Focus Guide – Test 2 – Human Growth & Development
1. Differentiate between Piaget’s concrete and formal operational periods.
List some of the skills associated with each period.
2. Describe the roll of a psychometrician.
3. List and describe 9 types of intelligence as defined by Gardner.
4. Describe the relationship of the bell curve to modern IQ scores.
5. Differentiate between divergent and convergent thinking. How do these
relate to creativity and intelligence?
6. List and describe four parenting styles.
7. Differentiate among four types of child abuse.
8. Describe two characteristics of friendships found in the definition.
9. Describe four benefits of friendship.
10. Define dominance hierarchy.
11. What does research show to be the effect of watching aggressive
actions on TV or playing violent video games?
12. Relate TV to the development of prosocial behavior.
13. Define puberty.
14. Define menarche and spermarchae.
15. Describe common problems with the teenage diet.
16. Describe Kohlberg’s Theory of Moral Development.
17. List and describe four stages of the search for identity according to
Marcia).
18. What is the defining characteristic of adolescent egocentrism? How
does this differ from the egocentrism of early childhood?
19. List and describe 3 forms of adolescent egocentrism.
20. What is the Strong Interest Inventory designed to assess?
21. How many hours of part-time work are correlated with poor school
performance?
22. Define emerging adulthood.
23. What is the defining characteristic of a role transition?
24. What stage of Erickson’s theory occurs from ages 18-35?
25. Differentiate between fluid and crystalized intelligence.
26. Describe postformal thought.
27. Define personal control beliefs. Differentiate between primary and
secondary control.
28. List five stages of adult friendships. (ABCDE)
29. List and describe Sternberg’s three components of love.
30. What does research say about homogony for those who met in school
vs. the same neighborhood or church?
31. Describe the typical pattern of marital satisfaction according to the chart
in your notes.
Focus Guide Practice Test 2 FA16
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. The third stage of Piaget’s theory of cognitive development, which typically occurs between ages 7
and 11 years, is the ________ operational period.
a. formal
b. concrete
c. pred. post____
2. “Nyah, nyah, nyah, nyah,” Diane says to her younger sister Rhonda. “I have reached the formal-
operational stage of thinking, so according to Piaget I can now think ________ and you can’t!” As
ridiculous as this conversation is, if Diane is 13 and Rhonda is 9, what would the correct answer be?
a. logically
b. hypothetically
c. tangibly
d. postformally
____
3. Your textbook notes that three of the types of intelligence proposed in Howard Gardner’s theory of
multiple intelligences are included in traditional theories of intelligence. Those three include all but
which of the following?
a. linguistic intelligence
b. logical-mathematical
c. interpersonal intelligence
d. spatial intelligence
____
4. Regulating the way one feels, recognizing how others feel, and correctly interpreting the facial
expressions of others are all elements of ________ intelligence.
a. fluid
b. crystallized
c. emotional
d. componential
____
5. Which of the following is the correct formula for determining one’s intelligence quotient (IQ), a
measure that was first employed in intelligence testing by Lewis Terman in 1916?
a. CA/MA + 100
b. MA/CA X 100
c. CA/MA X 100
d. MA/CA / 100
____
6. On modern tests of intelligence, IQ scores are determined
a. by comparing a child’s score with the average score of other children of the same
age.
b. by using the same IQ calculation as on the original Stanford-Binet exam.
c. based on a child’s gender and race.
d. by subtracting a child’s chronological age from their mental age.
____
7. Intelligence is to ________ as creativity is to ________.
a. divergent thinking; convergent thinking
b. formal operational processing; postformal processing
c. convergent thinking; divergent thinking
d. postformal processing; formal operational processing.
____
8. Rich and Seth are given an assignment to come up with a theme for the school’s book fair. They sit
down at a table together and start making a list of different ideas. They decide not to worry about
whether each idea is good or not, but instead to put as many ideas on paper as they can and then go
back and evaluate each one. Rich and Seth are engaged in ________ thinking.
a. convergent
b. divergent
c. counterfactual
d. accounted
____
9. Intellectual disability used to be called ________, and many federal and state laws in the United
States still use that term.
a. mental retardation
b. emotional impairment
c. cognitive delay
d. autistic disorder
____ 10. Which of the following are the two dimensions that differentiate various parenting styles?
a. warmth and responsiveness & expressed emotionality
b. parental control & expressed emotionality
c. warmth and responsiveness & parental control
d. style of discipline & assignment of responsibilities
____ 11. P.J.’s parents provide neither warmth for him nor control of his actions. They do not spend much
time with him, and they do give him much opportunity for any real emotional bonding with them.
