Preface to the Telecourse Study Guide
Introduction
Welcome to the study of Lifespan Psychology. Psychology 200& will introduce you to some of the
basic facts and theories about how we develop over the course of the lifespan. If you have taken any
general psychology courses this course will help to tie the separate topics studied there into a more
coherent whole by placing them within a developmental perspective. Whatever your background, this
course should enhance your appreciation of the complexity and diversity of human behavior.
As a developing human being, you should find much relevance in this course. All of us are in many
ways like most other human beings; yet each of us in other ways differs from the norm. As you
progress through this course, I ask that you reflect upon the many factors that shape our commonality
and uniqueness. You will get the most out of this course if you consider how the material in each
chapter is relevant to your personal experience. This approach will facilitate your comprehension and
long term retention of the material.
Organization of the Course
This Study Guide has been designed to focus your attention on the material that your instructor feels is
most central. To accomplish this, the Study Guide will ask you to identify, define, describe, explain,
discuss, recognize or summarize certain topics and concepts. It will present you with a number of
multiple-choice practice questions based on the text which were drawn from the same pool of items as
the questions you will find on the exams. This will enable you to test your comprehension of key
terms, facts, and concepts to ensure that you are ready for the exams. Note: you should not look at
the practice tests until you have studied the chapter.
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Table of Contents
Preface to the Study Guide ...................................................................................................i
Chapter 1: History, Theory, and Research Strategies ......................................................... 1
Video Program 2: A Scientific Approach ............................................................................. 1
Chapter 2: Biological and Environmental Foundations ...................................................... 3
Video Program 3: Nature and Nurture: The Dance of Life ................................................. 4
Chapter 3: Prenatal Development, Birth, and the Newborn Baby ..................................... 6
Video Program 4: The Wondrous Journey .......................................................................... 7
Chapter 4: Physical Development in Infancy and Toddlerhood ......................................... 8
Video Program 5: Grow, Baby, Grow .................................................................................. 9
Chapter 5: Cognitive Development in Infancy and Toddlerhood ..................................... 11
Video Program 6: The Little Scientist ................................................................................ 12
Chapter 6: Emotional and Social Development in Infancy and Toddlerhood .................. 13
Video Program 7: Getting to Know You ............................................................................ 14
Chapter 7: Physical and Cognitive Development in Early Childhood ............................... 16
Video Program 9: Playing and Learning ............................................................................ 17
Chapter 8: Emotional and Social Development in Early Childhood .................................. 19
Video Program 10: Playing and Socializing ....................................................................... 19
Chapter 9: Physical and Cognitive Development in Middle Childhood ............................ 21
Video Program 12: The Age of Reason ............................................................................. 22
Chapter 10: Emotional and Social Development in Middle Childhood ............................ 24
Video Program 13: A Society of Children .......................................................................... 24
Chapter 11: Physical and Cognitive Development in Adolescence .................................. 26
Video Program 14: What If? ............................................................................................. 27
Chapter 12: Emotional and Social Development in Adolescence..................................... 29
Video Program 16: Who Am I? ......................................................................................... 30
Chapter 13: Physical and Cognitive Development in Early Adulthood ............................. 31
Video Program 18: Decisions, Decisions ........................................................................... 32
Chapter 14: Emotional and Social Development in Early Adulthood ............................... 34
Video Program 19: Love and Work ................................................................................... 36
Chapter 15: Physical and Cognitive Development in Middle Adulthood ......................... 37
Video Program 20: Thriving in Midlife .............................................................................. 37
Chapter 16: Emotional and Social Development in Middle Adulthood ........................... 39
Video Program 22: Making Lemonade ............................................................................. 40
Chapter 17: Physical and Cognitive Development in Late Adulthood .............................. 41
Video Program 24: Making Memories .............................................................................. 42
Chapter 18: Emotional and Social Development in Late Adulthood ................................ 44
Chapter 19: Death, Dying, and Bereavement ................................................................... 47
Video Program 26: Living and Dying ................................................................................. 47
Answers to Practice Tests ................................................................................................. 50
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Chapter 1: History, Theory, and Research Strategies
After reading this chapter, you should be able to:
1.1
Explain the importance of the terms interdisciplinary and applied as they help to define the
field of human development. (p.5)
1.2
Explain the role of theories in understanding human development, and describe three basic
issues on which major theories take a stand. (pp. 5-7)
1.3
Describe factors that sparked the emergence of the lifespan perspective, and explain the four
assumptions that make up this point of view. (pp. 7-13)
1.4
Describe theoretical perspectives that influenced human development research in the midtwentieth century, and cite the contributions and limitations of each. (pp. 15-20)
1.5
Describe recent theoretical perspectives on human development, noting the contributions of
major theorists. (pp. 21-26)
1.6
Describe the research methods commonly used to study human development, citing the
strengths and limitations of each. (pp. 26-31)
1.7
Contrast correlation and experimental research designs, and cite the strengths and imitations
of each. (pp. 31-34)
1.8
Describe three research designs for studying development, and cite the strengths and
limitations of each. (pp. 34-38)
Video
A Scientific Approach
Segment 1: The Scientific Method
Segment 2: Research Methods
Segment 3: Studying Changes over Time
This lesson introduces research methodology—how scientists explore and gain knowledge to
understand human development. To illustrate how developmental psychologists have used the
scientific method, the video lesson traces the evolution of attachment research, including research
studies by Harry Harlow, Mary Ainsworth, and Mary Main. Students are introduced to research design
and learn how researchers use observational studies and surveys to establish a relationship between
the variables—or behaviors and characteristics—that they decide to investigate. The video lesson
considers the ethics of conducting and reporting scientific research and emphasizes the importance of
approaching questions and problems and testing ideas and theories from many different perspectives.
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Practice Test 1
1.
The field of human development is considered to be applied because
a. it deals with answering questions about development throughout the life span
b. investigators from a variety of fields collaborate on research projects
c. findings are used for practical purposes to improve people’s lives
d. it is motivated largely by scientific curiosity
2.
The concept of stages is characteristic of theories that view development as
a. multidimensional
c. continuous
b. discontinuous
d. stable
3.
Age-graded influences
a. apply to many people at fairly predictable ages
b. are most powerful during later adulthood
c. do not follow a predictable time table
d. become more powerful with age
4.
Freud’s psychosexual theory emphasizes how ____ affect(s) development.
a. parental management of children’s innate drives
b. learned stimulus and response associations
c. the culture in which children are raised
d. adaptive, species-specific behaviors
5.
An educational program based on Piaget’s cognitive-developmental theory would most likely
emphasize
a. discovery learning through direct contact with the environment
b. joint problem solving with older children and adults
c. reinforcing children for giving the right answers
d. formal mathematics and language drills
6.
Which approach to development is most likely to use flowcharts indicating the precise series of
mental steps a child uses in solving a problem?
a. psychoanalytic
c. social learning
b. information processing
d. ecological
7.
According to Bronfenbrenner’s Ecological Theory, not only are children likely to be influenced
by the people present in their Microsystems, but they influence those people as well. This
represents the concept of ____ interactions.
a. adaptive
c. bidirectional
b. learned
d. critical
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8.
The major limitation of correlational research is that
a. findings do not provide information on how people behave outside of the laboratory
b. investigators theoretical beliefs often lead them to misinterpret their observations
c. the results cannot be generalized to other people and settings
d. they do not permit inferences about cause and effect
9.
In an experimental design, the experimenter manipulates changes in the ____ variable and
observes its effects on the ____ variable.
a. independent; dependent
c. cohort; random
b. dependent; independent
d. random; cohort
10.
In a ____ research design, one group of participants in studied repeatedly at different ages, and
changes are noted as the participants mature.
a. cross-sectional
c. longitudinal
b. naturalistic
d. epigenetic
Note: Answers to practice tests are on page ??.
Chapter 2: Biological and Environmental Foundations
After reading this chapter, you should be able to:
2.1
Describe the relationship between phenotypes and genotypes. (p. 45)
2.2
State the function of chromosomes, describe the structure of the DNA molecule, and explain
the process of mitosis. (pp. 46-47)
2.3
Describe the process the meiosis. (p. 46-47)
2.4
Describe the genetic events that determine the sex of the new organism. (p. 47)
2.5
Identify two types of twins, and explain how each is created. (p. 47-48)
2.6
Describe basic patterns of genetic inheritance. (pp. 48-52)
2.7
Distinguish between genetic and chromosomal disorders; describe Down syndrome. (pp. 52-53)
2.8
Define genetic counseling; describe prenatal diagnosis and fetal medicine. (pp. 53-57)
2.9
Summarize research on adoption. (pp. 57-59)
2.10
Describe family functioning from the perspective of ecological systems theory. (pp. 59-60)
2.11
Define socioeconomic status; discuss the impact of SES and poverty, including homelessness, on
family functioning. (pp. 60-63)
2.12
Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults.
(pp. 63-65)
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2.13
Explain how cultural values and practices, public policies, and political and economic conditions
affect human development; compare the poverty rates for children and elders in the United
States with those of other nations. (pp. 65-70)
2.14
Describe and evaluate methods researchers use to determine “how much” heredity and
environment influence complex human characteristics. (pp. 70-72)
2.15
Describe concepts that indicate “how” heredity and environment work together to influence
complex human characteristics. (pp. 72-75)
Video
Nature and Nurture: The Dance of Life
Segment 1: The Beginning of Development
Segment 2: The Twin Perspective
Segment 3: From Genotype to Phenotype
Segment 4: Genetic and Chromosomal Abnormalities
This lesson closely examines the role of heredity and environment, or nature and nurture, in
development. While genes may be the first chapter in a particular story, it is important to recognize the
multitude of influences that shape individuals throughout their lives. Students learn about DNA, genes
acting in combination, and the effect that the environment can have on genetic expression. The video
lesson considers how studying the similarities and differences between monozygotic twins has yielded
a wealth of information regarding the complex interaction between genes and the environment that
influences human development at every age.
Practice Test 2
1.
Chromosomes
a. store and transmit genetic information
b. are inherited from the mother only
c. are located outside of the nucleus
d. always group in xy pairs
2.
As a result of ____, two identical DNA ladders are formed, each containing one new side and
one old side.
a. canalization
c. meiosis
b. mutations
d. mitosis
3.
____ are the sex cells; each contains ___ chromosomes.
a. Autosomes; 23 pairs of
c. Gametes; 23 pairs of
b. Autosomes; 23
d. Gametes; 23
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4.
Monozygotic twins are created when
a. one fertilized ovum divides into two separate clusters of cells
b. two different ova are fertilized by two different sperm
c. two different ova are fertilized by the same sperm
d. one ovum is fertilized by two different sperm
5.
Many characteristics that are strongly influenced by heredity, such as height, weight,
personality, and intelligence vary along a continuum (in degrees, as opposed to all or nothing).
Because they are influenced by the interaction of many genes they are examples of
a. dominant-recessive inheritance
c. incomplete dominance
b. polygenic inheritance
d. X-linked inheritance
6.
Although most adopted children become well-adjusted adults, they tend to have more learning
and emotional difficulties than other children. The may be because
a. the biological mother may have been unable to care for them due to problems that are
partly genetic, such as alcoholism or severe depression, and may have passed this tendency
to her offspring.
b. the biological mother may have experienced severe stress, poor nutrition, or inadequate
medical care during her pregnancy—all factors that can affect the child.
c. many children adopted after infancy already have a preadoptive history of conflict-ridden
family relationships, neglect, and abuse.
d. Any of the above.
7.
When marital relationships are warm and loving, mothers and fathers tend to praise and
stimulate their children more. This is an example of a(n) ____ influence between parents and
their children.
a. macrosystem
c. indirect
b. mesosystem
d. direct
8.
In the United States, ____ of the homeless are families with children.
a. 1-2%
c. 20-25%
b. 5-10%
d. 45-50%
9.
