TEST BANK for Lifespan Development A Topical Approach, 5th Edition by Robert Feldman - 2024 Chapter

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TEST BANK for Lifespan Development A Topical Approach, 5th Edition by Robert Feldman - 2024 Chapter 1-15 Prepared by:

Alan Swinkels St. Edward’s University

Lifespan Development Fifth Edition

ROBERT S. FELDMAN

TOTAL ASSESSMENT GUIDE

Chapter 1 An Introduction to Lifespan Development

Topic LO 1.1 Define the field of lifespan development and describe what it encompasses.

LO 1.2 Describe the areas that lifespan development specialists cover.

LO 1.3 Describe some of the basic influences on human development.

LO 1.4 Summarize four key issues in the field of lifespan development.

LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

LO 1.6 Describe how the behavioral perspective explains lifespan development.

LO 1.7 Describe how the cognitive perspective explains lifespan development.

LO 1.8 Describe how the humanistic perspective explains lifespan development.

LO 1.9 Describe how the contextual perspective explains lifespan development.

LO 1.10 Describe how the evolutionary perspective explains lifespan development.

LO 1.11 Discuss the value of applying multiple perspectives to lifespan development.

LO 1.12 Describe the role that theories and hypotheses play in the study of development.

Remember the Facts

Understand the Concepts

Multiple Choice

Apply What You Know

Analyze It

1

Essay Multiple Choice

2, 4

3

Essay Multiple Choice Essay

7–9

Multiple Choice

12–13

5

6 65

10, 14–15

11

Essay Multiple Choice

66 17, 21, 23–24

16, 18–19, 25, 27

20, 22

Essay

67

Multiple Choice Essay

28–29, 31

32

Multiple Choice Essay

34, 36–38, 40

33, 35, 39

Multiple Choice Essay Multiple Choice Essay

44

Multiple Choice Essay

30

41

42

43, 46

45

47

Multiple Choice Essay Multiple Choice Essay

26

48 68 49 69

TOTAL ASSESSMENT GUIDE

Chapter 1 An Introduction to Lifespan Development

Topic LO 1.13 Compare the two major categories of lifespan development research.

LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

LO 1.15 Explain the main features of an experiment.

LO 1.16 Distinguish between theoretical research and applied research.

LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research.

LO 1.18 Describe ethical issues that affect psychological research.

Remember the Facts Multiple Choice Essay

50

Multiple Choice Essay

51, 52, 54

Multiple Choice Essay

55, 57, 60

Understand the Concepts

53 70

59

Multiple Choice Essay Multiple Choice Essay Multiple Choice Essay

Apply What You Know

56, 58 61

62

63

64 71

Analyze It

Chapter 1 An Introduction to Lifespan Development MULTIPLE CHOICE 1-1. Dr. Sardonicus wants to examine the effectiveness of different teaching techniques. Her 9:00 A.M. class will be exposed to a new method of viewing online instructional videos whereas her 10:00 A.M. class will be exposed to traditional lectures. She will assess the students‘ memory for the information across six sessions. What method is the professor using to test her ideas? a) b) c) d)

intuitive sociological anecdotal scientific

Answer: D Learning Objective: LO 1.1 Define the field of lifespan development and describe what it encompasses.

Topic: Defining Lifespan Development Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-2. A developmental psychologist whose research focus is on the human body‘s capacities and limitations is primarily interested in __________ development. a) b) c) d)

cognitive physical personality social

Answer: B Learning Objective: LO 1.2 Describe the areas that lifespan development specialists cover.

Topic: The Scope of the Field of Lifespan Development Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-3. Researchers in the Educational Psychology department of a university are conducting a long-term study to see how problem-solving skills change over time as students move from elementary school to high school to college. Which aspect of development are the researchers most likely studying? a) cognitive

b) personality c) social d) physical Answer: A Learning Objective: LO 1.2 Describe the areas that lifespan development specialists cover.

Topic: The Scope of the Field of Lifespan Development Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-4. Lifespan developmentalists typically focus on a particular __________ when investigating their questions of interest. a) b) c) d)

family age range preconception geographic location

Answer: B Learning Objective: LO 1.2 Describe the areas that lifespan development specialists cover.

Topic: The Scope of the Field of Lifespan Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-5. Which developmental period has been proposed to exist between adolescence and adulthood? a) b) c) d)

senescence emerging adulthood exploratory maturation extended adolescence

Answer: B LO 1.2 Describe the areas that lifespan development specialists cover.

Topic: The Scope of the Field of Lifespan Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-6. The term __________ relates to a person‘s cultural background, nationality, religion, and language. a) race

b) self-identity c) ethnic group d) cultural categorization Answer: C Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Topic: Influences on Development Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

1-7. A group of people who are born around the same time in the same place is called a(n) __________. a) b) c) d)

race cohort ethnic group normative group

Answer: B Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Topic: Influences on Development Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-8. Biological and environmental influences that are similar for individuals in a particular age group, regardless of where they are raised, are called __________ influences. a) b) c) d)

age-graded history-graded biological environmental

Answer: A Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Topic: Influences on Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-9. When social and cultural factors affect a particular individual at a particular time, and include forces such as race, ethnicity, social class, and subcultural membership, these factors are called __________.

a) b) c) d)

age-graded influences non-normative life events history-graded influences sociocultural-graded influences

Answer: D Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Topic: Influences on Development Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-10. Darnell believes his infant daughter is going through very distinct stages of development and is suddenly, upon turning 6 months old, able to do far more than she could at five and a half months. Darnell‘s observation is consistent with a __________ approach to development. a) continuous change b) discontinuous change c) sensitive periods d) nurture Answer: B Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-11. Sara contracted rubella (German measles) in the eleventh week of her pregnancy. Emily contracted rubella during the thirtieth week of her pregnancy. The difference in the way rubella would affect an unborn child at these two times is an example of __________. a) b) c) d)

continuous change discontinuous change a critical period a sensitive period

Answer: C Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Difficult Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

1-12. Development that occurs in distinct steps or stages, with each stage bringing about behavior that is assumed to be qualitatively different from behavior at earlier stages, is called __________ change. a) b) c) d)

discontinuous continuous critical natural

Answer: A Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-13. During a __________, organisms are particularly susceptible to certain kinds of stimuli in their environments, but the absence of those stimuli does not always produce irreversible consequences. a) b) c) d)

sensitive period continuous change period critical period cohort

Answer: A Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-14. Which issue has dominated many of the research questions in lifespan development? a) Which areas of lifespan development are the most important for producing normal human functioning? b) How much of people‘s behavior is due to their genetically determined nature and how much is due to nurture? c) What role does the unconscious play in shaping human behavior? d) What are the appropriate methods to use when studying development over time?

Answer: B Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-15. __________ refers to the predetermined unfolding of genetic information within the course of an individual‘s development. a) b) c) d)

Maturation Nurture Discontinuous change Critical growth

Answer: A Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-16. Advocates of the __________ perspective argue that much of behavior is motivated by inner forces, memories, and conflicts about which a person has little awareness or control. a) b) c) d)

psychodynamic psychosocial behavioral sociocultural

Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-17. Sigmund Freud believed that the __________ contains infantile wishes, desires, demands, and needs that are hidden from conscious awareness because they are disturbing. a) superego b) conscience

c) ego d) unconscious Answer: D Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-18. Sigmund Freud believed that the goal of the id was to __________. a) b) c) d)

reduce satisfaction and maximize tension maximize satisfaction and reduce tension reduce inhibition and maximize unconscious awareness increase inhibition and reduce unconscious awareness

Answer: B Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-19. Sigmund Freud believed that the ego __________. a) b) c) d)

operates on a completely unconscious level acts as a buffer between the desires of the id and the constraints of the real world was under the direct control of the id is the seat of conscience, or ethical principles of right and wrong

Answer: B Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-20. Enrico effused, ―Man, I‘m all ego! I do what I want whenever I want to.‖ Ivar intoned, ―Me, I‘m pure id. I know right from wrong, and I always tread the moral path.‖ Sebastian shrieked, ―I am the definition of superego! Straight and steady through the world, trying to be

sensible about it all.‖ Despite their best intentions, these three Freudian fellows are a bit mixed up. Can you assign the correct attributes to each person? a) Enrico is id, Ivar is superego, Sebastian is ego b) Enrico is superego, Ivar is ego, Sebastian is id c) Enrico is ego, Ivar is id, Sebastian is superego d) Enrico is ego, Ivar is superego, Sebastian is id Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-21. According to Sigmund Freud, the series of stages that children progress through in which pleasure and gratification are focused on a particular biological function is called __________. a) b) c) d)

psychosexual development the psychosocial revolution psychodynamic awareness psychoanalytic growth

Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-22. Nikky is two-and-a-half years old and grappling with toilet training. Assuming she will eventually get the hang of it, which stage of psychosexual development is Nikky in? a) oral b) anal c) latency d) genital Answer: B Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person

Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-23. Sigmund Freud believed that if children are either unable to gratify themselves during a particular stage of development, or if they are overgratified during a particular stage of development, __________ may occur. a) b) c) d)

fixation conflict stages patterns

Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-24. Erik Erikson proposed a __________ theory, which emphasized that society and culture influence and shape us. a) b) c) d)

psychosocial psychodynamic psychoanalytic behavioral

Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-25. Erik Erikson‘s psychosocial theory differs from Sigmund Freud‘s psychoanalytic theory in that Erikson believed that development __________. a) is completed in infancy b) is completed in early childhood c) is completed by adolescence d) continues throughout the lifespan

Answer: D Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-26. Why has Sigmund Freud‘s psychodynamic perspective been called into question by modern theorists? a) b) c) d)

Freud assigned too small of a role to unconscious forces.

Many of Freud‘s ideas have not been validated by research.

Freud focused too much on the importance of social interaction in shaping behavior.

Freud presented an overly optimistic view of humanity.

Answer: B Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

1-27. Between the ages of 5 to 6 years and adolescence, children strive to develop a sense of competence and avoid feeling that they have no sense of mastery. Erik Erikson referred to this stage of psychosocial development as _______. a) b) c) d)

industry vs. inferiority ego-integrity vs. despair identity vs. role diffusion generativity vs. stagnation

Answer: A Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

1-28. A type of learning in which an organism responds in a particular way to a neutral stimulus that normally does not bring about that type of response is called __________. a) classical conditioning

b) behavioral observation c) operant conditioning d) psychodynamic learning Answer: A Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Topic: The Behavioral Perspective: Focusing on Observable Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-29. A form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences is called __________. a) b) c) d)

the behavioral perspective the psychodynamic perspective operant conditioning classical conditioning

Answer: C Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Topic: The Behavioral Perspective: Focusing on Observable Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-30. Rocio learned at a young age that developing good study habits, such as doing her homework, brought about good grades and made her want to work harder in school. This kind of encouraging outcome of an action is called __________. a) b) c) d)

development classical conditioning reinforcement social-cognition

Answer: C Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Topic: The Behavioral Perspective: Focusing on Observable Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-31. __________ is a formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones. a) b) c) d)

Punishment Reinforcement Classical remediation Behavior modification

Answer: D Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Topic: The Behavioral Perspective: Focusing on Observable Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-32. Which learning approach emphasizes the importance of modeling? a) b) c) d)

classical conditioning behavior modification social-cognitive learning operant conditioning

Answer: C Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Topic: The Behavioral Perspective: Focusing on Observable Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-33. __________ emphasizes the processes that allow people to know, understand, and think about the world. a) b) c) d)

Classical conditioning The psychodynamic perspective Operant conditioning The cognitive perspective

Answer: D Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-34. Which person is considered the predominant theorist in the area of cognitive development? a) b) c) d)

Jean Piaget Anne Anastasi Albert Bandura Mary Salter Ainsworth

Answer: A Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-35. Jean Piaget‘s two basic principles of growth in children‘s understanding of the world are __________. a) b) c) d)

reward and punishment schemas and assessment assimilation and accommodation cognition and behavior

Answer: C Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-36. What did Jean Piaget call the process by which people understand an experience in terms of their current stage of cognitive development? a) b) c) d) Answer: D

cognition accommodation schemes assimilation

Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-37. What did Jean Piaget call the process by which changes occur in the existing way a child thinks in response to encounters with new stimuli or events? a) b) c) d)

assimilation accommodation cognition schemes

Answer: B Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-38. Which model of cognitive development seeks to identify the ways in which individuals take in, access, utilize, and store information? a) b) c) d)

Piagetian psychosocial information processing sociocultural

Answer: C Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-39. Jean Piaget‘s perspective on cognitive development assumes that thinking undergoes __________ advances, whereas the information-processing approach assumes that development is marked by __________ advantages.

a) b) c) d)

quantitative; qualitative quantitative; discontinuous qualitative; quantitative continuous; discontinuous

Answer: C Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-40. Which approach to understanding cognitive development is currently at the forefront of cutting-edge research, utilizing our understanding of genes and brain activity? a) b) c) d)

behavior modification social-cognitive cognitive neuroscience neo-Piagetian

Answer: C Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Topic: The Cognitive Perspective: Examining the Roots of Understanding Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-41. Which theoretical perspective argues that people have a fundamental ability to control their behavior and make rational decisions about their lives? a) b) c) d)

psychoanalytic behavioral humanistic social-cognitive learning theory

Answer: C Learning Objective: LO 1.8 Describe how the humanistic perspective explains lifespan development.

Topic: The Humanistic Perspective: Concentrating on the Unique Qualities of Human Beings Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-42. While watching the sun set over the Salton Sea, Gricelda was suddenly overcome by a feeling that she had reached a state of self-fulfillment, achieving what she feels is her highest potential, and reaching those heights in her own unique way. According to the humanist perspective, what happened to Gricelda? a) She finally understood the nature–nurture distinction. b) She realized her need for positive regard. c) She resolved her autonomy versus initiative challenge. d) She attained self-actualization.

Answer: D Learning Objective: LO 1.8 Describe how the humanistic perspective explains lifespan development.

Topic: The Humanistic Perspective: Concentrating on the Unique Qualities of Human Beings Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-43. Which theoretical perspective specifically focuses on the relationship between individuals and their physical, cognitive, personality, and social worlds? a) b) c) d)

humanistic contextual cognitive behavioral

Answer: B Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Topic: The Contextual Perspective: Taking a Broad Approach to Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-44. Which of Urie Bronfenbrenner‘s bioecological levels provides the connections between the various aspects of a person‘s life? a) b) c) d)

exosystem mesosystem microsystem macrosystem

Answer: B Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Topic: The Contextual Perspective: Taking a Broad Approach to Development

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-45. Peter and Gordon are considering moving from their small rural town to a larger city to gain greater access to social services, better schools for their children, and a wider variety of entertainment options. This is an example of which of Urie Bronfenbrenner‘s five bioecological levels? a) b) c) d)

macrosystem exosystem microsystem mesosystem

Answer: B Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Topic: The Contextual Perspective: Taking a Broad Approach to Development Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-46. Which theory emphasizes how cognitive development proceeds as a result of social interactions between members of a culture? a) b) c) d)

interconnectedness sociocultural bioecological contextual

Answer: B Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Topic: The Contextual Perspective: Taking a Broad Approach to Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-47. Which theoretical perspective seeks to identify behavior that is the result of our genetic inheritance from our ancestors? a) b) c) d)

evolutionary cognitive neuroscience bioecological humanistic

Answer: A Learning Objective: LO 1.10 Describe how the evolutionary perspective explains lifespan development.

Topic: Evolutionary Perspectives: Our Ancestors‘ Contributions to Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-48. Why is it wrong to ask ―which theoretical perspective on lifespan development is correct?‖ a) Developmentalists already agree that the psychodynamic perspective makes the greatest theoretical contribution; other perspectives should be mentioned, but ultimately rejected. b) There is no way to empirically test the propositions of the various perspectives, so there is no way to determine which is correct. c) Each perspective looks at development from a different vantage point; as such, each emphasizes a slightly different aspect while retaining a piece of the truth. d) Asking ―which is correct?‖ is less important than asking ―what should be studied?‖ Answer: C Learning Objective: LO 1.11 Discuss the value of applying multiple perspectives to lifespan development.

Topic: Why ―Which Approach Is Right?‖ Is the Wrong Question Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-49. Which type of evidence is based on careful, systematic procedures? a) b) c) d)

scientific opinion anecdotal abstract

Answer: A Learning Objective: LO 1.12 Describe the role that theories and hypotheses play in the study of development.

Topic: Theories and Hypotheses: Posing Developmental Questions Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-50. __________ research is designed to discover causal relationships between various factors.

a) b) c) d)

Correlational Hypothetical Experimental Theoretical

Answer: C Learning Objective: LO 1.13 Compare the two major categories of lifespan development research.

Topic: Choosing a Research Strategy: Answering Questions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-51. Which research strategy involves observing naturally occurring behavior without intervening in the situation? a) b) c) d)

case study method ethnography naturalistic observation experimental research

Answer: C Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Topic: Correlational Studies Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-52. __________ is a developmental research strategy borrowed from the field of anthropology and used to investigate cultural questions. a) b) c) d)

Ethnography Survey research Psychophysiological research Experimentation

Answer: A Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Topic: Correlational Studies Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-53. In the 1970s, a 13-year-old girl (called ―Genie‖) was found locked in a room, strapped to a potty chair, where she had been confined since birth. Because she had grown up in a world without human speech, researchers studied Genie‘s ability to acquire words, grammar, and pronunciation. This type of research is an example of a __________. a) b) c) d)

representative sample case study survey study naturalistic observation

Answer: B Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Topic: Correlational Studies Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-54. When a group of people are chosen to represent a larger population and are asked about their attitudes, behaviors, or thinking on a given topic, this is considered __________ research. a) b) c) d)

ethnographic case study experimental survey

Answer: D Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Topic: Correlational Studies Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-55. When an investigator devises different conditions and then compares the outcomes of the participants exposed to those different conditions in order to see how behavior is affected, this is called a(n) __________. a) hypothesis b) experiment c) theory

d) treatment Answer: B Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-56. Rolando conducts an experiment in which group A is exposed to a particular treatment and group B is given no treatment. If group A is designated as the treatment group, then group B is the __________. a) b) c) d)

independent variable dependent variable control group treatment group

Answer: C Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-57. In an experiment, the __________ is what researchers manipulate. a) b) c) d)

replication group independent variable control group dependent variable

Answer: B Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-58. Dr. Saetang asks individuals to run on a treadmill for zero, fifteen, or thirty minutes and then measures their self-reported feelings of fatigue. In this hypothetical study, the independent variable is __________. a) the self-reported feelings of fatigue

b) the individuals who run for fifteen or thirty minutes c) the individuals who run for zero minutes d) the number of minutes individuals run on the treadmill Answer: D Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-59. Which technique ensures that personal characteristics that might affect the outcome of an experiment are scattered among research participants in the different groups, thereby making the groups roughly equivalent? a) b) c) d)

dependent recursion random assignment independent assignment regression to the mean

Answer: B Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-60. Using a real-world setting for an experiment is the hallmark of a(n) __________. a) b) c) d)

field study control group experimental group sample group

Answer: A Learning Objective: LO 1.15 Explain the main features of an experiment.

Topic: Experiments: Determining Cause and Effect Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-61. If the focus of a research study is to examine the ways in which college professors can help students to remember information more easily, such a study would represent __________ research.

a) b) c) d)

applied experimental theoretical hypothetical

Answer: A Learning Objective: LO 1.16 Distinguish between theoretical research and applied research.

Topic: Theoretical and Applied Research: Complementary Approaches Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-62. What type of research design is used when people of different ages are compared at the same point in time? a) b) c) d)

longitudinal sequential correlational cross-sectional

Answer: D Learning Objective: LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research.

Topic: Measuring Developmental Change Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

1-63. Which type of research study is a ―compromise‖ that examines a number of different age groups over several points in time? a) b) c) d)

longitudinal sequential cross-sectional experimental

Answer: B Learning Objective: LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research.

Topic: Measuring Developmental Change Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

1-64. Which consideration is a common ethical guideline for conducting research with human participants?

want

a) Participants may not withdraw from a research study after it has begun. b) Participants must be allowed to make an informed decision about whether or not they to participate in the study. c) Participants cannot be subjected to any amount of discomfort. d) Participants cannot be deceived about aspects of the research.

Answer: B Learning Objective: LO 1.18 Describe ethical issues that affect psychological research.

Topic: Ethics and Research Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

ESSAY QUESTIONS 1-65. Explain the three different types of cohort effects and give an example of each.

Answer: A good answer would include the following key points:  History-graded influences are biological and environmental influences associated with a particular historical moment in time (examples: floods or earthquakes experienced by people living in an affected region).  Age-graded influences are biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised (examples: puberty and menopause).  Sociocultural-graded influences are the social and cultural factors present at a particular time for a particular individual dependent upon such variables as ethnicity, social class, and subcultural membership (examples: socioeconomic forces affect developing children differently).

Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Topic: Influences on Development Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-66. Explain the distinction between continuous change and discontinuous change, and discuss why some theorists and researchers would subscribe to one or the other of those viewpoints, using an example.

Answer: A good answer would include the following key points:  Continuous change is change that is gradual, evidenced by current achievements that build on previous levels of achievement. This perspective assumes that basic underlying developmental processes remain the same over the life span.  Discontinuous change occurs in distinct stages or steps. The assumption is that a person‘s behavior and the developmental processes that contribute to them are qualitatively different at different stages.  A theorist would be on fairly solid ground adopting either approach, as some aspects of development seem to be smooth, gradual, and continuous, whereas others appear to have more of a discontinuous nature to them.  Depending on when it is observed, height, for example, can seem quite continuous; children gradually grow taller over time. Yet it also can appear discontinuous, as when an adolescent‘s growth spurt makes a teenager seem to suddenly ―shoot up‖ overnight.

Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

1-67. Name one shortcoming associated with each of these theoretical approaches: psychodynamic, humanistic, and behavioral. Then discuss whether what you‘ve identified is an actual shortcoming, or merely something beyond the scope of that given perspective.

Answer: A good answer would include the following key points:  A major shortcoming, limitation, or disadvantage associated with the psychodynamic perspective is a lack of empirical evidence supporting the primary concepts of the theoretical approach. For example, it is difficult (if not impossible) to measure or empirically verify the id, ego, or superego, test the validity of psychosexual stages of development, or quantify psychosocial conflicts resolved over the course of the lifespan.  That same shortcoming applies to the humanistic perspective. Concepts such as selfactualization, unconditional positive regard, fulfillment, and the like, sound nice and paint quite a rosy portrait of humanity, but they are highly resistant to empirical study.  A shortcoming of behaviorism, in its strictest sense, is its disregard of cognition, mental life, and mental processes. This can range from simply assuming such processes not to be the appropriate subject matter for psychology (thereby perhaps acknowledging their existence but downplaying their importance) to developing a grand theory based entirely on principles of behavior.  The shortcomings associated with the psychodynamic and humanistic perspective are genuine shortcomings. Psychology is a science, and as such, any specialization/branch/subfield of psychology is also a science; this places developmental psychology squarely in that camp. If theoretical concepts are not amenable to scientific scrutiny, they may provide a conceptual framework or helpful anecdotes, but nonscience can‘t be science.  Ignoring mental life and cognition, however, is not so much a shortcoming of the behaviorist perspective as it is simply an area of focus not adopted by that perspective.

No one would fault a biologist for not consistently integrating a sociological perspective in their work; biology is biology, and sociology is sociology. Behaviorists offered an explanatory system based on observable behavior, and although it may be limited in scope, it is nonetheless theoretically cohesive and accessible to empirical investigation.

Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Topic: The Psychodynamic Perspective: Focusing on the Inner Person Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

1-68. Why is asking, ―Which theoretical perspective is correct?‖ the wrong question to ask?

Answer: A good answer would include the following key points:  Different perspectives emphasize different aspects of development; asking, ―Which is right?‖ is like comparing apples and oranges. Both are round, both are fruits, both are edible, but beyond those surface similarities, there are important differences that distinguish them.

  

The same phenomenon can be examined from many different perspectives, meaning each perspective might have a piece of the truth in interpreting that phenomenon.

An eclectic approach, adopting elements of multiple perspectives to address a topic of interest, provides a broader and more nuanced perspective.

Empirical research evidence is the ultimate arbiter of the accuracy of a theoretical perspective.

Learning Objective: LO 1.11 Discuss the value of applying multiple perspectives to lifespan development.

Topic: Why ―Which Approach Is Right?‖ Is the Wrong Question to Ask Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

1-69. Describe the three major steps of the scientific method and give an example of each.