According to Baumrind (1975, 1991), P.J. is receiving ________ parenting.
a. authoritarian
b. permissive
c. uninvolved
d. authoritative
____ 12. The ________ parenting style can be described as highly controlling but low in warmth.
a. authoritative
b. permissive
c. indulgent
d. authoritarian
____ 13. A ________ is a voluntary relationship between two people involving mutual liking.
a. culmination
b. clique
c. group
d. friendship
____ 14. Yuri is the leader of a group called “The Wannabes.” All the other members know that Yuri is in
charge, and they respect that. What is the best term to describe this type of group structure?
a. clique
b. crowd
c. friendship
d. dominance hierarchy
____ 15. ________ refers to a collection of physical changes that marks the onset of adolescence, including
bodily changes and transitions in one’s sexual maturation.
a. Adolescence
b. Climacteric
c. Puberty
d. Menarche
____ 16. The result of too much fast food and other unhealthy eating practices is that many teenagers
consume too much/many _________ and not enough ________.
a. preservatives and minerals; lymphocytes and basophils
b. sodium and fat; iron and calcium
c. nitrates and nitriles; ketones and amino acids
d. cholesterol and vitamins; sugars and carbohydrates
____ 17. According to Lawrence Kohlberg, morality develops in a series of _____ levels, and each level, has
_____ substage(s).
a. 2; 4
b. 3; 2
c. 6; 3
d. 8; 2
____ 18. Which of the following represents the correct stages of moral development, according to Lawrence
Kohlberg?
a. oral, anal, phallic, latency, genital
b. childhood, adolescence, emerging adulthood, young adulthood, middle adulthood,
late adulthood
c. sensorimotor, preoperational, concrete operations, formal operations, postformal
operations
d. preconventional, conventional, postconventional
____ 19. Jade is a child who is presented with a moral dilemma in the tradition of Lawrence Kohlberg’s
research. When she is asked what she would do, she answers, “I wouldn’t do anything that would get
me into trouble!” This answer reflects moral reasoning at the ________ substage of development.
a. social systems morality
b. interpersonal norm
c. obedience orientation
d. instrumental orientation
____ 20. Preconventional moral reasoning is based on ____ forces.
a. internal
b. biological
c. external
d. universal
____ 21. Substage 1 of preconventional morality is to ________ as substage 2 of preconventional morality is
to ________.
a. interpersonal norms; social systems morality
b. an obedience orientation; an instrumental orientation
c. social contract; justice, compassion, and equality
d. early adulthood; middle and late adulthood
____ 22. At the ________ level of morality in Lawrence Kohlberg’s theory, adolescents and adults look to
society’s norms for moral guidance.
a. conventional
b. preconventional
c. postconventional
d. pluralistic
____ 23. Gabe is a 17-year-old high school student who is nearing the end of his junior year. His parents have
been asking him about what colleges he may want to attend, but he has done nothing to gather
information about the various options. He knows he wants to go to college, but hasn’t sent away for
any brochures or done any online research. Gabe is currently experiencing which of Marcia’s
identity statuses?
a. identity moratorium
b. identity foreclosure
c. identity achievement
d. identity diffusion
____ 24. “Overwhelmed” is to identity ________ as “completed” is to identity ________.
a. moratorium; foreclosure
b. diffusion; achievement
c. achievement; moratorium
d. foreclosure; diffusion
____ 25. Which best describes the thought process underlying adolescent egocentrism?
a. Adolescents cannot believe that others have different perspectives than they have.
b. Adolescents do whatever their parents say.
c. Adolescents believe that everyone is ignoring them.
d. Adolescents are much more interested in their own feelings than those of others.
____ 26. Abby is 16, and Andy is 5. Both exhibit egocentrism. How is this egocentrism MOST LIKELY to
differ between them?
a. Andy is going to exhibit more self-interest.
b. Abby has reached achievement in most areas.
c. Abby knows that other people have different perspectives than her own.
d. Andy is more likely to exhibit the illusion of vulnerability.
____ 27. When parents set rules with little justification and enforce them without explanation, children are
more likely to remain in the identity ________ status. These teens are prevented from experimenting
with different selves, and simply do what they are told to do.
a. foreclosure
b. achievement
c. diffusion
d. moratorium
____ 28. Which of the following is NOT one of the potential hazards of working part-time during
adolescence?
a. school performance suffers
b. positive relationships with peers may diminish
c. mental health and behavioral problems can emerge
d. money management skills may become skewed
____ 29. Research has found that teenagers who work more than ______ hours a week have a higher rate of
depression and anxiety and that their self-esteem tends to suffer.
a. 5–10
b. 10–15
c. 15–20
d. 20–25
____ 30. Life-course persistent antisocial acts
a. emerge early in life and fade in later life.
b. emerge in midlife and continue throughout development.
c. emerge in midlife and fade in later life.
d. emerge early in life and continue throughout development.
____ 31. Some developmentalists have categorized the __________ as a period called emerging adulthood.
a. late teens to the early thirties
b. late teens to the mid- to late twenties
c. early twenties to early thirties
d. ages of 18 to 21 years
____ 32. In Western cultures, voting, completing an education, beginning full-time employment, leaving
home and establishing financial independence, getting married, and having children are all examples
of
a. role transitions.
b. rites of passage.
c. genotypical markers.
d. emergent shifts.
____ 33. According to Erikson, the major task for young adults is to deal with the psychosocial conflict of
________.
a. identity versus role confusion
b. generativity versus stagnation
c. intimacy versus isolation
d. independence versus dependence
____ 34. The number one cause of death among Americans between the ages of 25 and 44 is
a. heart disease.
b. accidents.
c. cancer.
d. diabetes.
____ 35. The abilities that make you a flexible and adaptive thinker, allowing you to make inferences and
enabling you to understand the relationships among concepts are called ________ intelligence.
a. fluid
b. componential
c. crystallized
d. analytical
____ 36. Joe is a grandfather of seven children. One afternoon he sits with his five-year-old grandson, Troy,
on his lap and he tells him all about how it “used to be back when I was a kid.” Joe’s ability to
remember the good old days reflects ________ intelligence.
a. fluid
b. analytical
c. crystallized
d. existential
____ 37. Fluid intelligence is to crystallized intelligence as
a. declines throughout adulthood is to improves throughout adulthood.
b. stays the same in adulthood is to declines throughout adulthood.
c. improves throughout adulthood is to stays the same in adulthood.
d. improves throughout adulthood is to declines throughout adulthood.
____ 38. The first stage of friendship is to the last stage of friendship, as ________ is to ________.
a. crystallization; separation
b. buildup; exposition
c. acquaintanceship; ending
d. meeting; parting
____ 39. Sternberg (2006) has proposed that love relationships have three basic components. They include all
but which of the following?
a. intimacy
b. commitment
c. passion
d. sexuality
____ 40. Eli and Hadassah have a relationship where they both experience an intense physiological desire for
each other. According to Sternberg (2006), their relationship is high in
a. intimacy.
b. commitment.
c. passion.
d. infatuation.
____ 41. Which of the following couples will have the lowest chance of having a marriage that lasts?
a. Denise and Dennis, who were both in their twenties when they got married.
b. Joe and Josephine, who were both in their teens when they got married.
c. Christine and Christopher, who were both in their thirties when they got married.
d. Darryl, who was 42, and Darlene, who was 33 when they got married.
Focus Guide Practice Test 2 FA16
Answer Section
MULTIPLE CHOICE
1. ANS:
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24. ANS:
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B
PTS: 1
DIF: Moderate
More sophisticated thinking: Piaget's version
B
PTS: 1
DIF: Moderate
More sophisticated thinking: Piaget's version
C
PTS: 1
DIF: Difficult
Theories of intelligence
MSC: Conceptual
C
PTS: 1
DIF: Easy
Theories of intelligence
MSC: Factual
B
PTS: 1
DIF: Difficult
The development of intelligence testing
A
PTS: 1
DIF: Moderate
The development of intelligence testing
C
PTS: 1
DIF: Difficult
Gifted and creative children
MSC: Conceptual
B
PTS: 1
DIF: Difficult
Gifted and creative children
MSC: Application
A
PTS: 1
DIF: Easy
Children with disability
MSC: Factual
C
PTS: 1
DIF: Moderate
Dimensions and styles of parenting
C
PTS: 1
DIF: Moderate
Dimensions and styles of parenting
D
PTS: 1
DIF: Moderate
Dimensions and styles of parenting
D
PTS: 1
DIF: Easy
Friendships MSC: Factual
D
PTS: 1
DIF: Moderate
Groups
MSC: Application
C
PTS: 1
DIF: Easy
Signs of physical maturation
MSC: Factual
B
PTS: 1
DIF: Easy
Nutrition
MSC: Factual
B
PTS: 1
DIF: Difficult
Kohlberg's theory
MSC: Factual
D
PTS: 1
DIF: Easy
Kohlberg's theory
MSC: Factual
C
PTS: 1
DIF: Difficult
Kohlberg's theory
MSC: Application
C
PTS: 1
DIF: Moderate
Kohlberg's theory
MSC: Conceptual
B
PTS: 1
DIF: Difficult
Kohlberg's theory
MSC: Conceptual
A
PTS: 1
DIF: Easy
Kohlberg's theory
MSC: Factual
D
PTS: 1
DIF: Difficult
The search for identity
MSC: Application
B
PTS: 1
DIF: Difficult
The search for identity
MSC: Conceptual
REF:
MSC:
REF:
MSC:
REF:
Cognitive Development
Factual
Cognitive Development
Application
Aptitudes for School
REF: Aptitudes for School
REF:
MSC:
REF:
MSC:
REF:
Aptitudes for School
Factual
Aptitudes for School
Conceptual
Special Children, Special Needs
REF: Special Children, Special Needs
REF: Special Children, Special Needs
REF:
MSC:
REF:
MSC:
REF:
MSC:
REF:
Family Relationships
Conceptual
Family Relationships
Application
Family Relationships
Conceptual
Peers
REF: Peers
REF: Pubertal Changes
REF: Health
REF: Reasoning About Moral Issues
REF: Reasoning About Moral Issues
REF: Reasoning About Moral Issues
REF: Reasoning About Moral Issues
REF: Reasoning About Moral Issues
REF: Reasoning About Moral Issues
REF: Identity and Self-Esteem
REF: Identity and Self-Esteem
25. ANS:
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D
PTS: 1
The search for identity
C
PTS: 1
The search for identity
A
PTS: 1
The search for identity
B
PTS: 1
Part-time employment
C
PTS: 1
Part-time employment
D
PTS: 1
Delinquency MSC: Conceptual
B
PTS: 1
Role transitions marking adulthood
A
PTS: 1
Role transitions marking adulthood
C
PTS: 1
Behavioral changes
B
PTS: 1
Health status
A
PTS: 1
Fluid and crystallized intelligence
C
PTS: 1
Fluid and crystallized intelligence
A
PTS: 1
Fluid and crystallized intelligence
C
PTS: 1
Friendships MSC: Conceptual
D
PTS: 1
Love relationships
C
PTS: 1
Love relationships
B
PTS: 1
Marriage
MSC: Application
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
Moderate
Conceptual
Moderate
Application
Difficult
Factual
Difficult
Factual
Moderate
Factual
Easy
DIF: Moderate
DIF: Moderate
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
MSC:
DIF:
Difficult
Factual
Easy
Factual
Moderate
Factual
Moderate
Application
Difficult
Conceptual
Difficult
DIF:
MSC:
DIF:
MSC:
DIF:
Easy
Factual
Moderate
Application
Easy
REF: Identity and Self-Esteem
REF: Identity and Self-Esteem
REF: Identity and Self-Esteem
REF: The World of Work
REF: The World of Work
REF: The Dark Side
REF:
MSC:
REF:
MSC:
REF:
Emerging Adulthood
Factual
Emerging Adulthood
Factual
Emerging Adulthood
REF: Physical Development and Health
REF: Cognitive Development
REF: Cognitive Development
REF: Cognitive Development
REF: Relationships
REF: Relationships
REF: Relationships
REF: Lifestyles