A major reason that Americans have been reluctant to accept the idea of publicly supported
child care is that
a. child care outside of the family home is harmful to children
b. few mothers of very young children work outside of the home
c. most American grandparents participate regularly in childcare
d. American culture is highly individualistic and thus emphasizes independence and selfreliance
10.
Felicia, who is naturally muscular and well-coordinated, joins the volleyball, soccer, and track
teams at school. This niche-picking is an example of a(n) ____ genetic-environmental
correlation.
a. passive
c. evocative
b. active
d. dynamic
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Chapter 3: Prenatal Development, Birth, and the Newborn Baby
After reading this chapter, you should be able to:
3.1
List the phrases of prenatal development, and describe major milestones of each. (pp. 80-85)
3.2
Define the term teratogen, and summarize the four factors that affect the impact of teratogens
on prenatal development. (pp. 85-86)
3.3
List agents known or suspected of being teratogens; discuss the harmful impact of tobacco and
alcohol. (pp. 86-93)
3.4
Describe and distinguish between the three stages of childbirth. (pp. 96-97)
3.5
Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the
newborn baby, including length and weight; explain the purpose and main features of the
Apgar Scale. (p. 97-98)
3.6
Describe natural childbirth and home delivery, noting the benefits and concerns associated with
each; note the benefits of social support during the childbirth process. (pp. 99-100)
3.7
List common medical interventions during childbirth, circumstances that justify their use, and
any dangers associated with each; state the frequency of cesarean deliveries. (pp. 100-101)
3.8
Describe the risks associated with low birth-weight and distinguish between preterm and smallfor-date births, along with factors that help infants who survive a traumatic birth recover. (pp.
101-106)
3.9
Describe the United States’ international standing in infant mortality; identify the social policies
of countries with lower infant mortality rates than the United States. (pp. 104-105)
3.10
Name and describe major newborn reflexes, noting the functions served by each, and discuss
the importance of assessing newborn reflexes. (pp. 106-108)
3.11
Describe the five infant states of arousal, with particular attention to sleep and crying. (pp. 108111)
3.12
Describe the newborn baby’s sensory capacities. (pp. 111-113)
3.13
Describe typical changes in the family unit after the birth of a new baby. (pp. 114-115)
Video
The Wondrous Journey
Segment 1: The First Trimester
Segment 2: Risk Reduction
Segment 3: The Second Trimester
Segment 4: The Third Trimester
This lesson follows the experiences of an expectant family through the prenatal process to the live
birth of their second child. During this journey, students learn about the three trimesters of pregnancy
and the developmental expectations associated with each trimester. Students also learn about the
germinal, embryonic, and fetal periods of prenatal development. These divisions provide an orderly
6
context in which to understand the environmental and genetic influences on the developing infant. The
video lesson examines risk factors, or teratogens, that often influence the success or failure of
conception and later the delivery of a healthy baby. It also discusses ways to reduce these risks and
ensure that expectant mothers receive the proper prenatal care.
Practice Test 3
1.
The age of viability occurs sometime between ____ and ____ weeks.
a. 18; 22
c. 26; 30
b. 22; 26
d. 30; 34
2.
____ refers to a limited time span during which a body part or a behavior is biologically
prepared to develop rapidly and is especially sensitive to environmental events.
a. The age of viability
c. Range of reaction
b. A sensitive period
d. Canalization
3.
The likelihood of negative effects due to smoking during pregnancy
a. diminishes only if the mother stops before the placenta begins carrying food and oxygen to
the prenatal organism.
b. diminishes only if the mother stops before the period of the embryo.
c. diminishes immediately if the mother stops smoking.
d. is negligible.
4.
The ____ stage of labor is the longest.
a. first
b. second
c. third
d. fourth
5.
A study discussed in the text showed that mothers who had a companion staying with them
throughout labor ____ than mothers who did not have companionship.
a. interacted less with their newborns in the first hour after delivery
b. were more likely to be prescribed pain and labor medications
c. experienced shorter labors and had fewer complications
d. experienced more anxiety during childbirth
6.
The United States’ infant mortality rankings have slipped from seventh lowest in the 1950s to
twenty-sixth in 2008. Every country with lower infant mortality than the US provides which of
the following?
a. government sponsored health care benefits, access to good nutrition, quality medical care
and supports to promote effective parenting
b. higher numbers of well-trained pediatric nurses and midwives
c. more funding for prenatal surgery
d. higher rates of cesarean deliveries
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7.
The cesarean delivery rate in the United States is approximately ____.
a. 5%
c. 20%
b. 10%
d. 30%
8.
Researchers believe that most newborn reflexes disappear during the first six months due to
a. a gradual increase in voluntary control over behavior as the cerebral cortex develops
b. a lack of use, particularly for the primitive survival reflexes
c. proximodistal development impacting gross motor control
d. cephalocaudal development impacting fine motor control
9.
Why might infants spend so much time in REM sleep?
a. REM sleep provides stimulation that may promote central nervous system development.
b. REM sleep allows the body to conserve energy needed for growth.
c. REM sleep assists with temperature regulation and digestion.
d. REM sleep minimizes boredom.
10.
Which of the following statements is false?
a. Newborns can distinguish several basic tastes.
b. Newborns can hear a wide variety of sounds.
c. Newborns are highly sensitive to pain.
d. Newborns cannot yet see colors.
Chapter 4: Physical Development in Infancy and Toddlerhood
After reading this chapter, you should be able to:
4.1
Describe major changes in body growth over the first 2 years of life, including the
cephalocaudal and proximodistal trends. (pp. 120-121)
4.2
Describe brain development during infancy and toddlerhood. (pp. 121-122)
4.3
Describe the development of the cerebral cortex, and explain the concepts of brain
lateralization and brain plasticity and their significance. (pp. 124-126)
4.4
Describe how both heredity and early experience contribute to brain organization. (pp. 125,
127-128)
4.5
Discuss changes in the organization of sleep and wakefulness between birth and 2 years of age.
(p. 128)
4.6
Discuss cultural variations in infant sleeping arrangements and the practice of co-sleeping.
(p. 129)
4.7
Cite evidence that heredity, affection, and stimulation contribute to early physical growth.
(p. 130)
8
4.8
Discuss the nutritional needs of infants and toddlers and the advantages of breastfeeding.
(pp. 130-131)
4.9
Note the percentage of the world’s children that suffers from malnutrition; discuss the impact
of severe malnutrition on the development of infants and toddlers, and cite two dietary
diseases associated with this condition. (p. 132)
4.10
Describe the growth disorder known as nonorganic failure to thrive, noting common symptoms
and family circumstances surrounding the disorder. (p. 132-133)
4.11
Distinguish between classical conditioning and operant conditioning and explain their roles in
infant learning. (pp. 133-134)
4.12
Define habituation and recovery, and explain their use in studying infant perception and
cognition. (pp. 134-135)
4.13
Discuss imitation in infants and the role of mirror neurons complex social abilities. (pp. 135136)
4.14
Describe the general course of motor development during the first 2 years, along with factors
that influence it. (pp. 137-138)
4.15
Explain the dynamic systems theory of motor development, and discuss support for this
approach stemming from cross-cultural research. (pp. 138-140)
4.16
Summarize the development of hearing and vision, including depth and pattern perception, and
intermodal perception during infancy. (pp. 141-147)
Video
Grow, Baby, Grow!
Segment 1: Physical Growth and Health
Segment 2: Brain Growth and Development
Segment 3: Basic Reflexes and Motor Skills
Segment 4: Infant Nutrition
This lesson highlights the connection between normal physical growth and a supportive social
environment—an area of study called biosocial development. Students learn about expected growth
patterns, critical periods of brain development, and ways to support and encourage normal
development. Experts in developmental psychology and pediatrics talk about gross and fine motor
development, about the importance of reflexes for infant survival, and about the importance of
nutrition and breast milk during the first two years.
Practice Test 4:
1.
Alicia was 20 inches long and weighed 7 pounds at birth. Assuming normal growth, what can
we estimate her measurements will be on her first birthday?
a. 25 inches and 14 pounds
c. 25 inches and 21 pounds
b. 30 inches and 14 pounds
d. 30 inches and 21 pounds
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2.
Toddlers advanced in language development show greater ____ than do their more slowly
developing agemates.
a. plasticity in the frontal lobes of the cerebral cortex
b. right-hemispheric reaction to speech sounds
c. left-hemispheric specialization for language
d. myelinization of neural fibers
3.
One reason many parents have trouble getting their newborns to sleep through the night is
that not until the middle of the first year
a. is the brain sufficiently lateralized to promote control over sleep rhythms
b. is the secretion of melatonin much greater at night than during the day
c. is the production of neurons in the cerebral cortex complete
d. does REM sleep emerge
4.
One explanation for the high frequency of bedtime struggles in American homes is that
a. American children are more dependent on their parents than are children from other
cultures
b. young children often feel stress when they are required to fall asleep alone
c. American children often eat an abundance of sugary foods in the evening
d. American parents are often lax in enforcing bedtime rules and rituals
5.
Which of the following is supported by research on breast- versus bottle-feeding?
a. Breast-fed infants are more likely than bottle-fed infants to have tooth decay.
b. Bottle-fed infants accept new solid foods more easily than do breast-fed infants.
c. Breast-fed infants are more likely than bottle-fed infants to become constipated or have
diarrhea.
d. Breast-fed infants have fewer illnesses and allergic reactions than do bottle-fed infants.
6.
Research indicates that about ____ percent of the world’s children do not get enough to eat.
a. 5
c. 22
b. 10
d. 30
7.
When infants are taught that sucking on a special pacifier triggers various sounds, they will suck
faster to hear interesting sounds. This is an example of
a. classical conditioning
c. habituation
b. operant conditioning
d. extinction
8.
Baby Marcella was able to drag herself around by using just her arms before she was able to
use her legs to move herself forward with her belly off the floor. This is an example
demonstrates the
a. cephalocaudal trend
c. stepping reflex
b. proximodistal trend
d. Moro reflex
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9.
10.
Visual acuity reaches a near-adult level of 20/20 by ____ months of age.
a. 3
c. 12
b. 6
d. 18
Babies perceive input from different sensory systems in a unified way by detecting
a. amodal sensory properties
c. kinetic depth cues
b. contrast and boundaries
d. optical flow
Chapter 5: Cognitive Development in Infancy and Toddlerhood
After reading this chapter, you should be able to:
5.1
Describe how schemes change over the course of development. (p. 152)
5.2
Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements in
each. (pp. 153-155)
5.3
Discuss the implications of recent research on sensorimotor development for the accuracy of
Piaget’s sensorimotor stage. (pp. 155-160)
5.4
Describe the general structure of the information-processing system. (pp. 160-161)
5.5
Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162-165)
5.6
Describe the emphasis of Vygotsky’s sociocultural theory and explain how the concept of the
zone of proximal development expands our understanding of early cognitive development.
(pp. 165-166)
5.7
Describe the mental testing approach, the meaning of intelligence test scores, and the extent to
which infant tests predict later performance. (pp. 166-169)
5.8
Discuss environmental influences on early mental development, including home, child care, and
early intervention for at-risk infants and toddlers; specifically, describe the Carolina
Abecedarian Project and its findings. (pp. 169-172)
5.9
Summarize three theories of language development, and indicate the emphasis each places on
innate abilities and environmental influences. (pp. 172-174)
5.10
Describe major milestones of language development in the first 2 years, including ages for
cooing, babbling, first words, and two-word utterances. (pp. 174-176)
5.11
Note individual and cultural differences in language development, and discuss ways in which
adults can support infants’ and toddlers’ emerging capacities. (pp. 177-179)
11
Video
The Little Scientist
Segment 1: Sensorimotor Intelligence
Segment 2: Language Development
This lesson focuses on the cognitive development that occurs during the first two years in life. This
period of development is referred to in Piaget’s cognitive theory as the sensorimotor stage. Students
learn that it is at this time that babies learn about their world through their senses, by touching,
feeling, hearing, and experiencing. Language development, another critical area in cognitive
development, is discussed in depth. During the first two years, babies’ language abilities progress from
cooing, to babbling, to forming simple words, to stringing two or three more words together. Babies’
ability to understand and use language can have a profound impact on how they view and experience
their world.