Answer: A good answer would include the following key points:  Identifying questions of interest (example: Why do girls and boys differ in height during puberty?).  Formulating an explanation (example: Biological and genetic forces produce these observable physical changes).  Carrying out research that either lends support to the explanation or refutes it (example: Blood samples, genetic testing, and familial height measurements are collected).

Learning Objective: LO 1.12 Describe the role that theories and hypotheses play in the study of development.

Topic: Theories and Hypotheses: Posing Developmental Questions Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-70. Explain what a correlation coefficient measures, and provide examples of what different kinds of coefficients indicate.

Answer: A good answer would include the following key points:  Correlation coefficients are measures of the relationship between two variables.  Coefficients can range between –1.00 and +1.00, and indicate both the strength and the direction of a relationship.  Coefficients closer to 1.00 on either end represent stronger levels of association.  Positive coefficients indicate that as scores on one variable increase, scores on the other variable increase, and vice-versa; both variables are moving in the same direction.  Negative coefficients indicate that high scores on one variable are associated with low scores on the other variable, and vice-versa; the variables are moving in opposite directions.  A correlation of +.85 between height and weight indicates a strong, positive association between those two variables.

 

A correlation of –.30 between weight and finger dexterity indicates a weak, negative association between those two variables.

A correlation of .00 indicates no association between two variables.

Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Topic: Correlational Studies Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

1-71. Summarize the four basic principles of ethical research, and provide an example of how each principle might be violated in a research study.

Answer: A good answer would include the following key points:  Protection from physical or psychological harm. If a researcher wanted to see how long newborns could hold their breath under water, this would be an unethical experiment violating this principle.  Obtaining informed consent. Telling a group of elementary school children to ―just fill out these forms; you don‘t need to know why‖ would violate this principle.  Justified deception. Convincing a child that her puppy was just murdered in order to arouse and measure a stress response would be an unjustified use of deception.  Privacy must be maintained. A researcher who left adolescents‘ confidential responses to questions about engaging in unprotected sexual activity lying on a table in a coffee shop would not be maintaining the privacy of those responses.

Learning Objective: LO 1.18: Describe ethical issues that affect psychological research.

Topic: Ethics and Research Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module 1.1 Quiz: An Orientation to Lifespan Development Multiple choice question 1. EOM Q1.1.1 Lifespan development examines patterns of growth, change, and __________ in human behavior across the life span. a) stability b) evolution Consider This: Lifespan development studies thought and behavior that occurs throughout the entire life span. LO 1.1 Define the field of lifespan development and describe what it encompasses. c) diversity Consider This: Lifespan development studies thought and behavior that occurs throughout the entire life span. LO 1.1 Define the field of lifespan development and describe what it encompasses. d) socialization Consider This: Lifespan development studies thought and behavior that occurs throughout the entire life span. LO 1.1 Define the field of lifespan development and describe what it encompasses.

Answer: A Difficulty: Easy Topic: Defining Lifespan Development Skill: Understand the Concepts Learning Objective: LO 1.1 Define the field of lifespan development and describe what it encompasses.

Multiple choice question 2. EOM Q1.1.2 How are the developmental periods of infancy and adolescence similar? a) Both have a fairly clear-cut boundary for when they begin. b) Both involve roughly the same number of years.

Consider This: These developmental periods are social constructions. LO 1.2 Describe the areas that lifespan development specialists cover. c) Both have a fairly clear-cut boundary for when they end.

Consider This: These developmental periods are social constructions. LO 1.2 Describe the areas that lifespan development specialists cover. d) Most developmentalists study both of these periods at the same time.

Consider This: These developmental periods are social constructions. LO 1.2 Describe the areas that lifespan development specialists cover.

Answer: A Difficulty: Difficult Topic: The Scope of the Field of Lifespan Development Skill: Understand the Concepts Learning Objective: LO 1.2 Describe the areas that lifespan development specialists cover.

Multiple choice question

3. EOM Q1.1.3 Compared to the others, which circumstances represent a history-graded influence? a) living in a small town where a mass shooting has taken place b) entering formal education in the school system Consider This: Cohort effects are a type of history-graded influence. LO 1.3 Describe some of the basic influences on human development. c) the onset of puberty Consider This: Cohort effects are a type of history-graded influence. LO 1.3 Describe some of the basic influences on human development. d) experiencing menopause Consider This: Cohort effects are a type of history-graded influence. LO 1.3 Describe some of the basic influences on human development.

Answer: A Difficulty: Moderate Topic: Influences on Development Skill: Apply What You Know Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Multiple choice question 4. EOM Q1.1.4 Compared to young children, adults have a much harder time learning a new language. Researchers studying this phenomenon are mainly addressing which key issue in development? a) critical versus sensitive periods b) continuous versus discontinuous change Consider This: Developmentalists think it is possible for later experiences to overcome earlier deficits; not learning a language when it was optimal to do so does not mean it can‘t be acquired later. LO 1.4 Summarize four key issues in the field of lifespan development. c) lifespan approaches versus particular periods Consider This: Developmentalists think it is possible for later experiences to overcome earlier deficits; not learning a language when it was optimal to do so does not mean it can‘t be acquired later. LO 1.4 Summarize four key issues in the field of lifespan development. d) nature versus nurture Consider This: Developmentalists think it is possible for later experiences to overcome earlier deficits; not learning a language when it was optimal to do so does not mean it can‘t be acquired later. LO 1.4 Summarize four key issues in the field of lifespan development.

Answer: A Difficulty: Moderate Topic: Key Issues and Questions: Determining the Nature— and Nurture— of Lifespan Development Skill: Understand the Concepts Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Multiple choice question 5. EOM Q1.1.5 In the nature versus nurture discussion, the term nurture refers to __________. a) environmental influences b) historical traits

Consider This: Nature and nurture used to be seen as opposing forces, rather than having the joint influence on development that almost all researchers now acknowledge. LO 1.4 Summarize four key issues in the field of lifespan development. c) genetic factors Consider This: Nature and nurture used to be seen as opposing forces, rather than having the joint influence on development that almost all researchers now acknowledge. LO 1.4 Summarize four key issues in the field of lifespan development. d) inherited characteristics Consider This: Nature and nurture used to be seen as opposing forces, rather than having the joint influence on development that almost all researchers now acknowledge. LO 1.4 Summarize four key issues in the field of lifespan development.

Answer: A Difficulty: Easy Topic: Key Issues and Questions: Determining the Nature – and Nurture – of Lifespan Development Skill: Understand the Concepts Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Module 1.2 Quiz: Theoretical Perspectives on Lifespan Development Multiple choice question 1. EOM Q1.2.1 Proponents of the __________ theoretical perspective believe that behavior is largely motivated by subconscious inner forces and memories. a) psychodynamic b) behavioral Consider This: Sigmund Freud is most commonly associated with this theoretical perspective. LO 1.5 Describe how the psychodynamic perspective explains lifespan development. c) cognitive Consider This: Sigmund Freud is most commonly associated with this theoretical perspective. LO 1.5 Describe how the psychodynamic perspective explains lifespan development. d) evolutionary Consider This: Sigmund Freud is most commonly associated with this theoretical perspective. LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Answer: A Difficulty: Moderate Topic: The Psychodynamic Perspective: Focusing on the Inner Person Skill: Understand the Concepts Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Multiple choice question 2. EOM Q1.2.2 __________ emphasizes the importance of learning by observing the behavior of another person, called a model. a) Social-cognitive learning theory b) Classical conditioning Consider This: Albert Bandura is commonly associated with this theoretical perspective. LO 1.6 Describe how the behavioral perspective explains lifespan development. c) Humanistic psychology Consider This: Albert Bandura is commonly associated with this theoretical perspective. LO 1.6 Describe how the behavioral perspective explains lifespan development. d) The psychodynamic perspective Consider This: Albert Bandura is commonly associated with this theoretical perspective. LO 1.6 Describe how the behavioral perspective explains lifespan development.

Answer: A Difficulty: Moderate Topic: The Behavioral Perspective: Focusing on Observable Behavior Skill: Understand the Concepts Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Multiple choice question 3. EOM Q1.2.3 How are Jean Piaget‘s concepts of assimilation and accommodation similar? a) Both are ways to bring about cognitive development. b) Both involve attaining formal operations before they can take place.

Consider This: Piaget believed that these principles explain how children understand the world. LO 1.7 Describe how the cognitive perspective explains lifespan development. c) Both involve understanding experience in terms of a child's existing way of thinking.

Consider This: Piaget believed that these principles explain how children understand the world. LO 1.7 Describe how the cognitive perspective explains lifespan development. d) Both are interchangeable terms used to explain the same concept.

Consider This: Piaget believed that these principles explain how children understand the world. LO 1.7 Describe how the cognitive perspective explains lifespan development.

Answer: A Difficulty: Difficult Topic: The Cognitive Perspective: Examining the Roots of Understanding Skill: Analyze It Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Multiple choice question 4. EOM Q1.2.4 A teacher who provides less and less guidance each time a child tries to complete a puzzle is using __________. a) scaffolding b) initiative versus guilt Consider This: Lev Vygotsky argued that children's understanding of the world is acquired through their problem-solving interactions with adults and other children. LO 1.9 Describe how the contextual perspective explains lifespan development. c) the chronosystem Consider This: Lev Vygotsky argued that children's understanding of the world is acquired through their problem-solving interactions with adults and other children. LO 1.9 Describe how the contextual perspective explains lifespan development. d) classical conditioning Consider This: Lev Vygotsky argued that children's understanding of the world is acquired through their problem-solving interactions with adults and other children. LO 1.9 Describe how the contextual perspective explains lifespan development.

Answer: A Difficulty: Moderate Topic: The Contextual Perspective: Taking a Broad Approach to Development Skill: Apply What You Know Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Multiple choice question 5. EOM Q1.2.5 The __________ perspective identifies behaviors that are the result of genetic inheritance. a) evolutionary b) cognitive Consider This: This perspective contends that our genetic inheritance determines not only physical traits such as skin and eye color, but certain personality traits and social behaviors as well. LO 1.10 Describe how the evolutionary perspective explains lifespan development. c) psychodynamic Consider This: This perspective contends that our genetic inheritance determines not only physical traits such as skin and eye color, but certain personality traits and social behaviors as well. LO 1.10 Describe how the evolutionary perspective explains lifespan development.

d) contextual Consider This: This perspective contends that our genetic inheritance determines not only physical traits such as skin and eye color, but certain personality traits and social behaviors as well. LO 1.10 Describe how the evolutionary perspective explains lifespan development.

Answer: A Difficulty: Easy Topic: Evolutionary Perspectives: Our Ancestors‘ Contributions to Behavior Skill: Understand the Concepts Learning Objective: LO 1.10 Describe how the evolutionary perspective explains lifespan development.

Module 1.3 Quiz: Research Methods Multiple choice question 1. EOM Q1.3.1 __________ is the process of posing and answering research questions using careful, controlled techniques that include systematic, orderly observation and the collection of data. a) The scientific method b) The evolutionary perspective Consider This: This process involves the formulation of theories. LO 1.12 Describe the role that theories and hypotheses play in the study of development. c) A researcher‘s theoretical orientation Consider This: This process involves the formulation of theories. LO 1.12 Describe the role that theories and hypotheses play in the study of development. d) Institutional review Consider This: This process involves the formulation of theories. LO 1.12 Describe the role that theories and hypotheses play in the study of development.

Answer: A Difficulty: Moderate Topic: Theories and Hypotheses: Posing Developmental Questions Skill: Understand the Concepts Learning Objective: LO 1.12 Describe the role that theories and hypotheses play in the study of development.

Multiple choice question 2. EOM Q1.3.2 In order to have the possibility of establishing causality, which research method must be used? a) an experiment b) a case study Consider This: Only one research technique provides the necessary controls to allow for identifying causality. LO 1.13 Compare the two major categories of lifespan development research. c) correlational research Consider This: Only one research technique provides the necessary controls to allow for identifying causality. LO 1.13 Compare the two major categories of lifespan development research. d) scientific observation Consider This: Only one research technique provides the necessary controls to allow for identifying causality. LO 1.13 Compare the two major categories of lifespan development research.

Answer: A Difficulty: Moderate Topic: Choosing a Research Strategy: Answering Questions Skill: Apply What You Know Learning Objective: LO 1.13 Compare the two major categories of lifespan development research.

Multiple choice question 3. EOM Q1.3.3 The strength and direction of a relationship between two factors is represented by a(n) __________. a) correlation coefficient b) associative coefficient

Consider This: This mathematical score indicates whether the two factors are associated or related to one another. LO 1.14 Identify different types of correlational studies and their relationship to cause and effect. c) experimental factor Consider This: This mathematical score indicates whether the two factors are associated or related to one another. LO 1.14 Identify different types of correlational studies and their relationship to cause and effect. d) predictable factor Consider This: This mathematical score indicates whether the two factors are associated or related to one another. LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Answer: A Difficulty: Easy Topic: Correlational Studies Skill: Understand the Concepts Learning Objective: LO 1.14 Identify different types of correlational studies and their relationship to cause and effect.

Multiple choice question 4. EOM Q1.3.4 An investigator is studying the effectiveness of two new types of parenting interventions for children who demonstrate disruptive behavior. In this example, the type of intervention would be the __________ variable, and the amount of disruptive behavior would be the __________ variable. a) independent; dependent b) correlational; experimental Consider This: In an experiment, investigators manipulate variables to see how they affect other variables. LO 1.15 Explain the main features of an experiment. c) dependent; independent Consider This: In an experiment, investigators manipulate variables to see how they affect other variables. LO 1.15 Explain the main features of an experiment. d) experimental; correlational Consider This: In an experiment, investigators manipulate variables to see how they affect other variables. LO 1.15 Explain the main features of an experiment.

Answer: A Difficulty: Moderate Topic: Experiments: Determining Cause and Effect Skill: Apply What You Know Learning Objective: LO 1.15 Explain the main features of an experiment.

Multiple choice question 5. EOM Q1.3.5 __________ is designed specifically to test some developmental explanation and expand scientific knowledge, whereas __________ is meant to provide practical solutions to immediate problems. a) Theoretical research; applied research b) Applied research; theoretical research Consider This: These are complementary approaches to research. LO 1.16 Distinguish between theoretical research and applied research. c) Qualitative research; theoretical research

Consider This: These are complementary approaches to research. LO 1.16 Distinguish between theoretical research and applied research. d) Qualitative research; applied research Consider This: These are complementary approaches to research. LO 1.16 Distinguish between theoretical research and applied research.

Answer: A Difficulty: Easy Topic: Theoretical and Applied Research: Complementary Approaches Skill: Understand the Concepts Learning Objective: LO 1.16 Distinguish between theoretical research and applied research.

Chapter 1 Quiz: An Introduction to Lifespan Development Multiple choice question 1. EOC Q1.1 Which statement best represents the current view of most developmentalists? a) Growth and change occur in all aspects of a person's life across their lifespan. b) Growth and change in development are less important to understand than stability.

Consider This: Developmental psychology encompasses a broad approach to understanding people.

LO 1.1 Define the field of lifespan development and describe what it encompasses. c) Growth and change occur primarily during the preschool years and old age.

Consider This: Developmental psychology encompasses a broad approach to understanding people.

LO 1.1 Define the field of lifespan development and describe what it encompasses. d) Growth and change occur primarily in physical and spiritual aspects of a person's life.

Consider This: Developmental psychology encompasses a broad approach to understanding people.

LO 1.1 Define the field of lifespan development and describe what it encompasses.

Answer: A Difficulty: Moderate Topic: Defining Lifespan Development Skill: Analyze It Learning Objective: LO 1.1 Define the field of lifespan development and describe what it encompasses.

Multiple choice question 2. EOC Q1.2 A study that seeks to examine the stability of shyness across the life span is focused primarily on __________ development. a) personality b) physical Consider This: The same study might also investigate how easygoing different people are at different time periods in their life. LO 1.2 Describe the areas that lifespan development specialists cover. c) cognitive development Consider This: The same study might also investigate how easygoing different people are at different time periods in their life. LO 1.2 Describe the areas that lifespan development specialists cover. d) social Consider This: The same study might also investigate how easygoing different people are at different time periods in their life. LO 1.2 Describe the areas that lifespan development specialists cover.

Answer: A Difficulty: Easy Topic: The Scope of the Field of Lifespan Development Skill: Apply What You Know Learning Objective: LO 1.2 Describe the areas that lifespan development specialists cover.

Multiple choice question 3. EOC Q1.3 __________ relates to a person‘s cultural background, nationality, religion, and language.

a) Ethnicity

b) A cohort effect Consider This: This is one of many terms that often gets confused and misused. LO 1.3 Describe some of the basic influences on human development. c) Race Consider This: This is one of many terms that often gets confused and misused. LO 1.3 Describe some of the basic influences on human development. d) A history-graded influence Consider This: This is one of many terms that often gets confused and misused. LO 1.3 Describe some of the basic influences on human development.

Answer: A Difficulty: Difficult Topic: Influences on Development Skill: Understand the Concepts Learning Objective: LO 1.3 Describe some of the basic influences on human development.

Multiple choice question 4. EOC Q1.4 LaRhonda believes that child development is a process of continuous change. Her classmate Angelo thinks that development follows a pattern of discontinuous change. Which person is correct? a) Both: A child's development is marked by both continuous and discontinuous change. b) LaRhonda: A child's increasing height proves that development is always only continuous.

Consider This: Most developmentalists agree that taking an either/or position on many issues is short-sighted. LO 1.4 Summarize four key issues in the field of lifespan development. c) Angelo: A child's growth spurts prove that development is always only discontinuous.

Consider This: Most developmentalists agree that taking an either/or position on many issues is shortsighted. LO 1.4 Summarize four key issues in the field of lifespan development. d) LaRhonda: The growth of cognitive ability proves that development is always only continuous.

Consider This: Most developmentalists agree that taking an either/or position on many issues is shortsighted. LO 1.4 Summarize four key issues in the field of lifespan development.

Answer: A Difficulty: Moderate Topic: Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Skill: Analyze It Learning Objective: LO 1.4 Summarize four key issues in the field of lifespan development.

Multiple choice question 5. EOC Q1.5 Erik Erikson's __________ was created as an alternative psychodynamic view that emphasized social interaction with other people. a) psychosocial theory b) humanistic potential approach Consider This: Erikson‘s theory focuses on changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society. LO 1.5 Describe how the psychodynamic perspective explains lifespan development. c) behavioral perspective Consider This: Erikson‘s theory focuses on changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society. LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

d) cognitive-social-learning theory Consider This: Erikson‘s theory focuses on changes in our interactions with and understandings of one another, as well as in our knowledge and understanding of ourselves as members of society. LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Answer: A Difficulty: Easy Topic: The Psychodynamic Perspective: Focusing on the Inner Person Skill: Understand the Concepts Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Multiple choice question 6. EOC Q1.6 Which statement BEST summarizes the difference between classical conditioning and operant conditioning? a) Classical conditioning involves automatic responses and operant conditioning involves voluntary responses. b) Classical conditioning involves behavioral responses and operant conditioning involves cognitive responses.

Consider This: John B. Watson emphasized classical conditioning and B. F. Skinner emphasized operant conditioning. LO 1.6 Describe how the behavioral perspective explains lifespan development. c) Classical conditioning involves voluntary responses and operant conditioning involves automatic responses.

Consider This: John B. Watson emphasized classical conditioning and B. F. Skinner emphasized operant conditioning. LO 1.6 Describe how the behavioral perspective explains lifespan development. d) Classical conditioning involves cognitive responses and operant conditioning involves behavioral responses.

Consider This: John B. Watson emphasized classical conditioning and B. F. Skinner emphasized operant conditioning. LO 1.6 Describe how the behavioral perspective explains lifespan development.

Answer: A Difficulty: Moderate Topic: The Behavioral Perspective: Focusing on Observable Behavior Skill: Understand the Concepts Learning Objective: LO 1.6 Describe how the behavioral perspective explains lifespan development.

Multiple choice question 7. EOC Q1.7 Which theoretical perspective emphasizes how people internally represent and think about the world? a) cognitive perspective b) psychodynamic perspective Consider This: This perspective focuses on the processes that allow people to know, understand, and think about the world. LO 1.7 Describe how the cognitive perspective explains lifespan development. c) behavioral perspective Consider This: This perspective focuses on the processes that allow people to know, understand, and think about the world. LO 1.7 Describe how the cognitive perspective explains lifespan development. d) evolutionary perspective

Consider This: This perspective focuses on the processes that allow people to know, understand, and think about the world. LO 1.7 Describe how the cognitive perspective explains lifespan development.

Answer: A Difficulty: Easy Topic: The Cognitive Perspective: Examining the Roots of Understanding Skill: Understand the Concepts Learning Objective: LO 1.7 Describe how the cognitive perspective explains lifespan development.

Multiple choice question 8. EOC Q1.8 Which theoretical perspective argues that people have a natural capacity to make decisions about their lives? a) humanistic perspective b) psychodynamic perspective Consider This: The unique qualities of humans are the central focus of this perspective. LO 1.8 Describe how the humanistic perspective explains lifespan development. c) behavioral perspective Consider This: The unique qualities of humans are the central focus of this perspective. LO 1.8 Describe how the humanistic perspective explains lifespan development. d) cognitive perspective Consider This: The unique qualities of humans are the central focus of this perspective. LO 1.8 Describe how the humanistic perspective explains lifespan development.

Answer: A Difficulty: Easy Topic: The Humanistic Perspective: Concentrating on the Unique Qualities of Human Beings Skill: Understand the Concepts Learning Objective: LO 1.8 Describe how the humanistic perspective explains lifespan development.

Multiple choice question 9. EOC Q1.9 What is the key factor guiding developmental perspectives that consider the relationship between individuals and their physical, cognitive, personality, and social worlds? a) contextual factors b) conditioning Consider This: This factor suggests that a person's unique development cannot be properly viewed without seeing how that person is enmeshed within a rich social and cultural context. LO 1.9 Describe how the contextual perspective explains lifespan development. c) genetics Consider This: This factor suggests that a person's unique development cannot be properly viewed without seeing how that person is enmeshed within a rich social and cultural context. LO 1.9 Describe how the contextual perspective explains lifespan development. d) habituation Consider This: This factor suggests that a person's unique development cannot be properly viewed without seeing how that person is enmeshed within a rich social and cultural context. LO 1.9 Describe how the contextual perspective explains lifespan development.

Answer: A Difficulty: Difficult Topic: The Contextual Perspective: Taking a Broad Approach to Development

Skill: Understand the Concepts Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Multiple choice question 10. EOC Q1.10 Which theoretical perspective seeks to identify behavior that is the result of our genetic inheritance? a) evolutionary perspective b) psychodynamic perspective Consider This: This perspective has grown out of the work of Charles Darwin. LO 1.10 Describe how the evolutionary perspective explains lifespan development. c) behavioral perspective Consider This: This perspective has grown out of the work of Charles Darwin. LO 1.10 Describe how the evolutionary perspective explains lifespan development. d) cognitive perspective Consider This: This perspective has grown out of the work of Charles Darwin. LO 1.10 Describe how the evolutionary perspective explains lifespan development.

Answer: A Difficulty: Easy Topic: Evolutionary Perspectives: Our Ancestors‘ Contributions to Behavior Skill: Understand the Concepts Learning Objective: 1.10 Describe how the evolutionary perspective explains lifespan development.

Multiple choice question 11. EOC Q1.11 Sigmund Freud‘s anal stage of development (12–18 months to 3 years) coincides with Erik Erikson's __________ stage of psychosocial development. a) autonomy versus shame and doubt b) initiative versus guilt Consider This: Freud and Erikson both promoted a psychodynamic perspective on development, but with different emphases. LO 1.5 Describe how the psychodynamic perspective explains lifespan development. c) intimacy versus isolation Consider This: Freud and Erikson both promoted a psychodynamic perspective on development, but with different emphases. LO 1.5 Describe how the psychodynamic perspective explains lifespan development. d) ego integrity versus despair Consider This: Freud and Erikson both promoted a psychodynamic perspective on development, but with different emphases. LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Answer: A Difficulty: Difficult Topic: The Psychodynamic Perspective: Focusing on the Inner Person Skill: Understand the Concepts Learning Objective: LO 1.5 Describe how the psychodynamic perspective explains lifespan development.

Multiple choice question 12. EOC Q1.12

Chun and Cassandra are preparing for the arrival of their first child, and are considering moving from their small rural town to a larger city to gain greater access to social services, better schools, and a variety of entertainment options. This is an example of which of Urie Bronfenbrenner‘s five bioecological levels? a) exosystem b) macrosystem Consider This: Bronfenbrenner proposed five interacting systems to conceptualize the processes of development. LO 1.9 Describe how the contextual perspective explains lifespan development. c) chronosystem Consider This: Bronfenbrenner proposed five interacting systems to conceptualize the processes of development. LO 1.9 Describe how the contextual perspective explains lifespan development. d) mesosystem Consider This: Bronfenbrenner proposed five interacting systems to conceptualize the processes of development. LO 1.9 Describe how the contextual perspective explains lifespan development.

Answer: A Difficulty: Difficult Topic: The Contextual Perspective: Taking a Broad Approach to Development Skill: Understand the Concepts Learning Objective: LO 1.9 Describe how the contextual perspective explains lifespan development.

Multiple choice question 13. EOC Q1.13 A lifespan developmentalist who draws on several different theoretical perspectives simultaneously is using a(n) _____________ approach. a) eclectic b) longitudinal Consider This: The same developmental phenomenon can be looked at from a number of perspectives simultaneously. LO 1.11 Discuss the value of applying multiple perspectives to lifespan development. c) psychodynamic Consider This: The same developmental phenomenon can be looked at from a number of perspectives simultaneously. LO 1.11 Discuss the value of applying multiple perspectives to lifespan development. d) sequential Consider This: The same developmental phenomenon can be looked at from a number of perspectives simultaneously. LO 1.11 Discuss the value of applying multiple perspectives to lifespan development.

Answer: A Difficulty: Moderate Topic: Why ―Which Approach Is Right?‖ Is the Wrong Question Skill: Understand the Concepts Learning Objective: LO 1.11 Discuss the value of applying multiple perspectives to lifespan development.

Multiple choice question 14. EOC Q1.14 Professor Gomez is interested in studying the development of a sense of humor. She collects data from groups of 6year-olds, 16-year-olds, 26-year-olds, and 46-year-olds. Which type of research design is Professor Gomez using? a) cross-sectional

b) longitudinal Consider This: Professor Gomez is comparing different age groups on the same trait at the same time.

LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research. c) meta-analysis Consider This: Professor Gomez is comparing different age groups on the same trait at the same time.

LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research. d) sequential Consider This: Professor Gomez is comparing different age groups on the same trait at the same time. LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research.

Answer: A Difficulty: Moderate Topic: Measuring Developmental Change Skill: Apply What You Know Learning Objective: LO 1.17 Compare longitudinal research, cross-sectional research, and sequential research.

Multiple choice question 15. EOC Q1.15 The ethical principle of ________ means that research participants are given enough information about a study to make a reasonable decision about whether they will participate. a) informed consent b) debriefing Consider This: The age of the participant is an important consideration in performing this task. LO 1.18 Describe ethical issues that affect psychological research. c) risk aversion Consider This: The age of the participant is an important consideration in performing this task. LO 1.18 Describe ethical issues that affect psychological research. d) briefing Consider This: The age of the participant is an important consideration in performing this task. LO 1.18 Describe ethical issues that affect psychological research.

Answer: A Difficulty: Moderate Topic: Ethics and Research Skill: Understand the Concepts Learning Objective: LO 1.18 Describe ethical issues that affect psychological research.

TOTAL ASSESSMENT GUIDE

Chapter 2 Genetics, Prenatal Development, and Birth

Topic LO 2.12 Describehow the 2.1 Describe process of chromosomes fertilization. genes and provide basic genetic LO 2.13 our Summarize the endowment. three stages of prenatal LO 2.2 Compare development. monozygotic twins with LO 2.14 Describe the dizygotic twins. challenges related to LO 2.3 Describe how the pregnancy. sex of a child is LO 2.15 Analyze threats determined. to the fetal environment, LO 2.4 Explain the and explain what can be mechanisms by which done about them. genes transmit LO 2.16 Describe the information. normal process of labor.

LO 2.5 Describe the field LO 2.17 Describe the of behavioral genetics. process of birth and LO 2.6 Describe analyze current the major inherited disorders approaches to childbirth. produced by damaged or LO 2.18 Recognize mutated genes. threats and complications LO 2.7 Describe the role that may accompany of genetic counselors and childbirth, and explain differentiate between how they can be different forms of addressed. prenatal testing. the LO 2.19 Describe LO 2.8 Explain how the process of cesarean environment and genetics delivery, and explain why work together to its use is increasing. determine human infant LO 2.20 Describe characteristics. mortality rates, and LO 2.9 Summarize explain factors that the affect methods by which those rates. researchers study the interaction of genetic and environmental factors in development.

LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

LO 2.11 Describe ways in which genes influence the environment.

Remember the Facts Multiple Choice Essay Multiple Choice Multiple Choice Essay Multiple Essay Choice Essay Multiple Choice Essay Choice Multiple Essay Multiple Choice

29 1–4, 6

Understand the Concepts

Apply What You Know

Analyze It

5, 7

30, 31, 32, 34, 35 9

33 8

36–37 10

11

38

65

12–13, 16

14–15

39–40 68

41

Essay Multiple Choice Essay Multiple Choice Multiple Choice Essay Essay Multiple Choice Essay Multiple Choice Essay Multiple Choice Essay

42–43

Multiple Choice Multiple Choice Essay Essay

58, 60 24–25

59

Multiple Choice Essay Multiple Choice Essay

61, 63–64

62

Multiple Choice Essay

27

Multiple Choice Essay

28

69 17

44–48

18–19 51, 54, 57

50, 53

20, 22–23

49

55–56

21

26 66

67

Chapter 2 Genetics, Prenatal Development, and Birth MULTIPLE CHOICE 2-1. About an hour or so after a sperm enters the ovum, these two cells suddenly fuse, becoming one cell called __________. a) b) c) d)

a chromosome DNA a zygote a gene

Answer: C Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-2. The human female and male reproductive cells are known as ________. a) b) c) d)

zygotes meiosis ova gametes

Answer: D Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-3. The basic unit of genetic information is called a __________ . a) b) c) d)

zygote sperm gene gamete

Answer: C Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-4. Which substance are genes composed of, that determines the nature of every cell in the body and how it will function? a) b) c) d)

chromosomes gametes zygotes deoxyribonucleic acid (DNA)

Answer: D Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-5. How many pairs of chromosomes are found in each of the human non-sex cells? a) b) c) d)

23 46 52 54

Answer: A Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

2-6. _________ is the process that accounts for the replication of most types of cells, resulting in nearly all the cells in the body containing the same forty-six chromosomes as the zygote. a) b)

Meiosis Constriction

c) d)

Mitosis Revitalization

Answer: C Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-7. Gametes are formed in the human body through a process called __________. a) b) c) d)

replication meiosis mitosis neurogenesis

Answer: B Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Topic: Genes and Chromosomes: The Code of Life Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-8. Marissa and Melissa are twins and are genetically identical. Which term would a geneticist use to describe them? a) b) c) d)

gamete-deprived twins dizygotic twins monozygotic twins replicated twins

Answer: C Learning Objective: LO 2.2 Compare monozygotic twins with dizygotic twins.

Topic: Multiple Births: Two—or More—for the Genetic Price of One Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-9. Which term is used to describe twins who are produced when two separate ova are fertilized by two separate sperm at roughly the same time?

a) b) c) d)

dizygotic monozygotic gamete-specific zygote-enriched

Answer: A Learning Objective: LO 2.2 Compare monozygotic twins with dizygotic twins.

Topic: Multiple Births: Two—or More—for the Genetic Price of One Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-10. Which chromosome pairing is found on the 23rd pair of chromosomes in human males? a) b) c) d)

XX XY yX YY

Answer: B Learning Objective: LO 2.3 Describe how the sex of a child is determined.

Topic: Male or Female? Establishing the Sex of the Child Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-11. Which factor is fundamentally responsible for determining the sex of a child? a) b) c) d)

the ovum sperm chromosome variety chromosome division

Answer: B Learning Objective: LO 2.3 Describe how the sex of a child is determined.

Topic: Male or Female? Establishing the Sex of the Child Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

2-12. Which term is used for the one trait that is expressed when two competing traits are present? a)

recessive

b) c) d)

genotypic dominant phenotypic

Answer: C Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Topic: The Basics of Genetics: The Mixing and Matching of Traits Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-13. Which term is used to refer to an observable trait? a) b) c) d)

karyotype prototype genotype phenotype

Answer: D Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Topic: The Basics of Genetics: The Mixing and Matching of Traits Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-14. How would a geneticist describe a child who receives different forms of a certain gene from their parents? a) b) c) d)

monozygous phenozygous homozygous heterozygous

Answer: D Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Topic: The Basics of Genetics: The Mixing and Matching of Traits Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-15. __________ inheritance results in a combination of multiple gene pairs contributing to the production of a particular trait.

a) b) c) d)

X-linked Interstitial Polygenic Homozygous

Answer: C Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Topic: The Basics of Genetics: The Mixing and Matching of Traits Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

2-16. Which type of gene is considered recessive and located only on the X chromosome? a) b) c) d)

heterozygous X-linked homozygous recessive

Answer: B Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Topic: The Basics of Genetics: The Mixing and Matching of Traits Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-17. Arturo is interested in studying the effects of heredity on psychological characteristics and behavior. While meeting with his academic advisor, Arturo is told that he should pursue the field of _________________. a) b) c) d)

gene sequencing cloning behavioral genetics genomic polygenesis

Answer: C Learning Objective: LO 2.5 Describe the field of behavioral genetics.

Topic: The Human Genome and Behavioral Genetics: Cracking the Genetic Code Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-18. Kevin has a blood disorder that gets its name from the shape of malformed red blood cells.

Which disorder does Kevin have?

a) b) c) d)

sickle-cell anemia hemophilia Klinefelter syndrome fragile X syndrome

Answer: A Learning Objective: LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Topic: Inherited and Genetic Disorders: When Development Deviates from the Norm Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-19. Solange has a disorder that is untreatable and produces blindness and muscle degeneration prior to death. Which disorder does Solange have? a) b) c) d)

fragile X syndrome Tay-Sachs disease Klinefelter syndrome hemophilia

Answer: B Learning Objective: LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Topic: Inherited and Genetic Disorders: When Development Deviates from the Norm Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-20. Which profession specifically focuses on helping people deal with issues related to inherited disorders? a) b) c) d)

psychological counseling retroactive counseling genetic counseling grief counseling

Answer: C Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-21. Herlinda talks to her physician about assessing the health of her unborn child. The physician recommends a test that combines a blood test and ultrasound sonography. Which procedure did the physician recommend? a) b) c) d)

amniocentesis sonogram first-trimester screen embryoscopy

Answer: C Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-22. Which invasive test can be used if blood tests and ultrasound have identified a potential problem with a developing child, or if there is a family history of inherited disorders? a) b) c) d)

amniocentesis chorionic villus sampling (CVS) ultrasound sonography first-trimester screen

Answer: B Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-23. Which process identifies genetic defects by examining a small sample of fetal cells drawn by a needle inserted into the amniotic fluid? a) b) c) d)

amniocentesis karyotype ultrasound sonography chorionic villus sampling (CVS)

Answer: A Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-24. Developmentalists use the term ________ to describe patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual. a) b) c) d)

genetics personality temperament phenotype

Answer: C Learning Objective: LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Topic: The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-25. Which term refers to the determination of an individual‘s traits through a combination of both genetic and environmental factors? a) b) c) d)

multifactorial transmission inheritance natural selection unifactorial transmission

Answer: A Learning Objective: LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Topic: The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-26. Monozygotic twins who are raised in different adoptive households would provide an opportunity to disentangle the relative effects of _________ and ________ as developmental influences.

a) b) c) d)

genotypes; phenotypes heredity; the environment monozygotic influences; dizygotic influences isolation; sociability

Answer: B Learning Objective: LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Topic: Studying Development: How Much is Nature, How Much is Nurture?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-27. Which ―Big Five‖ personality trait refers to the degree of emotional stability an individual characteristically displays? a) b) c) d)

openness to experience neuroticism shyness extroversion

Answer: B Learning Objective: LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Topic: Genetics and the Environment: Working Together Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-28. ________ endorsed the idea that genetic endowment provided to children by their parents not only determines their genetic characteristics, but also actively influences their environment. a) b) c) d)

Gregor Mendel Sandra Scarr Deborah Iyall Fernand Lamaze

Answer: B Learning Objective: LO 2.11 Describe ways in which genes influence the environment.

Topic: Can Genes Influence the Environment?

Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-29. During the time between puberty and menopause, human females will ovulate in periods of approximately how many days? a) b) c) d)

15 28 37 60

Answer: B Learning Objective: LO 2.12 Describe the process of fertilization.

Topic: Fertilization: The Moment of Conception Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-30. Which structure provides nourishment and oxygen to a developing fetus via the umbilical cord? a) b) c) d)

amniotic sac ectoderm placenta endoderm

Answer: C Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-31. The prenatal period from two to eight weeks following fertilization, during which significant growth occurs in the major organs and body systems, is known as the __________ stage. a) b) c) d)

embryonic fetal celerity fertilization

Answer: A Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-32. During the embryonic stage of prenatal development, which term refers to the layer of cells that forms the muscles, bones, blood, and circulatory system? a) b) c) d)

mesoderm ectoderm endoderm placenta

Answer: A Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-33. Fitzhugh and Megan were visiting their obstetrician. ―We‘re going to perform an ultrasound today,‖ Dr. Prestopinto told them. ―Are you excited? You should be able to easily recognize li‘l Skeezix in your uterus; it‘s been twelve weeks since conception.‖ It‘s clear that Megan and Fitzhugh‘s developing child is in the _________ stage of prenatal development. a) b) c) d)

embryonic germinal fetal marginal

Answer: C Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-34. Which stage of prenatal development formally starts when the differentiation of the major organs has occurred? a) b) c) d)

fetal embryonic germinal tonsorial

Answer: A Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-35. Which hormone in males do some scientists speculate may lead to differences in male and female brain structure, and later variations in gender-related behavior? a) b) c) d)

serotonin dopamine androgen oxytocin

Answer: C Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

Topic: The Stages of the Prenatal Period: The Onset of Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-36. Which term describes the procedure in which ova are removed from ovaries, and sperm are used to fertilize the ova in a laboratory? a) b) c) d)

in vitro fertilization intrafallopian transfer artificial insemination germinal insemination

Answer: A Learning Objective: LO 2.14 Describe the challenges related to pregnancy.

Topic: Pregnancy Problems Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-37. Which term describes a pregnancy that ends before the developing child is able to survive outside of the uterus? a) b) c)

artificial remission spontaneous abortion in vitro fertilization

d)

polygenic rejection

Answer: B Learning Objective: LO 2.14 Describe the challenges related to pregnancy.

Topic: Pregnancy Problems Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-38. What is a teratogen? a) b) c) d)

a segment of DNA crucial to reproduction the source of nutrients for a developing fetus an environmental factor that produces birth defects another term for ―fallopian tube‖

Answer: C Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Topic: The Prenatal Environment: Threats to Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-39. Laurel has had difficult pregnancies and has also developed a rare form of cervical cancer.

Which drug might have been prescribed to Laurel‘s mother when she herself was pregnant? a) b) c) d)

thalidomide AZT amphetamines diethylstilbestrol (DES)

Answer: D Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Topic: The Prenatal Environment: Threats to Development Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-40. Bitsy is pregnant, but continues to consume substantial quantities of alcohol. Which risk is she imposing on her unborn child? a)

fetal alcohol spectrum disorder (FASD)

b) c) d)

Moebius syndrome Down syndrome Prader-Willi syndrome

Answer: A Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Topic: The Prenatal Environment: Threats to Development Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-41. How can a father‘s habits affect the health of an unborn child during prenatal development? a) b) c) d)

A father‘s nicotine intake produces DNA changes that are passed to the fetus on chromosome 23.

A father‘s use of barbiturates interacts with a mother‘s use of marijuana, resulting in missing chromosomes on a child‘s 8th pair.

A father‘s use of alcohol or illegal drugs can affect his sperm, which in turn may lead to chromosomal damage that affects the fetus.

A father‘s use of crack cocaine causes sperm mutations, such that two sperm are capable of fertilizing a single ovum.

Answer: C Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Topic: The Prenatal Environment: Threats to Development Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

2-42. During the final part of the first stage of labor, contractions increase to their greatest intensity. This period is known as ___________. a) b) c) d)

birth false delivery transition episiotomy

Answer: C Learning Objective: LO 2.16 Describe the normal process of labor.

Topic: Labor: The Process of Birth Begins Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-43. During which stage of labor does the neonate‘s head emerge from the birth canal? a) b) c) d)

second stage third stage first stage birth

Answer: A Learning Objective: LO 2.16 Describe the normal process of labor.

Topic: Labor: The Process of Birth Begins Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-44. Which birthing approach uses breathing techniques and relaxation, involves a coach, and provides training that allows a pregnant person to cope with painful contractions? a) b) c) d)

Lamaze method Apgar approach Bradley Method hypnobirthing

Answer: A Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-45. Which childbirth method is occasionally known as ―partner-coached childbirth‖? a) b) c) d)

Lamaze method hypnobirthing Bradley Method water birthing

Answer: C Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-46. The use of ________ during the process of labor and delivery has increased steadily in the United States, with seven thousand of these professionals now employed in 10 percent of births. a) b) c) d)

gynecologists midwives hypnobirthers doulas

Answer: B Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-47. What is a doula? a) a midwife who delivers the child b) an obstetrician who delivers the child c) a person well versed in birthing alternatives who provides support to the pregnant person d) a hypnotist who prepares the mother for childbirth Answer: C Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-48. Which medication used during the birth process produces numbness in the pregnant person from the waist down? a) b) c) d)

morphine epidural anesthesia vellocet walking epidural

Answer: B Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-49. Lena and Deidre‘s baby was considered preterm. What must be true to warrant this classification? a) b) c) d)

The baby was born prior to thirty-eight weeks after conception.

The baby weighed 3,700 grams.

The baby weighed less than 2,500 grams.

The baby was born a week earlier than anticipated.

Answer: A Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-50. A baby is considered small-for-gestational-age based on which characteristics? a) The baby was born forty weeks after conception. b) The baby weighs less than 4,500 grams. c) The baby weighs 90 percent or less of the average weight of other infants the same gestational age. d) The baby weighs less than 1,250 grams.

Answer: C Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-51. Which condition is considered the most extreme case of prematurity? a) small-for-gestational-age infants

b) very-low-birthweight infants c) preterm infants d) low-birthweight infants Answer: B Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-52. A newborn has been categorized as a very-low-birthweight infant. Which characteristics best describe the infant‘s weight? a) b) c) d)

90 percent (or less) of average infant weight less than 3,400 grams (around 7 pounds, 8 ounces) less than 2,500 grams (around 5 pounds, 8 ounces) less than 1,250 grams (around 3 pounds, 4 ounces)

Answer: D Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-53. ________ is the major reason very-low-birthweight babies are in grave danger from the moment they are born. a) b) c) d)

Exposure to toxic chemicals in the womb Ongoing development outside the womb Immaturity of their organ systems Rejection by caregivers

Answer: C Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

2-54. Which definition best describes the ―age of viability?‖

a) b) c) d)

the point at which an infant can survive prematurely, approximately 22 weeks the point at which an infant can survive prematurely, approximately 6 months the point at which an infant can survive prematurely, approximately 3½ months when an infant is born earlier than 25 weeks

Answer: A Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-55. How do premature babies compare to full-term babies by the time both reach adulthood? a) b) c) d)

There are usually few differences between the two groups.

Premature infants usually develop into physically disabled adults.

Full-term infants, on average, score twenty points higher on intelligence tests.

Premature babies ironically surpass full-term babies in size and weight in adulthood.

Answer: A Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

2-56. As the age of viability gets pushed earlier and earlier due to advancements in medical technology, which ethical issue must be addressed? a) Should people with a history of many successful deliveries be discouraged from becoming pregnant? b) Should limits be placed on advancements in medical technology? c) Is it defensible to expend vast sums of money caring for infants who may have a very low chance of survival? d) Would caring for very-low-birthweight infants be more effective in the home than in a hospital?

Answer: C Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Difficult

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

2-57. Compared to the others, which factor may cause preterm births? a) b) c) d)

a mother working during pregnancy a father‘s age genetic abnormalities the mother‘s second pregnancy

Answer: B Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Topic: Birth Complications Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-58. Which term is used to describe a birth in which the baby is surgically removed from the uterus, rather than traveling through the birth canal? a) b) c) d)

stillborn delivery fetal displacement cesarean delivery postmature delivery

Answer: C Learning Objective: LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Topic: Caesarean Delivery: Intervening in the Process of Birth Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-59. Which warning sign indicates that a cesarean delivery is appropriate? a) b) c) d)

The pregnant person is under forty.

The labor is taking over two hours.

The fetus has a sudden change in heart rate.

The Lamaze techniques are no longer effective.

Answer: C Learning Objective: LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Topic: Caesarean Delivery: Intervening in the Process of Birth Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-60. Which hormone do newborns need to have in their bloodstreams to avoid compromising situations, such as breathing problems? a) b) c) d)

estrogen progesterone catecholamines testosterone

Answer: C Learning Objective: LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Topic: Caesarean Delivery: Intervening in the Process of Birth Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology 2-61. Which term is used for a delivery of a child who is not alive? a) b) c) d)

cesarean postmature delivery breech birth stillbirth

Answer: D Learning Objective: LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Topic: Stillbirth and Infant Mortality: The Tragedy of Premature Death Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-62. Sara‘s newborn has died. While obviously suffering from depression, she may also develop which disorder? a) b) c) d)

dysthymia cyclothymia bipolar disorder post-traumatic stress disorder

Answer: D Learning Objective: LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Topic: Stillbirth and Infant Mortality: The Tragedy of Premature Death Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

2-63. Which term is used to describe the death of a child within the first year of life? a) b) c) d)

stillbirth infant mortality compromised mortality sudden infant death syndrome

Answer: B Learning Objective: LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Topic: Stillbirth and Infant Mortality: The Tragedy of Premature Death Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

2-64. Other countries do significantly better than the United States in preventing infant mortality by providing which social programs? a) b) c) d)

better nutrition for pregnant persons paid maternity leave for pregnant persons up to five years of paid leave for fathers and co-parents birth control

Answer: B Learning Objective: LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Topic: Stillbirth and Infant Mortality: The Tragedy of Premature Death Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 2-65. Explain the contribution of the ovum and sperm in determining the sex of a child.

Answer: A good answer would include the following key points:  When the ovum and sperm meet at fertilization, the ovum provides an X chromosome, whereas the sperm provides either an X or a Y chromosome.  If the sperm contributes its X chromosome, the XX pairing will produce a girl.  If the sperm contributes its Y chromosome, the XY pairing will produce a boy.

Learning Objective: LO 2.3 Describe how the sex of a child is determined .

Topic: Male or Female? Establishing the Sex of a Child Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

2-66. Explain how adoption, twin, and family studies shed light on the relative contributions of genetics and the environment to a person‘s development.

Answer: A good answer would include the following key points:  Monozygotic twins share 100 percent of their genes in common, whereas dizygotic twins and nontwin siblings share 50 percent of their genes, and strangers share 0 percent of their genes. These facts set the stage for investigating the roles of genetics and the environment in shaping development.  Monozygotic twins raised in the same environment wouldn‘t allow for the disentangling of genetic and environmental influences, given that both genes and environment are relatively constant for this group. However, monozygotic twins raised in different adoptive environments would allow an estimation of the relative contributions of genetic and environmental factors to development; genes are identical, environment differs.  Comparing monozygotic and dizygotic twins within relatively the same environment allows for an estimation of genetic contributions; here genes differ (100 percent versus 50 percent) but environment stays the same.  Comparing strangers within the same environment provides similar information; here there is no genetic overlap and constancy in the environment.  One might imagine an ―ideal‖ family composed of one set of monozygotic twins, one set of dizygotic twins, two nontwin siblings, two adopted siblings, and two non-sibling adoptees! All combinations of genetic and environmental experience could presumably be investigated.

Learning Objective: LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Topic: Studying Development: How Much is Nature, How Much is Nurture?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

2-67. Explain why the role of genetics is to produce a tendency toward a future course of development.

Answer: A good answer would include the following key points:  At one time it was popular to believe that ―biology is destiny‖; that is, a person‘s genetic makeup controlled everything about that person‘s developmental course.  It was also popular, under other circumstances, to argue that ―environment is all‖; people of vastly different genetic propensities could equally flourish under the right environmental conditions.  Researchers now know that when or whether a behavioral characteristic will actually be displayed depends on the nature of the environment in which the person is raised or lives.  In other words, genes always express themselves within an environmental context, so to argue that ―genes do‖ anything apart from recognizing the context of their expression is short-sighted.

Learning Objective: LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Topic: Genetics and the Environment: Working Together Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

2-68. Explain why teratogens might produce different consequences for a developing person over the course of prenatal development.

Answer: A good answer would include the following key points:  A teratogen is an environmental agent such as a drug, chemical, virus, or other factor that produces a birth defect. The timing and quantity of exposure to a teratogen are crucial. At some phases of prenatal development, a certain teratogen may have only a minimal impact, and at others, the consequences may be significant.  For example, during the embryonic stage of prenatal development, the heart, central nervous system, and eyes are especially likely sites for birth defects, with the palate, brain, and external genitalia becoming more susceptible as the embryonic period progresses into the fetal period.  During the fetal period, assuming the heart, eyes, and other organs have developed typically, the concern would now be focused on the effects of teratogens on the brain or the ears, structures that continue to develop late into the prenatal period.  In short, the potential damage caused by a given teratogen depends on when it is introduced, how much is introduced, and what is already taking place during prenatal development.

Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Topic: The Prenatal Environment: Threats to Development Difficulty Level: Difficult Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

2-69. Mai Lin is days away from giving birth, and she wants to review what to expect during the labor process. Describe the hallmarks of each of the three stages of labor and the advice you‘d give to Mai Lin at each stage.

Answer: A good answer would include the following key points:  Stage 1 is characterized by uterine contractions. As labor progresses, the contractions become more frequent and last longer.  The final part of the first stage is called transition; contractions are strongest and the cervix is fully open. Mai Lin should expect that Stage 1 will be the longest stage of delivery.  Stage 2 begins as the baby‘s head emerges from the vagina. Mai Lin can be relieved that this is a relatively brief stage, but should also know that an episiotomy might be performed.  Stage 3 occurs when the umbilical cord and placenta are expelled; this takes only a few minutes. Mai Lin should know that, at this point, delivery is complete.

Learning Objective: LO 2.16 Describe the normal process of labor.

Topic: Labor: The Process of Birth Begins Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module 2.1 Quiz: Earliest Development and the Foundations of Genetics Multiple choice question 1 . EOM Q2.1.1 The human genetic code, transmitted at the moment of conception and stored in our genes, is composed of specific sequences of __________. a) DNA b) membranes Consider This: The genes are arranged in specific locations and in a specific order. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment. c) chromosomes Consider This: The genes are arranged in specific locations and in a specific order. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment. d) cells Consider This: The genes are arranged in specific locations and in a specific order. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Answer: A Difficulty: Moderate Topic: Genes and Chromosomes: The Code of Life Skill: Remember the Facts Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Multiple choice question 2 . EOM Q2.1.2 Males are significantly more apt to have red-green color blindness because they a) have only one X chromosome. b) have two X chromosomes.

Consider This: Sometimes information from one chromosome can counteract information from another chromosome. LO 2.4 Explain the mechanisms by which genes transmit information. c) have a Y chromosome.

Consider This: Sometimes information from one chromosome can counteract information from another chromosome. LO 2.4 Explain the mechanisms by which genes transmit information. d) do not have any X chromosomes.

Consider This: Sometimes information from one chromosome can counteract information from another chromosome. LO 2.4 Explain the mechanisms by which genes transmit information.

Answer: A Difficulty: Moderate Topic: The Basics of Genetics: The Mixing and Matching of Traits Skill: Understand the Concepts Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Multiple choice question

3 . EOM Q2.1.3 Dr. Huang in interested in investigating the extent to which hereditary factors influence behavior and psychological characteristics, compared to the amount of influence environmental factors have on those processes. Dr. Huang MOST likely works in the area of a) behavioral genetics b) bioinformatics Consider This: The mapping of the human gene sequence is supporting this field. LO 2.5 Describe the field of behavioral genetics. c) genetic counseling Consider This: The mapping of the human gene sequence is supporting this field. LO 2.5 Describe the field of behavioral genetics. d) bioethics Consider This: The mapping of the human gene sequence is supporting this field. LO 2.5 Describe the field of behavioral genetics.

Answer: A Difficulty: Moderate Topic: The Human Genome and Behavioral Genetics: Cracking the Genetic Code Skill: Apply What You Know Learning Objective: LO 2.5 Describe the field of behavioral genetics.

Multiple choice question 4 . EOM Q2.1.4 A pediatrician learns that a child has a poor appetite and a yellowish hue to their eyes. Blood tests show that the child's blood cells are shaped differently than is typical. Which inherited disorder is the child most likely to have? a) sickle-cell anemia b) fragile X syndrome Consider This: Other symptoms include swelling of the stomach and slowed growth. LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes. c) Down syndrome Consider This: Other symptoms include swelling of the stomach and slowed growth. LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes. d) Tay-Sachs disease Consider This: Other symptoms include swelling of the stomach and slowed growth. LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Answer: A Difficulty: Difficult Topic: Inherited and Genetic Disorders: When Development Deviates from the Norm Skill: Understand the Concepts Learning Objective: LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Multiple choice question 5 . EOM Q2.1.5 The prenatal procedure by which a small sample of fetal cells is drawn from the fluid surrounding the fetus is called __________. a) amniocentesis b) ultrasound

Consider This: The procedure allows the analysis of the fetal cells that can identify a variety of genetic defects with nearly 100 percent accuracy. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing. c) embryoscopy Consider This: The procedure allows the analysis of the fetal cells that can identify a variety of genetic defects with nearly 100 percent accuracy. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing. d) sonogram Consider This: The procedure allows the analysis of the fetal cells that can identify a variety of genetic defects with nearly 100 percent accuracy. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Answer: A Difficulty: Moderate Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Skill: Understand the Concepts Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Module 2.2 Quiz: The Interaction of Heredity and Environment Multiple choice question 1 . EOM Q2.2.1 Many human traits are determined by a combination of genetic and environmental factors, a phenomenon referred to as __________. a) multifactorial transmission b) natural selection Consider This: A genotype provides a particular range within which a phenotype may achieve expression. LO 2.8 Explain how the environment and genetics work together to determine human characteristics. c) joint evolution Consider This: A genotype provides a particular range within which a phenotype may achieve expression. LO 2.8 Explain how the environment and genetics work together to determine human characteristics. d) binary influence Consider This: A genotype provides a particular range within which a phenotype may achieve expression. LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Answer: A Difficulty: Easy Topic: The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes Skill: Remember the Facts Learning Objective: LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Multiple choice question 2 . EOM Q2.2.2 Because the genetic makeup of __________ twins is nearly identical, researchers can conclude that variations in their behavior are probably due to environmental factors. a) monozygotic b) homozygous Consider This: Researchers study cases in which identical twins have been adopted at birth and raised in substantially different environments from one another. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development. c) dizygotic Consider This: Researchers study cases in which identical twins have been adopted at birth and raised in substantially different environments from one another. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development. d) heterozygous Consider This: Researchers study cases in which identical twins have been adopted at birth and raised in substantially different environments from one another. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Answer: A Difficulty: Easy Topic: Studying Development: How Much Is Nature, How Much Is Nurture?

Skill: Understand the Concepts

Learning Objective: LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Multiple choice question 3 . EOM Q2.2.3 Which situation can be seen as an indication that intelligence has a strong genetic basis? a) Tatiana‘s IQ scores are nearly the same as those of her identical twin, Zuzanna. b) Minoru excels at academics, while his dizygotic twin, Zack, is better at sports.

Consider This: The closer the genetic link between two individuals, the greater the correspondence of their overall IQ scores. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. c) Though reared in a book-free environment, Ashok loves reading and is an excellent student.

Consider This: The closer the genetic link between two individuals, the greater the correspondence of their overall IQ scores. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. d) Agatha enjoys reading the same sorts of books as her mother.

Consider This: The closer the genetic link between two individuals, the greater the correspondence of their overall IQ scores. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Answer: A Difficulty: Moderate Topic: Genetics and the Environment: Working Together Skill: Apply What You Know Learning Objective: LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Multiple choice question 4 . EOM Q2.2.4 Hugo and Angelo are walking home from school one afternoon. Hugo has his football cleats with him, and Angelo is carrying his viola case. As they pass the downtown storefronts, Hugo blurts out, ―Wow, look at that! What a great opportunity!‖ Almost simultaneously, Angelo exclaims, ―Yeah! Wow! Tryouts for the Junior Symphony Concert!‖ ―What are you talking about?‖ Hugo rebuffed. ―I‘m looking at that flyer for Pop Warner Football tryouts.‖ How can we explain the difference in their interests, attention, and enthusiasm in a way that recognizes the joint impact of hereditary and environmental factors? a) In each case, the child is focused on those aspects of their environment that help their genetically determined abilities to flourish. b) Hugo‘s poor vision—an inherited trait—didn‘t allow him to see the Junior Symphony advertisement, even though it was posted right next to the Pop Warner ad.

Consider This: The environment both influences our experiences and is molded by the choices we are temperamentally inclined to make. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. c) Children usually pay more attention to those aspects of the environment that are less compatible with their genetic endowment.

Consider This: The environment both influences our experiences and is molded by the choices we are temperamentally inclined to make. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. d) The genetically driven temperament of each child has evoked certain environmental influences.

Consider This: The environment both influences our experiences and is molded by the choices we are temperamentally inclined to make. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Answer: A Difficulty: Difficult Topic: Genetics and the Environment: Working Together Skill: Apply What You Know Learning Objective: LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Multiple choice question 5 . EOM Q2.2.5 Theresa has been described as a "natural athlete." Her room at home is full of soccer balls and softball bats. This is an example of how __________ can influence __________. a) genes; the environment b) the phenotype; the genotype Consider This: Children tend to actively focus on those aspects of their environment that are most connected with their genetically determined abilities. LO 2.11 Describe ways in which genes influence the environment. c) the environment; genetics Consider This: Children tend to actively focus on those aspects of their environment that are most connected with their genetically determined abilities. LO 2.11 Describe ways in which genes influence the environment. d) nurture; nature Consider This: Children tend to actively focus on those aspects of their environment that are most connected with their genetically determined abilities. LO 2.11 Describe ways in which genes influence the environment.

Answer: A Difficulty: Moderate Topic: Genetics and the Environment: Working Together Skill: Understand the Concepts Learning Objective: LO 2.11 Describe ways in which genes influence the environment.

Module 2.3 Quiz: Prenatal Growth and Birth Multiple choice question 1 . EOM Q2.3.1 By the time of puberty, a human female has about __________ ova, or eggs. a) 300,000 b) 780,000 Consider This: Females are born with more eggs than are left by the time puberty occurs. LO 2.12 Describe the process of fertilization. c) 1,000,000 Consider This: Females are born with more eggs than are left by the time puberty occurs. LO 2.12 Describe the process of fertilization. d) 4,200,000 Consider This: Females are born with more eggs than are left by the time puberty occurs. LO 2.12 Describe the process of fertilization.

Answer: A Difficulty: Moderate Topic: Fertilization: The Moment of Conception Skill: Remember the Facts Learning Objective: LO 2.12 Describe the process of fertilization.

Multiple choice question 2 . EOM Q2.3.2 A(n) __________ occurs when pregnancy ends before the developing child is able to survive outside the pregnant person‘s uterus. a) miscarriage b) ectopic pregnancy Consider This: This is also referred to as a spontaneous abortion. LO 2.14 Describe the challenges related to pregnancy. c) stillbirth Consider This: This is also referred to as a spontaneous abortion. LO 2.14 Describe the challenges related to pregnancy. d) premature birth Consider This: This is also referred to as a spontaneous abortion. LO 2.14 Describe the challenges related to pregnancy.

Answer: A Difficulty: Moderate Topic: Pregnancy Problems Skill: Remember the Facts Learning Objective: LO 2.14 Describe the challenges related to pregnancy.

Multiple choice question 3 . EOM Q2.3.3 A baby born 39 weeks after conception and weighing 3,400 grams would be characterized as __________. a) neither preterm nor small-for-gestational-age b) small-for-gestational-age only

Consider This: The average newborn weighs about 7 ½ pounds. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed. c) both preterm and small-for-gestational-age Consider This: The average newborn weighs about 7 ½ pounds. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed. d) preterm only Consider This: The average newborn weighs about 7 ½ pounds. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Answer: A Difficulty: Moderate Topic: Birth Complications Skill: Understand the Concepts Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Multiple choice question 4 . EOM Q2.3.4 During the end of her pregnancy, JooYun's fetus was in the breech position, so the doctors decided to surgically remove the baby from the uterus. Which type of birth does this describe? a) cesarean b) uterine Consider This: These deliveries occur most frequently when the fetus shows distress of some sort.

LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing. c) transverse Consider This: These deliveries occur most frequently when the fetus shows distress of some sort.

LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing. d) umbilical Consider This: These deliveries occur most frequently when the fetus shows distress of some sort.

LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Answer: A Difficulty: Easy Topic: Cesarean Delivery: Intervening in the Process of Birth Skill: Apply What You Know Learning Objective: LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Multiple choice question 5 . EOM Q2.3.5 Which statement regarding infant mortality in the United States is true? a) Infant mortality is higher in the United States than some countries, in part because of higher rates of premature births and lower access to high-quality pre- and postnatal care. b) Infant mortality is very low in the United States because low-birthweight deliveries are so rare.

Consider This: Poverty and prenatal care affect the infant mortality rate. LO 2.20 Describe infant mortality rates, and explain factors that affect those rates. c) Compared to all other countries, the United States has the lowest infant mortality rate.

Consider This: Poverty and prenatal care affect the infant mortality rate. LO 2.20 Describe infant mortality rates, and explain factors that affect those rates. d) Compared to all other countries, the United States has the highest infant mortality rate.

Consider This: Poverty and prenatal care affect the infant mortality rate. LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Answer: A Difficulty: Difficult Topic: Stillbirth and Infant Mortality: The Tragedy of Premature Death Skill: Understand the Concepts Learning Objective: LO 2.20 Describe infant mortality rates, and explain factors that affect those rates.

Chapter 2 Quiz: Genetics, Prenatal Development, and Birth Multiple choice question 1 . EOC Q2.1 Each human parent usually contributes __________ to the developing zygote. a) one of the two chromosomes in each pair of 23 b) 23 genes Consider This: 46 chromosomes provide the genetic blueprint that will guide cell activity for the rest of the individual's life. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment. c) 46 genes Consider This: 46 chromosomes provide the genetic blueprint that will guide cell activity for the rest of the individual's life. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment. d) 23 X chromosomes and 23 Y chromosomes Consider This: 46 chromosomes provide the genetic blueprint that will guide cell activity for the rest of the individual's life. LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Answer: A Difficulty: Moderate Topic: Genes and Chromosomes: The Code of Life Skill: Understand the Concepts Learning Objective: LO 2.1 Describe how genes and chromosomes provide our basic genetic endowment.

Multiple choice question 2 . EOC Q2.2 When a cluster of cells in the ovum splits off within the first two weeks after fertilization and forms two identical zygotes, the result is __________. a) monozygotic twins b) quadruplets Consider This: These twins are genetically identical. LO 2.2 Compare monozygotic twins with dizygotic twins. c) dizygotic twins Consider This: These twins are genetically identical. LO 2.2 Compare monozygotic twins with dizygotic twins. d) premature birth Consider This: These twins are genetically identical. LO 2.2 Compare monozygotic twins with dizygotic twins.

Answer: A Difficulty: Easy Topic: Multiple Births: Two—or More—for the Genetic Price of One Skill: Understand the Concepts Learning Objective: LO 2.2 Compare monozygotic twins with dizygotic twins.

Multiple choice question 3 . EOC Q2.3 The chromosomal pattern associated with being a female is a) XX b) XY

Consider This: The father‘s sperm determines the sex of the child. LO 2.3 Describe how the sex of a child is determined. c) XO Consider This: The father‘s sperm determines the sex of the child. LO 2.3 Describe how the sex of a child is determined. d) XXY Consider This: The father‘s sperm determines the sex of the child. LO 2.3 Describe how the sex of a child is determined.

Answer: A Difficulty: Easy Topic: Male or Female? Establishing the Sex of the Child Skill: Remember the Facts Learning Objective: LO 2.3 Describe how the sex of a child is determined.

Multiple choice question 4 . EOC Q2.4 Most traits are governed by a combination of gene pairs. This process is called __________. a) polygenic inheritance b) X-linked dimorphism Consider This: Relatively few traits are governed by a single pair of genes. LO 2.4 Explain the mechanisms by which genes transmit information. c) behavioral genetics Consider This: Relatively few traits are governed by a single pair of genes. LO 2.4 Explain the mechanisms by which genes transmit information. d) recessive trait expression Consider This: Relatively few traits are governed by a single pair of genes. LO 2.4 Explain the mechanisms by which genes transmit information.

Answer: A Difficulty: Moderate Topic: The Basics of Genetics: The Mixing and Matching of Traits Skill: Remember the Facts Learning Objective: LO 2.4 Explain the mechanisms by which genes transmit information.

Multiple choice question 5 . EOC Q2.5 Humans have approximately __________ genes. a) 25,000 b) 5,000 Consider This: It was previously believed that humans have many more genes than they actually do.

LO 2.5 Describe the field of behavioral genetics. c) 50,000 Consider This: It was previously believed that humans have many more genes than they actually do.

LO 2.5 Describe the field of behavioral genetics. d) 100,000 Consider This: It was previously believed that humans have many more genes than they actually do.

LO 2.5 Describe the field of behavioral genetics.

Answer: A

Difficulty: Moderate Topic: The Human Genome and Behavioral Genetics: Cracking the Genetic Code Skill: Remember the Facts Learning Objective: LO 2.5 Describe the field of behavioral genetics.

Multiple choice question 6 . EOC Q2.6 Walter‘s genetic makeup shows the presence of an extra X chromosome in his male genetic pattern, which would be identified as __________, a disorder characterized by genetic abnormalities. a) Klinefelter syndrome b) fragile X syndrome Consider This: The XXY complement produces underdeveloped genitals, extreme height, and enlarged breasts. LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes. c) sickle-cell anemia Consider This: The XXY complement produces underdeveloped genitals, extreme height, and enlarged breasts. LO 2.6 Describe the major inherited disorders produced by damaged or mutated gees. d) Tay-Sachs disease Consider This: The XXY complement produces underdeveloped genitals, extreme height, and enlarged breasts. LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Answer: A Difficulty: Moderate Topic: Inherited and Genetic Disorders: When Development Deviates from the Norm Skill: Apply What You Know Learning Objective: LO 2.6 Describe the major inherited disorders produced by damaged or mutated genes.

Multiple choice question 7 . EOC Q2.7 The noninvasive prenatal testing procedure commonly used to determine the size and shape of the baby and to monitor developmental patterns is called __________. a) ultrasound sonography b) chronic villus sampling Consider This: This procedure uses high-frequency sound waves. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing. c) an Apgar screen Consider This: This procedure uses high-frequency sound waves. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing. d) amniocentesis Consider This: This procedure uses high-frequency sound waves. LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Answer: A Difficulty: Moderate Topic: Genetic Counseling: Predicting the Future from the Genes of the Present Skill: Understand the Concepts Learning Objective: LO 2.7 Describe the role of genetic counselors and differentiate between different forms of prenatal testing.

Multiple choice question 8 . EOC Q2.8 A person's __________, defined as enduring patterns of arousal and emotionality in an individual, has a strong genetic basis, but it can be influenced by environmental factors such as family traits and behaviors. a) temperament b) reactivity Consider This: An example of this pattern could be an infant with a tendency to shrink from anything unusual, which results in responding to novel stimuli with a rapid increase in heartbeat and unusual excitability of the limbic system of the brain. LO 2.8 Explain how the environment and genetics work together to determine human characteristics. c) sensitivity Consider This: An example of this pattern could be an infant with a tendency to shrink from anything unusual, which results in responding to novel stimuli with a rapid increase in heartbeat and unusual excitability of the limbic system of the brain. LO 2.8 Explain how the environment and genetics work together to determine human characteristics. d) character Consider This: An example of this pattern could be an infant with a tendency to shrink from anything unusual, which results in responding to novel stimuli with a rapid increase in heartbeat and unusual excitability of the limbic system of the brain. LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Answer: A Difficulty: Moderate Topic: The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes Skill: Understand the Concepts Learning Objective: LO 2.8 Explain how the environment and genetics work together to determine human characteristics.

Multiple choice question 9 . EOC Q2.9 The most informative way that researchers can learn about the different effects of nature and nurture on human development is through studies of __________. a) identical twins raised separately b) siblings raised in the same household Consider This: It is not ethical to create these situations, so researchers must study naturally occurring cases. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development. c) nonrelated children raised in the same household Consider This: It is not ethical to create these situations, so researchers must study naturally occurring cases. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development. d) primates and other animals similar to humans Consider This: It is not ethical to create these situations, so researchers must study naturally occurring cases. LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Answer: A Difficulty: Moderate Topic: Studying Development: How Much Is Nature, How Much Is Nurture?

Skill: Understand the Concepts Learning Objective: LO 2.9 Summarize the methods by which researchers study the interaction of genetic and environmental factors in development.

Multiple choice question 10 . EOC Q2.10 Which factor is an environmental variable that may influence the intelligence of a child? a) interactions with intelligent peers b) spatial skills Consider This: In terms of public policy, we need to focus on these types of influences that are geared toward maximizing people's intellectual development. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. c) the birth parents‘ estimated levels of intelligence Consider This: In terms of public policy, we need to focus on these types of influences that are geared toward maximizing people's intellectual development. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality. d) genetic makeup Consider This: In terms of public policy, we need to focus on these types of influences that are geared toward maximizing people's intellectual development. LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Answer: A Difficulty: Easy Topic: Genetics and the Environment: Working Together Skill: Apply What You Know Learning Objective: LO 2.10 Examine how genetics and the environment jointly influence physical traits, intelligence, and personality.

Multiple choice question 11 . EOC Q2.11 During the __________ stage of prenatal development, the fertilized egg, or blastocyst, attaches itself to the wall of the uterus. a) germinal b) embryonic Consider This: This stage is characterized by methodical cell division. LO 2.13 Summarize the three stages of prenatal development. c) zygotic Consider This: This stage is characterized by methodical cell division. LO 2.13 Summarize the three stages of prenatal development. d) fetal Consider This: This stage is characterized by methodical cell division. LO 2.13 Summarize the three stages of prenatal development.

Answer: A Difficulty: Moderate Topic: The Stages of the Prenatal Period: The Onset of Development Skill: Understand the Concepts Learning Objective: LO 2.13 Summarize the three stages of prenatal development.

12 . EOC Q2.12 Emily smoked cigarettes and drank alcohol daily during her pregnancy, which led to serious birth defects when her baby was born. These harmful prenatal influences are called __________. a) teratogens b) exposure contingencies Consider This: The timing and quantity of exposure to these environmental agents are crucial in estimating the harm they might produce. LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them. c) sensitivities Consider This: The timing and quantity of exposure to these environmental agents are crucial in estimating the harm they might produce. LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them. d) pollutants Consider This: The timing and quantity of exposure to these environmental agents are crucial in estimating the harm they might produce. LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Answer: A Difficulty: Easy Topic: The Prenatal Environment: Threats to Development Skill: Apply What You Know Learning Objective: LO 2.15 Analyze threats to the fetal environment, and explain what can be done about them.

Multiple choice question 13 . EOC Q2.13 __________ is a childbirth technique based on the principle that giving birth should be as natural as possible, and should not involve the use of medications or medical interventions. a) The Bradley Method b) The Lamaze method.

Consider This: This technique is sometimes known as "partner-coached childbirth." LO 2.17 Describe the process of birth and analyze current approaches to childbirth. c) Hypnobirthing Consider This: This technique is sometimes known as "partner-coached childbirth." LO 2.17 Describe the process of birth and analyze current approaches to childbirth. d) Water birthing Consider This: This technique is sometimes known as "partner-coached childbirth." LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Answer: A Difficulty: Difficult Topic: Approaches to Childbirth: Where Medicine and Attitudes Meet Skill: Understand the Concepts Learning Objective: LO 2.17 Describe the process of birth and analyze current approaches to childbirth.

Multiple choice question

14 . EOC Q2.14 A baby who has not been birthed two weeks after the calculated due date is considered a __________ infant. a) postmature b) high-birthweight Consider This: This situation is more easily prevented than preterm delivery, as medical practitioners can induce labor. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed. c) within-normal-range Consider This: This situation is more easily prevented than preterm delivery, as medical practitioners can induce labor. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed. d) small-for-gestational-age Consider This: This situation is more easily prevented than preterm delivery, as medical practitioners can induce labor. LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Answer: A Difficulty: Moderate Topic: Birth Complications Skill: Understand the Concepts Learning Objective: LO 2.18 Recognize threats and complications that may accompany childbirth, and explain how they can be addressed.

Multiple choice question 15 . EOC Q2.15 One factor in the increased rate of cesarean deliveries in the United States is __________. a) the routine use of fetal monitors b) wider awareness of the health benefits of the procedure for the pregnant person Consider This: Nearly a third of all children in the United States are now delivered in this way. LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing. c) wider awareness of the health benefits of the procedure for the newborn Consider This: Nearly a third of all children in the United States are now delivered in this way. LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing. d) the higher incidence of breech births Consider This: Nearly a third of all children in the United States are now delivered in this way. LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

Answer: A Difficulty: Moderate Topic: Cesarean Delivery: Intervening in the Process of Birth Skill: Understand the Concepts Learning Objective: LO 2.19 Describe the process of cesarean delivery, and explain why its use is increasing.

TOTAL Chapter 3 ASSESSMENT Physical Growth and Aging Across the Life Span GUIDE Topic LO 3.1 Describe infants’ physical development in the first 2 years of life.

LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults’ capabilities.

LO 3.5 Distinguish functional age from chronological age.

LO 3.6 Discuss the role of neurons in brain development.

LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Remember the Facts Multiple Choice Essay

1–2

Multiple Choice

4

Understand the Concepts

Apply What You Know

Analyze It

3 5

Essay

Multiple Choice

6–9

10

Essay Multiple Choice Essay

11–13

Multiple Choice

18–19

14–16

17

20–21

Essay Multiple Choice

22–27

Essay Multiple Choice Essay

29

63 28 64

30, 32

33

Multiple Choice Essay

34–35

31

TOTAL ASSESSMENT GUIDE

Chapter 3 Physical Growth and Aging Across the Life Span

Topic LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

LO 3.11 Describe the capabilities of infants regarding each of the five senses.

LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children’s learning.

LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice Essay

37, 39

36, 38

Multiple Choice

42, 44–45

40–41

Analyze It

43, 46

Essay

Multiple Choice

47–48, 50–52

Essay

49 65

Multiple Choice Essay

55

Multiple Choice Essay

57

Multiple Choice Essay

59, 61–62

54

53

56, 58 66

60 67

Chapter 3 Physical Growth and Aging Across the Life Span MULTIPLE CHOICE 3-1. How does an average infant‘s birth weight change by their first birthday? a) b) c) d)

weight has quadrupled since birth weight has doubled since birth weight has tripled since birth weight has increased only slightly in comparison to age 6 months

Answer: C Learning Objective: LO 3.1 Describe infants‘ physical development in the first 2 years of life.

Topic: Physical Growth in Infancy Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-2. Waking, eating, sleeping, and elimination are all examples of which aspect of an infant‘s experience? a) b) c) d)

patterns cycles training rhythms

Answer: D Learning Objective: LO 3.1 Describe infants‘ physical development in the first 2 years of life.

Topic: Physical Growth in Infancy Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-3. What is the function of REM sleep in infants? a) b) c) d)

protection from predators resetting a pattern of rhythms autostimulation of the brain establishment of goals

Answer: C Learning Objective: LO 3.1 Describe infants‘ physical development in the first 2 years of life.

Topic: Physical Growth in Infancy

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-4. Across the life span, which period is the only time when girls are, on average, taller than boys? a) b) c) d)

by age 8 by age 11 by age 13 by age 15

Answer: B Learning Objective: LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Topic: Physical Growth During the Preschool and Middle Childhood Years Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-5. Compared to the others, which factor influences how much a child weighs and how tall the child is? a) sex; boys tend to gain more weight and height than girls b) global economics; children in developing countries gain weight and height faster than children living in economically developed countries c) poverty; U.S. children living with poorer families are likely to be taller and heavier than children living with affluent families d) quality of preschool; children who attend good-quality preschool programs receive better snacks and lunches Answer: A Learning Objective: LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Topic: Physical Growth During the Preschool and Middle Childhood Years Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-6. ___________ describes the period of growth in which an individual‘s sexual organs mature. a) b) c) d)

Maturation Puberty Latency Growth spurt

Answer: B Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Topic: Physical Changes in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-7. Which term refers to the onset of menstruation? a) b) c) d)

spermarche period menopause menarche

Answer: D Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Topic: Physical Changes in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-8. The visible signs of sexual maturity that do not directly involve a person‘s sex organs are called __________. a) b) c) d)

primary sex characteristics secondary sex characteristics menarche markers secular maturation

Answer: B Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Topic: Physical Changes in Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-9. By age 8, what percentage of White girls has developed breasts or pubic hair? a) 1 out of 2

b) 1 out of 7 c) 3 out of 4 d) 4 out of 5 Answer: B Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Topic: Physical Changes in Adolescence Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-10. Which occurrence represents a primary sex characteristic in boys? a) b) c) d)

the appearance of pubic, underarm, and facial hair deepened voices spermarche changes in the vocal cords and larynx

Answer: C Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Topic: Physical Changes in Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-11. Which term is used to describe the natural physical decline brought about by aging? a) b) c) d)

maturation puberty senescence deterioration

Answer: C Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-12. ________ is the term used by developmentalists to describe aging that involves genetically programmed universal and irreversible changes. a) b) c) d)

Inward aging Secondary aging Outward aging Primary aging

Answer: D Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-13. Which term is used to describe changes in physical and cognitive functioning that are due to illness, health habits, and other individual differences, but which are not due to increased age itself and are not inevitable? a) b) c) d)

primary aging secondary aging outward aging inward aging

Answer: B Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-14. As senescence takes place, a person‘s hair becomes _________ and __________. a) coarser; darker b) grayer; thinner c) thicker; coarser d) longer; lighter colored Answer: B Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-15. Which statement is correct regarding brain development and aging? a) The brain becomes smaller but denser and more efficient over time. b) The brain grows, taking up double the amount of space between the brain and the skull. c) The structure, function, and number of neurons in the brain are significantly reduced. d) Blood flow is reduced within the brain, and less glucose and oxygen are used.

Answer: D Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-16. Which statement correctly summarizes internal bodily changes due to aging? a) The heart‘s capacity to pump blood through the circulatory system to the brain is increased due to the shrinking of blood vessels. b) The reduction in gray matter makes the aging brain less efficient. c) The respiratory system is more efficient with age. d) The digestive system is less efficient in pushing food through the system, which often leads to constipation.

Answer: D Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults‘ capabilities.

Topic: Physical Changes in Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-17. Which term best describes the meaning of ―functional age‖? a) b) c) d) Answer: B

cognitive functioning physical and psychological well-being emotional/behavioral functioning how quickly people recuperate from illness

Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Topic: The Myth and Reality of Aging Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-18. Which characteristics apply to people classified as the ―young old‖? a) b) c) d)

They may have some health problems and difficulties with daily living activities.

They are generally healthy and active.

Most people in this group are frail and in need of care.

They also meet the criteria to be classified as ―gerontologists.‖

Answer: B Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Topic: The Myth and Reality of Aging Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-19. Which characteristics apply to people classified as the ―oldest old‖? a) b) c) d)

They also meet the criteria to be classified as ―gerontologists.‖ Most people in this group are frail and in need of care.

They may have some health problems and difficulties with daily living activities.

They are generally healthy and active.

Answer: B Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Topic: The Myth and Reality of Aging Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-20. Norma is a 91-year-old woman who lives independently, has no major illnesses, and is able to take daily walks to the local grocery store. Which category best describes Norma‘s functional age? a) b) c) d) Answer: C

oldest old old old young old geriatric

Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Topic: The Myth and Reality of Aging Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-21. Sara is a 62-year-old woman who recently suffered a stroke, in addition to her chronic pulmonary disease and osteoporosis. She relies on relatives and caretakers to help her on a daily basis, even with some of her most basic tasks. Which category best describes Sara‘s functional age? a) b) c) d)

oldest old old old young old geriatric

Answer: A Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Topic: The Myth and Reality of Aging Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-22. A _________ refers to the basic nerve cell of the nervous system. a) b) c) d)

synapse dendrite neuron neurotransmitter

Answer: C Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-23. Which part of a neuron receives messages sent by other neurons? a) b) c) d) Answer: B

nucleus dendrites axons synapses

Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-24. What does synaptic pruning refer to? a) b) c) d)

the deterioration of myelin in the cerebral cortex the production of new neurons as a child develops over time the ―clipping‖ of axons that don‘t receive strong enough signals from other axons the elimination of neurons as a result of nonuse or lack of stimulation

Answer: D Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-25. The fatty substance that helps insulate neurons and speeds the transmission of nerve impulses is better known as _____________. a) b) c) d)

the dendrites an axon myelin a synapse

Answer: C Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-26. Which term describes the degree to which a developing structure or behavior is modifiable due to experience? a) b) c) d)

synaptic pruning the principle of the independence of systems myelination plasticity

Answer: D Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-27. A ________ period refers to a specific but limited time, usually early in life, during which an organism is particularly susceptible to environmental influences relating to some particular facet of development. a) b) c) d)

latent sensitive critical plasticity

Answer: B Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-28. The right hemisphere of the brain becomes more specialized during the preschool years in _________ . a) comprehension of spatial relationships b) reading c) thinking and reasoning d) language production Answer: A Learning Objective: LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Topic: Brain Lateralization Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-29. Which area of the brain undergoes considerable development during the adolescent years and into a person‘s early 20s? a) occipital lobe

b) cerebral cortex c) corpus callosum d) prefrontal cortex Answer: D Learning Objective: LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Topic: Brain Lateralization Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-30. A neonate enters the world with unlearned, organized involuntary responses that occur automatically in the presence of certain stimuli. These responses are called ___________. a) b) c) d)

behavioral intentions instinct reflexes preparations

Answer: C Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-31. Why would babies be born with a variety of reflexes? a) reflexes are primarily used to orient an infant upward, toward sunlight b) reflexes reflect the most primitive form of learning, so this primes the infant for later learning of more complex information c) most reflexes confer some survival value to the infant d) there is no logical reason why reflexes should be present at birth Answer: C Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-32. Which reflex allows an infant to turn its head toward things that touch its cheek? a) b) c) d)

Babinski reflex Moro reflex startle reflex rooting reflex

Answer: D Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-33. What is the possible function of the Babinski reflex in infants? a) b) c) d)

prepares the infant for independent locomotion its function is currently unknown similar to primates‘ protection from falling protection from predators

Answer: B Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-34. Ksenya is preparing to breastfeed her infant daughter, and, in doing so, the baby‘s cheek brushes across her mother‘s shirt. The baby immediately turns its head toward Ksenya‘s breasts in preparation for feeding. Which reflex is the infant demonstrating? a) b) c) d)

Babinski reflex rooting reflex Moro reflex startle reflex

Answer: B Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Moderate Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

3-35. As Norton is laying his infant in the crib at bedtime, he gently removes his hand from the back of the baby‘s head and neck, and the baby thrusts its arms outward, appearing to grasp onto something. Which reflex is the infant demonstrating? a) b) c) d)

Moro reflex Babinski reflex startle reflex swimming reflex

Answer: A Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Topic: Reflexes: Protective Reactions Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-36. Sasheen is just over 8 months old. Which skill is she likely to begin demonstrating? a) b) c) d)

walking while supporting herself on furniture walking by herself sitting without support crawling

Answer: D Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Topic: Gross Motor Skills Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-37. By what age are babies typically first able to walk by supporting themselves on furniture or walls? a) b) c) d)

6 months 9 months 11 months 12 months

Answer: B Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Topic: Gross Motor Skills

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-38. Pongracz is 6 months old. Which skill is he likely to begin demonstrating? a) b) c) d)

walking while supporting himself on furniture walking by himself sitting without support crawling

Answer: C Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Topic: Gross Motor Skills Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-39. At about what age can a child first stand alone well? a) b) c) d)

24 months 14 months 11 months 8 months

Answer: C Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Topic: Gross Motor Skills Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-40. Which activity represents a fine motor skill? a) b) c) d)

typing on a keyboard swimming jumping rope riding a bicycle

Answer: A Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-41. Martin and Lewis watch their 10-month-old baby as he tries to pick up an item. What type of grasp is the baby likely to use? a) b) c) d)

whole hand pincer three-finger two-thumb

Answer: B Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-42. At approximately what age should a child first be able to manipulate objects with almost as much capability as an adult? a) b) c) d)

11 to 12 years old 8 to 9 years old 7 to 8 years old 5 to 6 years old

Answer: A Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-43. One significant reason for the advances in fine motor skills shown by children 6 to 8 years old is that _____________. a) b) c) d)

children have lived long enough to acquire practice with fine motor skills children‘s cognitive development is increasing children have greater opportunities to model fine motor skills behavior from others the amount of myelin in the brain increases to protect, insulate, and surround neurons

Answer: D Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-44. Which statement regarding handedness is correct? a) More females than males are left-handed. b) By 5 years of age, most children display a clear tendency to use one hand over the other. c) Hand preference reflects psychological qualities, such as neuroticism or anxiety. d) Handedness is not fully established until the adolescent years.

Answer: B Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-45. What do developmentalists call the average performance of a large sample of children of a given age? a) b) c) d)

a standard a median typical achievement a norm

Answer: D Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-46. Why should norms be interpreted with caution? a) They are usually derived from representative samples. b) They apply broadly to all cultural and racial groups.

c) They have not been in use very long by researchers and medical professionals. d) They can mask substantial individual differences in attainment.

Answer: D Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Topic: Fine Motor Skills Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-47. Which term refers to the sorting out, interpretation, analysis, and integration of stimuli involving the sense organs and brain? a) b) c) d)

perception visualization sensation imagination

Answer: A Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-48. Which developmental researchers conducted a classic experiment utilizing the ―visual cliff‖ apparatus? a) b) c) d)

Robert French and Edgar Morehouse Eleanor Maccoby and John Bowlby Friedrich Gretsch and Peter Amble Eleanor Gibson and Richard Walk

Answer: D Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-49. What visual preference do newborn infants demonstrate?

a) b) c) d)

Newborn infants prefer to look at simple stimuli rather than complex stimuli.

When given a choice of visual stimuli, newborn infants do not show a preference.

Newborn infants prefer to look at complex stimuli rather than simple stimuli.

Newborn infants are too young to concentrate on visual stimuli; therefore, it is impossible to measure their preference.

Answer: C Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-50. Compared to the others, which sense is not only well developed but reasonably sophisticated at birth? a) b) c) d)

touch hearing taste and smell vision

Answer: C Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-51. The ________ approach to perception summarizes an overall perspective that identifies the process by which sensory information is integrated and coordinated. a) b) c) d)

sensory unimodal multimodal sensitivity

Answer: C Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-52. ________ is the term theorists use to describe the options that a given situation or stimulus provides to a perceiver. a) b) c) d)

Modalities Affordances Opportunities Sensations

Answer: B Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-53. Which consideration is problematic about the legal criteria used to determine degrees of visual impairment, especially with regard to the development of children? a) No consistent federal guidelines for classifying visual impairment have been adopted. b) Determining impairment is based on the judgment of a family physician, and that judgment may be flawed due to lack of training or interpersonal considerations. c) Most insurance companies don‘t reimburse for corrective lenses; therefore, children and their parents are reluctant to admit to visual difficulties. d) The criteria pertain solely to distance vision, whereas children with visual difficulties usually engage in close-up visual tasks in the classroom.

Answer: D Learning Objective: LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children‘s learning.

Topic: Sensory Difficulties in the School Years: Visual, Auditory, and Speech Problems Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

3-54. Severe and early loss of hearing is often associated with difficulties in _________ . a) b) c) d)

abstract thinking the ability to comprehend written words cognitive development physical brain development

Answer: A Learning Objective: LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children‘s learning.

Topic: Sensory Difficulties in the School Years: Visual, Auditory, and Speech Problems Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-55. Which term refers to speech that deviates so much from the speech of others that it calls attention to itself, interferes with communication, or produces maladjustment in the speaker? a) b) c) d)

stuttering childhood-onset fluency disorder auditory impairment speech impairment

Answer: D Learning Objective: LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children‘s learning.

Topic: Sensory Difficulties in the School Years: Visual, Auditory, and Speech Problems Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-56. Salvatore is beginning to lose the ability to detect fine spatial detail in close and distant objects. Which term refers to his condition? a) b) c) d)

loss of visual acuity presbyopia glaucoma presbycusis

Answer: A Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Topic: The Senses in Middle Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-57. The loss of ability to hear high-pitched, high-frequency sounds is known as ___________. a) presbycusis b) hearing detention

c) echolalia d) myopia Answer: A Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Topic: The Senses in Middle Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-58. Ivanhoe has difficulty hearing but also has a problem identifying the direction and origin of a sound. Which function is Ivanhoe having trouble with? a) b) c) d)

presbycusis sensory deprivation sound frontation sound localization

Answer: D Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Topic: The Senses in Middle Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

3-59. Which term refers to cloudy or opaque areas on the lens of the eye that interfere with the passing of light? a) b) c) d)

glaucoma myopia age-related macular degeneration cataracts

Answer: D Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Topic: Sensory Changes in Late Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-60. Because older adults begin to lose their sensitivity to taste and smell, they begin to engage in which behavior? a) b) c) d)

They eat less.

They eat more, because they don‘t remember what they ate.

They experience healthy levels of weight loss.

They lose the ability to determine when food is spoiled and suffer more often from food poisoning.

Answer: A Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Topic: Sensory Changes in Late Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-61. Which theory argues that overall processing speed declines in the peripheral nervous system with increasing age? a) b) c) d)

pulmonary hardening theory peripheral slowing hypothesis generalized slowing hypothesis decreased myelination theory

Answer: B Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Topic: Sensory Changes in Late Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

3-62. Which theory proposes that processing in all parts of the nervous system, including the brain, is less efficient as aging takes place? a) b) c) d)

dendrite/axon theory peripheral slowing hypothesis generalized slowing hypothesis decreased myelination theory

Answer: C Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Topic: Sensory Changes in Late Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 3-63. Explain the process of ―synaptic pruning‖ and describe why it is helpful to an infant‘s development.

Answer: A good answer would include the following key points:  Babies are born with many more neurons than they need  The brain has the capability of ―pruning down‖ unnecessary neurons based on an infant‘s experiences in the world.  The unnecessary neurons eventually die, which increases the efficiency of the remaining neurons in the nervous system.  The result of synaptic pruning is to allow established neurons to build more elaborate communication networks with other neurons.

Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Topic: The Nervous System and Brain: Making Connections Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-64. Explain the changes in the brain that contribute to changes in adolescent thinking.

Answer: A good answer would include the following key points:  The brain has an overabundance of gray matter during adolescence, which is later pruned at a rate of 1 percent to 2 percent per year.  During adolescence, increased myelination of the nerve cells makes the transmission of neural messages more efficient.  The prefrontal cortex develops considerably during adolescence and allows the person to think, evaluate, make complex judgments, and monitor impulse control.  However, the prefrontal cortex does not fully develop until a person‘s early 20s.  Each of these structural changes brings with it changes to psychological functioning, as decision making, reasoning, and other cognitive activities mature.

Learning Objective: LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Topic: Brain Lateralization Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-65. Summarize current views regarding infants‘ perception of pain.

Answer: A good answer would include the following key points:  Currently, it is widely acknowledged that infants are born with the capacity to feel pain.

How that pain is phenomenologically experienced by an infant is just as much a mystery as how one adult‘s report of ―a wrenching backache‖ is experientially different from



another adult‘s report of ―a dull ache.‖ Without the ability to occupy another‘s consciousness, we never really know for sure.

What we do know, however, is that infant pain produces infant distress, measurable in facial expressions, heart rate, crying, and through other indicators. We also know that pain reactions differ over time. Infants learning to walk often stumble, fall, trip, and generally whack various body parts in the process, yet seem to show few ill effects.

Conversely, many a child who stubs a little toe may react with wails of turmoil.

Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Topic: The Development of the Senses Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-66. Identify four diseases related to the eye and vision that become increasingly common as people age. Are these diseases inevitable? Can they be treated?

Answer: A good answer would include the following key points:  As people age, their visual system becomes more prone to a variety of diseases.

However, none of these afflictions must necessarily occur, and in fact the rates of some diseases are quite low in the general population.  Presbyopia is not so much a disease as a condition, and it is one that is likely to affect the majority of people as they age. It refers to the near-universal experience of loss of near vision that occurs in midlife.  Glaucoma is a disease characterized by increased pressure in the fluid of the eye.

Glaucoma can be successfully treated if detected early; if not, blindness is a possibility.

Around 1 to 2 percent of people over age 40 are afflicted, and Black people are particularly susceptible.  In later adulthood, cataracts can be problematic. This clouding of the lens can often be treated successfully.  Age-related macular degeneration (AMD) leads to deteriorating eyesight, but fortunately, it too can be successfully treated with early detection. It is the most common form of blindness in people over age 60.

Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Topic: The Senses in Middle Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

3-67. Compare the two major explanations for why people slow down with advancing age. What prediction do both approaches share in common?

Answer: A good answer would include the following key points:

 

 

People take longer to accomplish tasks as they enter late adulthood; in essence, they slow down.

The peripheral slowing hypothesis argues that the peripheral nervous system becomes less efficient with age. This means it takes longer for information from the environment to reach the brain, and longer for commands from the brain to reach their activation centers in the extremities.

The generalized slowing hypothesis argues that processing in all parts of the nervous system, peripheral and central, becomes less efficient, leading to widespread decrements in processing capability.

Both theories share the prediction that reaction time and processing speed should be affected by these changes. That is, older people should be slower to respond to a stimulus, and take longer to evaluate and act on information.

Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Topic: Sensory Changes in Late Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 3.1: Physical Growth and Change Multiple choice question 1 . EOM Q3.1.1 One of the most important ways behavior becomes integrated is through the development of various body __________, which are repetitive, cyclical patterns of behavior. a) rhythms b) states Consider This: Although some of these are apparent just after birth, others emerge slowly over the first year as the neurons of the nervous system become increasingly integrated. LO 3.1 Describe infants' physical development in the first two years of life. c) synapses Consider This: Although some of these are apparent just after birth, others emerge slowly over the first year as the neurons of the nervous system become increasingly integrated. LO 3.1 Describe infants' physical development in the first two years of life. d) movements Consider This: Although some of these are apparent just after birth, others emerge slowly over the first year as the neurons of the nervous system become increasingly integrated. LO 3.1 Describe infants' physical development in the first two years of life.

Answer: A Difficulty: Moderate Topic: Physical Growth in Infancy Skill: Understand the Concepts Learning Objective: LO 3.1 Describe infants' physical development in the first 2 years of life.

Multiple choice question 2 . EOM Q3.1.2 The average annual weight gain for both boys and girls in middle childhood is __________. a) 5 to 7 pounds b) 3 to 6 pounds Consider This: As "baby fat" disappears, children's bodies become more muscular and their strength increases. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development. c) 8 to 10 pounds Consider This: As "baby fat" disappears, children's bodies become more muscular and their strength increases. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development. d) more than 10 pounds Consider This: As "baby fat" disappears, children's bodies become more muscular and their strength increases. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Answer: A Difficulty: Moderate Topic: Physical Growth During the Preschool and Middle Childhood Years Skill: Remember the Facts Learning Objective: LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Multiple choice question 3 . EOM Q3.1.3 Secondary sex characteristics are the __________ that do not involve the sex organs directly. a) visible signs of sexual maturity b) hormone-induced mood swings Consider This: In girls, for example, secondary sex characteristics include the development of breasts and the appearance of pubic hair. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty. c) changes in brain structure Consider This: In girls, for example, secondary sex characteristics include the development of breasts and the appearance of pubic hair. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty. d) changes in height and weight Consider This: In girls, for example, secondary sex characteristics include the development of breasts and the appearance of pubic hair. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Answer: A Difficulty: Easy Topic: Physical Changes in Adolescence Skill: Understand the Concepts Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Multiple choice question 4 . EOM Q3.1.4 Carlos was clearly troubled, and his physician asked him why. ―I dunno,‖ Carlos replied, ―it just seems like I‘m slowing down…like everything hurts more and it takes more energy to get things done. I‘m only 43, Doc; I think I should have more vitality than this!‖ ―Well,‖ his physician replied, ―you‘re really no different from anyone else.

You‘re experiencing a natural physical decline brought about by increasing age, that already began in your twenties.

If you want a fancy name for it, we call it _____________ .‖ a) senescence b) debilitation Consider This: However, age-related changes are not usually obvious until later in life. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities. c) maturation Consider This: However, age-related changes are not usually obvious until later in life. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities. d) senility

Consider This: However, age-related changes are not usually obvious until later in life. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities.

Answer: A Difficulty: Moderate Topic: Physical Changes in Adulthood Skill: Apply What You Know Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities.

Multiple choice question 5 . EOM Q3.1.5 Projections suggest that by 2050, people age 65 and over will account for nearly __________ of the population. a) one-quarter b) one-tenth Consider This: Currently, one out of every eight Americans is 65 or older. LO 3.5 Distinguish functional age from chronological age. c) one-third Consider This: Currently, one out of every eight Americans is 65 or older. LO 3.5 Distinguish functional age from chronological age. d) one-half Consider This: Currently, one out of every eight Americans is 65 or older. LO 3.5 Distinguish functional age from chronological age.

Answer: A Difficulty: Moderate Topic: The Myth and Reality of Aging Skill: Remember the Facts Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Module Quiz 3.2: Brain Growth and Motor Development Multiple choice question 1 . EOM Q3.2.1 During the preschool period, a child's __________ grow(s) faster than any other part of the body. a) brain b) heart Consider This: The weight of this organ triples in the first two years of life. LO 3.6 Discuss the role of neurons in brain development. c) liver Consider This: The weight of this organ triples in the first two years of life. LO 3.6 Discuss the role of neurons in brain development. d) lungs Consider This: The weight of this organ triples in the first two years of life. LO 3.6 Discuss the role of neurons in brain development.

Answer: A Difficulty: Easy Topic: The Nervous System and Brain: Making Connections Skill: Remember the Facts Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Multiple choice question 2 . EOM Q3.2.2 As children grow, the two halves of the brain become increasingly differentiated and specialized in a process called __________. a) lateralization b) hemispheric preference Consider This: Although both hemispheres of the brain become more specialized, each can still perform most of the tasks of the other. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood. c) sequential processing Consider This: Although both hemispheres of the brain become more specialized, each can still perform most of the tasks of the other. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood. d) resiliency Consider This: Although both hemispheres of the brain become more specialized, each can still perform most of the tasks of the other. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Answer: A Difficulty: Moderate Topic: Brain Lateralization Skill: Understand the Concepts Learning Objective: LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Multiple choice question 3 . EOM Q3.2.3

The infant's tendency to turn its head toward things that touch its cheek is known as the __________ reflex. a) rooting b) Moro Consider This: Seeking food intake may be the possible function of this reflex. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves. c) Babinski Consider This: Seeking food intake may be the possible function of this reflex. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves. d) cuddling Consider This: Seeking food intake may be the possible function of this reflex. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Answer: A Difficulty: Moderate Topic: Reflexes: Protective Reactions Skill: Understand the Concepts Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Multiple choice question 4 . EOM Q3.2.4 Evelyn is a typically developing infant. By the age of 9 months, which gross motor skill should she be able to demonstrate? a) grasping an object with her thumb and forefinger b) building a tower with four cubes Consider This: There are individual differences in when various motor skills appear and are mastered; by the age of 9 months, one of these should be evident in Evelyn‘s repertoire. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development. c) jumping in place Consider This: There are individual differences in when various motor skills appear and are mastered; by the age of 9 months, one of these should be evident in Evelyn‘s repertoire. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development. d) standing alone well Consider This: There are individual differences in when various motor skills appear and are mastered; by the age of 9 months, one of these should be evident in Evelyn‘s repertoire. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Answer: A Difficulty: Difficult Topic: Gross Motor Skills Skill: Apply What You Know Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Multiple choice question 5 . EOM Q3.2.5

Valdo is a typically developing 3-year-old. As such, it would be predicted that he should be able to __________ as evidence of his fine motor skills. a) pour liquid from a pitcher without spilling b) fold paper into triangles Consider This: Fine motor skills represent more nuanced and sophisticated body movements. A 3year-old should be able to demonstrate one of these. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children. c) use crayons effectively Consider This: Fine motor skills represent more nuanced and sophisticated body movements. A 3year-old should be able to demonstrate one of these. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children. d) draw a rectangle and a circle Consider This: Fine motor skills represent more nuanced and sophisticated body movements. A 3year-old should be able to demonstrate one of these. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Answer: A Difficulty: Difficult Topic: Fine Motor Skills Skill: Apply What You Know Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Module Quiz 3.3: Perceptual Development Multiple choice question 1 . EOM Q3.3.1 The __________ approach to perception considers how information collected by various individual sensory systems is integrated and coordinated. a) multimodal b) holistic Consider This: Instead of looking at each individual sensory response, we could consider how the responses work together. LO 3.11 Describe the capabilities of infants regarding each of the five senses. c) affordance Consider This: Instead of looking at each individual sensory response, we could consider how the responses work together. LO 3.11 Describe the capabilities of infants regarding each of the five senses. d) conditional Consider This: Instead of looking at each individual sensory response, we could consider how the responses work together. LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Answer: A Difficulty: Moderate Topic: The Development of the Senses Skill: Understand the Concepts Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Multiple choice question 2 . EOM Q3.3.2 The ability of young infants to make fine discriminations between sounds is particularly important in the development of the ability to understand __________. a) language b) music Consider This: Infants' sound localization abilities are fairly good even at birth, and they reach adult levels of success by the age of one year. LO 3.11 Describe the capabilities of infants regarding each of the five senses. c) voices Consider This: Infants' sound localization abilities are fairly good even at birth, and they reach adult levels of success by the age of one year. LO 3.11 Describe the capabilities of infants regarding each of the five senses. d) syntax Consider This: Infants' sound localization abilities are fairly good even at birth, and they reach adult levels of success by the age of one year. LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Answer: A Difficulty: Difficult Topic: The Development of the Senses Skill: Understand the Concepts Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Multiple choice question 3 . EOM Q3.3.3 Blindness, the most serious visual impairment, is defined as visual acuity below __________ after correction. a) 20/200 b) 20/100 Consider This: This is a legal definition. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning. c) 20/70 Consider This: This is a legal definition. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning. d) 20/500 Consider This: This is a legal definition. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning.

Answer: A Difficulty: Moderate Topic: The Development of the Senses Skill: Remember the Facts Learning Objective: LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning.

Multiple choice question 4 . EOM Q3.3.4 The key symptom of presbycusis, which is common in middle adulthood, is __________. a) a decline in the ability to hear high-pitched sounds b) an inability to locate the source and direction of sounds Consider This: About 12 percent of people between 45 and 65 suffer from this. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes. c) a feeling of heaviness or blockage in the ears Consider This: About 12 percent of people between 45 and 65 suffer from this. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes. d) a constant low humming sound in the ears Consider This: About 12 percent of people between 45 and 65 suffer from this. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Answer: A Difficulty: Moderate Topic: The Senses in Middle Adulthood Skill: Understand the Concepts Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Multiple choice question 5 . EOM Q3.3.5 Which eye disease occurs when cloudy or opaque areas on the lens of the eye develop that interfere with the passage of light? a) cataracts b) glaucoma

Consider This: If left untreated, the lens becomes milky white and blindness results. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults. c) presbycusis Consider This: If left untreated, the lens becomes milky white and blindness results. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults. d) macular degeneration Consider This: If left untreated, the lens becomes milky white and blindness results. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Answer: A Difficulty: Moderate Topic: Sensory Changes in Late Adulthood Skill: Remember the Facts Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Chapter 3 Quiz: Physical Growth and Aging Across the Life Span Multiple choice question 1 . EOC Q3.1 One of the major body rhythms, the degree of awareness an infant has to both internal and external stimulation, is known as an infant's __________. a) state b) autostimulation Consider This: Alertness, fussing, crying, and different levels of sleep would be included in this concept. LO 3.1 Describe infants' physical development in the first two years of life. c) active-quiet transition Consider This: Alertness, fussing, crying, and different levels of sleep would be included in this concept. LO 3.1 Describe infants' physical development in the first two years of life. d) pattern Consider This: Alertness, fussing, crying, and different levels of sleep would be included in this concept. LO 3.1 Describe infants' physical development in the first two years of life.

Answer: A Difficulty: Moderate Topic: Physical Growth in Infancy Skill: Understand the Concepts Learning Objective: LO 3.1 Describe infants' physical development in the first two years of life.

Multiple choice question 2 . EOC Q3.2 By the time children reach age __________, their proportions are similar to those of adults. a) 6 b) 3 Consider This: During the preschool years, boys and girls become less round and more slender. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development. c) 8 Consider This: During the preschool years, boys and girls become less round and more slender. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development. d) 10 Consider This: During the preschool years, boys and girls become less round and more slender. LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Answer: A Difficulty: Difficult Topic: Physical Growth During the Preschool and Middle Childhood Years Skill: Remember the Facts Learning Objective: LO 3.2 Summarize the physical development that occurs during the preschool and middle childhood years and the factors that affect this development.

Multiple choice question 3 . EOC Q3.3

Which hormones play important roles in the onset of puberty? a) androgens, leptin, and estrogens b) dopamine, adrenaline, and serotonin Consider This: Puberty begins when the pituitary gland signals other glands to begin producing sex hormones. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty. c) cortisol, adrenaline, and norepinephrine Consider This: Puberty begins when the pituitary gland signals other glands to begin producing sex hormones. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty. d) growth hormone, insulin, and glucagon Consider This: Puberty begins when the pituitary gland signals other glands to begin producing sex hormones. LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Answer: A Difficulty: Difficult Topic: Physical Changes in Adolescence Skill: Remember the Facts Learning Objective: LO 3.3 Identify the physical changes adolescents experience as the body reaches puberty.

Multiple choice question 4 . EOC Q3.4 Adequate exercise can help to reduce __________, a condition in which the bones become brittle, fragile, and thin, that occurs in later life. a) osteoporosis b) dystrophy Consider This: This is particularly important for women, who are more susceptible to bone loss. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities. c) arthritis Consider This: This is particularly important for women, who are more susceptible to bone loss. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities. d) rheumatism Consider This: This is particularly important for women, who are more susceptible to bone loss. LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities.

Answer: A Difficulty: Easy Topic: Physical Changes in Adulthood Skill: Remember the Facts Learning Objective: LO 3.4 Describe the physical changes that occur from early to late adulthood and how they affect adults' capabilities.

Multiple choice question 5 . EOC Q3.5 Harry, age 91, lives independently, has no major illnesses, and is able to take daily walks to the local grocery store.

Which category best describes Harry‘s functional age? a) young old b) old old

Consider This: Some researchers of aging divide people into three groups according to functional ages. LO 3.5 Distinguish functional age from chronological age. c) oldest old Consider This: Some researchers of aging divide people into three groups according to functional ages. LO 3.5 Distinguish functional age from chronological age. d) geriatric Consider This: Some researchers of aging divide people into three groups according to functional ages. LO 3.5 Distinguish functional age from chronological age.

Answer: A Difficulty: Moderate Topic: The Myth and Reality of Aging Skill: Apply What You Know Learning Objective: LO 3.5 Distinguish functional age from chronological age.

Multiple choice question 6 . EOC Q3.6 __________ allows established neurons to build more elaborate communication networks with other neurons. a) Synaptic pruning b) Lateralization Consider This: Neurons that do not become interconnected with other neurons as the infant's experience of the world increases eventually die out, enhancing the efficiency of the nervous system. LO 3.6 Discuss the role of neurons in brain development. c) Dendrites Consider This: Neurons that do not become interconnected with other neurons as the infant's experience of the world increases eventually die out, enhancing the efficiency of the nervous system.

LO 3.6 Discuss the role of neurons in brain development. d) Brain plasticity Consider This: Neurons that do not become interconnected with other neurons as the infant's experience of the world increases eventually die out, enhancing the efficiency of the nervous system.

LO 3.6 Discuss the role of neurons in brain development.

Answer: A Difficulty: Moderate Topic: The Nervous System and Brain: Making Connections Skill: Understand the Concepts Learning Objective: LO 3.6 Discuss the role of neurons in brain development.

Multiple choice question 7 . EOC Q3.7 During the preschool years, __________ is completed in the hippocampus, an area of the brain associated with memory. a) myelination b) sequencing Consider This: This development may be related to preschoolers' growing cognitive capabilities. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood. c) language processing Consider This: This development may be related to preschoolers' growing cognitive capabilities. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood. d) electrical connectivity

Consider This: This development may be related to preschoolers' growing cognitive capabilities. LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Answer: A Difficulty: Difficult Topic: Brain Lateralization Skill: Understand the Concepts Learning Objective: LO 3.7 Explain what is meant by brain lateralization and describe how it develops in early childhood.

Multiple choice question 8 . EOC Q3.8 Six-week-old Teresita in lying in her crib when her older brother, Massimo, accidentally drops a book on the linoleum floor, causing a loud, crashing sound. Teresita instinctively flings out her arms, arches her back, and spreads her fingers. These actions are all aspects of _________. a) the startle reflex b) fine motor skills Consider This: These represent behavior that has survival value, helping to ensure the well-being of the infant. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves. c) circadian rhythms Consider This: These represent behavior that has survival value, helping to ensure the well-being of the infant. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves. d) the Moro reflex Consider This: These represent behavior that has survival value, helping to ensure the well-being of the infant. LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Answer: A Difficulty: Easy Topic: Reflexes: Protective Reactions Skill: Apply What You Know Learning Objective: LO 3.8 Identify the reflexes that infants are born with that help them adapt to their surroundings and protect themselves.

Multiple choice question 9 . EOC Q3.9 During middle childhood, __________. a) boys and girls have similar motor skills b) boys lag behind girls in gross motor skills early, but then surpass them Consider This: Social factors likely play a role in any observed differences. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development. c) boys have more highly developed gross motor skills than girls do Consider This: Social factors likely play a role in any observed differences. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development. d) girls lag behind boys in gross motor skills early, but then surpass them

Consider This: Social factors likely play a role in any observed differences. LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Answer: A Difficulty: Difficult Topic: Gross Motor Skills Skill: Understand the Concepts Learning Objective: LO 3.9 Summarize the gross motor skills that emerge during infancy and the preschool years, and explain how they are related to brain development.

Multiple choice question 10 . EOC Q3.10 By the end of the preschool years, most children show __________, which is a clear preference for using one hand over the other. a) handedness b) dexterity Consider This: Early signs may include when infants show a preference for one side of the body over the other. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children. c) partiality Consider This: Early signs may include when infants show a preference for one side of the body over the other. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children. d) directionality Consider This: Early signs may include when infants show a preference for one side of the body over the other. LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Answer: A Difficulty: Easy Topic: Fine Motor Skills Skill: Understand the Concepts Learning Objective: LO 3.10 Give examples of fine motor skills, and describe their developmental pattern in infants and young children.

Multiple choice question 11 . EOC Q3.11 Very young infants who are breast-fed are better able to distinguish their mothers through the sense of __________ compared to bottle-fed infants. a) smell b) touch Consider This: Both breast-fed and bottle-fed infants were unable to distinguish their fathers on the basis of this sense. LO 3.11 Describe the capabilities of infants regarding each of the five senses. c) sight Consider This: Both breast-fed and bottle-fed infants were unable to distinguish their fathers on the basis of this sense. LO 3.11 Describe the capabilities of infants regarding each of the five senses. d) hearing Consider This: Both breast-fed and bottle-fed infants were unable to distinguish their fathers on the basis of this sense. LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Answer: A Difficulty: Moderate Topic: The Development of the Senses Skill: Understand the Concepts Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Multiple choice question 12 . EOC Q3.12 __________ is a particularly useful ability, helping babies as young as 6 months to acknowledge heights and avoid falls. a) Depth perception b) Visual acuity Consider This: One study that examined this ability is known as the "visual cliff" experiment conducted by Eleanor Gibson and Richard Walk. LO 3.11 Describe the capabilities of infants regarding each of the five senses. c) Peripheral vision Consider This: One study that examined this ability is known as the "visual cliff" experiment conducted by Eleanor Gibson and Richard Walk. LO 3.11 Describe the capabilities of infants regarding each of the five senses. d) Distance vision Consider This: One study that examined this ability is known as the "visual cliff" experiment conducted by Eleanor Gibson and Richard Walk. LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Answer: A Difficulty: Moderate Topic: The Development of the Senses Skill: Understand the Concepts Learning Objective: LO 3.11 Describe the capabilities of infants regarding each of the five senses.

Multiple choice question 13 . EOC Q3.13 Severe and early loss of hearing can impair __________ thinking. a) abstract b) normative Consider This: These concepts rely on language for meaning. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning. c) concrete Consider This: These concepts rely on language for meaning. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning. d) formal Consider This: These concepts rely on language for meaning. LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning.

Answer: A Difficulty: Difficult Topic: Sensory Difficulties in the School Years: Visual, Auditory, and Speech Problems Skill: Understand the Concepts Learning Objective: LO 3.12 Recognize the sensory difficulties school-age children may experience and how they can affect children's learning.

Multiple choice question 14 . EOC Q3.14 The nearly universal decline in near vision in middle adulthood is called __________. a) presbyopia b) myopia Consider This: This condition may require reading glasses or bifocals. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes. c) conjunctivitis Consider This: This condition may require reading glasses or bifocals. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes. d) glaucoma Consider This: This condition may require reading glasses or bifocals. LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Answer: A Difficulty: Moderate Topic: The Senses in Middle Adulthood Skill: Understand the Concepts Learning Objective: LO 3.13 Discuss the changes in sensory perception in middle adulthood and the factors that may affect these changes.

Multiple choice question 15 . EOC Q3.15 According to the peripheral slowing hypothesis, the increased reaction time of older people is attributable to changes in the __________. a) nerves that branch from the brain and spinal cord b) entire nervous system, including the brain Consider This: It takes longer for information from the environment to reach the brain and for commands from the brain to be transmitted to the muscles. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults. c) rate of blood flow in the brain Consider This: It takes longer for information from the environment to reach the brain and for commands from the brain to be transmitted to the muscles. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults. d) circulatory system, including the heart Consider This: It takes longer for information from the environment to reach the brain and for commands from the brain to be transmitted to the muscles. LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

Answer: A Difficulty: Moderate Topic: Sensory Changes in Late Adulthood Skill: Understand the Concepts Learning Objective: LO 3.14 Give examples of the decline in various sense organs experienced in late adulthood and how these changes affect the lives of older adults.

TOTAL ASSESSMENT GUIDE

Chapter 4 Health and Wellness

Topic LO 4.1 Explain the experience of stress across the life span.

LO 4.2 Analyze the consequences of stress.

LO 4.3 Describe strategies for coping with stress.

LO 4.4 Analyze the importance of proper nutrition to human development.

LO 4.5 Examine threats to health and wellness faced by children and adolescents.

LO 4.6 Discuss the general health concerns of adults.

LO 4.7 Describe the health risks confronting older adults.

LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

LO 4.9 Explain how exercise can affect health and longevity.

LO 4.10 Examine the nature of sexuality in later life.

LO 4.11 Explain how wellness can be maintained in old age.

Remember the Facts Multiple Choice Essay

1

Multiple Choice

6

Essay Multiple Choice

9–10, 12–13

Understand the Concepts

Apply What You Know

Analyze It

2–5 7–8 11, 14

Essay Multiple Choice Essay

15–19, 24

Multiple Choice

25, 27, 29

20

21-23 66

Essay

26, 32–33

28, 31

30

67

Multiple Choice

37–38, 40, 43

36, 39, 41

34–35, 42

Essay Multiple Choice Essay

44, 46–47, 51

68 48, 50, 52

45, 49

Multiple Choice Essay

54

52–53

55

Multiple Choice Essay

56

Multiple Choice Essay

57–58, 61

60

Multiple Choice Essay

64

63 70

69 59 62

Chapter 4 Health and Wellness MULTIPLE CHOICE 4-1. __________refers to the assessment of an event to determine whether its implications are positive, negative, or neutral. a) b) c) d)

Psychological review Primary appraisal Secondary appraisal Physiological assessment

Answer: B Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Topic: The Stages and Origins of Stress Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-2. Monty is fifteen minutes away from work when his car begins to chug and lurch. He pulls the vehicle off to the side of the road and the engine dies. Although distressed, he decides he can call his boss on his cell phone then walk to a nearby service station for help. Monty's reaction is an example of _______. a) b) c) d)

the alarm stage primary appraisal secondary appraisal the resistance stage

Answer: C Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Topic: The Stages and Origins of Stress Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-3. After hearing on the radio that her normal route to work is obstructed by a major traffic accident, Tran decides to consider other routes. She realizes that she is in time to get off the highway before she hits traffic, go a back way, and still be at work with time to spare. Which part of Richard Lazarus and Susan Folkman‘s theory has Tran demonstrated in considering a new path to work? a) primary appraisal

b) secondary appraisal c) tertiary appraisal d) quaternary appraisal Answer: B Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Topic: The Stages and Origins of Stress Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-4. Rollie assesses how much time it will take to adequately study for his upcoming phlebotomy exam, which he is concerned about. Which process is Rollie engaged in? a) b) c) d)

academic review secondary appraisal primary appraisal applied analysis

Answer: C Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Topic: The Stages and Origins of Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-5. Rollie determines that he doesn‘t have enough time to adequately study for his upcoming phlebotomy exam, which he is concerned about. Which process is Rollie engaged in? a) b) c) d)

academic review secondary appraisal primary appraisal applied analysis

Answer: B Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Topic: The Stages and Origins of Stress Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-6. The field of study that examines the interplay among the immune system, the brain, and psychological factors during stress-related events is called __________ . a) psychosocial medicine

b) interpersonal health management c) neuropsychology d) psychoneuroimmunology Answer: D Learning Objective: LO 4.2 Analyze the consequences of stress.

Topic: The Consequences of Stress Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-7. Stress can produce direct physiological effects, such as ______________. a) b) c) d)

elevated blood pressure psychological disorders decreased hormonal activity increases in immune system functioning

Answer: A Learning Objective: LO 4.2 Analyze the consequences of stress.

Topic: The Consequences of Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-8. Stress can produce indirect health-related behaviors, such as _____________. a) b) c) d)

increased and habitual risk-taking behaviors increased compliance with medical advice increased delays in seeking medical care increased likelihood of seeking medical advice

Answer: C Learning Objective: LO 4.2 Analyze the consequences of stress.

Topic: The Consequences of Stress Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-9. Ralston doesn‘t think that his actions will help change his stressful job. Instead, he adopts a ―Laugh it off and smile; the world looks brighter when you do!‖ coping style to deal with his stress. Ralston is using which type of coping style?

a) b) c) d)

emotion-focused problem-focused decision-focused avoidance-focused

Answer: B Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-10. Assistance and comfort provided to a person dealing with a stressful situation is also known by which term? a) b) c) d)

counseling social support validation stress management

Answer: B Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-11. Corrado is doing very poorly in his studies at college. In evaluating his performance, Corrado has decided that he is spending too much time partying and not nearly enough time studying in the library. Corrado adopts a plan that allows him to earn a half-hour of partying for each ten hours he spends in the library studying. Corrado‘s plan is an example of_____________. a) b) c) d)

hardiness emotion-focused coping defensive coping problem-focused coping

Answer: D Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-12. Which term applies to a person‘s attempts at coping that involve unconscious strategies that distort or deny the true nature of a situation? a) b) c) d)

emotion-focused coping hardiness defensive coping substitution

Answer: C Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-13. Which personality characteristic is associated with a lower rate of stress-related illness? a) b) c) d)

neuroticism anxiety hardiness competitiveness

Answer: C Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-14. Yulya is consistently able to overcome and withstand adversity that comes her way; in fact, she thrives on meeting and beating serious challenges. Yulya is most likely high in __________. a) b) c) d)

hardiness emotional insulation resilience defensive coping

Answer: C Learning Objective: LO 4.3 Describe strategies for coping with stress.

Topic: Coping with Stress Difficulty Level: Moderate Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-15. __________ refers to having an improper amount and balance of nutrients in a person‘s diet. a) b) c) d)

Starvation Malnutrition Ablation Undernutrition

Answer: B Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-16. Which term refers to a specific deficiency in a child‘s diet? a) b) c) d)

malnutrition undernutrition starvation caloric restriction

Answer: B Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-17. _________ is a disease produced by severe malnutrition during the first year of life, and causes an infant to stop growing. a) b) c) d)

Kwashiorkor Nonorganic failure to thrive Marasmus Rickets

Answer: C Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-18. Which disease affects older children due to malnutrition, and causes their stomachs, limbs, and face to swell with water? a) b) c) d)

scurvy rickets marasmus kwashiorkor

Answer: D Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-19. Infants who receive adequate nutrition but act as though they have been deprived of food, because they are listless and apathetic, are exhibiting signs of __________ . a) b) c) d)

nonorganic failure to thrive marasmus kwashiorkor undernutrition

Answer: A Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-20. Which contributor is likely to be a major cause of U.S. children‘s inadequate fitness levels? a) b) c) d)

Children eat too sporadically.

Children eat a diet that is too dairy dependent.

There are no national or local efforts to increase the level of children‘s fitness.

Children live a sedentary lifestyle.

Answer: D Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-21. Compared to the others, which person is statistically LEAST likely to participate in exercise? a) b) c) d)

Junie, a 17-year-old Black girl Mauricio, a 14-year-old Black boy Carlotta, a 15-year-old White girl Bobbie, a 12-year-old White girl

Answer: A Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-22. Emily has an intense interest in food but eats sparingly. She has a deep fear of becoming obese, and even though she looks emaciated, she still claims she ―feels fat‖ and refuses to eat enough to maintain even a minimal normal body weight for her frame. Emily would most likely be diagnosed with __________. a) b) c) d)

bulimia obesity malnutrition anorexia nervosa

Answer: D Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-23. Gloria is a 17-year-old girl who weighs 82 pounds and is gaunt and frail. Although she fears food and eating, she focuses on food by talking about it, collecting cookbooks, and cooking huge meals for others. Whenever she looks at herself in the mirror, she thinks she is disgustingly fat. Which disorder is Gloria suffering from? a) anorexia nervosa b) binge eating c) bipolar disorder

d) bulimia Answer: A Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-24. Each of these characteristics is a symptom of bulimia EXCEPT _____________. a) recurrent episodes of binge eating b) refusal to maintain body weight at or above minimal normal weight for age and height c) recurrent inappropriate behaviors, such as self-induced vomiting, to try to prevent weight gain d) body weight within an expected and relatively normal range Answer: B Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-25. _________are considered the greatest risk to the health and well-being of a child. a) Genetically based illnesses b) Nutritional problems c) Accidents d) Parental abuse and neglect Answer: C Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-26. Which set of factors most likely contributes to the high level of accidents among children? a) parental neglect, parents working full-time, lack of supervision b) children‘s high level of physical activity, curiosity, lack of judgment

c) dangerous furniture, unsafe living conditions, poor lighting d) lack of high-quality day care, lack of supervision, poorly trained day-care workers Answer: B Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-27. Which outcome is considered a permanent result of lead poisoning in children? a) lower intelligence and problems with verbal and auditory processing b) low weight and inadequate growth c) loss of appetite d) depression Answer: A Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-28. Kris and Sara put their infant son Gabe to bed for his regular afternoon nap. When they went to check on him several hours later Gabe was unresponsive and never woke again. Which term is used for this outcome? a) b) c) d)

REM HAART AZT SIDS

Answer: D Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-29. Which classification is applied to drugs that produce a biological or psychological dependence in users, leading to increasingly powerful cravings for them?

a) b) c) d)

illegal drugs recreational drugs addictive drugs prescription drugs

Answer: C Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-30. Why is binge drinking generally more problematic for women than men? a) It leads to women eating less and becoming malnourished. b) It leads to more urination and bladder control problems in women. c) When intoxicated, women are more likely to become the victims of violent crimes than men. d) Women tend to weigh less than men, so their bodies cannot absorb alcohol as efficiently and they become drunk more quickly.

Answer: D Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4-31. Reggie has noticed conspicuous examples of drunkenness around campus, at fraternity parties, social gatherings, and other events. Based on this, he assumes that the majority of students drink heavily, and therefore so should he. What has Reggie fallen prey to? a) b) c) d)

alcoholism the false consensus effect competitive drinking the perils of addiction

Answer: B Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-32. Compared to the others, which person is statistically most likely to experiment with cigarettes and start smoking earlier? a) b) c) d)

Dakota Lynn, a White girl living in a low-socioeconomic-status household Susanna, a Black girl living in a low-socioeconomic-status household Romeo, a White boy living in a high-socioeconomic-status household Karl, a Black boy living in a high-socioeconomic-status household

Answer: A Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-33. Sexually transmitted infections (STIs) include ___________. a) b) c) d)

ringworm human papilloma virus (HPV) influenza yeast infections

Answer: B Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-34. Nunzio is experiencing back pain. His physician tells him the bones attached to his spinal column have become less dense. What is Nunzio‘s doctor referring to? a) b) c) d)

wasting process settling process process of physical decline bone disintegration gradient

Answer: B Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-35. Ravenna‘s bones have become brittle, fragile, and thin. Which diagnosis is her physician likely to make? a) b) c) d)

osteoporosis presbyopia melancholia echolalia

Answer: A Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-36. Changes in a person‘s height and weight during middle adulthood usually are accompanied by a decline in which other attribute? a) b) c) d)

strength skin pigmentation mental acuity feelings of security

Answer: A Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-37. Compared to the others, which factor represents the most significant health concern that adults have? a) b) c) d)

heart disease healthcare access healthcare costs diabetes

Answer: B Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-38. The ―silent killer‖ in middle adulthood refers to which condition? a) b) c) d)

alcoholism drug addiction tuberculosis hypertension

Answer: D Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-39. Chronic illnesses begin to appear during middle adulthood; how does this affect the death rate during this period? a) b) c) d)

The death rate remains stable.

The death rate is about the same as that for young adults.

The death rate decreases.

The death rate increases.

Answer: D Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-40. Which term is used to describe changes in physical functioning that are due to illness, health habits, and other individual differences, but which are not due to increased age itself and are not inevitable? a) b) c) d) Answer: B

primary aging secondary aging outward aging inward aging

Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-41. Along with genetic characteristics, which factor is a major contributor to heart and circulatory disease? a) b) c) d)

cigarette smoking intellectual ability excessive exercise diet low in fats and cholesterol

Answer: A Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-42. Rochelle‘s co-workers hate it when they are assigned to work on a project with her. She always takes control of the task, sets impossible deadlines for everyone, and goads people into working overtime. When goals aren‘t met, Rochelle becomes easily angered and both verbally and nonverbally hostile. Rochelle is showing clear signs of the _________ behavior pattern. a) b) c) d)

Type B resilient Type A polyphasic

Answer: C Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-43. Behavior characterized by noncompetitiveness, patience, and a lack of aggression is also known by what term? a) Type B behavior b) psychological purity c) Type A behavior

d) monophasic activation Answer: A Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-44. Compared to the others, which factor represents the most significant source of worry for people entering middle adulthood? a) b) c) d)

paying for food transportation costs paying the rent or mortgage unexpected medical bills

Answer: D Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-45. Maria is a 65-year-old woman who has difficulty managing simple everyday tasks because of the painful swelling of the joints in her hands. Which condition is Maria likely to be diagnosed with? a) b) c) d)

arthritis high blood pressure Alzheimer disease hypertension

Answer: A Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-46. What percentage of people over the age of 60 shows some symptoms of a psychological disorder? a) 12 percent

b) 20 percent c) 35 percent d) 48 percent Answer: B Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-47. Which condition is the most common mental disorder among people in late adulthood, covering several diseases, each of which includes serious memory loss accompanied by declines in other mental functioning? a) b) c) d)

glaucoma dementia Alzheimer disease schizoaffective disorder

Answer: B Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-48. Compared to the others, which person is statistically most likely to show the symptoms of dementia? a) b) c) d)

Chester, a 63-year-old White man Julia, an 85-year-old Black woman Nina, a 64-year-old Hispanic woman Freddie, a 67-year-old Asian man

Answer: B Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-49. Muriel is an 86-year-old woman who tries to function independently but has experienced forgetfulness, especially with recent memories, for several years. She has trouble recalling the

names of her best friends when they call on the phone, and she worries that she may have a form of dementia. Muriel is likely to be diagnosed with __________ . a) b) c) d)

Alzheimer disease Huntington‘s disease Cushing syndrome Parkinson‘s disease

Answer: A Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-50. During the final stages of the progression of Alzheimer disease, people _________. a) b) c) d)

lose their sense of smell. have trouble recalling particular words during conversation. demonstrate unusual forgetfulness. lose voluntary control of their muscles and are bedridden.

Answer: D Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-51. When the production of beta amyloid precursor protein goes awry and produces clumps of cells that trigger inflammation and deterioration of nerve cells, which condition results? a) b) c) d)

Huntington‘s disease Alzheimer disease Moebius syndrome Parkinson‘s disease

Answer: B Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-52. Which attribute is a contributor to developing Alzheimer disease? a) b) c) d)

predisposed genetic inheritance a diet rich in protein vegetarian diets increased stress levels

Answer: A Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Topic: Health Risks Facing Older Adults Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-53. Beginning in the 1940s, why did pediatricians recommend bottle-feeding over breastfeeding? a) b) c) d)

Bottle-feeding formula contained more nutrients.

Parents could keep track of the amount of milk the baby was receiving.

Bottle-feeding offered significant emotional advantages to the mother.

Bottle-fed babies were more responsive to their mothers.

Answer: B Learning Objective: LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Topic: Good Diet: The Foundation of Wellness Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-54. Child-care authorities currently agree that for the first 12 months of life, there is no better food an infant should receive than _________ . a) b) c) d)

bottle formula cow‘s milk goat‘s milk mother‘s breast milk

Answer: D Learning Objective: LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Topic: Good Diet: The Foundation of Wellness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-55. Marlo and Thomas are preparing for the birth of their baby, and are trying to decide whether to breastfeed or bottle-feed using formula. Which reason should persuade them to decide to breastfeed? a) b) c) d)

Breast milk contains fewer nutrients and prevents childhood obesity.

Breast milk offers some immunity to childhood diseases.

Breast milk is cheaper than store-bought formula.

Breastfeeding promotes bonding with the father.

Answer: B Learning Objective: LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Topic: Good Diet: The Foundation of Wellness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-56. Regular exercise improves a person‘s overall physical health by improving: a) b) c) d)

dietary intake. lung capacity. brain density. sensory organ functioning.

Answer: B Learning Objective: LO 4.9 Explain how exercise can affect health and longevity.

Topic: Exercise: Use It or Lose It? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-57. Which sex-related problem faces males during middle adulthood? a) b) c) d)

less time to achieve an erection endurance decreases volume of ejaculate increases testosterone declines

Answer: D Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Topic: Sexuality Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-58. The cessation of menstruation is also known as __________ . a) b) c) d)

climacteric ―hot flashes‖ progesterone menopause

Answer: D Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Topic: Sexuality Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-59. Dr. Sardonicus is lecturing to a group of medical students. Her presentation focuses on the period beginning around ten years prior to menopause, when hormone production begins to change. Which topic is Dr. Sardonicus discussing? a) b) c) d)

premenopause hormone inception the climacteric perimenopause

Answer: D Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Topic: Sexuality Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

4-60. How do most researchers currently view menopause? a) b) c) females. d)

It is responsible for producing the majority of mood disorders in middle adulthood.

It is regarded as a normal part of the aging cycle.

It is responsible for increased diagnosis of anxiety attacks among middle-aged It produces severe irritability.

Answer: B Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Topic: Sexuality Difficulty Level: Moderate

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-61. For males, the period of physical and psychological change in the reproductive system is referred to by which term? a) b) c) d)

male climacteric testosterone inhibition male menopause impotence

Answer: A Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Topic: Sexuality Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-62. How is having a genetic predisposition to a disease related to contracting that disease? a) A predisposition toward a disease means that the person will contract the disease. b) Having a predisposition to a disease is unrelated to contracting that disease. c) A predisposition makes a disease more likely, but it does not guarantee that the disease will be contracted. d) Identifying a predisposition means that effective treatments can begin early, and the disease can be thoroughly avoided.

Answer: C Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

Topic: Wellness in Old Age: Avoiding the Inevitable?

Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4-63. The goal of social services workers is to help people in late adulthood attain which outcome? a) b) c) d)

longer periods between illnesses longer lives longer active life spans increased mental capabilities

Answer: C Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

Topic: Wellness in Old Age: Avoiding the Inevitable?

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

4-64. What are the two major factors that determine whether a person in late adulthood can engage in sexual activity? a) b) c) d)

family approval and personal sexual history participation in an exercise program and whether they have an available partner good physical and mental health and previous sexual activity the level of testosterone in men and the level of estrogen in women

Answer: C Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

Topic: Wellness in Old Age: Avoiding the Inevitable?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 4-65. Describe the characteristics of events that have a high likelihood of producing stress.

Answer: A good answer would include the following key points:  Events and circumstances that produce negative emotions are likely to produce greater stress compared to events that, while equally complex or demanding, result in positive emotions.  Situations that are unpredictable or uncontrollable are perceived to be especially stressful.  Events and circumstances that are ambiguous and confusing, such as beginning a college class in which the professor’s expectations or requirements are not clearly stated.  Having to simultaneously accomplish multiple tasks that strain a person’s capabilities, such as trying to manage the demands of a job, child-rearing, and home repairs simultaneously.

Learning Objective: LO 4.1: Explain the experience of stress across the life span.

Topic: Stress and Coping Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

4-66. Explain the causes of eating disorders, and discuss why causality is a complex puzzle.

Answer: A good answer would include the following key points:  Eating disorders, such as anorexia nervosa and bulimia, have multiple, interacting causes.  Dieting often precedes the onset of an eating disorder, and the urge to diet itself can be spurred by social standards of beauty, fitness, or desirability.  A need for control or success may play a psychological role in eating disorders.  Social and cultural norms can‘t be denied; messages from media, advertising, and so on, have an impact.  Eating disorders therefore represent a complex blend of multifaceted causes, each of which is likely to interact with others. Like any disorder, identifying causality is an important step toward identifying treatment, which may explain why treatment of eating disorders is also a multifaceted affair.

Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Topic: Malnutrition, Obesity, and Eating Disorders Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

4-67. Explain how children can become exposed to lead, and how lead poisoning can harm children.

Answer: A good answer would include the following key points:

   

Despite legal restrictions on the amount of allowable lead in paint and gasoline, lead is still found on painted walls and window frames in older homes, and in ceramics, leadsoldered pipes, and automobile and truck exhaust.

Exposure to lead has been linked to lower intelligence, problems in verbal and auditory processing, and hyperactivity.

High lead levels have also been linked to higher levels of antisocial behavior, including aggression and delinquency in school-age children.

At even higher levels, lead poisoning results in illness and death.

Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Topic: Threats to Wellness and Health in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-68. Explain why Latinos are one of the least likely ethnic groups to seek a physician‘s help when they are ill.

Answer: A good answer would include the following key points:  Survey data demonstrate that Latinos from Central America, South America, or the Caribbean believe that God is testing their faith when they get ill. Latinos tend to believe in supernatural causes of illness, such as a hex, punishment from God, or lack of faith.  Researchers believe that cultural health beliefs, demographics, and psychological barriers reduce Latinos‘ use of medical care, especially in the United States.  Health-care practitioners need to take cultural beliefs into consideration when working with this population.

Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Topic: The Health Concerns of Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-69. Explain how regular moderate exercise in middle age affects the nervous and circulatory systems.

Answer: A good answer would include the following key points:  Exercise helps combat the slow decline in impulses by the central nervous system, and helps address the variations in the speed of motor neuron impulses.  Exercise helps maintain the ratio between good and bad cholesterol levels.  It reduces the risk of high blood pressure, atherosclerosis, heart attack, and stroke.

Learning Objective: LO 4.9 Explain how exercise can affect health and longevity.

Topic: Exercise: Use It or Lose It? Difficulty Level: Difficult

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4-70. Describe the two major factors that determine whether a person will engage in sexual activity during late adulthood.

Answer: A good answer would include the following key points:  When it comes to sexuality, the adage ―Use it or lose it‖ applies. People can be and are sexually active into late adulthood, but two main factors usually contribute to this.  The first consideration is health, both physical and mental. Rodney Dangerfield famously asked his doctor, ―Is my heart strong enough for sex?‖ and the reply was ―Not if you join in!‖ Being generally healthy enough for sex and having a positive attitude toward sex pave the way for sexual activity.  The second consideration is a pattern of previous sexual activity. If someone engaged in sexual activity infrequently earlier in life, it’s unlikely that they’ll suddenly turn into someone with a huge sexual appetite. The longer people have gone without sexual activity, the less likely is future sexual activity.  Having sex may have some unexpected side benefits: one study found that having sex regularly is associated with a lower risk of death, which sounds like a very god reason to “use it or lose it.”

Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

Topic: Wellness in Old Age: Avoiding the Inevitable?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz: 4.1: Stress and Coping Multiple choice question 1 . EOM Q4.1.1 According to psychologists Richard Lazarus and Susan Folkman, the secondary appraisal stage of dealing with stress is focused on __________. a) assessing whether a person can cope with the perceived challenge b) evaluating the implications of a threat Consider This: This is the person's answer to the question, "Can I handle it?" LO 4.1 Explain the experience of stress across the life span. c) identifying the specific nature of a potential threat Consider This: This is the person's answer to the question, "Can I handle it?" LO 4.1 Explain the experience of stress across the life span. d) marshaling resources and social supports to face a threat Consider This: This is the person's answer to the question, "Can I handle it?" LO 4.1 Explain the experience of stress across the life span.

Answer: A Difficulty: Moderate Topic: The Stages and Origins of Stress Skill: Understand the Concepts Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Multiple choice question 2 . EOM Q4.1.2 __________ is the field that studies the relationship among the brain, the immune system, and psychological factors. a) Psychoneuroimmunology b) Behavioral genetics Consider This: This area of study examines the complex interplay of forces that influence the perception of stress, as well as the outcomes of stress. LO 4.2 Analyze the consequences of stress. c) Neurobiology Consider This: This area of study examines the complex interplay of forces that influence the perception of stress, as well as the outcomes of stress. LO 4.2 Analyze the consequences of stress. d) Psychosomatology Consider This: This area of study examines the complex interplay of forces that influence the perception of stress, as well as the outcomes of stress. LO 4.2 Analyze the consequences of stress.

Answer: A Difficulty: Easy Topic: The Consequences of Stress Skill: Remember the Facts Learning Objective: LO 4.2 Analyze the consequences of stress.

Multiple choice question 3 . EOM Q4.1.3 Which outcome is an indirect health-related outcome of experiencing stress? a) decreased likelihood of exercising b) decreased nutrition Consider This: Stress interferes with the body's ability to prevent germ reproduction. LO 4.2 Analyze the consequences of stress. c) increased use of nicotine Consider This: Stress interferes with the body's ability to prevent germ reproduction. LO 4.2 Analyze the consequences of stress. d) elevated blood pressure Consider This: Stress interferes with the body's ability to prevent germ reproduction. LO 4.2 Analyze the consequences of stress.

Answer: A Difficulty: Difficult Topic: The Consequences of Stress Skill: Understand the Concepts Learning Objective: LO 4.2 Analyze the consequences of stress.

Multiple choice question 4 . EOM Q4.1.4 Ponce has been juggling two jobs while attending community college at night. He constantly tells himself to cheer up, because things will get better, and that he should be thankful for having these opportunities at all. Ponce‘s outlook is an example of __________. a) emotion-focused coping b) defensive self-deception Consider This: This would be a conscious regulation of affective reactions. LO 4.3 Describe strategies for coping with stress. c) problem-focused coping Consider This: This would be a conscious regulation of affective reactions. LO 4.3 Describe strategies for coping with stress. d) emotional insulation Consider This: This would be a conscious regulation of affective reactions. LO 4.3 Describe strategies for coping with stress.

Answer: A Difficulty: Moderate Topic: Coping with Stress Skill: Apply What You Know Learning Objective: LO 4.3 Describe strategies for coping with stress.

Multiple choice question 5 . EOM Q4.1.5 The ability to withstand, overcome, and actually thrive after profound adversity is called __________. a) resilience b) indomitability Consider This: People who demonstrate this behavior tend to be easygoing and good-natured, with good social and communication skills. LO 4.3 Describe strategies for coping with stress.

c) resistance Consider This: People who demonstrate this behavior tend to be easygoing and good-natured, with good social and communication skills. LO 4.3 Describe strategies for coping with stress. d) hardiness Consider This: People who demonstrate this behavior tend to be easygoing and good-natured, with good social and communication skills. LO 4.3 Describe strategies for coping with stress.

Answer: A Difficulty: Easy Topic: Coping with Stress Skill: Understand the Concepts Learning Objective: LO 4.3 Describe strategies for coping with stress.

Module Quiz: 4.2: Illness and Well-Being Multiple choice question 1 . EOM Q4.2.1 Which statement about malnutrition and undernutrition is correct? a) Malnutrition is more severe than undernutrition. b) Malnutrition is less severe than undernutrition.

Consider This: Malnutrition is more common in developing countries. LO 4.4 Analyze the importance of proper nutrition to human development. c) Sometimes malnutrition is more severe and sometimes undernutrition is more severe.

Consider This: Malnutrition is more common in developing countries. LO 4.4 Analyze the importance of proper nutrition to human development. d) Malnutrition and undernutrition are two terms describing the same condition.

Consider This: Malnutrition is more common in developing countries. LO 4.4 Analyze the importance of proper nutrition to human development.

Answer: A Difficulty: Easy Topic: Malnutrition, Obesity, and Eating Disorders Skill: Understand the Concepts Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Multiple choice question 2 . EOM Q4.2.2 __________, an eating disorder characterized by binge eating followed by purging, poses serious health risks, including the possibility of producing a chemical imbalance that can trigger heart failure. a) Bulimia b) Systematic starvation Consider This: For example, people who have been diagnosed with this disorder may eat an entire gallon of ice cream or a whole package of tortilla chips, but then feel such powerful guilt and depression that they intentionally rid themselves of the food. LO 4.4 Analyze the importance of proper nutrition to human development. c) Anorexia nervosa Consider This: For example, people who have been diagnosed with this disorder may eat an entire gallon of ice cream or a whole package of tortilla chips, but then feel such powerful guilt and depression that they intentionally rid themselves of the food. LO 4.4 Analyze the importance of proper nutrition to human development. d) Undernutrition Consider This: For example, people who have been diagnosed with this disorder may eat an entire gallon of ice cream or a whole package of tortilla chips, but then feel such powerful guilt and depression that they intentionally rid themselves of the food. LO 4.4 Analyze the importance of proper nutrition to human development.

Answer: A Difficulty: Easy Topic: Malnutrition, Obesity, and Eating Disorders Skill: Understand the Concepts Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Multiple choice question

3 . EOM Q4.2.3 In addition to abstinence from sex, which strategy is an effective way to prevent the human papillomavirus (HPV)? a) vaccines b) antibiotics Consider This: HPV is the most common sexually transmitted infection (STI). LO 4.5 Examine threats to health and wellness faced by children and adolescents. c) oral contraceptives Consider This: HPV is the most common sexually transmitted infection (STI). LO 4.5 Examine threats to health and wellness faced by children and adolescents. d) intravenous drugs Consider This: HPV is the most common sexually transmitted infection (STI). LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Answer: A Difficulty: Moderate Topic: Threats to Wellness and Health in Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Multiple choice question 4 . EOM Q4.2.4 Rocco, age 43, has a poor diet, smokes too many cigarettes each day, rarely exercises, and visits the pub each night after work. Outwardly, he looks much older than 43. Internally, he is a morass of illness and poor health. Rocco‘s physical decline has been brought about primarily because of the effects of __________ . a) secondary aging b) primary appraisal Consider This: Lifestyle decisions hasten this type of aging. LO 4.6 Discuss the general health concerns of adults. c) emotion-focused coping Consider This: Lifestyle decisions hasten this type of aging. LO 4.6 Discuss the general health concerns of adults. d) primary aging Consider This: Lifestyle decisions hasten this type of aging. LO 4.6 Discuss the general health concerns of adults.

Answer: A Difficulty: Moderate Topic: The Health Concerns of Adulthood Skill: Apply What You Know Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Multiple choice question 5 . EOM Q4.2.5 Alzheimer‘s disease results from a malfunction in the production of __________. a) beta amyloid precursor protein b) dentine in the brain Consider This: This normally helps the production and growth of neurons. LO 4.7 Describe the health risks confronting older adults. c) nerve synapses

Consider This: This normally helps the production and growth of neurons. LO 4.7 Describe the health risks confronting older adults. d) photosynthesis Consider This: This normally helps the production and growth of neurons. LO 4.7 Describe the health risks confronting older adults.

Answer: A Difficulty: Moderate Topic: Health Risks Facing Older Adults Skill: Understand the Concepts Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Module Quiz: 4.3: Promoting Health and Wellness Multiple choice question 1 . EOM Q4.3.1 Recommendations by the American Academy of Pediatrics and the American Academy of Family Physicians indicate that babies can be introduced to eating solid foods after __________ months. a) 6 b) 2 Consider This: Solid foods are introduced gradually. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life. c) 12 Consider This: Solid foods are introduced gradually. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life. d) 18 Consider This: Solid foods are introduced gradually. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Answer: A Difficulty: Moderate Topic: Good Diet: The Foundation of Wellness Skill: Remember the Facts Learning Objective: LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Multiple choice question 2 . EOM Q4.3.2 The health benefits of exercise can result after only __________. a) 30 minutes of moderate exercise at least five days a week b) 30 minutes of moderate exercise twice a week Consider This: Exercise time can be continuous or in bouts of at least 10 minutes, as long as the daily total is sufficient. LO 4.9 Explain how exercise can affect health and longevity. c) 30 minutes of sustained vigorous exercise with no pause once a week Consider This: Exercise time can be continuous or in bouts of at least 10 minutes, as long as the daily total is sufficient. LO 4.9 Explain how exercise can affect health and longevity. d) as little as 10 minutes of mild exercise twice a week Consider This: Exercise time can be continuous or in bouts of at least 10 minutes, as long as the daily total is sufficient. LO 4.9 Explain how exercise can affect health and longevity.

Answer: A Difficulty: Moderate Topic: Exercise: Use It or Lose It? Skill: Understand the Concepts Learning Objective: LO 4.9 Explain how exercise can affect health and longevity.

Multiple choice question 3 . EOM Q4.3.3 The cessation of menstruation is known as __________. a) menopause b) andropause

Consider This: Menopause is completed when a person who menstruates passes a year without a menstrual period. LO 4.10 Examine the nature of sexuality in later life. c) menarche Consider This: Menopause is completed when a person who menstruates passes a year without a menstrual period. LO 4.10 Examine the nature of sexuality in later life. d) climacteric Consider This: Menopause is completed when a person who menstruates passes a year without a menstrual period. LO 4.10 Examine the nature of sexuality in later life.

Answer: A Difficulty: Easy Topic: Sexuality Skill: Remember the Facts Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Multiple choice question 4 . EOM Q4.3.4 One change that occurs frequently during the male climacteric is __________. a) enlargement of the prostate gland b) cessation of the production of testosterone Consider This: This can produce problems with urination, including difficulty starting urination or a need to urinate frequently at night. LO 4.10 Examine the nature of sexuality in later life. c) dulling of sexual appetite Consider This: This can produce problems with urination, including difficulty starting urination or a need to urinate frequently at night. LO 4.10 Examine the nature of sexuality in later life. d) increased moodiness and depression Consider This: This can produce problems with urination, including difficulty starting urination or a need to urinate frequently at night. LO 4.10 Examine the nature of sexuality in later life.

Answer: A Difficulty: Moderate Topic: Sexuality Skill: Understand the Concepts Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Multiple choice question 5 . EOM Q4.3.5 Which psychological factor contributes to a person's susceptibility to serious illness as aging occurs? a) a sense of control over one's living environment b) lifestyle choices such as smoking or diet Consider This: This question is looking for psychological factors that impact susceptibility. LO 4.11 Explain how wellness can be maintained in old age. c) economic well-being Consider This: This question is looking for psychological factors that impact susceptibility. LO 4.11 Explain how wellness can be maintained in old age. d) family history of cancer or heart disease Consider This: This question is looking for psychological factors that impact susceptibility. LO 4.11 Explain how wellness can be maintained in old age.

Answer: A Difficulty: Easy

Topic: Wellness in Old Age: Avoiding the Inevitable?

Skill: Understand the Concepts Learning Objective: 4.11 Explain how wellness can be maintained in old age.

Chapter 4 Quiz: Health and Wellness Multiple choice question 1 . EOC Q4.1 According to psychologists Richard Lazarus and Susan Folkman, the primary appraisal stage of dealing with stress is focused on __________. a) assessing the implications of a potentially stress-inducing event b) seeking preliminary ways to avoid or deflect potential stressors Consider This: If a person interprets an event as primarily negative, it would be appraised in terms of the harm that it has caused in the past, how threatening it is likely to be, and how likely it is that the challenge can be resisted successfully. LO 4.1 Explain the experience of stress across the life span. c) evaluating whether one's personal resources are up to the challenge Consider This: If a person interprets an event as primarily negative, it would be appraised in terms of the harm that it has caused in the past, how threatening it is likely to be, and how likely it is that the challenge can be resisted successfully. LO 4.1 Explain the experience of stress across the life span. d) designing a coping strategy to deal with the threat Consider This: If a person interprets an event as primarily negative, it would be appraised in terms of the harm that it has caused in the past, how threatening it is likely to be, and how likely it is that the challenge can be resisted successfully. LO 4.1 Explain the experience of stress across the life span.

Answer: A Difficulty: Moderate Topic: The Stages and Origins of Stress Skill: Understand the Concepts Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Multiple choice question 2 . EOC Q4.2 One educational trend that appears to be contributing to increased stress among school-age children is __________. a) an increased emphasis on homework b) a lack of structure in the school day and academic schedule Consider This: Time spent studying and reading has increased over the past 20 years, while playtime, sports, and other outdoor activities have decreased. LO 4.1 Explain the experience of stress across the life span. c) a greater insistence on physical education and nutrition Consider This: Time spent studying and reading has increased over the past 20 years, while playtime, sports, and other outdoor activities have decreased. LO 4.1 Explain the experience of stress across the life span. d) decreased federal funding for art and music programs Consider This: Time spent studying and reading has increased over the past 20 years, while playtime, sports, and other outdoor activities have decreased. LO 4.1 Explain the experience of stress across the life span.

Answer: A Difficulty: Difficult Topic: The Stages and Origins of Stress Skill: Understand the Concepts Learning Objective: LO 4.1 Explain the experience of stress across the life span.

Multiple choice question

3 . EOC Q4.3 Stress can produce direct physiological effects, such as __________. a) elevated blood pressure b) decreased hormonal activity Consider This: Compare these various outcomes, and decide which would be a direct effect of stress. LO 4.2 Analyze the consequences of stress. c) increases in immune system functioning Consider This: Compare these various outcomes, and decide which would be a direct effect of stress.

LO 4.2 Analyze the consequences of stress. d) psychological disorders Consider This: Compare these various outcomes, and decide which would be a direct effect of stress.

LO 4.2 Analyze the consequences of stress.

Answer: A Difficulty: Moderate Topic: The Consequences of Stress Skill: Understand the Concepts Learning Objective: LO 4.2 Analyze the consequences of stress.

Multiple choice question 4 . EOC Q4.4 Unconscious strategies to distort or deny the seriousness of a potentially stressful situation or to insulate oneself from feeling its effects are called __________. a) defensive coping b) deflection Consider This: For instance, people might tell themselves that failing a major test is unimportant. LO 4.3 Describe strategies for coping with stress. c) avoidance coping Consider This: For instance, people might tell themselves that failing a major test is unimportant. LO 4.3 Describe strategies for coping with stress. d) minimalization Consider This: For instance, people might tell themselves that failing a major test is unimportant. LO 4.3 Describe strategies for coping with stress.

Answer: A Difficulty: Moderate Topic: Coping with Stress Skill: Understand the Concepts Learning Objective: LO 4.3 Describe strategies for coping with stress.

Multiple choice question 5 . EOC Q4.5 Which psychological coping strategy is similar to ―putting a positive spin‖ on a bad situation? a) emotion-focused coping b) social support Consider This: If you can‘t change the situation, you can change your reactions to the situation and make the best of it. LO 4.3 Describe strategies for coping with stress. c) problem-focused coping

Consider This: If you can‘t change the situation, you can change your reactions to the situation and make the best of it. LO 4.3 Describe strategies for coping with stress. d) defensive coping Consider This: If you can‘t change the situation, you can change your reactions to the situation and make the best of it. LO 4.3 Describe strategies for coping with stress.

Answer: A Difficulty: Difficult Topic: Coping with Stress Skill: Apply What You Know Learning Objective: LO 4.3 Describe strategies for coping with stress.

Multiple choice question 6 . EOC Q4.6 Childhood obesity is defined as ___________ . a) a body mass index (BMI) at or above the 95th percentile for children of the same age and sex b) a body mass index (BMI) at or above the 75th percentile for children of the same age and sex Consider This: BMI is calculated by dividing a child‘s weight in kilograms by the square of their height in meters LO 4.4 Analyze the importance of proper nutrition to human development. c) a body mass index (BMI) at or above the 50th percentile for children of the same age and sex Consider This: BMI is calculated by dividing a child‘s weight in kilograms by the square of their height in meters LO 4.4 Analyze the importance of proper nutrition to human development. d) a documented lack of exercise for a period of three consecutive months.

Consider This: BMI is calculated by dividing a child‘s weight in kilograms by the square of their height in meters LO 4.4 Analyze the importance of proper nutrition to human development.

Answer: A Difficulty: Moderate Topic: Malnutrition, Obesity, and Eating Disorders Skill: Understand the Concepts Learning Objective: LO 4.4 Analyze the importance of proper nutrition to human development.

Multiple choice question 7 . EOC Q4.7 The most common sexually transmitted infection (STI), the human papillomavirus (HPV), can produce __________. a) genital warts b) sterility Consider This: HPV can be transmitted through genital contact without intercourse. LO 4.5 Examine threats to health and wellness faced by children and adolescents. c) a painful discharge from the vagina or penis Consider This: HPV can be transmitted through genital contact without intercourse. LO 4.5 Examine threats to health and wellness faced by children and adolescents. d) blindness Consider This: HPV can be transmitted through genital contact without intercourse. LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Answer: A Difficulty: Difficult Topic: Threats to Wellness and Health in Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 4.5 Examine threats to health and wellness faced by children and adolescents.

Multiple choice question 8 . EOC Q4.8 Which chronic disease often begins to affect people in middle adulthood? a) type 2 diabetes b) Alzheimer‘s disease Consider This: This condition is particularly common among overweight individuals. LO 4.6 Discuss the general health concerns of adults. c) prostate cancer Consider This: This condition is particularly common among overweight individuals. LO 4.6 Discuss the general health concerns of adults. d) liver failure Consider This: This condition is particularly common among overweight individuals. LO 4.6 Discuss the general health concerns of adults.

Answer: A Difficulty: Moderate Topic: The Health Concerns of Adulthood Skill: Remember the Facts Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Multiple choice question 9 . EOC Q4.9 The Type B behavior pattern is characterized by __________. a) patience b) an undue concern for punctuality Consider This: Type Bs experience little sense of time urgency, and they are rarely hostile. LO 4.6 Discuss the general health concerns of adults. c) competitiveness Consider This: Type Bs experience little sense of time urgency, and they are rarely hostile. LO 4.6 Discuss the general health concerns of adults. d) aggression Consider This: Type Bs experience little sense of time urgency, and they are rarely hostile. LO 4.6 Discuss the general health concerns of adults.

Answer: A Difficulty: Moderate Topic: The Health Concerns of Adulthood Skill: Remember the Facts Learning Objective: LO 4.6 Discuss the general health concerns of adults.

Multiple choice question 10 . EOC Q4.10 __________ is a progressive brain disorder that produces loss of memory and confusion. a) Alzheimer‘s disease b) Chronic depression Consider This: This condition occurs when production of beta amyloid precursor protein goes awry, producing large clumps of cells that trigger inflammation and deterioration of nerve cells.

LO 4.7 Describe the health risks confronting older adults.

c) Neural hypertension Consider This: This condition occurs when production of beta amyloid precursor protein goes awry, producing large clumps of cells that trigger inflammation and deterioration of nerve cells. LO 4.7 Describe the health risks confronting older adults. d) Cerebral arthritis Consider This: This condition occurs when production of beta amyloid precursor protein goes awry, producing large clumps of cells that trigger inflammation and deterioration of nerve cells. LO 4.7 Describe the health risks confronting older adults.

Answer: A Difficulty: Easy Topic: Health Risks Facing Older Adults Skill: Understand the Concepts Learning Objective: LO 4.7 Describe the health risks confronting older adults.

Multiple choice question 11 . EOC Q4.11 Which statement about breastfeeding is true? a) Breast milk offers some immunity to a variety of childhood diseases. b) Portion control is easier with breast milk than with bottled milk.

Consider This: Breastfeeding for as little as four months reduces infections by an average of 45 percent. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life. c) Cow's milk is more easily digested than breast milk.

Consider This: Breastfeeding for as little as four months reduces infections by an average of 45 percent. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life. d) Breast milk must be sterilized before it is safe for the baby.

Consider This: Breastfeeding for as little as four months reduces infections by an average of 45 percent. LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Answer: A Difficulty: Moderate Topic: Good Diet: The Foundation of Wellness Skill: Understand the Concepts Learning Objective: LO 4.8 Describe how good nutrition in childhood promotes wellness later in life.

Multiple choice question 12 . EOC Q4.12 What effect does exercise have on bones? a) Exercise reduces bone thinning. b) Exercise reduces bone thickening.

Consider This: Exercise helps prevent osteoporosis. LO 4.9 Explain how exercise can affect health and longevity. c) Exercise expands bone length.

Consider This: Exercise helps prevent osteoporosis. LO 4.9 Explain how exercise can affect health and longevity. d) Exercise compresses bones.

Consider This: Exercise helps prevent osteoporosis. LO 4.9 Explain how exercise can affect health and longevity.

Answer: A

Difficulty: Moderate Topic: Exercise: Use It or Lose It? Skill: Remember the Facts Learning Objective: LO 4.9 Explain how exercise can affect health and longevity.

Multiple choice question 13 . EOC Q4.13 Which symptom of menopause is common, although far from universally experienced? a) feelings of dizziness b) severe menstrual bleeding Consider This: Perhaps as many as half of people experiencing menopause have no significant symptoms at all. LO 4.10 Examine the nature of sexuality in later life. c) increased appetite Consider This: Perhaps as many as half of people experiencing menopause have no significant symptoms at all. LO 4.10 Examine the nature of sexuality in later life. d) swelling of the face and tongue Consider This: Perhaps as many as half of people experiencing menopause have no significant symptoms at all. LO 4.10 Examine the nature of sexuality in later life.

Answer: A Difficulty: Difficult Topic: Sexuality Skill: Remember the Facts Learning Objective: LO 4.10 Examine the nature of sexuality in later life.

Multiple choice question 14 . EOC Q4.14 Compared to the others, the circumstances of which 66-year-old woman illustrate an environmental factor that may affect her susceptibility to serious illness ahead? a) Mary knows the risks of smoking but continues to smoke a pack of cigarettes a day. b) Susan is concerned because her mother and grandmother both died of colon cancer.

Consider This: This question asks for an environmental factor. LO 4.11 Explain how wellness can be maintained in old age. c) Linda is always cheerful and laughs off the inevitable arrival of death.

Consider This: This question asks for an environmental factor. LO 4.11 Explain how wellness can be maintained in old age. d) Deborah loves that the location of her new condominium permits her to walk to town when she wants to.

Consider This: This question asks for an environmental factor. LO 4.11 Explain how wellness can be maintained in old age.

Answer: A Difficulty: Easy Topic: Wellness in Old Age: Avoiding the Inevitable?

Skill: Apply What You Know Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

15 . EOC Q4.15 It is estimated that between __________ percent of people do not have adequate nutrition in late adulthood. a) 15 and 50

b) 10 and 25 Consider This: Millions of older adults go hungry each day. LO 4.11 Explain how wellness can be maintained in old age. c) 0 and 35 Consider This: Millions of older adults go hungry each day. LO 4.11 Explain how wellness can be maintained in old age. d) 50 and 75 Consider This: Millions of older adults go hungry each day. LO 4.11 Explain how wellness can be maintained in old age.

Answer: A Difficulty: Difficult Topic: Wellness in Old Age: Avoiding the Inevitable?

Skill: Remember the Facts Learning Objective: LO 4.11 Explain how wellness can be maintained in old age.

TOTAL ASSESSMENT GUIDE

Chapter 5 5 CognitiveChapter Growth: Piaget and Vygotsky Cognitive Growth: Piaget and Vygotsky Remember Understand Apply What the Facts the Concepts You Know

Topic

Analyze It

Multiple Choice 2–3, 5 1 4, 6–7 LO 5.1MULTIPLE Summarize theCHOICE fundamental features of Essay Piaget’s theory of 5-1. What is the correct sequence of developmental stages that Jean Piaget claimed all infants cognitive development. through?

Multiple Choice 8, 10, 21, 23 9, 13, 16, 18–19, 11–12, 14. 17, 15 LO 5.2pass Describe infants’ 24 20, 22 cognitive development across the six substages of Essay concrete operational, preoperational, a) sensorimotor, 61 formal operational Piaget’s sensorimotor b) sensorimotor, formal operational, preoperational, concrete operational stage. c) preoperational, sensorimotor, concrete operational, formal operational Multiple Choice 28, 33, 36 25–27, 30 29, 31, 32, 34– LO 5.3 Define what Piaget meant byd) sensorimotor, preoperational, concrete operational, formal35operational preoperational thought, Essay Answer: and describe the D cognitive characteristics this LearningofObjective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive stage. development.

Multiple Choice 37, 39, 41 38, 42 40 LO 5.4 Describe the Topic: Fundamentals of Piaget‘s Theory cognitive advances Essay Difficulty Level: Moderate children make during Skill Level: Understand the Concepts Piaget’s concrete operational formal Objective: 1.2 Develop a working knowledge of psychology’s content domains.

APA and Learning operational stages.

Multiple Choice LO 5.5 Summarize the 5-2. What did Jean Piaget call mental structures that formed the basic building blocks 43–45 of how arguments for and Essay 62 children understand the world? against Piaget’s theory of cognitive development.

Multiple Choice 48, 50–51, 53 46, 52, 55 54, 56 47, 49 LO 5.6 Compare a) and assimilations contrast Labouvie-Vief’s, b) accommodations Perry’s, and Schaie’s 63, 64 c) schema Essay theories of cognitive development tod) thatmemories of Piaget.

Multiple Choice 57 LO 5.7Answer: Explain Vygotsky’s C view ofLearning cognitive Objective:Essay LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development and contrast development. it to Piaget’s theory.

Topic: Fundamentals of Piaget‘s Theory 59 LO 5.8 Define Vygotsky’s Multiple Choice 58, 60 zone ofDifficulty proximal Level: Moderate Essay Skill Level: Remember the Facts development, and explain the role it plays in APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in children’s cognitive psychology. development.

Multiple Choice LO 5.9 Summarize the 5-3.and Which term didEssay Jean Piaget use to explain the process by which people understand an strengths weaknesses 65 experience inofterms of their current stage of cognitive development? of Vygotsky’s theory cognitive development in children. a) schematic restructuring

b) assimilation

c) accommodation d) operational engagement Answer: B Learning Objective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development.

Topic: Fundamentals of Piaget‘s Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-4. Two-year-old Valdo and his mother visited the zoo. While they were there, Valdo‘s mother took him to see the otter exhibit. When he saw an otter swimming rapidly, he pointed and said, ―A fish.‖ In the context of Jean Piaget‘s theory of cognitive development, what is Valdo demonstrating? a) b) c) d)

cognitive substitution accommodation object permanence assimilation

Answer: D Learning Objective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development.

Topic: Fundamentals of Piaget‘s Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-5. Which term did Jean Piaget use to describe changes in existing ways of thinking that occur in response to encounters with new stimuli or events? a) b) c) d)

accommodation schema reversal formal operations assimilation

Answer: A Learning Objective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development.

Topic: Fundamentals of Piaget‘s Theory Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-6. Three-year-old Valdo and his mother visited the zoo. While they were there, Valdo‘s mother took him to see the otter exhibit. When he saw an otter swimming, he pointed and said, ―A furry fish.‖ In the context of Jean Piaget‘s theory of cognitive development, what is Valdo demonstrating? a) b) c) d)

schema substitution accommodation object permanence assimilation

Answer: B Learning Objective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development.

Topic: Fundamentals of Piaget‘s Theory Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-7. Eight-month-old Wilhelm makes minor changes in his schema each time his environment provides him with a new experience. What does this process represent? a) b) c) d)

accommodation reflexive responding assimilation secondary circular reactions

Answer: A Learning Objective: LO 5.1 Summarize the fundamental features of Piaget‘s theory of cognitive development.

Topic: Fundamentals of Piaget‘s Theory Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-8. What is the term for Jean Piaget‘s initial major stage of cognitive development, which can be divided further into six substages? a) b) c) d)

concrete operational preoperational sensorimotor formal operational

Answer: C Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-9. Jean Piaget believed that the exact timing of a stage reflected an interaction between which two aspects of an infant‘s experience? a) b) c) d)

level of physical maturation and the social environment in which the child is raised level of physical maturation and the genetic predisposition of the child level of cognitive development and the experiences provided by the child‘s genotype level of physical maturation and cognitive development of the child

Answer: A Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-10. Jean Piaget‘s sensorimotor Substage 2, ―first habits and primary circular reactions stage,‖ occurs during which age range? a) b) c) d)

1 to 4 months 1 to 6 months 1 to 8 months 4 to 8 months

Answer: A Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-11. A baby who examines her stuffed elephant first from the top, then from the side, then from the bottom, then from the top again, is demonstrating __________. a) secondary circular reactions b) goal-directed behavior c) object permanence d) primary circular reactions

Answer: A Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-12. Nina normally breastfeeds her baby Laurie; however, during the workday Nina‘s mother watches Laurie, and the baby must be fed with a bottle. Nina has noticed that Laurie‘s approach to the bottle is somewhat different than Laurie‘s approach to her breast. What would Jean Piaget say this is an example of? a) b) c) d)

coordination of secondary circular reactions of the sensorimotor stage simple reflexes of the sensorimotor stage mental representations of the beginning of thought first habits and primary circular reactions of the sensorimotor stage

Answer: B Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-13. What did Jean Piaget call the process by which repetition of a chance motor event helps a baby start building cognitive schema? a) b) c) d)

first habits simple reflexes circular reaction restructuring

Answer: C Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-14. Dee Dee‘s mother places a new rattle in his crib. Instantly, Dee Dee picks up the rattle, tries to mouth the rattle, and notices that when it shakes, it makes noise. Dee Dee immediately tries shaking the rattle different ways to see how the sound changes, and he seems to enjoy this activity. What would Jean Piaget say this is an example of?

a) b) c) d)

Substage 2: First habits and primary circular reactions Substage 1: Simple reflexes Substage 3: Secondary circular reactions Substage 4: Coordination of secondary circular reactions

Answer: C Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-15. What is the major difference between primary circular reactions and secondary circular reactions in Jean Piaget‘s sensorimotor stage? a) An infant must first demonstrate the primary circular reactions before demonstrating the secondary circular reactions. b) Primary circular reactions are based upon enjoyment activities, whereas secondary circular reactions are not. c) Primary circular reactions bring about a desirable consequence, whereas secondary circular reactions do not. d) