senses than unhealthy elderly adults. D. Smell and taste become more sensitive as we age.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Late Adulthood Topic: Smell Topic: Taste

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Chapter 05 - Motor, Sensory, and Perceptual Development

111. (p. 180) Research indicates that babies are first able to use their sense of taste A. before B. by 1 week after C. by 6 weeks after D. by 3 months after

birth.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Taste

112. (p. 180) Which taste preference develops at about 4 months of age? A. sweet B. sour C. salty D. bitter

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Taste

113. (p. 180) Brenda's grandmother is 83 years old. She most likely doesn't show much interest in her food because: A. medication has caused her sensitivity to odors to increase. B. activity has increased in the olfactory pathways of her brain. C. her sense of taste has intensified to an unbearable degree. D. her sense of smell has declined.

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Chapter 05 - Motor, Sensory, and Perceptual Development

114. (p. 181) Which of the following is an example of intermodal perception? A. A child watches but cannot hear children playing outside in the snow. B. A child listens to soft music while falling asleep. C. A child watches and sings along with a favorite TV program. D. A child requires a cochlear implant for hearing.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Intermodal Perception

115. (p. 181) If infants are able to engage in intermodal perception, this means they are able to: A. isolate the sensory source of information. B. coordinate information across different senses. C. sense visual and auditory stimuli at the same time. D. generate an internal representation of the sensory information.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Intermodal Perception

116. (p. 181) What is the currently accepted view of intermodal perception? A. Intermodal perception is developed early in infancy. B. Newborns are born with some intermodal capabilities, but they improve through experience. C. A person's intermodal perception is not coordinated until middle adulthood. D. Experience is not essential to the development of intermodal perception.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Intermodal Perception

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Chapter 05 - Motor, Sensory, and Perceptual Development

117. (p. 181) An infant will look more at his mother when he also hears her voice. This is an example of: A. vis-aud coordination. B. brain lateralization. C. intermodal perception. D. transharmony.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Infancy Topic: Intermodal Perception

118. (p. 181) Dr. Smith believes that the ability to perceive the world in a competent, organized way is innate. Dr. Smith seems to uphold the: A. empiricist view. B. nativist view. C. intermodal perception. D. ecological view.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Nature and Nurture

119. (p. 183) Dr. Dre is interested in how people assemble motor behaviors for perceiving and acting. He is most likely taking a: A. dynamic systems approach. B. ecological approach. C. natavist approach. D. behavioral approach.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Perceptual-Motor Coupling

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Chapter 05 - Motor, Sensory, and Perceptual Development

120. (p. 183) Dr. McDreamy is interested in how perception guides action. He is most likely taking a: A. dynamic systems approach. B. ecological approach. C. natavist approach. D. behavioral approach.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Perceptual-Motor Coupling

121. (p. 183) Evangeline is 80 years old and is involved in a program designed to enhance speed of processing in an effort to reduce her risk of crashing while driving. This program involves: A. education. B. cognitive training. C. dynamic systems training. D. perceptual-action coupling.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Late Adulthood Topic: Perceptual-Motor Coupling

122. (p. 183) A program that has been shown to reduce at-fault accidents in older adults by more than 40 percent is: A. education. B. cognitive training. C. dynamic systems training. D. perceptual-action coupling.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Late Adulthood Topic: Perceptual-Motor Coupling

5-44

Chapter 05 - Motor, Sensory, and Perceptual Development

123. (p. 183) When babies crawl or walk, the environment teaches them how objects and people look from different perspectives. This illustrates: A. education. B. cognitive training. C. dynamic systems training. D. perceptual-action coupling.

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 05-03 Discuss the connection between perception and action Topic: Infancy Topic: Perceptual-Motor Coupling

Short Answer Questions 124. (p. 159) Briefly describe Thelen's dynamic systems theory. Infants assemble motor skills for perceiving and acting. In order to develop motor skills, infants must perceive something in the environment that motivates them to act and use their perceptions to fine-tune their movements.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Motor Development

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Chapter 05 - Motor, Sensory, and Perceptual Development

125. (p. 160) List and briefly describe three infant reflexes. 1. Blinking: both eyes close rapidly 2. Grasping: grasps tightly when palm is stroked 3. Moro: back arches, head is thrown back, arms and legs fling out then rapidly close to center of body 4. Rooting: head turns, mouth opens when cheek is stroked 5. Sucking: sucks automatically

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Infancy Topic: Reflexes

126. (p. 161-167) Define gross and fine motor skills, and give an example of each. 1. Gross motor skills involve large muscle activities. Examples: moving arms and walking. 2. Fine motor skills involve more finely tuned movements. Examples: finger dexterity, coordination of the thumb and forefinger, hand-eye coordination, hand rotation.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Fine Motor Skills Topic: Gross Motor Skills

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Chapter 05 - Motor, Sensory, and Perceptual Development

127. (p. 164-165) List three positive and three negative consequences of participation in children's sports. Positive: 1. Exercise 2. Learn how to compete 3. Increased self-esteem 4. Increased social skills with peers 5. Increased social skills with adults 6. Meet new friends 7. Increased physical fitness 8. Lower fat mass Negative: 1. Pressure to achieve and win 2. Physical injuries 3. Distraction from academic work 4. Unrealistic expectations for athletic success 5. Poor self-esteem 6. Negative role models

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle and Late Childhood

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Chapter 05 - Motor, Sensory, and Perceptual Development

128. (p. 165) List three "dos" and three "don'ts" for parents and coaches of children in sports. Dos: 1. Make sports fun. 2. Remember that it is okay and expected that children make mistakes. 3. Allow children to ask questions. 4. Show respect for a child's participation. 5. Be positive with the child. 6. Be a good example and positive role model. Don'ts: 1. Yell or scream at the child. 2. Condemn the child for poor play. 3. Point out errors in front of others. 4. Expect the child to learn something immediately. 5. Ridicule or make fun of the child. 6. Make sports all work and no fun. 7. Compare the child to others. 8. Expect the child to become a professional.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Gross Motor Skills Topic: Middle and Late Childhood

129. (p. 169) Contrast sensation with perception. Sensation occurs when information interacts with sensory receptors—eyes, ears, tongue, nostrils, and skin. Perception is the interpretation of what is sensed.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Sensation and Perception

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Chapter 05 - Motor, Sensory, and Perceptual Development

130. (p. 169-170) Briefly describe Eleanor and James Gibson's ecological theory. We directly perceive information that exists around us. Perception brings us into contact with the environment in order to interact with and adapt to it. Perception is designed for action.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-01 Describe how motor skills develop Topic: Ecological View

131. (p. 169) Briefly explain the concept of "affordances." Affordances are opportunities for interaction offered by objects that are necessary to perform activities. We perceive affordances by sensing information from the environment. As we become more experienced, we better understand what interactions objects "afford" and we adjust our actions accordingly.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View

132. (p. 164) Define habituation and dishabituation. Habituation: decreased responsiveness to a stimulus after repeated presentations of the stimulus. Dishabituation: recovery of a habituated response after a change in stimulation.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Ecological View

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Chapter 05 - Motor, Sensory, and Perceptual Development

133. (p. 170) Define and give an example of size and shape constancy. Size constancy: recognition that an object remains the same even though the retinal image of the object changes. (Any example involving an understanding that the size of an object stays the same even though it may appear smaller or larger depending on distance or vantage point.) Shape constancy: recognition that an object remains the same shape even though its orientation to us changes. (Any example involving an understanding that the shape of an object remains the same even though it may appear otherwise depending on viewing angle.)

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Perceptual Constancy

134. (p. 176) List and describe two diseases that can impair the vision of older adults. 1. Cataracts: thickening of the lens of the eye that causes vision to become cloudy, opaque, and distorted. 2. Glaucoma: damage to the optic nerve due to pressure created by a buildup of fluid in the eye. 3. Macular degeneration: deterioration of the retina.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Diseases of the Eye Topic: Late Adulthood

135. (p. 181) Define intermodal perception. Intermodal perception: the ability to relate and integrate information about two or more sensory modalities, such as vision and hearing.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Intermodal Perception

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Chapter 05 - Motor, Sensory, and Perceptual Development

136. (p. 181-182) Compare and contrast the nativist vs. empiricist view of perceptual development. Nativists believe that the ability to perceive the world in a competent, organized way is inborn or innate. Empiricists emphasize learning and experience.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-02 Outline the course of sensory and perceptual development Topic: Nature and Nurture

137. (p. 183) Define perceptual-motor coupling, and describe how this concept applies to an infant's development. Perceptual-motor coupling: Action guides perception, and perception guides action. Babies continually coordinate their movements with perceptual information to learn how to maintain balance, reach for objects in space, and move across various surfaces and terrains.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Infancy Topic: Perceptual-Motor Coupling

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Chapter 05 - Motor, Sensory, and Perceptual Development

138. (p. 183) Based on what you have read in the text, if I were to design a program to reduce atrisk accidents in old people, what type of interventions would have a high degree of efficacy? Cognitive training programs have shown some success in older adults, including improving their driving safety and making driving less difficult. In one study conducted by Karlene Ball and her colleagues (2010), training designed to enhance speed of processing produced more than a 40 percent reduction in at-fault crashes over a 6-year period.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 05-03 Discuss the connection between perception and action Topic: Late Adulthood Topic: Perceptual-Motor Coupling

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Chapter 06 - Cognitive Developmental Approaches

Chapter 06 Cognitive Developmental Approaches

Multiple Choice Questions 1. (p. 191) Infants develop behavioral schemes, whereas children develop A. mental B. adaptive C. physical D. cognitive

schemes.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Schemes

2. (p. 191) Nine-year-old AJ enjoys participating in organized sports. He is developing an idea of belonging to a team. AJ's concept of being a team member is an example of a(n): A. abstract model symbol. B. accommodation. C. scheme. D. assimilation.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Schemes

6-1

Chapter 06 - Cognitive Developmental Approaches

3. (p. 191) The cognitive process of assimilation occurs when individuals: A. adjust old schemes to fit new information. B. ignore information contradicting previous knowledge. C. try to balance conflicting information. D. use their existing schemes to deal with new information or experiences.

4. (p. 191) Lexi calls every animal she sees a cat. This is an example of: A. zone of proximal development. B. assimilation. C. accommodation. D. scaffolding.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Assimilation and Accommodation Topic: Infancy

5. (p. 191) Devin plays in the sand for the first time. Instead of digging in it, he tries to scoop and throw it, just like he plays with water in his bathtub. This is an example of: A. cognition. B. assimilation. C. organization. D. accommodation.

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6. (p. 191) Tim understands that vehicles may be cars, buses, trucks, or vans. This is an example of: A. zone of proximal development. B. assimilation. C. accommodation. D. scaffolding.

7. (p. 191-192) The cognitive process of accommodation occurs when individuals: A. adjust old schemes to fit new information. B. ignore information contradicting previous knowledge. C. try to balance conflicting information. D. use their existing schemes to deal with new information or experiences.

8. (p. 191-192) Eventually children learn not to put everything in their mouths. This is an example of: A. assimilation. B. disequilibrium. C. accommodation. D. scaffolding.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Assimilation and Accommodation Topic: Infancy

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9. (p. 192) Matthew has scattered ideas about how to compete in different sports. He is slowly constructing a concept of playing on a team. According to Piaget, Matthew is: A. calibrating. B. assimilating. C. accommodating. D. organizing.

10. (p. 192) Cognitive conflict in trying to understand the world is called: A. disequilibrium. B. equilibrium. C. accommodation. D. organization.

11. (p. 192) Daniel is confused when his mother prompts him to say hello to a person he doesn't know, because he understands the "don't talk to strangers" rule. Daniel is in: A. accommodation. B. assimilation. C. equilibrium. D. disequilibrium.

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Chapter 06 - Cognitive Developmental Approaches

12. (p. 192) According to Piaget, what is a child's motivation for change? A. an internal search for equilibrium B. biological desires C. assimilation and accommodation D. consequences of behavior

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Equilibration

13. (p. 192) Piaget's stages signify: A. qualitative differences in cognition. B. quantitative changes in cognition. C. higher levels of social interactive learning. D. thought-scaffolding processes.

14. (p. 192) Which of Piaget's stages lasts from birth to about 2 years of age? A. sensorimotor B. concrete operational C. formal operational D. preoperational

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15. (p. 193) Which of the following is the correct order of Piaget's cognitive developmental stages? A. preoperational, concrete operational, formal operational, sensorimotor B. concrete operational, sensorimotor, formal operational, concrete operational C. preoperational, formal operational, concrete operational, sensorimotor D. sensorimotor, preoperational, concrete operational, formal operational

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Concrete Operational Stage Topic: Early Adulthood Topic: Early Childhood Topic: Emerging Adulthood Topic: Formal Operational Stage Topic: Infancy Topic: Late Adulthood Topic: Middle Adulthood Topic: Middle and Late Childhood Topic: Preoperational Stage Topic: Sensorimotor Stage

16. (p. 192-193) Rooting and sucking occur during the first sensorimotor substage called: A. first habits and primary circular reactions. B. simple reflexes. C. complex reflexes. D. primary circular reactions.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Sensorimotor Stage

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17. (p. 193-194) When 3-week-old Kierra is held horizontally, she turns her head toward the adult and starts sucking. This is an example of which sensorimotor substage? A. secondary circular reactions B. first habits C. coordination of secondary circular reactions D. primary circular reaction

18. (p. 193-194) Cole kicks his legs when he listens to his lullaby CD at bedtime. When he wakes in the morning, he starts kicking in an attempt to start the music. This is an example of a: A. prespeech request. B. secondary circular reaction. C. habit. D. primary circular reaction.

19. (p. 193) What is the main difference between a reflex and a habit? A. Habits developed for evolutionary survival purposes. Reflexes are developed for cognitive stimulation. B. Habits require an eliciting stimulus. C. Habits do not require an eliciting stimulus. D. There is not a difference. The terms may be used interchangeably.

APA Outcome: 1.1 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Sensorimotor Stage

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Chapter 06 - Cognitive Developmental Approaches

20. (p. 193) A scheme based on a reflex that has become completely separate from its eliciting stimulus is called a: A. primitive symbol. B. simple reaction. C. habit. D. primary circular reaction.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Sensorimotor Stage

21. (p. 193-194) Todd loves the toys on his infant bouncer seat and hits them frequently for the sake of experiencing fascination. He is in which sensorimotor substage? A. object-oriented B. complex reflexes C. primary circular reactions D. secondary circular reactions

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Chapter 06 - Cognitive Developmental Approaches

22. (p. 194) Baby Kale sees a Lego on the floor. He picks it up and looks at it while turning it around and moving it from one hand to the other. Kale is in which of Piaget's sensorimotor substages? A. primary circular reactions B. secondary circular reactions C. coordination of secondary circular reactions D. tertiary circular reactions

23. (p. 194) Baby Dennis sees a ball on the floor. He picks it up, looks at it carefully, and then bangs it on the ground. He picks it up again, holds it over his head, and drops it. Then he picks it up and throws it. Dennis continues playing for several minutes. Dennis is in which of Piaget's sensorimotor substages? A. primary circular reactions B. secondary circular reactions C. coordination of secondary circular reactions D. tertiary circular reactions

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Chapter 06 - Cognitive Developmental Approaches

24. (p. 194) Gabbi bangs her spoon on her highchair to indicate that she would like more Cheerios. Her spoon is a symbol of eating. Gabbi is in which sensorimotor substage? A. internalization of schemes B. secondary circular reactions C. simple reflexes D. object permanence

25. (p. 194-195) Madeline leaves her 3-month-old son with a childcare provider. Piaget would argue that Madeline's son does not miss Madeline because he has not developed: A. attachment. B. object permanence. C. stranger anxiety. D. equilibrium.

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26. (p. 194-195) Mimi crawls into the hallway to look for her mother after she leaves the room. According to Piaget, this shows Mimi is capable of: A. symbolic manipulation. B. infinite generativity. C. telegraphic thinking. D. object permanence.

27. (p. 194-195) Object permanence is important because it means that infants are able to: A. mentally represent objects. B. coordinate sensory stimuli with physical actions. C. physically manipulate objects in their environment. D. physically explore the varying properties of objects in their environment.

28. (p. 194-195) Baby Alec fusses when his brother takes away a toy. Alec has developed: A. egocentrism. B. equilibrium. C. adaptation. D. object permanence.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Object Permanence

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Chapter 06 - Cognitive Developmental Approaches

29. (p. 194-195) Which of the following would be impossible without object permanence? A. rehabituation after the removal of a familiar toy B. recognizing a parent after a short absence C. differentiating between your mother and your father D. thinking of your mother while she is at work

30. (p. 195) When her mother takes away her stuffed rabbit, Barbara looks to her toy box rather than behind her mother's back. Barbara has committed a(n): A. object permanence error. B. A-not-B error. C. tertiary circular reaction. D. symbolic search.

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: A-not-B Error Topic: Infancy

31. (p. 195) Trent watches his mother hide a block under one of two cups and lifts the correct cup to retrieve the block. When his mother hides the block under the other cup, he still lifts the original cup to search for the block. Trent has demonstrated a(n): A. A-not-B error. B. lack of object permanence. C. habituation to the block. D. cognitive delay in memory processing.

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32. (p. 196-197) The research of Spelke and Baillargeon shows that infants as young as 3 or 4 months old are capable of object permanence. Critics question whether an infant's is a valid measure of object permanence. A. sucking strength and speed B. heart rate C. longer looking time D. longer napping time

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Object Permanence

33. (p. 197) Why does the finding that 4-month-old infants have intermodal perception challenge Piaget's theory? A. Piaget argued that young infants do not have the ability to coordinate sensory information from multiple sources. B. Piaget believed that this ability was present at birth. C. Piaget discounted many infant behaviors indicating intermodal perception as coincidental and random. D. Piaget believed that infants relied primarily on vision to build cognitive ability throughout the first year of life.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Perceptual Development

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Chapter 06 - Cognitive Developmental Approaches

34. (p. 198) The preoperational stage lasts from ages: A. 3 to 5. B. 4 to 7. C. 2 to 4. D. 2 to 7.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Preoperational Stage

35. (p. 198) Piaget labeled his second stage preoperational thought, meaning that children in this phase: A. cannot yet use internalized actions to do mentally what they used to only do physically. B. do not use symbolic thought beyond connections of sensory information and physical action. C. do not yet use their imaginations. D. have well-organized and logical conceptual thoughts.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Preoperational Stage

36. (p. 198) Five-year-old Marta draws a picture with purple, blue, green, yellow, and brown. "It's a boat on the ocean at sunset, with whales jumping all around it!" she explains. Marta is showing evidence of: A. animism. B. conservation. C. intuitive thought. D. symbolic function.

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37. (p. 198) Angie asks her grandmother over the phone, "Do you like my new shirt that I'm wearing?" This is an example of: A. egocentrism. B. animism. C. conservation. D. centration.

38. (p. 198-199) Animism and egocentrism represent limitations in the preoperational child's thinking, because they indicate an inability to: A. think symbolically. B. center attention on one characteristic. C. distinguish among different perspectives. D. reflect on the rationale underlying thought.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Symbolic Function Substage

39. (p. 199) Karl covers his stuffed toys before bedtime to make sure they are not cold. This is an example of: A. egocentricism. B. animism. C. conservation. D. centration.

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40. (p. 199) Adam cries that the tree root tripped him. This is an example of: A. egocentric thought. B. conservation. C. animism. D. centration.

41. (p. 199) During Piaget's intuitive thought substage, a child's reasoning is fairly: A. primitive. B. advanced. C. complex. D. transitory.

42. (p. 199) Janie is exhausting her father with a barrage of "why" questions. She is trying to figure out why things are the way they are. Janie is in Piaget's: A. sensorimotor stage. B. concrete operations stage. C. intuitive thought substage. D. tertiary circular reactions substage.

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Chapter 06 - Cognitive Developmental Approaches

43. (p. 199) According to Piaget, which of the following is characteristic of a child in the preoperational stage? A. They engage in abstract thought. B. They can easily sort items based on their size, shape, or appearance. C. They pass a conservation concept task. D. They tend to ask a barrage of questions.

44. (p. 200) The belief in the permanence of certain attributes of objects or situations despite superficial changes is called: A. appropriation. B. initiation. C. affiliation. D. conservation.

45. (p. 200) Nathan and Sara are eating granola bars. Sara breaks her bar in half. Nathan gets upset because Sara has two granola bars. Nathan has not developed the concept of: A. centration. B. conservation. C. intuitive thought. D. symbolic function.

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Chapter 06 - Cognitive Developmental Approaches

46. (p. 200) Focusing attention on one characteristic of an object or concept to the exclusion of all others is: A. centration. B. egocentric thought. C. animism. D. conservation.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Centration Topic: Early Childhood

47. (p. 200) A child who understands that the amount of clay does not differ when it is stretched into a long strip or rolled into a large ball has grasped the concept of: A. horizontal decalage. B. animism. C. conservation. D. formal operations.

48. (p. 200) In explaining the ability to conserve, Piaget focuses on A. centration B. attention C. symbolic thought D. abstract thought

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Centration Topic: Early Childhood

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Chapter 06 - Cognitive Developmental Approaches

49. (p. 201) What does Gelman (1969) indicate as an important factor in a child's performance on conservation tasks? A. attention B. intuitive thought C. animism D. horizontal decalage

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Conservation Topic: Early Childhood

50. (p. 201) The concrete operational stage lasts from ages: A. 9 through 16. B. 5 through 11. C. 8 through 14. D. 7 through 11.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Concrete Operational Stage Topic: Middle and Late Childhood

51. (p. 201) Which of the following characterizes the concrete operational stage? A. Thinking occurs in abstract terms. B. Understanding is based on sensorimotor experiences. C. Imitation of the behavior of other people in a child's environment leads to symbolic thought. D. Logic replaces intuition if it can be applied to a visible example.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Concrete Operational Stage Topic: Middle and Late Childhood

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Chapter 06 - Cognitive Developmental Approaches

52. (p. 201-202) A reversible mental action on a real object is a: A. formal operation. B. concrete operation. C. preoperation. D. simple reflex.

53. (p. 202) Cassidy understands that her mother is also her grandparents' daughter, her cousin's aunt, and her uncle's sister. This is an example of: A. conservation. B. classification. C. transitivity. D. formal operations.

54. (p. 202) Brenda sorts buttons by shape, size, type, or color. Classification is a characteristic of which Piagetian stage? A. sensorimotor B. preoperational C. concrete operational D. formal operational

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55. (p. 202) Julio understands that he is older than his brother and younger than his sister. This is an example of: A. seriation. B. centration. C. classification. D. transitivity.

56. (p. 202) A teacher asks his class to line up according to height. Todd knows that he must be taller than the person he stands in front of and shorter than the person he stands behind. He also recognizes that everyone in front of him is taller than everyone behind him. This is an example of: A. transitivity. B. egocentrism. C. conservation. D. centration.

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57. (p. 202) The formal operational stage appears between ages: A. 5 and 8. B. 7 and 11. C. 11 and 15. D. 13 and 17.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Formal Operational Stage

58. (p. 202) Marni thinks about how the world could be if everyone took more personal responsibility for the environment. Marni is in which of Piaget's stages? A. sensorimotor B. preoperational C. concrete operational D. formal operational

59. (p. 202-203) According to Piaget, adolescents differ from younger children in that younger children cannot: A. solve problems. B. understand the concept of conservation. C. deal with concrete operations. D. systematically and mentally test hypotheses.

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60. (p. 202) "What if the sun were to explode?" asks Alene. "But it never has," replies Janis. "But what if it DID?" insists Alene. In this example, Alene is exhibiting thought, whereas Janis is showing thought. A. idealistic; pessimistic B. concrete; abstract C. deductive; inductive D. abstract; concrete

61. (p. 203) Thirteen-year-old Austin fairs well when he plays 20 Questions with his younger brother, because Austin is able to effectively use: A. hypothetical-deductive reasoning. B. centration. C. horizontal decalage. D. transitivity.

62. (p. 203) Which of the following stages do children usually enter later than Piaget thought? A. sensorimotor stage B. preoperational stage C. concrete operational stage D. formal operational stage

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Formal Operational Stage

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Chapter 06 - Cognitive Developmental Approaches

63. (p. 203) Which of the following is true of the formal operational stage? A. Many American children reach this stage before the age of 12. B. Many American adults never become formal operational thinkers. C. Adolescent egocentrism often remains well into middle adulthood. D. The concept of a personal fable occurs in a very small percentage of adolescents.

64. (p. 203) Piaget argues that the initial development of formal operations is largely dominated by . A. assimilation B. accommodation C. perceptual coupling D. egocentrism

65. (p. 203) While preparing his science project, Carlos systematically tests his best guess on his subject and draws conclusions from the results. What formal operation is he using? A. hypothetical-deductive reasoning B. adolescent egocentrism C. abstract, idealistic thinking D. methodical assimilation

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66. (p. 203) Younger children do not engage in the same type of egocentric thought as adolescents, because younger children: A. cannot think as concretely or systematically. B. are not as intimidated by what others think of them. C. are naturally more other-oriented. D. cannot think abstractly or from another's point of view.

67. (p. 203) Adolescent egocentrism is characterized by: A. the inability to take perspective. B. a heightened self-consciousness. C. assimilation of others' perspectives into a new self-concept. D. the ability to engage in speculation about ideal circumstances.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Egocentrism

68. (p. 203) Jillian feels like she is the center of attention and acts as though she were "on stage." This aspect of adolescent egocentrism is known as: A. hypersensitivity. B. hypothetical-deductive reasoning. C. the imaginary audience. D. the personal fable.

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69. (p. 203) Halene is sure that her classmates are staring at her new haircut. This is an example of: A. a personal fable. B. intuitive thought. C. transitivity. D. an imaginary audience.

70. (p. 203-204) Some adolescents engage in risky behaviors, because they believe they are invulnerable to the negative consequences of these actions. This is an example of: A. intuitive thought. B. an imaginary audience. C. hypothetical deduction. D. a personal fable.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Egocentrism

71. (p. 203) Sophie feels that her parents do not understand her. This is an example of: A. a personal fable. B. imagined invincibility. C. a concrete operation. D. hypothetical deduction.

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72. (p. 203) Following the homecoming game, a group of senior high school students went to a party where they drank alcohol and drove home. This behavior is MOST likely linked to their adolescent sense of: A. personal uniqueness. B. invulnerability. C. having an imaginary audience. D. egocentrism.

73. (p. 203) Jamal is a 17-year-old high school student. Which of the following statements about his cognitive stage of development is TRUE? A. Jamal is in the concrete operational stage. B. Jamal is in the formal operational stage. C. Jamal will never reach the formal operational stage. D. Jamal may still think in concrete operational ways and may not become a formal operational thinker.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Adolescence Topic: Piaget and Education

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74. (p. 205) Which of the following BEST characterizes cognitive development according to Jean Piaget? A. Genetics plays an important role in cognitive development. B. Children construct their own understandings about how the world works. C. Children learn about the world from watching the actions and consequences of adults and older children. D. Children can store an infinite amount of information in their long-term memories.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Adolescence Topic: Piaget and Education

75. (p. 205-206) Which of the following teaching methods would a Piagetian science teacher employ? A. Students would watch a video explaining a scientific concept. B. The teacher would demonstrate an experiment and explain the conclusions and scientific concepts. C. After receiving general guidelines, students would design and complete individual science projects and report on findings and learning. D. Students would follow steps in a prescribed experiment. The class would review conclusions together.

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76. (p. 205-206) A kindergarten teacher instructs parent volunteers to take a Piagetian approach when interacting with his students during learning center time. He recommends the volunteers: A. ask only yes or no questions while the children play. B. allow the children to learn by doing things themselves and ask open-ended questions to stimulate thinking. C. help children follow and memorize prescribed scripts for each area. D. speak to the children only to enforce classroom rules.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Early Childhood Topic: Piaget and Education

77. (p. 205-206) Ms. Skinner espouses Piagetian assessment. Which of the following is she likely to use to evaluate her students? A. standardized IQ and achievement tests B. criterion-referenced tests C. frequent and open-ended reasoning questions D. rote memorization and recall tests

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Piaget and Education

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78. (p. 205) A mother spends an hour a day instructing her infant with flashcards and video lessons. What would Piaget say the likely result of this instruction will be? A. Pushing and pressuring the child will result in so much emotional and psychological damage that cognitive development will be slowed. B. Cognitive development depends on culture and educational level of the parent, not on training. C. The child's cognitive development will progress at a faster rate than peers. D. The child's cognitive development will progress similarly to noninstructed peers.

79. (p. 206) Which of the following is a criticism of Piaget's cognitive development theory? A. Some cognitive abilities emerge earlier and some later than Piaget thought. B. Adult cognition is far more advanced than Piaget theorized. C. Enriched environment and training have less developmental impact than Piaget thought. D. Social interaction is less vital to learning than Piaget believed.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Criticisms of Piaget

80. (p. 207) In assessing the ability to conserve, research findings indicate that this skill: A. is dependent solely on biological maturation. B. appears at approximately the same age and in the same sequence across cultures. C. improves with training and practice. D. is dependent primarily on quality of environment.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Criticisms of Piaget Topic: Early Childhood

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81. (p. 207) Which of the following do Neo-Piagetians argue should have more emphasis in cognitive developmental theory? A. social learning B. attention, memory, and strategy C. evolutionary adaptations D. critical periods

82. (p. 207) Like Piaget, Vygotsky believed that children: A. progress through strict age-related stages of cognitive development. B. learn from watching older, more experienced individuals. C. actively construct their knowledge and understanding. D. are biologically predisposed to achieve a certain level of cognitive development.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Evaluating Vygotsky's Theory

83. (p. 207) Piaget's theory of development centered on interaction with the physical world, while Vygotsky's focused on: A. conservation. B. scaffolding. C. social interaction. D. trial and error.

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84. (p. 207) Vygotsky differs from Piaget in how he stresses the importance of cognitive development. A. biology B. problem solving C. other people D. environment

for

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Evaluating Vygotsky's Theory

85. (p. 208) According to Vygotsky, the range of tasks that are too difficult for the child to master alone, but that can be learned with guidance and assistance, is: A. scaffolding. B. the zone of proximal development. C. concrete operations. D. intuitive thought operations.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Zone of Proximal Development

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86. (p. 208) Breanne is learning to walk. She can take a few steps if she holds on to a piece of furniture, but she can only walk into the middle of the room if a parent holds her hands. Which of the following represents the lower limit of Breanne's zone of proximal development for walking? A. learning to run after mastering walking B. reverting to crawling when frustrated from trying to walk C. walking alone by holding on to a piece of furniture D. learning to walk by having a parent follow along behind for support

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Infancy Topic: Zone of Proximal Development

87. (p. 208) Breanne is learning to walk. She can take a few steps if she holds on to a piece of furniture, but she can only walk into the middle of the room if a parent holds her hands. Which of the following represents the "buds" or "flowers" of development according to Vygotsky? A. learning to run after mastering walking B. reverting to crawling when frustrated from trying to walk C. walking alone by holding on to a piece of furniture D. learning to walk by having a parent hold her hands

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88. (p. 208) Ms. Whitaker incorporates peer tutoring in her classroom. With whose theory does this method fit? A. Freud B. Piaget C. Neo-Piagetians D. Vygotsky

89. (p. 208) Mr. Kaird incorporates peer tutoring in his classroom. This is an example of: A. scaffolding. B. conservation. C. hypothetical deduction. D. direct instruction.

90. (p. 208) Changing the level of support in the zone of proximal development is labeled: A. constructing. B. training. C. scaffolding. D. supportive direction.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Scaffolding

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Chapter 06 - Cognitive Developmental Approaches

91. (p. 208) When working with young children, adults often provide assistance, instruction, and other support. As children demonstrate they can do more for themselves, Vygotsky recommends that adults begin to withdraw these supports. This demonstrates the concept of: A. meaningful contexts. B. scaffolding. C. MLUs in processing instructions. D. intentional functioning.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Scaffolding

92. (p. 208) Vygotsky believed that private speech is: A. an important tool of thought. B. a sign of delayed language development. C. socially paralyzing. D. a hindrance to problem solving.

93. (p. 208) Brent talks himself through his math calculation homework. This is an example of: A. private speech. B. hypothetical deduction. C. scaffolding. D. a problem-solving script.

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Chapter 06 - Cognitive Developmental Approaches

94. (p. 208) What did Vygotsky believe about the development of thought and language? A. Thought and language emerge simultaneously and later separate. B. Thought depends on language, so they are tied throughout development. C. Thought and language develop independently at first and merge later in development. D. Thought and language remain independent throughout development.

95. (p. 208-209) Vygotsky's theory states that children use speech not only for social communication but also for: A. memory coding. B. memory recall. C. rote memorization. D. problem solving

96. (p. 208-209) Private speech has been shown to improve all of the following EXCEPT: A. task performance. B. attention. C. empathic understanding. D. social competence.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Language and Thought

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Chapter 06 - Cognitive Developmental Approaches

97. (p. 208) When self-talk becomes second nature to children and they can act without verbalizing, they have begun to use: A. private speech. B. inner speech. C. hypothetical deduction. D. zoning.

98. (p. 208-209) Mrs. Marsden hears a student arranging story cards. "Hmm, I think this one goes first and next is that one. No, maybe that one." She is witnessing the student's: A. scaffolding. B. private speech for communication. C. private speech for problem solving. D. zone of proximal development.

99. (p. 209) According to Vygotsky, how should a teacher help a student with new learning? A. ask the student how you can help B. watch carefully and intervene when the student appears to struggle C. wait for the student to request help D. tell the student to figure it out by himself

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Chapter 06 - Cognitive Developmental Approaches

100. (p. 209) According to Vygotsky, the main purpose of assessment should be to: A. issue criterion-referenced ability reports. B. determine a student's zone of proximal development in order to design further instruction. C. issue norm-referenced ability standings. D. build self-esteem.

101. (p. 209) Mr. Jericho, an elementary school math teacher, needs to teach his students how to make change. Vygotsky would recommend that he: A. provide several worksheets to be completed with help at home. B. give students play money to use while answering the workbook problems. C. set up a class store and have students rotate as acting cashiers. D. have a person who is a cashier visit the classroom to teach the concept.

102. (p. 210) Tools of the Mind is an early childhood education curriculum that emphasizes all of the following EXCEPT: A. life skills, such as cooking and sewing. B. dramatic play. C. scaffolding writing. D. developing self-regulation.

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Chapter 06 - Cognitive Developmental Approaches

103. (p. 210) Children in Tools of the Mind classrooms exhibit more advanced skills in than their peers in other early childhood programs. A. writing complex sentences B. spelling accurately C. understanding the concept of a sentence D. all of these

104. (p. 211) According to Piaget and Vygotsky, a teacher's role is that of: A. facilitator. B. director. C. database. D. interpreter.

105. (p. 211) Neither Vygotsky's nor Piaget's theory had much to say about: A. the role of nurture in development. B. the role of biology in development. C. language and thought in development. D. adult cognitive development.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Cognitive Stages Topic: Middle and Late Adulthood

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Chapter 06 - Cognitive Developmental Approaches

106. (p. 212) Labouvie-Vief (1986) argued that as young adults face the constraints of reality: A. defense thought mechanisms appear. B. wishful thought increases. C. idealistic thought decreases. D. the imaginary audience disappears.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Emerging Adulthood Topic: Realistic and Pragmatic Thinking

107. (p. 212-213) According to Schaie (1977), as young adults begin working, cognitive development switches from: A. applying to acquiring knowledge. B. acquiring to applying knowledge. C. realistic to idealistic thinking. D. intuitive to logical thought.

108. (p. 213) Which statement summarizes what Perry (1970) believes about the cognitive level of a typical adolescent? A. "Right is right, and wrong is wrong." B. "There are three sides to every issue: black, white, and gray." C. "We have to look for the underlying principle of truth in every situation." D. "We need to understand and operate from others' perspectives."

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Emerging Adulthood Topic: Reflective and Relativistic Thinking

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Chapter 06 - Cognitive Developmental Approaches

109. (p. 213) According to William Perry, adult thinking is: A. absolutist and dualistic. B. idealistic and altruistic. C. reflective and relativistic. D. intuitive and concrete.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Emerging Adulthood Topic: Reflective and Relativistic Thinking

110. (p. 213) Some theorists have pieced together descriptions of a fifth Piagetian stage labeled: A. reflective application. B. superformal. C. postformal. D. provisional application.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Emerging Adulthood Topic: Postformal Thought

111. (p. 213-214) Which of the following is NOT an element of postformal thought? A. correct answer to a problem requires reflective thought B. correct answer may vary from one situation to another C. idealistic thought D. search for truth is a never-ending process

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Emerging Adulthood Topic: Postformal Thought

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Chapter 06 - Cognitive Developmental Approaches

Short Answer Questions 112. (p. 191-192) Briefly define the concepts of schemes, assimilation, and accommodation. Schemes: actions or mental representations that organize knowledge. Assimilation: occurs when children incorporate new information into their existing knowledge. Accommodation: occurs when children adjust their schemes to fit new information and experiences.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Assimilation and Accommodation Topic: Infancy Topic: Schemes

113. (p. 192) Explain the concepts of disequilibrium, equilibration, and equilibrium. Disequilibrium: occurs when a child experiences a cognitive conflict in trying to understand the world. Equilibration: the process that aids a child in resolving cognitive conflict. Equilibrium: achieved when a cognitive conflict has been resolved and a balance of thought is reached.

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Chapter 06 - Cognitive Developmental Approaches

114. (p. 193) List Piaget's four stages of cognitive development in order. Sensorimotor, preoperational, concrete operational, formal operational

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Concrete Operational Stage Topic: Early Adulthood Topic: Early Childhood Topic: Emerging Adulthood Topic: Formal Operational Stage Topic: Infancy Topic: Late Adulthood Topic: Middle Adulthood Topic: Middle and Late Childhood Topic: Preoperational Stage Topic: Sensorimotor Stage

115. (p. 193) Identify and briefly describe the thinking processes associated with Piaget's four stages of cognitive development. 1. Sensorimotor: coordinating sensory experiences with physical actions. 2. Preoperational: representing the world with words, images, and drawings. 3. Concrete operational: operations are performed, logical thinking applied to concrete or physical examples. 4. Formal operations: abstract thinking.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Concrete Operational Stage Topic: Early Adulthood Topic: Early Childhood Topic: Emerging Adulthood Topic: Formal Operational Stage Topic: Infancy Topic: Late Adulthood Topic: Middle Adulthood Topic: Middle and Late Childhood Topic: Preoperational Stage Topic: Sensorimotor Stage

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Chapter 06 - Cognitive Developmental Approaches

116. (p. 193) What is the main difference between a habit and a reflex? A reflex occurs automatically in response to an eliciting stimulus. A habit is a scheme based on a reflex that has become completely separate from its eliciting stimulus.

APA Outcome: 1.1 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Sensorimotor Stage

117. (p. 194) Describe object permanence. Object permanence is the idea that objects and events continue to exist even when they cannot directly be seen, heard, or touched.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Infancy Topic: Object Permanence

118. (p. 199) Define animism. Animism is the belief that inanimate objects have lifelike qualities and are capable of action.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Preoperational Stage

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Chapter 06 - Cognitive Developmental Approaches

119. (p. 198-199) Define childhood egocentrism. Childhood egocentrism is the inability to distinguish between one's own perspective and someone else's perspective.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Early Childhood Topic: Egocentrism

120. (p. 198-199) Discuss the two stages of preoperational thought, and identify the ages at which they occur. 1. Symbolic function, 2 to 4 years of age: child gains the ability to mentally represent an object that is not present. 2. Intuitive thought, 4 to 7 years of age: children begin to use primitive reasoning and want to know answers to questions. Children become sure of their knowledge but are unaware of how they know what they know.

121. (p. 200) Define centration. Centration is focusing attention on one characteristic to the exclusion of all others.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Centration

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Chapter 06 - Cognitive Developmental Approaches

122. (p. 200-201) Give an example of a way to assess whether or not a child has grasped the concept of conservation. (Any answer that gives an example of a child being presented with an amount or volume of a substance. The shape of the substance is somehow changed and the child is asked which amount or volume is greater.)

APA Outcome: 1.1 APA Outcome: 1.3 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Centration Topic: Early Childhood

123. (p. 200) Define mental operations. Operations: internalized sets of actions that allow the child to do mentally what was only done physically before this stage.

124. (p. 200-201) List three mental abilities the child in Piaget's concrete operations stage can perform. 1. seriation 2. conservation 3. reversibility 4. classification 5. transitivity

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Concrete Operational Stage Topic: Middle and Late Childhood

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Chapter 06 - Cognitive Developmental Approaches

125. (p. 202-203) Identify three ways in which formal operational thought differs from concrete operational thought. Formal operational thought is more: 1. abstract—not limited to actual concrete experience. 2. idealistic—focusing on ideal characteristics and standards for comparison with others. 3. logical—systematic thinking in problem solving.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory Topic: Adolescence Topic: Concrete Operational Stage Topic: Early Adulthood Topic: Emerging Adulthood Topic: Formal Operational Stage Topic: Late Adulthood Topic: Middle Adulthood Topic: Middle and Late Childhood

126. (p. 203-204) Define two types of adolescent egocentrism. Imaginary audience: involves attention-getting behavior and the phenomenon that adolescents feel they are "on stage." Personal fable: involves a sense of personal uniqueness and invincibility.

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Chapter 06 - Cognitive Developmental Approaches

127. (p. 205-206) Describe three ways to apply Piaget's theory to education. 1. Take a constructivist approach. Children learn best when they are active and finding solutions for themselves. Students learn best by making discoveries, reflecting on them, and discussing them, rather than blindly imitating the teacher or doing things by rote. 2. Facilitate rather than direct learning. Children learn best by doing. Teachers should listen, watch, and question students. 3. Consider the child's knowledge and level of thinking. Children have concepts of space, time, quantity, and causality. Teachers should interpret what a student is saying and respond in ways not too far from the student's level. Examine children's mistakes in thinking as well as what they get right. 4. Promote the student's intellectual health. Children should not be pushed and pressured into achieving too much too early in their development. 5. Turn the classroom into a setting of exploration and discovery. Classrooms should be less structured. Workbooks and predetermined assignments are not used. Students' interests and natural participation in activities determine what the course of learning will be.

APA Outcome: 1.1 APA Outcome: 1.3 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Piaget and Education

128. (p. 206-207) List three criticisms of Piaget's theory. Evaluate Piaget's theory in your own words. 1. Estimates of when children's competence at different developmental levels emerges. 2. Degree of synchrony in the emergence of various aspects of a stage. 3. Degree to which children's cognitive development is grand-stagelike versus process oriented and task specific. 4. Degree to which transition across stages is maturational versus the result of training on cognitive development.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Evaluation Difficulty Level: Difficult Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory Topic: Criticisms of Piaget

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Chapter 06 - Cognitive Developmental Approaches

129. (p. 208) What is the zone of proximal development, and what is the process used to facilitate learning within this zone? The zone of proximal development is the range of tasks that are too difficult for the child to master alone but that can be learned with the guidance and assistance of adults or more skilled children. Scaffolding means changing the limits of support that are provided by a more skilled person when the student is learning a new task.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Zone of Proximal Development

130. (p. 208-209) How did Vygotsky and Piaget differ on the concept of private speech? Piaget believed that private speech showed egocentrism and immaturity. Vygotsky believed private speech valuable for self-regulation, planning, and task solving.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Language and Thought

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Chapter 06 - Cognitive Developmental Approaches

131. (p. 209) Describe three ways to apply Vygotsky's theory to education. 1. Use the child's zone of proximal development. Teach toward the upper limit of the zone of proximal development. Offer just enough assistance. Offer encouragement when a child hesitates. 2. Use more-skilled peers as teachers. Adults are not the only ones who can aide a child's learning. 3. Monitor and encourage a child's use of private speech. Listen to student-initiated self-talk and correct strategies if necessary. Teach students how to talk through tasks requiring systematic solutions. Encourage older children to develop inner speech. 4. Place instruction in a meaningful context. Apply lessons to real-world situations and conditions when possible.

APA Outcome: 1.1 APA Outcome: 1.3 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Early Childhood Topic: Evaluating Vygotsky's Theory

132. (p. 210) Describe two ways that the Tools of the Mind early childhood curriculum is grounded in Vygotsky's theory (1962). 1. Teachers scaffold children in creating dramatic play scenarios that increase children's selfregulation and quality of play. 2. Attention is given to social interactions and developing self-regulation skills. 3. Teachers scaffold children's writing.

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Chapter 06 - Cognitive Developmental Approaches

133. (p. 211) List three criticisms of Vygotsky's theory of development. Evaluate Vygotsky's theory in your own words. 1. Vygotsky was not specific enough about age-related changes. 2. Vygotsky did not adequately describe how changes in socioemotional capabilities contribute to cognitive development. 3. Vygotsky over-emphasized the role of language in thinking. 4. Vygotsky placed too much emphasis on collaboration and guidance. For example, some facilitators may be too helpful in some cases. In other cases, children might become lazy and expect help when they might have completed a task on their own.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Evaluation Difficulty Level: Difficult Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory Topic: Evaluating Vygotsky's Theory

134. (p. 212-213) Describe two ways that adults think in qualitatively different ways from adolescents. 1. As young adults face the constraints of reality, idealist thinking of adolescence decreases. 2. Young adults switch from acquiring knowledge to applying knowledge. 3. Polar, absolutist thinking in adolescence gives way to relativistic thinking in adulthood. 4. Reflective thinking increases and deepens in young adulthood.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 06-04 Describe cognitive changes in adulthood Topic: Cognitive Stages Topic: Middle Adulthood

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Chapter 07 - Information Processing

Chapter 07 Information Processing

Multiple Choice Questions 1. (p. 221) The cognitive developmental theories of Vygotsky, Piaget, and information processing share a focus on how people: A. think. B. behave. C. interact. D. mature biologically.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

2. (p. 221) Which processes are required for effective information processing at any age? A. metacognition and metamemory B. thought and behavior C. attention, memory, and thinking D. encoding, memory, and emotion

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

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Chapter 07 - Information Processing

3. (p. 221) The information-processing approach to cognitive development is concerned mainly with: A. the influence of culture on development. B. how people manipulate, monitor, and manage information. C. the influence of age on learning. D. the influence of biology and evolution on an individual's development.

4. (p. 221) Which of the following is TRUE according to the information-processing approach? A. Cognitive processes consist of distinct stages with no interrelation. B. Memory is insignificant when discussing information processing. C. Overlap exists among the cognitive processes. D. Information flows one way in the cognitive model.

5. (p. 221) According to Siegler, which three mechanisms work together to create changes in children's cognitive skills? A. attention, memory, and thinking B. assimilation, accommodation, and thinking C. encoding, decoding, and recall D. encoding, automatization, and strategy construction

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

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Chapter 07 - Information Processing

6. (p. 222) What is the process by which information gets into memory? A. encoding B. attention C. thinking D. automaticity

7. (p. 222) Lane is learning to recognize lowercase letters. He is able to do this by ignoring the fact that some lowercase letters do not look like their uppercase counterparts. This is an example of: A. decoding. B. encoding. C. automaticity. D. attention.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

8. (p. 222) Tim is learning about Roman numerals. He the relevant fact that the symbols 5 and V represent the same amount and the irrelevant differences in their shape. A. remembers; forgets B. encodes; ignores C. thinks about; remembers D. processes; attends to

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Chapter 07 - Information Processing

9. (p. 222) Dallas no longer has to think about each letter in a word as he is reading. This skill is becoming more automatic, because Dallas: A. practices reading. B. memorizes every story he reads. C. focuses his attention. D. has formed a reading scheme.

10. (p. 222) Learning to drive a car requires deliberate coordination of mental processes but eventually becomes nearly effortless. This is the concept of: A. cognitive shifting. B. declining attention. C. automaticity. D. strategy construction.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

11. (p. 222) The creation of a new procedure for processing information is: A. encoding. B. automaticity. C. strategy construction. D. metamemory.

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Chapter 07 - Information Processing

12. (p. 222) "Knowing about knowing" is called: A. hypothetical deduction. B. metacognition. C. strategy construction. D. encoding.

13. (p. 222) Siegler argues that children learn to use what they have learned in the past to adapt their responses to new situations. This is known as: A. centration. B. dishabituation. C. self-modification. D. encoding.

14. (p. 222) Which of the following influences what we can do with information? A. processing speed B. metacognitive speed C. nutrition D. emotional connection

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Chapter 07 - Information Processing

15. (p. 222) Which of the following statements accurately describes processing speed? A. Processing speed decreases across the childhood years. B. Processing speed increases across the childhood years. C. Processing speed begins declining in adolescence. D. Processing speed peaks in older adulthood.

16. (p. 223) In Schaie's Seattle Longitudinal Study, processing speed began to decline in: A. adolescence. B. early adulthood. C. middle adulthood. D. late adulthood.

17. (p. 223) Which of the following may help older adults compensate for declines in processing speed? A. vitamin supplements B. playing video games C. exercise D. frequent social interactions

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Chapter 07 - Information Processing

18. (p. 223) Which of the following statements regarding the decline of reaction time is correct? A. The decline in processing speed begins in adolescence. B. The decline in processing speed likely is due to a decline in short term memory. C. Health and exercise can slow the decline in processing speed. D. Biology alone influences increases and declines in processing speed.

19. (p. 224) Stacy is vigilant in her watch for any change in her baby's breathing. This is an example of attention. A. salient B. selective C. divided D. sustained

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

20. (p. 224) Attention in infancy to the "what" and "where" are examples of a A. orientating B. habituation C. dishabituation D. parallel

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Infancy Topic: Orientation/Investigative Process

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process.

Chapter 07 - Information Processing

21. (p. 224) Rob is listening to Katie's anecdote amidst the loud music and laughter of many others at the party. This is an example of attention. A. executive B. selective C. divided D. sustained

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

22. (p. 224) attention enables infants to learn about and remember characteristics of a new stimulus as it becomes familiar. A. Selective B. Divided C. Executive D. Sustained

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention Topic: Infancy

23. (p. 224) Planning, monitoring, and attending to goals are examples of A. executive B. selective C. divided D. sustained

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

7-8

attention.

Chapter 07 - Information Processing

24. (p. 224-225) Monica rotates the presentation of her infant's toys every few weeks, because she doesn't want him to become bored or: A. dishabituated. B. habituated. C. divided in his attention. D. over stimulated.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Habituation and Dishabituation Topic: Infancy

25. (p. 224) Which of the following is an important skill for learning in the classroom? A. selective attention B. divided attention C. habituation D. dishabituation

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

26. (p. 224) Ruth is listening to her teacher despite the noise coming from a nearby classroom. Her attention allocation is: A. sustained. B. selective. C. divided. D. habituated.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

7-9

Chapter 07 - Information Processing

27. (p. 224) Jon listens to his favorite CD while he studies for tomorrow's exam. This is an example of attention. A. salient B. selective C. divided D. sustained

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

28. (p. 225) Joint attention requires all of the following EXCEPT: A. an ability to track another's behavior. B. repeating the same form of stimulation. C. one person directing another's attention. D. reciprocal interaction.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Joint Attention

29. (p. 225) One-year-old Harry's mother looks outside at a large dog passing by. Harry looks outside, too. This is an example of: A. joint attention. B. gaze controlling. C. habituation. D. divided attention.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Infancy Topic: Joint Attention

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Chapter 07 - Information Processing

30. (p. 225) Baby Emily and her mother often engage in joint attention. Emily will most likely do which of the following? A. develop an attention disorder B. have difficulty establishing trusting relationships C. say her first word earlier D. develop a narrow vocabulary

31. (p. 226) A police officer visits Laura's preschool class to discuss safety rules. To attract the children's attention, the officer brings balloons. Later, Laura tells her parents about the police officer and the balloons but can't remember any of the discussed safety rules. Laura paid more attention to what was: A. salient. B. relevant. C. habituated. D. dishabituated.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention Topic: Early Childhood

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Chapter 07 - Information Processing

32. (p. 226) Kennedy is playing a computer game that shows a monster falling in mud when the answer is wrong. Kennedy cares less about answering incorrectly and more about watching the humorous event. The monster falling in mud is more: A. salient. B. habituating. C. dishabituating. D. culturally specific.

33. (p. 226) In which of the following areas is preschool children's control of attention deficient? A. planfulness B. joint attention C. implicit memory D. explicit memory

34. (p. 226) Young children advance in executive attention and sustained attention due, in part, to advances in which of the following? A. fine and gross motor skills B. sharing and playtime strategies C. comprehension and language D. deduction and reasoning skills

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

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Chapter 07 - Information Processing

35. (p. 227) The processing of irrelevant information decreases rapidly during: A. middle childhood. B. adolescence. C. early adulthood. D. middle adulthood.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Adolescence Topic: Attention

36. (p. 227) Older adults are frequently characterized as unsafe drivers. Declining driving skills may be due to an apparent decrease in: A. basic reflexes. B. acetylcholine. C. divided attention. D. visual attention.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention Topic: Late Adulthood

37. (p. 227) Lower levels of executive attention in older adults have been linked to: A. hypertension. B. low blood pressure. C. autism. D. ADHD.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention Topic: Late Adulthood

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Chapter 07 - Information Processing

38. (p. 228) The retention of information over time is referred to as: A. strategy construction. B. encoding. C. memory. D. attention.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory

39. (p. 228) What are the three processes required for memory? A. sensation, perception, behavior B. reception, decoding, storage C. encoding, storage, retrieval D. input, storage, output

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory Processes

40. (p. 229) According to schema theory, people: A. mold memories to fit information that already exists in their minds. B. reconfigure existing information to include memories. C. remember only what is salient to them. D. have a finite amount of brain storage space and must "weed out" old information to fit new memories.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Constructing Memory

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Chapter 07 - Information Processing

41. (p. 229) At a family reunion, Uncle Joe told a story about his childhood. Which of the following statements is MOST likely true? A. His story is accurate, as though he had taken an exact photograph of the event. B. Due to gender differences, Uncle Joe's sister would have told a more accurate view of the event. C. He is able to store and retrieve information about the event in a computer-like way. D. His story presents a somewhat distorted impression of the event.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Constructing Memory Topic: Middle Adulthood

42. (p. 229) Which of the following statements characterizes the schema theory of memory? A. People store and retrieve bits of data much as a computer. B. We reconstruct the past with distortions due to existing information. C. Memories are like talking photographs. D. Memory encoding is accurate. Retrieval can be false.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Constructing Memory

43. (p. 229) Infants as young as A. 7 B. 1 C. 2 D. 10

month(s) of age show a limited type of memory.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: First Memories Topic: Infancy

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Chapter 07 - Information Processing

44. (p. 229) The Rovee-Collier (1987, 2007) study in which infants kicked to try to move a familiar mobile, but not an unfamiliar one, indicates that young infants: A. can imitate actions. B. can remember detailed actions and contexts. C. can transfer kicking actions to slightly different contexts. D. cannot store and use memories until they develop language.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: First Memories Topic: Infancy

45. (p. 229) Mandler's main criticism of the Rovee-Collier studies on infant memory is that: A. these infants display only implicit memory. B. kicking is not evidence of infant memory but of dishabituation. C. infantile amnesia would prevent infants from remembering any information. D. these infants display only explicit memory.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: First Memories Topic: Infancy

46. (p. 229) Josh sorts and washes his laundry without having to read instructions. What type of memory is he using? A. motoric B. working C. explicit D. implicit

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: First Memories

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Chapter 07 - Information Processing

47. (p. 230) Most adults do not remember much from their first 3 years of life. This is the phenomenon of: A. false memory. B. infantile or childhood amnesia. C. repressive amnesia. D. memory span allotment.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Amnesia

48. (p. 230) Infantile amnesia may be a due to: A. increased myelination. B. traumatic childhood experiences. C. immature brain development in the prefrontal lobes. D. an immature pituitary gland.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Amnesia Topic: Infancy

49. (p. 230) Without rehearsal, how long can information remain in short-term memory? A. 5-20 seconds B. 15-30 seconds C. 20-60 seconds D. 1-2 minutes

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Short-Term Memory

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Chapter 07 - Information Processing

50. (p. 230) Which of the following enables conscious memories to improve throughout a child's second year? A. memory-span tasks B. joint attention with a caregiver C. maturation of the frontal cortex D. maturation of the hippocampus and cerebral cortex in the brain

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Early Childhood Topic: First Memories

51. (p. 231) On a short-term memory task, Trent recalls eight numbers, whereas his son, Hunter, remembered only four. According to recent research, if the speed of repetition were controlled, Hunter would: A. remember more numbers than Trent. B. still remember fewer numbers than Trent. C. remember the same amount of numbers as Trent. D. convert the short-term information to long-term memory.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory Span

52. (p. 231) Working memory is: A. synonymous with short-term memory. B. synonymous with long-term memory. C. active in modifying information for decision-making and problem solving. D. like a passive storehouse where information waits for long-term memory encoding.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Working Memory

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Chapter 07 - Information Processing

53. (p. 231) While Leah works on a science experiment, she is manipulating and assembling new information, making decisions, and solving problems. What type of memory is she using? A. short-term B. long-term C. working D. rehearsal

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Working Memory

54. (p. 232) Some experts believe that children should not testify in court because: A. the time between events and trial are generally too long for children to accurately remember. B. they have very limited capacity for long-term memory. C. they are susceptible to false suggestion. D. anxiety hormones affect and may erase long-term memory details.

55. (p. 232) All of the following are strategies to reduce suggestibility when interviewing children EXCEPT: A. wait to interview children until they are older because their long-term memory will improve. B. reduce motivations for children to make false reports. C. limit misleading questions. D. keep a neutral tone.

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Chapter 07 - Information Processing

56. (p. 233) While reading a book for literature class, Kelly tried to relate to the character's struggles and note how they are similar and different from her own life. To improve her longterm memory of the book, Kelly is: A. rehearsing important passages. B. using mental imagery. C. making the content personally relevant. D. organizing the book into an outline of important events.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Autobiographical Memory

57. (p. 233) While studying for a history exam, Michael finds it easier to recall details if he creates a mental picture relating to the information he is reviewing. What memory strategy is he using? A. rehearsal-repetition B. elaboration C. self-reference D. imagery

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Chapter 07 - Information Processing

58. (p. 233) Jinni finds certain concepts from her human development class easy to remember, because she is able to associate the information with many of her own childhood experiences. What memory strategy is she using? A. rehearsal-repetition B. imagery C. elaboration D. comparison

59. (p. 233) Which of the following regarding fuzzy trace theory is true? A. Young children are likely to remember the gist of information but not verbatim details. B. Older children are likely to remember verbatim details of events or information. C. Memory and reasoning skills are improved when older children begin to use gist rather than verbatim memory trace to recall information. D. Fuzzy traces of events or information are fleeting and likely to be forgotten.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Fuzzy Trace Theory Topic: Middle and Late Childhood

60. (p. 234) Eighty-year-old Kathleen will show a steady decline in: A. explicit and semantic memory. B. episodic and implicit memory. C. working memory and processing speed. D. procedural and working memory.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Ageing Topic: Late Adulthood

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Chapter 07 - Information Processing

61. (p. 234) The ability to consciously remember the past is known as: A. explicit memory. B. implicit memory. C. automaticity. D. encoding.

62. (p. 234) "I remember my first vacation to Manhattan, New York, in 1949, and staying at the Casablanca Hotel," says Mabel, who is 77 years old. This is an example of: A. a memory script. B. implicit memory. C. visuospatial working memory. D. episodic memory.

63. (p. 234) Devon recalls details of his seventh birthday party. What type of memory is he using? A. applied B. working C. explicit D. implicit

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Chapter 07 - Information Processing

64. (p. 234) Memory without conscious recollection is known as: A. explicit memory. B. implicit memory. C. automaticity. D. encoding.

65. (p. 234) Derek no longer concentrates on keystrokes as he types. What type of memory is this? A. episodic B. implicit C. semantic D. working

66. (p. 234) Explicit memory is also known as declarative memory, while implicit memory is also known as memory. A. semantic B. procedural C. short-term D. long-term

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Chapter 07 - Information Processing

67. (p. 235) Sally tells a joke to her friend Helen. Helen smiles and responds, "I told you that joke yesterday!" Sally's embarrassment is due to: A. source amnesia. B. the reminiscence bump. C. prospective memory. D. elderly amnesia.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Source Memory

68. (p. 224) Most research shows that most babies do not show explicit memory until: A. 3 to 6 months. B. 6 to 12 months. C. 18 months. D. 2 years.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: First Memories Topic: Infancy

69. (p. 235) Rita remembers when she received a school award for perfect attendance. What type of memory is this? A. episodic B. implicit C. semantic D. working

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Chapter 07 - Information Processing

70. (p. 235) General academic and field-of-expertise knowledge is labeled _ A. schematic B. functional C. normative D. semantic

memory.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

71. (p. 235) Evie knows the capital cities of every state. What type of memory is this? A. episodic B. implicit C. semantic D. working

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

72. (p. 235) Mackenzie easily recalls events in her life but has difficulty remembering trivia. Mackenzie shows good _ memory, but poor memory. A. episodic; semantic B. procedural; declarative C. semantic; episodic D. explicit; implicit

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

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Chapter 07 - Information Processing

73. (p. 235) Which type of memory is more likely to be forgotten? A. implicit B. procedural C. explicit D. source

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

74. (p. 235) Ninety-year-old Ben enjoys talking about growing up on a corn farm in Illinois. Given his age, Ben's episodic memory is likely to be: A. highly accurate B. less accurate C. more accurate than his semantic memory D. equally accurate as his semantic memory

75. (p. 235) Elderly Linda finds it hard to remember grocery list items or new telephone numbers, but does not have difficulty with information like her address or social security number. Which of the following is MOST likely true of Linda? A. Linda shows signs of premature memory failure. B. Linda is typical of middle-aged people in her ability to remember information. C. Linda is better at remembering information than most middle-aged people. D. Linda has a strong explicit memory and a poor implicit memory.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Ageing Topic: Late Adulthood

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Chapter 07 - Information Processing

76. (p. 235) Memory about life's events is labeled: A. semantic. B. implicit. C. working. D. episodic.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

77. (p. 235) Anna is trying to remember a quote she learned years ago. She can remember the class she heard it in and the professor that spoke it but not the actual quote. What type of memory does Anna have for this recollection? A. source B. meta C. procedural D. prospective

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Source Memory

78. (p. 235) Which of the following is 70-year-old Leo MOST likely to forget? A. names of high school classmates B. the anniversary of his wedding C. items on that day's grocery list D. capital city names

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Chapter 07 - Information Processing

79. (p. 235) Andrea is worried that she will forget to take her antibiotic prescription three times daily. Andrea feels her memory is weak. A. prospective B. working C. semantic D. explicit

80. (p. 235) Research shows that adults remember more events from the second and third decades of their lives than from other decades. This is known as: A. reminiscence bump. B. source memory. C. autobiographical memory. D. tip-of-the-tongue phenomenon.

APA Outcome: 1.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

81. (p. 237) Manipulating and transforming information in memory is called: A. thinking. B. wisdom. C. semantic memory. D. encoding.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Thinking

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Chapter 07 - Information Processing

82. (p. 237) Ideas about what categories represent and how they are generalized are called: A. concepts. B. thoughts. C. accommodations. D. semantics.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Concept Formation and Categorization

83. (p. 237) A young infant may believe that a bird is more like an airplane than an animal if the infant uses: A. visual schema processing. B. perceptual variability. C. conceptual categorization. D. perceptual categorization.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Concept Formation and Categorization Topic: Infancy

84. (p. 237) A child recognizes that an airplane is more like a car than a bird if the child uses: A. visual schema processing. B. perceptual variability. C. conceptual categorization. D. perceptual categorization.

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Chapter 07 - Information Processing

85. (p. 237) Two-year old Lara likes to play with a blue ball. One day, she sees her mother put a globe on the table. How will Lara MOST likely categorize the globe? A. water B. ball C. map D. planet

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Concept Formation and Categorization Topic: Early Childhood

86. (p. 238) Recent research shows that some very young children develop an intense interest in a specific category of objects or activities. Which of the following sets of categories would MOST likely interest 2-year-old Robert according to the findings? A. dress-ups, animals, books/reading B. balls, books, dolls C. vehicles, machines, dinosaurs D. He would show no preference among these categories.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Concept Formation and Categorization Topic: Early Childhood

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Chapter 07 - Information Processing

87. (p. 237-238) One-year-old Stanley is visiting a petting zoo. Which of the following MOST likely illustrates Stanley's current ability to categorize objects? A. Stanley points to the eggs and says, "Baby chicks!" B. Stanley points to the farmer and says, "Moo!" C. Stanley points to the ram and says, "Ram!" D. Stanley points to the barn and says, "House!"

88. (p. 239) According to Langer (2005), is being alert, mentally present, and cognitively flexible while going through life's everyday activities. A. mindfulness B. attention C. thinking D. planfulness

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Critical Thinking

89. (p. 239) Identifying and formulating questions and organizing thoughts are all parts of: A. critical thinking. B. metacognition. C. cognitive monitoring. D. control processes.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Critical Thinking

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Chapter 07 - Information Processing

90. (p. 239) Critical thinking skills can be BEST developed when the teacher: A. visually displays steps for problem solving. B. allows students to discover processes on their own. C. provides direct instruction and subsequent assessments. D. models, verbalizes steps, and guides practice.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Critical Thinking

91. (p. 239) Dr. Cook encourages her students to wonder, probe, analyze, question, and reflect rather than learn facts by rote memorization. She values: A. critical thinking. B. script formation. C. analytical saliency. D. semantic memory encoding.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Critical Thinking

92. (p. 239) What can educators do to help children become better thinkers? A. Encourage students to create and question. B. Teach students mnemonic devices. C. Use attention-getting teaching props. D. Understand the limitations of biology.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Critical Thinking

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Chapter 07 - Information Processing

93. (p. 241) What does Michael Pressley believe about training thinking skills in children? A. Teachers should model but need not directly instruct problem-solving strategies. B. Teachers should model and directly teach problem-solving strategies as well as provide evaluative feedback concerning strategy employment. C. Learning to use strategies is possible for children but takes too much time. D. Problem-solving abilities are tied to biological maturity and cannot be trained.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Solving Problems

94. (p. 241) Which of the following aids in making an effective strategy become automatic? A. practice B. rehearsal C. generalization D. encoding

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Solving Problems

95. (p. 241) Which of the following is NOT one of Michael Pressley's views about problemsolving instruction? A. Teachers should provide feedback about students' employment of problem-solving strategies. B. Practice will allow the strategy to become automatic. C. Children will develop strategies for problem solving on their own and need not be instructed. D. Teachers should explain how a strategy will benefit the student.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Solving Problems

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Chapter 07 - Information Processing

96. (p. 241) Which of the following is TRUE of children's effective problem solving? A. Most students today are given ample opportunities to practice strategic problem solving. B. The best strategy for solving a particular problem should be teacher-guided. C. Children are less effective in problem solving when using multiple strategies. D. Children often use more than one strategy when problem solving.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Solving Problems

97. (p. 242) Being aware of options and available alternatives that allow for adaptation to situations is known as: A. cognitive flexibility. B. verbatim trace processes. C. self-efficacy. D. reasoning.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Cognitive Control

98. (p. 233) Which of the following is NOT true of adolescents' decision-making ability? A. Young adolescents are better decision makers than children. B. Older adolescents are better decision makers than younger adolescents. C. Adolescents tend to make better decisions when they are emotionally aroused. D. Being able to make competent decisions does not guarantee that an adolescent will make a good one.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Adolescence Topic: Decision Making

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Chapter 07 - Information Processing

99. (p. 243) Which of the following impacts an adolescent's decision to engage in risk-taking behaviors? A. the presence of peers B. being emotionally aroused C. lack of life experience D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Adolescence Topic: Decision Making

100. (p. 244) The dual-process model argues that there are two cognitive systems, which complete with each other. They are and . A. implicit; explicit B. analytical; scientific C. experiential; scientific D. analytical; experiential

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Adolescence Topic: Decision Making

101. (p. 244) Which of the following is NOT a cognitive change that allows for improved critical thinking in adolescence? A. more knowledge about a variety of domains B. increased ability to construct new combinations of knowledge C. improved joint attention D. increased speed of processing

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Adolescence Topic: Critical Thinking

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Chapter 07 - Information Processing

102. (p. 245) During which part of the life span is expertise most likely to appear? A. adolescence B. early adulthood C. middle adulthood D. late adulthood

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Early Adulthood Topic: Practical Problem Solving and Expertise

103. (p. 245) In general, why are 40-year-olds better problem solvers than 20-year-olds? A. They have better methods to improve their memory. B. They have more experience. C. They are more patient. D. They have better insight.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Early Adulthood Topic: Practical Problem Solving and Expertise

104. (p. 247) Compared to younger adults, older adults show greater activity in the frontal and parietal regions while they are engaging in tasks that require cognitive control processes such as: A. walking. B. attention. C. emotion. D. speech.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Cognitive Neuroscience Topic: Late Adulthood

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Chapter 07 - Information Processing

105. (p. 247-248) Cognitive training programs show that older adults can improve their thinking skills, implying that: A. there is no decline in cognitive functioning with age. B. physical health does not affect cognition. C. individuals may use other skills to compensate for cognitive decline. D. environment is the main determinate of cognitive ability.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Late Adulthood Topic: Use It or Lose It

106. (p. 248) Eighty-year-old Betty believes in the concept of "use it or lose it." In which of the following activities should Betty engage in order to "use it" and reduce rate of cognitive decline? A. read daily B. complete crossword puzzles C. regularly attend lectures and concerts D. all of these

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Late Adulthood Topic: Use It or Lose It

107. (p. 249) Although training can improve the cognitive skills of older adults, there is some loss of: A. prospective memory. B. critical-thinking skills. C. plasticity. D. metacognition.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Late Adulthood Topic: Use It or Lose It

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Chapter 07 - Information Processing

108. (p. 249-250) Jake is only 25 years old but wants to reduce his chance of losing cognitive impairment when he is older. What can he do now to prepare? A. eat foods low in fat B. do crossword puzzles C. take a multivitamin supplement daily D. quit smoking

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Early Adulthood Topic: Use It or Lose It

109. (p. 249-250) Which of the following older adults has the least successful strategy for improving his cognitive skills? A. Bob walks 2 miles each morning. B. Earl does crossword puzzles. C. Dwayne manages his finances using a computer program. D. Sam reads biographies and participates in fitness classes at his local gym.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Late Adulthood Topic: Use It or Lose It

110. (p. 251) Cognition about cognition or knowing about knowing is called: A. expertise. B. metamemory. C. plasticity. D. metacognition.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Metacognition

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Chapter 07 - Information Processing

111. (p. 251) Knowledge about memory is called: A. metamemory. B. plasticity. C. elaboration. D. implicit.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Metamemory

112. (p. 252) The awareness of one's own mental processes and the mental processes of others is called: A. critical thinking. B. theory of mind. C. thinking symbols. D. metaprocessing.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Theory of Mind

113. (p. 252) Studies of theory of mind view the child as a(n) . A. sponge who is trying to absorb as much knowledge from others as possible B. thinker who is trying to explain, predict, and understand people's thoughts, feelings, and communications C. "island" that learns to satisfy desires and answer questions on his own D. scientist who experiments with the people and objects around him

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Theory of Mind

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Chapter 07 - Information Processing

114. (p. 252) Which of the following would we expect a 3-year-old to understand about another person's mental state? A. Hiding an object conceals it from another person. B. A person looks for a hidden object where they think it is, not where it really is. C. A child who has been scared by a dog once is likely to be scared by seeing another dog later. D. A person looking at another side of a three-dimensional model of a mountain sees a different view than the 3-year-old sees.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Early Childhood Topic: Theory of Mind

115. (p. 253) The realization that people can have false beliefs is fully developed in a majority of children by what age? A. 1 year old B. 2 years old C. 5 years old D. 8 years old

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Early Childhood Topic: Theory of Mind

116. (p. 253) One of the significant developments in understanding others' desires is: A. being able to predict what others want. B. recognizing that someone else's desires may differ from one's own. C. giving in to others' desires when they are different from one's own. D. convincing others to abandon their desires and adopt one's own.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Theory of Mind

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Chapter 07 - Information Processing

117. (p. 253) Which of the following preschool children would MOST likely perform well on theory of mind tasks? A. a child with two older siblings B. an only child C. a quiet child D. a child with autism

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Infancy Topic: Theory of Mind

118. (p. 254) Theory of mind tasks are difficult for children with: A. cerebral palsy. B. autism. C. ADHD. D. Kleinfelter's.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Autism

119. (p. 254) By age 6, children know that recognition is easier than recall, short lists are easier to remember than long lists, and that forgetting is more likely over time. They are developing: A. automaticity. B. expertise. C. metamemory. D. overconfidence in their memory abilities.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Early Childhood Topic: Metamemory

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Chapter 07 - Information Processing

120. (p. 255) In general, older adults are as accurate as younger adults in: A. detecting false memories. B. monitoring source memory. C. estimating their memory abilities. D. monitoring the encoding and retrieval of information.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Late Adulthood Topic: Metamemory

Short Answer Questions 121. (p. 221) According to Siegler, which three mechanisms work together to create changes in children's cognitive skills? Encoding, automatization, and strategy construction

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 07-01 Explain the information-processing approach and its application to development Topic: Information Processing

122. (p. 224) List and explain three different ways to allocate attention. Sustained attention: state of readiness to detect and respond to small changes occurring at random times in the environment. Selective attention: focus on a specific, relevant aspect of experience while ignoring irrelevant parts. Divided attention: concentrating on more than one activity at a time.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Attention

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Chapter 07 - Information Processing

123. (p. 224-225) Explain the concepts of habituation and dishabituation. Habituation is a decreased responsiveness to a stimulus after repeated presentations of the stimulus. Dishabituation is the recovery of a habituated response after a change in stimulation.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-02 Define attention and outline its developmental changes Topic: Habituation and Dishabituation

124. (p. 228-229) What are the three basic processes required for memory? Encoding, storage, and retrieval

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory Processes

125. (p. 228) What is memory? Memory is the retention of information over time.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory

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Chapter 07 - Information Processing

126. (p. 229) Explain the schema theory of memory, and include one implication for recall of events. People construct and reconstruct their memories to fit with information that already exists in their minds. Implications: People can "fill in the gaps" of memory with information that is not necessarily true. People can be vulnerable to "planted" information and form false memories.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Constructing Memory

127. (p. 230) What is infantile amnesia? What explanation is given for this? Infantile amnesia refers to the inability of most adults to remember anything from the first 3 years of their life. The current explanation for this is lack of brain maturation.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Amnesia Topic: Infancy

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Chapter 07 - Information Processing

128. (p. 230-231) How does short-term memory differ from working memory? Short-term memory involves the retention of information for up to 15 to 30 seconds without rehearsal. Short-term memory has a very limited capacity. Working memory is a kind of mental "workbench" where individuals manipulate and assemble information. Working memory is described as more active and powerful in modifying information than short-term memory.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Short-Term Memory

129. (p. 233) Explain fuzzy trace theory. Memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist. Verbatim memory trace consists of the precise details of the information while gist refers to the central idea of the information. When gist is used, fuzzy traces are built up.

130. (p. 232-233) Describe three types of mental strategies that may improve recall. Rehearsal: repeating information over and over. Imagery: creating a mental picture of information to be remembered. Elaboration: thinking of examples or ways to personally associate learned material.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Memory Strategies

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Chapter 07 - Information Processing

131. (p. 234) Define explicit and implicit memory. Explicit memory: memory of facts and experiences that individuals consciously know and can state. Implicit memory: memory without conscious recollection: it involves skills and routine procedures that are automatically performed.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

132. (p. 235) Define episodic and semantic memory. Episodic memory: retention of information about the where and what of life's happenings. Semantic memory: a person's knowledge about the world, including expertise, academic knowledge, and "everyday" knowledge.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Explicit and Implicit Memory

133. (p. 235) Define source memory and prospective memory. Source memory: the ability to remember where one learned something. (Contexts may be physical setting, emotional context, or identity of the speaker.) Prospective memory: involves remembering to do something in the future.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Source Memory

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Chapter 07 - Information Processing

134. (p. 237-238) What is the difference between perceptual and conceptual categorization? Perceptual categorization: based on similar perceptual features of objects, such as size, color, and movement, as well as parts of objects. Conceptual categorization: characterized by similarities and overlooks perceptual variability.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 07-03 Describe what memory is and how it changes through the life span Topic: Concept Formation and Categorization Topic: Infancy

135. (p. 239-241) How is a child's thinking alike and different from that of a scientist? Like scientists: Children ask fundamental questions about reality and seek answers to problems that seem trivial or unanswerable to other people. Children aim to identify causal relationships. Different from scientists: Children are more influenced by happenstance than by an overall pattern. Children often maintain their old theories regardless of the evidence. Children have difficulty designing experiments that can distinguish among alternative causes.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Infancy Topic: Scientific Thinking

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Chapter 07 - Information Processing

136. (p. 241-242) List three of Michael Pressley's components for effectively teaching problem solving strategies to children. 1. Teach the strategy. 2. Model the strategy. 3. Verbalize the steps. 4. Guide practice of the strategy. 5. Provide feedback. 6. Allow for practice. 7. Explain how the strategy will benefit the child.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Solving Problems

137. (p. 245) List three ways in which experts are different from novices. 1. Experts are more likely to rely on accumulated experience to solve problems. 2. Experts often process information automatically and analyze it more efficiently when solving a problem in their domain than a novice does. 3. Experts have better strategies and short cuts to solving problems in their domain than a novice does. 4. Experts are more creative and flexible in solving problems in their domain than novices are.

APA Outcome: 1.2 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Practical Problem Solving and Expertise

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Chapter 07 - Information Processing

138. (p. 248) What does "use it or lose it" mean in regard to cognitive skills? Possible changes in cognitive activity patterns result in disuse and consequent atrophy of cognitive skills. Cognitive activities such as reading books, doing crossword puzzles, and going to lectures and concerts can help colder adults maintain cognitive skills.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-04 Characterize thinking and its developmental changes Topic: Use It or Lose It

139. (p. 251) What is metacognition and how does it develop? Metacognition is what a person knows about knowing. During first-order cognitive skills, children know about the world; during second-order cognitive skills, children know something about their own knowledge.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Metacognition

140. (p. 251) What is metamemory? Metamemory is an individual's knowledge about memory.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 07-05 Define metacognition and summarize its developmental changes Topic: Metacognition

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Chapter 07 - Information Processing

141. (p. 252-253) What is the theory of mind? Refers to young children's thoughts about how mental processes work such as becoming aware that the mind exists and understanding cognitive connections to the physical world.

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Chapter 08 - Intelligence

Chapter 08 Intelligence

Multiple Choice Questions 1. (p. 261) There are many definitions of intelligence. Which of the following is the designation used in the textbook? A. the ability to solve problems and adapt and learn from experiences B. creativity and interpersonal skills C. mental age divided by chronological age multiplied by 100 D. a concrete number determined by an intelligence test

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

2. (p. 261) The term individual differences, as discussed in the text, refers to: A. differences among individuals that change over time. B. the relative strengths and weaknesses within an individual. C. day-to-day changes in an individual's knowledge and skills. D. differences among individuals that are stable over time.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

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Chapter 08 - Intelligence

3. (p. 261) Who proposed that practical knowledge should be considered part of intelligence? A. Robert Sternberg B. Alfred Binet C. Sir Frances Galton D. Lev Vygotsky

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

4. (p. 261) Who would support the notion that intelligence involves using the tools of the culture with help from mentors? A. Robert Sternberg B. Alfred Binet C. Sir Frances Galton D. Lev Vygotsky

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

5. (p. 262) The French Ministry of Education asked Alfred Binet to create a method to determine which students: A. would not profit from typical school instruction. B. should be placed in advanced courses. C. should be placed in residential facilities for the mentally retarded. D. would benefit from job apprenticeships.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence Tests

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Chapter 08 - Intelligence

6. (p. 262) Who developed the concept of mental age? A. Sir Frances Galton B. David Wechsler C. Alfred Binet D. Robert Sternberg

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence Tests

7. (p. 262) A bright child's age is considerably above his or her A. academic; social B. social; academic C. mental; chronological D. chronological age; mental

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Binet Tests

8. (p. 262) Who coined the term "intelligence quotient"? A. Alfred Binet B. Robert Sternberg C. William Stern D. Sir Frances Galton

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Binet Tests

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age.

Chapter 08 - Intelligence

9. (p. 262) What was the original numerical concept of an intelligence quotient? A. chronological age divided by mental age multiplied by 100 B. mental age divided by chronological age multiplied by 100 C. chronological age multiplied by 100 D. mental age divided by chronological age

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Binet Tests

10. (p. 262) What are the content areas of the current Stanford-Binet intelligence test? A. mental age and chronological age B. verbal IQ, performance IQ, and full-scale IQ C. musical aptitude, numerical ability, and visual-perceptual skill D. fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Binet Tests

11. (p. 262) The Stanford-Binet has been shown to produce scores that approximate a normal distribution. This means that most test takers score: A. in the extreme high end of the range of possible scores. B. in the middle of the range of possible scores. C. in the extreme low end of the range of possible scores. D. better on non-verbal responses than verbal responses.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Binet Tests

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Chapter 08 - Intelligence

12. (p. 262) Who developed the WISC, WAIS, and WWPSI intelligence tests? A. David Wechsler B. Alfred Binet C. Sir Frances Galton D. William Stern

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Wechsler Tests

13. (p. 262-263) A person's IQ, as measured on one of the Wechsler scales, is: A. a combination of a verbal and nonverbal IQ scores. B. primarily a measure of one's mathematical ability. C. a good measure of ability to adapt to one's environment. D. likely to change a great deal.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Wechsler Tests

14. (p. 263) The effectiveness of a psychological test primarily depends on the: A. age of the examinee. B. testing conditions. C. knowledge, skill, and integrity of the examiner. D. anxiety level of the examiner.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

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Chapter 08 - Intelligence

15. (p. 263) Which of the following is true of the predictive validity of intelligence tests? A. Scores are inversely correlated with work performance. B. Scores do not correlate with the number of years of education the individual will obtain. C. Scores do not correlate with academic achievement even at the time of testing. D. Scores correlate with school grades and achievement test performance at the time of testing and years later.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

16. (p. 263) IQ scores should be considered with caution because: A. it is easy for examinees to cheat on these tests. B. emotional quotient is more predictive of academic and job success than IQ. C. many examiners falsify results. D. scores can lead to false expectations and generalizations.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

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Chapter 08 - Intelligence

17. (p. 263) Mr. Nanchet supervises a Future Business Leaders of America club and admits only those who score in the top 15 percent on an intelligence test because he feels that these students have the most potential to enter successful business careers. This use of an intelligence test is: A. appropriate, because high scores correlate well with future career success. B. inappropriate, because high scores are only moderately correlated with future job prestige and work performance. C. appropriate, because the careers of those with lower scores will not be influenced by the additional education and experience this type of club will offer. D. inappropriate, because the test must be given at least twice to determine stability of intelligence and to better predict career success.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

18. (p. 263) Mary Ann scored a little above average on a general IQ test. She is a highly motivated, hard-working college graduate. Her performance in the workplace most likely will be: A. successful, because a range of factors predicts the majority of job success, including motivation and education. B. average, as predicted by her average IQ test results. C. below average, because IQ scores significantly correlate with work performance. D. disappointing, because her average intelligence will undermine her enthusiasm.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Emerging Adulthood Topic: Use of Intelligence Tests

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Chapter 08 - Intelligence

19. (p. 263) To be effective, IQ scores should be: A. confirmed accurate by having an independent observer present during test administration. B. considered a single aspect of evaluation in conjunction with other information about the individual. C. given to all of the examinee's teachers so they know what to expect from a student. D. ratified by having more than one test administered by different examiners.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

20. (p. 264) Who proposed the triarchic theory of intelligence? A. Robert Sternberg B. David Wechsler C. Alfred Binet D. William Stern

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

21. (p. 264) Tanisha scores high on traditional intelligence tests due to her strong memory, decision-making skills, and problem-solving abilities. Which Sternberg area is a strength for her? A. creative B. analytical C. practical D. verbal

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

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Chapter 08 - Intelligence

22. (p. 264) Which of the following types of intelligence are included in Sternberg's theory? A. verbal and non-verbal B. analytical, creative, and practical C. verbal, mathematical, spatial, musical, intrapersonal, and interpersonal D. emotional, natural, and linguistic

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

23. (p. 264) Eman's test scores are not high, but he solves problems in unique, insightful ways. Which Sternberg area is a strength for him? A. creative B. analytical C. practical D. verbal

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Adolescence Topic: Sternberg's Triarchic Theory

24. (p. 264) Sternberg and Gardner's philosophies are similar in that they consider intelligence to be: A. biologically determined. B. nonverbal. C. multiple-factored. D. behavior-based.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

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Chapter 08 - Intelligence

25. (p. 264) According to Sternberg, students with which of the following abilities tend to be favored in conventional schools? A. practical B. creative C. analytical D. emotional

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

26. (p. 264) Russell's test scores are low, but he quickly grasps real-life problems and could be called "street smart." Which Sternberg area is a strength for him? A. creative B. analytical C. practical D. verbal

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

27. (p. 264) Which statement MOST closely matches Gardner's theory of intelligence? A. Humans have multiple factors that combine to produce an overall intelligence. B. Humans have multiple intelligences only some of which are measured by IQ tests. C. Environmental enrichment during a critical period can raise intelligence as much as one standard deviation. D. Brain mapping, not IQ tests, gives us the most accurate measure of an individual's cognitive strengths.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

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Chapter 08 - Intelligence

28. (p. 264) Someone who suffers localized brain damage may maintain functioning in other cognitive domains. This supports Gardner's contention that: A. people have multiple intelligences. B. environment influences intelligence more than biology does. C. overall intelligence can be low, but specific area skills will compensate and produce average functioning. D. analytical, creative, and practical skills are not confined to certain areas of the physical brain.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

29. (p. 264) Ms. Foyle employs multiple intelligence theory in her classroom because she believes that by exploring many cognitive domains children will: A. increase their IQ score by at least five points in one school year. B. increase critical-thinking skills. C. get better achievement scores. D. discover relative strengths and find something at which they excel.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

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Chapter 08 - Intelligence

30. (p. 264) Gemmy is a journalist and is trying to finish writing her first novel. According to Gardner, she most likely has good intelligence. A. spatial B. intrapersonal C. verbal D. interpersonal

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

31. (p. 264) Snea works as an engineer and her brother is an accountant. According to Gardner, they are both most likely strong in intelligence. A. spatial B. mathematical C. verbal D. interpersonal

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

32. (p. 264-265) Gardner's concepts of IQ test. A. spatial and verbal B. mathematical and spatial C. verbal and bodily kinesthetic D. interpersonal and intrapersonal

intelligence are most closely related to the traditional

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

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Chapter 08 - Intelligence

33. (p. 265) According to Gardner, Charles Darwin is high in A. spatial B. mathematical C. verbal D. naturalist

intelligence.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

34. (p. 265) Spencer loves to sail and plays chess for fun. According to Gardner, he is most likely strong in intelligence. A. spatial B. mathematical C. verbal D. interpersonal

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Chapter 08 - Intelligence

35. (p. 265) Malian took dance for many years but stopped once she entered medical school. Now a highly regarded surgeon, she no longer has time to dance. According to Gardner, she is strong in intelligence. A. spatial B. bodily kinesthetic C. naturalist D. interpersonal

36. (p. 265) Marcus taught elementary school for several years before pursuing a career as a mental health counselor within the education system. According to Gardner, he is most likely strong in intelligence. A. spatial B. verbal C. intrapersonal D. interpersonal

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Chapter 08 - Intelligence

37. (p. 265) According to Gardner, psychologists should be high in A. spatial B. verbal C. intrapersonal D. interpersonal

intelligence.

38. (p. 265) According to Gardner, philosophers demonstrate a form of A. verbal B. existential C. intrapersonal D. interpersonal

intelligence.

39. (p. 265) Colin does not earn high scores on standardized tests but has a black belt in martial arts. According to Gardner, Colin has skills. A. spatial B. intrapersonal C. bodily-kinesthetic D. interpersonal

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Chapter 08 - Intelligence

40. (p. 265) Gardner's newest proposed type of intelligence is: A. intrapersonal. B. interpersonal. C. existentialist. D. spatial.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

41. (p. 265) The term that Goleman, Salvoy, and Mayer use for the ability to perceive, express, understand, use, and manage feelings is: A. interpersonal intelligence. B. emotional intelligence. C. social intelligence. D. practical intelligence.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Emotional Intelligence

42. (p. 266) Critics of emotional intelligence argue that: A. it broadens the concept of intelligence too widely. B. it can't be assessed and researched. C. it favors girls and women. D. emotion is based on temperament, not intelligence.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Emotional Intelligence

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Chapter 08 - Intelligence

43. (p. 266) Sternberg's and Gardner's theories of intelligence are alike in that both: A. stress the ability to adapt to novel situations. B. include one or more categories related to social intelligence. C. hypothesize a single-factor theory of intelligence. D. stress the ability to quickly identify and remember patterns.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences Topic: Sternberg's Triarchic Theory

44. (p. 266) Critics of multiple intelligences argue that: A. it focuses too heavily on gross motor skills. B. it focuses too heavily on logical reasoning skills. C. the classifications are too arbitrary. D. students from diverse backgrounds are excluded.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

45. (p. 266) According to Nathan Brody, abstract reasoning, the capacity to acquire knowledge, and problem-solving ability comprises: A. specific intelligence. B. general intelligence. C. emotional intelligence. D. nonverbal intelligence.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

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Chapter 08 - Intelligence

46. (p. 266) Some experts who support the notion of general intelligence believe that people also have specialized abilities such as spatial and mechanical skills. These skills comprise: A. specific intelligence. B. general intelligence. C. emotional intelligence. D. nonverbal intelligence.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence

47. (p. 267) Which part of the brain is MOST linked with high intelligence? A. prefrontal cortex B. temporal lobe C. occipital lobe D. hippocampus

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-01 Explain the nature of intelligence Topic: Neuroscience of Intelligence

48. (p. 267) Einstein's total brain size was A. average. B. below average. C. above average. D. Einstein's brain was never measured.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 08-01 Explain the nature of intelligence Topic: Neuroscience of Intelligence

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Chapter 08 - Intelligence

49. (p. 268) The portion of the variance in a population that is attributed to genes is known as: A. genotype. B. genetic mapping. C. the Flynn effect. D. heritability.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Genetic Influences

50. (p. 268) What is the heritability of intelligence? A. .50 B. 1.00 C. .75 D. .25

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Genetic Influences

51. (p. 269) In one study, the amount parents communicated with their children was correlated to Stanford-Binet IQ scores. A. positively B. negatively C. not D. inversely

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Environmental Influences Topic: Infants

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Chapter 08 - Intelligence

52. (p. 269) Rapidly increasing IQ test scores around the world point to the influence of environmental factors. This phenomenon is called the: A. media effect. B. Flynn effect. C. Chapel Hill effect. D. information effect.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Environmental Influences

53. (p. 268-269) In the nature versus nurture debate regarding intelligence, it is safe to say that intelligence: A. is 50 percent biological and 50 percent environmental. B. has a strong genetic influence but may be significantly influenced by environmental conditions. C. is solely influenced by environment. D. is randomly acquired.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Environmental Influences

54. (p. 269-270) Which of the following children would benefit MOST from a high-quality early intervention that includes education, parenting programs, and support services? A. children living below the poverty line B. children with access to excellent schools, books, and travel C. children whose parents have a bachelor's degree D. children with high IQ

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Early Childhood Topic: Environmental Influences

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Chapter 08 - Intelligence

55. (p. 270) Which of the following statements is NOT true about early intervention programs? A. The effects are strongest for poor children. B. The benefits are no longer present after elementary school. C. High-quality center-based interventions improve intelligence and school achievement. D. The effects are strongest for children whose parents have little education.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Early Childhood Topic: Environmental Influences

56. (p. 271) Cross-cultural studies have indicated that independently and may even conflict with each other. A. general; specific B. analytical; creative C. practical; academic D. crystallized; fluid

and

intelligence can develop

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Cross-Cultural Comparisons

57. (p. 271) What is the BEST explanation for why minorities achieve lower scores on IQ tests? A. environment B. heredity C. racism D. unfair scoring

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Cultural Bias in Testing

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Chapter 08 - Intelligence

58. (p. 271) Many intelligence tests are biased because they: A. test predominantly nonverbal skills. B. use standardized administration procedures. C. reflect the cultures of some test takers more than others. D. use only standardized test items familiar to all test takers.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Cultural Bias in Testing

59. (p. 271) Which of the following is the BEST example of a culturally fair test question? A. "Why do farmers use tractors?" B. "What should you do if you find a 3-year-old child in the street?" C. "Why do individuals buy automobile insurance?" D. "How is a cat and a dog alike?"

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Cultural Bias in Testing

60. (p. 271) Which of the following would typically not be considered in the development of a culturally fair test? A. ethnic background B. socioeconomic status C. family structure D. language differences

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Chapter 08 - Intelligence

61. (p. 271) On average, how do African American and Latino children score on IQ tests when compared to children from non-Latino White families? A. There is no significant difference in scores. B. 10 to 15 points higher C. 10 to 15 points lower D. 20 to 25 points lower

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Ethnic Comparisons

62. (p. 272) What are the five components of the Bayley Scales of Infant Development? A. resilience, attention, self-regulation, perception, and adaptive B. self-control, interactivity, language, attention, and social C. cognitive, language, motor, socioemotional, and adaptive D. motor, temperament, communication, visual patterning, and interaction

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Infancy Topic: Tests of Infant Intelligence

63. (p. 272) On the Bayley mental scale, 6-month-old Joshua should be able to: A. vocalize pleasure and displeasure. B. inhibit behavior when directed to do so. C. imitate words the examiner says. D. respond to simple requests such as lifting his arm.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Infancy Topic: Tests of Infant Intelligence

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Chapter 08 - Intelligence

64. (p. 273) The Fagan test uses the amount of time an infant looks at a amount of time he/she looks at a to estimate intelligence. A. familiar object; new object B. face; black and white pattern C. animal; human D. parent; stranger

compared with the

65. (p. 273) Baby Camille is given a series of pictures to look at. Some of these pictures she has seen before and others are new. The amount of time she spends looking at each picture is calculated to measure her intelligence. What test is being given? A. Fagan test B. Apgar Scale C. Bayley Scale D. DQ test

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Infancy Topic: Tests of Infant Intelligence

66. (p. 272) By Ken's first birthday, he should be able to do all of the following EXCEPT: A. imitate words an examiner says. B. respond to simple requests. C. jump rope for 1 minute. D. inhibit behavior when commanded to do so.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Infancy Topic: Tests of Infant Intelligence

8-24

Chapter 08 - Intelligence

67. (p. 273) Which if the following is NOT a characteristic seen in infants that correlate with intelligence? A. habituation B. selective attention C. preference for novelty D. attachment

68. (p. 274) In one study, the correlation coefficient of measured IQ at ages 8 and 10 was .88. This shows a correlation. A. strong inverse B. strong positive C. weak inverse D. weak positive

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Early Childhood Topic: Stability and Change in Intelligence Topic

69. (p. 274) Dr. Smith is conducting a research study on intelligence. He gathers samples of 5-, 10-, 15-, and 20-year-old participants and compares their results on an IQ test. What type of research is Dr. Smith conducting? A. cross-sectional B. longitudinal C. correlational D. naturalistic-observation

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Fluid and Crystallized Intelligence

8-25

Chapter 08 - Intelligence

70. (p. 274) Dr. Anderson is interested in how attention changes with age. He gathers a sample of 5-year-olds and tests them twice a year until they are 30. What type of study is Dr. Anderson conducting? A. cross-sectional B. longitudinal C. correlational D. naturalistic observation

71. (p. 274) According to John Horn, an individual's accumulated information and verbal skills comprise intelligence. A. fluid B. crystallized C. abstract D. specific

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Fluid and Crystallized Intelligence

72. (p. 274) According to John Horn, the ability to reason abstractly is A. fluid B. naturalistic C. crystallized D. specific

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intelligence.

Chapter 08 - Intelligence

73. (p. 274) John Horn believes that intelligence continues to increase throughout the life span, whereas intelligence begins to decline in middle adulthood. A. analytical; practical B. specific; general C. crystallized; fluid D. fluid; crystallized

74. (p. 274) The verbal section of the Wechsler IQ tests is most closely related to the concept of intelligence, while the performance section is closely related to _ intelligence. A. analytical; practical B. specific; general C. crystallized; fluid D. fluid; crystallized

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Fluid and Crystallized Intelligence

75. (p. 274) A reasonable explanation for why 40-year-olds and 60-year-olds show differences in intelligence test scores is due to: A. secular trends. B. cohort effects. C. declining IQ with age. D. biases in IQ testing.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Fluid and Crystallized Intelligence Topic: Late Adulthood

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Chapter 08 - Intelligence

76. (p. 275) According to the Seattle Longitudinal Study, middle age is a time of: A. peak performance for vocabulary. B. great decline for inductive reasoning. C. moderate decline for spatial abilities. D. increased mathematical abilities.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Middle Adulthood Topic: Seattle Longitudinal Study

77. (p. 275-276) An adult in middle age will do MOST poorly on which of the following tasks? A. test of vocabulary B. completing a crossword puzzle C. hitting the brakes when the light turns red D. lifting a box that weighs 20 pounds

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Middle Adulthood Topic: Seattle Longitudinal Study

78. (p. 275-276) When Schaie assessed intellectual abilities cross-sectionally and longitudinally, which two abilities declined in middle age? A. vocabulary and verbal memory B. numerical ability and perceptual speed C. inductive reasoning and spatial orientation D. fluid and crystallized intelligence

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Chapter 08 - Intelligence

79. (p. 276) According to Baltes, the "hardware" or neurophysiological architecture of the brain is called: A. cognitive mechanics. B. cognitive pragmatics. C. crystallized structures. D. fluid structures.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Cognitive Mechanisms and Pragmatics

80. (p. 276) According to Baltes, the culture-based "software programs" of the mind are called: A. cognitive mechanics. B. cognitive pragmatics. C. crystallized structures. D. fluid structures.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Cognitive Mechanisms and Pragmatics

81. (p. 276) According to Baltes, decline with age, whereas actually improve. A. crystallized structures; fluid structures B. fluid structures; crystallized structures C. cognitive mechanics; cognitive pragmatics D. cognitive pragmatics; cognitive mechanics

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Cognitive Mechanisms and Pragmatics

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may

Chapter 08 - Intelligence

82. (p. 276) According to Baltes, expert knowledge about the practical aspects of life that permits excellent judgment about important matters is called: A. enlightenment. B. wisdom. C. proficiency. D. competence.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Wisdom

83. (p. 276) According to research, wisdom is: A. highly correlated with cognitive factors such as intelligence. B. most frequently displayed by older adults. C. focused on life's pragmatic concerns. D. characterized by self-understanding and self-concern.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Wisdom

84. (p. 276) Leonard has had varied life experiences and learned much from judicious mentors. He volunteers with disadvantaged youth and is open to new adventures. Baltes and associates would say that Leonard displays: A. plasticity. B. life intelligence. C. a pragmatic aptitude. D. wisdom.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Wisdom

8-30

Chapter 08 - Intelligence

85. (p. 277) Which of the following factors contributes the MOST to a person's level of wisdom? A. age B. intelligence C. life experience D. personal happiness

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Wisdom

86. (p. 278) Which of the following is true regarding Ardelt's (2010) study on wisdom? A. His measure included an affective scale, a reflective scale, and an experience scale. B. Overall there were no differences found between college-age and older adults. C. Older adults always scored higher than college-age adults. D. College-age adults scored higher than older adults.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Wisdom

87. (p. 278) Which of the following is NOT a component of the definition of intellectual disability? A. support category scores below 80 B. IQ score of 70 or below C. deficits in adaptive behavior D. characteristics must be apparent before the age of 18

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Intellectual Disability

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Chapter 08 - Intelligence

88. (p. 278) Paul has an IQ of 71. He lives in his own apartment, has a job, and supports himself. He has many friends, goes bowling, and eats out often. He has no difficulty adapting to everyday life. According to the definition of intellectual disability, Paul has a(n) intellectual disability. A. organic B. cultural-familial C. moderate D. severe

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Intellectual Disability

89. (p. 279) To be considered gifted, one needs an IQ of at least A. 100. B. 110. C. 120. D. 130.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Giftedness

90. (p. 279) An intellectual disability that is caused by a genetic disorder or by brain damage is called intellectual disability. A. cultural-familial B. organic C. pervasive D. profound

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Chapter 08 - Intelligence

91. (p. 279) An intellectual disability in which no evidence of brain damage or genetic disorder can be found is called intellectual disability. A. cultural-familial B. organic C. pervasive D. environmental

92. (p. 279) Cultural-familial intellectual disability normally results in a intellectual disability. A. mild B. moderate C. severe D. profound

form of

93. (p. 279) Individuals with above-average intelligence or a superior talent are called: A. gifted. B. creative. C. mastery oriented. D. intrinsically motivated.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Giftedness

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Chapter 08 - Intelligence

94. (p. 280) Most people who are academically gifted or who have a superior talent in some area tend to be: A. more mature and have fewer emotional problems than others. B. taller and more physically coordinated than others. C. emotionally disturbed. D. introverted.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Giftedness

95. (p. 280) Terman found that gifted children: A. have more frequent physical problems. B. think and act impulsively. C. are well adjusted and emotionally mature. D. are well adjusted but physically frail.

96. (p. 280-281) Giftedness is typically a product of which of the following? A. heredity, high IQ, and luck B. innate ability, family support, and years of training and practice C. left handedness, expert mentoring, and high-income family D. intrinsic motivation, extrinsic rewards, and creativity

8-34

Chapter 08 - Intelligence

97. (p. 282) Which of the following is NOT a characteristic that is typical of creative thinkers? A. playful thinking B. highly active inner censor C. intrinsic motivation D. willingness to take risks

98. (p. 282) Lena incorporates surprising, unpredictable activities into her everyday life. She keeps a fresh outlook by pursuing new interests each year and writing about them in her blog. Lena's actions are helping her: A. lead a more creative life. B. become a gifted adult. C. refine convergent thinking skills. D. reduce risk-taking behaviors.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Creativity

99. (p. 282) The ability to think about something in novel and unusual ways and to come up with unique solutions to problems is called: A. spontaneity. B. congruency. C. elasticity. D. creativity.

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Chapter 08 - Intelligence

100. (p. 282) Thinking that produces many answers to the same question is labeled: A. prodigy. B. giftedness. C. convergent. D. divergent.

101. (p. 282) While traditional intelligence tests that measure IQ require convergent thinking, creativity requires: A. giftedness. B. genius. C. divergent thinking. D. deliberate practice.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Creativity

102. (p. 282) What type of thinking do standardized tests in schools measure? A. convergent B. creative C. divergent D. analytical

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Chapter 08 - Intelligence

103. (p. 282) Which of the following questions requires divergent thinking? A. You are given two apples, three pears, and a banana. How many fruits do you have? B. What is the capital of New Mexico? C. What month has one extra day every 4 years? D. What invention would most improve your daily life?

Short Answer Questions 104. (p. 262) How was IQ originally computed? Mental age divided by chronological age multiplied by 100.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Intelligence Tests

105. (p. 262-263) What are the three Wechsler tests and to what ages are they administered? WISC-IV: 6 to 16 years WAIS-III: over 16 WPPSI-III: 2 years, 6 months to 7 years, 3 months.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Wechsler Tests

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Chapter 08 - Intelligence

106. (p. 263) Why should results from IQ tests be used with caution? Scores can create stereotyped (positive and negative) thinking in others and lead to false expectations. This thinking can change how one is treated and then become a sort of selffulfilling prophecy.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Use of Intelligence Tests

107. (p. 264) Describe the three main types on intelligence in Sternberg's Triarchic theory. Analytical intelligence: This refers to the ability to analyze, judge, evaluate, compare, and contrast. Creative intelligence: This refers to the ability to create, design, invent, originate, and imagine. Practical intelligence: This involves the ability to use, apply, implement, and put ideas into practice.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Sternberg's Triarchic Theory

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Chapter 08 - Intelligence

108. (p. 264-265) List four of Gardner's eight types of intelligence. 1. verbal 2. mathematical 3. spatial 4. bodily kinesthetic 5. musical 6. interpersonal 7. intrapersonal 8. naturalistic

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Gardner's Theory of Multiple Intelligences

109. (p. 265-266) What is emotional intelligence? The ability to perceive and express emotion accurately and adaptively (such as taking the perspective of others), to understand emotion and emotional knowledge (such as understanding the roles that emotions play in friendship and marriage), to use feelings to facilitate thought (such as being in a positive mood, which is linked to creative thinking), and to manage emotions in oneself and others (such as being able to control one's anger).

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-01 Explain the nature of intelligence Topic: Emotional Intelligence

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Chapter 08 - Intelligence

110. (p. 268) Describe two flaws of the heritability intelligence index for intelligence. 1. The data are virtually all from traditional IQ tests, which are not necessarily accurate indicators of intelligence. 2. Genetics and environmental factors cannot be separated.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Genetic Influences

111. (p. 268-270) What can we safely say about the nature versus nurture debate regarding intelligence? Intelligence is strongly influenced by biology but can be significantly impacted by environmental factors as well.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Environmental Influences

112. (p. 269) What is the Flynn effect? The Flynn effect is the worldwide increase in intelligence scores that is likely due to increased exposure to education.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-02 Outline key controversies about differences in IQ scores Topic: Environmental Influences

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Chapter 08 - Intelligence

113. (p. 271) What is an example of a culture-fair question? Answers will vary

APA Outcome: 1.1 APA Outcome: 1.3 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 08-01 Explain the nature of intelligence Topic: Cultural Bias in Testing

114. (p. 272-273) What are the five areas assessed by the Bayley Scales of Infant Development? 1. cognitive 2. language 3. motor 4. socioemotional 5. adaptive

115. (p. 273) What does the Fagan test measure? The Fagan test measures the amount of time babies spend looking at new objects compared with the amount of time they spend looking at familiar objects to estimate their intelligence (habituation and dishabituation).

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Infancy Topic: Tests of Infant Intelligence

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Chapter 08 - Intelligence

116. (p. 274) Distinguish between crystallized intelligence and fluid intelligence, and explain how they change in middle adulthood. Crystallized intelligence is an individual's accumulated information and verbal skills. This type of intelligence continues to increase in the middle adulthood years. Fluid intelligence is one's ability to reason abstractly. This type of intelligence declines in the middle adulthood years.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 08-03 Discuss the development of intelligence across the life span Topic: Fluid and Crystallized Intelligence Topic: Middle Adulthood

117. (p. 276) Define Baltes's concepts of cognitive mechanics and pragmatics and explain any effects of aging. Cognitive mechanics are the "hardware" of the mind and reflect the neurophysiological architecture of the brain developed through evolution. Decline with aging is likely. Cognitive pragmatics are culture-based "software programs" of the mind and may actually improve with age.

118. (p. 278) Describe the three components in the definition of intellectual disability. IQ of 70 or below. Deficits in adaptive behavior. Characteristics must manifest before the age of 18.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Cognitive Mechanisms and Pragmatics

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Chapter 08 - Intelligence

119. (p. 280) Describe Winner's criteria of giftedness. Precocity: Gifted children begin to master an area earlier than their peers. Learning in their domain is effortless. They like marching to their own drummer. Gifted children learn in a qualitatively different way than ordinary children. They need minimal help from adults to learn. They resist explicit instruction. They possess passion to master. Gifted children are driven to understand the domain in which they have high ability. The display an intense interest and ability to focus.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Characteristics of Gifted Children

120. (p. 282) Compare convergent and divergent thinking. Convergent: thinking that requires and produces a finite answer. Divergent: thinking that requires and produces many different answers to the same question.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Creativity

121. (p. 282) What are the steps in the creative process? Preparation, incubation, insight, evaluation, elaboration

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 08-04 Describe the characteristics of intellectual disability; giftedness; and creativity Topic: Creativity

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Chapter 09 - Language Development

Chapter 09 Language Development

Multiple Choice Questions 1. (p. 290) Language is a form of communication—spoken, written, or signed—that is based on a system of: A. words. B. ideas. C. symbols. D. sounds.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Language

2. (p. 290) Cases like the Wild Boy of Aveyron cause us to wonder whether language is: A. infinitely generative or not. B. due more to heredity or environment. C. based on abstract or concrete symbols. D. more a question of phonology or syntax.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Language Topic: Middle and Late Childhood

9-1

Chapter 09 - Language Development

3. (p. 290) Thirty students in a class are given the same list of eight words to use in generating sentences. Each student creates a unique sentence. This is an example of: A. pragmatics. B. infinite generativity. C. organizational rules. D. segmentation.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Language Topic: Middle and Late Childhood

4. (p. 290) The ability to produce an endless number of meaningful sentences with a finite set of words and rules is: A. pragmatics. B. infinite generativity. C. organizational rules. D. segmentation.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Language Topic: Middle and Late Childhood

5. (p. 290) The basic unit of sound in a language is a: A. morpheme. B. letter. C. syllable. D. phoneme.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Phonology

9-2

Chapter 09 - Language Development

6. (p. 290) When babies babble "ba, ba, ba," they are demonstrating knowledge of a: A. morpheme. B. letter. C. syllable. D. phoneme.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-01 Define language and describe its rule systems Topic: Infancy Topic: Phonology

7. (p. 290) The "ch" sound in church or change is an example of a: A. morpheme. B. letter. C. syllable. D. phoneme.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Phonology

8. (p. 291) Morphology refers to: A. the units of meaning involved in word formation. B. the way words are combined to form acceptable phrases and sentences. C. rules regarding how sounds are perceived as different, and which sound sequences may occur in the language. D. the meaning of words and sentences.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Morphology

9-3

Chapter 09 - Language Development

9. (p. 291) Which of the following statements about morphemes is TRUE? A. some words consist of a single morpheme B. some words are made up of more than one morpheme C. morphemes can mark tense and number D. all of these

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Morphology

10. (p. 291) Aiden asks his mom is she "bringed" his favorite toy with her. His addition of "ed" on the end of the word to make it past tense indicates an understanding of: A. morphemes. B. syntax. C. phonology. D. semantics.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-01 Define language and describe its rule systems Topic: Early Childhood Topic: Morphology

11. (p. 291) Six-year-old Aspen addresses her teacher, "Me goed to the park. Is you goed too?" She is displaying problems with: A. pragmatics. B. syntax. C. phonology. D. semantics.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-01 Define language and describe its rule systems Topic: Middle and Late Childhood Topic: Syntax

9-4

Chapter 09 - Language Development

12. (p. 291) The fact that changes in word order can change the meaning of a sentence is an example of: A. semantics. B. syntax. C. phonology. D. pragmatics.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Syntax

13. (p. 291) Which of the following statements regarding syntax is NOT true? A. All languages have syntactical rules. B. An understanding of English syntax is easily applicable to other languages. C. Language users cannot process subjects and objects arranged in too complex a fashion in a sentence. D. There are some universal properties of syntax.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Syntax

14. (p. 291) In English we say "white house," (adjective precedes noun), but in Spanish one would say "casa blanca" (noun precedes adjective). This example illustrates different rules of: A. semantics. B. syntax. C. phonology. D. pragmatics.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Syntax

9-5

Chapter 09 - Language Development

15. (p. 291-292) Words have semantic restrictions on how they can be used in sentences because: A. every word has required attributes related to meaning. B. every word is made up of one or more morphemes. C. contextual rules differ from one culture to another. D. meaning varies with gender and socioeconomic status.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Semantics

16. (p. 291-292) Which statement describes the sentence: "The pencil sang a lovely tune"? A. syntactically correct but semantically incorrect B. semantically correct but syntactically incorrect C. phonologically and syntactically incorrect D. morphologically and semantically correct

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 09-01 Define language and describe its rule systems Topic: Semantics Topic: Syntax

17. (p. 292) The use of correct rules for conversation is part of the definition of: A. grammatical relations. B. semantics. C. pragmatics. D. the language acquisition device.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-01 Define language and describe its rule systems Topic: Pragmatics

9-6

Chapter 09 - Language Development

18. (p. 292) Twelve-year-old Cade is able to produce all of the sounds of speech and construct complete, accurate, meaningful sentences but struggles with taking turns in a discussion, recognizing humor and figurative language. He is having communication difficulty in the area of: A. phonology. B. semantics. C. morphology. D. pragmatics.

19. (p. 292) When 6-year-old Sebastian is at the pool, he sees a heavy woman in a black and white bathing suit and yells "orca!" This illustrates a violation of: A. semantics. B. syntax. C. phonology. D. pragmatics.

9-7

Chapter 09 - Language Development

20. (p. 293) Which of the following statements is NOT true about an infant's use of gestures? A. A lack of pointing is one characteristic of children with autism. B. Frequent use of gestures indicates a future language delay. C. Infants start using gestures at about 8 to 12 months of age. D. Gesturing is a sign of a healthy communication system.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Gestures Topic: Infancy

21. (p. 293) In a baby's first year of life, what language development stage comes after crying? A. cooing B. telegraphic speech C. babbling D. morphology

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Babbling and Other Vocalizations Topic: Infancy

22. (p. 293) What primary function does vocalization (crying, cooing, babbling and gestures) accomplish for infants? A. no function—it is reflexive B. occupies waking hours C. attracts attention from their caregivers and others D. respiratory exercise

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Babbling and Other Vocalizations Topic: Infancy

9-8

Chapter 09 - Language Development

23. (p. 294) Research about the ability of infants to distinguish human speech sounds indicates that: A. young infants are capable of distinguishing only the sounds they hear in the language spoken around them. B. the ability to distinguish all speech sounds increases as infants grow older. C. there are distinct stages in the ability of infants to perceive different speech sounds. D. infants gradually come to distinguish best the speech sounds of the language spoken around them.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Recognizing Language Sounds

24. (p. 295) According to Kuhl's research, at birth, infants are "citizens of the world," able to recognize sounds regardless of from which language the syllables come. At what age do infants get better at perceiving the changes in sounds in their own language? A. 3-6 months B. 6-9 months C. 6-12 months D. 12-18 months

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Recognizing Language Sounds

9-9

Chapter 09 - Language Development

25. (p. 294) Research on the ability of infants to understand words indicates that infants: A. understand words only when they have reached the stage of internalization of schemes. B. must be able to talk before they can understand words. C. understand words well before they can produce them. D. speak earlier when they understand words earlier.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

26. (p. 294) Why is it difficult for infants to detect word boundaries? A. Detecting word boundaries is irrelevant. B. Adults don't pause between words when they speak. C. Infants cannot distinguish between phonemes in words. D. Infants cannot discriminate between familiar words and unusual words.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Recognizing Language Sounds

27. (p. 294) Which of the following statements about language development is TRUE? A. Infants speak words before they understand them. B. Infants understand words before they speak them. C. Infants don't understand words unless they are received in a "baby talk" tone of voice. D. Infants use verbal communication before nonverbal communication.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

9-10

Chapter 09 - Language Development

28. (p. 294) A child's first words mainly consist of: A. actions, names, food, places. B. important people, animals, vehicles, actions. C. places, greeting terms, body parts, clothes. D. important people, animals, vehicles, food, body parts, greeting terms.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

29. (p. 294) A rapid increase in an infant's vocabulary that usually takes place between 18 and 24 months is known as: A. vocabulary spurt. B. expressive jump. C. overextension. D. language development.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

30. (p. 294) Natalie has just turned 2 years old. About how many words are in her speaking vocabulary? A. 50 B. 100 C. 200 D. 350

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

9-11

Chapter 09 - Language Development

31. (p. 295) Jenny is at the zoo with her family. She points to each animal and says "doggie." This illustrates: A. a vocabulary spurt. B. delayed vocabulary development. C. overextension. D. underextension.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: First Words Topic: Infancy

32. (p. 295) At what age can Emily expect her child to say, "Get shoes"? A. 8 to 12 months B. 12 to 18 months C. 18 to 24 months D. after 24 months

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Two-Word Utterances

33. (p. 295) Telegraphic speech is characterized by: A. two-word utterances only. B. short, complete sentences. C. a sequence of succinct single syllable words. D. short, precise words without grammatical markers.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Two-Word Utterances

9-12

Chapter 09 - Language Development

34. (p. 295) Anthony holds up his glass and says, "Milk gone." What type of speech pattern is this? A. reflective B. comprehensive C. intrinsic D. telegraphic

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Infancy Topic: Two-Word Utterances

35. (p. 295) All children acquire the particular features of a language: A. in no particular order. B. in a consistent order. C. in an order that is gender-dependent. D. in an order that varies according to one's intelligence.

9-13

Chapter 09 - Language Development

36. (p. 296) Berko's study demonstrated children's understanding of morphological rules. Because the words in the study were fictional, it is impressive to note that the children in the study: A. had abstracted the rules from language they had heard and applied them to novel situations. B. remembered the rules they had been taught. C. were unable to rely on rules with fictional words. D. based their responses on past instances of hearing the words.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

37. (p. 296) When a child struggles with speech and language development, the professional who provides therapeutic intervention is a(n): A. pediatrician. B. elocutionist. C. speech/language therapist. D. English tutor.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

9-14

Chapter 09 - Language Development

38. (p. 296) As children move beyond two-word utterances, they begin using plural and possessive nouns, appropriate verb endings, prepositions, articles, and various forms of the verb "to be." This is evidence that the children: A. are increasing their vocabulary. B. have well-established phonology. C. know morphological rules. D. have formal training in grammar.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

39. (p. 297) Children's ability to make an initial connection between a word and its referent after only a limited exposure to the word is called: A. telegraphic speech. B. an overextension. C. an underextension. D. fast mapping.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

40. (p. 297) Preschool children learn and apply syntax rules. "When we are going outside?" is an example of difficulty with mastering: A. placement of a wh- word at the beginning of a sentence. B. auxiliary-inversion rule. C. overgeneralization. D. abstract morphological rules.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

9-15

Chapter 09 - Language Development

41. (p. 297) Between 18 months and 6 years of age, young children learn about: A. 1 word every waking hour. B. 10 words weekly. C. 5 words daily. D. 30 words weekly.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

42. (p. 297) According to Berninger, children who enter elementary school with a small vocabulary are at risk for developing: A. behavior problems. B. speech problems. C. reading problems. D. writing problems.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

43. (p. 297-298) A pragmatic characteristic of a 4-year-old is that they: A. increase the length of sentences. B. talk about imaginary people and things. C. change their speech style to accommodate the listener. D. maintain the same speech style in all situations.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

9-16

Chapter 09 - Language Development

44. (p. 298) Chad's parents live on the poverty line. All of the following are important home literacy experiences for Chad's language development EXCEPT: A. quality of his mother's engagement with him. B. literacy experiences. C. provision of learning materials. D. amount of time his mother spends talking to him.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

45. (p. 298) According to Hart and Risley, which group of parents talked less to their young children, talked less about past events, and provided less elaboration? A. single parents B. welfare parents C. grandparents D. professional parents

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

46. (p. 298) Which of the following would have the LEAST positive influence on a young child's vocabulary development? A. mother's use of diverse vocabulary B. mother's talkativeness C. mother's literacy skills D. mother's use of pointing gestures while talking to her child

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-01 Define language and describe its rule systems Topic: Early Childhood Topic: Vocabulary

9-17

Chapter 09 - Language Development

47. (p. 299) In social situations, 4- to 5-year-olds will: A. speak the same to peers as they would to a 2-year-old. B. speak the same to adults as they would to a peer. C. avoid speaking to adults. D. use shorter sentences when speaking to a 2-year-old.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Vocabulary

48. (p. 299) All of the following are precursors of literacy and academic success EXCEPT: A. conceptual knowledge about print and its conventions and functions. B. letter identification. C. phonological and syntactic knowledge. D. pragmatic skill.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

49. (p. 299) In which of the following countries would the rates of dyslexia be expected to be highest? A. Japan B. United States C. Korea D. Sweden

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

9-18

Chapter 09 - Language Development

50. (p. 299) Knowing that letters represent sounds in language refers to: A. whole-language. B. the alphabetic principle. C. writing. D. basic skills.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Early Literacy

51. (p. 300) Preschool children typically respond to a stimulus word with a related word interaction such as agent-action or action-object (cow-moo or drink-milk). By 7 years of age, children start responding with the same part of speech as the stimulus word (hot doghamburger). This is evidence that children at this age have begun to their vocabulary. A. memorize B. compromise C. specialize D. categorize

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Vocabulary

52. (p. 300) Metalinguistic awareness improves considerably in the elementary school years and allows children to: A. think about their language. B. understand what words are. C. define words. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Metalingustic Awareness Topic: Middle and Late Childhood

9-19

Chapter 09 - Language Development

53. (p. 301) Which language approach stresses that reading instruction should parallel a child's natural language learning? A. assisted B. remedial C. complex D. whole-language

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Reading

54. (p. 301) An elementary school class reads a magazine article on insects and sings "The Ugly Bug Ball" with a word chart poster. Later, the students cut out words from a newspaper that might describe bugs and use them to write a poem. This is an example of: A. basic skills. B. phonetics. C. alphabetic principle. D. the whole-language approach.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Reading

9-20

Chapter 09 - Language Development

55. (p. 301) Marquessa is teaching her son to read by sounding out words and having him repeat them in storybooks she reads to him. What approach is she using? A. whole-language B. phonics C. balanced-instruction D. sound-it-out

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Reading

56. (p. 301) Cecilia begins teaching children to read by having them learn to make sounds that go with each letter of the alphabet. Which language approach is Cecilia taking? A. whole-language B. phonics C. information-processing D. analytic

57. (p. 301) Research comparing the approaches of whole-language and phonics has shown that: A. the whole-language approach produces superior word recognition. B. the phonics approach helps children to sound out words better. C. the phonics approach should be used in teaching children to read but students also benefit from whole-language instruction. D. whichever approach is used at home will be most effective in school instruction.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Reading

9-21

Chapter 09 - Language Development

58. (p. 301) Which of the following is true of writing in the early elementary years? A. Some letter reversals are to be expected and do not predict literacy problems. B. Writing requires a significant amount of practice. C. Children often invent spellings based on the sounds they hear. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Early Childhood Topic: Writing

59. (p. 302) Studies show which of the following about the quality of students' writing? A. College instructors report that the majority of high school graduates have superior writing skills. B. Teachers report that their college education program inadequately prepared them to teach writing. C. Students in fourth grade are high-achieving writers, but sharply decline in writing skills by twelfth grade. D. Students who have superior skills in organization and logical reasoning have belowaverage writing skills.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Writing

9-22

Chapter 09 - Language Development

60. (p. 302) Mrs. Nakayama's students have above-average writing skills. Which of the following statements most likely describes this teacher's classroom environment? A. Students participate in peer reviews. B. Mrs. Nakayama spends a significant amount of time teaching planning, drafting, and revising. C. Students set writing goals. D. all of these

61. (p. 303) When Juan moved to the United States from Mexico, he and his parents spoke only Spanish. After some time, he and his parents spoke Spanish and English at home. Now they only speak English. This is an example of: A. the dual-language approach. B. subtractive bilingualism. C. the whole-language approach. D. the phonics approach.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Bilingualism Topic: Middle and Late Childhood

9-23

Chapter 09 - Language Development

62. (p. 303) José's basic academic subjects are taught in his native language of Spanish. English is gradually taught as a companion subject. This is an example of: A. the dual-language approach. B. integrated instruction. C. English proficiency. D. cultural diversity.

63. (p. 303) Which of the following is an example of the dual-language approach in a U.S. school? A. Ron's first language is English, and he is taking a Spanish course in middle school. B. Maria's first language is Spanish. She has a teacher who speaks Spanish during some of her classes until Maria can learn more English. C. Lynn's first language is English, and one of her teachers sometimes speaks Spanish so the children can learn a little of the language. D. Anibal's first language is Spanish. He is taking a Spanish literature class taught in Spanish in addition to his regular classes, which are taught in English.

9-24

Chapter 09 - Language Development

64. (p. 303) When is the easiest time to learn a second language? A. early childhood B. late childhood C. adolescence D. variable across different language systems

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Second-Language Learning

65. (p. 303) Children who are fluent in two languages perform better than their monolingual counterparts on tests in which of the following areas? A. analytical reasoning B. concept formation C. cognitive flexibility and complexity D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Second-Language Learning

66. (p. 304) Researchers have found it generally takes immigrant children how long to become proficient in speaking English? A. 1 year B. 2 years C. 3-5 years D. 7-10 years

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Second-Language Learning

9-25

Chapter 09 - Language Development

67. (p. 304) Increased sophistication in word use (metaphors, satire, dialect, etc.) is characteristic of language development during: A. middle childhood. B. late childhood. C. adolescence. D. adulthood.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

68. (p. 304) An implied comparison between two ideas that is conveyed by the abstract meaning contained in the words used to make the comparison is a: A. metaphor. B. simile. C. holophrase. D. abstraction.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

69. (p. 305) The use of irony, derision, or wit to expose folly is known as: A. metaphor. B. simile. C. satire. D. abstraction.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

9-26

Chapter 09 - Language Development

70. (p. 305) You see your friend and say "Sup dude?" this is an example of: A. metaphor. B. simile. C. satire. D. dialect.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

71. (p. 305) Which of the following is NOT a reason that adolescents tend to be better writers than younger children? A. They are better at organizing ideas before writing. B. They can distinguish between general and specific points. C. They are better at stringing together sentences that make sense. D. The exposure to other languages gives them a better understanding of syntax.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

72. (p. 305) Young adolescents often speak a dialect with their peers that is characterized by: A. unintelligible speech. B. jargon and obscenity. C. jargon and slang. D. adult language patterns.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

9-27

Chapter 09 - Language Development

73. (p. 305) Language development during the adult years varies greatly among individuals depending on: A. gender and personality. B. voice quality and opportunity. C. level of education and social and occupational roles. D. geographical location and socioeconomic status.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Language Topic: Middle Adulthood

74. (p. 305) is the use of irony, derision, or wit to expose wickedness. A. A metaphor B. Satire C. A simile D. A dialect

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Adolescence Topic: Language

75. (p. 305) Sixty-five-year-old Ruth is talking on the phone. She stops speaking to search her memory for the right word to use. This is an example of: A. age-related cognitive deficits. B. dementia. C. the tip-of-the-tongue phenomenon. D. satire.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Language Topic: Late Adulthood

9-28

Chapter 09 - Language Development

76. (p. 305) Vocabulary continues to increase until: A. adolescence. B. early adulthood. C. middle adulthood. D. late adulthood.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Late Adulthood Topic: Vocabulary

77. (p. 305) When does the "tip-of-the-tongue phenomenon" become readily apparent? A. adolescence B. early adulthood C. middle adulthood D. late adulthood

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Language Topic: Late Adulthood

78. (p. 306) All of the following is true of speech in older adults EXCEPT it is: A. lower in volume. B. slower. C. less fluent. D. more articulated.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-02 Describe how language develops through the life span Topic: Language Topic: Late Adulthood

9-29

Chapter 09 - Language Development

79. (p. 306-307) A soldier suffers brain damage from an injury and is no longer able to speak. He is most likely suffering from: A. LAD. B. Broca's disorder. C. aphasia. D. Wernicke's disorder.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Brain's Role Topic: Middle Adulthood

80. (p. 307) Brocca's and Wernicke's areas are predisposed for language functioning and are located in which part of the brain? A. occipital lobe B. temporal lobe C. right hemisphere D. left hemisphere

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Brain's Role

9-30

Chapter 09 - Language Development

81. (p. 307) After suffering brain damage in a car accident, John is no longer able to speak. In which area of the brain did he most likely suffer damage? A. LAD B. Wernicke's C. Broca's D. aphasic

82. (p. 307) Which area of the brain's left hemisphere is involved in language comprehension? A. LAD B. Broca's C. aphasic D. Wernicke's

83. (p. 307) The LAD refers to: A. language auditory development. B. language acceptance device. C. late acquisition development. D. language acquisition device

9-31

Chapter 09 - Language Development

84. (p. 307) Chomsky's Language Acquisition Device suggests that: A. humans are biologically prewired to learn language at a certain time in a certain way. B. there is a physical structure in the brain exclusively for language acquisition. C. language acquisition is strictly environmental. D. language is acquired and stored in the right hemisphere of the brain.

85. (p. 308) The Wild Boy of Aveyron never developed complete, efficient language skills even after years of intensive therapy. This would support the statement that: A. language acquisition is only biologically based. B. language acquisition is only environmentally based. C. language acquisition is facilitated by caregivers and teachers. D. there is not a critical period for language learning.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Environmental Influences Topic: Middle and Late Childhood

86. (p. 308) Evidently, the Wild Boy of Aveyron did not learn language effectively because: A. he did not have the LAD needed to learn language. B. he refused to communicate with other people. C. he did not live in an environment that exposed him to normal human language. D. genetic deficiencies prevented him from absorbing the language he heard around him.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Environmental Influences Topic: Middle and Late Childhood

9-32

Chapter 09 - Language Development

87. (p. 308) Behaviorists believe that language is: A. learned with the LAD. B. a special skill that has emerged with biological evolution. C. a skill that is controlled by the left hemisphere of the brain. D. a complex learned skill, much like dancing or playing the piano.

88. (p. 308) The fact that people create novel sentences, and that children learn the syntax of their native language even if they are not reinforced for doing so are indications of weakness in which language acquisition view? A. biological B. critical period C. environmental D. behavioral

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Environmental Influences

9-33

Chapter 09 - Language Development

89. (p. 308) Which of the following provides evidence against the behavioral view of language development? A. Researchers haven't yet located the LAD in the brain. B. Parents reinforce proper grammar and punish improper grammar. C. Children say new things that they haven't ever heard or said before. D. The environment plays the most important role in language acquisition.

90. (p. 308) Which statement is true of child-directed speech? A. It is generally automatic. B. Language is spoken in a higher pitch with simple words and sentences. C. It captures the infant's attention and maintains communication. D. all of these

91. (p. 309) Three-year-old Ben says, "The car is going fast." His father responds, "Where is the car going so fast?" This is an example of: A. labeling. B. expanding. C. recasting. D. child-directed speech.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Environmental Influences

9-34

Chapter 09 - Language Development

92. (p. 309) Aman's son is looking at pictures in a book. Aman asks his son to name the objects that he sees. Aman is teaching language by practicing: A. labeling. B. listing. C. echoing. D. decoding.

93. (p. 309) All of the following are strategies parents use to teach their children language EXCEPT: A. recasting. B. expanding. C. redirecting. D. labeling.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Environmental Influences

94. (p. 309) Two-year-old Mason hands a ball to his mother and says, "Ball." His mother says, "Yes. We can play ball." This is an example of: A. labeling. B. expanding. C. recasting. D. child-directed speech.

9-35

Chapter 09 - Language Development

95. (p. 308-309) Language development is not a simple matter of imitation and reinforcement. Therefore, what should be avoided? A. language acquisitions support system B. recasting, expanding, and labeling C. drill and practice D. children's discovery of language

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Environmental Influences

96. (p. 309) An interactionist view of language emphasizes that: A. biology is primarily responsible for language development. B. environmental factors primarily determine language development. C. both biology and experience contribute to language development. D. children need significant peer interaction to facilitate proper language development.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Interactionist View

97. (p. 309) Which of the following would be a positive influence on a child's language development? A. drill and practice B. shared intentions with a caregiver C. giving the child more information than she needs D. emphasizing imitation and reinforcement

9-36

Chapter 09 - Language Development

98. (p. 310) Baron provided suggestions to parents to facilitate language development in toddlers. Which of the following is NOT one of her suggestions? A. Ask questions that encourage answers other than "Yes" and "No." B. Be an active conversational partner. C. Avoid the use of humor during conversation. D. Remember to listen.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Interactionist View

99. (p. 310) Which of the following is one of Baron's suggestions for facilitating language development? A. Allow older siblings to interpret and respond to toddlers. B. Ignore toddler language that is not understood. C. Resist making normative comparisons. D. Be more linguistically supportive of girls than boys.

100. (p. 310) Max is slow in developing language skills. Which of the following should Max's parents NOT do? A. read to him and discuss the stories B. label things in his environment C. expand on what he talks about D. give him excess information so he can catch up to his peers

9-37

Chapter 09 - Language Development

101. (p. 310) Although very few aids are necessary for learning language, what can greatly facilitate a child's language development (Beatty & Pratt, 2011)? A. competition with peers B. interaction with caregivers C. flash cards and workbooks D. intensive drill and practice

Short Answer Questions 102. (p. 291-292) Discuss the differences between morphology and semantics. Morphology: individual units of meaning in words or parts of words. Semantics: meaning in phrases or sentences with the understanding that each word includes required attributes related to meaning.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-01 Define language and describe its rule systems Topic: Morphology Topic: Semantics

9-38

Chapter 09 - Language Development

103. (p. 292) Describe two examples of how pragmatic rules may vary across cultures. 1. Saying thank you. 2. Conversing with others. 3. Greetings. 4. Interactions based on gender, socioeconomic status, age, and social level.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-01 Define language and describe its rule systems Topic: Pragmatics

104. (p. 301) Compare the strengths and weaknesses of the whole-language approach and the phonics approach as methods of reading instruction. Whole language strength: natural language learning, reading materials are whole and meaningful, integration with other subjects, real-world material. Weakness: student may not get solid training in the basics. Phonics approach strength: reading instruction teaches phonetics and basic rules, simplified materials. Weakness: possible slower transfer of skills to other materials and subjects. The phonics approach is recommended for teaching children how to read, but both approaches are successful and beneficial.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Middle and Late Childhood Topic: Reading

9-39

Chapter 09 - Language Development

105. (p. 301-302) Discuss the progression of writing development. Throughout the school years, students develop increasingly sophisticated methods of organizing ideas. In early elementary school, they narrate and describe or write short poems; in later elementary and middle school, they can combine narration with reflection and analysis.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Writing

106. (p. 302) List four effective interventions for improving students' writing quality. 1. strategy instruction 2. summarization 3. peer assistance 4. setting goals

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Middle and Late Childhood Topic: Writing

107. (p. 303-304) Discuss the issues under debate concerning bilingual education. Advocates: if children who do not know English are taught only in English, they will fall behind academically. Critics: Children who receive bilingual education fail to learn English, which puts them at a permanent disadvantage in the United States.

9-40

Chapter 09 - Language Development

108. (p. 298) Explain three ways that family environment is linked to children's language and literacy development. 1. Mother's education level correlates with number of books in the home. 2. Parents who read to their children three or more times/week correlates with better language development. 3. Higher socioeconomic level correlates with better language development. 4. More print-related interactions correlate with better reading.

109. (p. 305) What is the tip-of-the-tongue phenomenon? This phenomenon is the confidence felt by individuals that they can remember something but can't quite seem to retrieve it from memory.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 09-02 Describe how language develops through the life span Topic: Language Topic: Late Adulthood

110. (p. 307) What is a language acquisition device? The language acquisition device is a biological structure that enables children to detect certain language categories such as phonology, syntax, and semantics.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Chomsky's Language Acquisition Device (LAD) Topic: Infancy

9-41

Chapter 09 - Language Development

111. (p. 308) Describe two problems involved with the behavioral view of language learning. 1. It does not explain how people create novel sentences. 2. Evidence indicates that children learn the syntax of their native language even if they are not reinforced for doing so. 3. It fails to explain the extensive orderliness of language.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Environmental Influences

112. (p. 309-310) Describe the concept of an interactionist view of language. An interactionist view emphasizes that both biology and experience contribute to language development. Very few aids are necessary for learning language, but meaningful and consistent interaction with a caregiver can greatly facilitate a child's language acquisition.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Interactionist View

9-42

Chapter 09 - Language Development

113. (p. 310) Describe three ways that a parent can facilitate language development in infants and toddlers. 1. Be an active conversational partner. 2. Talk as though the infant understands what you are saying. 3. Use a language style with which you feel comfortable. 4. Remember to listen. 5. Consider ways to expand the child's language abilities. 6. Adjust to your child's idiosyncrasies. 7. Avoid sexual stereotypes. 8. Resist making normative comparisons.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 09-03 Discuss the biological and environmental contributions to language skills Topic: Early Childhood Topic: Interactionist View

9-43

Chapter 10 - Emotional Development and Attachment

Chapter 10 Emotional Development and Attachment

Multiple Choice Questions 1. (p. 317) A feeling or affect that occurs when a person is in a state or an interaction that is important to him/her, especially to his or her well-being is labeled: A. emotion. B. mood. C. reaction. D. love.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Emotions

2. (p. 317) Which of the following accounts for our diversity of emotional experiences? A. evolution B. culture C. biology D. genes

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Emotions

10-1

Chapter 10 - Emotional Development and Attachment

3. (p. 318) East Asian parents encourage their children to be emotionally Western parents encourage their children to be emotionally . A. unstable; stable B. stable; unstable C. reserved; expressive D. expressive; reserved

, whereas

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Early Childhood Topic: Regulating Emotion

4. (p. 318) When caregivers soothe a crying infant in distress: A. they help the infant to regulate his own emotions. B. they make the infant too dependent upon others and unable to regulate his own emotions. C. they curtail the infant's ability to express himself during the middle childhood years. D. the level of stress hormones is increased and mood swings are produced in the infant.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Infancy Topic: Regulating Emotion

5. (p. 318) Adam suffers from such severe anxiety that his ability to get through difficult situations effectively is hampered. He has a high level of emotional: A. dismissing. B. regulation. C. arousal. D. coaching.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Middle and Late Childhood Topic: Regulating Emotion

10-2

Chapter 10 - Emotional Development and Attachment

6. (p. 318) With increasing age, regulation of emotion shifts from being: A. social to adaptive. B. adaptive to social. C. internal to external. D. external to internal.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Adulthood Topic: Regulating Emotion

7. (p. 318) Although she is upset, Olivia controls her emotions during a heated discussion with a coworker. Olivia has a high level of emotional: A. dismissing. B. coaching. C. arousal. D. regulation.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Adulthood Topic: Regulating Emotion

8. (p. 318) Children of emotion-coaching parents are more likely to: A. resent parental involvement and rebel. B. deny and try to artificially change their emotions. C. have difficulty regulating negative affect on their own. D. self-soothe, focus attention, regulate negative affect, and behave appropriately.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Middle and Late Childhood Topic: Regulating Emotion

10-3

Chapter 10 - Emotional Development and Attachment

9. (p. 318) Cherilyn's parents often ignore her emotions or try to explain that her problems should not upset her. Cherilyn's parents can be described as: A. emotion-coaching. B. emotion-dismissing. C. emotion-attending. D. emotion-scaffolding.

10. (p. 318) Fifteen year-old Paul is clearly upset about something. His mother is more likely to get Paul to talk about his feelings if she: A. ignores him and lets him come to her. B. begs him to open-up. C. validates his views. D. tells him how his behavior is negatively impacting her.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Adolescence Topic: Regulating Emotion

11. (p. 318) As young children get older, they: A. need more help from parents to regulate emotion. B. gradually become able to regulate their emotions. C. shift from internal to external regulation of emotional arousal. D. become less dependent on cognitive strategies for regulating emotions.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Early Childhood Topic: Regulating Emotion

10-4

Chapter 10 - Emotional Development and Attachment

12. (p. 318) Hannah and Sarah are arguing. Their mother sympathetically helps each girl to manage her emotions while they talk about solutions. This is an example of: A. emotional dismissing. B. emotional coaching. C. helicopter parenting. D. internal emotional regulation.

13. (p. 318) Gayle insists that her daughter is being silly and should not be upset by a friend's insensitive comments. Gayle is practicing: A. helicopter parenting. B. emotion coaching. C. emotion dismissing. D. emotional self-esteem building.

10-5

Chapter 10 - Emotional Development and Attachment

14. (p. 319) The school psychologist teaches the anger management group a three-step method to help group members manage emotions, become resilient in the face of stressful circumstances, and develop more positive relationships. She is helping the group to build: A. emotional coaching. B. regulation cues. C. emotional dismissal. D. emotional competence.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Adulthood Topic: Emotional Competence

15. (p. 319) John does not recognize when or understand why his wife gets frustrated when he leaves his dirty socks and other laundry on the bathroom floor. John is lacking: A. self-efficacy. B. emotional competence. C. industry. D. identity cohesion.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Adulthood Topic: Emotional Competence

10-6

Chapter 10 - Emotional Development and Attachment

16. (p. 320) What type of emotions are surprise, interest, joy, anger, sadness, and fear? A. primary B. secondary C. tertiary D. self-conscious

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

17. (p. 320) Which type of emotions develops in the first 6 months of life and is also present in animals? A. self-conscious B. primary C. secondary D. tertiary

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

18. (p. 320) What type of emotions are empathy, jealousy, and embarrassment? A. regulating B. early C. self-conscious D. reciprocal

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

10-7

Chapter 10 - Emotional Development and Attachment

19. (p. 320) Which type of emotions develops in the second half of the first year through the second year? A. regulating B. early C. self-conscious D. reciprocal

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

20. (p. 320-322) Regarding the appearance and sequence of emotions in infants, which of the following statements is TRUE? A. Emotions, such as fear and jealousy, appear in infants at the same time and in the same sequence. B. The appearance and sequence of emotions varies in infants and depends on the infant's early experiences and relationships. C. Infants experience emotions in the following sequence: joy, sadness, anger, fear. D. Jealousy emerges at approximately 18 months of age, when most second siblings are born.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

10-8

Chapter 10 - Emotional Development and Attachment

21. (p. 321) Infant Nathan is smiling and "talking" with short, loud noises. His mother responds each time Nathan expresses himself by smiling and talking. This interaction is described as: A. high-intensity stimulus. B. caregiver expression. C. reciprocal or synchronous. D. self-regulation.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

22. (p. 321) Infant Jay is crying loudly. There is a sudden long, initial loud cry, followed by a long period in which Jay holds his breath until the next crying sound comes out. This type of cry indicates that Jay is: A. in pain. B. tired. C. angry. D. hungry.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Crying Topic: Infancy

23. (p. 321) Baby Jonah is hungry. He will alert his mother with a(n): A. basic cry. B. anger cry. C. pain cry. D. facial expression.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Crying Topic: Infancy

10-9

Chapter 10 - Emotional Development and Attachment

24. (p. 321) Social smiling occurs as early as A. 4 to 6 weeks B. 6 to 8 weeks C. 3 to 4 months D. 4 to 6 months

of age in response to a caregiver's voice.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Infancy Topic: Smiling

25. (p. 321) Baby Alex smiles mostly during sleep and not in response to his mother's kind expressions. These smiles are: A. protested. B. self-inhibited. C. social. D. reflexive.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Infancy Topic: Smiling

26. (p. 321) Three-month-old Elizabeth looks at her mother and smiles. Researchers call this a(n) smile. A. trust B. social C. reflexive D. attachment

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Infancy Topic: Smiling

10-10

Chapter 10 - Emotional Development and Attachment

27. (p. 321) At what age do smiles coupled with the Duchenne marker (eye constriction) occur? A. 2 to 3 months B. 4 to 6 weeks C. 2 to 6 months D. 6 to 12 months

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Infancy Topic: Smiling

28. (p. 322) Emotions, such as fear, may appear earlier than normal in some infants due to: A. heredity B. reciprocal interaction C. abuse or neglect D. stranger anxiety

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

29. (p. 322) The most frequent expression of an infant's fear involves: A. heredity B. reciprocal interaction C. abuse or neglect D. stranger anxiety

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

10-11

Chapter 10 - Emotional Development and Attachment

30. (p. 322) Fifteen-month-old Teri cries when her mother drops her off at day care. Baby Teri is experiencing: A. emotional empathy. B. high intensity stimulus. C. stranger anxiety. D. separation protest.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

31. (p. 322) Separation protest is initially displayed around 7 to 8 months and peaks at about months. A. 12 B. 15 C. 20 D. 24

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

32. (p. 322) At what age do children show fear when a new person enters their environment? A. at birth B. by 3 months C. by 6 months D. by 9 months

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

10-12

Chapter 10 - Emotional Development and Attachment

33. (p. 322) Which of the following would MOST likely cause an infant to express fear? A. stranger anxiety B. depth perception tasks C. unfamiliar objects D. loud noises

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

34. (p. 322) Jenna cries when her mother leaves her with the babysitter. Jenna is showing: A. stranger danger. B. separation protest. C. emotional deregulation. D. self-stimulation.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

35. (p. 322) Stranger anxiety is negatively correlated with: A. familiar settings. B. emotional maturity. C. temperament. D. age of the stranger.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

10-13

Chapter 10 - Emotional Development and Attachment

36. (p. 322) Stranger anxiety is positively correlated with: A. proximity to mother. B. unfamiliar settings. C. familiar settings. D. proximity to father.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

37. (p. 322) Which of the following is NOT a factor in emotional regulation? A. context or emotion B. age of child C. pride D. ability to communicate

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Early Childhood Topic: Regulating Emotion

38. (p. 322) The pediatrician warns a mother that responding to her baby's every cry will reward and increase crying. Which view does this doctor hold? A. classical conditioning B. behaviorist C. existential D. evolutionary

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Coping Topic: Infancy

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Chapter 10 - Emotional Development and Attachment

39. (p. 322) Mary Ainsworth and John Bowlby stress that: A. quick attention to crying results in rewarding and increasing that behavior. B. babies can become spoiled in their first year of life. C. quick attention to crying is important in development of a strong bond between parent and child. D. children cannot self-regulate emotions if a parent comforts their every cry.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Coping Topic: Infancy

40. (p. 322) Todd's infant daughter begins to cry only minutes after she goes down for a nap. According to John Watson, Todd should: A. ignore her so that her crying won't be reinforced. B. go immediately to his daughter to soothe her crying. C. wait 2 minutes, then go to his daughter to soothe her crying. D. take her out of bed. She doesn't need a nap at this time.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Coping Topic: Infancy

41. (p. 322) Alan's infant daughter begins to cry only minutes after she goes down for a nap. According to John Bowlby and Mary Ainsworth, Alan should: A. ignore her so that her crying won't be reinforced. B. go immediately to his daughter to soothe her crying. C. wait 2 minutes, then go to his daughter to soothe her crying. D. take her out of bed. She doesn't need a nap at this time.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Coping Topic: Infancy

10-15

Chapter 10 - Emotional Development and Attachment

42. (p. 323) Kylie's mother wants to help her develop emotional competence. At 3 years old, Kylie should be able to: A. predict how her parents and other adults will react in any given emotional situation. B. describe her emotions and what caused them. C. modulate her emotions through cognitive means and behavior strategies. D. suppress negative emotional reactions.

43. (p. 324) Shelby's best friend didn't run up to play with her at recess and sat alone at a table. Shelby thought, "She's probably still feeling sick." This is an example of: A. Shelby's ability to reframe a potentially stressful situation. B. Shelby's state of denial. C. Shelby's inability to cope with stress. D. Shelby's emotional incompetence.

44. (p. 324) By 10 years of age, most children are able to use cognitive strategies to manage stress. In which of the following types of families would children BEST cope with stress? A. families that offer frequent exposure to frightening events B. families that often experience trauma C. families that exhibit intense emotion D. families that reassure children of their safety and security

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Developmental Changes Topic: Middle and Late Childhood

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Chapter 10 - Emotional Development and Attachment

45. (p. 325) Adolescents are more likely than adults to report feeling: A. very happy only. B. very sad only. C. both very happy and very sad. D. shamed.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Adolescence Topic: Expressing Emotions

46. (p. 325) Which of the following is statements regarding adolescence is NOT true? A. Adolescent girls are more vulnerable to depression than boys. B. Moodiness is normal in adolescence. C. The intensity of adolescent emotions may be out of proportion with the eliciting event. D. Adolescent boys are more moody than adolescent girls.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Adolescence Topic: Emotions

47. (p. 326-327) Beth has fewer friends than she did when she was younger, but each relationship is deeply satisfying and enjoyable to her. This is an example of Laura Carstensen's theory of: A. socioemotional selectivity. B. socioecological discrimination. C. psychosocial developmental stages. D. generativity.

10-17

Chapter 10 - Emotional Development and Attachment

48. (p. 326-327) Which theory explains why older adults spend most of their time with familiar individuals and family? A. activity theory B. socioemotional selectivity theory C. social discontinuity theory D. disengagement theory

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Changes in the Brain Topic: Late Adulthood

49. (p. 326-327) Which theory challenges the notion that older adults are in despair because of social isolation? A. socioemotional selectivity theory B. activity theory C. disengagement theory D. social breakdown theory

50. (p. 326-327) Now that Rosie is in late adulthood, the socioemotional selectivity theory predicts she will: A. become more socially withdrawn. B. continue to actively make new friends. C. spend most of her time with familiar friends. D. emotionally invest in peripheral relationships.

10-18

Chapter 10 - Emotional Development and Attachment

51. (p. 327) Older adulthood emotional experience is characterized by A. more positive B. less variety of C. fewer negative D. less intense

emotions.

52. (p. 326-327) Nora frequently socializes with her neighbors and has intense positive emotions with family members and established friends. Nora MOST likely is a(n): A. toddler. B. adolescent. C. middle-aged adult. D. older adult.

53. (p. 327) Socioemotional selectivity affects the goals of older adults. Knowledge-related goals during this time, whereas emotion-related goals . A. increase; decline B. decline; increase C. increase; disappear D. decline; disappear

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Changes in the Brain Topic: Late Adulthood

10-19

Chapter 10 - Emotional Development and Attachment

54. (p. 328) Temperament refers to individual differences in all of the following EXCEPT: A. emotions. B. behavior styles. C. attachment. D. response tendencies.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Temperament

55. (p. 328) Best friends, Gina and Miranda, have infants close to the same age. Gina's daughter is generally cheerful and happy, whereas Miranda's son seems to be upset and crying much of the time. These children have different: A. emotional competence. B. adaptive emotional responses. C. temperaments. D. mood regulation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Infancy Topic: Temperament

10-20

Chapter 10 - Emotional Development and Attachment

56. (p. 328) Baby Natalie is generally in a positive mood. She follows a regular daily routine and is calm during new situations. According to Chess and Thomas, Natalie is: A. uninhibited. B. slow-to-warm-up. C. a difficult child. D. an easy child.

57. (p. 328) When Gehrig is left at preschool, he cries and will not play with the other children for some time. According to Chess and Thomas, what type of temperament does Gehrig exhibit? A. slow-to-warm-up B. easy C. difficult D. inflexible

10-21

Chapter 10 - Emotional Development and Attachment

58. (p. 328) According to Chess and Thomas, a child who has a low activity level, is somewhat negative, and displays low intensity moods is characterized as: A. uninhibited. B. slow-to-warm-up. C. difficult. D. easy.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Chess and Thomas' Classification Topic: Infancy

59. (p. 329) Maria is pregnant. Statistically speaking, what Chess and Thomas temperament will her child most likely have? A. easy B. difficult C. extroverted D. slow-to-warm-up

10-22

Chapter 10 - Emotional Development and Attachment

60. (p. 329) According to Kagan, what shows considerable stability from infancy though early childhood? A. behavioral inhibition B. emotional competence C. affect intensity D. coping style

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Early Childhood Topic: Kagan's Behavioral Inhibition

61. (p. 329) Lena reacts to unfamiliar situations with avoidance or distress. According to Kagan, what type of inhibition to the unfamiliar does Lena have? A. uninhibited B. inhibited C. deregulated D. spoiled

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Infancy Topic: Kagan's Behavioral Inhibition

62. (p. 329) Which of the following temperament categories coincide with each other? A. slow-to-warm up, extraversion/surgency, inhibited B. difficult, effortful control, uninhibited C. easy, effortful control, inhibited D. easy, extraversion/surgency, uninhibited

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Chess and Thomas' Classification Topic: Infancy Topic: Kagan's Behavioral Inhibition Topic: Rothbart and Bates' Classification

10-23

Chapter 10 - Emotional Development and Attachment

63. (p. 329) Which of the following categories do Rothbart and Bates use to classify infant temperament? A. emotionality, social ability, and activity level B. extraversion/surgency, negative affectivity, and effortful control C. easy, difficult, and slow-to-warm-up D. inhibited, intermediate inhibition, and uninhibited

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Infancy Topic: Rothbart and Bates' Classification

64. (p. 329) With which Rothbart and Bates's temperament classification does Kagan's inhibited category most closely coincide? A. effortful control B. positive affectivity C. negative affectivity D. extraversion/surgency

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Infancy Topic: Kagan's Behavioral Inhibition Topic: Rothbart and Bates' Classification

65. (p. 329) With which Rothbart and Bates's temperament classification does Kagan's uninhibited category most closely coincide? A. self-regulation B. effortful control C. negative affectivity D. extraversion/surgency

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Chapter 10 - Emotional Development and Attachment

66. (p. 330) Twin and adoption studies have found that biology has temperament. A. a large B. a moderate C. a minimal D. no

influence on

67. (p. 330) High cortisol levels, high activity in the right frontal brain lobe, and high and stable heart rate are associated with a(n) temperament. A. uninhibited B. deregulated C. spoiled D. inhibited

68. (p. 330) Which of the following is true of the nature/nurture argument regarding temperament? A. Biology is the primary influence across the life span. B. The influence of biology increases as a child becomes older. C. Experience and environment both influence temperament across the life span. D. Environment is the primary influence across the life span.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Biological Influences

10-25

Chapter 10 - Emotional Development and Attachment

69. (p. 331) Janey is a difficult and inhibited child. As an adult, she is likely to: A. experience marital conflict. B. be well adjusted. C. enter a stable job track early. D. have a slow-to-warm child.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Biological Influences Topic: Middle and Late Childhood

70. (p. 332) Goodness of fit occurs when a child's temperament matches: A. environmental demands. B. the parent's temperament. C. the parent's attachment style. D. reciprocal interactions.

71. (p. 332) Jeniel is a very active, uninhibited little girl. Her parents provide her with a stimulating environment and allow her to run and explore whenever they can. This illustrates: A. environmental influences shaping personality. B. secure attachment. C. gender shaping environment. D. goodness of fit.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Early Childhood Topic: Goodness of Fit

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Chapter 10 - Emotional Development and Attachment

72. (p. 332) Tricia is independent, adventurous, and likes to explore new places. Her mother, however, is overly controlling and rigid. This is an example of: A. poor goodness of fit. B. reactive interaction. C. social dysfunction. D. insecure attachment.

73. (p. 332) Which of the following is NOT a recommended parenting strategy to use in relation to a child's temperament? A. expose the child to situations that make them uncomfortable so they can work on overcoming their fears. B. be flexible in responding to the child. C. be sensitive to the individual characteristics of the child. D. avoid applying negative labels to the child.

74. (p. 332) For a child with a difficult temperament, parents should be sure to: A. ignore his undesirable behaviors. B. punish him when he is unable to adapt to his environment. C. provide access to experiences that foster coping and self-regulatory skills. D. inform his teachers and other caregivers that he is "difficult."

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Early Childhood Topic: Goodness of Fit

10-27

Chapter 10 - Emotional Development and Attachment

75. (p. 332) The idea that children have different temperaments should help parents realize that: A. "self-fulfilling prophecies" are not a concern in child rearing. B. there is little they can do to influence their children's personalities. C. there is no single best way to raise all children. D. conflict with their children is inevitable and normal at some point in their lives.

76. (p. 332) What is the main problem with labeling children as "difficult"? A. It is inaccurate, because all children can be difficult time to time. B. It can become a self-fulfilling prophecy. C. No child is truly difficult. Some parents have unreasonably high expectations. D. It does not take into consideration the environment in which children are being raised.

77. (p. 334) Hannah is 3 months old. To which of the following would Hannah show the most positive emotion? A. the smiling face of a caregiver B. the still face of a caregiver C. the smiling face of a doll D. a smiling person on TV

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-28

Chapter 10 - Emotional Development and Attachment

78. (p. 334) The frequency of face-to-face play decreases after 7 months of age due to which of the following? A. the infant's habituation with the caregiver's face B. the infant's decreasing interest in locomotion C. the infant's increased mobility D. the infant's increasing mistrust of caregivers

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Social Orientation

79. (p. 334) Which of the following would inhibit an infant's ability to learn about the social world? A. face-to-face play B. cooperative tasks with peers C. self-produced locomotion skills D. infrequent visits to community parks

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Social Orientation

80. (p. 334) A recent study involved 1- and 2-year-olds in a simple cooperative task. Which of the following accurately describes the findings of the study? A. The 2-year-olds engaged in more actively cooperative behavior. B. The 1-year-olds engaged in more actively cooperative behavior. C. Both 1- and 2-year-olds engaged in actively cooperative behavior. D. Both 1- and 2-year-olds engaged in highly competitive behavior.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Intention and Goal-Directed Behavior

10-29

Chapter 10 - Emotional Development and Attachment

81. (p. 334-335) Research shows that infants are more socially sophisticated and insightful at younger ages than previously thought through: A. their emotional reactions to television shows. B. quicker weaning from breast milk to solid food. C. shorter transitions from face-to-face play to locomotion. D. their purposeful and goal-directed interactions with others.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Intention and Goal-Directed Behavior

82. (p. 335) Jackson checks his mother's expression before venturing toward the sidewalk. This is an example of: A. separation protest. B. social referencing. C. joint attention. D. strange situation anxiety.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Social Referencing

83. (p. 334) Reading emotional cues from others to help determine how to act in a particular situation is known as: A. temperament. B. attachment. C. social referencing. D. emotion regulation.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Social Referencing

10-30

Chapter 10 - Emotional Development and Attachment

84. (p. 335) Ellie wants to touch a plant she sees in the doctor's office. She moves toward the plant and looks for her mother's reaction. Her mother frowns and shakes her head. Ellie retreats and leaves the plant alone. This illustrates: A. difficult temperament. B. secure attachment. C. social referencing. D. emotion regulation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Social Referencing

85. (p. 335) Freud believed that infants become attached to the person or object that: A. helps them to develop a sense of trust through consistent attention to needs. B. provides oral satisfaction. C. emanates physical warmth and heartbeat tones. D. they see and hear immediately after birth.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-31

Chapter 10 - Emotional Development and Attachment

86. (p. 336) What is an important factor in attachment as demonstrated by Harry Harlow's experiment with monkeys? A. attention to physical needs (feeding) B. voice tone C. contact comfort D. critical period bonding

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

87. (p. 336) Which theorist believed that during the first year of life responsive, sensitive parenting helps an infant to develop a lifelong trust that the world will be a pleasant place? A. Carl Rogers B. Sigmund Freud C. Erik Erikson D. Jerome Kagan

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-32

Chapter 10 - Emotional Development and Attachment

88. (p. 336) Which of the following would Erikson be MOST likely to recommend about soothing a crying infant? A. Do not soothe the baby, because he/she will be spoiled. B. Soothe the baby so he/she develops a healthy sense of trust. C. Set up the environment to meet the baby's needs, so that he/she doesn't need to cry. D. Soothe the baby every other time, so that he/she doesn't become dependent upon external comforters.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

89. (p. 336) Five-month-old Michelle is especially fond of her mother. She exhibits stranger anxiety and fusses when left with a babysitter. This is an example of which of Bowlby's attachment phases? A. phase 1 B. phase 2 C. phase 3 D. phase 4

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-33

Chapter 10 - Emotional Development and Attachment

90. (p. 336) Which of the following demonstrates phase 3 in Bowlby's attachment theory? A. Ryan follows his dad everywhere. B. Dallas knows that his actions and words have emotional consequences for others around him, so he is careful with what he says and does. C. Newborn James can be comforted by anyone who will hold and feed him. D. Kandice is beginning to recognize and prefer her mother or father to strangers.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

91. (p. 336) Infants develop a simple mental model of the caregiver, their relationship, and the self as deserving of nurturing care. This is known as a(n): A. behavioral guide for infant care. B. triage for infant care. C. internal working model of attachment. D. biological predisposition for attachment.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

92. (p. 336-337) Erik Erikson's concept of trust is similar to Mary Ainsworth's notion of: A. love. B. independence. C. secure attachment. D. oral satisfaction.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-34

Chapter 10 - Emotional Development and Attachment

93. (p. 336-337) Baby Ryan feels attached to his mother. Which of the following statements MOST likely is true? A. Ryan expects his mother to provide relief from distress. B. Ryan is surprised when his mother provides pleasure. C. Ryan's mother has little time for contact comfort, but provides physical comfort. D. Ryan is too young to have expectations about others.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

94. (p. 337) When Kyle's mother is nearby, he explores a new environment and plays with the new toys present. Mary Ainsworth would say he is: A. disorganized. B. avoidant. C. insecurely attached. D. securely attached.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-35

Chapter 10 - Emotional Development and Attachment

95. (p. 337) Devon clings to his mother. When she leaves the room, he cries loudly, but when she returns to comfort him, he kicks and squirms. Mary Ainsworth would say he is: A. insecurely resistant. B. secure. C. insecurely avoidant. D. securely disorganized.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

96. (p. 338) Even though the Strange Situation experiment elicits different responses depending on culture, the most frequent attachment classification across cultures is: A. insecure resistant. B. secure. C. insecure avoidant. D. insecure disorganized.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Strange Situation

10-36

Chapter 10 - Emotional Development and Attachment

97. (p. 338) Which of the following is likely to be an important factor in connecting attachment style with later functioning? A. temperament. B. consistency in care giving. C. level of autonomy. D. adaptability.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Interpreting Differences in Attachment

98. (p. 338) Research suggests that secure attachment is related to all of the following EXCEPT: A. social competence. B. enhanced problem solving. C. less peer conflict. D. externalizing problems.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Interpreting Differences in Attachment

99. (p. 339) Beth is a 17-year-old mother who is unsure of how to interact with her baby but does the best she can. What will be a likely outcome according to Kagan? A. insecure avoidant attachment B. disorganized attachment C. it depends on genetic factors and temperament characteristics of the baby D. organized attachment

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Interpreting Differences in Attachment

10-37

Chapter 10 - Emotional Development and Attachment

100. (p. 339) Amanda is a self-assured, competent, and independent young adult. Amanda did not feel a secure attachment to her mother while growing up. What can account for her current success? A. secure attachment(s) with other caregiver(s) B. genetic characteristics and temperament C. cultural values D. all of these

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Early Adulthood Topic: Interpreting Differences in Attachment

101. (p. 340) Janice is a sensitive and responsive caregiver. She anticipates her baby's needs and is available and flexible. What type of attachment is Janice's baby likely to form? A. insecure resistant B. secure C. insecure D. avoidant

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Caregiving Styles Topic: Infancy

10-38

Chapter 10 - Emotional Development and Attachment

102. (p. 340) Kierra is a young, single parent who is emotionally distant to her children. When she does interact with them, she often gets frustrated and sends them away from her. What type of attachment are her children likely to form? A. disinterested B. independent C. avoidant D. secure

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Caregiving Styles Topic: Infancy

103. (p. 340) Which of the following best characterizes caregivers of insecure, resistant babies? A. abusive B. rejecting C. consistent D. inconsistent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Caregiving Styles Topic: Infancy

104. (p. 340) Which of the following hormones is important in the formation of a secure motherinfant bond? A. cortisol B. serotonin C. oxytocin D. acetylcholine

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Developmental Social Neuroscience

10-39

Chapter 10 - Emotional Development and Attachment

105. (p. 341) From 1996 to 2006, the number of stay-at-home fathers in the United States: A. stayed the same. B. declined by 25 percent. C. rose by 100 percent. D. rose by more than 300 percent.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Early Adulthood

106. (p. 341) A recent study of stay-at-home fathers indicates that they: A. are ostracized at parks and parent groups. B. are dissatisfied with their marriage. C. do not miss daily life in the workplace. D. provide substandard care as compared to stay-at-home mothers.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Early Adulthood

107. (p. 341) Caregiver research indicates that fathers: A. are less able to be nurturing caregivers than mothers. B. are slowly evolving to be more nurturing caregivers than mothers. C. spend more time with their female children. D. interact with their babies in different ways than mothers do.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Early Adulthood

10-40

Chapter 10 - Emotional Development and Attachment

108. (p. 341) Hal is a great dad. Which of the following likely characterizes a typical interaction with his children? A. Hal likes to tickle and wrestle with his children. B. Hal is in charge of feeding and bathing his children. C. Hal is the homework consultant. D. Hal is usually at work until after the children go to bed. On Saturdays, he takes his kids out for ice cream.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Early Adulthood

109. (p. 343) Which of the following is one conclusion of the NICHD longitudinal study? A. Family income is negatively correlated with secure attachment. B. Children in day care are less socially competent. C. Parents' influence is diminished with increased time in day care. D. High-quality day care influences cognitive ability.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Child Care Topic: Infancy

110. (p. 343) According to the NICHD longitudinal study, what percentage of the children studied experienced positive non-parental child care? A. 5 percent B. 12 percent C. 25 percent D. 49 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Child Care Topic: Infancy

10-41

Chapter 10 - Emotional Development and Attachment

111. (p. 345) Secure attachment to parents in adolescence may facilitate: A. substance abuse. B. overdependence on family. C. social competence. D. career success.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Child Care Topic: Infancy

112. (p. 345) Livy generally exhibits a positive attitude and is well liked by her peers. Adolescents like Livy tend to have: A. secure relationships with their parents. B. close relationships with the same-sex parent. C. poor relationships with their parents, because they focus too much on their friends. D. poor grades and a likelihood of low career success.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adolescence Topic: Attachment

113. (p. 345) Eleven-year-old Julie and 12-year-old David are dating. Which of the following is most likely true of this relationship? A. They go out in group settings. B. They go out with their parents. C. They go out by themselves. D. They go on casual dates.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adolescence Topic: Dating and Adjustment

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Chapter 10 - Emotional Development and Attachment

114. (p. 346) Recent research on adolescence showed that a high frequency of dating was linked to which of the following? A. a wish for more friends B. a decrease in the incidence of adolescent pregnancy C. higher levels of social acceptance D. decreased likelihood of substance abuse

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adolescence Topic: Sociocultural Contexts and Dating

115. (p. 346) Who is least likely to have dated in the past 18 months? A. Paul, a 16-year-old Asian American B. Joe, a 16-year-old African American C. Juan, a 16-year-old Latino D. Steven, a 16-year-old non-Latino American

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adolescence Topic: Dating and Adjustment

116. (p. 347) Research on attachment indicates a likelihood that: A. people with secure attachment to parents have secure attachments to romantic partners. B. people with secure attachment to parents have insecure preoccupied attachments to romantic partners. C. people with insecure attachment to parents have secure attachments to romantic partners. D. there is no correlation between attachment in childhood and attachment in adulthood.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adolescence Topic: Dating and Adjustment

10-43

Chapter 10 - Emotional Development and Attachment

117. (p. 347) Recent longitudinal research on attachment indicates a likelihood that attachment style: A. is a stable personality trait and not likely to change. B. may be altered. C. are correlated to career success. D. are correlated to IQ scores.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Attachment Styles

118. (p. 348) Although Mic is ambivalent about his girlfriend, he is emotional, jealous, and possessive. According to Hazan & Shaver what style of attachment is Mic displaying? A. ambivalent B. anxious C. disorganized D. secure

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Attachment Styles

10-44

Chapter 10 - Emotional Development and Attachment

119. (p. 348) Joanie is unhappy unless she has a boyfriend. She very possessive and demanding with her peer relationships and constantly seeks to make someone her new best friend. What type of attachment is Joanie displaying? A. disorganized B. avoidant C. anxious D. secure

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Attachment Styles

120. (p. 348) Which of the following statements regarding individuals who are securely attached is TRUE? A. They tend to have anxious attachment patterns in romantic relationships. B. They have active social lives but few sexual experiences. C. They are not overly concerned about their romantic relationships. D. They have a positive self-esteem and seek to control their romantic partner's behavior.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Attachment Styles

10-45

Chapter 10 - Emotional Development and Attachment

121. (p. 349) What are the two major forms of love? A. passionate and intimate B. companionate and consummate C. romantic and affectionate D. sexual and noncommittal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Affectionate Love Topic: Romantic Love

122. (p. 349) According to Ellen Berscheid, romantic love involves a significant degree of: A. friendship. B. sexual desire. C. long-term commitment. D. spontaneity in behavior.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Romantic Love

123. (p. 349) Romantic love emphasizes passion while affectionate love emphasizes: A. risk. B. fear. C. companionship. D. jealousy.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Romantic Love

10-46

Chapter 10 - Emotional Development and Attachment

124. (p. 349) "While my husband and I were eating breakfast today, neither of us talked, but it was a comfortable silence. I love it!" What type of love does this illustrate? A. passion B. infatuation C. romantic D. affectionate

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Affectionate Love

125. (p. 349) Why is it possible for a couple to remain happy together after their romantic type of love fades? A. Actually, research indicates that it is not likely that a couple will remain truly happy if romantic love fades. B. Romantic love facilitates a strong, long-lasting commitment that remains. C. Romantic love is often replaced by affectionate love. D. Romantic love is recharged periodically, and partners become interested in getting to know one another better.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Affectionate Love Topic: Romantic Love

10-47

Chapter 10 - Emotional Development and Attachment

126. (p. 351) In a study of 102 married couples, what was ranked as the most important factor in enduring love? A. respect B. communication C. sexual intimacy D. emotional security

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Affectionate Love

127. (p. 350-351) "I'm physically attracted to him, but we aren't emotionally close. It's fun to be with him, but this probably won't be a long-lasting relationship." According to Robert Sternberg's triangle theory of love, this is an example of which type of love? A. fatuous love B. infatuation C. consummate love D. companionate love

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Sternberg's Triangular Theory of Love

10-48

Chapter 10 - Emotional Development and Attachment

128. (p. 351) In one study, young adult lovers rated which of the following as more characteristic of their love than their older counterparts? A. communication B. affection C. loyalty D. mutual emotional interest

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Affectionate Love Topic: Early Adulthood

129. (p. 351) Kristin and Greg have been dating each other for several years. Although much of the passion has faded from their relationship, Kristin explains that she feels a deep sense of caring for Greg and desires to have him near. According to Robert Sternberg, Kristin and Greg's love is: A. romantic. B. fatuous. C. affectionate. D. consummate.

10-49

Chapter 10 - Emotional Development and Attachment

130. (p. 351) Glen and Margie are emotionally close, committed to making their relationship work, and still maintain a passion not often found in long-lived marriages. According to Robert Sternberg, Glen and Margie's love is: A. affectionate. B. fatuous. C. consummate. D. very rare.

131. (p. 351) Which of the following is more characteristic of love in a mature relationship than in a new relationship? A. physical attraction B. loyalty C. romance D. passion

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Sternberg's Triangular Theory of Love

10-50

Chapter 10 - Emotional Development and Attachment

132. (p. 351-352) Although research is limited, studies show that romantic breakups: A. can actually have many positive outcomes. B. are more common among low socioeconomic groups. C. cause a significant amount of distress and are responsible for the largest portion of adult and adolescent suicides. D. are positively correlated with secure attachment to parents.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Falling out of Love

Short Answer Questions 133. (p. 317) Define emotion. Emotion is a feeling, or affect, that occurs when a person is in a state or an interaction that is important to him/her, especially to his or her well-being.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Emotions

10-51

Chapter 10 - Emotional Development and Attachment

134. (p. 318-319) Describe three of the ways in which emotional regulation develops during childhood. 1. Cognitive strategies, such as thinking about situations in a positive light, cognitive avoidance, and the ability to shift the focus of one's attention, increase with age. 2. With greater maturity, children develop greater capacity to modulate their emotional arousal. 3. With age, individuals become more adept at selecting and managing situations and relationships in ways that minimize negative emotion. 4. With age, children become more capable of selecting effective ways to cope with stress. 5. With increasing age, regulation of emotion gradually shifts from external sources to selfinitiated, internal sources.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Early Childhood Topic: Regulating Emotion

135. (p. 318) Compare and contrast emotion-coaching vs. emotion-dismissing parents. Emotion-coaching parents monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions. Emotion-dismissing parents view their role as to deny, ignore, or change negative emotions. Emotion-coaching parents interact with their children in a less rejecting manner, use more scaffolding and praise, and are more nurturant the emotiondismissing parents. a

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Early Childhood Topic: Regulating Emotion

10-52

Chapter 10 - Emotional Development and Attachment

136. (p. 319) List five skills for becoming emotionally competent. 1. Awareness of one's emotional states. 2. Discerning others' emotions. 3. Using the vocabulary of emotional terms in socially and culturally appropriate ways. 4. Empathic and sympathetic sensitivity to others' emotional experiences. 5. Understanding that inner emotional states do not have to correspond to outer expressions. 6. Adaptively coping with negative emotions by using self-regulatory strategies that reduce the intensity or duration of such emotional states. 7. Awareness that the expression of emotions plays a major role in the nature of relationships. 8. Viewing oneself overall as feeling the way one wants to feel.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-01 Discuss basic aspects of emotion Topic: Emotional Competence

137. (p. 320) List two primary emotions and two self-conscious emotions, and explain the difference. Primary emotions: emotions present in humans and other animals. examples: joy, anger, sadness, fear, disgust Self-conscious emotions: emotions that require cognition and consciousness. examples: pride, shame and guilt

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Emotions Topic: Infancy

10-53

Chapter 10 - Emotional Development and Attachment

138. (p. 321) What are the three types of infant cries? 1. Basic cry. 2. Anger cry. 3. Pain cry.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Crying Topic: Infancy

139. (p. 321) What is the difference between a reflexive smile and a social smile? A reflexive smile does not occur in response to external stimuli and appears during the first month after birth, usually during sleep. A social smile occurs in response to an external stimulus, typically a face. Social smiling does not occur until 2 or 3 months of age.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Infancy Topic: Smiling

140. (p. 322) What is stranger anxiety, and when does it develop? Stranger anxiety is a fear and wariness of strangers that tends to appear when an infant is about six months old.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Fear Topic: Infancy

10-54

Chapter 10 - Emotional Development and Attachment

141. (p. 322-323) Describe the difference between a behaviorist and ethological reaction to a baby's cry. A behaviorist would warn that quick and consistent attention to a baby's cry would reinforce crying and create a spoiled baby. An ethological view states that quick and sensitive response to cries creates a much-needed secure attachment early in life.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Coping Topic: Infancy

142. (p. 326-327) What is the theme or goal of adult emotional development? Adults attempt to adapt and integrate emotional experience into satisfying daily life and successful relationships with others through their choices of occupation, partners, and other activities.

143. (p. 327) Discuss the socioemotional selectivity theory. The socioemotional selectivity theory states that older adults become more selective about their social networks. Older adults often spend more time with familiar individuals with whom they have had rewarding relationships.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-02 Describe the development of emotion through the life span Topic: Changes in the Brain Topic: Late Adulthood

10-55

Chapter 10 - Emotional Development and Attachment

144. (p. 328) Define temperament. Temperament is an individual's behavioral style and characteristic way of responding.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Temperament

145. (p. 328) Describe Chess and Thomas's three temperament classifications. 1. Easy child. This child is generally in a positive mood, quickly establishes routines in infancy, and adapts easily to new experiences. 2. Difficult child. This child reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change. 3. Slow-to-warm-up child. This child has a low activity level, is somewhat negative, and displays a low intensity of mood.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Chess and Thomas' Classification Topic: Infancy

10-56

Chapter 10 - Emotional Development and Attachment

146. (p. 329-330) Describe the Rothbart and Bates three-part framework for understanding temperament. 1. Extraversion surgency: includes positive anticipation, impulsivity, activity level, and sensation seeking. 2. Negative affectivity: includes fear, frustration, sadness, and discomfort. 3. Effortful control or self-regulation: includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Infancy Topic: Rothbart and Bates' Classification

147. (p. 330) Explain the nature versus nurture relationship regarding emotional development. Emotion has a biological base as represented by displays in animals and cross-cultural similarities in expression, but experience can have a significant influence in human emotional development.

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Chapter 10 - Emotional Development and Attachment

148. (p. 332) Explain goodness of fit. Goodness of fit refers to the match between a child's temperament and the environmental demands the child must cope with.

149. (p. 332) List three guidelines for adapting parenting techniques to different child temperaments. 1. Be sensitive to the individual characteristics of the child. 2. Be flexible in responding to individual characteristics. 3. Avoid negative labeling of the child.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-03 Characterize variations in temperament and their significance Topic: Early Childhood Topic: Goodness of Fit

150. (p. 333) Define attachment. Attachment is a close emotional bond between the infant and the caregiver.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 10-04 Explain attachment and its development Topic: Attachment Topic: Infancy

10-58

Chapter 10 - Emotional Development and Attachment

151. (p. 335) Explain social referencing. Social referencing involves reading emotional cues in others to help determine how to act in a particular situation.

152. (p. 337) Describe how differently attached children will react in the Strange Situation experiment. Securely attached babies use the caregiver as a secure base from which to explore the environment. When the caregiver departs, the child protests mildly and reestablishes positive interaction upon return. Insecurely avoidant babies show insecurity by avoiding the mother. The engage in little interaction and display little distress when the caregiver leaves. On caregiver's return, the child does not reestablish contact and may lean or look away if caregiver makes contact. Insecurely resistant babies cling to the caregiver and then resist her by fighting against the closeness. In the Strange Situation, these babies often cling anxiously to the caregiver and don't explore the playroom. When the caregiver leaves, they often cry loudly and push away if she tries to comfort them on her return. Insecure disorganized babies are disoriented. In the Strange Situation, they appear dazed, confused, or fearful. To be classified as disorganized, strong patterns of avoidance and resistance or certain select behaviors must be shown around the caregiver.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-04 Explain attachment and its development Topic: Infancy Topic: Strange Situation

10-59

Chapter 10 - Emotional Development and Attachment

153. (p. 341-344) How does day care affect the influence that family and parenting have on children? A large, national study indicated that the influence of families and parenting is not weakened by extensive child care. Parents played a significant role in helping children to regulate their emotions, which was related to positive cognitive and social outcomes.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-04 Explain attachment and its development Topic: Child Care Topic: Infancy

154. (p. 334) List two strategies a parent can follow in regard to child care. 1. Recognize that the quality of your parenting is a key factor in your child's development. 2. Make decisions that will improve the likelihood you will be good parents. 3. Monitor your child's development. 4. Take some time to find the best child care.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-04 Explain attachment and its development Topic: Child Care Topic: Infancy

10-60

Chapter 10 - Emotional Development and Attachment

155. (p. 349-351) Describe two types of love, and their relationship to each other. Romantic love: also called passionate love or eros. Has strong component of sexuality and infatuation. Often predominates in the early part of a love relationship. Affectionate love: also called companionate love. Occurs when individuals desire to have the other person near and have a deep, caring affection for the person. Relationship between romantic and affectionate love: as love matures, passion tends to give way to affection.

156. (p. 351) Describe Sternberg's triarchic theory of love. There are three types of love: Passion: physical and sexual attraction. Intimacy: emotional feelings of warmth, closeness, and sharing. Commitment: cognitive appraisal of the relationship and intent to maintain the relationship even in the face of problems. Combinations of these three types create other types of love. Passion = Infatuation Intimacy + Commitment = Affectionate Passion + Commitment = Fatuous Love Passion + Intimacy + Commitment = Consummate Love

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 10-04 Explain attachment and its development Topic: Adulthood Topic: Sternberg's Triangular Theory of Love

10-61

Chapter 11 - The Self, Identity, and Personality

Chapter 11 The Self, Identity, and Personality

Multiple Choice Questions 1. (p. 358) Which of the following is the central aspect of an individual's personality? A. self B. identity C. perception D. self-assessment

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Self-Understanding

2. (p. 358) Being attentive and positive toward one's image in a mirror appears as early as month(s) old. A. 1 B. 3 C. 6 D. 12

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Infancy Topic: Self-Understanding

11-1

Chapter 11 - The Self, Identity, and Personality

3. (p. 358) When describing herself, Cali says that she is the oldest child in her family, is president of the honor society at school, has a few close friends, and is on the student council. These aspects of Cali's self-understanding are based on? A. roles and membership categories B. representations of the self C. personal memories D. self-concepts

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Adolescence Topic: Self-Understanding

4. (p. 358-359) Twenty-month-old Michael is placed in front of a mirror with a spot of rouge on his nose. Michael will MOST likely: A. touch his nose in attempt to wipe off the spot. B. touch the mirror in attempt to wipe the spot off of his nose. C. wave and point to the child in the mirror. D. look to his mother for assurance that the child in the mirror is okay.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Infancy Topic: Self-Understanding

5. (p. 358) Dewey comprehends that he is a 10-year-old boy who is: on the chess team, a member of a family, loves computer games, and hates peanut butter. This is Dewey's: A. self-esteem. B. personality. C. self-understanding. D. character.

11-2

Chapter 11 - The Self, Identity, and Personality

6. (p. 359) For most children, the ability to recognize oneself in the mirror occurs around year(s) of age. A. 1 B. 2 C. 3 D. 5

7. (p. 359-360) In general terms, the preschool child's understanding of self is: A. physical or active. B. abstract. C. symbolic. D. transitory.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Early Childhood Topic: Self-Understanding

8. (p. 359) Todd explains that he is different from Davion because he is tall and has blonde hair and Davion is short and has brown hair. Todd is a(n): A. toddler. B. preschooler. C. elementary-aged child. D. adolescent.

11-3

Chapter 11 - The Self, Identity, and Personality

9. (p. 360) Which of the following explains why young children have unrealistically positive self-descriptions? A. They don't yet distinguish between their desired and actual competence. B. They don't compare their own abilities with others. C. They don't distinguish their real from their ideal self. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Early Childhood Topic: Self-Understanding

10. (p. 359-360) Which of the following is an example of how a 5-year-old child might perceive a friend in terms of psychological traits? A. My friend lives over there. B. My friend has brown hair. C. My friend is funny. D. My friend is short.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Early Childhood Topic: Understanding Others

11. (p. 360) Which of the following is an example of how a young child might make a selfevaluation using an unrealistically positive overestimation? A. I am sometimes scared of the dark. B. I know most of my ABCs. C. I can sing part of that song. D. I am never scared.

11-4

Chapter 11 - The Self, Identity, and Personality

12. (p. 360) Mary Ann wants to help her young daughter better understand what other people are feeling. What should Mary Ann say to help her daughter understand others? A. "How do you think your friend feels because you took her toy?" B. "Don't take her toy!" C. "How would you feel if someone took your toy?" D. "What if you broke your friend's toy?"

13. (p. 361) Mariah identifies herself as a kind person, a girl scout, and the best soccer player on her team. Mariah is in: A. adulthood. B. adolescence. C. early childhood. D. middle to late childhood.

14. (p. 362) Leigh understands that she upset her brother when she lost his favorite ball and wants to replace it to make him happy. Leigh is displaying: A. opinion understanding. B. perspective taking. C. shame. D. self-evaluative emotion.

11-5

Chapter 11 - The Self, Identity, and Personality

15. (p. 346) Ted is popular because he displays an understanding of his friends' needs and communicates well. He is adept at: A. goal directing. B. abstraction. C. perspective taking. D. self-understanding.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Middle and Late Childhood Topic: Understanding Others

16. (p. 362) In a recent cross-cultural study, older children showed increased skepticism of others' self-reports concerning value-laden traits. Which of the following would a 10- to 11year-old most likely reject? A. claims that one never lies B. statements about liking salsa C. statements about failing tests D. statements about height

11-6

Chapter 11 - The Self, Identity, and Personality

17. (p. 362) Jana is discovering her likes and dislikes, talents and abilities. It seems that her persona changes frequently. In the last month, she has characterized herself as a tomboy, dancer, and honor student. This is an example of Jana's: A. abstract self. B. real self. C. self-consciousness. D. fluctuating self.

18. (p. 363) Kelsy wants to become a teacher, lawyer, or singer. She is a talented, intelligent girl who vows not to be satisfied in a dead end job. Kelsy is considering her: A. fluctuating self. B. conscious self. C. talented self. D. possible self.

11-7

Chapter 11 - The Self, Identity, and Personality

19. (p. 363) What individuals might become, what they would like to become, and what they dread they will become constitutes the: A. possible self. B. fluctuating self. C. conscious self. D. unconscious self.

20. (p. 363) American-born youth of ethnic descent have to learn how to adapt and mesh many different worlds. This task requires considerable: A. possible self-development. B. self-integration. C. idealism. D. self-consciousness.

21. (p. 364) The extent to which an individual recognizes his or her personal psychological makeup is that person's: A. identity. B. self-concept. C. self-esteem. D. level of self-awareness.

11-8

Chapter 11 - The Self, Identity, and Personality

22. (p. 364) As individuals get older, they describe _ more ways. A. more; abstract B. fewer; concrete C. fewer; abstract D. more; concrete

possible selves and portray them in

23. (p. 365) Leslie recalls her painful divorce. At the time, she felt like a failure but now realizes that many aspects of her life improved as a result of this challenge. She is participating in a(n): A. identity achievement. B. identity diffusion. C. possible self-review. D. life review.

11-9

Chapter 11 - The Self, Identity, and Personality

24. (p. 365) Judy reminisces about when her children were young. She reveals to her daughter that she often felt tired and discouraged during those times. Seeing her children as parents helps Judy to realize that she was and is a good mother. This is an aspect of Judy's: A. life review. B. identity achievement. C. possible self-fulfillment. D. identity diffusion.

25. (p. 365) Joann is an older adult who attends a group that shares its past experiences, familiar objects, and photographs with each other. This kind of therapy is known as therapy. A. life review B. reminiscence C. regression D. narcissism

26. (p. 365) Self-esteem refers to global self-evaluation, while self-concept refers to: A. integration of past memories with the present. B. domain-specific evaluations of the self. C. life review and goal setting. D. devising possible selves.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Self-Esteem

11-10

Chapter 11 - The Self, Identity, and Personality

27. (p. 366) Low self-esteem is correlated to: A. erratic academic performance. B. sociability. C. depression. D. uninhibited temperament.

28. (p. 366) Self-esteem is correlated most strongly with: A. athletic competence. B. behavioral conduct. C. scholastic competence. D. physical appearance.

29. (p. 366) Self-esteem is linked to many different factors. It is important to remember that the research is not , but is largely . A. experimental; correlational B. correlational; experimental C. stable; fluctuating D. global; domain-specific

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Chapter 11 - The Self, Identity, and Personality

30. (p. 367) Most adolescents have A. high B. low C. fluctuating D. unhealthy

self-esteem.

31. (p. 367) At almost all ages, self-esteem is highest in: A. males. B. females. C. extroverts. D. introverts.

32. (p. 367) Nine-year-old Calvin's self-esteem is MOST likely: A. narcissistic. B. realistic. C. negative. D. correlated with that of his close friends.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Middle and Late Childhood Topic: Self-Esteem

11-12

Chapter 11 - The Self, Identity, and Personality

33. (p. 367) Cross-cultural research shows which of the following about adolescents around the world? A. Almost three-fourths of the adolescents had a healthy self-image. B. Almost three-fourths of the adolescents were taking some form of antidepressant. C. Less than half of the adolescents had a healthy self-image. D. Almost one-fourth of the adolescents were narcissistic and had unrealistically positive selfimages.

34. (p. 368) All of the following are possible reasons why older adults don't have lower selfesteem than young or middle-aged adults EXCEPT: A. they don't interpret their "losses" negatively. B. their emotion-related goals have increased. C. their knowledge-related goals have increased. D. they compare themselves with other older adults.

35. (p. 348) Letti allows her young son to try many different activities—sports, chess, music, and so on. She wants him to discover his natural abilities and interests in order to: A. create identity achievement. B. decrease his self-consciousness. C. increase his self-esteem. D. increase his social approval.

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Chapter 11 - The Self, Identity, and Personality

36. (p. 368-369) Which of the following is likely to improve a child's self-esteem? A. Find out what a child values and help develop skills and competence in this area. B. Tell a child how much he/she is liked and respected by adults. C. Design an extrinsically rewarded behavior program to encourage academic performance. D. Let a child tackle important personal problems without assistance and praise the result.

37. (p. 368-369) Which of the following is NOT a strategy for increasing self-esteem? A. Avoid problems to prevent failure or disappointment. B. Develop competence in areas of personal interest. C. Cultivate friendships and sources of emotional support. D. Set realistic goals and work toward them.

38. (p. 369) The ability to manage one's behavior without help from others is known as: A. perspective taking. B. self-regulation. C. emotional control. D. emotional intelligence.

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Chapter 11 - The Self, Identity, and Personality

39. (p. 369) Self-regulation is positively correlated to: A. obsessive-compulsive spectrum mental disorders. B. lower achievement but high life satisfaction. C. high achievement and high life satisfaction. D. restrictive eating disorders.

40. (p. 369) At what age do infants, relying on others for signals about acceptable behavior, begin to show compliance to caregivers' demands? A. 1-6 months B. 6-12 months C. 12-18 months D. 18-24 months

41. (p. 370) Which of the following might interfere with the development of self-regulation in adolescence? A. extrinsic reward systems B. natural abilities C. ability to delay immediate gratification D. feelings of invincibility and social comparison

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Chapter 11 - The Self, Identity, and Personality

42. (p. 370) Paul Baltes and colleagues believe that successful self-regulation in aging is linked with which of the following factors? A. identity foreclosure, diffusion, and achievement B. self, identity, and personality C. selection, optimization, and compensation D. self-awareness, self-esteem, and self-concept

43. (p. 370) The selective optimization with compensation model is based on the idea that older adults fare better when they: A. ignore their increasing limitations. B. use technology to broaden and increase their daily activities and efforts. C. develop positive and creative coping strategies to deal with their limitations. D. limit the scope of their social networks.

44. (p. 370) Curtis loves to garden, but his arthritis makes it difficult. Now he limits the plants he tends to those that do not require much maintenance. This is an example of: A. assimilation. B. optimization. C. compensation. D. selection.

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Chapter 11 - The Self, Identity, and Personality

45. (p. 370) Thora loves to paint but realizes her fine-motor movement is not what it used to be. She now paints in the morning when she experiences fewer tremors and makes sure to go slowly working on her projects. This is an example of: A. selection. B. optimization. C. accommodation. D. assimilation.

46. (p. 370-371) Scott realizes that his memory is not what it used to be. He carries a small notebook with him to write down important information that he will need to recall later. This is an example of: A. compensation. B. accommodation. C. assimilation. D. optimization.

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Chapter 11 - The Self, Identity, and Personality

47. (p. 371) Donna has congestive heart failure and is confined to a wheelchair. She remains active in the community by using email and teleconferencing software. Her 24-hour caregiver assists her with daily living tasks. Donna has learned how to effectively use strategies to maintain an active, positive life. A. selection B. optimization C. compensation D. secondary control striving

48. (p. 371) Bill believes that he should persevere and keep trying until he reaches his goals. Bill is using a(n) strategy. A. selection B. compensation C. optimization D. realistic

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Late Adulthood Topic: Self-Regulation

11-18

Chapter 11 - The Self, Identity, and Personality

49. (p. 371-372) Compared to older adults, younger adults are more likely to assess their wellbeing in terms of: A. physical attraction. B. good health. C. ability to accept change. D. their careers.

50. (p. 372) Sal is 75 years old. He is most likely to personally invest in his: A. health. B. family. C. friends. D. job.

51. (p. 373) Which of the following includes awareness and assessment? A. self B. identity C. personality D. character

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Identity

11-19

Chapter 11 - The Self, Identity, and Personality

52. (p. 373) According to Erik Erikson, an adolescent's crisis is based on the need to: A. form an identity. B. develop trusting relationships. C. be independent. D. explore his or her sexuality.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

53. (p. 374) Erikson termed the gap between childhood security and adult autonomy: A. psychosexual commitment. B. psychosocial crisis. C. psychosexual moratorium. D. psychosocial moratorium.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

54. (p. 374) Sometimes Kianna is angry that her parents will not let her date who she pleases. Other times she is upset because they do not coddle her like they do her younger siblings. Kianna's mixed feelings are an example of Erikson's: A. identity withdrawal. B. psychosexual confusion. C. psychological diffusion. D. psychological moratorium.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

11-20

Chapter 11 - The Self, Identity, and Personality

55. (p. 374) Yves had a tumultuous adolescence. As a young adult, he isolates himself from peers and family. According to Erikson, Yves emerged from his adolescent crisis as: A. identity confused. B. independent. C. stagnated. D. mistrusting.

56. (p. 374) According to Erik Erikson, the adolescent identity crisis is: A. a natural and healthy part of development. B. an abnormal and unhealthy state that occurs when development goes awry. C. a simple problem to resolve for well-adjusted adolescents. D. something that develops when parents put too much pressure on adolescents to mature.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

11-21

Chapter 11 - The Self, Identity, and Personality

57. (p. 374) Maria is experiencing identity confusion. Which of the following statements describes Maria? A. She is withdrawn and isolated from her family and friends. B. She is immersed in her friends and equates her identity with the crowd. C. She has a sense of self that is inconsistent and generally unacceptable to others. D. All of these are possible descriptions of an adolescent with identity confusion.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

58. (p. 374) Erikson held that adolescence is a critical period for identity development and that unsuccessfully resolved crises during this time result in confusion about who one truly is. In contrast, contemporary theorists believe that identity is formed: A. in a gradual process of discovery that occurs across the lifespan. B. after an individual leaves home. C. by resolving a series of crises that emerge during adolescent development. D. through discontinuous stages throughout life.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

11-22

Chapter 11 - The Self, Identity, and Personality

59. (p. 374) An adolescent who is experimenting with different vocational possibilities is experiencing what psychologist James Marcia terms an identity: A. crisis. B. diffusion. C. foreclosure. D. commitment.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Marcia's Identity Statuses

60. (p. 375) According to Marcia, is defined as a period of identity development during which the individual is exploring alternatives. A. commitment B. crisis C. possible self-appraisal D. idealism training

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Marcia's Identity Statuses

61. (p. 375) According to Marcia, the part of identity development in which individuals show personal investment in what they are going to do is known as: A. possible self-appraisal. B. crisis. C. commitment. D. idealism narrowing.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Marcia's Identity Statuses

11-23

Chapter 11 - The Self, Identity, and Personality

62. (p. 374-375) According to Marcia, the extent of an individual's crisis or commitment in the process of developing a self is called: A. stagnation. B. identity status. C. possible self-appraisal. D. possible self-narrowing.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Marcia's Identity Statuses

63. (p. 375) Thirteen-year-old Cody does not understand or care about how his strengths and weaknesses will guide him into different roles in the future. According to Marcia, Cody is in a state of identity: A. achievement. B. diffusion. C. commitment. D. moratorium.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Marcia's Identity Statuses

11-24

Chapter 11 - The Self, Identity, and Personality

64. (p. 375) According to Marcia, adolescents who have not explored meaningful alternatives or made any commitments are in a state of identity: A. diffusion. B. foreclosure. C. moratorium. D. achievement.

65. (p. 375) Wayne's parents insist that he become a lawyer, and he is planning to attend the law school that they have chosen for him. Marcia would say that Wayne is in a state of identity: A. diffusion. B. foreclosure. C. moratorium. D. achievement.

11-25

Chapter 11 - The Self, Identity, and Personality

66. (p. 375) Which of Marcia's identity statuses is a minority youth likely to adopt in the face of restricted occupational opportunities in a discriminating dominant culture? A. identity diffusion B. identity moratorium C. identity foreclosure D. identity achievement

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Marcia's Identity Statuses

67. (p. 375) According to Marcia, adolescents that have made a commitment without exploring meaningful alternatives are in a state of identity: A. diffusion. B. foreclosure. C. moratorium. D. achievement.

11-26

Chapter 11 - The Self, Identity, and Personality

68. (p. 375) An assignment in Chad's career development course has reopened the issue of choosing a major. According to Marcia, Chad is in a state of identity: A. diffusion. B. foreclosure. C. achievement. D. moratorium.

69. (p. 375) According to Marcia, adolescents who are in the midst of a crisis and whose commitment levels are either absent or only vaguely defined are in a state of identity: A. diffusion. B. foreclosure. C. achievement. D. moratorium.

11-27

Chapter 11 - The Self, Identity, and Personality

70. (p. 355) Emily pondered her major for a long time. Now, at graduation, she feels a strong sense of having made the right decision and looks forward to a long career in her chosen area. According to Marcia, Emily is in a state of identity: A. achievement. B. moratorium. C. foreclosure. D. diffusion.

71. (p. 375) According to Marcia, adolescents who have explored alternatives and have made a commitment are in a state of identity: A. diffusion. B. foreclosure. C. moratorium. D. achievement.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Marcia's Identity Statuses

11-28

Chapter 11 - The Self, Identity, and Personality

72. (p. 375) One way researchers examine identity changes in depth is by using a technique where you ask the individual to tell their life story and evaluate how integrated that story is, this approach is known as: A. the narrative approach. B. the MAMA cycle. C. a Big 5 questionnaire. D. the contemporary life-events approach.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Identity

73. (p. 376) The "MAMA" cycle is: A. the phenomenon in which young adults look to their parents to make difficult decisions for them in various areas of identity. B. the possibility that an individual may work through crisis and commitment in any given area of identity more than once. C. direct coercion or subtle pressure from parents for an individual to make a particular identity choice. D. the phenomenon in which young adults do not feel pressure to make identity choices and remain in a state of identity diffusion for long periods of time.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Emerging Adulthood Topic: Identity

11-29

Chapter 11 - The Self, Identity, and Personality

74. (p. 376) After considerable debate, Drew proposed to his girlfriend. As the wedding date approached, he was overcome with doubt and considered calling it off. He did not cancel the wedding and is happily married today. Drew's experience is an example of: A. identity diffusion. B. identity foreclosure. C. the "MAMA" cycle of identity development. D. the values-conflict tension in identity development.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Early Adulthood Topic: Identity

75. (p. 376) As Stephanie considers the future, her mother explains that few decisions are permanent, and that Stephanie will continue to reevaluate her choices for the rest of her life. This is a description of: A. the individual nature of identity development. B. the "MAMA" cycle. C. foreclosure in early adulthood. D. identity diffusion.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Emerging Adulthood Topic: Identity

11-30

Chapter 11 - The Self, Identity, and Personality

76. (p. 377) For positive identity development, a family atmosphere should promote: A. individuality. B. connectedness. C. both individuality and connectedness. D. career development through the exploration of possible talent areas.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Family Influences

77. (p. 377) Kristina is looking forward to participating in the mock election debate at school. She has strong opinions on school issues and feels confident that she can communicate her stance to others. Kristina has a sense of: A. commitment. B. achievement. C. connectedness. D. individuality.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Family Influences

78. (p. 377) According to Cooper, self-assertion and separateness are two dimensions of: A. foreclosure. B. achievement. C. individuality. D. connectedness.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Family Influences

11-31

Chapter 11 - The Self, Identity, and Personality

79. (p. 377) Maria is a family therapist. She encourages her clients to recognize and respect other's points of view and be open to different ideas. Maria is fostering a sense of: A. harmony. B. connectedness. C. individuality. D. achievement.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Family Influences

80. (p. 377) According to Cooper, mutuality and permeability are two dimensions of: A. foreclosure. B. achievement. C. individuality. D. connectedness.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Family Influences

81. (p. 378) When minority youth identify in some ways with their ethnic culture and in other ways with the dominant culture, they are developing a(n): A. identity foreclosure. B. ethnic individuality. C. multicultural merge. D. bicultural identity.

11-32

Chapter 11 - The Self, Identity, and Personality

82. (p. 378) Juan is a college student who is reflecting on his ethnic identity and how he fits into mainstream culture. He has a diverse group of friends and is active in the campus Latino Club. Juan likely: A. suffers from low self-esteem and identity confusion. B. is militant about preserving his culture of origin. C. identifies both with the mainstream culture and his culture of origin. D. identifies with neither the mainstream culture nor his culture of origin.

83. (p. 378) Which of the following is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings related to that membership? A. multiculturalism B. ethnic diffusion C. ethnic identity D. cultural assimilation

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-02 Explain the key facets of identity development Topic: Cultural and Ethnic Identity

11-33

Chapter 11 - The Self, Identity, and Personality

84. (p. 380) What type of personality theories are based on the notion that people can be described in terms of the basic ways they act? A. behaviorist B. environmental C. psychosocial D. trait

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Emerging Adulthood Topic: Trait Theories

85. (p. 380) The Big Five factors theory of personality is the view that personality is made up of: A. drama, humor, fear, intelligence, and friendship. B. biological predisposition, environmental influences, personal preferences, cognitive abilities, and social likeability. C. openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. D. experiences, innate qualities, learned behaviors, reactions/actions, and expectations.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Big Five Factors of Personality Topic: Emerging Adulthood

11-34

Chapter 11 - The Self, Identity, and Personality

86. (p. 380) The Big Five factor of conscientiousness has emerged as a key predictor of: A. superior cognitive functioning. B. academic success. C. satisfying romantic relationships. D. starting a new business.

87. (p. 381) Today, most personality psychologists believe that personality is a product of: A. traits. B. situation. C. trait-situation interaction. D. stage crises.

88. (p. 381) Some psychologists believe that trait theories of personality give too little attention to and put too much emphasis on . A. stability; environment B. environment; stability C. biology; plasticity D. environment; plasticity

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Trait Theories

11-35

Chapter 11 - The Self, Identity, and Personality

89. (p. 381) The Big Five factor of agreeableness is positively correlated with: A. superior cognitive functioning. B. academic success. C. satisfying romantic relationships. D. starting a new business.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Trait Theories

90. (p. 381) What is the charge of the novice phase in Levinson's theory? A. social relationship development B. development of a dream and free experimentation and testing this dream in the real world C. determining realistic goals D. striving toward stability

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Emerging Adulthood Topic: Levinson's Seasons of a Man's Life

91. (p. 382) According to Levinson's research on the midlife transition, most males: A. found it an easy and gradual developmental phase. B. were not aware of the significant developmental changes taking place. C. found it to be a painful and difficult time. D. struggled with the issues much later than Levinson concluded.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Levinson's Seasons of a Man's Life Topic: Middle Adulthood

11-36

Chapter 11 - The Self, Identity, and Personality

92. (p. 382) What did Levinson conclude about females in midlife transition? A. Females have significantly less distress during this process. B. Females face the midlife transition earlier and with greater difficulty than males. C. Females who had children had an easier time than those who did not. D. Like males, females also suffer a crisis.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Middle Adulthood Topic: Midlife Crisis

93. (p. 382) According to Levinson, the midlife crisis requires men to come to grips with all of the following EXCEPT: A. being masculine vs. feminine. B. being attached to others vs. separated from them. C. being young vs. old. D. being generative vs. stagnant.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Middle Adulthood Topic: Midlife Crisis

94. (p. 382) What do most researchers believe regarding the concept of a midlife crisis? A. The idea of midlife crisis has been exaggerated. B. A midlife crisis lasts approximately 5 years. C. Midlife crises are to blame for most divorces occurring in middle adulthood. D. The concept of a midlife crisis is usually attributed to men, but the women navigate these conflicts as well.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Middle Adulthood Topic: Midlife Crisis

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Chapter 11 - The Self, Identity, and Personality

95. (p. 383) In the individual variations view of middle adulthood development, it is important to recognize that: A. the vast majority of individuals face a long and turbulent midlife crisis. B. some individuals may experience a midlife crisis in some contexts of their lives but not others. C. a midlife crisis is actually a random and uncommon phenomenon. D. the less publicized female midlife crisis revolves around the loss of fertility.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Middle Adulthood Topic: Midlife Crisis

96. (p. 383) What theory emphasizes the influence of life experiences on personality development? A. BOOM theory B. contemporary life-events theory C. trait-situation interaction theory D. Big Five factors of personality theory

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Life-Events Approach Topic: Middle Adulthood

97. (p. 383) According to the contemporary life-events theory of development, a divorce is likely to affect an individual in a: A. negative way. B. positive way. C. unique way dependent on mediating factors, interpretation, and context. D. negative way only if children are involved.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Life-Events Approach Topic: Middle Adulthood

11-38

Chapter 11 - The Self, Identity, and Personality

98. (p. 383) The life-events approach to understanding adult development has been criticized because it focuses: A. too much on change and too little on stability. B. too little on common life events that do not significantly alter development. C. too much on the concept of midlife crisis to explain development. D. too little on universal coping strategies that minimize the effects of major life events.

99. (p. 384) The seventh stage of Erikson's life-span theory takes place during middle age and is termed: A. intimacy versus isolation. B. integrity versus despair. C. generativity versus stagnation. D. keeping the meaning versus rigidity.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Generativity Topic: Middle Adulthood

11-39

Chapter 11 - The Self, Identity, and Personality

100. (p. 384) Beverly spends as much time with her grandchildren as she can. She wants them to remember the fun times they have shared when she passes. According to Erikson, Beverly is striving to achieve: A. identity. B. intimacy. C. generativity. D. stagnation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Generativity Topic: Late Adulthood

101. (p. 384) Middle-aged Jeff regrets his earlier over-focus on work and mourns the poor relationship he has with his children. According to Erikson, Jeff is experiencing: A. doubt. B. shame. C. despair. D. stagnation.

11-40

Chapter 11 - The Self, Identity, and Personality

102. (p. 384) When adults develop skills that are passed down to others, they are developing of work. A. identity B. intimacy C. generativity D. stagnation

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Generativity Topic: Middle Adulthood

103. (p. 384) Costa and McCrae have found that all of the following personality traits peak around 40 to 60 years of age EXCEPT: A. openness. B. agreeableness. C. conscientiousness. D. social dominance.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Costa and McCrae's Baltimore Study Topic: Late Adulthood Topic: Middle Adulthood

11-41

Chapter 11 - The Self, Identity, and Personality

104. (p. 384-386) Diane was shy and lacked confidence as a teenager. At age 62, she is still unlikely to initiate a conversation but feels confident in her abilities and life choices. In explaining Diane's personality development, Costa and McCrae's Baltimore study would most likely emphasize , whereas the Berkeley longitudinal studies would emphasize . A. change; stability B. stability; change C. extroversion; introversion D. introversion; extroversion

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Costa and McCrae's Baltimore Study Topic: Late Adulthood

105. (p. 386) In the Berkeley longitudinal studies, which of the following dimensions was considered LEAST stable in adult personality development? A. nurturance B. being intellectually oriented C. openness to new experiences D. self-confidence

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Berkeley Longitudinal Studies Topic: Middle Adulthood

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Chapter 11 - The Self, Identity, and Personality

106. (p. 385-386) The Berkeley longitudinal studies indicated that life-span personality development is marked by: A. significant change. B. significant stability. C. neither extreme change nor extreme stability. D. significant flux in self-confidence.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Berkeley Longitudinal Studies Topic: Middle Adulthood

107. (p. 386) In the Berkeley longitudinal studies, which of the following dimensions was considered MOST stable in adult personality development? A. nurturance B. hostility C. relationship control D. self-confidence

108. (p. 386) Which of the following is a finding of Helson's Mills College study? A. Women in their 40s experience many of the same concerns of men in midlife. B. The concerns women feel in midlife indicate significant crisis functioning. C. Women who are family-oriented, career-oriented, and those who follow neither path change in the same way throughout adulthood. D. Women caring for their elderly parents feel an increase in responsibility and self-control.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Helson's Mills College Studies Topic: Middle Adulthood

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Chapter 11 - The Self, Identity, and Personality

109. (p. 386) The author of the Mills College longitudinal study favors the concept of midlife over midlife crisis. A. consensus B. conscientiousness C. consciousness D. curiosity

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Helson's Mills College Studies Topic: Middle Adulthood

110. (p. 387) Which of the following BEST summarizes the results of the major longitudinal studies of personality development? A. Personality changes considerably throughout the adult years. B. Personality is well developed by age 30 and rarely changes after this age. C. The extent of personality change over time is fairly consistent for the population as a whole. D. The greatest amount of change happens from 20 to 40.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Early Adulthood Topic: Stability and Change

111. (p. 387) According to the cumulative personality model of personality development, as people age, they become more adept at: A. controlling and avoiding crisis events. B. identifying negative personality traits in others. C. interacting with their environment in ways that support personality stability. D. identifying themselves as "happy-sad" or "well-sick."

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Stability and Change

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Chapter 11 - The Self, Identity, and Personality

Short Answer Questions 112. (p. 358) Define self, identity, and personality. Self: all the characteristics of a person Identity: who a person is, a synthesis and integration of self-understanding Personality: enduring personal characteristics of individuals

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Identity Topic: Self-Understanding

113. (p. 362) Define perspective taking, and explain its relationship to social acceptance in children. Perspective taking is the ability to assume another person's point of view and understand his/her thoughts and feelings. Children who are competent at perspective taking are better at understanding the needs of their companions, so they likely can communicate more effectively with them.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Middle and Late Childhood Topic: Self-Understanding

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Chapter 11 - The Self, Identity, and Personality

114. (p. 362-363) Describe two ways that an adolescent's self-understanding differs from that of a child. 1. Adolescents are more likely to use abstract and idealistic labels to describe themselves. 2. Adolescents are more likely to be self-conscious and preoccupied with their selfunderstanding. 3. Adolescents have the ability to construct possible selves including what they hope to become and what they dread they will become. 4. Adolescent self-understanding becomes more integrative.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Adolescence Topic: Middle and Late Childhood Topic: Self-Understanding

115. (p. 365-366) Compare self-esteem with self-concept. Self-esteem: refers to global evaluations of the self, also called self-worth or image. Self-concept: refers to domain-specific evaluations of the self.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Self-Esteem

11-46

Chapter 11 - The Self, Identity, and Personality

116. (p. 368-369) List three ways to improve self-esteem. 1. Identify the causes of low-self-esteem and the domains of competence important to the self. 2. Increase emotional support and social approval. 3. Take responsibility for self-esteem. 4. Provide for achievement. 5. Increase coping skills.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-01 Discuss the main ways the self and understanding others are conceptualized and how they develop Topic: Strategies for Increasing Self-Esteem

117. (p. 369-370) Describe how increased cognitive ability and egocentric thinking might work against each other in developing self-regulation in adolescence. Advances in cognitive skills and independence might lead to increased self-control and recognition of the value of delaying immediate gratification for a later good. However, adolescent egocentricism and feelings of invincibility may work against cognition and produce less self-control.

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Chapter 11 - The Self, Identity, and Personality

118. (p. 370-372) Discuss the selective optimization with compensation model. Proposes that aging is related to three main factors: 1. Selection—reduced capacity and loss of functioning require selection of activities to continue. 2. Optimization—performance in some areas can be maintained by practice and use of new technologies. 3. Compensation—occurs when life tasks require capacity beyond level of older adult's performance potential.

119. (p. 373) Name five of Erikson's identity components. 1. vocational/career 2. political 3. religious 4. relationship 5. achievement/intellectual 6. sexual identity 7. cultural/ethnic 8. interest 9. personality 10. physical

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

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Chapter 11 - The Self, Identity, and Personality

120. (p. 373-374) Explain Erik Erikson's fifth stage of psychosocial development. The fifth stage of Erikson's theory is identity versus identity confusion. At this stage, adolescents must form an identity about whom they are and who they want to become.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Erikson's View

121. (p. 374-375) List three of the four identity statuses presented by James Marcia. 1. identity diffusion 2. identity foreclosure 3. identity moratorium 4. identity achievement

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Adolescence Topic: Marcia's Identity Statuses

122. (p. 374-375) Evaluate your own identity status. Explain why you believe you are at that stage of development. Answers will vary.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 APA Outcome: 5.2 Blooms Taxonomy: Evaluation Difficulty Level: Difficult Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Marcia's Identity Statuses

11-49

Chapter 11 - The Self, Identity, and Personality

123. (p. 375-376) According to Marcia, what three factors influence whether adolescents develop a positive identity? 1. Confidence in parental support. 2. Sense of industry. 3. Self-reflective stance.

124. (p. 376) What is the "MAMA" cycle? The "MAMA" cycle is the possibility that an individual may work through crisis and commitment in any given area of identity more than once. It stands for moratorium, achievement, moratorium, achievement.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-02 Explain the key facets of identity development Topic: Adolescence Topic: Emerging Adulthood Topic: Identity

11-50

Chapter 11 - The Self, Identity, and Personality

125. (p. 377) Discuss the two dimensions of individuality and the two dimensions of connectedness. Dimensions of individuality: 1. self-assertion—the ability to have and communicate a point of view. 2. separateness—the use of communication patterns to express how one is different from others. Dimensions of connectedness: 1. mutuality—sensitivity to and respect for others' views. 2. permeability—openness to others' views.

126. (p. 380) What are the Big Five factors of personality? 1. openness to experience 2. conscientiousness 3. extraversion 4. agreeableness 5. neuroticism

11-51

Chapter 11 - The Self, Identity, and Personality

127. (p. 381) How do trait theories differ from Walter Mischel's idea of changes in personality? Trait theories view personality as being made up of broad dispositions (traits) that tend to produce characteristic response. It is limited in that it does not account for environmental factors and puts too much emphasis on stability. These criticisms initially were leveled by social cognitive theorist Walter Mischel (1968). Mischel argued that personality often changes according to the situation. Thus, an individual may behave very differently at a party from the way he would in the library.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Trait Theories

128. (p. 382) According to Levinson, what four major conflicts do males come to grips with during middle adulthood? 1. Being young versus being old 2. Being constructive versus being destructive 3. Being masculine versus being feminine 4. Being attached to others versus being separated from them

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Levinson's Seasons of a Man's Life Topic: Middle Adulthood

11-52

Chapter 11 - The Self, Identity, and Personality

129. (p. 383-384) Explain the contemporary life-events approach to development. The contemporary life-events approach emphasizes that how life events influence the individual's development depends not only on the life event but also on the mediating factors (physical health, family supports, for example), the individual's adaptation to the life event, the life-stage context, and the sociohistorical context.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Life-Events Approach Topic: Middle Adulthood

130. (p. 384) Identify and discuss the seventh stage of Erikson's psychosocial life-span development perspective. Generativity versus stagnation is the stage that occurs during middle adulthood. Generativity encompasses adults' plans for what they hope to do to leave a legacy of themselves to the next generation. Stagnation develops when individuals sense that they have done nothing for the next generation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 11-03 Describe personality and its development in adulthood Topic: Generativity Topic: Middle Adulthood

11-53

Chapter 11 - The Self, Identity, and Personality

131. (p. 384) Discuss three of the four different ways adults can develop generativity. 1. biological generativity: adults conceive and give birth to an infant 2. parental generativity: adults provide nurturance and guidance to children 3. work generativity: adults develop skills that are passed down to others 4. cultural generativity: adults create, renovate, or conserve some aspect of culture that ultimately survives

132. (p. 384-387) What can we safely say about the stability and change issue of personality development? Some personality characteristics are disposed to significant change throughout the life span, whereas others are fairly stable. Some people experience recurrent crises and change a great deal over the life course, whereas others have more stable, continuous lives and change far less.

11-54

Chapter 12 - Gender and Sexuality

Chapter 12 Gender and Sexuality

Multiple Choice Questions 1. (p. 393) Gender is the: A. characteristics of people as females or males. B. biological aspects of being female or male. C. set of expectations that prescribe how females and males should act, think, and feel. D. behavior that is considered appropriate for females or males.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Influences on Gender

2. (p. 393) is one's sense of being male or female. A. Gender role B. Sex C. Gender identity D. Gender stereotypes

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Chapter 12 - Gender and Sexuality

3. (p. 393) Gender roles are the: A. social and psychological dimensions of being female or male. B. biological aspects of being female or male. C. set of expectations that prescribe how females and males should act, think, and feel. D. behavior that is considered appropriate for females or males.

4. (p. 393) Gender typing is the: A. social and psychological dimensions of being female or male. B. biological aspects of being female or male. C. set of expectations that prescribe how females and males should act, think, and feel. D. process by which children acquire the thoughts, feelings, and behaviors that are considered appropriate for being female or male in a particular culture.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Sex-Typed Play

5. (p. 393) Pat's 23rd pair of chromosomes is XY. Pat is a: A. male. B. female. C. carrier for fragile X syndrome. D. child with Down syndrome.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Biological Influences

12-2

Chapter 12 - Gender and Sexuality

6. (p. 393) What general class of sex hormones primarily influences the development of female physical sex characteristics and helps regulate the menstrual cycle? A. androgens B. estrogens C. testosterones D. cortisols

7. (p. 394) Which of the following pairs is correct? A. androgen/male sex characteristics B. testosterone/female sex characteristics C. estrogen/male physical characteristics D. cortisol/male physical characteristics

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

8. (p. 394) are sex hormones produced both by the testes and adrenal glands. A. Androgens B. Testosterones C. Estrogens D. Estradiols

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

12-3

Chapter 12 - Gender and Sexuality

9. (p. 394) Which of the following describes congenital adrenal hyperplasia? A. a condition in males caused by a lack of androgen receptors in their cells B. a condition in which males are missing a penis C. a condition in females caused by enlarged adrenal glands that produce abnormally high levels of androgens D. a condition in which a child is born with both male and female genitals

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

10. (p. 394) What is androgen insensitivity? A. a condition in males caused by a lack of androgen receptors in their cells B. a condition in which females are missing ovaries C. a condition in females caused by enlarged glands producing high levels of androgens D. a condition in which a child is born with both male and female genitals

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

11. (p. 394) What is a pelvic field defect? A. a condition in males caused by a lack of androgen receptors in their cells B. a condition in which males are missing a penis C. a condition in females caused by enlarged glands producing high levels of androgens D. a condition in which a child is born with both male and female genitals

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones Topic: Infancy

12-4

Chapter 12 - Gender and Sexuality

12. (p. 394) Studies following XY children with pelvic field defects indicate that: A. socialization of an individual most strongly influences gender identity. B. the physical presence of sex parts most strongly influences gender identity. C. prenatal exposure to androgens most strongly influences gender identity. D. parents' level of distress and coping style have a strong influence on psychological adjustment of these children.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones Topic: Infancy

13. (p. 394) Researchers have found links between hormone levels and certain behaviors. Which of the following is a documented correlation? A. High levels of estrogens are linked with aggressive and sexual behavior. B. Violent criminals have above-average levels of estrogens. C. High levels of cortisol are correlated with sexual behavior during puberty. D. High levels of testosterone are linked with aggressive and sexual behavior.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

14. (p. 394-395) Which developmental approach argues that different environmental pressures in primeval times forced the separation of gender roles? A. behavioral B. social C. evolutionary D. cognitive

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Chapter 12 - Gender and Sexuality

15. (p. 395) The idea that women show an adaptive preference for choosing long-term mates who can provide their offspring is an expression of: A. environmental design. B. behaviorism. C. natural selection. D. social learning.

16. (p. 395) Dr. Estrada attributes gender differences to the possibility that women's lower-status positions in society have encouraged them to become more cooperative and less dominant than men. Her view most closely matches: A. cognitive developmental theories of gender. B. psychoanalytic theories of gender. C. ethological psychology. D. social role theory.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Social Influences

17. (p. 395) Social cognitive theory attributes psychological differences between men and women to: A. observation and imitation, rewards and punishment of gender-related behavior. B. the degree of success with which one navigates certain discontinuous psychosocial crises. C. the degree of identification with the same-sex parent. D. naturally selected historical roles.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Social Influences

12-6

Chapter 12 - Gender and Sexuality

18. (p. 395) Which theory of gender emphasizes the role of peers in gender typing? A. psychoanalytic theory of gender B. social cognitive theory of gender C. gender schema theory D. evolutionary psychology

19. (p. 395) The psychoanalytic theory purports that gender typing occurs: A. before birth. B. because of biology. C. unconsciously. D. in response to rewards and punishment of imitation behavior.

20. (p. 395) Observation, imitation, and rewards and punishment are facets of which gender theory? A. psychoanalytic B. social cognitive C. gender schema D. evolutionary psychology

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Chapter 12 - Gender and Sexuality

21. (p. 396) With regard to gender stereotyping, recent research shows that parents: A. continue to interact differently with sons and daughters, often fostering behaviors that reinforce traditional gender roles. B. interact nearly equally with sons and daughters, often promoting autonomy and selfreliance. C. often favor daughters and more heavily promote their intellectual development. D. often favor sons and socialize them to be more obedient and responsible.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Adolescence Topic: Middle and Late Childhood Topic: Parents

22. (p. 396) Social cognitive psychologists Luria and Herzog watched elementary school children play repeatedly in same-sex groups and characterized the playground as: A. cognitive vacation. B. social theatre. C. gender school. D. stereotyped role confinement.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Early Childhood Topic: Other Adults, Media, Peers

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Chapter 12 - Gender and Sexuality

23. (p. 398) A cognitive structure that allows for categorization and associations and in turn guides an individual's perceptions is a . A. bias B. heuristic C. attitude D. schema

24. (p. 398) Paulo unconsciously knows what it means to be a boy. He interacts with others, chooses activities, and interprets information in accordance with this cognitive representation of "maleness." This is an example of which gender development theory? A. social cognitive B. psychoanalytic C. psychosocial D. gender schema

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Chapter 12 - Gender and Sexuality

25. (p. 398) According to gender schema theory, gender typing occurs when a child: A. understands that sex is constant. B. forms a concept of what is appropriate for males and females. C. identifies with a same-sex parent. D. imitates the behavior of men or women.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Cognitive Influences Topic: Middle and Late Childhood

26. (p. 400) Research indicates that stereotyped gender roles are more psychologically constrictive for: A. girls. B. boys. C. children from nuclear families. D. children from single-parent families.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Stereotyping Topic: Middle and Late Childhood

27. (p. 400) Broad impressions and beliefs about females and males are termed: A. sex differences. B. gender self-concepts. C. gender-esteem evaluations. D. gender stereotypes.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Stereotyping

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Chapter 12 - Gender and Sexuality

28. (p. 400) Dr. Barlow displays pictures of 10 individuals and asks students to match them with a list of occupations. Unwittingly, the students align traditionally male jobs with pictures of men and traditionally female jobs with pictures of women. This is an example of: A. sex discrimination. B. gender role attribution. C. gender stereotyping. D. gender constancy.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Stereotyping Topic: Middle and Late Childhood

29. (p. 400) Traditional views of gender held that male traits are generally instrumental and female traits are: A. expressive. B. aggressive. C. externalizing. D. assertive.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Traditional Masculinity and Femininity

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Chapter 12 - Gender and Sexuality

30. (p. 400) Females are most likely to be stereotyped as expressing more warmth and sensitivity, whereas males are most likely to be stereotyped as expressing more: A. sadness and regret. B. humor and rhetoric. C. shame and sympathy. D. aggression and independence.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Stereotyping

31. (p. 401) The , a part of the brain that deals with sexual behavior, tends to be larger in males then females. A. thalamus B. hypothalamus C. hippocampus D. amygdala

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Physical Similarities and Differences

32. (p. 401) Compared with the male brain, which of the following is characteristic of a female brain? A. one part of the hypothalamus involved in sexual behavior is larger B. smaller in size but has more folds and surface area C. an area of the parietal lobe that functions in visuospatial skills is larger D. areas involved in emotional expression show less metabolic activity

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Chapter 12 - Gender and Sexuality

33. (p. 402) Comparing the math abilities of males and females shows that: A. most males outperform most females. B. most females outperform most males. C. there is no significant difference between the sexes. D. there are significant differences between the sexes in calculus only.

34. (p. 402) When reviewing factors related to school achievement, such as class participation, attentiveness, and academic success: A. females are superior to males. B. males are superior to females. C. there is no difference between males and females. D. females outrank males in the area of class participation only.

35. (p. 402) Which of the following statements is FALSE? A. Girls earn better grades in school than boys. B. Boys are more likely to be assigned to remedial education classes than girls. C. Boys participate more in class than girls. D. Girls are more attentive in class than boys.

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Chapter 12 - Gender and Sexuality

36. (p. 402) The 2011 National Assessment of Education Progress reports: A. boys score significantly higher in math and science than girls. B. girls score significantly higher in math and science than boys. C. boys score significantly higher in reading and writing than girls. D. girls score significantly higher in reading and writing than boys.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Adolescence Topic: Cognitive Similarities and Differences Topic: Middle and Late Childhood

37. (p. 402) Tammy is a fifth grade student who frequently spreads rumors about her least favorite classmates. This behavior is an example of: A. high self-regulation. B. physical aggression. C. relational aggression. D. gender stereotyping.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Adolescence Topic: Socioemotional Similarities and Differences

38. (p. 402) A gender difference that appears early in development and across cultures is that, compared to girls, boys are more: A. emotional. B. intelligent. C. physically aggressive. D. verbally assertive.

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Chapter 12 - Gender and Sexuality

39. (p. 403) Hyde's meta-analysis found all of the following gender differences EXCEPT: A. males have better motor skills than females. B. males are better at math than females. C. males masturbate more than females. D. males are more physically aggressive than females.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Cognitive Similarities and Differences Topic: Middle and Late Childhood

40. (p. 404) Gina loves to play rugby, and Josh is enrolled in ballet lessons. What is the likely reaction of their peers? A. Peers will not react significantly to either individual. B. Peers will reject both individuals' behaviors. C. Peers will accept both individuals' behaviors. D. Peers will accept Gina's interest and reject Josh's choice.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender in Context Topic: Middle and Late Childhood

41. (p. 405) Which of the following is a likely reason that boys may find it difficult to learn the masculine gender role? A. Male role models are less accessible to young children. B. Boys fight against the well-defined requirements of masculine roles. C. The masculine role has become so flexible, that boundaries are difficult to distinguish. D. Boys are inept at picking up social information from their environment.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender Development Topic: Middle and Late Childhood

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Chapter 12 - Gender and Sexuality

42. (p. 405) Chad is upset, but actively refuses to show his emotion. According to William Pollack, Chad is: A. affirming the gender intensification hypothesis. B. following the "boy code." C. engaging in gender role transcendence. D. likely to internalize his emotion and become depressed.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender Development Topic: Middle and Late Childhood

43. (p. 405) Psychological and behavioral differences tend to increase during adolescence because of increased social pressures to conform to traditional gender roles. This is: A. traditional gender role development. B. an example of gender role scripts. C. the gender-intensification hypothesis. D. the development of gender stereotypes.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Adolescence Topic: Gender Development

44. (p. 405) According to the gender-intensification hypothesis, what is a likely result of adolescent boys attempting to be viewed as more masculine? A. They obsess about academic achievement and reward. B. They form exclusive, male peer groups and minimize interaction with females. C. They take body bulking steroidal supplements. D. They engage in risk-taking and rebellious behavior.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Adolescence Topic: Gender Development

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Chapter 12 - Gender and Sexuality

45. (p. 405) Adopting a strong masculine role in adolescence is associated with A. unconscious development of masculine traits of assertiveness and power wielding. B. active participation in the development of others. C. deliberate fostering of independence and separate "I-ness." D. problem behaviors like drug use and delinquency.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Adolescence Topic: Gender Development

46. (p. 406) Charlie disputes Helen's complaint that they never talk. "What do you mean? I just gave you my work schedule and evening plans for the week." Charlie engages in , whereas Helen desires . A. gender stereotyping; gender transcendence B. role strain; role ease C. rapport talk; report talk D. report talk; rapport talk

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-03 Describe the development of gender through the life span Topic: Early Adulthood Topic: Gender and Communication

47. (p. 406) Report talk involves sharing information, while rapport talk involves: A. making a personal connection. B. networking in business. C. advising and mentoring. D. gender stereotyping.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Early Adulthood Topic: Gender and Communication

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Chapter 12 - Gender and Sexuality

48. (p. 407) Pablo feels pressure to be a strong, independent provider. His wife, however, complains that he is not sensitive enough. According to Pleck, Pablo is experiencing: A. gender stereotyping. B. role strain. C. role discontinuity. D. role conflict.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-03 Describe the development of gender through the life span Topic: Early Adulthood Topic: Men's Development

49. (p. 407) Which of the following statements regarding the male role in society is accurate? A. Most men belong to a large system of same-sex mentors. B. Men have more positive role models than women. C. The traditional male role puts men at higher risk for health problems. D. The evolutionary drive to reproduce encourages the development of close, reciprocal relationships with women.

50. (p. 408) Older women from ethnic minority groups warrant special attention because they often face triple jeopardy in: A. ageism, sexism, and racism. B. physical exhaustion, anxiety, and shame. C. a lack of confidence, education, and financial security. D. guilt, confusion, and mental disabilities.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender and Aging Topic: Late Adulthood

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Chapter 12 - Gender and Sexuality

51. (p. 408) As men grow older, there is a continuing trend that older men A. become more masculine. B. become more physically aggressive. C. become more nurturant. D. become more sexist.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender and Aging Topic: Late Adulthood

52. (p. 408) Despite their positive status in the family and culture, the poorest population group in the United States. A. African-American men B. African-American women C. Latinos D. Latinas

over the age of 70 are

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender and Aging Topic: Late Adulthood

53. (p. 410) Kyle and Angie have decided to wait until they are married to have sex. They hold to: A. nontraditional sexual script. B. romantic script. C. traditional gender role script. D. traditional religious sexual script.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Cultural Factors Topic: Early Adulthood

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Chapter 12 - Gender and Sexuality

54. (p. 410-411) Which of the following is a finding of Robert Michael's extensive interview study regarding Americans' sex lives? A. Americans' sexual lives are more conservative than portrayed in the media. B. Single people have sexual intercourse more often than married couples. C. Adultery is more prevalent than previously believed. D. Women think more often about sex than men do.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Early Adulthood Topic: Middle Adulthood Topic: Sexual Orientation

55. (p. 411) Which of the following statements regarding current-day knowledge about sexual orientation is correct? A. If homosexual males receive androgen therapy, sexual orientation is likely to change. B. No firm answers are available as to why some individuals are homosexual, whereas others are heterosexual. C. Sexual orientation is most likely due to environmental factors. D. Today it is most acceptable to view sexual orientation as a polar opposite—homosexual or heterosexual.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Early Adulthood Topic: Middle Adulthood Topic: Sexual Orientation

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Chapter 12 - Gender and Sexuality

56. (p. 411) A person's sexual orientation MOST likely is determined by a combination of: A. personal preference and social conditioning. B. family history and religious affiliation. C. genetic and hormonal factors. D. genetic, hormonal, cognitive, and environmental factors.

57. (p. 411) Which of the following is TRUE? A. All people have similar physiological responses during sexual arousal. B. Lesbians and gay men have similar physiological responses during sex but these responses are different than those of heterosexuals. C. Lesbians, gay men, and heterosexuals all have different physiological response during sex. D. Lesbians and heterosexuals have similar physiological responses during sex but these responses are different than those of gay men.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Early Adulthood Topic: Middle Adulthood Topic: Sexual Orientation

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Chapter 12 - Gender and Sexuality

58. (p. 412) What advice about bicultural identity would psychologist Laura Brown give to a gay or lesbian couple? A. Isolate yourselves as a couple and avoid contact with other people. B. Maintain contact with both the gay community and the heterosexual mainstream. C. Develop a circle of gay and lesbian friends and avoid frequent contact with heterosexual people. D. Develop a circle of heterosexual friends and avoid strong associations with the gay community.

59. (p. 412) Sexually transmitted infections (STIs) affect approximately A. 1 in 3 B. 1 in 6 C. 1 in 10 D. 1 in 25

U.S. adults.

60. (p. 412) Which of the following STIs is caused by a virus rather than bacteria? A. gonorrhea B. syphilis C. genital herpes D. chlamydia

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Chapter 12 - Gender and Sexuality

61. (p. 412) Which of the following STIs is caused by bacteria rather than a virus? A. HPV B. AIDS C. genital herpes D. chlamydia

62. (p. 412) Marc's doctor informs him that he has an incurable sexually transmitted disease. Which disease does Marc have? A. gonorrhea B. HIV C. syphilis D. chlamydia

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Sexually Transmitted Infections

63. (p. 412) Joe has contracted a virus that is destroying his body's immune system. Joe has: A. AIDS. B. herpes. C. syphilis. D. gonorrhea.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Sexually Transmitted Infections

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Chapter 12 - Gender and Sexuality

64. (p. 413) Which of the following is TRUE? A. Most people living with HIV live in sub-Saharan Africa. B. Approximately half of all new HIV cases around the world occur in 20- to 30-year-olds. C. Female-male sexual contact is now the most frequent AIDS transmission category. D. Deaths due to HIV/AIDS have remained stable in the United States.

65. (p. 413) Condoms are least effective against the spread of: A. HIV B. syphilis C. chlamydia D. herpes

66. (p. 413) One of the best predictors of getting an STI is: A. heterosexual behavior. B. homosexual behavior. C. asking a partner about his sexual behavior. D. having sex with multiple partners.

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Chapter 12 - Gender and Sexuality

67. (p. 414) Male rapists share all of the following characteristics EXCEPT: A. they want to hurt their victims. B. they are angry at women in general. C. they were abused as children. D. aggression enhances their sense of power.

68. (p. 414) Coercive sexual activity directed at someone with whom the victim is at least casually acquainted is: A. date rape. B. consensual sex. C. sexual harassment. D. sexual dysfunction.

69. (p. 414) Recovery from rape depends on all of the following EXCEPT: A. social support. B. whether or not they knew the rapist. C. the victim's cognitive abilities. D. psychological adjust prior to the assault.

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Chapter 12 - Gender and Sexuality

70. (p. 414) What percentage of female rape victims suffer some form of sexual dysfunction? A. 35 percent B. 50 percent C. 65 percent D. 80 percent

71. (p. 414-415) What percentage of college men admit to forcing a woman into a sexual act? A. 25 percent B. 33 percent C. 50 percent D. 75 percent

72. (p. 414) How many college freshman women report having been date raped or having experienced an attempted date rape at least once? A. 2/3 B. 1/3 C. 1/2 D. 1/4

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Chapter 12 - Gender and Sexuality

73. (p. 415) Sexual harassment includes which of the following? A. sexist remarks B. physical contact C. sexual assault D. all of these

74. (p. 415) Which of the following is NOT a typically reported consequence of sexual harassment in women? A. increase in disordered eating. B. lowered self-esteem. C. psychological distress. D. physical illness.

75. (p. 416) Which of the following statements regarding child sex play, exhibiting or inspecting the genitals, in children is true? A. Children who engage in sex play are more likely to have psychological disorders as adults. B. Children who engage in sex play are more likely to have sexual adjustment issues in adolescence. C. Child sex play is common in early childhood. D. The main surge in sexual interest takes place in elementary school.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Early Childhood Topic: Sexuality

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Chapter 12 - Gender and Sexuality

76. (p. 416) Which of the following is positively correlated with increased sexual behavior in adolescents? A. curiosity and sexual play in childhood B. strict parental values against premarital sex C. viewing sexually explicit TV shows D. participation in extracurricular clubs and activities

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Developing a Sexual Identity

77. (p. 416-417) Santiago waited until he was married to have sex. Which of the following did NOT influence his decision to wait? A. high self-regulation B. religious affiliation and involvement C. future aspirations D. popular TV shows and commercials

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Developing a Sexual Identity

78. (p. 417) An adolescent's sexual identity involves all of the following EXCEPT: A. activities. B. styles of behavior. C. indication of sexual orientation. D. strong sexual arousal.

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Chapter 12 - Gender and Sexuality

79. (p. 418) Which of the following statements regarding male and female adolescent sexual behavior is accurate? A. Nearly the same percentage of girls and boys participate in oral sex from the age of 15 to the age of 19. B. Girls engage in sexual behavior about one year earlier than boys. C. A majority of girls and a minority of boys are virgins at the age of 15. D. A majority of boys and a minority of girls who are sexually active are also married.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Sexual Behaviors

80. (p. 418) According to a recent national study, what percentage of U.S. high school seniors were currently sexually active? A. 10 percent B. 24 percent C. 49 percent D. 63 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Sexual Behaviors

81. (p. 419-420) Attention problems and lack of self-regulation are taking in adolescence. A. emotional factors B. cognitive factors C. physical factors D. social factors

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Sexual Risk Factors

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linked to sexual risk

Chapter 12 - Gender and Sexuality

82. (p. 420) Emily's parents want to protect her from early participation in sexual activity and should actively support which of the following? A. disallow discussions about sex B. opposite-sex friendships C. dieting D. spirituality

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Sexual Risk Factors

83. (p. 420) What percentage of U.S. high school students report using a condom the last time they had sex? A. 61 percent B. 50 percent C. 39 percent D. 21 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Sexual Risk Factors

84. (p. 421) Which of the following 16-year-old girls is MOST likely to become pregnant? A. Amy, who is a Latina B. Kelly, who is an African American C. Joanna, who is a non-Latina White D. Lilly, who is an Asian American

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Chapter 12 - Gender and Sexuality

85. (p. 421) Although adolescent contraceptive use is increasing, the United States continues to have one of the highest _ rates in the industrialized world. A. adolescent pregnancy B. STI infection C. HIV D. infant mortality

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Contraceptive Use

86. (p. 421) Which of the following countries has the highest rate of teen pregnancy? A. France B. Sweden C. Canada D. United States

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Adolescent Pregnancy

87. (p. 421) Arial is 15 years old and pregnant. Which of the following factors is the MOST likely contributing factor? A. Arial doesn't have many close friends. B. Arial gets average grades in school. C. Arial watches a lot of television. D. Arial is the daughter of a teenage mother.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Adolescent Pregnancy

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Chapter 12 - Gender and Sexuality

88. (p. 421) Which of the following factors is the MOST common negative result of being an unmarried adolescent mother? A. disruption in education B. social stigma attached to both the mother and child C. decreased fertility associated with having a child at a young age D. high rate of divorce when the mother eventually decides to marry

89. (p. 422) Which of the following accurately describes the sexual activity of most individuals during emerging adulthood? A. sexually active and unmarried B. sexually active and married C. sexually inactive and unmarried D. sexually inactive and divorced with children

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Emerging Adulthood Topic: Sexual Behaviors

90. (p. 422) What percent of emerging adults report not having sex at all in the last year or only having sex a couple of times? A. 10 percent B. 15 percent C. 25 percent D. 40 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Emerging Adulthood Topic: Sexual Behaviors

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Chapter 12 - Gender and Sexuality

91. (p. 424) Fifty-year-old Denise complains of nausea and fatigue, and her doctor notes a sharp decrease in estrogen levels. What is MOST likely happening to Denise? A. thyroid malfunction B. menopause C. metabolism failure D. prediabetes

92. (p. 424) The midlife transition in which fertility declines in men and women is known as: A. climacteric. B. menopause. C. perimenopause. D. HRT.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Menopause Topic: Middle Adulthood

93. (p. 424-425) A recent large-scale study of American women found that most postmenopausal women reported: A. debilitating depression and irritability. B. embarrassing hot flashes. C. regret that they no longer had their period. D. no severe physical or psychological problems related to menopause.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Menopause Topic: Middle Adulthood

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Chapter 12 - Gender and Sexuality

94. (p. 425) Which of the following is NOT an alternative to hormone replacement therapy during menopause? A. nonsteroidal medicine B. acupuncture C. exercise D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Menopause Topic: Middle Adulthood

95. (p. 425) What is the hormonal change that is associated with males in middle adulthood? A. slight increase in testosterone B. slight decrease in testosterone C. slight increase in androgen D. marked decrease in androgen

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Hormonal Changes in Men Topic: Middle Adulthood

96. (p. 425) Potential negative effects of hormone replacement therapy include which of the following? A. increased risk of stroke B. increased risk of heart attack C. increased risk of diabetes D. increased high blood pressure

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Menopause Topic: Middle Adulthood

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Chapter 12 - Gender and Sexuality

97. (p. 426) Tony has been diagnosed with erectile dysfunction. His doctor is likely to treat him with: A. Rogaine. B. Viagra. C. cognitive restructuring. D. Prozac.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Hormonal Changes in Men Topic: Middle Adulthood

98. (p. 426) Middle-aged, Paul and Abby do not have sex as often as they did when they were younger. This is MOST likely because they: A. are focused on their careers and family. B. are not as healthy as they once were. C. do not find each other as attractive as before. D. have reduced sexual drives due to hormonal changes.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Middle Adulthood Topic: Sexual Attitudes and Behavior

99. (p. 425) The primary factor that determines whether a woman will have an active sex life during middle age is: A. health. B. time. C. having a spouse. D. sexual drive.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Middle Adulthood Topic: Sexual Attitudes and Behavior

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Chapter 12 - Gender and Sexuality

100. (p. 426) Mr. Martin is 84 years old and has no major health problems. Sexual function in someone as old as Mr. Martin is: A. about the same as it was when he was in his 50s. B. possible but hampered by the lower blood pressure of most older adults. C. possible but typically hampered by limited circulation in the sexual organs. D. possible, although it may be more difficult for Mr. Martin to gain an erection and have an orgasm.

101. (p. 426-427) The notion that very old adults have no sex life is: A. true because sexual interest disappears by age 75. B. true because physical changes and impairments prevent intercourse. C. not true because sexual sensitivity and ability increases with age. D. not true because sexual ability may decline but is possible throughout the life span.

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Chapter 12 - Gender and Sexuality

Short Answer Questions 102. (p. 393) Define gender, gender role, and gender typing. Gender: characteristics of people as males and females. Gender role: expectations that prescribe how females and males should act, think, and feel. Gender typing: process by which children acquire the thoughts, feelings, and behaviors that are considered appropriate for their gender in a particular culture.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Early Childhood Topic: Influences on Gender Topic: Sex-Typed Play

103. (p. 394) Your text describes several biological influences on sex (congenital adrenal hyperplasia, androgen insensitivity and pelvic field defect). Please describe one of these. Androgen insensitivity: A condition in males caused by a lack of androgen receptors, making it impossible for testosterone to affect the cells. If androgen insensitivity is total, XY males develop as females in the sense that their bodies look completely female and they develop a female gender identity. Pelvic field defect: A condition in which males are missing a penis. Efforts for parents to raise these children as girls were ineffective, pointing to the likelihood that normal prenatal exposure to androgens had a stronger influence on gender identity than being raised as girls. Congenital adrenal hyperplasia (CAH): A condition in females caused by enlarged adrenal glands producing abnormally high levels of androgens. Although they are XX females, they vary in how much their genitals look like male or female genitals.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Hormones

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Chapter 12 - Gender and Sexuality

104. (p. 394-395) Describe one criticism of the evolutionary psychology view of gender role development. 1. Hypotheses are backed by speculations about prehistory, not evidence. 2. People are not locked into behavior that was adaptive in the evolutionary past. 3. This view pays little attention to cultural and individual variations.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Evolutionary Psychology View

105. (p. 395-396) How does gender develop according to the social cognitive theory of gender? Children learn maleness and femaleness by observing and imitating masculine and feminine behavior, and through rewards and punishments for what is considered appropriate and inappropriate gender behavior.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-01 Explain biological; social; and cognitive influences on gender Topic: Middle and Late Childhood Topic: Social Influences

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Chapter 12 - Gender and Sexuality

106. (p. 398-399) What is a gender schema, and how does this concept apply to gender development? A gender schema organizes the world in terms of female and male. Children are internally motivated to perceive the world and to act in accordance with their developing schemas of what is gender-appropriate for their culture.

107. (p. 400) Discuss expressive and instrumental traits. 1. Expressive traits are associated with females and parallel the traditional feminine role of being the sensitive, nurturing caregiver in the home. 2. Instrumental traits are associated with males and parallel the traditional masculine role of competent entry into the outside world to gain goods for his family.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Stereotyping

108. (p. 402-403) What two types of aggression tend to be displayed more by girls than boys? 1. Verbal aggression 2. Relational aggression

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-02 Discuss gender stereotypes; similarities; and differences Topic: Gender Controversy

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Chapter 12 - Gender and Sexuality

109. (p. 405-406) Explain the gender-intensification hypothesis. The gender-intensification hypothesis holds that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased pressures to conform to traditional masculine and feminine gender roles.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-03 Describe the development of gender through the life span Topic: Adolescence Topic: Gender Development

110. (p. 306) Discuss how men and women differ in their communication styles according to Tannen. Men tend to use report talk which involves public speaking. Men learn to use talking as a way of getting and keeping attention, because for them talk is for sharing information. Women tend to use rapport talk, which is used as a way of establishing connections and negotiating relationships. Women enjoy private speaking more than men, and for them talk is for interaction.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 12-03 Describe the development of gender through the life span Topic: Gender and Communication Topic: Middle Adulthood

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Chapter 12 - Gender and Sexuality

111. (p. 407-408) List two ways Ron Levant suggests for increasing men's emotional intelligence. Each man should: 1. Reexamine his beliefs about manhood. 2. Separate out the valuable aspects of the male role. 3. Get rid of those parts of the masculine role that are destructive.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-03 Describe the development of gender through the life span Topic: Men's Development Topic: Middle Adulthood

112. (p. 410) Discuss two well-known sexual scripts. Traditional religious: Sex is accepted only within marriage. Sex is reserved for reproduction and sometimes affection. Romantic: Sex is synonymous with love. If you fall in love, it is acceptable to have sex with the person whether or not you are married.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Cultural Factors

113. (p. 411) What can safely be said about the nature/nurture debate on sexual orientation? An individual's sexual orientation is likely determined by a combination of genetic, hormonal, cognitive, and environmental factors.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Sexual Orientation

12-41

Chapter 12 - Gender and Sexuality

114. (p. 412) List five sexually transmitted infections. 1. Gonorrhea 2. Syphilis 3. Chlamydia 4. Genital herpes 5. HPV 6. AIDS

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Sexually Transmitted Infections

115. (p. 413) What are three strategies for protecting against sexually transmitted infections? 1. Abstain from having sex. 2. Know your partner's risk status. 3. Obtain medical examinations. 4. Have protected, not unprotected, sex. 5. Don't have multiple sex partners.

APA Outcome: 1.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-04 Characterize influences on sexuality; the nature of sexual orientation; and some sexual problems Topic: Sexually Transmitted Infections

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Chapter 12 - Gender and Sexuality

116. (p. 418-422) List two factors that are negatively correlated with teenage sexual activity and pregnancy. 1. Parental supervision. 2. Religious involvement. 3. Parental/family values against premarital sex. 4. Positive non-parental adult role models. 5. Peer role models. 6. Positive future aspirations.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Adolescent Pregnancy

117. (p. 421-422) List two negative consequences of teen pregnancy. Adolescent pregnancy creates health risks for both the offspring and the mother. Infants born to adolescent mothers have (1) low birth weight, as well as (2) neurological problems and (3) childhood illnesses. Teen mothers often drop out of school, sometimes continuing the cycle of poverty for themselves and their children.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 12-05 Summarize how sexuality develops through the life span Topic: Adolescence Topic: Adolescent Pregnancy

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Chapter 12 - Gender and Sexuality

118. (p. 424-425) Briefly discuss the conditions that may occur with menopause. Estrogen production declines, producing uncomfortable symptoms in some menopausal women: "hot flashes," nausea, fatigue, rapid heartbeat. Depression and irritability also are reported; however, these symptoms are experienced by only a minority of menopausal women. Most postmenopausal women experience relief.

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Chapter 13 - Moral Development, Values, and Religion

Chapter 13 Moral Development, Values, and Religion

Multiple Choice Questions 1. (p. 433) Changes in thoughts, feelings, and behaviors regarding standards of right and wrong are termed: A. moral development. B. conscience development. C. religious devotion. D. spiritual awakening.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Moral Development

2. (p. 408) Which dimension of moral development regulates social interactions and arbitrates conflict? A. intrapersonal B. interpersonal C. community D. cultural

13-1

Chapter 13 - Moral Development, Values, and Religion

3. (p. 433) When children think of justice and rules as unchangeable properties of the world that are out of the control of people, they are displaying: A. relativistic justice. B. autonomous morality. C. heteronomous morality. D. homonomous morality.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Middle and Late Childhood Topic: Piaget's Theory

4. (p. 433) Mack's brother suggests they change the rules of the game they are playing. Mack protests and insists that rule changing is not allowed. Mack is: A. meting out immanent justice. B. an autonomous thinker. C. a heteronomous thinker. D. a type A personality.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Middle and Late Childhood Topic: Piaget's Theory

5. (p. 434) During what age period do children transition between Piaget's heteronomous and autonomous morality? A. 4 to 7 years B. 7 to 10 years C. 10 to 14 years D. 14 to 17 years

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Chapter 13 - Moral Development, Values, and Religion

6. (p. 434) When children become aware that rules and laws are created by people, and can judge action, by considering the actor's intentions as well as the consequences, they are displaying: A. immanent justice. B. homonomous morality. C. heteronomous morality. D. autonomous morality.

7. (p. 434) Carter spills his orange juice while playing at the table. He refutes his punishment by insisting that the incident was an accident. Carter is displaying: A. autonomous morality. B. heteronomous morality. C. immanent justice. D. punishment of intent.

8. (p. 434) Jessica knocks over a vase containing flowers but blames her infant sister for the mess. Jessica believes: A. that punishment is dependent on the amount of damage. B. in autonomous morality. C. that punishment is dependent on the intent of the perpetrator. D. in immanent justice.

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Chapter 13 - Moral Development, Values, and Religion

9. (p. 434) Young children believe that when a rule is broken, punishment will follow inevitably. This is a belief in: A. immanent justice. B. moral justice. C. concrete imperatives. D. authoritative control.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Middle and Late Childhood Topic: Piaget's Theory

10. (p. 434) Ellie's mom bumps into her, and Ellie's juice is spilled as a result. Ellie is surprised when she receives no punishment. Ellie believes in: A. immanent justice. B. intent dependent justice. C. social understanding. D. autonomous reasoning.

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Chapter 13 - Moral Development, Values, and Religion

11. (p. 434) Trenton suggests a rule change to a game he and his friends are playing. His friends agree, and they play with the new rules. According to Piaget, Trenton and his friends are able to engage in: A. heteronomous reasoning. B. autonomous reasoning. C. relativistic morality. D. immanent justice.

12. (p. 409) According to Piaget, parent-child relations are less likely to foster moral development than peer relations, because: A. parents are inconsistent in delivering consequences for broken rules. B. peers are less likely to allow negotiation and reasoning about broken rules. C. parents hand down rules and punishment in an authoritarian way. D. peers settle disagreements by instituting clear and immediate social sanctions.

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Chapter 13 - Moral Development, Values, and Religion

13. (p. 435) Abby slows down when she sees a police car on the road, because she doesn't want to get a speeding ticket. What stage of Kohlberg's morality does this demonstrate? A. postconventional B. conventional C. heteronomous D. autonomous

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Kohlberg's Stages Topic: Middle and Late Childhood

14. (p. 435) Cassidy's mother is angry when she discovers writing on the bedroom door. Cassidy replies, "I'm not doing it now." Cassidy is a(n): A. postconventional thinker. B. deceitful child. C. heteronomous thinker. D. autonomous thinker.

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Chapter 13 - Moral Development, Values, and Religion

15. (p. 435) What main method did Kohlberg use to evaluate moral reasoning? A. interviews about personal moral behavior B. interviews about moral dilemma stories C. multisetting observation D. standardized testing

16. (p. 435) Taetem is interviewed while participating in a protest. Taetem states that she has the right to express her opinion, as does anyone else, and that this protest increases her personal power. Which moral level does Taetem's statement reflect? A. postconventional B. conventional C. unconventional D. preconventional

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Chapter 13 - Moral Development, Values, and Religion

17. (p. 435-436) Many people involved in the civil rights protests of the 1960s were stage 4 moral thinkers. Which of the following statements MOST likely represents their reasoning? A. "The government is interfering with my right to happiness." B. "Somebody has to point out that what the government is doing is illegal." C. "It is time to show that some laws just aren't good for society." D. "The harm of these government policies can't be justified by any law."

18. (p. 435-436) At which stage of Kohlberg's theory does a person understand that values and laws are relative, and that standards may vary person to person? A. heteronomous morality B. mutual interpersonal expectations, relationships, and interpersonal conformity C. social systems morality D. social contract or utility and individual rights

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Chapter 13 - Moral Development, Values, and Religion

19. (p. 435-436) A person arrested for robbery states, "I stole the documents, and I am willing to pay my dues, but at least now the public is safer having this important safety information that the company was concealing." Which moral level does this statement reflect? A. conventional B. unconventional C. preconventional D. postconventional

20. (p. 435-436) Brent espouses the Libertarian political platform, which holds that laws should only exist to preserve and protect fundamental human rights. This demonstrates which of Kohlberg's moral stages? A. heteronomous morality B. mutual interpersonal expectations, relationships, and interpersonal conformity C. social contract or utility and individual rights D. universal ethical principles

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Chapter 13 - Moral Development, Values, and Religion

21. (p. 435-436) Allan is visiting a country where it is illegal to give money to panhandlers, but he feels such pangs of conscience that he ignores the law and gives freely to the impoverished children begging for food. Which moral stage does this demonstrate? A. individualism, instrumental purpose, and exchange B. mutual interpersonal expectations, relationships, and interpersonal conformity C. social systems morality D. universal ethical principles

22. (p. 435-436) When presented with Kohlberg's well-known Heinz dilemma, McKenzie's response is, "It is against the law to steal. The husband should find another way to get the drug." McKenzie is in which stage of moral development? A. mutual interpersonal expectations, relationships, and interpersonal conformity B. individualism, instrumental purpose, and exchange C. social systems morality D. universal ethical principles

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Chapter 13 - Moral Development, Values, and Religion

23. (p. 435) "What goes around comes around." This adage characterizes Kohlberg's: A. social contract or utility and individual rights. B. social systems morality. C. universal ethical principles. D. individualism, instrumental purpose, and exchange.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Adolescence Topic: Kohlberg's Stages

24. (p. 435-436) Hector became a police officer because he believes that members of society prosper from understanding social order, law, justice, and duty. On what moral level does he reason? A. preconventional B. conventional C. postconventional D. heteronomous

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Chapter 13 - Moral Development, Values, and Religion

25. (p. 435-436) At school, Drew behaves in morally acceptable ways primarily to win the approval of his teachers. Which stage of conventional reasoning does this demonstrate? A. mutual interpersonal expectations, relationships, and interpersonal conformity B. heteronomous morality C. individualism, instrumental purpose, and exchange D. universal ethical principles

26. (p. 436-437) Piaget and Kohlberg agree that: A. peer relations challenge children to advance their moral reasoning. B. biological processes must mature for morality to develop. C. children learn morality through consequences of behavior. D. morality is a critical period that must be reached by childhood.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Influences on Kohlberg's Stages Topic: Middle and Late Childhood Topic: Piaget's Theory

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Chapter 13 - Moral Development, Values, and Religion

27. (p. 436-437) Moral "lessons" slightly beyond children's cognitive levels will motivate them to restructure their moral thought and promote advanced moral reasoning. This statement is closely tied to the concept(s) of: A. social observational learning B. dishabituation and habituation C. disequilibrium and equilibrium D. rewards and punishments in behaviorism

28. (p. 437) Narvaez and Hill (2010) report that a higher level of mindedness, a growth mindset, and higher moral judgment. A. autonomous reasoning B. heteronomous reasoning C. multicultural experience D. universal reasoning

was linked to open

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Emerging Adulthood Topic: Kohlberg's Critics

29. (p. 437) Which of the following did Kohlberg believe is MOST influential in an individual's moral development? A. direct instruction B. parent-child relationships C. peer interactions D. socioeconomic status

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Chapter 13 - Moral Development, Values, and Religion

30. (p. 437) Which of the following statements represents a criticism of Kohlberg's theory of moral development? A. Too much emphasis on the influence of environment in moral development. B. Too much emphasis on the biological underpinnings of moral development. C. Action, not thought, is demonstrative of moral level. D. Thought, not action, is demonstrative of moral level.

31. (p. 436-437) Which of the following is an example of reasoning level and action mismatch criticism in Kohlberg's theory? A. Adults admonish children to not do things that they themselves do, like smoking. B. Many terrorists believe that their behavior is justified. C. Some individuals are able to view themselves as a part of the universe rather than only of humanity. D. In the Heinz dilemma, many individuals choose to let the spouse die rather than steal the needed medicine.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Kohlberg's Critics

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Chapter 13 - Moral Development, Values, and Religion

32. (p. 437) Which of the following statements is TRUE of Kohlberg's theory as it applies across cultures? A. Support for Kohlberg's first four stages was shown across most cultures, with more diversity at stages 5 and 6. B. Support for Kohlberg's last two stages was shown across most cultures, with more diversity at stages 1-4. C. None of Kohlberg's stages hold up across cultures. D. All of Kohlberg's stages are similarly represented across cultures.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Adolescence Topic: Adulthood Topic: Kohlberg's Critics Topic: Middle and Late Childhood

33. (p. 437) How is Kohlberg's theory culturally biased? A. Many people in non-Western cultures do not achieve the higher stages of moral development. B. Kohlberg's scoring system does not recognize the higher-level moral reasoning of certain cultures. C. Some cultures do not recognize the idea of morality but, rather, think in terms of individual survival. D. Kohlberg's theory is not culturally biased. It captures the essence of moral thinking in all cultures.

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Chapter 13 - Moral Development, Values, and Religion

34. (p. 438) The justice perspective on moral behavior focuses on: A. universal ethics. B. laws and punishment. C. interpersonal communication, relationships, and connectedness. D. the rights of the individual.

35. (p. 438) Based on research looking at Gilligan's care perspective versus Kohlberg's justice perspective, the field today takes the stance that: A. males are more likely to use care perspectives than females. B. females are more likely to use a justice perspective than males. C. girls are slightly more likely to use a care perspective than males. D. there are no gender differences in moral reasoning.

36. (p. 438) The care perspective on moral behavior emphasizes: A. connectedness, interpersonal communication, and relationships. B. the rights of the individual. C. that individuals stand alone and independently make moral decisions. D. social customs and conventions.

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Chapter 13 - Moral Development, Values, and Religion

37. (p. 438) According to Carol Gilligan, when interpreting moral dilemmas, girls more often employ: A. a justice perspective. B. a care perspective. C. autonomous reasoning. D. social conventional rigors.

38. (p. 438) Carol Gilligan criticized Kohlberg's theory for: A. emphasizing relationships and concern for others. B. discounting the justice perspective and female reasoning patterns. C. discounting the care perspective and female reasoning patterns. D. minimizing cultural traditions and practices.

39. (p. 438) Carol Gilligan's work on moral development has been criticized because: A. the theory is not testable. B. her predictions are only valid for females. C. the "distinctive voice" concept is true only of females in middle age. D. girls use both moral orientations, caring and justice, as needed.

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Chapter 13 - Moral Development, Values, and Religion

40. (p. 439) Walter Mischel purports that self-control is strongly influenced by: A. religious participation. B. biological underpinnings. C. cognitive factors. D. temperament.

41. (p. 439) Which theory of morality emphasizes the distinction between individuals' ability to perform moral behavior and actual moral behavior in specific situations? A. justice perspective B. psychoanalytic C. social convention D. social cognitive

42. (p. 439) Situation-specific ethical behavior is known as: A. autonomous reasoning. B. moral competence. C. moral performance. D. heteronomous reasoning.

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Chapter 13 - Moral Development, Values, and Religion

43. (p. 439) According to Freud's psychoanalytic theory, what is the foundation of moral behavior? A. guilt and the desire to avoid feeling guilty B. cognitive factors C. self-regulation and self-worth D. rewards and punishment

44. (p. 439-440) Kierra is tempted to cheat on a test but chooses not to. According to psychoanalytic theory, what keeps Kierra from cheating? A. self-punitive guilt B. empathy for others that won't score as well C. warnings and lessons from caregivers D. extrinsic and intrinsic rewards

45. (p. 439) What is the moral branch of the personality in psychoanalytic theory? A. superego B. ego C. id D. conscience

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Chapter 13 - Moral Development, Values, and Religion

46. (p. 439) What are the two main components of the superego? A. ego and id B. ego ideal and conscience C. guilt and motivation to avoid feeling guilty D. sexual attraction and sexual repression

47. (p. 439) Clarissa resists peer pressure to smoke a cigarette. She feels proud of herself for maintaining her personal and family standards of behavior. According to psychoanalytic theory, she is being rewarded by her: A. id. B. ego. C. ego ideal. D. conscience.

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Chapter 13 - Moral Development, Values, and Religion

48. (p. 439) Mia yields to peer pressure to smoke a cigarette. She feels guilty and worthless for not living up to her personal and family standards of behavior. According to psychoanalytic theory, she is being punished by her: A. id. B. ego. C. ego ideal. D. conscience.

49. (p. 440) According to Kochanska and her colleagues (2002), young children: A. do not feel guilt. B. are aware of right and wrong. C. indicate pleasure following doing something wrong. D. do not have the capacity to show empathy toward others.

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Chapter 13 - Moral Development, Values, and Religion

50. (p. 440) Maya experiences a deep emotional reaction when she speaks to Stephanie about the death of Stephanie's son. Maya imagines herself in Stephanie's situation and feels: A. empathy. B. sympathy. C. conscience. D. guilt.

51. (p. 440) An experimenter pretends to hurt her knee in front of a child to see how the child reacts to another's emotional response. This experimenter is studying: A. temptation. B. delay of gratification. C. empathy. D. conscience.

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Chapter 13 - Moral Development, Values, and Religion

52. (p. 440) In the contemporary perspective on moral development, what contributes to children's moral development? A. parents' modeled standards and behaviors B. biological predisposition C. positive feelings and negative feelings D. extrinsic rewards and punishments

53. (p. 442) Which of the following theories hypothesizes a possible personality core of moral reasoning? A. moral exemplar B. psychoanalytic C. social cognitive D. Kohlberg's

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Analyze Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Adulthood Topic: Moral Exemplars

54. (p. 442) According to Lawrence Walker's work on moral development, Mother Teresa would be considered a(n): A. cosmic perspective-taker. B. social-conventional thinker. C. empathic example. D. moral exemplar.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Adulthood Topic: Moral Exemplars

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Chapter 13 - Moral Development, Values, and Religion

55. (p. 443) In England, people drive on the left side of the road. This is an example of a: A. social convention. B. cultural tradition. C. moral rule. D. justice concept.

APA Outcome: 1.1 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Domain Theory

56. (p. 443) It is unacceptable to lie, steal, cheat, or hurt someone. These are examples of: A. social conventions. B. cultural traditions. C. moral rules. D. justice concepts.

57. (p. 444-445) Nine-year-old Kara let the cat out. Her mother calmly explains, "It's too cold for the cat to stay outside tonight, and it takes a long time to look for him and get him back in. Please try to be more careful when you open the door next time." Kara will likely react by: A. becoming angry and physically aggressive. B. becoming anxious and worried that she will upset her mother again. C. understanding that letting the cat out is not good for the cat or her mother. D. running to her room, screaming and crying.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Middle and Late Childhood Topic: Parenting

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Chapter 13 - Moral Development, Values, and Religion

58. (p. 444-445) Diego is with his 7-year-old son when he discovers a lost wallet. He wants his son to grow up to be a moral person so he: A. says, "Wow, I bet the owner is very worried about this wallet. What should we do with it?" They turn in the wallet and talk about the situation on the way home. B. exclaims, "Finders-keepers, losers-weepers!." C. gives it to the manager of the store without discussing it with his son. D. throws it into the trashcan.

59. (p. 444) Ross Thompson (2006) asserts that children are moral: A. exemplars. B. apprentices. C. characters. D. learners.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Middle and Late Childhood Topic: Parenting

60. (p. 446) John Dewey believed that a school's classroom rules and the moral orientation of the teachers and administrators create a moral atmosphere and, in turn, a: A. moral education. B. hidden curriculum. C. values clarification opportunity. D. relativistic moral code.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Hidden Curriculum Topic: Middle and Late Childhood

13-25

Chapter 13 - Moral Development, Values, and Religion

61. (p. 446) Proponents of believe that certain behaviors are wrong and that every school should have an explicit moral code that teaches students what is right and wrong. A. a values clarification program B. a hidden curriculum C. character education D. the social cognitive theory of morality

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Character Education Topic: Middle and Late Childhood

62. (p. 446) How many U.S. states currently have mandates to include character education in school curriculum? A. 10 B. 24 C. 30 D. 40

63. (p. 446) A recent emphasis within character education includes helping others and being sensitive to the feelings of others. This involves adopting a(n) perspective. A. care B. justice C. "eye for an eye" D. cognitive moral

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Chapter 13 - Moral Development, Values, and Religion

64. (p. 446) Students are more likely to cheat under which of the following conditions? A. when teachers closely monitor testing B. when student scores are kept private C. when consequences for cheating are clear D. when students know their peers are cheating

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Middle and Late Childhood Topic: Values Clarification

65. (p. 446) An approach to moral instruction that encourages students to define their own principles and recognize the standards of others is called: A. the hidden curriculum. B. social convention identification. C. moral education. D. values clarification.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Middle and Late Childhood Topic: Values Clarification

66. (p. 446) Layton Jr. High is offering a course in which students discuss concepts such as democracy, trust, justice, and community. This is an example of: A. cognitive moral education. B. character education. C. observational moral education. D. hidden curriculum.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Cognitive Moral Education Topic: Middle and Late Childhood

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Chapter 13 - Moral Development, Values, and Religion

67. (p. 446) In which setting would cognitive moral education be MOST effective in advancing moral thinking? A. authoritarian school B. democratic school C. prison work camp D. functional skills unit for developmentally delayed children

68. (p. 446) Melissa and Andrea went to Peru with their parents to help build a school for local villagers. They participated in: A. empathic service. B. service learning. C. cognitive moral education. D. the hidden curriculum.

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Chapter 13 - Moral Development, Values, and Religion

69. (p. 446) Derek went to Peru with his parents to help build a school for local villagers. What is a likely outcome of this experience for Derek? A. He is concerned about choosing a career that will secure a steady income. B. He prefers to spend more time alone. C. He gets better grades, sets more goals, and has higher self-esteem. D. He renounces his parents' financial comfort and sleeps on the floor.

70. (p. 446) Service learning will generate positive outcomes for youth when: A. students are assigned challenging projects. B. they have opportunities to reflect about their participation. C. they work in single sex groups. D. engage in activities focused on helping at-risk youth.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Adolescence Topic: Service Learning

13-29

Chapter 13 - Moral Development, Values, and Religion

71. (p. 446) Sydney feels great pressure from his parents to get good grades, but he doesn't like math or history, and he thinks those teachers are boring and don't care about students. His best friend recently cheated on a math test and received a passing grade. Sydney could be at risk for which of the following? A. academic probation B. depression C. cheating D. high blood pressure

72. (p. 448) Martina participates in a group that discusses social responsibility and the experiences of others. Adults coach the group about ethical decision making and promote caring behaviors. This is an example of: A. an integrative approach to moral education. B. service learning. C. establishing community standards. D. cognitive moral education.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Adolescence Topic: Integrative Approach

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Chapter 13 - Moral Development, Values, and Religion

73. (p. 448) According to Narvaez, integrative classroom environments focus on all of the following EXCEPT: A. empathy and perspective taking. B. ethics. C. punishment and reinforcement. D. social engagement.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Adolescence Topic: Integrative Approach

74. (p. 449) The motivation to return a Christmas card when someone sends you one is based on the principal of: A. altruism. B. reciprocity. C. sympathy. D. guilt avoidance.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Altruism and Reciprocity

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Chapter 13 - Moral Development, Values, and Religion

75. (p. 449) Rena contributes 10 percent of her income to her church every month. Some argue that Rena receives benefits from this action even if the rewards are intangible. They argue the concept of: A. altruism. B. reciprocity. C. sympathy. D. guilt avoidance.

76. (p. 424) Children ages 3 years and younger share MOST often for: A. adult encouragement and praise. B. anticipated reciprocation. C. non-empathetic reasons such as fun or out of imitation. D. altruistic reasons.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Infancy Topic: Sharing and Fairness

13-32

Chapter 13 - Moral Development, Values, and Religion

77. (p. 449) Four-year-old Bennett shares a favorite toy. According to William Damon (1988), Bennett is MOST likely motivated by a sense of: A. equality. B. obligation. C. moral duty. D. benevolence.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Early Childhood Topic: Sharing and Fairness

78. (p. 449-450) To a 6-year-old child, being fair would MOST likely mean giving: A. an equal amount to all. B. more to her/himself than to others. C. more to those who are disadvantaged. D. more to those who work the hardest.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Middle and Late Childhood Topic: Sharing and Fairness

79. (p. 449) Hank is angered when his younger brother receives the same amount of allowance as he. "I do twice as many chores as he does!" Hank expects fairness according to: A. age. B. equality. C. benevolence. D. merit.

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Chapter 13 - Moral Development, Values, and Religion

80. (p. 449) At an Easter egg hunt, the small children are allowed to start hunting a few minutes before the older children begin. This is an example of fairness according to: A. benevolence. B. equality. C. merit. D. altruism.

81. (p. 449) Although finances are tight, William contributes 10 percent of his income to his church. This is an act of: A. reciprocity. B. sympathy. C. empathy. D. altruism.

82. (p. 449-450) A child's motivation to share is MOST heavily influenced by the: A. desire to obey adult authority figures. B. give-and-take of peer requests and arguments. C. saliency of the item in dispute. D. feelings of shame, guilt, and empathy.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Early Childhood Topic: Sharing and Fairness

13-34

Chapter 13 - Moral Development, Values, and Religion

83. (p. 450) Amelia is very grateful that her friend took the time to pick her up from the airport with her favorite coffee drink. Amelia's feelings are an example of: A. gratitude. B. forgiveness. C. empathy. D. altruism.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Adulthood Topic: Prosocial Behavior

84. (p. 450) Which of the following regarding forgiveness is NOT true? A. Individuals are more likely to forgive family members than non-family members. B. Individuals are especially swayed by peer pressure in their willingness to forgive others. C. Women are more likely to forgive than men. D. Individuals are more likely to forgive those who are dead than to forgive those who are alive.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Adulthood Topic: Prosocial Behavior

85. (p. 451) Volunteerism in older adults is associated with all of the following EXCEPT: A. decreased anxiety. B. decreased depression. C. positive affect. D. decreased immune system functioning.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Altruism and Volunteerism Topic: Late Adulthood

13-35

Chapter 13 - Moral Development, Values, and Religion

86. (p. 451) A recent large-scale U.S. study revealed which of the following regarding volunteering? A. Volunteerism decreases with age. B. Older adults who volunteer have higher levels of stress hormones. C. Helping others is linked with a reduced mortality rate. D. Volunteering increases depressive and anxiety symptoms.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Altruism and Volunteerism Topic: Late Adulthood

87. (p. 451) Age-inappropriate actions and attitudes that violate family expectations, societal norms, and personal or property rights of others describe: A. a conduct disorder. B. juvenile delinquency. C. power assertion. D. ego-destruction.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Conduct Disorder

88. (p. 452) Approximately what percentage of children shows serious conduct problems? A. 2 percent B. 5 percent C. 8 percent D. 12 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Conduct Disorder Topic: Middle and Late Childhood

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Chapter 13 - Moral Development, Values, and Religion

89. (p. 452) What percentage of juvenile delinquency cases involves males? A. 100 percent B. 60 percent C. 80 percent D. 40 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Adolescence Topic: Juvenile Delinquency

90. (p. 451-452) Thirteen-year-old Rilie sneaks out of the house often. She and her friends destroy property, drink alcohol, and smoke cigarettes. Rilie's therapist has diagnosed her with: A. explosive anger disorder. B. difficult temperament. C. attention deficit/hyperactivity disorder. D. conduct disorder.

91. (p. 452) Eight-year-old Max regularly displays antisocial behavior and destroys property. His early onset antisocial behavior is associated with which of the following outcomes? A. more mental health and relationship problems in emerging adulthood B. reduced signs of juvenile delinquency C. decreased risk for being a victim of violence D. increased risk for being a victim of violence

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Chapter 13 - Moral Development, Values, and Religion

92. (p. 452-453) A mayoral candidate advocates that juvenile offenders be treated as adults in the criminal justice system. Does research support or refute this idea? A. Support. Juveniles treated as adults are likely to reform. B. Support. Other teens are deterred from crime when they see juveniles punished harshly. C. Refute. Juveniles are more likely to be repeat offenders when penalized as adults. D. No clear evidence has been gathered to support or refute his idea.

93. (p. 453-454) Which of the following family characteristics is NOT linked to juvenile delinquency? A. lack of parental monitoring of adolescents B. having an older sibling who is a high achiever C. having delinquent peers D. interparental conflict

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adolescence Topic: Causes of Juvenile Delinquency

94. (p. 453) Juvenile delinquency is negatively correlated with: A. income. B. number of children in the house. C. age of the mother. D. age of the offender.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Adolescence Topic: Causes of Juvenile Delinquency

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Chapter 13 - Moral Development, Values, and Religion

95. (p. 454) Which of the following cognitive factors is NOT linked with juvenile delinquency? A. low self-control B. low intelligence C. lack of sustained attention D. low self-esteem

96. (p. 456) Beliefs and attitudes about the way things should be according to what is important to an individual are: A. values. B. schemas. C. scripts. D. priority concepts.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Values

97. (p. 456) Research shows that over the last several years, college-aged students are placing more value on: A. family relationships. B. environmental issues. C. self-fulfillment and material gain. D. global aide and travel.

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Chapter 13 - Moral Development, Values, and Religion

98. (p. 457) A feeling of connectedness to a sacred other such as God, nature, or a higher power is: A. conscience. B. morality. C. spirituality. D. a care perspective.

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Religion and Spirituality

99. (p. 458) Jimmy feels motivated to seek out the religion in which he can believe. What age group is Jimmy MOST likely in? A. childhood B. adolescence C. early adulthood D. middle adulthood

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adolescence Topic: Religion and Spirituality

100. (p. 458) Sixteen-year-old Natalie participates in community service, does not use drugs, and gets good grades. Natalie is likely: A. at-risk for an internalizing mental disorder. B. socially awkward. C. religious. D. agnostic.

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Chapter 13 - Moral Development, Values, and Religion

101. (p. 458) In which religion is 12-year-old Jana MOST likely to believe? A. her parents' religion B. her best friend's religion C. the dominant religion in the area D. She is unlikely to believe in any religion until early adulthood.

102. (p. 458) Most people adopt the religious teachings of their upbringing. If a religious change or awakening does occur, it is MOST likely to happen during: A. a midlife crisis. B. early adulthood. C. adolescence. D. late adulthood.

103. (p. 458) When adolescents begin to examine the more abstract features of religion, in which stage of religious thought are they functioning? A. preoperational B. concrete operational C. formal operational D. postformal

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adulthood Topic: Religion and Cognitive Development

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Chapter 13 - Moral Development, Values, and Religion

104. (p. 458) Recent studies show which of the following about the religiousness of college students? A. upward trend in religious interest B. downtrend in religious interest C. upward trend in ultraconservative religions D. downtrend in "alternative" community-based religions

105. (p. 459-460) Fifteen-year-old Daria frequently attends a church youth group, participates in community charity events, and attends church services with her family. Which of the following MOST likely describes Daria? A. She has a strong sense of spiritual well-being. B. She often suffers from depression. C. She frequently engages in risk-taking behaviors. D. She often feels detached and unable to cope with challenging situations.

106. (p. 459) In a recent study of adolescents, what was negatively correlated to school truancy and depression? A. specific religious denominations B. higher stage of religious thought C. personal conservatism D. personal devotion to any religion

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Chapter 13 - Moral Development, Values, and Religion

107. (p. 460) Which of the following is TRUE of adolescents' religious involvement? A. Low religious involvement is correlated with stronger family relationships. B. Lack of religious involvement triples the chance of an adolescent engaging in delinquent behaviors. C. Religious adolescents have lower grades due to over-involvement with church activities. D. Religious adolescents are almost three times as likely to engage in community service.

108. (p. 460) Which of the following is NOT a finding of the studies on religion in adulthood? A. Over 90 percent of Americans say they believe in God. B. Approximately 70 percent of Americans consider themselves religious. C. A majority of people said they pray every day. D. Females show more interest in religion than males.

109. (p. 460) Approximately what percentage of Americans said that they pray every day (Pew Research Center, 2008)? A. 45 percent B. 58 percent C. 75 percent D. 90 percent

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Chapter 13 - Moral Development, Values, and Religion

110. (p. 460) At 85 years old, Darlene is content. She has things to do, meets plenty of people, and is in good health. Which of the following is MOST likely true? A. Darlene practices her religious faith. B. Darlene receives psychotherapy to help her deal with issues of aging. C. Darlene never married. D. Darlene resides in a nursing home.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Late Adulthood Topic: Religion and Spirituality

111. (p. 460) An older adult is highly involved in the church and feels that religion plays an important role in leading a meaningful and contented life. This older adult is MOST likely a(n): A. non-Latino White American. B. Asian American. C. African American. D. Canadian.

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Chapter 13 - Moral Development, Values, and Religion

112. (p. 461) Some studies show a positive link between religion and health. Which of the following is NOT part of the evidence that shows a positive association between religious participation and health? A. increased chance for longevity B. lowered rates of diabetes C. lowered blood pressure and hypertension D. lower risk of depression

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adulthood Topic: Religion and Health

113. (p. 462) Compared to middle adulthood, religious interests A. increase for men and decrease for women B. increase for women and decrease for men C. decrease for both men and women D. increase for both men and women

in late adulthood.

114. (p. 463) According to Viktor Frankl, the three MOST distinct human qualities are freedom, responsibility, and: A. meaning. B. spirituality. C. religion. D. faith.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adulthood Topic: Meaning in Life

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Chapter 13 - Moral Development, Values, and Religion

Short Answer Questions 115. (p. 433) List the three domains of moral development. 1. Thought 2. Behavior 3. Feelings

APA Outcome: 1.1 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Moral Development

116. (p. 433) List and define the two dimensions of moral development. Intrapersonal: regulates a person's activities when he/she is not engaged in social interaction. Interpersonal: regulates social interactions and arbitrates conflict.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Moral Development

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Chapter 13 - Moral Development, Values, and Religion

117. (p. 433-444) Briefly discuss the two broad types of moral reasoning development identified by Piaget. 1. Heteronomous morality: occurs at approximately 4 to 7 years of age; justice and rules are perceived as unchangeable properties of the world removed from the control of people. 2. Autonomous morality: occurs at approximately 10 years of age and older; rules and laws are created by people; in judging an action, one should consider the actor's intentions as well as the consequences.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Early Childhood Topic: Middle and Late Childhood Topic: Piaget's Theory

118. (p. 434) Define the concept of immanent justice. If a rule is broken, punishment will be meted out immediately.

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Chapter 13 - Moral Development, Values, and Religion

119. (p. 435-436) List and briefly describe Kohlberg's six stages of moral development. Stage 1. Heteronomous morality: moral thinking is tied to punishment. Stage 2. Individualism, instrumental purpose, and exchange: it is okay to pursue one's own interests, but others must be allowed to do the same. If one is nice, others will be nice. Stage 3. Mutual interpersonal expectations, relationships, and interpersonal conformity: individuals value trust, caring, and loyalty as a basis of moral judgments. Stage 4. Social systems morality: moral judgments are based on understanding of the social order, law, justice, and duty. Stage 5. Social contract or utility and individual rights: values, rights, and principles undergird or transcend the law. Validity of the law is examined in terms of degree to which they preserve and protect fundamental human rights and values. Stage 6. Universal ethical principles: moral standards based on universal human rights. One will follow conscience over law even at personal risk.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adolescence Topic: Adulthood Topic: Early Childhood Topic: Kohlberg's Stages Topic: Middle and Late Childhood

120. (p. 412) Identify three criticisms of Kohlberg's theory of moral development. 1. Too much emphasis on moral thought and not enough emphasis on moral behavior. 2. Quality of the research is questionable (male biased). 3. Inadequate consideration of role of culture (culturally biased). 4. Underestimation of the contribution of family relationships to moral development. 5. Underestimation of the care perspective. 6. Kohlberg's moral dilemmas are outside of everyday occurrences.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Kohlberg's Critics

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Chapter 13 - Moral Development, Values, and Religion

121. (p. 437-438) How does Kohlberg's theory of moral development differ from Gilligan's theory? Kohlberg's theory is a justice perspective. Focus is on the rights of the individual. Gilligan's theory is a care perspective. Focus is on an individual's connectedness with others.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Evaluation Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Kohlberg's Critics

122. (p. 438) Contrast Kohlberg's justice perspective and Gilligan's care perspective of moral reasoning. Justice perspective: focuses on rights of the individual; individuals stand alone and independently make moral decisions. Care perspective: people are viewed in terms of their connectedness with others; emphasis is on communication, relationships with others, and concern for others.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Kohlberg's Critics

13-49

Chapter 13 - Moral Development, Values, and Religion

123. (p. 433-439) Describe the concept of moral reasoning. Include an example in your answer. Moral reasoning: emphasizes ethical issues. Moral rules are not arbitrary and not created by social consensus. Moral rules are obligatory, widely accepted, and somewhat impersonal. Moral judgments involve concepts of justice. Example: Lying, cheating, stealing, physically harming others, and so on.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Domain Theory

124. (p. 438-439) Describe how reinforcement, punishment, and imitation invoke moral reasoning. When individuals are reinforced for behavior that is consistent with laws and social conventions, they are likely to repeat that behavior. When individuals are punished for immoral behaviors, those behaviors can be eliminated, but at the expense of sanctioning punishment by its very use. (The effectiveness of reward and punishment depends on the consistency and timing with which they are administered.) When individuals are provided with moral models, they are more likely to adopt their actions depending on the characteristics of the model and the cognitive skills of the observer.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Moral Behavior

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Chapter 13 - Moral Development, Values, and Religion

125. (p. 439) Explain the social cognitive theory of morality. The social cognitive theory of morality emphasizes a distinction between an individual's moral competence (ability to perform moral behaviors) and moral performance (performing moral behaviors in specific situations).

126. (p. 439) Contrast moral competence and moral performance. Moral competence: ability to perform moral behaviors. Moral performance: actual performance of moral behaviors in specific situations.

127. (p. 439-440) Explain moral behavior in terms of psychoanalytic theory. Guilt is the foundation of moral behavior. The superego is the moral branch of the personality and has two components, the ego ideal and the conscience. The ego ideal rewards moral behavior by conveying a sense of pride and personal value. The conscience punishes for immoral behavior with guilt.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-01 Discuss theory and research on moral thought; behavior; feeling; personality; and domains Topic: Psychoanalytic Theory

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Chapter 13 - Moral Development, Values, and Religion

128. (p. 440) Describe empathy and what is required to feel empathy. Describe global empathy. Empathy means reacting to another's feelings with an emotional response similar to the other's feelings. It requires the ability to take another's perspective. Global empathy is displayed by infants who have not developed clear boundaries between the feelings and needs of the self and those of another.

129. (p. 447) Describe service learning, and list three possible benefits of participating in such a project. Service learning is a form of education that promotes social responsibility and service to the community. A key feature is that service learning benefits both the volunteer and the recipients of the help. Benefits: 1. improve grades 2. set more goals 3. improve self-esteem 4. develop a sense of being able to make a difference 5. become less alienated 6. reflect on society's political organization and moral order

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-02 Explain how parents and schools influence moral development Topic: Adolescence Topic: Service Learning

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Chapter 13 - Moral Development, Values, and Religion

130. (p. 449) What is altruism, and what circumstances are MOST likely to evoke altruism? Altruism is an unselfish interest in helping another person. It is most likely evoked by empathy for an individual in need or a close relationship between the benefactor and the recipient.

APA Outcome: 1.1 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Altruism and Reciprocity

131. (p. 449-450) Describe three notions of fairness. Equality: everyone is treated the same. Merit: extra rewards are given for hard work, talented performance, or other laudatory behavior. Benevolence: special consideration is given to individuals in a disadvantaged condition.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Sharing and Fairness

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Chapter 13 - Moral Development, Values, and Religion

132. (p. 452-454) List three causes of delinquency. Restricted identity development Feelings that they cannot live up to the demands placed upon them Lower-SES Lack of quality schooling Disorganized neighborhoods Lack of parental monitoring Associating with deviant peers Having a delinquent older sibling Hostile sibling relationships Low self-control Low self-esteem Low intelligence Lack of sustained attention

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Adolescence Topic: Juvenile Delinquency

133. (p. 451-454) List two antecedents or warning signs of possible conduct problems in children. 1. Authority conflict. 2. Covert acts (lying, cheating, etc.). 3. Overt acts (minor aggression, etc.).

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-03 Describe the development of prosocial and antisocial behavior Topic: Conduct Disorder Topic: Middle and Late Childhood

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Chapter 13 - Moral Development, Values, and Religion

134. (p. 458-460) List three positive outcomes linked with religiosity in adolescence. 1. Less likely to use drugs. 2. Better grades. 3. Higher socially acceptable behavior. 4. Exposure to more positive role models. 5. Lower rates of delinquent behavior. 6. More caring for other people. 7. Participation in community service. 8. Answers to questions about the meaning, purpose, and direction of life.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Adolescence Topic: Religion and Spirituality

135. (p. 460-463) List two benefits of religiosity in adulthood. 1. Greater happiness. 2. Better health. 3. Longer life. 4. Lower drug use. 5. More social connections. 6. More hope and motivation during difficult situations. 7. Higher self-esteem. 8. Sense of meaning in life. 9. Stronger immune system. 10. Lower incidence of depression.

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Chapter 13 - Moral Development, Values, and Religion

136. (p. 463-464) List Roy Baumeister's four main needs for meaning in life. 1. Need for purpose. Goals and fulfillment lend meaning to life. 2. Need for values. Values can lend a sense of goodness to life and justify certain courses of action. 3. Need for efficacy. Individuals need to believe that they can make a difference and feel in control of their lives. 4. Need for self-worth. Self-worth can be pursued individually or in relation to one's connection with others.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 13-04 Characterize the development of values; religion; spirituality; and meaning in life Topic: Meaning in Life

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Chapter 14 - Families, Lifestyles, and Parenting

Chapter 14 Families, Lifestyles, and Parenting

Multiple Choice Questions 1. (p. 471) Which of Bronfenbrenner's systems is MOST heavily influenced by the increasing number of women working outside of the home? A. exosystem B. macrosystem C. microsystem D. mesosystem

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Family Processes

2. (p. 471) Chad's father spends three days a week away from the home on business trips and is usually tired and grouchy on the day he returns home. This causes stress in Chad's: A. microsystem. B. macrosystem. C. chronosystem. D. exosystem.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Family Processes Topic: Middle and Late Childhood

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Chapter 14 - Families, Lifestyles, and Parenting

3. (p. 471) Bronfenbrenner terms the setting in which the individual lives, such as family, peers, school, and work a(n): A. exosystem. B. chronosystem. C. macrosystem. D. microsystem.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Family Processes

4. (p. 471) Bronfenbrenner terms the links between microsystems a(n): A. mesosystem. B. exosystem. C. macrosystem. D. chronosystem.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Family Processes

5. (p. 471) Bronfenbrenner terms the influences from another setting that an individual does not experience directly a(n): A. mesosytem. B. exosystem. C. macrosystem. D. chronosystem.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Family Processes

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Chapter 14 - Families, Lifestyles, and Parenting

6. (p. 471) Sometimes Michelle's mom takes work calls while they are eating dinner. This is an example of stress in Michelle's: A. mesosystem. B. exosystem. C. macrosystem. D. chronosystem.

7. (p. 471) Tony is a second-generation immigrant who is heavily influenced by his ethnic heritage and cultural practices. This is an example of Tony's: A. mesosytem. B. exosystem. C. macrosystem. D. chronosystem.

8. (p. 471) Bronfenbrenner terms the culture in which an individual lives a(n): A. mesosystem B. exosystem C. macrosystem D. chronosystem

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Family Processes

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Chapter 14 - Families, Lifestyles, and Parenting

9. (p. 471) Gary complains, "When I was young, people stayed married to each other. Nowadays everyone's divorced." Gary is comparing: A. microsystems. B. exosystems. C. mesosystems. D. chronosystems.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Family Processes

10. (p. 471) In which social context does reciprocal socialization take place? A. exosystem B. microsystem C. macrosystem D. chronosystem

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Reciprocal Socialization

11. (p. 471) Steven now recognizes the signs indicating that his infant daughter needs a nap. This is an example of: A. reciprocal socialization. B. scaffolding. C. launching. D. a mutual dyad.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Early Adulthood Topic: Reciprocal Socialization

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Chapter 14 - Families, Lifestyles, and Parenting

12. (p. 471) Sheri's infant daughter mimics facial expressions and hand gestures. This is an example of: A. scaffolding. B. a polyadic system. C. a reciprocal interaction. D. launching.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Infancy Topic: Reciprocal Socialization

13. (p. 471) The phenomenon in which children and parents learn from each other is termed: A. reciprocal socialization. B. mutual synchrony. C. scaffolding. D. launching.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Reciprocal Socialization

14. (p. 472) After months of singing "Itsy Bitsy Spider" with her mother, baby Nicole is beginning to do some of the song's actions by herself. This is an example of: A. mutual synchrony. B. scaffolding. C. reciprocal socialization. D. mutual gaze.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Infancy Topic: Reciprocal Socialization

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Chapter 14 - Families, Lifestyles, and Parenting

15. (p. 472) Lori and Spencer have a loving and supportive marriage. What is a likely indirect result of their satisfied relationship? A. satisfied relationships with each spouse's family of origin B. fewer personal friendships C. sensitive, responsive parenting D. increased involvement in community events

16. (p. 472) The main point of the epigenetic view of development is a A. child-directed pattern of development. B. parent-directed pattern of development. C. a bidirectional pattern of development. D. no relationship between genes and environment on development.

APA Outcome: 1.2 Blooms Taxonomy: Knowledge Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Early Adulthood Topic: Reciprocal Socialization

17. (p. 472) involves a parent or teacher adjusting the level of guidance to fit the child's performance. A. Scaffolding B. Reciprocal socialization C. Developmental trajectories D. A polyadic system

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Family System

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Chapter 14 - Families, Lifestyles, and Parenting

18. (p. 473) Subtle changes in a culture can have significant influence on the family. What is one effect of increased urbanization and mobility in our society? A. Older parents and grandparents have lost some of the socializing role in the family. B. Young parents depend more than ever on insight and help from their own parents in raising a family. C. There has been an increase in heavy drinking, demoralized attitudes, and health disabilities. D. Child rearing has become inconsistent and lackadaisical.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Family System Topic: Late Adulthood

19. (p. 473) Which of the following is NOT a stressor often experienced by immigrant families? A. language barriers B. lack of support networks C. change in socioeconomic status D. pressure by mainstream culture to preserve one's cultural identity

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Sociocultural and Historical Influences

20. (p. 474) Ed and Teri Miller decided to delay parenthood because Ed recently lost his job and is having difficulty finding a new one. Teri is still in the workforce but had planned to quit and stay at home during the baby's early years. This is an example of: A. launching. B. the "delayed family stage" approach to parenthood. C. multiple developmental trajectories. D. individual hostility.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Early Adulthood Topic: Multiple Developmental Trajectories

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Chapter 14 - Families, Lifestyles, and Parenting

21. (p. 475) Being single offers the potential advantage of , but the potential disadvantage of . A. freedom; difficulty forming relationships with other adults B. self-reliance; lack of intimacy C. emotional distance; lack of physical intimacy D. self-knowledge; feedback

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Adulthood Topic: Single

22. (p. 475) Patricia is single and just turned 30. She is likely to feel: A. content with her independence and freedom. B. societal pressure to marry. C. resentful that most of her friends are married. D. desperate to find an available partner.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Early Adulthood Topic: Single

23. (p. 476) In the United States, cohabiting arrangements: A. tend to be short-term, with one-third lasting less than one year. B. tend to be long-term, with one-third lasting more than three years. C. result in lower rates of divorce in couples who cohabit before marriage. D. result in higher rates of marital satisfaction.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Cohabitation

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Chapter 14 - Families, Lifestyles, and Parenting

24. (p. 475) What percentage of U.S. adult couples cohabit before getting married? A. approximately 75 percent B. approximately 60 percent C. 40 percent D. 20 percent

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Cohabitation Topic: Early Adulthood

25. (p. 476) Barton and Alonna just moved in together. They will MOST likely: A. split up within 5 years. B. marry within a year. C. live together for several years but eventually marry. D. have a child within 5 years but not necessarily marry.

26. (p. 476) Ron and Sheri lived together for 2 years, became engaged, and then married. Compared to those who do not cohabit, Ron and Sheri are more likely to: A. be happy. B. be unhappy. C. divorce and return to cohabitation. D. divorce.

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Chapter 14 - Families, Lifestyles, and Parenting

27. (p. 450) Scott and Kristine have decided to live together. Which of the following is TRUE regarding their situation? A. If they break up, it will be easier to divide property and possessions than if they were married. B. Kristine is at an increased risk of experiencing partner violence than her married female friends. C. They will find it easier to buy a house together than married couples. D. If they marry later, the marriage is likely to last longer than if they had not cohabitated.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Cohabitation Topic: Early Adulthood

28. (p. 476) Sixty-year-old Wanda has moved in with her 62-year-old friend, Mike. Which of the following is MOST likely true regarding their decision to cohabit? A. They will most likely marry within 2-3 years. B. They will experience significantly better physical health as compared to their married counterparts. C. They more than likely moved in together for companionship rather than for love. D. They are part of a declining trend in cohabitation among older adults.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Cohabitation Topic: Late Adulthood

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Chapter 14 - Families, Lifestyles, and Parenting

29. (p. 477) In 2007, the U.S. average age for a first marriage for men was 27.5 years for men and 25.6 years for women. These ages for first marriages are: A. basically the same as 10 years ago. B. slightly lower than recent years. C. rising for men, but declining for women. D. higher than at any point in U.S. history.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Early Adulthood Topic: Marital Trends

30. (p. 477) Which of the following statements is true regarding marriage in the United States? A. Domesticity is a highly valued trait in a future spouse. B. A 1981 law sets the minimum age for marriage at 22 for males and 20 for females without parental consent. C. The vast majority of adults will marry at some time in their lifetime. D. Chastity is the most important consideration in a prospective spouse.

31. (p. 478) In which country is chastity the MOST important factor in determining a marriage partner? A. China B. Japan C. Sweden D. the United States

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Social Contexts

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Chapter 14 - Families, Lifestyles, and Parenting

32. (p. 479) When she is angry or stressed, Jackie confides in her best friend rather than her husband. Which of Gottman's marriage principles does this violate? A. overcoming gridlock B. nurturing fondness and admiration C. solving solvable conflicts D. turning toward each other instead of away

33. (p. 479) Gloria notices an article that she thinks would interest her husband. She emails it to him, and they discuss it later at dinner. This is an example of which of Gottman's marriage principles? A. solving solvable conflicts B. establishing love maps C. overcoming gridlock D. letting your partner influence you

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Chapter 14 - Families, Lifestyles, and Parenting

34. (p. 479) Deon and Lianna have negotiated their responsibilities for morning and bedtime routines. This cooperation to reduce stress is an example of Gottman's principle of: A. overcoming gridlock. B. letting your partner influence you. C. nurturing fondness and admiration. D. establishing a love map.

35. (p. 480) Which of the following is TRUE of marital satisfaction? A. Marital satisfaction is not correlated with parenting competence. B. Individuals in happy marriages tend to live longer than those in unhappy relationships. C. People in happy marriages are likely to be more emotionally and physically tired because of the added strain of caring so deeply for another individual. D. People in unhappy marriages are less likely to get sick, because they often receive therapy for stress reduction.

36. (p. 481) Most couples divorce after A. 1-5 B. 5-10 C. 10-15 D. 15-20

years.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Adulthood Topic: What Makes Marriage Work

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Chapter 14 - Families, Lifestyles, and Parenting

37. (p. 481) Which of the following statements is TRUE of divorce? A. The divorce rate in the United States is steadily rising. B. Divorce among midlife couples is caused almost exclusively by extramarital affairs. C. Divorce is linked to psychological and physical problems. D. Divorce usually happens within the first three years of marriage.

38. (p. 481) Seventeen-year-old Janey is pregnant. If she marries her boyfriend, there is a 50 percent chance that her marriage will end within years. A. 1-2 B. 2-5 C. 5-10 D. 10+

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Adolescence Topic: Divorce

39. (p. 481) Divorce contributes to higher rates of psychiatric disturbance, depression, and alcoholism for: A. men. B. women. C. both men and women. D. neither men nor women.

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Chapter 14 - Families, Lifestyles, and Parenting

40. (p. 482) Which of the following is NOT a recommended strategy for dealing with divorce? A. focus more on the future than the past B. use strengths and resources to cope C. don't expect to be happy in everything you do D. start dating as soon as you can

41. (p. 456) Which of the following is the main cause for divorce among middle-aged and older adult women? A. no obvious problem, just fell out of love B. verbal, physical, or emotional abuse C. different values, lifestyles D. emotional infidelity

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Chapter 14 - Families, Lifestyles, and Parenting

42. (p. 456) Which of the following is the main cause for divorce among middle-aged and older adult men? A. alcohol or drug abuse B. verbal, physical, or emotional abuse C. cheating D. emotional infidelity

43. (p. 482) Which of the following is the main cause for divorce among middle-aged and older adult men? A. cheating B. alcohol or drug abuse C. fell out of love D. verbal or emotional abuse

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Chapter 14 - Families, Lifestyles, and Parenting

44. (p. 483) On average, adults remarry within A. 1 B. 2 C. 3 D. 7

_ year(s) after their divorce.

45. (p. 484) Which of the following statements is TRUE regarding gay or lesbian relationships? A. Areas of conflict in a homosexual relationship are very like those of heterosexual partners. B. Homosexuals change partners frequently and are generally less committed in their relationships. C. In most homosexual relationships, one partner takes on a masculine role and the other takes the feminine role. D. The majority of children with gay or lesbian parents grow up to also have a homosexual orientation.

46. (p. 485) What percentage of 40- to 44-year-old U.S. women remain childless? A. 5 percent B. 10 percent C. 20 percent D. 30 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Middle Adulthood Topic: Timing of Parenthood

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Chapter 14 - Families, Lifestyles, and Parenting

47. (p. 485) Which of the following is an advantage of having children later (in their 30s)? A. The mother is likely to have fewer medical problems. B. Parents will have more physical energy. C. Parents are likely to be more mature. D. Women are happy to take a break from their careers.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Early Adulthood Topic: Timing of Parenthood

48. (p. 485) Which of the following is an advantage of having children early (in their 20s)? A. The mother is likely to have fewer medical problems. B. Parents will have more physical energy. C. Parents are less likely to set rigid expectations for their children. D. all of these

49. (p. 486) Karri spends time finding positive, interesting activities for her 15-year-old daughter, Brooke. Karri encourages Brooke to offer input and choose among the activities. Karri's parental role is best described as: A. dictator. B. manager. C. friend. D. observer.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Middle Adulthood Topic: Parents as Managers

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Chapter 14 - Families, Lifestyles, and Parenting

50. (p. 486) Evaluations of the Bringing Baby Home project revealed all of the following EXCEPT: A. parents' improved ability to work together as partners in parenting. B. fathers were more involved with and sensitive to their baby. C. mothers' postpartum depression symptoms were eliminated. D. babies showed better overall development than babies in a control group.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Transition to Parenting

51. (p. 486) A mother who plays a strong managerial role in parenting would MOST likely do which of the following for her adolescent daughter? A. Monitor her choice of friends and activities. B. Control her after-school extracurricular activities. C. Set out clothes for her to wear each day. D. Establish strict rules and enforce frequent punishment.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Middle Adulthood Topic: Parents as Managers

52. (p. 489) The restrictive, punitive parenting style in which parents exhort the child to follow directions and be respectful is termed by Baumrind as: A. authoritative. B. neglectful. C. authoritarian. D. indulgent.

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Chapter 14 - Families, Lifestyles, and Parenting

53. (p. 489) Jeff and Amber demand respect and immediate obedience from their children. They use spanking as a primary form of punishment. Which of Baumrind's parenting styles do Jeff and Amber employ? A. authoritative B. neglectful C. indulgent D. authoritarian

54. (p. 489) The parenting style that encourages a child to be independent but still places limits and controls on their actions is termed by Baumrind as: A. authoritative. B. neglectful. C. indulgent. D. authoritarian.

55. (p. 489) Which of Baumrind's parenting styles is highly demanding and not very responsive? A. authoritarian B. authoritative C. indulgent D. neglectful

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Baumrind's Parenting Styles

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Chapter 14 - Families, Lifestyles, and Parenting

56. (p. 489) Matt and Tamela reward good behavior and ignore bad behavior when possible. When punishment is required, they calmly employ techniques like time-out and verbal reasoning. Which of Baumrind's parenting styles do Matt and Tamela employ? A. neglectful B. authoritative C. indulgent D. authoritarian

57. (p. 489) An authoritative parenting style is generally preferred for raising well-adjusted children. However, elements of a different parenting style have been shown to protect children from physical danger, lead to high academic achievement, and engender respect and obedience depending on culture. Which parenting style aids these characteristics? A. indulgent B. authoritarian C. neglectful D. scaffolding

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Chapter 14 - Families, Lifestyles, and Parenting

58. (p. 489) When a parent is uninvolved in the child's life, Baumrind terms the parenting style: A. authoritative. B. authoritarian. C. neglectful. D. indulgent.

59. (p. 489) Courtney is often left to entertain and manage herself. When she approaches her mother, she is brushed aside and made to feel a nuisance. This is an example of which of Baumrind's parenting styles? A. authoritative B. authoritarian C. indulgent D. neglectful

60. (p. 489) When parents are very involved with their children and place few demands or controls on them, Baumrind terms the parenting style: A. indulgent. B. authoritarian. C. authoritative. D. neglectful.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Baumrind's Parenting Styles

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Chapter 14 - Families, Lifestyles, and Parenting

61. (p. 489) Christie allows her children many freedoms with very few limits and believes their creativity will be enhanced this way. Her children lack self-control and are domineering with peers. Which of Baumrind's parenting styles does Christie employ? A. neglectful B. indulgent C. authoritative D. authoritarian

62. (p. 489) Which of Baumrind's parenting styles is highly responsive and not very demanding? A. authoritarian B. authoritative C. indulgent D. neglectful

63. (p. 489) Which parenting style may lead children who are egocentric, domineering, and noncompliant? A. authoritarian B. authoritative C. indulgent D. neglectful

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Chapter 14 - Families, Lifestyles, and Parenting

64. (p. 490) Which country has the MOST favorable view of corporal punishment in parenting? A. France B. United States C. Sweden D. Spain

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Punishment

65. (p. 491) Corporal punishment by parents is associated with all of the following EXCEPT: A. higher levels of immediate compliance. B. higher levels of long-term compliance. C. child aggression. D. lower levels of moral internalization.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Punishment

66. (p. 491) The support that parents provide one another in raising a child together is: A. contract parenting. B. coparenting. C. emotional parenting. D. marital scaffolding.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Coparenting

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Chapter 14 - Families, Lifestyles, and Parenting

67. (p. 492) A recent study shows that coparenting is positively linked to: A. academic achievement. B. juvenile delinquency. C. children's obesity. D. children's effortful control.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Coparenting

68. (p. 492) Who is the MOST likely to abuse a child? A. a child care provider B. a teacher C. a grandparent D. a parent

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Child Maltreatment

69. (p. 493) Which of the following is by far the MOST common form of child maltreatment? A. physical abuse B. emotional abuse C. neglect D. sexual abuse

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Chapter 14 - Families, Lifestyles, and Parenting

70. (p. 494) Which of the following outcomes is linked to having a history of physical abuse? A. depression B. high academic achievement C. sibling jealousy D. abnormally high self-esteem

71. (p. 493) Which of the following is usually present when other forms of maltreatment are identified? A. emotional abuse B. physical abuse C. sexual abuse D. neglect

72. (p. 492-493) Which of the following factors contributes to child maltreatment? A. cultural tolerance of corporal punishment B. parents who were abused as children C. low socioeconomic neighborhood D. all of these

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Chapter 14 - Families, Lifestyles, and Parenting

73. (p. 494) Ten-year-old Maria has experienced frequent physical abuse throughout her childhood. She is at risk for which of the following? A. attachment problems B. depression C. academic problems D. all of these

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Child Maltreatment Topic: Middle and Late Childhood

74. (p. 494) Heather is dating 17-year-old Tyler, who was severely maltreated as a child. Heather is at risk for which of the following? A. low self-esteem B. Tyler's abusive behaviors C. Tyler's overprotective behaviors D. depression and self-abusive behaviors

75. (p. 495) Much of adolescent-parent conflict is born of a need to balance: A. friends and family. B. autonomy and attachment. C. school and social activities. D. work experience and academic success.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adolescence Topic: Autonomy and Attachment

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Chapter 14 - Families, Lifestyles, and Parenting

76. (p. 495) Teen-parent conflict in early adolescence is likely to center around: A. poor academic performance. B. the teen's choice of friends. C. everyday events of family life. D. drugs and alcohol use.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adolescence Topic: Parent-Adolescent Conflict

77. (p. 495) Secure attachment to parents during adolescence is positively linked to which of the following? A. high academic achievement B. introverted behaviors C. delaying romantic intimacy and marriage D. being in an exclusive relationship

78. (p. 496) One benefit of everyday adolescent-parent conflict is that it: A. teaches adolescents that their parents are not perfect. B. helps adolescents become more autonomous. C. convinces adolescents that their parents are wiser than they had supposed. D. teaches adolescents how to be more effective in the way they argue.

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Chapter 14 - Families, Lifestyles, and Parenting

79. (p. 496) Which of the following is a key difference in the old and new models of parentadolescent relationships? A. The old model suggests using an authoritarian discipline style to parent adolescents. B. The new model suggests that most adolescent-parent conflict is moderate and can serve a positive function. C. The old model indicates that parent-child conflict is greatest in early adolescence. D. The new model recommends that parents detach themselves from their adolescent.

80. (p. 497) One in five families experiences ongoing, unhealthy parent-adolescent conflict, which is associated with which of the following adolescent behaviors? A. teen pregnancy and early marriage B. secure parent-child attachment later in life C. increased marital satisfaction for parents D. increased adolescent self-control, autonomy, and maturity

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Chapter 14 - Families, Lifestyles, and Parenting

81. (p. 497) Emily is an emerging adult and has moved out of her childhood home and into an apartment near her college campus. Which of the following is TRUE regarding her relationship with her parents? A. She will most likely feel compelled to comply with parental expectations. B. She will most likely cut off ties completely. C. She will most likely grow closer psychologically to her parents. D. She will most likely continue to relate to her parents on a child-to-parent basis.

82. (p. 498) Lana is a working mother who worries about the effects of her employment on her children. What does research indicate on this topic? A. Children in child care are likely to suffer from attachment difficulties and cognitive delays. B. Maternal employment may actually have a positive effect on her children if it results in personal satisfaction for the mother. C. Mothers can compensate for time away from home by purchasing educational toys and computer programs. D. Across studied variables, no difference has been shown between children of working and stay-at-home mothers.

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Chapter 14 - Families, Lifestyles, and Parenting

83. (p. 498) Which of the following is MOST true of a family with two working parents? A. The family rarely has financial concerns. B. Children experience more quality time with parents although quantity time is limited. C. Children have better peer relations. D. Children have more egalitarian views of gender.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Middle and Late Childhood Topic: Working Parents

84. (p. 498) Neil works in a high-stress office with frequent conflicts among coworkers. His boss is a micro-manager and gives employees little autonomy. How do these conditions MOST likely impact Neil's parenting skills? A. no impact B. more attentive to his children C. more irritable and inattentive to his children D. more indulgent to his children

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Chapter 14 - Families, Lifestyles, and Parenting

85. (p. 499) Jeff's parents are getting a divorce. What kinds of problems will he most likely suffer? A. significant externalizing problems B. significant internalizing problems C. significant academic problems D. minor problems—the majority of children in divorced families do not have significant adjustment difficulties

86. (p. 499) When individuals experienced the divorce of their parents in childhood and adolescence, they were more likely to: A. have low levels of education in adulthood. B. be less competent in intimate relationships. C. engage in risky behaviors during their youth. D. all of these

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adolescence Topic: Divorce Topic: Middle and Late Childhood

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Chapter 14 - Families, Lifestyles, and Parenting

87. (p. 499) Should parents stay married for the sake of the children? A. Yes, always. B. No, never. C. Sometimes. Parents must weigh the negative effects of divorce and the unhappy marriage. D. Sometimes. Parents must consider the opinions of friends and family.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Divorce

88. (p. 500) When children from divorced homes show problems, the problems are due to which of the following? A. the child's personality B. a child's difficult temperament C. the custodial situation D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Divorce Topic: Middle and Late Childhood

89. (p. 499-500) Which idea about divorce is BEST supported by available evidence? A. A divorce may improve children's lives under some circumstances. B. Divorce inevitably impairs children's ability to adapt to difficulties in their lives. C. Single-parent families cannot produce competent children. D. Divorce has only minor effects on children.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Divorce Topic: Middle and Late Childhood

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Chapter 14 - Families, Lifestyles, and Parenting

90. (p. 500) Who will cope better with their parents' divorce? A. Children whose parents divorce later. B. Children with easy temperaments rather than those with difficult temperaments. C. Boys rather than girls. D. Children of families where custody is awarded to one parent.

91. (p. 499-500) In order to help children deal effectively with divorce, it is important for parents to: A. keep the separation private from young children until the divorce is final. B. conceal their emotions from children. C. maintain as much of what is familiar to the child as possible. D. restructure the rules and allow the children more freedom.

92. (p. 500) About half of children whose parents divorce will have a stepparent within years. A. 2 B. 3 C. 4 D. 6

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Chapter 14 - Families, Lifestyles, and Parenting

93. (p. 500) Wade's divorced mother is the custodial parent and she married a man with three children of his own. What type of family does Wade live in? A. complex stepfamily B. simple stepfamily C. stepmother family D. scaffolded family

94. (p. 500) Xavier's divorced mother married a man with no children. What type of family does Xavier live in? A. complex stepfamily B. stepfather family C. stepmother family D. simple stepfamily

95. (p. 500-501) Which of the following is TRUE regarding remarriage and blended families? A. The number of remarriages involving children is steadily declining. B. Children show better adjustment in complex (blended) families than in simple families. C. Early childhood is an especially difficult time for the formation of a stepfamily. D. Children in remarried families have similar adjustment problems to those in divorced families.

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Chapter 14 - Families, Lifestyles, and Parenting

96. (p. 500) Fifteen-year-old Katherine is in a long-established simple stepfamily. Which of the following MOST likely describes Katherine's relationship with her stepparent? A. Katherine benefits from the presence of her stepparent. B. Katherine feels alienated from her parents. C. Katherine will experience attachment problems as an adult due to her stepparent. D. Katherine has a distant relationship with her stepparent.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adolescence Topic: Stepfamilies

97. (p. 502) According to research, children of lesbian or gay parents children in heterosexual families. A. show significant maladjustment and poor mental health B. show no differences in their adjustment and mental health C. are less popular with their peers D. are 35 percent more likely to have a homosexual orientation

as compared with

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-04 Explain other aspects of family relationships Topic: Gay and Lesbian Parents Topic: Middle and Late Childhood

98. (p. 503) As compared to their non-adopted counterparts, adopted children and adolescents generally have higher incidences of the following problems EXCEPT: A. school-related problems. B. delinquent behavior. C. antisocial behavior. D. psychological problems.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-04 Explain other aspects of family relationships Topic: Adolescence Topic: Adoptive Parents/Children Topic: Middle and Late Childhood

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Chapter 14 - Families, Lifestyles, and Parenting

Short Answer Questions 99. (p. 471) Define and give an example of reciprocal socialization. Reciprocal socialization is socialization that is bidirectional—children socialize parents just as parents socialize children. Example: any interaction in which one individual influences the other's behavior and learning.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Middle and Late Childhood Topic: Reciprocal Socialization

100. (p. 475-476) Describe two possible effects of cohabitation on eventual marriage. Compared to married couples who did not cohabitate before marriage, couples who cohabitated before marriage show: 1. lower marital satisfaction 2. lower commitment to marriage 3. higher divorce rates

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Cohabitation and Marital Stability

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Chapter 14 - Families, Lifestyles, and Parenting

101. (p. 479) List and briefly describe five of Gottman's principles of working marriages. 1. Establishing a love map. Couples in working marriages know and appreciate the interests and feelings of each other. 2. Nurturing fondness and admiration. Partners in successful marriages sing each other's praises. 3. Turning toward each other instead of away. Individuals in happy marriages see each other as friends and supports. 4. Letting your partner influence you. Sharing power and respecting the other person's opinions are vital to a working marriage. 5. Solving solvable conflicts. Partners in working marriages recognize the difference between perpetual and solvable problems. Couples do their best to fix problems that can be fixed and negotiate livable circumstances for perpetual sources of conflict. 6. Overcoming gridlock. Successful couples are patient through conflict and are willing to negotiate differences respectfully. 7. Creating shared meaning. Couples in working marriages share goals and support each other in personal pursuits. They mesh their lives to work together for each other's benefit.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Adulthood Topic: What Makes Marriage Work

102. (p. 480) List two benefits of a good marriage. Happily married people: 1. live longer lives 2. are sick less often 3. are happier and less depressed 4. feel less physically and emotionally stressed

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 14-01 Describe some important family processes Topic: Adulthood Topic: Benefits of Good Marriage

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Chapter 14 - Families, Lifestyles, and Parenting

103. (p. 454-455) List three factors associated with high likelihood of divorce. 1. youthful marriage 2. low educational level 3. low income 4. premarital pregnancy 5. being a member of a disadvantaged group

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 14-02 Discuss the diversity of adult lifestyles and how they influence people's lives Topic: Adulthood Topic: Divorce

104. (p. 482) What is the main cause of divorce for men and the main cause of divorce for women? Men: no obvious problem just fell out of love. Women: verbal, physical, or emotional abuse.

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Chapter 14 - Families, Lifestyles, and Parenting

105. (p. 485) List two advantages to having children early and two advantages to having children later. Advantages to having children early: 1. more physical energy 2. mother less likely to have medical problems 3. parents less likely to build up expectations Advantages to having children later: 1. more time to consider life goals 2. more time to establish careers 3. parents may be more mature 4. more income

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Timing of Parenthood

106. (p. 489) List and briefly describe Baumrind's parenting styles. 1. Authoritarian. This is a restrictive, punitive style of parenting in which parents exhort the child to follow their directions and respect their work and effort. 2. Authoritative. This parenting style encourages children to be independent but still places limits and controls on their actions. 3. Neglectful. A neglectful parent is uninvolved in the child's life. The child is made to feel a nuisance and unimportant. 4. Indulgent. Indulgent parents are very involved with their children but place few demands or controls on them.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Baumrind's Parenting Styles

14-40

Chapter 14 - Families, Lifestyles, and Parenting

107. (p. 489-490) Give two reasons that authoritative parenting might be the MOST effective discipline style. 1. Good balance between control and autonomy 2. Opportunities for verbal give and take help children become socially competent 3. Warmth and involvement make children receptive to parental influence

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Adulthood Topic: Baumrind's Parenting Styles

108. (p. 490-491) List three reasons to avoid spanking and other harsh forms of punishment. 1. Children may imitate the model of aggression. 2. Children become fearful and lack self-esteem when harshly punished. 3. Punishment tells children what not to do instead of what to do. 4. Punishment can be abusive.

109. (p. 492) Define the term "child maltreatment." Child maltreatment includes all types of physical abuse to children, including sexual, emotional and physical, and it includes neglect of children, including physical, educational, and emotional.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Child Maltreatment Topic: Middle and Late Childhood

14-41

Chapter 14 - Families, Lifestyles, and Parenting

110. (p. 492) List the three types of child neglect. 1. Physical 2. Educational 3. Emotional

111. (p. 492-493) List and define the four types of child maltreatment. 1. Physical abuse: infliction of physical injury as result of punching, beating, kicking, biting, burning, shaking, or otherwise harming a child. 2. Child neglect: failure to provide for the child's basic needs. 3. Sexual abuse: fondling a child's genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or the production of pornography. 4. Emotional abuse: acts or omissions that have caused, or could cause, serious behavioral, cognitive, or emotional problems.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 14-03 Characterize parenting and how it affects children's development Topic: Child Maltreatment Topic: Middle and Late Childhood

14-42

Chapter 14 - Families, Lifestyles, and Parenting

112. (p. 494) List five developmental consequences of abuse. 1. poor emotion regulation 2. attachment problems 3. problems in peer relationships 4. difficulty in adapting to school 5. excessive negative effect 6. excessive physical or verbal aggression 7. anxiety 8. depression 9. conduct disorder 10. delinquency

113. (p. 496-497) List several factors that may increase conflict between parents and early adolescents. 1. biological changes of puberty 2. cognitive changes involving increased idealism and logical reasoning 3. social changes focused on independence and identity 4. maturational changes in parents 5. violated expectations on the part of parents and adolescents

14-43

Chapter 14 - Families, Lifestyles, and Parenting

114. (p. 496-497) List two guidelines for parenting adolescents effectively. 1. Show them warmth and mutual respect. 2. Demonstrate sustained interest in their lives. 3. Recognize and adapt to their cognitive and socioemotional development. 4. Communicate expectations for high standards of conduct and achievement. 5. Display constructive ways of dealing with problems and conflict.

115. (p. 499) List five guidelines for communicating with children about a divorce or separation. 1. Explain the separation. 2. Explain that the separation is not the child's fault. 3. Explain that it may take time to feel better. 4. Keep the door open for further discussion. 5. Provide as much continuity as possible. 6. Provide support for your children and yourself.

14-44

Chapter 15 - Peers and the Sociocultural World

Chapter 15 Peers and the Sociocultural World

Multiple Choice Questions 1. (p. 516) Brent and Kegan are about the same age and maturity level. They are: A. friends. B. peers. C. classmates. D. siblings.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Functions of Peer Groups Topic: Middle and Late Childhood

2. (p. 516) What does a child get from peers that he/she typically cannot get from siblings? A. same-sex friends B. a sounding board for intimate feelings C. comparison to others the same age D. a view of the world from another's perspective

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Functions of Peer Groups Topic: Middle and Late Childhood

15-1

Chapter 15 - Peers and the Sociocultural World

3. (p. 516) According to Jean Piaget and Harry Stack Sullivan, what is the primary mode through which children learn from their peers? A. reciprocal interactions B. direct instruction C. role-playing D. parent mediation of peer relationships

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Functions of Peer Groups Topic: Middle and Late Childhood

4. (p. 516) Research shows that children who are isolated from or rejected by peers may be: A. more obedient to adults. B. prone to depression. C. more socially competent. D. unhappy as children but happier-than-average in midlife.

5. (p. 517) All of the following parental behaviors have been linked with children's social competence and acceptance EXCEPT: A. warmth. B. monitoring. C. provision of opportunities. D. advice giving.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adult-Child and Peer Relations Topic: Middle and Late Childhood

15-2

Chapter 15 - Peers and the Sociocultural World

6. (p. 517) To whom are children most likely to turn in times of stress? A. parents B. teachers C. peers D. grandparents

7. (p. 518) Which of the following peer contexts influences child and adolescent development? A. religious setting B. sporting event C. neighborhood D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Middle and Late Childhood Topic: Peer Contexts

8. (p. 518) Which of the following traits is linked to impaired peer relations? A. overzealous religiousness B. hyperactivity C. negative emotionality D. unrealistic optimism

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Individual Difference Factors

15-3

Chapter 15 - Peers and the Sociocultural World

9. (p. 518) Another student bumps into Kari in the classroom. As the student turns to apologize, teary-eyed Kari runs back to her seat feeling picked on. Kari has committed an error in: A. social cognition. B. social script forming. C. perspective reciprocating. D. social schema formation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Middle and Late Childhood Topic: Social Cognition

10. (p. 519) Mia plays alone at recess. The school counselor teaches Mia how to introduce herself and how to join in with peers. The school counselor is trying to increase Mia's: A. perspective-taking skills. B. information-processing skills. C. social knowledge. D. peer aggression.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Middle and Late Childhood Topic: Social Cognition

15-4

Chapter 15 - Peers and the Sociocultural World

11. (p. 519) According to Dodge's social information processing model, a child with welldeveloped social cognitive knowledge will: A. respond more impulsively in social situations. B. propose other-based solutions to social problems. C. avoid reflecting on the causes for social situations. D. interpret ambiguous social situations more effectively.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Social Cognition

12. (p. 519) Jake responds calmly when his friend teases him about his haircut. Jake is showing competence in: A. sociometric status. B. emotional self-regulation. C. victimization. D. social cognition.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Regulation of Emotion and Peer Relations

13. (p. 519) The extent to which children are liked or disliked by their peer group is termed: A. sociometric status. B. socioemotional standing. C. acceptance rank. D. cohort approval status.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

15-5

Chapter 15 - Peers and the Sociocultural World

14. (p. 519) Charlie is well liked by many of his peers. He has high self-esteem, controls his temper, and is generally cheerful. What is Charlie's peer status? A. popular B. controversial C. average D. neglected

15. (p. 519) Which peer status includes children who have many friends and are not disliked by peers? A. neglected B. controversial C. average D. popular

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

16. (p. 520) Sam is participating in a social skills group that focuses on teaching the children how to join in with peers and make friends. In regards to peer status, Sam is most likely a(n): A. average child. B. popular child. C. controversial child. D. neglected child.

15-6

Chapter 15 - Peers and the Sociocultural World

17. (p. 520) Which peer status group includes children who are not disliked by peers but who don't have best friends or a regular group of friends? A. rejected B. neglected C. average D. controversial

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

18. (p. 520) Kael is participating in a social skills group that focuses on correctly interpreting and appropriately acting on peer input information. In regards to peer status, Kael is most likely a(n): A. average child. B. rejected child. C. popular child. D. controversial child.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

19. (p. 520) Which peer status group includes children who do not have best friends and who are actively disliked by peers? A. neglected B. average C. rejected D. controversial

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

15-7

Chapter 15 - Peers and the Sociocultural World

20. (p. 520) Candie is a cheerleader. She hangs out with the "in crowd," but many of her peers don't like her. What is Candie's peer status? A. popular B. controversial C. rejected D. neglected

21. (p. 520) Which peer status includes children who are both actively liked and actively disliked by peers? A. popular B. rejected C. neglected D. controversial

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

15-8

Chapter 15 - Peers and the Sociocultural World

22. (p. 520)

children often have more psychosocial difficulties later in life than children. A. Popular; controversial B. Controversial; rejected C. Rejected; neglected D. Neglected; controversial

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

23. (p. 520) Which peer status and trait pair correlates with delinquent behavior in adolescence? A. neglected/kind B. average/shy C. rejected/aggressive D. controversial/intelligent

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Peer Statuses

24. (p. 520) John Coie suggests three reasons that aggressive, peer-rejected boys may have problems with social relationships. Which of the following is NOT a characteristic of these boys? A. lack of spontaneity and impulsiveness B. easily aroused to anger C. fewer social skills D. lack of sustained attention

15-9

Chapter 15 - Peers and the Sociocultural World

25. (p. 520) In his social skills training group, Travis is asked to role-play and discuss possible reactions to hypothetical negative encounters with peers. What is Travis's peer status? A. neglected B. rejected C. average D. popular

26. (p. 520) In her social skills training group, Thaina is learning how to attract positive attention by being a good listener and making appropriate comments. What is Thaina's peer status? A. popular B. controversial C. rejected D. neglected

15-10

Chapter 15 - Peers and the Sociocultural World

27. (p. 520) In a recent national study of 15,000 6th-9th graders, how many had been involved (as a perpetrator or victim) in bullying? A. 10 percent B. 25 percent C. 33 percent D. 50 percent

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Bullying

28. (p. 521-522) Who is least likely to be bullied? A. a lonely child B. an aggressive child C. a socially withdrawn child D. a child with strong perspective-taking skills

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Bullying

29. (p. 521) Which of the following statements is TRUE of bullying? A. Children are most likely to be bullied in high school. B. Many bullies are not rejected by the peer group. C. Victims are likely to smoke and drink and have low grades. D. Victims are most likely to be middle-school-aged girls.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Bullying

15-11

Chapter 15 - Peers and the Sociocultural World

30. (p. 522) At what age do children begin to prefer to spend time with same-sex peers? A. 6 months B. 1 year C. 3 years D. 5 years

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Early Childhood Topic: Gender and Peer Relations

31. (p. 523) In what type of play is DeLeon, a 7-year-old boy, MOST likely to engage? A. collaborative discourse B. large group C. small group D. imaginary

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Cliques and Crowds Topic: Middle and Late Childhood

32. (p. 523) A group of children is playing soccer at recess. The group is most likely comprised of: A. boys and girls. B. girls. C. boys. D. rejected boys.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Cliques and Crowds Topic: Middle and Late Childhood

15-12

Chapter 15 - Peers and the Sociocultural World

33. (p. 523) Randy recently moved to a new town and has a history of social anxiety. Randy is more likely to: A. attract girlfriends rather than same-sex peers. B. become a part of the popular crowd. C. rebel against peers. D. conform to peers.

34. (p. 523) When does conformity to peers tend to peak? A. 5th grade B. 6th grade C. 7th grade D. 9th grade

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Peer Pressure

35. (p. 523) Cross-sex peer relations begin to increase in: A. early adulthood. B. late adulthood. C. adolescence. D. early childhood.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Gender and Peer Relations

15-13

Chapter 15 - Peers and the Sociocultural World

36. (p. 523) In which country are adolescents most likely to conform to their peers? A. Saudi Arabia B. Japan C. India D. the United States

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Peer Pressure

37. (p. 523) Brad's group of friends is known as the "smart kids" at school. This is his: A. clique. B. circle. C. crowd. D. gang.

38. (p. 523) Trisha's small group of friends does most everything together. This is her: A. clique. B. circle. C. crowd. D. gang.

15-14

Chapter 15 - Peers and the Sociocultural World

39. (p. 524) Jake feels secure knowing that his friend Steve is available whether the activity is golfing or studying for an exam. This is an example of which friendship function? A. companionship B. stimulation C. physical support D. ego support

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Functions of Friendship

40. (p. 524) Jack is often sad, as he just experienced the loss of his favorite pet. His friend Jason frequently makes Jack laugh, and offers to take him to movies, etc. This is an example of which friendship function? A. companionship B. stimulation C. physical support D. ego support

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Functions of Friendship Topic: Middle and Late Childhood

15-15

Chapter 15 - Peers and the Sociocultural World

41. (p. 524) When José talks to his friend, he realizes that his feelings about his brothers and sisters are normal. This is an example of which friendship function? A. companionship B. ego support C. social comparison D. stimulation

42. (p. 524) Anne encourages George-Michael to run for class president, assuring him that he is well-liked and capable. This is an example of which friendship function? A. stimulation B. physical support C. intimacy/affection D. ego support

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Functions of Friendship

15-16

Chapter 15 - Peers and the Sociocultural World

43. (p. 524) Jessica and Nicole feel secure disclosing private thoughts and personal information to each other. They have a high degree of: A. intimacy in friendship. B. cliquish behavior. C. perspective-taking. D. social knowledge.

44. (p. 524) Jacene is never bored with her friends. They seem to attract adventure. This is an example of which friendship function? A. companionship B. stimulation C. physical support D. ego support

45. (p. 524) In childhood, friendships are usually based on: A. family composition. B. differences. C. similarities. D. geography.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Friendship Topic: Middle and Late Childhood

15-17

Chapter 15 - Peers and the Sociocultural World

46. (p. 525) Not all friendships are healthy or positive. Which of the following friend characteristics is NOT developmentally advantageous? A. socially skilled B. academic C. coercive D. supportive

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Friendship Topic: Middle and Late Childhood

47. (p. 526) Whenever Heidi and Melissa get together they end up discussing problems they are having with their other friends, boyfriends, and parents. This is an example of: A. bullying. B. co-rumination. C. ethnocentrism. D. a crowd.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

48. (p. 526) Steve and Haley rarely go out anymore. Haley is becoming bored and depressed. According to Sullivan, what is the relationship lacking? A. playful companionship B. tenderness C. social acceptance D. sexual relations

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

15-18

Chapter 15 - Peers and the Sociocultural World

49. (p. 526) Fifteen-year-old Ash doesn't have a close friend. What is a likely outcome of this circumstance? A. abnormally close relationship with a sibling or parent B. increased susceptibility to peer pressure C. social independence D. loneliness and reduced sense of self-worth

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

50. (p. 526) Sullivan believes that most adolescent friendships are built on a need for: A. respect. B. compatibility. C. intimacy. D. similarity.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

51. (p. 526) Whereas girls' friendships in adolescence often focus on intimacy, boys' friendships tend to emphasize: A. power and excitement. B. problem solving. C. academic achievement. D. gossip and aggression.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

15-19

Chapter 15 - Peers and the Sociocultural World

52. (p. 527) Which of the following is a TRUE statement about adolescents with older friends? A. They are more likely to engage in delinquent behaviors. B. They are likely to have higher grades and educational aspirations. C. They are more socially competent and mature than those who interact with their own age group. D. They usually have younger friends and more same-age friends as well.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

53. (p. 527) Sheri is an emerging adult with a new boyfriend. Sheri's boyfriend most likely: A. has a different ethnicity and religion. B. is psychologically destructive. C. has different educational goals than Sheri. D. is similar to her other friends and family members.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Emerging Adulthood Topic: Friendship

54. (p. 527-528) Two friends are getting together to play golf. They are most likely: A. female and will spend their time trying to win the game. B. female and will spend their time engaged in personal/intimate conversation. C. male and will spend their time trying to win the game. D. male and will spend their time engaged in personal/intimate conversation.

15-20

Chapter 15 - Peers and the Sociocultural World

55. (p. 527-528) Compared to adult men, adult women tend to have friendships that are more . A. more; functional B. fewer; functional C. more; intimate D. fewer; intimate

close friends and

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adulthood Topic: Gender Differences

56. (p. 527-528) Mark and Brennan are good friends. Which of the following statements MOST likely characterizes their relationship? A. They disclose problems and personal weaknesses. B. They expect sympathy and listening from each other. C. They share and ask for useful information in the form of practical solutions to problems. D. They get together frequently just to talk.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adulthood Topic: Gender Differences

57. (p. 527-528) Sheryl and Lynda are close friends. Which of the following statements MOST likely characterizes their relationship? A. They compete with each other and frequently disagree. B. When they talk, each wants practical solutions to their problems rather than sympathy. C. They get together frequently to enjoy outdoor activities. D. They often get together just to talk.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adulthood Topic: Friendship

15-21

Chapter 15 - Peers and the Sociocultural World

58. (p. 528) Marilee has turned to her close friend, Chuck, for support about a problem at work. Chuck is most likely to respond by: A. listening without judgment. B. validating her feelings. C. changing the conversation to one he feels more comfortable discussing. D. offering solutions to her conflict.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adulthood Topic: Friendship

59. (p. 428) Which of the following statements is NOT true about friendship in late adulthood? A. Older adults experience less intense positive emotions with new friends than established friends. B. Family relationships are more important than friendships in predicting mental health. C. Individuals with close ties with friends have greater longevity. D. Older adults experience more negative than positive emotions with established friends.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Friendship Topic: Late Adulthood

60. (p. 529) Freud and Erikson believe that play helps children: A. enhance cognitive development. B. explore the environment. C. master anxieties and conflicts. D. increase affiliation with peers.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Middle and Late Childhood Topic: Play's Function

15-22

Chapter 15 - Peers and the Sociocultural World

61. (p. 529) Daniel Berlyne believes that play helps children: A. develop motor skills and coordination. B. master anxieties and conflicts. C. increase affiliation with peers. D. explore new things as a way to satisfy their natural curiosity about the world.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Play's Function

62. (p. 529) Which of the following is increasingly reducing children's time for play? A. institutional activities B. interactions with grandparents C. electronic media D. chores and work-related activities

63. (p. 530) Running, jumping, sliding, and throwing balls are examples of: A. practice play B. constructive play C. social play D. games

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Sensorimotor and Practice Play

15-23

Chapter 15 - Peers and the Sociocultural World

64. (p. 530) In which play type does a child transform the physical environment into a symbol and act toward objects as though they are other objects? A. social B. practice C. pretense/symbolic D. sensorimotor

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Pretense/Symbolic Play

65. (p. 530) Nan holds the remote control to her ear and pretends to speak on the phone. In which of Bergen's play types is she engaged? A. pretense/symbolic B. social C. games D. parallel

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Pretense/Symbolic Play

66. (p. 530) Two-year-old Mac is playing with his cars. His mother stands at the bedroom door for some time before Mac notices her. In which play type is Mac engaged? A. practice B. unoccupied C. onlooker D. parallel

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Infancy Topic: Sensorimotor and Practice Play

15-24

Chapter 15 - Peers and the Sociocultural World

67. (p. 530) Which type of play happens when a child is engrossed in an independent activity with other children? A. unoccupied B. social C. parallel D. onlooker

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Social Play

68. (p. 530) Kylie loves to watch her older sister playing computer games. She giggles every time the alphabet monster eats a letter. In which type of play (Sumaroka & Bornstein, 2008) is Kylie engaged? A. social B. practice C. constructive D. pretense/symbolic

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Social Play

69. (p. 530) Which type of play happens when an infant selects novel objects for exploration, especially toys that make noise or bounce? A. sensorimotor B. practice C. pretense/symbolic D. constructive

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Infancy Topic: Sensorimotor and Practice Play

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Chapter 15 - Peers and the Sociocultural World

70. (p. 530) Todd is playing in his room making creations with building blocks. In which type of play is he engaged? A. sensorimotor B. constructive C. practice D. games

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Constructive Play Topic: Early Childhood Topic: Middle and Late Childhood

71. (p. 530) Which type of play dramatically increases during the preschool years and involves turn taking, conversations, social games and routines, and physical play? A. sensorimotor B. social C. pretense/symbolic D. games

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Social Play

15-26

Chapter 15 - Peers and the Sociocultural World

72. (p. 530) Kenna and Maren play "store" together and use blocks and boxes for shelves and goods for sale. They are engaged in which type of play? A. sensorimotor B. social C. pretense/symbolic D. games

73. (p. 530) Pretense/symbolic play peaks when a child is declines. A. 1 B. 2 C. 5 D. 8

year(s) old and gradually

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Pretense/Symbolic Play

74. (p. 530) Young children's pretense/symbolic play fosters which of the following capacities? A. fine motor skills B. gross motor skills C. early mathematical skills D. balancing of social roles

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Trends in Play

15-27

Chapter 15 - Peers and the Sociocultural World

75. (p. 530) Bryn loves to see the toys on her bouncer seat move when she kicks her feet. In which of Bergen's play types is Bryn engaged? A. social B. pretense/symbolic C. sensorimotor D. games

76. (p. 530-531) Which play type is characterized by having rules? A. leisure B. games C. social play D. pretense/symbolic play

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Games

77. (p. 531) In which country do adolescents have the most leisure time? A. Japan B. Sweden C. the United States D. Brazil

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Adolescence Topic: Leisure

15-28

Chapter 15 - Peers and the Sociocultural World

78. (p. 532) Which of the following activities has been shown to increase an adolescent's initiative? A. electronic media B. unstructured activities C. structured activities D. social activities

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Adolescence Topic: Leisure

79. (p. 533) Ted is a U.S. adult looking back on his life. He most likely regrets which of the following? A. taking too many vacations B. not working harder and for longer hours C. not engaging in more leisure activities D. spending too much time with his children

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Adulthood Topic: Leisure

80. (p. 533) What percentage of U.S. adults 60 years and older spend no time in leisure activities? A. 10 percent B. approximately 25 percent C. over 50 percent D. 60 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Late Adulthood Topic: Leisure Topic: Middle Adulthood

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Chapter 15 - Peers and the Sociocultural World

81. (p. 533) Which of the following is a known benefit of vacation/leisure time? A. better health and lower mortality rate B. higher income C. more satisfying social life D. slower cognitive decay

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Adulthood Topic: Leisure

82. (p. 534) Mr. Carter will retire next month. He has slowly been removing his mark from the company as well as lessening his interest and activity in the community. This is an example of the pattern predicted by which theory of aging? A. activity B. disengagement C. socioemotional selectivity D. social breakdown-reconstruction

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Theories of Aging

15-30

Chapter 15 - Peers and the Sociocultural World

83. (p. 534) Jorge retires next month. He has promised to return to train new employees when needed and is looking forward to being more politically involved in the community and devoting more time to his hobbies. This is an example of which aging theory? A. disengagement B. socioemotional selectivity C. social breakdown-reconstruction D. activity

84. (p. 534) Which theory holds the most positive view of the abilities of elderly adults? A. activity B. disengagement C. social breakdown-reconstruction D. socioemotional selectivity

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Theories of Aging

85. (p. 534) Which social aging theory states that older adults become more selective about their social networks and may seek greater emotional quality in relationships with friends and family? A. social convoy B. disengagement C. activity D. socioemotional selectivity

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Theories of Aging

15-31

Chapter 15 - Peers and the Sociocultural World

86. (p. 534) As a minister who is concerned about the welfare of her parishioners, Reverend Douglas creates many roles in the church for retired church members. Reverend Douglas appears to be applying _ theory. A. disengagement B. socioemotional selectivity C. evangelical D. activity

87. (p. 534) When employers do not hire older adults for new jobs or ease them out of old ones due to misperceptions of reduced competence, employers are practicing: A. stereotype threat. B. ageism. C. generational inequity. D. age-incongruity.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Stereotyping

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Chapter 15 - Peers and the Sociocultural World

88. (p. 535) Belle and Frank still get together with the friends they associated with as newlyweds. They have received and given much emotional support over the years as each couple has faced different challenges. This is an example of: A. disengagement theory. B. ageism. C. a social convoy. D. social breakdown and reconstruction theory.

89. (p. 535) All of the following are true of social support in older adults EXCEPT: A. it is linked with low self-esteem. B. it is related to physical and mental health. C. it is linked with longevity. D. it is associated with lower instances of depression.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Support/Integration

15-33

Chapter 15 - Peers and the Sociocultural World

90. (p. 535) Irma is an older adult. Although she has adequate food, healthcare, and other resources, she lacks non-assistance related social support such as emotional closeness with others. Which of the following statements is TRUE regarding Irma's situation? A. Irma is less likely to be depressed. B. Irma is less likely to be institutionalized. C. Irma is less likely to have negative emotional experiences. D. Irma has a higher risk of death.

91. (p. 535) Alex is an older adult who frequently attends community meetings, participates in church activities, exercises, and travels with his wife. Alex is: A. lacking in mental stimulation. B. at risk for disease. C. aging successfully. D. gradually withdrawing from society.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Successful Aging

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Chapter 15 - Peers and the Sociocultural World

92. (p. 536) Behavior patterns, beliefs, and all other products of a group of people that are passed on from generation to generation are known collectively as: A. ethnicity. B. culture. C. gender stereotypes. D. age stereotypes.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Culture

93. (p. 536) Dr. Janz is comparing various aspects of several countries and religions. This type of study is termed: A. longitudinal. B. longi-cultural. C. cross-sectional. D. cross-cultural.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Culture

94. (p. 537) Cultures that value self-actualization, self-awareness, self-efficacy, and the like are labeled: A. collectivistic. B. masculine. C. individualistic. D. feminine.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Individualism and Collectivism

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Chapter 15 - Peers and the Sociocultural World

95. (p. 537) Which of the following terms refers to an individual's tendency to consider his/her own group superior to others? A. culture B. ethnocentrism C. individualism D. self-term

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Culture

96. (p. 537) Cultures that value harmonious relationships and interdependence of members are labeled: A. collectivistic. B. masculine. C. individualistic. D. feminine.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Individualism and Collectivism

97. (p. 537) When asked who he is, Lee responds that he is a member of the Chaiox family, belongs to the chess club, and is on the soccer team. What type of perspective does this represent? A. efficacious B. ethnic C. individualistic D. collectivistic

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Individualism and Collectivism

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Chapter 15 - Peers and the Sociocultural World

98. (p. 537) When asked who she is, Lucy responds that she is a medical student, a volleyball player, and a volunteer at a local soup kitchen. What type of perspective does this represent? A. individualistic B. collectivistic C. masculine D. feminine

99. (p. 537) Personal choice, intrinsic motivation, self-esteem, and self-maximization are values that reflect cultures. A. individualistic B. collectivist C. primitive D. ethnocentric

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Individualism and Collectivism

100. (p. 539) Research shows that adolescents' time spent with electronic media: A. has improved their reading and writing skills. B. plays no major role in their lives. C. is less than their time spent on homework. D. does not impair thinking skills.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

15-37

Chapter 15 - Peers and the Sociocultural World

101. (p. 539) According to a recent study, 11- to 18-year-olds spend approximately per week with electronic media. A. 15 B. 27 C. 44 D. 60

hours

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

102. (p. 539) U.S. 8- to 18-year-olds spend the LEAST amount of time per day on which of the following activities? A. hanging out with friends B. doing homework C. hanging out with their parents D. talking on the phone

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

103. (p. 539) Daily media usage jumps by almost A. 1 B. 3 C. 5 D. 7

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

15-38

hour(s) in adolescence.

Chapter 15 - Peers and the Sociocultural World

104. (p. 539-540) Television viewing is NOT linked to which of the following negative outcomes for children and adolescents? A. lower school achievement B. low self-esteem C. obesity D. makes them passive learners

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

105. (p. 542) Brooke is 15 years old and spends a lot of time on the Internet. She uses chat rooms and has a MySpace account. Brooke's parents should do which of the following? A. closely monitor Brooke's online activities B. assume that Brooke is making healthy choices online C. put a computer in Brooke's room so she doesn't distract other family members D. be content that Brooke isn't watching more harmful TV shows

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Media/Screen Time

106. (p. 542) Older adults are the fastest-growing segment of Internet users and are particularly interested in: A. e-mailing relatives. B. Facebook. C. shopping online. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Late Adulthood Topic: Media/Screen Time

15-39

Chapter 15 - Peers and the Sociocultural World

107. (p. 543) Several factors predict high status for the elderly in a specific culture. Which of the following factors is NOT associated with whether an older adult is accorded a position of high status? A. A belief that there is role discontinuity throughout the life span. B. A belief that older people have knowledge. C. A belief that older people control key family/community resources. D. Being from a collectivistic country.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Aging and Culture Topic: Late Adulthood

108. (p. 543) Socioeconomic status refers to grouping according to the characteristics of: A. occupation. B. education. C. personal economics. D. all of these.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adulthood Topic: Socioeconomic Status

109. (p. 545) In 2008, what percentage of U.S. children was living in families below the poverty line? A. 10 percent B. 21 percent C. 42 percent D. 33 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

15-40

Chapter 15 - Peers and the Sociocultural World

110. (p. 545) Of the following, who is the LEAST likely to live in poverty? A. female-headed family B. non-Latino White family C. African American family D. Latino family

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

111. (p. 546) Research indicates that persistent poverty has several long-term effects. Which of the following is NOT one of those effects? A. a higher physiological level of stress B. lower cognitive functioning C. less effective executive functioning in second- and third-graders D. a higher level of academic persistence

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

112. (p. 546) The of poverty refers to the fact that far more women than men live in poverty. A. ethnicity B. masculine shield C. feminization D. collectivism

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

15-41

Chapter 15 - Peers and the Sociocultural World

113. (p. 546) Eddie's childhood is marked with persistent and long-standing poverty. He is most likely exposed to which of the following? A. environmental toxins B. family turmoil C. exposure to violence D. all of these

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

114. (p. 547) The number of older persons living in poverty in 2006 was approximately: A. 9 percent. B. 25 percent. C. 33 percent. D. 40 percent.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

115. (p. 547) Which two factors appear to be associated with greater poverty in old age? A. health and marital status B. years of work and type of employer C. sex and ethnicity D. number of children and savings

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Late Adulthood Topic: Poverty

15-42

Chapter 15 - Peers and the Sociocultural World

116. (p. 547) Which ethnic group of adolescents is expected to be the fastest-growing in the United States by the year 2100? A. Latino B. Asian American C. White D. African American

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adolescence Topic: Ethnicity

117. (p. 548) In research studies, many differences that are found among ethnic groups (African Americans, Latinos, non-Latino Whites, etc.) are really due to differences in: A. race. B. degree of individualism versus collectivism. C. cultural mores. D. socioeconomic level.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Ethnicity

15-43

Chapter 15 - Peers and the Sociocultural World

118. (p. 548) Although Kiesha lives in an affluent suburb with parents who are white-collar professionals, she still feels the stress of being an ethnic minority in America because: A. ethnic groups have been assimilated in the American experience. B. the rites of passage differ among different ethnic groups in America. C. many universals of adolescent development are determined by one's race and genes. D. stereotypes and prejudice are pervasive in the United States and cut across economic levels.

119. (p. 548) The double disadvantage suffered by ethnic minority individuals consists of: A. the lack of clear rites of passage and identity confusion. B. diversity and difference. C. prejudice and poverty. D. bias and assimilation.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Ethnicity

120. (p. 549) As an African American, George is likely to face A. racism and sexism B. ageism and sexism C. racism and ageism D. racism, sexism, and ageism

15-44

in his elder years.

Chapter 15 - Peers and the Sociocultural World

Short Answer Questions 121. (p. 517) List two ways in which parents might influence their children's peer relations. Parents: 1. choose neighborhoods, churches, schools, and parents' friends 2. recommend social strategies (for making friends, handling disputes, etc.) 3. encourage children's personal characteristics (resistance to peer pressure, tolerance, etc.) 4. are an emotional base for exploring and enjoying other relations

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adult-Child and Peer Relations Topic: Early Childhood Topic: Middle and Late Childhood

122. (p. 519-520) List and describe the five types of peer status. 1. Popular: frequently nominated as a best friend and rarely disliked by their peers. 2. Average: receive both positive and negative nominations from peers. 3. Neglected: infrequently nominated as a best friend but not disliked by their peers. 4. Rejected: infrequently nominated as someone's best friend and actively disliked by their peers. 5. Controversial: frequently nominated both as someone's best friend and as being disliked.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

15-45

Chapter 15 - Peers and the Sociocultural World

123. (p. 521) Explain one reason why aggressive, peer-rejected boys have problems in social relationships. 1. They are more impulsive and have problem sustaining attention. They may be disruptive in classroom and focused play. 2. They are emotionally reactive. They are aroused to anger easily and have difficulty calming down. They are more prone to become angry and attack peers verbally and/or physically. 3. They have fewer social skills in making and maintaining positive relationships with peers.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Adolescence Topic: Middle and Late Childhood Topic: Peer Statuses

124. (p. 422-523) Explain one way in which gender influences social interaction in childhood. 1. Gender composition: Around the age of three, children prefer to spend time with same-sex playmates. From age 4 to age 12, this preference increases. 2. Group size: From 5 years old and on, boys typically associate in larger clusters than girls do. 3. Interaction in same-sex groups: Boys are more likely to participate in organized group games than girls are. Boys tend to engage in rough-and-tumble play, competition, conflict, ego displays, risk-taking, and dominance-seeking. Boys seek group goals. Girls are more likely to engage in collaborative discourse.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-01 Discuss peer relations in childhood and adolescence Topic: Early Childhood Topic: Gender and Peer Relations Topic: Middle and Late Childhood

15-46

Chapter 15 - Peers and the Sociocultural World

125. (p. 524) List five functions that a friendship may serve. 1. companionship 2. stimulation 3. physical support 4. ego support 5. social comparison 6. intimacy/affection

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Functions of Friendship

126. (p. 525) List three "dos" and one "don't" that adults can recommend to children and adolescents for making friends. Dos 1. Initiate interaction. 2. Be nice. 3. Engage in prosocial behavior. 4. Show respect for yourself and others. 5. Provide social support. Don'ts 1. Be psychologically aggressive. 2. Present yourself negatively. 3. Behave antisocially.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Early Childhood Topic: Friendship Topic: Middle and Late Childhood

15-47

Chapter 15 - Peers and the Sociocultural World

127. (p. 527) What is a likely result of friendships between adolescents of different ages? An adolescent who associates with older friends has a higher propensity toward delinquent behavior.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-02 Explain the role of friendship through the life span Topic: Adolescence Topic: Friendship

128. (p. 529) List three functions of play identified in your text. 1. Increases affiliation with peers 2. Releases tension 3. Advances cognitive development 4. Increases exploration 5. Provides a safe haven in which to engage in potentially dangerous behavior 6. Increases the probability that children will converse and interact with each other

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-03 Describe the developmental aspects of play and leisure Topic: Early Childhood Topic: Play's Function

15-48

Chapter 15 - Peers and the Sociocultural World

129. (p. 530-531) List the six types of play identified with the contemporary perspective on play. 1. Sensorimotor play 2. Practice play 3. Pretense/symbolic play 4. Social play 5. Constructive play 6. Games

130. (p. 534) Compare and contrast the two social aging theories. Disengagement: states that older adults should gradually withdraw from society in order to cope effectively with aging. In this view, older adults develop increasing self-preoccupation, lessen emotional ties with others, and show decreasing interest in society's affairs. Activity: states that older adults will be more satisfied with their lives if they are actively involved in hobbies, volunteerism, social activities, and so on.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Theories of Aging

15-49

Chapter 15 - Peers and the Sociocultural World

131. (p. 535) Explain the concept of a social convoy. Individuals go through life embedded in a personal network of individuals from whom they give and receive social support. This support can help individuals cope more effectively at any age.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-04 Summarize the social aspects of aging Topic: Late Adulthood Topic: Social Support/Integration

132. (p. 537) Describe two of Brislin's characteristics of culture. 1. Culture is made up of ideals, values, and assumptions about life that guide behavior. 2. Culture consists of those aspects of the environment that people make. 3. Culture is transmitted from generation to generation with transmission as the responsibility of parents, teachers, and community leaders. 4. People react emotionally to violation of cultural values and expectations. 5. Individuals will probably accept and reject a cultural value at some point in life.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-04 Summarize the social aspects of aging Topic: Culture

15-50

Chapter 15 - Peers and the Sociocultural World

133. (p. 537) Describe the concept of ethnocentrism. All cultures tend to: 1. believe that what happens in their culture is natural and correct, and that what happens in other cultures is unnatural and incorrect 2. perceive their cultural customs as universally valid 3. behave in ways that favor their cultural group 4. feel hostile toward other cultural groups

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Culture

134. (p. 537) Distinguish between individualistic and collectivistic societies. Individualistic societies give priority to personal goals rather than group goals, whereas collectivistic societies emphasize values that serve the group rather than personal goals.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Individualism and Collectivism

15-51

Chapter 15 - Peers and the Sociocultural World

135. (p. 543) List three factors likely to predict high status for the elderly in a culture. 1. Older persons have valuable knowledge. 2. Older persons control key family or community resources. 3. Older persons are permitted to engage in useful and valued functions as long as possible. 4. There is role continuity throughout the life span. 5. Age-related role changes involve greater responsibility, authority, and advisory capacity. 6. The extended family is a common family arrangement. 7. The culture is more collectivistic than individualistic.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Aging and Culture Topic: Late Adulthood

136. (p. 543-544) Define and explain the concept of socioeconomic status. Members of a society have: 1. occupations that vary in prestige, and some individuals have more access than others to higher-status occupations 2. different levels of educational attainment, and some individuals have more access than others to better education 3. different economic resources 4. different degrees of power to influence a community These differences go together. For instance, people with prestigious occupations tend to also have higher levels of education, more economic resources, and more power. Together these differences produce socioeconomic status—grouping of people with similar occupational, educational, and economic characteristics.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Adulthood Topic: Socioeconomic Status

15-52

Chapter 15 - Peers and the Sociocultural World

137. (p. 544) Describe two differences in the child-rearing practices of low- and highsocioeconomic status groups. Lower-SES parents: 1. are more concerned that their children conform to society's expectations 2. create a home atmosphere in which it is clear that parents have authority over children 3. use physical punishment more in disciplining their children 4. are more directive and less conversational with their children Higher-SES parents: 1. are more concerned with developing children's initiative and delay-of-gratification 2. create a home atmosphere in which children are more nearly equal participants and in which rules are discussed as opposed to being "laid down" in an authoritarian manner 3. are less likely to use physical punishment 4. are less directive and more conversational with their children

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Early Childhood Topic: Middle and Late Childhood Topic: Socioeconomic Status

138. (p. 544-545) List two psychological ramifications of living in poverty. The poor: 1. are not decision makers and are powerless 2. are vulnerable to disaster 3. have restricted alternatives 4. have less prestige

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

15-53

Chapter 15 - Peers and the Sociocultural World

139. (p. 546) Explain the feminization of poverty. Far more women than men live in poverty, due to single parenting, low income, infrequent alimony, and poorly enforced child support.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

140. (p. 546-547) Discuss two programs designed to help low-income families. Minnesota Family Investment Program (MFIP) was designed to move adults off the welfare rolls and into paid employment. It guaranteed that adults who participated would receive more money if they worked than if they didn't. The New Hope program was designed to increase parental employment and reduce family poverty.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Poverty

141. (p. 548) Discuss the double disadvantage experienced by many ethnic minority adolescents. Many ethnic minority adolescents experience prejudice, discrimination, and bias because of their minority status. If these adolescents come from families that also happen to be poor, they also face the stressful effects of poverty. This combines to form a double disadvantage.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 15-05 Evaluate sociocultural influences on development Topic: Ethnicity

15-54

Chapter 16 - Schools, Achievement, and Work

Chapter 16 Schools, Achievement, and Work

Multiple Choice Questions 1. (p. 557) Which of the following is a teacher-centered approach to learning? A. direct instruction B. behaviorism C. constructivism D. social constructivism

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches

2. (p. 557) Which of the following emphasizes the child's active role in building knowledge and understanding through exploration and discovery? A. direct instruction B. behaviorism C. constructivism D. social constructivism

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches Topic: Early Childhood Topic: Middle and Late Childhood

16-1

Chapter 16 - Schools, Achievement, and Work

3. (p. 557) Which of the following emphasizes the importance of collaboration with others to produce knowledge and understanding? A. direct instruction B. behaviorism C. social constructivism D. constructivism

4. (p. 557) Every morning, Mr. Lawson's students learn one new word. First, students make a guess at the meaning. Next, they explore their anthology book for the word in context. Finally, they look up the word in a dictionary. Which teaching method does this best illustrate? A. direct instruction B. constructivist C. social constructivist D. whole learning

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches Topic: Early Childhood

16-2

Chapter 16 - Schools, Achievement, and Work

5. (p. 557) Which of the following would a constructivist-based classroom LEAST likely incorporate? A. rote memorization B. child's interests, needs, and learning styles C. experimentation and exploration D. structured and unstructured play

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches Topic: Early Childhood Topic: Middle and Late Childhood

6. (p. 557) Every morning, Ms. Santos dictates a vocabulary word including spelling, meaning, and an example used in a sentence. Which teaching method does this best illustrate? A. direct instruction B. cognitive constructivist C. social constructivist D. whole learning

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches Topic: Early Childhood

16-3

Chapter 16 - Schools, Achievement, and Work

7. (p. 557) The director says, "We believe that direct instruction and drill and practice will help our kindergarten students master the skills needed for future school success. We don't waste time on silly games and fluff." This kindergarten is: A. child-centered. B. teacher-centered. C. developmentally appropriate. D. academically comprehensive.

8. (p. 557-558) Which approach to student learning is criticized for turning children into passive learners who do not learn to think critically or creatively? A. direct instruction B. cognitive constructivist C. social constructivist D. whole learning

16-4

Chapter 16 - Schools, Achievement, and Work

9. (p. 558) Ms. Espinoza uses a direct instruction approach when teaching reading and often assigns hands-on, constructivist projects for reinforcing new skills. What would educational psychology experts say about this teacher's instructional approach? A. Experts agree that effective teachers use a direct instruction approach exclusively. B. Experts agree that effective teachers use a constructivist approach exclusively. C. Experts say that many effective teachers use both a constructivist and a direct instruction approach. D. Experts agree that effective teachers focus on testing skills.

10. (p. 558) The No Child Left Behind (NCLB) act is aimed at improving student performance through: A. parent involvement. B. school accountability. C. teacher training. D. student motivation.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Accountability Topic: Early Childhood Topic: Middle and Late Childhood

16-5

Chapter 16 - Schools, Achievement, and Work

11. (p. 558) Which of the following is a criticism of the No Child Left Behind (NCLB) act? A. too much emphasis is placed on social skills and creativity B. parent accountability is overlooked C. student achievement is too narrowly assessed D. teacher accountability ratings are too subjective

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Accountability Topic: Early Childhood Topic: Middle and Late Childhood

12. (p. 558) Which of the following is not a positive effect of the No Child Left Behind (NCLB) act? A. assesses a wide range of student skills B. improved student performance C. more time teaching subjects that are tested D. high expectations for all students

13. (p. 559) Which of the following would be emphasized in a child-centered kindergarten? A. the phonetic alphabet B. colors and shapes C. gross and fine motor skill development D. experimentation, exploration, and discovery

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

16-6

Chapter 16 - Schools, Achievement, and Work

14. (p. 559) Amir attends a preschool in which he independently selects activities and spends a varied amount of time on each, as he desires. His teacher acts as a facilitator rather than a director. Amir most likely attends a: A. school for the gifted. B. Project Head Start school. C. Montessori preschool. D. school that emphasizes paper-and-pencil activities.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

15. (p. 559) In addition to cognitive development, what do most experts agree should be addressed in early childhood educational programs? A. behavior management B. socioemotional development C. physical skills D. fine motor refinement

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

16. (p. 559) Developmentally appropriate practices at the kindergarten level are likely to be: A. child-centered. B. success-engendering. C. teacher-centered. D. achievement-based.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

16-7

Chapter 16 - Schools, Achievement, and Work

17. (p. 560) According to research, children who attend a developmentally inappropriate kindergarten are MORE likely than those who did not to: A. lack self-confidence. B. show slower growth in some academic subjects. C. be highly responsive to adults. D. show discomfort in social settings.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

18. (p. 560) Developmentally appropriate education is an evolving concept and varies by program. Recent changes have given more attention to: A. those with learning disabilities. B. IDEA policies. C. ethnic minorities. D. how strongly academic skills should be emphasized and taught.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

19. (p. 560) Janene and Michael head a low-income family. They are concerned that their young children are not acquiring the necessary skills and experiences necessary for academic success in school. What program could address their needs? A. Head Start B. IDEA C. IEP D. 504

16-8

Chapter 16 - Schools, Achievement, and Work

20. (p. 560) Project Head Start was designed to provide children from low-income families with: A. early opportunities to develop skills important for later success in school. B. training in job-related skills to reduce reliance on public assistance programs. C. low-cost meal programs so they would be physically ready to learn more effectively. D. alternative academic programs rather than having to attend poor-quality neighborhood schools.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

21. (p. 561) A study of 40-year-old adults who attended Perry Preschool, a high-quality preschool program, found that most: A. were unable to hold a steady job. B. owned their own homes. C. had high credit debt. D. had not graduated from high school.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

22. (p. 561) One criticism of the contemporary approach to early education is that it: A. disallows direct instruction. B. focuses too little on academic subject areas. C. teaches to the lowest-achieving students. D. places too much pressure to achieve on children.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

16-9

Chapter 16 - Schools, Achievement, and Work

23. (p. 562) What happens to children's self-esteem as they proceed through early school years? A. remains stable B. increases C. decreases D. becomes more difficult to assess

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

24. (p. 561-562) Entrance into formal schooling is considered important because it marks: A. the beginning of new roles and obligations for the child. B. a narrowing of opportunities to interact with peers. C. a shift to self-regulation of behavior and learning. D. the first formal opportunity for social and intellectual comparison.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Elementary School

25. (p. 562) Which of the following is NOT a positive aspect to the transition to middle or junior high? A. more challenging work B. experiencing the top-dog phenomenon C. more subjects from which to select D. more time with peers and friends

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Middle and Late Childhood Topic: Transition to Middle/Junior High School

16-10

Chapter 16 - Schools, Achievement, and Work

26. (p. 562) Which of the following is NOT a stressor associated with the transition to middle or junior high? A. concerns about body image B. entry into a larger, more impersonal school structure C. increased responsibility D. increased independence from direct parental monitoring

27. (p. 562) The Carnegie Foundation's negative evaluation of U.S. middle schools included all but which of the following? A. high crime rates B. irrelevant curricula C. lack of trust for adults D. lack of access to counseling

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to Middle/Junior High School

28. (p. 562) Kevin feels insignificant in his new junior high school. "Kids used to look up to me, but here I'm just one of the ‘little people'." Kevin is experiencing: A. high self-efficacy. B. clinical adolescent depression. C. the bottom-of-the-barrel phenomenon. D. the top-dog phenomenon.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to Middle/Junior High School

16-11

Chapter 16 - Schools, Achievement, and Work

29. (p. 562) The "top-dog phenomenon" occurs when students move from the: A. freshman to the senior level in high school. B. top grade in elementary school to the bottom grade in middle school. C. next-to-top grade in middle school to the top grade in middle school. D. next-to-top grade in elementary school to the top grade in elementary school.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to Middle/Junior High School

30. (p. 562) The Carnegie Corporation issued a report in which they recommended that middle schools: A. become smaller, more personal, and involve parents more. B. improve student use of technology and computers to develop relevant skills needed in the future job market. C. encompass a wider age range in order to spotlight differences in adolescent development. D. be integrated with high schools so that older adolescents can serve as role models for younger adults.

31. (p. 563) Which ethnic group has the highest school dropout rate? A. Latino B. Asian American C. African American D. non-Latino White American

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: High School

16-12

Chapter 16 - Schools, Achievement, and Work

32. (p. 564) What is the MOST likely reason for a student to drop out of school? A. personal reasons B. school-related problems C. economic problems D. early college entrance

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: High School

33. (p. 565) The transition from high school to college is much like the transition from elementary to middle or junior high school in that: A. the bottom-of-the-barrel phenomenon is replayed. B. the top-dog phenomenon is replayed. C. separation anxiety from parents increases dramatically. D. students will develop a close bond to instructors to compensate for less parental contact.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to College

34. (p. 565) In a study of what makes college students happy, the "very happy" college students overall were: A. more social. B. more financially secure. C. more intelligent. D. closer to home.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to College

16-13

Chapter 16 - Schools, Achievement, and Work

35. (p. 565) As compared to their counterparts in the 1980s, today's college students are: A. better prepared as entering freshmen. B. better at coping with academic rigor. C. more stressed and depressed. D. less concerned about making money.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Transition to College

36. (p. 565) A current trend in college education in the United States is the increasing number of students who are: A. ethnic minorities. B. older than traditional college age. C. still in high school. D. supported by student loans.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adult Education Topic: Early Adulthood

37. (p. 565) Which statement is TRUE of adult education? A. Going back to school is a smooth transition for older students. B. The majority of older-than-average adults taking college classes are doing so as a requirement of maintaining current employment. C. Adults over 25 represent approximately 30 percent of college enrollment in the United States. D. Women represent the majority of adult learners.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Adult Education Topic: Early Adulthood

16-14

Chapter 16 - Schools, Achievement, and Work

38. (p. 566) Approximately what percentage of children in the United States receives special education or related services? A. 5 percent B. 13 percent C. 22 percent D. 25 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

39. (p. 566) About 80 percent of children with learning disabilities have issues with A. reading. B. math. C. attention. D. emotional disturbance.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

40. (p. 566) Of the children who receive special education or related services, the majority are served under what classification? A. intellectual disability B. emotional disturbance C. learning disability D. speech or language impairment

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

16-15

Chapter 16 - Schools, Achievement, and Work

41. (p. 566) Which of the following is a component of having a learning disability? A. difficulty in understanding or using spoken or written language B. emotional disorder C. economic disadvantage D. motor disabilities

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

42. (p. 566) Which of the following is TRUE of gender and learning disabilities? A. More boys are classified as having a learning disability. B. More girls are classified as having a learning disability. C. There is no significant gender difference in classification of learning disabilities. D. Boys are referred more often for assessment, but girls have higher rates of learning disabilities.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

43. (p. 566) Brain imaging techniques are being used to try and determine areas of the brain that might be associated with learning disabilities. The results indicate that learning abilities are: A. caused by an abnormality in the cerebellum. B. caused by an abnormality in the corpus callosum. C. more likely due to problems in integrating information from multiple brain regions. D. inherited from parents.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

16-16

Chapter 16 - Schools, Achievement, and Work

44. (p. 566) A disability that involves difficulty in math computation is: A. dyslexia. B. dyscalculia. C. dysgraphia. D. autism.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

45. (p. 566) The most common problem that characterizes children with a learning disability involves: A. math. B. critical thinking. C. rote memorization. D. reading.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

46. (p. 566) Hannah attends school regularly and has average achievement in math and writing, but her reading comprehension performance is very low. Hannah has a(n): A. poor reading teacher. B. below-average IQ. C. learning disability. D. emotional disturbance.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

16-17

Chapter 16 - Schools, Achievement, and Work

47. (p. 566) Dyslexia is a learning disability characterized by severe impairment in ability to: A. pay attention. B. calculate math problems. C. read. D. process language.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

48. (p. 566) Four students have suppressed math computation scores. Which one of the following has a learning disability? A. John has average scores in all other academic areas and tested in the average range of intellectual ability. B. Sandra is visually impaired and struggles to see the chalkboard from where she sits. C. Alex is hearing impaired and frequently misses key details in instruction. D. Janet is diagnosed with bipolar disorder. Her behavior impedes her ability to access the general curriculum.

49. (p. 567) The highest incidence of ADHD occurs in: A. adolescents. B. adults. C. girls. D. boys.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Attention Deficit Hyperactivity Disorder (ADHD) Topic: Middle and Late Childhood

16-18

Chapter 16 - Schools, Achievement, and Work

50. (p. 567) The number of children classified as having ADHD has increased dramatically over the last few decades. This phenomenon may reflect: A. more relaxed diagnostic criteria for identification and classification. B. incorrect diagnoses and increased awareness. C. more accurate diagnostic practices. D. a generation of learners who suffered brain anoxia as medically fragile newborns.

51. (p. 567) Which of the following is TRUE? A. Children with ADHD have thinner cerebral cortexes than those without ADHD. B. Researchers are exploring the role GABA might play in ADHD. C. It is unlikely that children inherit a tendency to develop ADHD from their parents. D. Mothers who use cocaine during pregnancy are more likely to have children with ADHD.

52. (p. 567) Which of the following is TRUE of intervention strategies for learning disabilities? A. Most children will benefit from intensive instruction with a competent teacher. B. Learning disabilities are usually remediated within a year of classification. C. Math disability interventions are the most commonly studied and understood. D. Using a research-based intervention is a guarantee for successful remediation.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

16-19

Chapter 16 - Schools, Achievement, and Work

53. (p. 567) ADHD stands for: A. abnormal deficits in habituation disorder. B. attribution depression hallucination disorder. C. attention deficit hyperactivity disorder. D. abhorrent dissociation/horrent dissociation.

54. (p. 567) Which of the following is NOT a possible diagnosis for a child with ADHD? A. ADHD inattentive type B. ADHD hyperactive/impulsive type C. ADHD impulsive type D. ADHD combined type

55. (p. 568) Drew has just been diagnosed with ADHD. Appropriate treatment should include: A. behavioral intervention only. B. academic intervention only. C. medical intervention only. D. behavioral and medical intervention.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Attention Deficit Hyperactivity Disorder (ADHD) Topic: Middle and Late Childhood

16-20

Chapter 16 - Schools, Achievement, and Work

56. (p. 568) Which drug category includes most ADHD medications? A. selective serotonin re-uptake inhibitors B. narcotics C. depressants D. stimulants

57. (p. 568) Which of the following statements about ADHD is TRUE? A. Stimulant medication is used to treat ADHD. B. Children with ADHD grow out of their symptoms by late adolescence. C. Contributors to ADHD are genetic and do not include environmental factors. D. Brain research shows no differences among the brain development of children with and without ADHD.

58. (p. 568) Which of the following is characterized by social and communication problems and repetitive behaviors? A. dyslexia B. emotional disturbance C. ADHD D. autism spectrum disorders

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Autism Spectrum Disorders Topic: Middle and Late Childhood

16-21

Chapter 16 - Schools, Achievement, and Work

59. (p. 568) Autism occurs in A. 1 in 2,500 B. 1 in 146 C. 1 in 88 D. 1 in 12

individuals.

60. (p. 568) Denise has mild nonverbal language problems and a restricted range of interests and relationships. Her mother often finds her repeating certain song lyrics over and over. Denise may have: A. Asperger syndrome. B. ADHD. C. autistic disorder. D. intellectual disability.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Autism Spectrum Disorders Topic: Middle and Late Childhood

61. (p. 569) Children with autism benefit from all of the following EXCEPT: A. individualized instruction. B. small-group instruction. C. large-group instruction. D. a well-structured classroom.

16-22

Chapter 16 - Schools, Achievement, and Work

62. (p. 569) Boys are A. half as likely B. equally likely C. two times as likely D. five times as likely

to have an autistic disorder as girls.

63. (p. 569) A recent study showed that autism spectrum disorders. A. environmental B. genetic C. family socialization D. no specific

factors likely play a role in the development of

64. (p. 569) IDEA requires: A. mainstreaming of all handicapped children. B. special classes for all handicapped children. C. a free and appropriate education for all children with disabilities. D. the same daily activities for both handicapped and nonhandicapped children.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Educational Issues Topic: Middle and Late Childhood

16-23

Chapter 16 - Schools, Achievement, and Work

65. (p. 569) What does IDEA stand for? A. Individuals with Disabilities Education Act B. Individuals with Disorders Education Act C. Individuals with Disorders Efficacy Act D. Individuals with Dysfunctional Emotionality Act

66. (p. 569) A legal written statement displaying a disabled student's unique academic plan is called a(n): A. 504 accommodation list. B. individualized education plan. C. best practice teaching strategy. D. individual learning style map.

16-24

Chapter 16 - Schools, Achievement, and Work

67. (p. 569) Lisa has a diagnosed learning disability and is not succeeding in a regular classroom. A multidisciplinary team determines that Lisa would be better able to access the general curriculum with specialized instruction in a special education classroom. This is an example of: A. inclusion. B. head start. C. a 504 accommodation plan. D. a least restrictive environment.

68. (p. 569) Stuart has a learning disability and is educated in the least restrictive environment. This means that Stuart: A. spends the entire school day in a self-contained special education classroom. B. has an IEP that addresses the educational setting in which he is best able to access the general curriculum. C. is only allowed to attend nonacademic instruction (art, P.E., etc.) with nondisabled peers. D. will have fewer rules and restrictions than nondisabled peers.

16-25

Chapter 16 - Schools, Achievement, and Work

69. (p. 570) Kyle has a diagnosed learning disability but receives instruction in a regular classroom. This is an example of: A. a 504 accommodation plan. B. a most restrictive environment. C. inclusion. D. head start.

70. (p. 570) What do Kauffman and colleagues advocate for the education of children with disabilities? A. self-contained special education classrooms and schools B. home schooling C. an individualized approach which may or may not consist of inclusion, specialized instruction, and/or adapted curricula D. complete inclusion in regular education classrooms

16-26

Chapter 16 - Schools, Achievement, and Work

71. (p. 570-571) Mr. Weston is a principal in a low-income high school with a majority of African American students. Which of the following most likely does NOT characterize this high school? A. Students are enrolled in academic, college preparatory programs. B. Students are frequently suspended from school. C. Students frequently are recommended for enrollment in remedial and special education courses. D. Many teachers at the school are young and inexperienced.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Socioeconomic Status

72. (p. 573) Extrinsic motivation is an integral component of which developmental approach? A. cognitive B. psychoanalytic C. social constructivist D. behavioral

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation

73. (p. 573) Intrinsic motivation is emphasized in which developmental approach? A. cognitive B. psychoanalytic C. social constructivist D. behavioral

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation

16-27

Chapter 16 - Schools, Achievement, and Work

74. (p. 573) Marti loves learning about history and enjoys pleasing her parents with her good grades in this subject area. This is an example of which type of motivation? A. extrinsic B. intrinsic C. both extrinsic and intrinsic D. social-emotional

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation Topic: Middle and Late Childhood

75. (p. 573) Ms. Skinner allows students who have completed their morning assignment to leave one minute early for recess. This is an example of: A. intrinsic motivation. B. extrinsic motivation. C. a mastery orientation. D. a helpless orientation.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Early Childhood Topic: Extrinsic and Intrinsic Motivation Topic: Middle and Late Childhood

16-28

Chapter 16 - Schools, Achievement, and Work

76. (p. 573) Which type of motivation is MOST likely to produce high levels of competition? A. extrinsic B. intrinsic C. attribution D. a combination of extrinsic and intrinsic

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation

77. (p. 574) Teachers who create circumstances for students to engage in self-determination are called teachers. A. autonomy-supportive B. extrinsic C. intrinsic D. mastery

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Self-Determination and Choice

78. (p. 574) Sheri tackles her science project by scheduling research and writing time. She hopes to learn a lot about her topic. This is an example of which type of orientation? A. performance B. mastery C. helpless D. effort

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Mastery Motivation

16-29

Chapter 16 - Schools, Achievement, and Work

79. (p. 574) Brad procrastinates starting his research paper, because he is not confident in his writing skills and doubts he can do the subject justice. This is an example of which type of orientation? A. performance B. mastery C. helpless D. effort

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Emerging Adulthood Topic: Mastery Motivation

80. (p. 575) Barry's goal is to obtain a 4.0 GPA this semester. He completes several extra-credit assignments to ensure success but doesn't internalize a lot of what he has learned. This is an example of which type of orientation? A. achievement B. mastery C. performance D. effort

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Mastery Motivation

16-30

Chapter 16 - Schools, Achievement, and Work

81. (p. 575) Marla wants to be a writer and continues to receive rejections for her submitted articles. She says, "I just have to be patient and keep improving my writing craft." Marla displays a: A. growth mindset. B. fixed mindset. C. helpless orientation. D. performance orientation.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Mindset

82. (p. 575) Motivation experts worry that No Child Left Behind encourages: A. intrinsic motivation. B. a mastery orientation. C. a performance orientation. D. a helpless orientation.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Mastery Motivation

83. (p. 575) A guest teacher arrives to conduct a ceramics workshop. Julia says, "I've never done this before! Trying something new will be fun!" Her friend, Meghan, says she doesn't want to try because she's never been good at art. Meghan has: A. a growth mindset. B. a fixed mindset. C. a realistic mindset. D. a cautiously optimistic mindset.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Mindset

16-31

Chapter 16 - Schools, Achievement, and Work

84. (p. 576) Which of the following characterizes students with high self-efficacy? A. They focus on tasks that can easily be completed. B. They show higher levels of persistence for learning tasks. C. They tend to procrastinate difficult tasks for worry of failure. D. They have low self-esteem.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Self-Efficacy

85. (p. 576) The belief that one can master a situation and produce favorable outcomes is called: A. self-concept. B. self-image. C. self-esteem. D. self-efficacy.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Self-Efficacy

86. (p. 576) Kael knows that this will be a challenging semester, but he feels that, with effort and discipline, he will succeed. Kael has high: A. self-efficacy. B. external attribution. C. achievement orientation. D. distal sights.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Self-Efficacy

16-32

Chapter 16 - Schools, Achievement, and Work

87. (p. 576) Eight-year-old Vanessa wants to graduate from college. What type of goal is this? A. work-avoidant B. distal C. proximal D. fuzzy

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Goal Setting, Planning, Self-Monitoring Topic: Middle and Late Childhood

88. (p. 576) Samantha wants to finish her term paper by Friday. What type of goal is this? A. work-avoidant B. fuzzy C. proximal D. distal

89. (p. 577) How hard a student works can depend on: A. their expectation to succeed. B. the expectations parents set for them. C. the expectations teachers set for them. D. all of these

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Goal Setting, Planning, Self-Monitoring Topic: Middle and Late Childhood

16-33

Chapter 16 - Schools, Achievement, and Work

90. (p. 577) Which of the following statements about expectations and student achievement is NOT true? A. Teachers' high expectations for students are effective in managing students' behavior. B. It is beneficial for parents to set low standards to protect their children's self-esteem. C. If children expect to succeed, they are more likely to work hard to reach a goal. D. Teachers with high expectations ask higher-level, critical-thinking questions.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Expectations Topic: Middle and Late Childhood

91. (p. 578) Which of the following predicts achievement better than ethnicity does? A. emotional intelligence B. learning style C. gender D. socioeconomic status

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Cross-Cultural Comparisons

92. (p. 578-579) Which of the following is NOT a possible reason that Asian student math scores are higher than those of students in the United States? A. U.S. students are more prone to learning disabilities. B. Asian parents are more likely to help their students with homework. C. Asian teachers spend more time teaching math than U.S. teachers do. D. Asian students spend more days in school than U.S. students do.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-02 Explain the key aspects of achievement Topic: Adolescence Topic: Cross-Cultural Comparisons Topic: Middle and Late Childhood

16-34

Chapter 16 - Schools, Achievement, and Work

93. (p. 581) Career mystique is an ingrained cultural belief that engaging in hard work for long hours through adulthood will produce all of the following EXCEPT: A. security. B. status. C. riches. D. happiness.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Career Development Topic: Early Adulthood Topic: Middle Adulthood

94. (p. 581) Which industry is predicted to have significant growth through the next decade? A. automobile B. social workers C. health D. clerical

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Career Development

95. (p. 582) What percentage of adolescents is employed at some point during high school? A. 70 to 80 percent B. 60 to 70 percent C. 50 to 60 percent D. 80 to 90 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adolescence Topic: Work

16-35

Chapter 16 - Schools, Achievement, and Work

96. (p. 583) What percentage of part-time U.S. college students is employed? A. 50 percent B. 63 percent C. 81 percent D. 92 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adolescence Topic: Work

97. (p. 582) Crystal is a junior in high school. Her grades have not suffered since she took on a part-time job. She likely works: A. 25 hours a week. B. less than 20 hours a week. C. at the school. D. in a low-skilled position.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adolescence Topic: Work

98. (p. 583) programs are paid apprenticeships in a field that one is interested in pursuing. A. Cooperative B. Service-learning C. Community D. Vocational

APA Outcome: 5.1 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adolescence Topic: Work

16-36

Chapter 16 - Schools, Achievement, and Work

99. (p. 584) What percentage of U.S. adults indicated that they were less productive at work due to stress? A. 10 percent B. 25 percent C. 55 percent D. 70 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Early Adulthood Topic: Middle Adulthood Topic: Work

100. (p. 584) There is currently a mismatch between adults' expectations about work and what employers expect due to which of the following? A. Current policies and practices were designed for a male workforce. B. Current policies and practices were designed for a female workforce. C. Current policies and practices were designed for a technological society. D. Current policies and practices were founded on employees' needs for flexibility.

16-37

Chapter 16 - Schools, Achievement, and Work

101. (p. 584) Marshall has been unemployed for many months. Compared to when he had a job, Marshall is likely to experience: A. confusion. B. anger. C. depression. D. lowered stress.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Early Adulthood Topic: Middle Adulthood Topic: Unemployment

102. (p. 586) Compared to older adults, many middle-aged workers would like to: A. change jobs or careers. B. be recognized for their efforts at work. C. retire. D. rebalance family and work.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Middle Adulthood Topic: Work

103. (p. 586) One of the best predictors of job performance in older adults is: A. cognitive ability. B. flexibility. C. socioemotional development. D. mastery.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Middle Adulthood Topic: Work

16-38

Chapter 16 - Schools, Achievement, and Work

104. (p. 586) Compared with younger counterparts, older workers have: A. more accidents. B. lower job satisfaction. C. more promotions. D. lower absenteeism.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Late Adulthood Topic: Work

105. (p. 586) Which of the following statements about older adults in the workforce is TRUE? A. Most older adults in the workforce work part-time. B. The percentage of older adults who work full-time has risen significantly since 1995, and those working part-time decreased considerably. C. Most older adults in the workforce are in higher-level professional jobs. D. While more women have entered the workforce, the percentage of older adult women still working has decreased.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Late Adulthood Topic: Work

106. (p. 587) On average, retired adults return to the labor force A. 1 B. 2 C. 3 D. 4

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Late Adulthood Topic: Retirement

16-39

year(s) after retirement.

Chapter 16 - Schools, Achievement, and Work

107. (p. 588) Which of the following is NOT true? A. Japanese retirees missed work slightly more than they expected and the money less than they expected. B. U.S. retirees missed the work and money slightly less than they expected. C. Turkish retirees were least likely to miss work. D. Chinese retirees missed work the most.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Late Adulthood Topic: Retirement

108. (p. 587) On average, what percentage of their lives will today's workers spend in retirement? A. 1-4 percent B. 4-8 percent C. 10-15 percent D. 14-19 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Late Adulthood Topic: Retirement

109. (p. 588) Linda is a retired married woman. Linda most likely: A. spent as much time planning for retirement as her husband. B. spent more time planning for retirement than her husband. C. spent less time planning for retirement than her husband. D. spent no time planning for retirement.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adjustment to Retirement Topic: Late Adulthood

16-40

Chapter 16 - Schools, Achievement, and Work

110. (p. 588) Retirement is: A. a process, not an event. B. occurring earlier because of employment laws. C. more satisfying for single adults. D. a relief for most older adults.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adjustment to Retirement Topic: Late Adulthood

111. (p. 589) A key factor in determining adjustment to retirement is: A. financial security. B. a close marriage. C. flexibility. D. good health.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adjustment to Retirement Topic: Late Adulthood

16-41

Chapter 16 - Schools, Achievement, and Work

Short Answer Questions 112. (p. 557-558) Compare the direct instruction and constructivist approaches to learning. Direct instruction: teacher-centered; characterized by teacher control, mastery of academic skills, high expectations for students, and maximum time spent on learning tasks. Constructivist: student-centered; emphasizes child's active, cognitive, and sometimes social construction of knowledge and understanding.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Constructivist and Direct Instruction Approaches Topic: Early Childhood Topic: Middle and Late Childhood

16-42

Chapter 16 - Schools, Achievement, and Work

113. (p. 558) List two positive effects and two criticisms of state-mandated academic testing of school-aged children. Positive effects: 1. Improved student performance. 2. More time teaching the subjects tested. 3. High expectations for all students. 4. Identification of poorly performing teachers and administrators. 5. Improved confidence in schools as test scores increase. Criticisms: 1. Using a single score from a single test as the sole indicator of students' progress and competence represents a very narrow aspect of students' skills. 2. Tests don't measure important skills such as creativity, motivation, persistence, etc. 3. More emphasis on rote-memorization of content materials. 4. Teachers may teach to the test. 5. Discrimination against low SES and ethnic minority students.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Accountability Topic: Adolescence Topic: Early Childhood Topic: Middle and Late Childhood

16-43

Chapter 16 - Schools, Achievement, and Work

114. (p. 559) Briefly describe the characteristics of the child-centered kindergarten approach to early childhood education. Child-centered kindergarten education involves the whole child and includes concern for the child's physical, cognitive, and social development. Instruction is organized around the child's needs, interests, and learning style. Emphasis is on the process of learning, rather than what is learned.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Early Childhood Topic: Early Childhood Education

115. (p. 560) Briefly describe Project Head Start. Project Head Start: a compensatory education program designed to provide children from low-income families the opportunity to acquire the skills and experiences important for success in school.

16-44

Chapter 16 - Schools, Achievement, and Work

116. (p. 562-563) List three benefits and three difficulties of the transition to middle school or junior high. Benefits: 1. feeling more grown up 2. can choose from more subjects 3. more opportunities to spend time with peers 4. more opportunities to locate compatible friends 5. more intellectual challenges 6. increased independence from direct parental monitoring Difficulties: 1. stressful 2. coincidence of puberty 3. body image concerns 4. changes in social cognition 5. increased responsibility 6. more teachers 7. larger, more impersonal setting 8. increased focus on achievement 9. larger, more heterogeneous set of peers 10. top-dog phenomenon 11. decreased dependency on parents

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: Middle and Late Childhood Topic: Transition to Middle/Junior High School

16-45

Chapter 16 - Schools, Achievement, and Work

117. (p. 562-563) List three recommendations of the Carnegie Foundation for improving U.S. middle schools. 1. Develop smaller communities, or houses, to lessen the impersonal nature of large middle schools. 2. Lower student-to-counselor ratios. 3. Involve parents and community leaders in schools. 4. Develop curricula that produce students who are literate, understand science, and have a sense of health, ethics, and citizenship. 5. Have teachers team-teach in more flexibly designed curriculum blocks that integrate several disciplines. 6. Boost students' health and fitness.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Middle and Late Childhood Topic: Transition to Middle/Junior High School

118. (p. 563-564) List two reasons why students may drop out of high school. 1. school-related reasons (not liking school, being expelled or suspended) 2. economic reasons 3. personal reasons (pregnancy or marriage)

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Adolescence Topic: High School

16-46

Chapter 16 - Schools, Achievement, and Work

119. (p. 566) List the criteria for a learning disability. 1. difficulty in learning that involves understanding or using spoken or written language and the difficulty can appear in listening, thinking, reading, writing, and spelling 2. may involve doing mathematics 3. the learning problem is not primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disorders; or is not due to environmental, cultural, or economic disadvantage

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

120. (p. 566) Explain dyslexia. Dyslexia is a learning disability characterized by severe impairment in the ability to read and spell.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Learning Disabilities Topic: Middle and Late Childhood

121. (p. 567) What are the three possible diagnoses of ADHD? 1. ADHD with predominantly inattention 2. ADHD with predominantly hyperactivity/impulsivity 3. ADHD with both inattention and hyperactivity/impulsivity

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Attention Deficit Hyperactivity Disorder (ADHD) Topic: Middle and Late Childhood

16-47

Chapter 16 - Schools, Achievement, and Work

122. (p. 568) What is the recommended treatment for ADHD? Most experts recommend a combination of behavioral and medical interventions for students with ADHD.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 16-01 Describe the role of schools in development Topic: Attention Deficit Hyperactivity Disorder (ADHD) Topic: Middle and Late Childhood

123. (p. 569) Discuss what the Individuals with Disabilities Education Act (IDEA) does. This act spells out broad mandates for services to all children with disabilities. These include evaluation and eligibility determination, appropriate education and the individualized education plan, and the least restrictive environment.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Educational Issues Topic: Middle and Late Childhood

16-48

Chapter 16 - Schools, Achievement, and Work

124. (p. 571-572) List three of the seven strategies suggested for improving relations among ethnically diverse students. 1. Turn the class into a jigsaw classroom. 2. Use technology to foster cooperation with students from around the world. 3. Encourage students to have positive personal contact with diverse other students. 4. Encourage students to engage in perspective taking. 5. Help students to think critically and be emotionally intelligent when cultural issues are involved. 6. Reduce bias. 7. View the school and community as a team to help support teaching efforts. 8. Be a competent cultural mediator.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-01 Describe the role of schools in development Topic: Ethnicity

125. (p. 573) Compare extrinsic and intrinsic motivation. Extrinsic motivation: doing something in order to obtain something else. Intrinsic motivation: doing something for its own sake.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation

16-49

Chapter 16 - Schools, Achievement, and Work

126. (p. 573-574) Explain two ways that extrinsic classroom rewards can be useful. Rewards can serve to: 1. act as incentives to engage in tasks, in which case the goal is to control the student's behavior. 2. convey information about mastery.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Evaluation Difficulty Level: Difficult Learning Objective: 16-02 Explain the key aspects of achievement Topic: Extrinsic and Intrinsic Motivation

127. (p. 574-575) Describe mastery, helpless, and performance orientation. Mastery: focus on the task rather than on ability; generate solution-oriented strategies that improve performance; positive affect Helpless: focus on inadequacies; attribute difficulty to lack of ability; negative affect Performance: focus is on outcome rather than process; winning matters

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 16-02 Explain the key aspects of achievement Topic: Mastery Motivation

16-50

Chapter 16 - Schools, Achievement, and Work

128. (p. 573-575) List two internal factors that influence children's achievement. 1. intrinsic motivation 2. mastery orientation 3. goal-setting 4. planning 5. self-regulation

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 16-02 Explain the key aspects of achievement Topic: Early Childhood Topic: Extrinsic and Intrinsic Motivation Topic: Mastery Motivation Topic: Middle and Late Childhood

129. (p. 585) List two shifts in the way couples divide household responsibilities now that it is common for both spouses to work outside the home. 1. Men are increasing their responsibility for maintaining the home. 2. Women are increasing their responsibility for breadwinning. 3. Men are showing greater interest in family and parenting.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Dual-Career Couples Topic: Early Adulthood Topic: Middle Adulthood

16-51

Chapter 16 - Schools, Achievement, and Work

130. (p. 588-589) What are four characteristics of older adults who adjust best to retirement? 1. Healthy 2. Adequate income 3. Active 4. Better educated 5. Extended social network 6. Satisfied with their lives before they retired

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 16-03 Discuss career development; work; and retirement Topic: Adjustment to Retirement Topic: Late Adulthood

16-52

Chapter 17 - Death, Dying, and Grieving

Chapter 17 Death, Dying, and Grieving

Multiple Choice Questions 1. (p. 597) People, places or contexts, times, objects, and symbols are all components of a culture's death A. stages. B. system. C. prevention strategy. D. definition.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

2. (p. 597) Memorial Day in the United States and the Day of the Dead in Mexico are part of which death system component? A. places B. times C. objects D. symbols

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

17-1

Chapter 17 - Death, Dying, and Grieving

3. (p. 598) Twenty-five-year-old Valeri was at her grandmother's bedside when she died and is having difficulty coping with the experience. Valeri is MOST likely from which of the following countries? A. the United States B. India C. Kenya D. Mexico

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Difficult Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System Topic: Early Adulthood

4. (p. 598) Which of the following religions believes in reincarnation? A. Evangelical Christian B. Catholic C. Mormon D. Hindu

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

5. (p. 598) What do members of the Gond culture of India believe causes death? A. magic and demons B. natural forces C. a supreme being D. selective fate

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Difficult Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

17-2

Chapter 17 - Death, Dying, and Grieving

6. (p. 598) Differences between the Gond culture of India and the Tanala culture of Madagascar highlight the fact that: A. reaction to death is influenced by perception of its causes. B. perception of death is influenced by lifestyle. C. reaction to death is influenced by age. D. perception of death is influenced by relationship to the victim.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

7. (p. 598) In contrast to those of many other cultures, people in the United States: A. are death avoiders and death deniers. B. have deeper religious beliefs associated with death. C. have greater exposure to rituals associated with death. D. experience greater losses when a family member dies.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

8. (p. 598) U.S. culture uses euphemistic terms for death. This is an indication of: A. reverence. B. denial. C. naïveté. D. anger.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

17-3

Chapter 17 - Death, Dying, and Grieving

9. (p. 599) Using all life-prolonging methods possible, even in the face of certain death, is a sign of: A. denial of death. B. medical advancement. C. intolerance of euthanasia. D. naïveté.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

10. (p. 598-599) Which of the following is an unintended consequence of the medical community's emphasis on prolonging life? A. Children learn to fear growing older and dying. B. Older adults have unrealistic expectations about what the quality of their life will be. C. Chronically ill patients have time to plan a funeral. D. It allows people to deny or avoid the certainty of death.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

11. (p. 599) Two hundred years ago, approximately what percentage of children died before the age of 10? A. 50 percent B. 60 percent C. 30 percent D. 20 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Early Childhood Topic: Historical Circumstances Topic: Infancy Topic: Middle and Late Childhood

17-4

Chapter 17 - Death, Dying, and Grieving

12. (p. 599) What was the life expectancy in the United States in 1900? A. 39 years B. 47 years C. 54 years D. 61 years

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Historical Circumstances

13. (p. 599) What is the life expectancy in the United States today? A. 69 years B. 73 years C. 78 years D. 84 years

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Historical Circumstances

14. (p. 599) Bob is dying of cancer. He will MOST likely die: A. at home. B. in a hospice. C. in a hospital or institution. D. under the care of a family member.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Historical Circumstances

17-5

Chapter 17 - Death, Dying, and Grieving

15. (p. 599) Velma lives in the United States and is nearing the end of her life. Where is she MOST likely to die? A. at home B. in a hospice facility C. in a hospital D. in the home of one of her children

16. (p. 599) Twenty-five years ago, definitions of death centered on: A. neurological signs. B. breathing and blood pressure. C. electrical activity in the brain. D. behavioral responses.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

17. (p. 600) If all electrical activity of the brain has ceased for a specified period of time, an individual is: A. brain dead. B. biologically dead. C. psychologically dead. D. dead.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

17-6

Chapter 17 - Death, Dying, and Grieving

18. (p. 600) Which portions of the brain die first? A. lower B. middle C. higher D. All portions die at the same time.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

19. (p. 600) Most physicians define death as the cessation of function in the _ brain. A. lower B. middle C. higher D. higher and lower

portion of the

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

20. (p. 600) Gary was in a serious automobile accident. The physician informs the family that Gary is brain dead. What does this mean? A. Electrical activity in the low portions of Gary's brain has ceased. B. Electrical activity in the higher portions of Gary's brain has ceased. C. Electrical activity in the higher and lower portions of Gary's brain has ceased. D. The physician will allow the family to elect active euthanasia.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

17-7

Chapter 17 - Death, Dying, and Grieving

21. (p. 600) When higher cortical functioning is lost, what aspects of life are gone? A. electrical brain activity B. feeling in lower extremities C. respiration and heartbeat D. intelligence and personality

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

22. (p. 600) Beth has late-stage terminal cancer. She understands which procedures she is willing to endure and which ones she does not want to undergo. How can Beth best communicate her desires to her physician and family? A. Beth should wait until she is nearly incapacitated to make any treatment decisions. B. Beth should tell her doctor on her next visit what she has decided. C. Beth should prepare a living will or advanced directive and share it with her family and doctor. D. Beth can assume that her husband's judgment will mirror hers and turn the decision making over to him.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Advance Care Planning

23. (p. 600) Which of the following refers to individuals' rights to determine whether extraordinary means should be used to keep them alive? A. euthanasia B. durable power of attorney C. allowing termination of life support in the event of brain death D. living will

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Advance Care Planning

17-8

Chapter 17 - Death, Dying, and Grieving

24. (p. 600) Arnold has signed an advanced directive. This means that his: A. physician can disconnect him from life-sustaining equipment. B. immediate family has legal control over his care. C. family is allowed to engage in active euthanasia. D. physician is required to do everything possible to keep him alive.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Advance Care Planning

25. (p. 600) Euthanasia that occurs by withholding available treatment is termed: A. passive. B. active. C. overt. D. covert.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

26. (p. 601) Euthanasia that occurs when death is deliberately induced is termed: A. passive. B. active. C. overt. D. covert.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

17-9

Chapter 17 - Death, Dying, and Grieving

27. (p. 601) The case of an elderly man who placed a pillow over the face of his terminally ill wife and smothered her in order to end her suffering is an example of: A. passive euthanasia. B. active euthanasia. C. death with dignity. D. acceptable homicide.

28. (p. 600) Marilyn suffers a severe stroke and irreversible brain damage. Her husband decides to remove all life support and subsequently, Marilyn dies. This is an example of: A. active euthanasia. B. passive euthanasia. C. apathetic euthanasia. D. acceptable homicide.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

29. (p. 601) In the United States, euthanasia. A. active; passive B. passive; active C. spontaneous; prearranged D. prearranged; spontaneous

euthanasia is generally more accepted than

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

17-10

Chapter 17 - Death, Dying, and Grieving

30. (p. 601) Dr. Jack Kevorkian is well known for his support of and participation in: A. the cortical death policy. B. California's Natural Death Act. C. passive euthanasia. D. active euthanasia.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

31. (p. 601) Which state allows active euthanasia? A. Oregon B. Michigan C. Alaska D. Vermont

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Euthanasia

32. (p. 601) Patricia is dying of cancer. Which of the following MOST likely is true? A. Patricia will die at home surrounded by loved ones. B. Patricia has been told how long she is likely to live. C. Even though painkillers are available, Patricia still experiences severe pain. D. Patricia would request physician-assisted suicide immediately if it were legal.

17-11

Chapter 17 - Death, Dying, and Grieving

33. (p. 601) Modern care providers are concerned with helping individuals experience a "good death," which generally includes all of the following EXCEPT: A. privacy from loved ones. B. physical comfort. C. acceptance. D. appropriate medical care.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Care for Dying Individuals Topic: Late Adulthood

34. (p. 601) What is the goal of palliative care? A. cure illness B. restore cortical functioning C. reduce pain and suffering and help individuals die with dignity D. prolong life

35. (p. 601) Hospice is a program designed to: A. cure illness and prolong life. B. make the end of life as free from pain and anxiety as possible. C. provide a place where people with no living relatives can die. D. lower the cost of medical care by competing with hospitals.

17-12

Chapter 17 - Death, Dying, and Grieving

36. (p. 601) Shane knows he will die soon. He is ready to go but wants to die with dignity and little suffering. Which of the following would be a good fit with his desires? A. herbal remedies and pain relief B. hypnosis for pain control C. hospital and physician care D. hospice care

37. (p. 602) Today, there is a shortage of A. home B. hospital C. family D. nursing home

hospice nurses.

38. (p. 603) What is the most common cause of infant death in the United States? A. sudden infant death syndrome (SIDS) B. birth defects C. secondhand smoke D. car accidents

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Causes of Death Topic: Infancy

17-13

Chapter 17 - Death, Dying, and Grieving

39. (p. 603) SIDS refers to death of an infant: A. who had severe neurological injuries. B. from virulent salmonella infection. C. from septic intravenous respiratory failure. D. with no apparent health problems.

40. (p. 603) Alli is 8 years old. Which of the following presents the greatest risk of death for her? A. SIDS B. suicide C. domestic violence D. accidents

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Causes of Death Topic: Infancy

41. (p. 603) Car accidents, suicide, and homicide cause the most deaths to those in: A. childhood. B. adolescence. C. middle adulthood. D. older adulthood.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Adolescence Topic: Causes of Death

17-14

Chapter 17 - Death, Dying, and Grieving

42. (p. 603) Older adults are MOST likely to die from: A. autoimmune diseases. B. genetic disorders. C. accidents. D. chronic diseases.

43. (p. 603) Marina's dog, Nacho, is killed by a car. When she sees him, Marina asks, "When will Nacho wake up?" Approximately how old is Marina? A. 3-5 years B. 5-7 years C. 6-9 years D. 8-10 years

44. (p. 603-604) Six-year-old Britton probably sees death as: A. universal. B. humorous. C. inevitable. D. reversible.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death Topic: Middle and Late Childhood

17-15

Chapter 17 - Death, Dying, and Grieving

45. (p. 604) At his grandfather's funeral, Rick cries, "Grandpa's not coming back." Approximately how old is Rick? A. 3-5 years B. 5-7 years C. 6-8 years D. 9 years

46. (p. 604) At what age do children gain an understanding of the universality and finality of death? A. 3 years B. 6 years C. 9 years D. 12 years

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death Topic: Middle and Late Childhood

47. (p. 604) Arlene is not sure how to handle her son's questions about his grandfather's death. How would a psychologist advise Arlene? A. She should tell her son that such questions are inappropriate. B. She should ignore the questions and change the subject. C. She should discuss the topic honestly and at an age-appropriate level. D. She should tell him that his grandfather will wake-up in a few years.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death Topic: Middle and Late Childhood

17-16

Chapter 17 - Death, Dying, and Grieving

48. (p. 604) Robert Kastenbaum and John Bowlby agree that young children are: A. acutely aware and concerned about separation and loss. B. heavily influenced by media and so believe that death is reversible. C. unable to emotionally deal with death. D. able to cognitively comprehend death but not express this knowledge.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death Topic: Early Childhood

49. (p. 604) Five-year-old Matthew asks many questions about the recent death of his grandmother. Kastenbaum would say that he is: A. too cognitively immature to understand separation and loss. B. concerned about loss and separation and striving to understand death. C. emotionally unable to deal with the finality of death. D. trying to learn how he can remedy the circumstances.

17-17

Chapter 17 - Death, Dying, and Grieving

50. (p. 604) Ten-year-old Denise has just suffered the death of her father. What impact will this have on her life? A. Assuming she still has a mother, Denise's father's death will be a minor emotional speed bump in her life. She will recover completely within 1-2 months. B. Denise will require personal counseling to overcome the negative effect of her father's death. C. Denise will see her father's death as magic and temporary. She will be confused when he does not wake up. D. Impact on Denise will depend on factors such as the quality of her relationship with her father and on the nature of his death.

51. (p. 604) How should Pamela's parents share news of her grandmother's death with her? A. They should request that a private therapist be present when they tell her. B. They should read her a book about death. If Pamela gets emotional, they should tell her later. C. They should be euphemistic and brief. D. They should be sensitive, honest, and open with Pamela.

17-18

Chapter 17 - Death, Dying, and Grieving

52. (p. 604) Jeffrey has just begun to contemplate religious and philosophical stances on life after death. What stage of life is he in? A. middle childhood B. adolescence C. early adulthood D. middle adulthood

53. (p. 605) What spurs a young adult to become more conscious of death? A. first major illness B. seeping awareness of vulnerability C. recognition of aging D. first major failure (school, job, relationship, etc.)

54. (p. 605) Karen is 45 years old. She fears death: A. less than her 16-year-old daughter. B. less than her 72-year-old mother. C. more than her 47-year-old husband. D. more than both her 16-year-old daughter and 72-year-old mother.

17-19

Chapter 17 - Death, Dying, and Grieving

55. (p. 605) Older and middle-aged adults differ in their views on death in that middle-aged adults: A. fear death more. B. talk about death more. C. think about death more. D. accept death more readily.

56. (p. 605) Terminally ill patients experience different feelings. Younger adults are likely to grieve what they ; older adults grieve losing what they . A. have; might achieve B. might achieve; have C. love; meant to do D. meant to do; love

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death Topic: Early Adulthood Topic: Late Adulthood

57. (p. 605) What is the main difference between the feelings of younger adults and those of older adults who are terminally ill? A. younger adults feel more anger B. older adults feel more guilt C. younger adults feel cheated D. older adults feel resigned

17-20

Chapter 17 - Death, Dying, and Grieving

58. (p. 605) Emerging adults are adolescents to commit suicide. A. not as likely as B. equally likely as C. more likely than D. there is not enough research in this area to answer

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Moderate Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Early Adulthood Topic: Suicide

59. (p. 605) What is the third leading cause of death among 10- to 19-year-olds in the United States? A. suicide B. car accidents C. cancer D. homicide

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Adolescence Topic: Suicide

60. (p. 606) are more likely to attempt suicide; A. Older adults; adolescents B. Young adults; adolescents C. Females; males D. Males; females

are more likely to commit suicide.

17-21

Chapter 17 - Death, Dying, and Grieving

61. (p. 606) The results of a 2009 national survey revealed that more than of U.S. adolescents had seriously considered or attempted suicide in the last 12 months. A. 2 percent B. 5 percent C. 14 percent D. 25 percent

62. (p. 606) Low self-esteem, social isolation, illegal drug use, and depression are risk factors for: A. Attention Deficit/Hyperactivity Disorder. B. Generalized Anxiety Disorder. C. suicide. D. homelessness.

63. (p. 606) Who is the MOST likely to attempt suicide? A. Native American/Alaska Native adolescent female B. African American adolescent female C. Latino adolescent male D. Asian adolescent male

17-22

Chapter 17 - Death, Dying, and Grieving

64. (p. 606) Who is the LEAST likely to attempt suicide? A. Native American/Alaska Native adolescent female B. African American adolescent male C. Latino adolescent male D. Asian adolescent male

65. (p. 606) Which of the following psychological traits is NOT associated with adolescent suicide? A. high self-blame B. high self-efficacy C. low self-esteem D. hopelessness

66. (p. 607) Harold is 79. He lives alone, recently lost his spouse, and has high blood pressure and other health problems. Harold is at risk for which of the following? A. loneliness B. depression C. suicide D. all of these

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Late Adulthood Topic: Suicide

17-23

Chapter 17 - Death, Dying, and Grieving

67. (p. 607) During which life stage is the rate of suicide the highest? A. adolescence B. young adulthood C. middle adulthood D. 85 years and older

68. (p. 608) "What would you do if you had only 6 months to live?" Brett answers this hypothetical question by indicating that he would visit the pyramids in Egypt. Brett is likely a(n): A. adolescent B. young adult C. older adult D. child

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Early Adulthood Topic: Kubler-Ross' Stages of Dying

17-24

Chapter 17 - Death, Dying, and Grieving

69. (p. 608) When asked, "What would you do if you had only 6 months to live," Beth answers that she would spend time meditating. Beth is likely a(n): A. adolescent. B. young adult. C. older adult. D. child.

70. (p. 608) Which of the following lists Kübler-Ross's stages of dying in the correct order? A. denial, anger, bargaining, depression, acceptance B. denial, bargaining, anger, depression, acceptance C. denial, anger, grief, bargaining, acceptance D. anger, bargaining, depression, acceptance, grief

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Kubler-Ross' Stages of Dying Topic: Late Adulthood

71. (p. 608) Brenda is surprised that her chemotherapy has not been more effective. "I can't die— not me." Which of Kübler-Ross's stages of dying does this illustrate? A. anger B. denial C. bargaining D. depression

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Kubler-Ross' Stages of Dying Topic: Late Adulthood

17-25

Chapter 17 - Death, Dying, and Grieving

72. (p. 608) Hanna stares out the hospital window and wonders why she has to die. She snaps at a worker who arrives to gather her food tray. Which of Kübler-Ross's stages of grief does this illustrate? A. acceptance B. denial C. anger D. bargaining

73. (p. 608) Harold knows he will not live much longer. He asks God to prolong his life and promises to make amends with his estranged children. Kübler-Ross believed that this type of reaction tends to occur: A. in the middle of the process of adjusting to death. B. early in the process of adjusting to death. C. just before death occurs. D. near the end of the process of adjusting to death.

17-26

Chapter 17 - Death, Dying, and Grieving

74. (p. 608) Calvin is contemplating imminent death after failed attempts to cure his condition. He cries frequently and often refuses visitors. Which of Kübler-Ross's stages of grief does this illustrate? A. anger B. depression C. bargaining D. acceptance

75. (p. 608) When a person is dying of a terminal illness, Elisabeth Kübler-Ross believed that depression is: A. a phase that friends and family can help the person through by encouraging cheerfulness. B. the first phase a person goes through when he or she learns that death is imminent. C. part of the normal process of detaching oneself from the world and others. D. an uncommon reaction signaling a need for counseling and possible antidepressant medication.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Kubler-Ross' Stages of Dying

17-27

Chapter 17 - Death, Dying, and Grieving

76. (p. 608) Kay knows the end is near. She is calm and ready to let go of her earthly cares. Which of Kübler-Ross's stages of grief does this illustrate? A. depression B. tolerance C. denial D. acceptance

77. (p. 608) Which of the following statements is an accurate criticism of Kübler-Ross's stages of dying? A. She underestimates the amount of time people stay in the anger stage. B. She did not consider that men and women go through each stage differently. C. She failed to validate the existence of the five-stage sequence. D. She ignored that most people do not realize they are dying.

78. (p. 609-610) Most patients nearing death want to die: A. via active euthanasia. B. in a hospital. C. at home. D. in a nursing home.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Contexts in which People Die

17-28

Chapter 17 - Death, Dying, and Grieving

79. (p. 609) Which of the following is true of Kübler-Ross's stages of dying? A. Some individuals never come to accept their imminent death. B. Individuals go through each stage, but time spent in each stage varies. C. Individuals go through each stage, but the order of the stages varies. D. More positive reactions to dying occur in individuals who have had difficult, meaningless lives.

80. (p. 609) Which two factors may work as adaptive strategies for facing death? A. perceived control and acceptance B. autonomy and denial C. coping skills and autonomy D. denial and perceived control

81. (p. 609) Betty's doctor allows her to make important decisions regarding treatment of her terminal disease. Betty's perceived control will serve to: A. make her depressed every time she has to confront another option. B. keep her in maladaptive denial refusing many recommended medications. C. improve her attitude about the situation. D. ignite her immune system and help her conquer the disease.

APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Middle Adulthood Topic: Perceived Control and Denial

17-29

Chapter 17 - Death, Dying, and Grieving

82. (p. 609) What percentage of Americans dies in hospitals? A. 20 percent B. 30 percent C. 40 percent D. over 50 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Contexts in which People Die

83. (p. 609) What percentage of Americans dies in nursing homes? A. 10 percent B. 20 percent C. 30 percent D. 40 percent

84. (p. 609) Which of the following is the BEST way to deal with impending death? A. Deny that death is imminent. B. Biological life should be prolonged as long as possible until the individual comes to peace with the inevitable. C. Individuals should learn to recognize each stage of grief and try to progress through them as quickly as possible until they are at peace with the inevitable. D. There is no single "best" way; adaptive coping differs according to personal circumstances and personality.

17-30

Chapter 17 - Death, Dying, and Grieving

85. (p. 609) In some cases denial of death may be a positive response. Which of the following could be a reason for this? A. It can help one accept the reality of one's death. B. It can soften the emotional impact of impending death. C. It can help one prepare family members for one's death. D. It can prevent one from receiving unnecessary medical interventions.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Perceived Control and Denial

86. (p. 610) Which of the following was given the highest rating on a scale measuring life stressors that require the most adjustment? A. death of a spouse B. death of a parent C. death of a sibling D. death of a child

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Communicating with Dying Person Topic: Late Adulthood Topic: Middle Adulthood

17-31

Chapter 17 - Death, Dying, and Grieving

87. (p. 610) After speaking to the physician, Pablo understands that his father is dying. How should he communicate this news to his father? A. He should let the physician and a hospital social worker tell his father. B. He should be open and honest. C. He should tell him his illness is serious but keep the details secret and explain away any procedures and treatments his father will go through. D. He shouldn't tell him.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Communicating with Dying Person Topic: Late Adulthood

88. (p. 610) Which of the following is an advantage of an individual knowing that he or she is dying? A. They can seek more aggressive medical interventions. B. They are able to move through the stages of dying more quickly. C. They can construct more effective means of denying their death. D. They have time to reflect on their lives and make decisions about dying.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Communicating with Dying Person

89. (p. 610) Most psychologists believe that it is best for dying individuals to: A. be unaware of their condition. B. limit their interaction with others. C. know that they are dying. D. distance themselves from family and friends.

17-32

Chapter 17 - Death, Dying, and Grieving

90. (p. 611) Janae worries, "I should go see Bonnie, but I have no idea what to say to someone who is dying." What should Janae do? A. pop in for a short visit and discuss Janae's own health problems B. arrange a long visit to talk about the treatments Bonnie is receiving C. encourage Bonnie to reminisce and talk about happy memories D. send a message rather than going to see Bonnie so that Janae won't tire her

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Communicating with Dying Person Topic: Middle Adulthood

91. (p. 611) Grief is a: A. term interchangeable with pining. B. simple emotional state. C. reaction to death that lasts anywhere from three to nine months as defined by the DSM. D. complex, evolving process with multiple dimensions including separation anxiety, pining, and sadness.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Grieving

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Chapter 17 - Death, Dying, and Grieving

92. (p. 612) Holly's friend, Lori, died 3 years ago. Holly suffers from sleep problems, restlessness, and irritability. She often weeps uncontrollably because she misses Lori so much. Which of the following is TRUE of Holly's grieving process? A. She is recovering quickly from her friend's death. B. She is still moving through the stages of grief and will recover within the next year. C. She is as recovered as one can hope to be from the death of a loved one. D. She is experiencing "prolonged grief" and may benefit from therapy.

93. (p. 612) Edie's daughter was killed in a car crash nearly 2 years ago. Since her daughter's death, Edie has been unable to cope and move forward with her life. She feels numb and detached and says that life has no meaning. Edie is experiencing: A. prolonged grief. B. disenfranchised grief. C. healthy grief. D. denial.

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Chapter 17 - Death, Dying, and Grieving

94. (p. 612) Jim is an older adult who has been divorced from his wife for more than 30 years. When Jim's son called to tell him that his ex-wife had died, Jim experienced: A. prolonged grief. B. disenfranchised grief. C. healthy grief. D. denial.

95. (p. 612) Amanda had an abortion in college and every Mother's Day she feels a sense of grief. This would be a form of: A. prolonged grief. B. disenfranchised grief. C. healthy grief. D. denial.

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Chapter 17 - Death, Dying, and Grieving

96. (p. 612) Susan's husband had always managed their finances. After his death, Susan starts going through his files and receipts so she can learn his system and figure out her own. This is an example of a(n): A. loss-oriented stressor. B. positive reappraisal. C. negative reappraisal. D. restoration-oriented stressors.

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Dual-Process Model of Coping/Bereavement Topic: Late Adulthood

97. (p. 613) Individuals more often experience intrusive thoughts, flashbacks, nightmares, and problems in concentrating when a loved one's death is: A. slow and prolonged. B. discussed openly with a doctor. C. sudden or untimely. D. occurring in a hospital or institution.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Coping and Type of Death

98. (p. 613) What is the BEST way to grieve? A. It is best to break bonds with the dead person as quickly as possible after a funeral. B. Prolonged contemplation of a close person's death leads to the best adjustment. C. Belief in an afterlife affords the most comfort in dealing with death. D. There is no one best way to grieve.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Coping and Type of Death

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Chapter 17 - Death, Dying, and Grieving

99. (p. 613) After the funeral, three children discuss their mother's death. They talk in detail about her illness and her day-to-day decline. Such conversation indicates: A. an effort to emotionally deny the death. B. our society's morbid fascination with death. C. an effort to use grief to better understand the death. D. contemporary society's lack of respect for the deceased.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Coping and Type of Death Topic: Early Adulthood Topic: Middle Adulthood

100. (p. 613) Following an accident, homicide, or suicide, individuals discuss details surrounding the death in an attempt to: A. put death into a perspective they can understand and accept. B. blame the death on something or someone. C. avoid complicated grief. D. come to terms with their own death.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Coping and Type of Death

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Chapter 17 - Death, Dying, and Grieving

101. (p. 614) As of 2008, were widowed. A. 50 percent; 50 percent B. 33 percent; 63 percent C. 13 percent; 40 percent D. 25 percent; 40 percent

of men and

of women in the United States, 65 and older

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Late Adulthood Topic: Losing a Life Partner Topic: Middle Adulthood

102. (p. 614) Which of the following is shown to reduce the level of grief after the loss of a spouse? A. antidepressant medication B. quick remarriage C. increase in spiritual and religious beliefs D. social withdrawal

103. (p. 614) Which of the following is a likely consequence of the death of a husband? A. increased physical health B. financial strain C. relief from domestic violence D. increased career satisfaction

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Chapter 17 - Death, Dying, and Grieving

104. (p. 614) Which of the following strategies can serve to decrease depressive symptoms after the loss of a loved one? A. inward contemplation B. helping behaviors and volunteerism C. denial D. visiting the gravesite several times during the first year after the death

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Late Adulthood Topic: Losing a Life Partner Topic: Middle Adulthood

105. (p. 614) Which of the following statements about widows is TRUE? A. Widows outnumber widowers by a ratio of 8 to 1. B. Widowed women usually receive large insurance settlements at the death of their spouse. C. A widowed woman is more likely to remarry than a widowed man. D. Older widows adjust better than younger widows.

106. (p. 614) Women generally adjust better than men after a death of a spouse because: A. women are used to managing the finances and material goods of their family. B. men are without purpose when they no longer need to support a spouse. C. women have more money than men do after the death of a spouse. D. women have better social networks, closer family relationships, and more psychological coping strategies.

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Chapter 17 - Death, Dying, and Grieving

107. (p. 614) John is an older adult who is adjusting to the recent death of his wife. What is likely to help him through this difficult time? A. volunteering, religiosity, and psychological coping skills B. remarriage C. training of household management skills and routines D. the Widow-to-Widow program

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Late Adulthood Topic: Losing a Life Partner

108. (p. 615) The program provides support for newly widowed women. A. Widow-to-Widow program B. Project Head Start C. Cremation Association D. Tanala

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Late Adulthood Topic: Losing a Life Partner

109. (p. 615) In the United States, approximately what percentage of corpses is disposed of by burial? A. 25 percent B. 33 percent C. 66 percent D. 80 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

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Chapter 17 - Death, Dying, and Grieving

110. (p. 615) In the United States, approximately what percentage of corpses is disposed of by cremation? A. 10 percent B. 20 percent C. 25 percent D. 34 percent

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

111. (p. 616) The crux of the controversy surrounding the funeral industry centers on whether or not: A. cremation is prohibitively expensive. B. closed caskets truly allow mourners to grieve in a healing way. C. funeral directors are simply out to benefit financially. D. funeral arrangements can be made in advance of death.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

112. (p. 616) The traditional Amish and Jewish cultures are similar in how they cope with death in that they both: A. provide community support for the family over several months. B. have elaborate funeral ceremonies to symbolize the passage from Earth. C. believe that grief is stronger for the whole community than for the individual family. D. expect families to cope with minimal support or interference from the community.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

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Chapter 17 - Death, Dying, and Grieving

113. (p. 616) Emily attended her aunt's funeral in a barn. For weeks following the funeral, Emily and others participate in quilting activities and various projects to offer support to the grieving family. Emily is living in which type of community? A. Irish B. Amish C. Jewish D. Hutterite

APA Outcome: 1.2 APA Outcome: 1.3 Blooms Taxonomy: Apply Difficulty Level: Moderate Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

114. (p. 616) Calm acceptance of death in the Amish culture is engendered by: A. lack of financial concerns. B. a month set aside for isolated grieving. C. deep religious faith. D. a rapid return to social activities and likely remarriage.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

115. (p. 617) In which culture/religion is the grieving process divided into graduated time periods? A. Buddhist B. Muslim C. Amish D. Jewish

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

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Chapter 17 - Death, Dying, and Grieving

116. (p. 617) Aninut, avelut, and shivah are parts of the grieving process for: A. the Amish. B. the Jewish. C. Muslims. D. Protestants.

APA Outcome: 1.2 Blooms Taxonomy: Remember Difficulty Level: Basic Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

Short Answer Questions 117. (p. 598) How do the Gond of India and Tanala of Madagascar cultures differ in their views of death, and how do their views affect the way they react to death? The Gond culture holds that magic and demons cause death, whereas the Tanala culture believes that death is caused by natural forces. The Gond culture reacts to death angrily. The Tanala culture reacts to death more peacefully.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

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Chapter 17 - Death, Dying, and Grieving

118. (p. 598-599) List four ways that Americans avoid and deny death. 1. glossing over death and fashioning lifelike qualities in the dead by the funeral industry 2. using euphemistic terms for death—passing on, exiting, passing away 3. persistent searching for a fountain of youth 4. rejecting and isolating the aged 5. believing in a pleasant and rewarding afterlife 6. prolonging life by the medical community instead of diminishing suffering

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-01 Describe the death system and its cultural and historical contexts Topic: Death System

119. (p. 600) Why do some medical experts argue that the criteria for death should include only higher cortical functioning? Supporters of cortical death policy argue that the functions associated with being human (such as thinking and personality) are located in the higher cortical part of the brain. They believe that when these functions are lost, the "human being" is no longer alive.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Issues in Determining Death

120. (p. 600-601) Define the two types of euthanasia and give an example of each. 1. Active euthanasia: death is induced deliberately. Example: injection of a lethal dose of drug. 2. Passive euthanasia: death by withholding an available treatment. Example: turning off a respirator.

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Chapter 17 - Death, Dying, and Grieving

121. (p. 600) Compare a living will to an advance directive. A living will is a document completed while a person is still thinking clearly expressing his/her desires regarding extraordinary medical procedures that might be used to sustain life when the medical condition becomes hopeless. An advance directive is a document that can be signed by individuals who have been diagnosed by two physicians as terminally ill. An advance directive states that life-sustaining procedures shall not be used to prolong life when death is imminent and it must be signed while the individual still is able to think clearly.

122. (p. 601-602) What is a hospice program? Hospice is a humanized program for terminally ill patients. It deemphasizes the use of medical intervention and is committed to making the end of life as free from pain, anxiety, and depression as possible.

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Chapter 17 - Death, Dying, and Grieving

123. (p. 601-602) How do the goals of hospice programs differ from those of hospitals? Hospital goals: cure illness, prolong life. Hospice goals: manage pain, decrease anxiety and depression, help individuals die with dignity.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 17-02 Evaluate issues in determining death and decisions regarding death Topic: Care for Dying Individuals Topic: Late Adulthood

124. (p. 605) How do younger and older adults who are dying differ in their expectations about death? Younger adults who are terminally ill are more likely to feel cheated than older adults. They believe they are losing what they might achieve, whereas older adults believe they are losing what they already have.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Attitudes toward Death

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Chapter 17 - Death, Dying, and Grieving

125. (p. 605-607) List three risk factors for suicide. Students' answers can include any three of the following: 1. serious physical illness 2. feelings of hopelessness 3. social isolation 4. failure in school and work 5. loss of loved ones 6. serious financial difficulties 7. drug use 8. depression 9. prior suicide attempt

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-03 Discuss death and attitudes about it at different points in development Topic: Suicide

126. (p. 608) List, in order, Kübler-Ross's five stages of dying. 1. denial and isolation 2. anger 3. bargaining 4. depression 5. acceptance

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Moderate Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Kubler-Ross' Stages of Dying

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Chapter 17 - Death, Dying, and Grieving

127. (p. 609) Give an example of how denial can be an adaptive or maladaptive way to deal with death. Adaptive: Denial may insulate the individual from having to cope with intense feelings of anger and hurt. Denial can minimize the destructive shock of learning one will soon die. Maladaptive: Denial is clearly unhelpful if it keeps an individual from seeking or accepting needed treatment.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-04 Explain the psychological aspects involved in facing one's own death and the contexts in which people die Topic: Perceived Control and Denial

128. (p. 610-611) List two advantages of communicating openly with a person who is dying. 1. They can close their lives in accordance with their own ideas about proper dying. 2. They may be able to complete plans or projects and can make arrangements for survivors. 3. They can reminisce and review their life. 4. They can have more understanding of what is happening within their bodies and of their treatment.

APA Outcome: 1.1 APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Communicating with Dying Person Topic: Late Adulthood

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Chapter 17 - Death, Dying, and Grieving

129. (p. 611) List five effective strategies for communicating with a dying person. 1. Establish your presence. 2. Eliminate distraction. 3. Don't overstay your visit. 4. Don't insist that the dying person feel acceptance. 5. Encourage the expression of feelings. 6. Appropriately discuss the expected outcome of their illness and any unfinished business. 7. Ask if there is anyone that the dying person would like to see. 8. Encourage the dying person to reminisce. 9. Be available and reliable. 10. Express your regard for the dying individual.

130. (p. 611) Define grief and describe its symptoms. Grief is the emotional numbness, disbelief, separation anxiety, despair, sadness, and loneliness that accompany the loss of someone we love. The course of grief is often like a roller coaster, up and down.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Grieving

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Chapter 17 - Death, Dying, and Grieving

131. (p. 612) Distinguish between prolonged grief and disenfranchised grief. Prolonged grief: involves enduring despair and is still unresolved over an extended period of time. Disenfranchised grief: describes an individual's grief over a deceased person that is a socially ambiguous loss that can't be openly mourned or supported, as in the death of an ex-spouse.

APA Outcome: 1.1 APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Analyze Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Grieving

132. (p. 614-615) List two strategies for preserving one's well-being following the death of a spouse. Engage in volunteerism or other helping behaviors. Participate in a social group. Participate in religious groups and activities. Attend a grief support group.

APA Outcome: 1.2 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Late Adulthood Topic: Losing a Life Partner

133. (p. 616) Briefly describe traditional Amish mourning of the death of a group member. The funeral service is held in a barn or home. Calm acceptance through deep religious faith is abundant. A high level of support is given to the bereaved family for at least a year, including frequent visits, service projects, and giving of sentimental and household items.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

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Chapter 17 - Death, Dying, and Grieving

134. (p. 617) Briefly describe the process of mourning in traditional Judaism. Aninut is the period between death and burial. Avelut, or mourning proper, is made up of shivah and sheloshim. Shivah begins with the burial and lasts 7 days. Sheloshim follows shivah and lasts 30 days following the burial (including the period of shivah). The end of sheloshim marks the end of formal mourning for all but parents, who continue to mourn for 11 months.

APA Outcome: 1.2 APA Outcome: 4.1 Blooms Taxonomy: Understand Difficulty Level: Difficult Learning Objective: 17-05 Identify ways to cope with the death of another person Topic: Forms of Mourning

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