Practice Test 5
1.
According to Piaget, during ____ children interpret experiences in terms of existing schemes,
whereas in ____ old schemes are adjusted and new ones created to make sense of the
environment.
a. equilibration; disequilibration
c. assimilation; accommodation
b. accommodation; assimilation
d. adaptation; organization
2.
When baby Radsheda reached for her pacifier, she accidentally pushed it under her pillow.
Rather than searching for her pacifier under the pillow, Radsheda cried. This suggests that she
has not yet developed
a. dual representation
c. conservation
b. object permanence
d. animism
3.
Follow-up research on the sensorimotor period indicates that
a. the first signs of object permanence occur earlier than Piaget believed
b. representational capacities emerge before the end of the sensorimotor stage
c. the cognitive attainments of infancy do not develop in the precise, stepwise manner that
Piaget assumed
d. all of the above
4.
In the information processing system, input
a. is channeled through the various memory stores using mental strategies
b. simply flows on its own through the various memory stores
c. is automatically transferred into long-term memory
d. is held in the sensory registers until it is attended to
5.
Information processing research shows that by 12 months infants can categorize
a. objects into groups, such as food, animals, furniture, etc.
b. people and their voices by age and gender
c. neither a nor b
d. both a and b
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6.
Which of the following is within a child’s zone of proximal development?
a. a task that a child cannot handle alone but can accomplish with the help of an adult
b. a task that a child figures out how to accomplish through independent activity
c. a task that a child cannot accomplish alone or with the help of an adult
d. a task that a child has recently mastered
7.
Which of the following measures of infant performance best predicts childhood intelligence?
a. habituation and recovery to visual stimuli
b. infant perceptual and motor responses
c. infant problem solving
d. infant memory
8.
Findings from the Carolina Abecedarian Project suggest that ____ is/are key for fostering the
mental development of children born into extreme poverty.
a. intervention during the middle- and high-school years
b. beginning enrichment programs during infancy
c. nutrition and health services
d. psychological testing
9.
Babbling:
a. is found only in infants in individualistic cultures
b. occurs only in infants with normal hearing
c. precedes cooing
d. is universal
10.
When young children first learn words, they sometimes apply them too narrowly, an error
known as ____; at other times they apply a word to a wider collection of objects or events than
is appropriate, an error known as ____.
a. an A-B language error; a telegraphic error
b. a telegraphic error; an A-B language error
c. overextension; underextension
d. underextension; overextension
Chapter 6: Emotional and Social Development in Infancy and Toddlerhood
After reading this chapter, you should be able to:
6.1
Discuss the first two stages of Erikson’s psychological theory, noting the conflict at each stage,
and how each conflict can be positively resolved. (pp. 184-185)
6.2
Describe changes in the expression of happiness, anger, sadness, and fear across infancy.
(pp. 185-186)
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6.3
Summarize changes in infants’ ability to understand and respond to the emotions of others,
with particular attention to the emergence of social referencing. (p. 188)
6.4
Explain the nature of self-conscious emotions, noting why they emerge during the second year
and indicating their role in development. (pp. 188-189)
6.5
Discuss emotional self-regulation during the first two years. (pp. 189-190)
6.6
Define temperament and identify the three temperamental styles elaborated by Thomas and
Chess; note why many infants don’t fit any of these categories. (pp. 190-191)
6.7
Explain how temperament is measured, and discuss the stability of temperament over time.
(pp. 191-193)
6.8
Summarize genetic and environmental influences on temperament, and describe the goodnessof-fit model. (pp. 193-195)
6.9
Describe Bowlby’s ethological theory of attachment, and trace the development of attachment
over the first two years. (pp. 196-198)
6.10
Describe the Strange Situation and Attachment Q-sort procedures for measuring attachment;
discuss the four patterns of attachment. (pp. 198-199)
6.11
Discuss the factors that affect attachment security, including opportunity for attachment,
quality of caregiving, infant characteristics, family circumstances, and parents’ working models.
(pp. 200-202)
6.12
Discuss fathers’ attachment relationships with their infants. (pp. 202, 204)
6.13
Discuss research findings on child care in infancy and attachment security. (p. 203)
6.14
Describe the link between early attachment and later cognitive, emotional, and social
development, and explain how continuity of caregiving affects this link. (pp. 205-206)
6.15
Trace the emergence of self-awareness, and explain how it influences early emotional and
social development, categorization of the self, and the development of self-control. (pp. 206209)
Video
Getting to Know You
Segment 1: Development through Crises
Segment 2: Attachment
Segment 3: Attachment and Day Care
This lesson focuses on social and emotional development that occurs in the first two years.
Researchers who study the psychological development of babies are interested in the factors that play
a role in shaping a child’s emotions and personality. Topics covered in this lesson include
temperament, social referencing, and attachment. An early example of emotional interaction involves
face-to-face social play. Through this coordinated interaction, parents and babies influence each other
in a process known as synchrony. The video lesson also considers the research on attachment
conducted by developmental psychologist Mary Ainsworth.
14
Chapter 6 Practice Test
1.
In Erikson’s theory, an infant’s second task, after developing a sense of basic trust, is to resolve
the crisis of
a. autonomy vs. shame and doubt
c. industry vs. inferiority
b. identity vs. role confusion
d. initiative vs. guilt
2.
____ is evoked by the human face and first appears between ____ of age.
a. The social smile; 6 and 10 weeks
c. Laughter; 6 and 10 weeks
b. The social smile; 4 and 5 months
d. Laughter; 4 and 5 months
3.
Social referencing is
a. relying on another person’s emotional reaction to appraise an uncertain situation
b. thinking about the self as subject (I-self) and object (me-self) in relation to others
c. the process of monitoring progress toward a goal, checking outcomes, and redirecting
unsuccessful efforts
d. the use of a familiar caregiver as a secure base from which an infant confidently explores
the environment
4.
Self-conscious emotions appear ____, as self-awareness emerges.
a. late in the first year
c. during the latter half of the second year
b. early in the second year
d. toward the beginning of the third year
5.
Which of the following is supported by research on temperament?
a. Boys and girls tend to be equally active and daring throughout childhood.
b. There are no identifiable differences in infant temperament across ethnic groups.
c. Studies using heritability estimates indicate that only 5 to 10 percent of individual
differences in temperament are due to heredity.
d. Identical twins are more similar than fraternal twins across a wide range of temperamental
traits.
6.
The ____ explains how temperament and environment can together produce either favorable
or unfavorable outcomes in children’s psychosocial development.
a. interactional synchrony hypothesis
c. goodness-of-fit model
b. ethological theory of attachment
d. functionalist approach
7.
The ethological theory offers which of the following explanations of human mother-infant
attachment?
a. Mothers and infants become instinctively attached to each other at birth.
b. Infants become attached to their mothers because mothers are associated with the
reduction of primary drives, such as hunger and thirst.
c. Behaviors such as smiling, babbling, and crying are innate social signals that encourage
mothers to interact with their infants.
d. Mothers’ behaviors such as smiling, hugging, and vocalizing reinforce infants’ social
engagement.
15
8.
Research on parental behavior and attachment suggests that ____ is the primary factor in
leading infants to develop a secure attachment.
a. child-centered caregiving
c. sensitive caregiving
b. authoritative parenting
d. social referencing
9.
Research suggests that a child who is insecurely attached to a parent in infancy may fare well
later on as long as
a. there are strong affectional ties outside the immediate family
b. the child has no siblings to compete with for attention
c. the child is neglected in school but not rejected
d. the family income is high enough for comfort
10.
Two-year-old Isabella has a red dot on her nose. When she looks into a mirror, she tries to rub
the dot off of her nose rather than off of the mirror. This behavior indicates that she has
developed
a. self-control
c. self-recognition
b. self-realization
d. a categorical self
Chapter 7: Physical and Cognitive Development in Early Childhood
After reading this chapter, you should be able to:
7.1
Describe changes in body size and proportions during early childhood. (pp. 216-217)
7.2
Discuss brain development in early childhood, including the frontal lobes and differences
between the cerebral hemispheres. (pp. 217-219)
7.3
Identify the leading cause of childhood mortality in industrialized countries; summarize factors
related to unintentional childhood injuries, and cite preventive measures. (pp. 222-223)
7.4
Cite advances in gross and fine motor development in early childhood, including individual and
sex differences. (pp. 224-227)
7.5
Describe advances in mental representation during the preschool years, including the changes
in and benefits of make-believe play. (pp. 227-229)
7.6
Describe the limitations of preoperational thought, including egocentrism, inability to conserve,
and irreversibility. (pp. 229-230)
7.7
Summarize recent research showing that Piaget underestimated several aspects of
preschoolers’ thought processes. (pp. 230-233)
7.8
Describe three educational principles derived from Piaget’s theory. (p. 233)
7.9
Contrast Piaget’s and Vygotsky’s views on the development and significance of children’s
private speech. (pp. 234-235)
7.10
Explain Vygotsky’s position on the social origins of cognitive development, including the role of
scaffolding. (p. 235)
16
7.11
Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas.
(pp. 235-237)
7.12
Describe the development of attention, planning, and memory during early childhood; explain
why children perform poorly on recall tasks and describe their use of scripts for remembering
familiar events. (pp. 237-239)
7.13
Describe young children’s theory of mind. (pp. 239-241)
7.14
Describe the impact of home environment, educational programs, child care, and media on
mental development in early childhood. (pp. 244-248)
7.15
Trace the development of vocabulary, grammar, and conversational skills, and cite factors that
support language learning in early childhood. (pp. 248-251)
Video
Playing and Learning
Segment 1: How Preschoolers Think
Segment 2: Words and Memories
Segment 3: Early Childhood Education
Preschoolers learn a great deal through play. This video lesson illustrates the way that children’s
experiences with puzzles, building blocks, and other toys during the years between the ages of two and
five contribute to the development of their cognitive abilities. Every kind of game or puzzle can add to
their understanding of themselves and their place in the world. This lesson presents how the mastery
of language improves dramatically and their memory skills become more useful to them. Through
guided participation and scaffolding, adults can assist children’s learning. The video lesson explores the
different theories advanced by Jean Piaget and Lev Vygotsky to explain the cognitive development of
preschoolers. Language, theory of mind, and memory can be enhanced when children are placed in an
enriched environment, such as a preschool.
Chapter 7 Practice Test
1.
During Early Childhood, on average, children grow ____ in height and ____ in weight each year.
a. 1 to 2 inches; 3 to 4 pounds
c. 3 to 4 inches; 7 pounds
b. 2 to 3 inches; 5 pounds
d. 4 to 5 inches; 9 pounds
2.
Between ages 2 and 6 years, the brain increases from ____ percent of its adult weight.
a. 25 to 40
c. 55 to 70
b. 40 to 55
d. 70 to 90
3.
Not usually mastered until around age 6, ____ is often considered to be the most complex selfhelp skill developed in early childhood.
a. eating with utensils
c. brushing teeth
b. fastening buttons
d. tying shoes
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4.
Preschoolers who spend more time at sociodramatic play are generally rated by their teachers
as ____ compared to their agemates.
a. more socially competent
c. more egocentric
b. less imaginative
d. less animistic
5.
Billy’s difficulty grasping the principle of conservation helps to explain his:
a. inability to see more than one person’s point of view at a time
b. tendency to draw a picture of a dime three times its normal size
c. inability to understand that a Chihuahua and a Great Dane are both dogs
d. inability to understand that a short cup and taller, narrower glass hold the same amount
6.
Although Piaget’s three-mountains task suggests that preoperational children cannot take the
perspective of others, recent research has shown that when investigators____, 4-year-olds
show clear awareness of others’ vantage points.
a. include familiar objects and other assessment methods
b. permit children to walk around the display
c. use mountains of differing heights
d. use picture-selection methods
7.
Research indicates that children who use private speech during a challenging activity ____ than
their less talkative agemates.
a. depend more on help from adults
c. are more egocentric
b. are less cognitively sophisticated
d. tend to do better
8.
To remember a given instance of a repeated event, children and adults use ____, general
descriptions of the typical sequence of events in a particular situation.
a. hierarchical classification
b. scaffolds
c. dual representation
d. scripts
9.
Theory of mind research indicates that by age 3, children realize that
a. a person can think about something without seeing it, touching it, or talking about it
b. people continue to think while they are waiting or otherwise not doing something
c. people do not always behave in ways that are consistent with their desires
d. if you “know” something you are more certain than if you “guessed”
10.
“I hurted myself when I falled down” is an example of
a. the past imperfect
c. overregularization
b. literal translation
d. egocentric speech
18
Chapter 8: Emotional and Social Development in Early Childhood
8.1
Describe Erikson’s initiative versus guilt stage, noting major personality changes of early
childhood. (p. 256)
8.2
Discuss preschool children’s self-understanding, including characteristics of self-concepts and
emergence of self-esteem. (pp. 256-258)
8.3
Describe changes in the understanding of emotion during early childhood. (pp. 258-259)
8.4
Explain how language and temperament contribute to the development of emotional selfregulation during the preschool years, and discuss ways in which adults can help young children
manage common fears of early childhood. (p. 259-260)
8.5
Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial
behavior during early childhood, noting the influence of parenting. (pp. 259-261)
8.6
Describe advances in peer sociability in early childhood, with attention to the types of play
outlined by Mildred Parten; discuss parental influences on early peer relations. (pp. 261-264)
8.7
Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral
development, and cite child-rearing practices that support or undermine moral understanding.
(pp. 264-269)
8.8
Describe the development of aggression in early childhood, distinguishing between its different
forms; note the influences of family and television, and cite strategies for controlling aggressive
behavior. (pp. 269-272)
8.9
Describe preschoolers’ gender-stereotyped beliefs and behaviors, and discuss genetic and
environmental influences on gender-stereotyped beliefs and behavior. (pp. 273-276)
8.10
Describe and evaluate the major theories of gender identity development. (pp. 276-278)
8.11
Describe the four styles of child rearing, explain why authoritative parenting is effective, and
note cultural variations in child-rearing beliefs and practices. (pp. 278-281)
8.12
Describe the four forms of child maltreatment and who commits them; discuss the multiple
origins of child maltreatment, its consequences for development, and effective prevention.
(pp. 281-283)
Video
Playing and Socializing
Segment 1: Social Awareness
Segment 2: Emotional Regulation
Segment 3: Parenting Styles
As preschoolers engage in relationships with people outside of their family environment, they begin to
master the social skills necessary to function in society. This video lesson demonstrates how preschool
children learn to negotiate relationships with other children through sociodramatic play, rough-andtumble play, and other interactions with the peers. It further explains that children with a good selfconcept and healthy self-esteem have an advantage in learning to get along with others, particularly
when they learn emotional regulation—the ability to direct and modify their feelings in socially
19
acceptable way. Children often express their emotions through their behavior, and parents can take
steps to indulge in antisocial behavior, such as bullying and lying. The video lesson explores the three
predominant styles of parenting and explains the impact of these styles on children’s psychosocial
development.
Chapter 8 Practice Test
1.
According to Erikson, the negative outcome of early childhood is an ____ that causes children
to feel too much ____.
a. overly strict superego; guilt
c. undifferentiated ego; confusion
b. overly indulgent id; pleasure
d. unrestrained id; greed
2.
If you ask 4-year-old Kate to describe herself, she would probably describe herself in terms of
a. personality traits
c. interests and goals
b. mental abilities
d. observable characteristics
3.
During the preschool years, empathy becomes an important motivator of
a. prosocial behavior
c. secure attachment
b. identity achievement
d. self-esteem
4.
Vinny and Kaylee are both building towers from the same pile of blocks, but they don’t talk to
each other or direct each other’s activities. They are engaged in ____ play.
a. cooperative
c. nonsocial
b. associative
d. parallel
5.
Inductive discipline
a. sometimes produces overwhelming feelings of guilt in children
b. often produces such high levels of fear and stress that children cannot think clearly enough
to figure out what they should do
c. points out the impact of children’s action on others and provides them with reasons for
changing their behavior
d. may stop unacceptable behavior temporarily, but does not lead to internalization of moral
norms
6.
Which of the following is supported by research on childhood aggression?
a. In early childhood, physical aggression gradually replaces verbal aggression.
b. Aggressive outbursts decrease over the course of early childhood.
c. Psychologically healthy children never behave aggressively.
d. Girls rely more on relational aggression than boys do.
7.
Preschoolers’ gender stereotypes tend to be
a. nonexistent until at least kindergarten
b. stronger for girls than for boys
c. rigid and inflexible
d. all of the above
20
8.
Molly says, “Only girls can be nurses.” Molly
a. has not yet attained gender constancy
b. has an androgynous gender identity
c. is a gender aschematic child
d. is a gender schematic child
9.
A(n) ____ child rearing style involves high acceptance and involvement, adaptive control
techniques, and appropriate autonomy granting.
a. uninvolved
c. authoritarian
b. permissive
d. authoritative
10.
Research on child maltreatment shows that
a. most parents who were abused as children become abusers
b. abusive parents tend to respond to stressful situations with high emotional arousal
c. abuse depends more strongly on children’s characteristics than on parents’ characteristics
d. all of the above
Chapter 9: Physical and Cognitive Development in Early Childhood
After reading this chapter, you should be able to:
9.1
Describe major trends in body growth during middle childhood. (p. 290)
9.2
Identify common health problems in middle childhood, with special attention to obesity and
identifying causes, consequences and effective treatment approaches. (pp. 291-294)
9.3
Cite major milestones of gross and fine motor development in middle childhood, noting sex
differences. (pp. 294-296)
9.4
Describe qualities of children’s play during middle childhood, along with consequences for
emotional and social development. (pp. 296-298)
9.5
Describe the major characteristics of concrete operational thought. (pp. 299-301)
9.6
Discuss follow-up research on concrete operational thought, noting the impact of culture and
schooling. (p. 301-302)
9.7
Cite two basic changes in information processing and discuss the development of attention and
memory in middle childhood. (pp. 303-305)
9.8
Describe evidence indicating that both heredity and environment contribute to IQ, and discuss
cultural influences on individual and group differences in mental test scores. (pp. 312-317)
9.9
Discuss advances in vocabulary, grammar, and pragmatics during middle childhood, and cite the
advantages of bilingualism. (pp. 316-319)
21
9.10
Explain how class size, educational philosophy, and teacher-student interaction patterns
influence children’s academic motivation and achievement. (pp. 319-321)
9.11
Define learning disabilities and describe their causes; cite ways in which schools serve children
with special learning needs. (pp. 322-324)
9.12
Compare the academic achievement of North American children with children in other
industrialized nations, and describe cultural differences that contribute the high achievement of
children in some Asian countries. (pp. 324-325)
Video
The Age of Reason
Segment 1: How School-Age Children Think
Segment 2: Language Development
During the school years, new cognitive skills emerge as children pass into a new phase of their
cognitive development—often identified as the “age of reason”. This video lesson discusses how
school-age children’s thought-processes become more sophisticated, more logical, and based in reality.
In many countries, formal education begins at age six or seven. The video lesson discusses the
cognitive stage that Jean Piaget called concrete operational thought. School-age children use complex
language and they become capable of moral reasoning. The lesson explores Lawrence Kohlberg’s
theory of moral reasoning and considers the criticisms of this theory. The last segment discusses
schoolchildren’s use of code-switching and considers the implications of total immersion, bilingual
education, ESL programs, and other ways of learning more than one language.
Chapter 9 Practice Test
1.
Research indicates that the most effective treatments for childhood obesity focus on
a. designing a daily exercise regimen for the child
b. severely restricting the number of calories eaten
c. changing behaviors of the whole family toward food
d. discovering the unconscious forces that make the child eat
2.
During middle childhood, child-invented games usually involve
a. primarily mental activities, such as talking and memory
b. simple physical skills and a sizable element of luck
c. physical skills that challenge them to their limits
d. one-on-one competitions of individual ability
3.
During a conservation–of-number problem, Carmen recognizes that a change in the length of
the row is compensated for by a change in the spacing between each penny. This example
demonstrates that Carmen is capable of
a. seriation
c. transductive reasoning
b. decentration
d. perception-bound thinking
22
4.
Cross-cultural research demonstrates that
a. conservation is often greatly delayed in nonindustrialized cultures
b. concrete operational thought emerges only in formally schooled cultures
c. brain development is largely responsible for the emergence of conservation
d. concrete operational thought appears at approximately the same age around the world
5.
During middle childhood, attention develops by becoming more
a. selective
c. adaptable
b. planful
d. all of the above
6.
During middle childhood, memory strategies develop in which order?
a. elaboration, organization, rehearsal
b. organization, rehearsal, elaboration
c. rehearsal, organization, elaboration
d. rehearsal, elaboration, organization
7.
Research indicates that ____ can adversely influence test performance of individuals who are
members of ethnic minority groups.
a. test content
b. stereotype threat
c. communication styles
d. all of the above
8.
Research shows that children who are fluent in two languages
a. do better than others on tests of selective attention, analytical reasoning, concept
formation, and cognitive flexibility
b. are advanced in certain aspects of language awareness, such as detection of errors in
grammar and meaning
c. neither a nor b
d. both a and b
9.
In many cases, the cause of learning disabilities is
a. environmental disadvantage
c. emotional problems
b. physical disability
d. unknown
10.
In contrast to Japanese and Taiwanese parents, American parents
a. spend more time helping their children with homework
b. tend to regard native ability as the key to academic success
c. hold higher standards for their children’s academic performance
d. believe that all children have the potential to master challenging academic tasks if they
work hard enough
23
Chapter 10: Emotional and Social Development in Middle Childhood
After reading this chapter, you should be able to:
10.1
Explain Erikson’s stage of industry versus inferiority, noting major personality changes. (p. 330)
10.2
Describe school-age children’s self-concept and self-esteem, as well as factors that influence
children’s self-evaluations; define “attributions.” (pp. 330-334)
10.3
Cite changes in understanding and expression of emotion in middle childhood, including the
importance of both problem-centered and emotion-centered coping for managing emotions.
(pp. 335-336)
10.4
Trace the development of perspective taking (no need to memorize stages from Table 10.1),
and discuss the relationship between perspective taking and social skills. (pp. 335-336)
10.5
Describe changes in moral understanding during middle childhood, including factors that
influence the extent to which children tend to hold racial and ethnic biases. (pp. 337-339)
10.6
Describe changes in peer relations during middle childhood, including characteristics of peer
groups and friendships. (pp. 339-341)
10.7
Describe the categories of peer acceptance (including subtypes), noting how each is related to
social behavior; discuss ways to help rejected children. (pp. 341-342, 343)
10.8
Describe changes in gender-stereotyped beliefs and gender identity during middle childhood,
noting sex differences and cultural influences. (pp. 342-345)
10.9
Discuss changes in the parent-child relationship during middle childhood; define coregulation;
describe how influential children perceive their parents to be in their lives. (p. 345)
10.10 Discuss children’s adjustment to divorce or blended families, noting the influence of parent and
child characteristics, as well as social supports within the family and surrounding community.
(pp. 347-350)
10.11 Explain how maternal employment and life in dual-earner families affect school-age children,
noting the influence of social supports within the family and surrounding community, including
child care for school-age children. (pp. 350-351)
10.12 Discuss factors related to child sexual abuse, its consequences for children’s development, and
ways to prevent and treat it. (pp. 352-354)
10.13 Cite factors that foster resilience in middle childhood. (p. 354)
Video
A Society of Children
Segment 1: Peers
Segment 2: Family
Segment 3: Coping
24
School-age children increasingly come to define who they are in terms of others, are more
independent, and begin spending more and more time with their peers. In his psychoanalytic theory,
Erickson called this stage a time of industry versus inferiority. This video lesson presents the social
development of schoolchildren and how it takes place on two fronts. First, adult-child relationships
nurture a child and teach basic social skills. Second, peer relationships teach cooperation, competition,
and intimacy. Among the topics addressed in this video lesson are social cognition, bullying, and the
effects of divorce.
Chapter 10 Practice Test
1.
According to Erikson, a child who has a realistically positive self-concept, takes pride in doing
things well, and has a sense of moral responsibility has developed
a. autonomy
c. identity
b. basic trust
d. industry
2.
During childhood and adolescence, ____ correlates more strongly with overall self-worth than
any other self-esteem factor.
a. physical/athletic competence
c. physical appearance
b. academic competence
d. social competence
3.
During middle childhood, children’s understanding of emotions changes in that they become
aware that
a. others’ facial expressions indicate their feelings
b. people can feel more than one emotion at a time
c. pride and guilt occur only when others are present
d. basic emotions are related to personal responsibility
4.
Children who ____ are more prone to racial and ethnic biases.
a. think of people in terms of group distinctions
b. view people’s behavior as due to fixed traits
c. have overly high self-esteem
d. all of the above
5.
During middle childhood, ____ become(s) a defining feature of one-to-one friendships.
a. availability to play
c. proximity
b. shared interests
d. trust
6.
____ children often misinterpret the innocent behaviors of peers as hostile.
a. Rejected-aggressive
c. Controversial
b. Rejected-withdrawn
d. Popular-antisocial
25
7.
School-aged children are likely to view which of the following activities as just as bad as
violation of a moral rule?
a. four-year-old Allison wearing her father’s slippers
b. four-year-old Kimberly wearing her mother’s lipstick
c. four-year-old David playing with dolls
d. four-year-old Sally playing with trucks
8.
When asked to identify the most influential people in their lives, fifth and sixth graders most
often nominated
a. media celebrities
c. their parents
b. their teachers
d. their peers
9.
The overriding factor in positive adjustment following divorce is
a. children’s relationships with extended family, teachers, and friends
b. children’s cognitive and social maturity
c. children’s temperament
d. effective parenting
10.
Research on child sexual abuse indicates that
a. the abuser is most often a parent or someone the parent knows well
b. most sexually abused children experience only a single incident
c. both boys and girls are equally likely to be sexually abused
d. reported cases are highest in adolescence
Chapter 11: Physical and Cognitive Development in Adolescence
After reading this chapter, you should be able to:
11.1
Discuss changing conceptions of adolescence over the past century. (pp. 362-363)
11.2
Describe pubertal changes in body size, proportions, motor performance, and sexual maturity;
cite factors that influence the timing of puberty. (pp. 363-367)
11.3
Describe brain development and changes in sleep patterns in adolescence. (pp. 367-368)
11.4
Discuss adolescents’ reactions to the physical changes of puberty, including sex differences.
(pp. 368-370)
11.5
Discuss the impact of maturational timing on adolescent adjustment, noting sex differences and
immediate and long-term outcomes. (pp. 370-371)
11.6
Describe the nutritional needs of adolescents, and cite factors related to serious eating
disorders. (pp. 371-373)
11.7
Discuss social and cultural influences on adolescent sexual attitudes and behavior.
(pp. 373-376)
26
11.8
Describe factors related to the development of sexual orientation, and discuss the unique
adjustment problems of gay, lesbian, and bisexual adolescents. (pp. 376 & 377)
11.9
Discuss the risk of sexually transmitted disease in adolescence, and cite strategies for STD
prevention. (pp. 376-378)
11.10 Discuss factors related to teenage pregnancy, the consequences of early childbearing for
adolescent parents and their children, and prevention and intervention strategies.
(pp. 378-380)
11.11 Distinguish between substance use and abuse, describe personal and social factors related to
each, and cite prevention and treatment strategies. (pp. 380-382)
11.12 Describe the major characteristics of formal operational thought. (pp. 381-382)
11.13 Discuss recent research on formal operational thought and its implications for the accuracy of
Piaget’s formal operational stage. (pp. 384-385)
11.14 Explain how information-processing researchers account for cognitive change in adolescence,
emphasizing the development of scientific reasoning. (pp. 385-386)
11.15 Describe cognitive and behavioral consequences of adolescents’ newfound capacity for abstract
thinking. (pp. 386-388)
11.16 Note sex differences in mental abilities at adolescence, along with biological and environmental
factors that influence them. (pp. 389-390, 391)
11.17 Discus family, peer, school, and employment influences on academic achievement during
adolescence. (pp. 393-395)
Video
What If?
Segment 1: Formal Operational Thought
Segment 2: Educating Adolescents
Segment 3: Adolescent Decision-Making
As adolescents mature, they develop the ability to engage in more complex and sophisticated types of
thinking and reasoning. This lesson details the journey that adolescents take from what Jean Piaget
called concrete operational thinking to formal operational thought, where they are capable of thinking
hypothetically. As teenagers revel in their newfound cognitive powers, they have a natural tendency to
express adolescent egocentrism—to focus intently on the physical, mental, and emotional changes
they are experiencing. The video lesson explains how teens learn in school and how educating
adolescents is different from educating younger school-age children.
27
Chapter 11 Practice Test
1.
The early adolescent growth spurt affects leg length before the torso. This growth pattern
a. is a continuation of the growth pattern established in early childhood
b. is contributes to changes in adolescent perspective taking
c. is consistent with the cephalocaudal trend
d. is a reversal of the cephalocaudal trend
2.
Threats to ____ accelerate puberty, whereas threats to ____ delay it.
a. emotional health; physical health
c. boys; girls
b. physical health; emotional health
d. girls; boys
3.
Which of the following is true about sleep and adolescence?
a. Research indicates that adolescents need about 9 hours of sleep a night to be at their best.
b. Sleep deprived adolescents’ cognitive functioning is most impaired in the mornings.
c. Brain development causes adolescents to stay up later and sleep in later.
d. All of the above are true.
4.
Jordan is popular with agemates, holds many leadership positions in school, and is an athletic
star. Jordan displays characteristics consistent with
a. an early maturing child of either sex
c. an early maturing boy
b. an early maturing girl
d. a late maturing boy
5.
Research findings support which of the following statements regarding sexual orientation?
a. Sexual orientation is influenced by heredity.
b. About 2 to 3 percent of teenagers identify as gay, lesbian, or bisexual.
c. Most homosexual adolescents are not gender deviant in other aspects of their behavior.
d. All of the above are true.
6.
In the United States, one of every ____ sexually active adolescents contracts an STD each year.
a. 6
c. 18
b. 12
d. 30
7.
A researcher hides a poker chip in her hand and asks children to indicate whether this
statement is true, false, or uncertain: “Either the chip is green or it is not green.” A concrete
operational child will say it is _____. A formal operational child will say it is ____.
a. true; uncertain
c. false; uncertain
b. uncertain; true
d. true; false
8.
The adolescent capacity for scientific reasoning
a. results solely from an increase in working-memory capacity, regardless of experience
b. develops as an abrupt change, similar to earlier Piagetian stages
c. is a purely cognitive attainment that is unrelated to the individual’s personality
d. develops out of many specific experiences that require adolescents to match theories
against evidence and evaluate their thinking
28
9.
10.
The imaginary audience characteristic of adolescent thinking is most likely responsible for
adolescents’
a. increased argumentativeness with their parents
b. greater willingness to engage in risky behavior
c. ability to solve problems with many variables
d. extreme sensitivity to public criticism
Which statement is/are true about part-time work during high school?
a. A heavy work schedule is not harmful as long as it’s limited to low-level, repetitive tasks.
b. About 10 percent of U.S. high school students work part-time during the school year.
c. The more hours students work, the more likely they are to drop out of school.
d. All of the above.
Chapter 12: Emotional and Social Development in Adolescence
After reading this chapter, you should be able to:
12.1
Discuss Erikson’s theory of identity development. (p. 402)
12.2
Describe changes in self-concept and self-esteem during adolescence. (pp. 402-403)
12.3
Describe the four identity statuses, the adjustment outcomes of each, and factors that
influence identity development. (pp. 403-406)
12.4
Describe Kohlberg’s theory of moral development, distinguishing between the preconventional,
conventional, and postconventional levels of moral reasoning. (pp. 407-409)
12.5
Describe findings on whether there are gender differences in moral reasoning. (pp.409-410)
12.6
Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410-414)
12.7
Explain why early adolescence is a period of gender intensification, and cite factors that
promote the development of an androgynous gender identity. (p. 414-415)
12.8
Describe adolescent striving for autonomy, changes in parent-child relationships, and discuss
familial influences on adolescent development. (pp. 415-417)
12.9
Describe the characteristics of adolescent friendships and peer groups, and discuss the
contributions of each to emotional and social development. (pp. 417-420)
12.10 Describe adolescent dating relationships. (pp. 420-421)
12.11 Discuss the influence of peer pressure during adolescence, noting how parental behavior is
related to adolescence conformity. (p. 419)
12.12 Discuss adolescent depression and suicide, along with approaches for prevention and
treatment. (pp. 421-423)
12.13 Discuss factors related to delinquency, and describe strategies for prevention and treatment.
(pp. 423-426)
29
Video
Who Am I?
Segment 1: Identity
Segment 2: Friends and Family
This lesson explores the psychosocial development of adolescents. Erik Erikson’s theory of psychosocial
development identifies this period as one of identity versus role confusion. As adolescents endeavor to
adopt adult roles, they are still in the process of discovering who they are and what they want in life.
Forging an identity involves integrating a set of values, beliefs, attitudes, and aspirations into a
coherent and relatively stable self-definition. Although most people continue to form and change their
identities throughout their life span, adolescence marks an especially intense time in this process—one
in which teenagers explore many different paths when facing the question of who they are.
Chapter 12 Practice Test
1.
Erikson called the psychological conflict of adolescence
a. identity versus role confusion
c. identity versus desires
b. self-esteem versus identity
d. desires versus reality
2.
During adolescence, self-esteem tends to
a. rise and become more differentiated
b. drop to its lowest point in life
c. focus only on self-worth
d. remain stable
3.
Which type of identity status is associated with a dogmatic, inflexible cognitive style?
a. identity achievement
c. identity diffusion
b. identity foreclosure
d. moratorium
4.
In response to the Heinz dilemma, Juanita explains, “He shouldn’t steal it, because if he does he
could go to jail.” She is at which of Kohlberg’s levels of moral development?
a. post-conventional
c. unconventional
b. pre-conventional
d. conventional
5.
Recent research that measures the moral development of males and females with both
hypothetical and real-life moral dilemmas finds that
a. females fall behind males only on hypothetical dilemmas
b. females fall behind males on both measures
c. males fall behind females in development
d. both sexes emphasize justice and caring
6.
In striving for_____, teenagers are seeking to establish themselves as separate, self-governing
individuals.
a. identity foreclosure
c. formal operations
30
b. identity diffusion
d. autonomy
7.
When asked about the meaning of friendship, teenagers stress which of the following
characteristics?
a. common interests and activities
c. kindness and happiness
b. attractiveness and popularity
d. intimacy and loyalty
8.
Amanda and her girlfriends are becoming interested in dating. Which of the following is most
likely?
a. They will become members of a mixed-sex clique before they begin solo dating.
b. They will experience intense peer pressure to engage in early sexual activity.
c. By age 14, most of them will become involved with a steady boyfriend.
d. They have not yet achieved intimacy with same-sex friends.
9.
Because Shane’s mother is very controlling and restrictive, chances are high that he will
a. be more willing to break her rules under peer influence
b. not rely on friends for advice about his personal life
c. avoid delinquent acts with his friends
d. not be highly peer oriented
10.
The rate of adolescent suicide is
a. about the same now as it was 40 years ago
b. about the same for boys and for girls
c. much higher for boys than for girls
d. much higher for girls than for boys
Chapter 13: Physical and Cognitive Development in Early Adulthood
13.1
Define senescence and describe current theories of biological aging, including those at the level
of DNA and body cells, and those at the level of organs and tissues. (pp. 432-434)
13.2
Describe the physical changes of aging, paying special attention to the cardiovascular and
respiratory systems, the immune system, and reproductive capacity. (pp. 434-438)
13.3
Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood.
(pp. 438-444)
13.4
Name the two most common substance abuse disorders in early adulthood, and discuss the
health risks of each. (pp. 444-445)
13.5
Summarize young adults’ sexual attitudes and behaviors. (pp. 445-447)
13.6
Discuss prevalence rates and risk factors associated with sexually transmitted disease in early
adulthood. (p. 447)
13.7
Describe research findings on sexually coercive behavior. (pp. 447-449)
31
13.8
Describe the symptoms, prevalence, and possible causes of premenstrual syndrome. (p. 449)
13.9
Explain how psychological stress affects health. (pp. 449-450)
13.10 Summarize prominent theories on the postformal restructuring of thought in adulthood,
including those of Perry and Labouvie-Vief. (pp. 449-452)
13.11 Discuss the development of expertise and creativity in adulthood. (pp. 452-453)
13.12 Describe the impact of a college education, and discuss factors associated with dropping out.
(pp. 453-454)
13.13 Trace the development of vocational choice, and review factors that influence it. (pp. 454-456)
13.14 Discuss the vocational preparation and employment opportunities of non-college-bound youth
in the United States and Canada. (pp. 456-459)
Video
Decisions, Decisions
Segment 1: Postformal Thought
Segment 2: Life Experiences and Their Effects
Segment 3: Moral Reasoning
To understand the complexity of adult cognition, it is important to appreciate how thinking and
reasoning develop and change over the life span. This video lesson deals with cognitive development in
early adulthood and illustrates how some young adults progress toward postformal thinking,
recognizing subjective factors while also becoming more capable of reasoning in emotional situations.
Early adulthood is a period in life when the decisions one makes can have a significant impact on the
rest of one’s life. Complex decisions, such as what career to pursue or finding a life partner, rarely offer
clear right or wrong answers. Such challenges encourage a change in thinking, as adults accept and
adapt to the contradictions and inconsistencies of everyday life. This video lesson explores the impact
of the college experiences on cognitive growth and considers how various life experiences help adults
develop moral reasoning skills that allow them to confront difficult more issues.
Chapter 13 Practice Test
1.
Which of the statements regarding longevity and heredity is true?
a. Kinship studies do not support the notion that longevity is genetically influenced.
b. Longevity is enhanced by the inheritance of free radicals.
c. The heritability of longevity is approximately .95, indicating that longevity is primarily
determined by our genetic make up.
d. Rather than inheriting longevity directly, people inherit risk factors that influence their
chances of dying earlier or later.
2.
When an adult suffers from atherosclerosis—deposits of fatty plaque on the walls of the
arteries—it typically
a. develops very rapidly in extreme old age, leading to sudden heart failure
32
b. begins early in life and gradually progresses to become a serious illness
c. develops very slightly before age 60, but can become serious after that
d. begins after age 40 in individuals who showed no signs of it earlier
3.
_______ is the single most important preventable cause of death in industrialized nations.
a. Lack of exercise
c. Cigarette smoking
b. Alcohol consumption
d. A high-fat diet
4.
Research has found that satisfaction with one’s sex life is most strongly associated with
a. being in an emotionally fulfilling relationship
b. a history of experience with many partners
c. novelty and spontaneity
d. technique
5.
Which of the following is true regarding sexual coercion?
a. It occurs in all SES and ethnic groups.
b. Most perpetrators are known well by their victims.
c. Most victims are under age 30.
d. all of the above
6.
Worldwide studies of the occurrence of premenstrual syndrome find that
a. it is much more common in the United States than in other countries
b. it is more common in underdeveloped, non-industrial countries
c. it is more common in Western, industrialized countries
d. it is equally common all over the world
7.
Tyson has listened to his uncle complain about problems caused by immigration. On the other
hand, he’s heard his boss talking about how our country is dependent upon immigrant labor,
and how citizens should work to end the unfair treatment these workers receive. Instead of
choosing between these opposing views, Tyson has formulated his own perspective that
synthesizes elements of both. Tyson’s thinking best illustrates which of William Perry’s stages
of epistemic cognition?
a. relativistic thinking
c. commitment within relativistic thinking
b. dualistic thinking
d. metacognitive dualism
8.
A unique cognitive capacity that is required for mature creativity is the ability to
a. formulate new, significant, and meaningful problems
b. put ideas together at random to see what comes out
c. ignore the practical issues involved in a solution
d. apply standard solutions in unusual ways
9.
In addition to gaining academic knowledge from their courses, college students also experience
psychological changes, including
a. greater self-understanding, enhanced self-esteem, and a firmer sense of identity
b. identifying strengths and weaknesses of opposing sides of complex issues
c. broader interests and greater awareness of their own thinking processes
33
d. all of the above
10.
The tentative period of occupational choice, during early and middle adolescence, begins with a
focus on _____ and shifts to include a focus on ____.
a. parental values; personal values
c. social value; income level
b. interests; abilities and values
d. fantasy; crystallization
Chapter 14: Emotional and Social Development in Early Adulthood
After reading this chapter, you should be able to:
14.1
Define emerging adulthood, and explain how cultural change has led to its development.
(pp. 464-467).
14.2
Describe Erikson’s stage of intimacy versus isolation. (pp. 468-469)
14.3
Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development,
including how they apply to both men and women’s lives and their limitations. (pp. 469-471)
14.4
Describe the social clock and how it relates to adjustment in adulthood. (p. 471)
14.5
Discuss factors that affect mate selection and explain the role of romantic love in the young
adult’s quest for intimacy. (pp. 472, 474)
14.6
Describe findings on the relationship between childhood attachment patterns and adult
romantic relationships. (p.473)
14.7
Explain how culture influences the experience of love. (p. 475)
14.8
Cite characteristics of adult friendships, including differences between same-sex, other-sex, and
sibling friendships. (pp. 475-476)
14.9
Cite factors that influence loneliness, and explain its role in early adult development.
(pp. 476-477)
14.10 Trace phases of the family life cycle that are prominent in early adulthood, noting factors that
influence these phases. (pp. 478-485)
14.11 Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness.
(pp. 486-488)
14.12 Discuss trends in divorce and remarriage along with factors that contribute to them.
(pp. 488-489)
14.13 Summarize the challenges associated with variant styles of parenthood, including stepparents,
never-married single parents, and gay and lesbian parents. (pp. 489-491)
14.14 Describe patterns of career development, and cite difficulties faced by women, ethnic
minorities, and couples seeking to combine work and family. (pp. 491-495)
34
Video
Love and Work
Segment 1: The Tasks of Adulthood
Segment 2: Intimacy
Segment 3: Generativity
The video lesson focuses on psychosocial development in early adulthood. As they mature, young
adults become less focused on themselves and more focused on intimate relationships. This lesson
deals with psychosocial development in early adulthood, exploring intimacy and generativity—two
psychological tasks that Erik Erikson described as central to adults. Adulthood is a period when many
people seek out a love interest and perhaps form a family. Many also express generativity—giving back
to society through work by serving as a mentor and leader, or leaving a legacy for the future by
parenting and educating the next generation. The video lesson also covers topics such as marital
equity, communication, and the rise of dual-earner families.
Chapter 14 Practice Test
1.
According to Erikson’s theory, part of the intimacy versus isolation conflict is that
a. the increase in casual sex among young adults has virtually redefined modern culture’s
concept of intimacy
b. most people assume that isolation is a negative thing, when in fact it is the desired option in
most cases
c. intimacy requires individuals to give up some independence and redefine their identity in
terms of two people
d. All of the above
2.
The major difference between Levinson’s and Vaillant’s theories of adult development is that
Vaillant’s theory
a. is more relevant to development in other countries
b. was based primarily on research with women
c. denies a strict age-related schedule of change
d. focuses more on the transitions than the eras
3.
Ariana developed secure attachments to her parents when she was small. Chances are high that
her love relationships will be characterized in terms of
a. dependency, insecurity, and sacrifice
b. jealousy, possessiveness, and fear
c. trust, friendship, and happiness
d. desperation, anxiety, and fear
4.
Friendship continuity is greater for
a. women, especially those who maintain many opposite-sex friendships
b. men, especially those who maintain more opposite-sex friendships
c. women, who also tend to see their friends more often
d. men, because of their greater competitiveness
35
5.
Loneliness peaks during the
a. seventies, because most women outlive their spouses
b. late teens and early twenties, partly because most people must develop new relationships
as they move through school and work settings
c. late forties and early fifties, as children leave home and parents have to deal with the
“empty nest”
d. seventies, because older adults must face the deaths of friends and family members
6.
Shanda is a well-educated woman who is engaged and working as a pharmacist. She probably
expects to form a(n) ____ marriage.
a. matriarchal
c. egalitarian
b. feministic
d. traditional
7.
As a mode of entry into committed partnership, cohabitation is chosen by more than _____
percent of American couples in their twenties.
a. 25
c. 50
b. 35
d. 70
8.
A rising trend in divorce is marital breakups initiated by
a. well-educated, economically independent women
b. men in traditional marriages
c. highly religious individuals
d. homosexual partners
9.
Because there is no warm attachment bond to build on,
a. new stepparents often shift their attentions to the new spouse and ignore the stepchild
b. a new stepparent often has difficulty using discipline effectively with a stepchild
c. couples in remarriages have a more difficult time developing intimacy
d. stepparents often try to spoil a stepchild in an attempt to win affection
10.
According to Berk, American and Canadian women earn less than men primarily because
a. women are not as interested as men in making lots of money
b. of laws that allow differential pay for men and women
c. of gender disparities in career development
d. of gender bias in hiring and promotion
36
Chapter 15: Physical and Cognitive Development in Middle Adulthood
After reading this chapter, you should be able to:
15.1
Describe physical changes of middle adulthood, including those related to vision, hearing, the
skin, muscle-fat makeup, and the skeleton. (pp. 502-504, 505)
15.2
Summarize the reproductive changes experienced by middle-aged men and women, noting the
timing of menopause; discuss women’s psychological reactions to menopause.
(pp. 504, 506-508)
15.3
Discuss sexuality in midlife, noting changes in frequency of sexual activity and intensity of
sexual response. (p. 509)
15.4
Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors,
and interventions. (pp. 509-513)
15.5
Explain how hostility and anger affect health problems. (pp. 513-514)
15.6
Discuss the benefits of stress management, including both problem-centered and emotioncentered coping. (pp. 514-515)
15.7
Describe the benefits of exercise and an optimistic outlook for dealing effectively with the
physical challenges of midlife; note how many get too little exercise. (pp. 516-517)
15.8
Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss
individual and group differences in intellectual development. (pp. 518-520)
15.9
Describe changes in information processing in midlife, paying special attention to speed of
processing, attention, and memory. (pp. 520-523)
15.10 Summarize the cognitive changes of midlife that are associated with practical problem solving,
expertise, and creativity. (pp. 523-525)
15.11 Discuss the relationship between vocational life and cognitive development. (pp. 525-526)
15.12 Discuss the challenges of adult learners and the benefits of continuing education in midlife.
(pp. 526-527)
Video
Thriving in Midlife
Segment 1: Normal Physical Changes
Segment 2: Health Habits
Segment 3: Variations in Health
Segment 4: The Sexual Reproductive System
This lesson focuses on physical changes during middle adulthood. As adults grow older, biosocial
development can no longer be measured by chronological age. During the mid-life period, adults
experience signs of aging in skin elasticity, muscle tone, and hair color. They also face declines in
eyesight and hearing. Lifestyle choices and health habits can influence how quickly or slowly these
declines occur, while genetics also plays a significant role in the variations in health. The video lesson
explores the ways in midlife adults compensate for the physiological declines of aging. Regular exercise
37
and good nutrition can help individuals improve their physical well-being and quality of life during
middle adulthood. The video lesson also includes a discussion of health concerns, such as the use of
hormone replacement therapy by women experiencing menopause, the prevalence of osteoporosis,
and the effect of diminishing levels of testosterone on men.
Chapter 15 Practice Test
1.
Presbyopia is
a. yellowing of the lens
b. a limited ability to see in dim light
c. the inability of the lens to adjust to focus light from nearby objects
d. a disease in which pressure builds up within the eye due to poor fluid drainage
2.
Women who view menopause as a ____ report more negative physical and emotional
symptoms.
a. biocultural event
c. symbol of aging
b. medical problem
d. life transition
3.
Among single middle aged adults, _____ are more likely to have had no sexual partners in the
previous year, due to _____.
a. women; decreased availability of an acceptable partner
b. men; competition for partners
c. women; lack of interest
d. men; impotence
4.
Aside from benign skin cancers, the most common form of cancer in men is _____.
a. prostate cancer
c. colon cancer
b. bladder cancer
d. lung cancer
5.
Frequent and angry outbursts; rude, disagreeable behavior; and critical and condescending
nonverbal cues during social interactions are all aspects of
a. expressed hostility
c. mental illness
b. competitiveness
d. insensitivity
6.
Adults who cope most effectively with stress tend to
a. use a mixture of problem-centered and emotion-centered techniques
b. use problem-centered techniques almost exclusively
c. use emotion-centered techniques almost exclusively
d. be very skillful at avoiding stressful situations
7.
As an older person’s neural processing slows, the person will often minimize the effects by
a. withdrawing and doing fewer and fewer activities
b. pushing to complete tasks as quickly as possible
c. using experience to plan further ahead in a task
d. concentrating more on new, unfamiliar tasks
38
8.
The ability to use accumulated knowledge and experience with good judgment is called _____
intelligence.
a. crystallized
c. stored
b. analytical
d. fluid
9.
Compared with younger individuals, when solving everyday problems middle-aged adults
a. are more likely to consult with other people
b. are more likely to give up prematurely
c. tend to make poorer decisions
d. tend to select better strategies
10.
Which of the following is true of adults returning to college?
a. Social support can make the difference between continuing and dropping out.
b. Succeeding at coordinating education, family, and work demands often leads to gains in
self-efficacy and admiration from family members, friends, and co-workers.
c. Their return is often triggered by a life transition.
d. All of the above
Chapter 16: Emotional and Social Development in Middle Adulthood
After reading this chapter, you should be able to:
16.1
Describe Erikson’s stage of generativity versus stagnation and related research findings, noting
the generativity features of life stories. (pp. 532-535)
16.2
Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood,
noting gender similarities and differences. (pp. 535-536)
16.3
Summarize research examining whether most middle-aged adults experience a midlife crisis.
(pp. 536-537)
16.4
Describe changes in self-concept in middle adulthood, including possible selves, selfacceptance, autonomy and environmental mastery, and gender identity. (pp. 538-539)
16.5
Cite changes in gender identity (i.e. masculine and feminine traits) in midlife. (pp. 540-542)
16.6
Describe stability and change in the “big five” personality traits in adulthood. (pp. 542-543)
16.7
Describe the middle adulthood phase of the family life cycle, and discuss midlife relationships
with a marriage partner, adult children, grandchildren, and aging parents. (pp. 543-551)
16.8
Describe midlife sibling relationships and friendships. (pp. 551-553)
16.9
Discuss job satisfaction and career development in middle adulthood, including gender
differences and experiences of ethnic minorities. (pp. 553-555)
16.10 Describe career change and unemployment in middle adulthood. (p. 556)
16.11 Discuss the importance of planning for retirement, noting various issues that middle-aged
adults should address. (pp. 556-557)
39
Video
Making Lemonade
Segment 1: Personality Throughout Adulthood
Segment 2: Family Relationships
Segment 3: Work and Life
This video lesson addresses the challenges and changes of middle adulthood in terms of emotional and
social development. Research suggests that most midlife adults do not experience a “midlife crisis”;
nevertheless, changes in careers, divorce, or health inevitably have some effect on one’s life.
Personality differences influence how individuals handle these changes. During midlife, many adults
become part of what is termed “the sandwich generation,” caring for the needs of their children as
well as their aging parents. Oftentimes, family and friends serve as important sources of satisfaction
with life.
Chapter 16 Practice Test
1.
According to Erikson, the term _____ encompasses everything accomplished that can outlive
the self and ensure society’s continuity and improvement.
a. generativity
c. autonomy
b. stagnation
d. eternity
2.
According to McAdams, the more adults emphasize ____ in their life stories, the higher their
life satisfaction, self-esteem, and certainty that the challenges of life are meaningful,
manageable, and rewarding.
a. successful events
c. redemptive themes
b. positive events
d. lofty ideals
3.
Based on research cited in the text, which of the following tend to be most sensitive to physical
aging over the midlife years?
a. females who never attended college
b. males who never attended college
c. college educated females
d. college educated males
4.
In his mid-forties, Edgar felt enormous turmoil, dissatisfaction, and unhappiness with his life. He
decided to quit his job, leave his family, and start a new life. Research on midlife crisis indicates
that Edgar’s experience is
a. fairly common for men, but uncommon for women
b. very unusual for middle-aged adults
c. very common for people in midlife
d. generative
5.
Possible selves are the _____ dimension of self-concept.
a. positive
c. temporal
b. negative
d. most inaccurate
40
6.
When researchers surveyed over 2,000 middle-aged individuals about personality changes, the
overwhelming majority said that they had ____, which ____.
a. changed a great deal; reinforces the view of middle adulthood as a period of turmoil and
change
b. changed very little; reinforces the view of middle adulthood as a period of slowing down
and digging in
c. stayed the same or changed very little; contradicts the view of middle adulthood as a period
of turmoil and change.
d. changed a great deal; contradicts the view of middle adulthood as a period of slowing down
and developing consistency
7.
Today, a longer life expectancy means that many adults will spend as much as ____ of their
lifespan as grandparents.
a. one tenth
c. one third
b. one quarter
d. one half
8.
Compared to adult men, adult women report
a. a sense of obligation in their friendships
b. less satisfaction with their friendships
c. more friendships as they get older
d. a greater number of close friends
9.
Compared with younger workers, middle-aged workers who lose their jobs involuntarily are
more likely to experience
a. greater optimism and determination
b. greater psychological distress
c. increases in their generativity
d. a sense of freedom and relief
10.
An invisible barrier that effectively prevents many women and ethnic minorities from advancing
to the top levels of their profession is called the
a. quota system
c. job marker
b. network limit
d. glass ceiling
Chapter 17: Physical and Cognitive Development in Late Adulthood
After reading this chapter, you should be able to:
17.1
Distinguish between chronological age and functional age; define average life expectancy,
active life span, and maximum life span. (pp. 564-566)
17.2
Summarize changes in sensory functioning during late adulthood, including vision, hearing,
taste, smell, and touch. (pp. 567-570)
41
17.3
Describe cardiovascular, respiratory, and immune system changes in late adulthood.
(pp. 570-571)
17.4
Describe sleep difficulties in late adulthood and ways to foster restful sleep. (pp. 571-572)
17.5
Summarize changes in physical health and mobility, including elders’ adaptation to the physical
changes of late adulthood and reactions to stereotypes of aging. (pp. 572-575, 576)
17.6
Discuss health and fitness in late life, with special attention to nutrition, exercise, and sexuality.
(pp. 575-579)
17.7
Define frailty and discuss common physical disabilities in late adulthood, with special attention
to arthritis, adult-onset diabetes, and unintentional injuries. (pp. 580-582)
17.8
Define dementia; discuss Alzheimer’s disease, cerebrovascular dementia, misdiagnosed
dementia and reversible dementia. (pp. 582-588)
17.9
Discuss health care issues that affect senior citizens. (pp. 589-590)
17.10 Explain selective optimization with compensation as an adaptation to physical and cognitive
changes in adulthood. (pp. 590-591)
17.11 Summarize age-related changes in various types of memory during late life, including implicit,
associative, remote, and prospective memories. (pp. 591-594)
17.12 Describe changes in language processing and problem solving in late adulthood. (pp. 590-591)
17.13 Discuss the capacities that contribute to wisdom, noting how it is affected by age and life
experience. (pp. 594-595)
17.14 Identify factors related to cognitive change in late adulthood; define terminal decline.
(pp. 596-597)
17.15 Discuss the effectiveness of cognitive interventions in late adulthood. (p. 597)
17.16 Describe the benefits of participation in education programs available to the elderly.
(pp. 597-599)
Video
Making Memories
Segment 1: Changes in Information Processing
Segment 2: Age-Related Changes
Segment 3: Dementia
Segment 4: Enhancing Cognitive Abilities
This lesson focuses on cognitive during late adulthood. It looks at information processing, short-term
memory, and long-term memory. The biological declines that characterize normative aging include
declines in brain functioning that are normal and not necessarily serious. Many adults find ways to
adjust to this cognitive decline. One approach is selective optimization with compensation, a strategy
of using existing abilities to compensate for cognitive losses. In some cases, such as dementia,
cognitive decline is serious and often irreversible, and older adults may no longer be able to function
independently. The video lesson ends by addressing the many ways in which cognitive abilities can be
enhanced in late adulthood, particularly by keeping physically and cognitively active.
42
Chapter 17 Practice Test
1.
The _____ is the genetic limit to length of life for a person who is free of external risk factors.
a. life expectancy crossover
c. maximum life span
b. average life expectancy
d. active lifespan
2.
Which of the following is a useful strategy for an elderly person with hearing loss that impairs
his speech perception?
a. avoiding unnatural solutions such as hearing aids, which are generally ineffective
b. acting as though there has been no change in hearing and guessing at words
c. closing his eyes to minimize visual distractions while listening
d. seeking out quieter environments for conversations
3.
Which of the following contributes to a higher incidence of sleep disturbances in men than in
women?
a. higher rates of sleep apnea
b. enlargement of the prostate gland
c. periodic rapid leg movements
d. all of the above
4.
Your elderly neighbor is wondering whether she should take vitamin and mineral supplements
to protect her health. What should you tell her?
a. Research has shown that daily vitamin-mineral supplements can enhance elders’ immune
response and lead to a decline in illness due to infectious diseases.
b. Vitamin and mineral supplements are only useful for very active people.
c. Vitamin and mineral supplements will only waste her money.
d. Only calcium supplements have been shown to be helpful.
5.
At age 72, your friend has just been told by his doctor that he shows signs of osteoarthritis.
You can tell him that
a. it is caused primarily by a lack of exercise
b. he should increase his intake of dietary calcium
c. this is a normal condition in older adults
d. it is caused by an autoimmune reaction
6.
A set of disorders that occurs almost exclusively in old age and in which many aspects of
thought and behavior are so impaired that everyday activities are disrupted is referred to as
a. Alzheimer’s disease
c. dementia
b. emphysema
d. epilepsy
7.
In the United States, Canada, Australia, and Western Europe, at least 60 to 80 percent of all
long-term care for older adults is provided by
a. charitable organizations
c. family members
b. government assistance
d. hospice
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8.
Laboratory studies of prospective memory typically show greater declines in old age than do
real-life studies, primarily because
a. elderly people make no attempt to perform well in laboratories
b. older people set up systems to remind themselves in real life
c. the lab tasks are focused more on recall than on recognition
d. laboratories are often stressful places for older adults
9.
A common technique used by many elders to compensate for their difficulties in producing
language is to
a. learn sign language to convey information more effectively
b. speak more slowly and use simpler grammatical structures
c. listen closely but avoid talking as much as possible
d. speak more loudly and forcefully
10.
Broad practical knowledge based on extensive experience, the ability to use it practically to
solve life problems, and emotional maturity are important parts of
a. crystallized intelligence
c. generativity
b. fluid intelligence
d. wisdom
Chapter 18: Emotional and Social Development in Late Adulthood
After reading this chapter, you should be able to:
18.1
Describe Erikson’s stage of ego integrity versus despair. (p. 604)
18.2
Discuss Peck’s tasks of ego integrity, Joan Erikson’s stage of gerotranscendence, and LabouvieVief’s concept of emotional expertise. (pp. 604-605)
18.3
Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606-607)
18.4
Summarize stable and changing aspects of self-concept and personality in late adulthood.
(pp. 606-608)
18.5
Discuss spirituality and religiosity in late adulthood. (pp. 608-609)
18.6
Discuss contextual influences on psychological well-being as older adults respond to increased
dependency, declining health, and negative life changes; explain how the dependency-support
script and the independence-ignore script reinforce passive, dependent behavior. (pp. 609-611)
18.7
Summarize the role of social support and social interaction in promoting physical health and
psychological well-being in late adulthood. (p. 611)
18.8
Describe social theories of aging, including disengagement theory, activity theory, continuity
theory, and socioemotional selectivity theory. (pp. 612-615, 616)
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18.9
Explain how communities, neighborhoods, and housing arrangements affect elders’ social lives
and adjustment. (pp. 615-619)
18.10 Describe changes in social relationships in late adulthood, including marriage, gay and lesbian
partnerships, divorce, remarriage, cohabitation, and widowhood; discuss never-married,
childless older adults. (pp. 619-623)
18.11 Explain how sibling relationships and friendships change in late life. (pp. 624-625)
18.12 Describe older adults’ relationships with adult children, adult grandchildren, and greatgrandchildren. (pp. 625-626)
18.13 Discuss elder maltreatment, risk factors, and strategies for prevention. (pp. 627-628)
18.14 Discuss the decision to retire, adjustment to retirement, and involvement in leisure activities.
(pp. 628-632)
18.15 Discuss the meaning of successful aging. (pp. 632-633)
Chapter 18 Practice Test
1.
In Erikson’s theory of development, ego integrity versus despair involves
a. the desire to make a final contribution to the next generation
b. heavy depression and disability for most adults
c. a final attempt to reconcile with one’s enemies
d. coming to terms with one’s life
2.
Current research and theory indicate that reminiscence
a. occurs only in elders from higher SES backgrounds
b. occurs because elders have nothing else to do
c. can be positive and adaptive for elders
d. has negative consequences for elders
3.
In long-term studies of personality traits, elders who seemed to have come to terms with life
despite its imperfections showed an increase in
a. conscientiousness
c. neuroticism
b. agreeableness
d. extroversion
4.
In James Fowler’s theory of the faith development, many mature adults forge new faith
capacities, including
a. becoming aware of their own belief system as one of many possible worldviews
b. opening themselves to other religious perspectives as sources of inspiration
c. contemplating the deeper significance of religious symbols and rituals
d. all of the above
45
5.
May stops by her mother June’s house twice a day to check on her. If June is having trouble
getting dressed or making the bed, then May helps her and the two women chat while they
work. However, if June has no trouble with tasks like making coffee or unloading the
dishwasher, then May withdraws and attends to other jobs. May’s behavior toward June
a. illustrates the dependency-support script
b. illustrates the independence-ignore script
c. neither A nor B
d. both A and B
6.
As Mr. and Mrs. Awai aged, they tended to reduce contacts with acquaintances. Instead, they
became more deeply involved in a smaller number of relationships with their closest friends.
Their behavior is consistent with the
a. socio-emotional selectivity theory
c. mutuality theory
b. disengagement theory
d. activity theory
7.
Elders’ housing preferences reflect a strong desire for
a. living in a temperate climate
c. aging in place
b. moving near children
d. relocation
8.
The relationship between elders’ psychological well-being and their contacts with their children
is best described by saying that
a. contact with children has no effect on elders’ mental health
b. contact with children affects only elderly women, not men
c. almost any contact with children improves mental health
d. warm bonds improve mental health; conflict reduces it
9.
The incidence of elder abuse is _____ because _____.
a. underestimated; most acts take place in private and victims are often unable or unwilling to
complain
b. underestimated; most social workers do not believe elders’ claims of abuse or neglect
c. overestimated; normal accidents and injuries that result from physical aging are mistaken
for signs of abuse
d. overestimated; elders make up stories of abuse to gain attention and sympathy
10.
Which age group reports the greatest awareness of public affairs and votes at the highest rate?
a. middle-aged adults
c. elderly adults
b. emerging adults
d. young adults
46
Chapter 19: Death, Dying, and Bereavement
After reading this chapter, you should be able to:
19.1
Describe the physical changes of dying, noting the three phases of death. (pp. 640-641)
19.2
Explain ways to promote death with dignity. (pp. 641-642)
19.3
Discuss age-related changes in conception of and attitudes toward death, including ways to
enhance child and adolescent understanding. (pp. 642-644)
19.4
Cite factors that influence death anxiety, noting its relation to age and citing personal and
cultural variables related to the fear of death. (p. 643)
19.5
Describe and evaluate Kübler-Ross’s theory of typical responses to dying, and discuss factors
that influence dying patients’ responses. (pp. 647-648)
19.6
List goals associated with an appropriate death, and summarize contextual factors that
influence a person’s adaptation to death. (pp. 648-650)
19.7
Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of
dying people and their families. (pp. 650-653)
19.8
Discuss euthanasia and assisted suicide and the controversies surrounding them; recognize two
forms of an advance medical directive. (pp. 654-659)
19.9
Describe bereavement and the phases of grieving, indicating factors that influence variations in
grief responses. (pp. 659-660)
19.10 Explain the concept of bereavement overload, and describe bereavement interventions.
(pp. 663, 665)
19.11 Explain how death education can help people cope with death more effectively. (p. 665)
Video
Living and Dying
Segment 1: Emotional Reactions to Death
Segment 2: Deciding How to Die
Segment 3: Social Context of Bereavement
Segment 4: Cycle of Life
Accepting and preparing for death is the focus of this final lesson, which explores the stages of
adjustment to death proposed by Elisabeth Kübler-Ross. The video lesson discusses how preparing for
one’s death by having a will and/or an advanced directive can make the grieving process a bit easier on
the surviving family because the person dying has made his or her choices known. Culture and religion
can have a profound influence not only on an individual’s ability to accept and cope with is or her own
mortality but also on variations in how people choose to grieve the loss of a loved one. Finally,
everyone deserves to die with dignity, and the video lesson describes how hospice can help families
achieve this.
47
Chapter 19 Practice Test
1.
Which phase of the dying process involves gasps and muscle spasms during the first moments
in which the body can no longer sustain life?
a. terminal death
c. mortality
b. clinical death
d. agonal
2.
An important service doctors and other medical people can provide to dying people is
a. mood enhancers to keep them cheerful and optimistic
b. comfortable surroundings and no decisions to make
c. knowledge about their condition and their options
d. protection from too much clinical information
3.
An understanding of death is based on five ideas, including:
a. control, determination, and intentionality
b. permanence, inevitability, and cessation
c. equality, individuality, and accessibility
d. peacefulness, acceptance, and integrity
4.
Among elders in Western cultures such as the United States, which factor seems to have a
greater impact on reducing death anxiety?
a. identification with an organized religion
b. the conviction that there is an afterlife
c. good physical health for one’s age
d. a spiritual sense of life’s meaning
5.
According to Kübler-Ross, the function of a _____ phase is self-protective, allowing the person
to deal with a terminal illness at his or her own pace.
a. bargaining
c. denial
b. acceptance
d. anger
6.
When asked about a good death, most dying patients mention
a. achieving a sense of control over the time that remains
b. clarifying the meaning of one’s life and death
c. confronting and preparing for death
d. all of the above
7.
The primary aim of the _____ is to provide a caring community sensitive to the dying person’s
needs so patients and family members can prepare for death in ways that are satisfying to
them.
a. emergency room procedure
c. hospice approach
b. intensive care unit
d. home-choice
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8.
In the United States today, passive euthanasia for patients whose death is imminent or who are
in a permanent vegetative state is considered
a. an unusual procedure that must be court ordered
b. permissible only for patients who are very old
c. an ordinary part of normal medical practice
d. immoral and unethical and rarely occurs
9.
One way in which children frequently cope with the death of close family members is to
a. thinking about and mentally speaking to them regularly, sometimes for years
b. imagine that they have just stepped out and will return
c. put the blame for the death onto some “bad” person
d. avoid thinking about or remembering them
10.
When people you care about have recently experienced the death of a loved one, your best
response is to provide
a. sympathetic listening and simple presence
b. encouragement to return to normal life
c. privacy to be alone with their feelings
d. advice about how they should react
49
Answers to Practice Tests
Ch. 1:
1. c
2. b
3. a
4. a
5. a
6. b
7. c
8. d
9. a
10. c
Ch. 2:
1. a
2. d
3. d
4. a
5. b
6. d
7. c
8. c
9. d
10. b
Ch. 3:
1. b
2. b
3. c
4. a
5. c
6. a
7. d
8. a
9. a
10. d
Ch. 4:
1. d
2. c
3. b
4. b
5. d
6. d
7. b
8. a
9. b
10. a
Ch. 5:
1. c
2. b
3. d
4. a
5. d
6. a
7. a
8. b
9. d
10. d
Ch. 6:
1. a
2. a
3. a
4. c
5. d
6. c
7. c
8. c
9. a
10. c
Ch. 7:
1. b
2. d
3. d
4. a
5. d
6. a
7. d
8. d
9. a
10. c
Ch. 8:
1. a
2. d
3. a
4. d
5. c
6. d
7. c
8. d
9. d
10. b
Ch. 9:
1. c
2. b
3. b
4. a
5. d
6. c
7. d
8. d
9. d
10. b
Ch. 10:
1. d
2. c
3. b
4. d
5. d
6. a
7. c
8. c
9. d
10. a
Ch. 11:
1. d
2. a
3. d
4. c
5. d
6. a
7. b
8. d
9. d
10. c
Ch. 12:
1. a
2. a
3. b
4. b
5. d
6. d
7. d
8. a
9. a
10. c
Ch. 13:
1. d
2. b
3. c
4. a
5. d
6. d
7. c
8. a
9. d
10. b
Ch. 14:
1. c
2. c
3. c
4. c
5. b
6. c
7. c
8. a
9. b
10. c
Ch. 15:
1. c
2. b
3. a
4. a
5. a
6. a
7. c
8. a
9. d
10. d
Ch. 16:
1. a
2. c
3. b
4. b
5. c
6. c
7. c
8. d
9. b
10. d
Ch. 17:
1. c
2. d
3. d
4. a
5. c
6. c
7. c
8. b
9. b
10. d
Ch. 18:
1. d
2. c
3. b
4. d
5. d
6. a
7. c
8. d
9. a
10. c
Ch. 19:
1. d
2. c
3. b
4. d
5. c
6. d
7. c
8. c
9. a
10. a
50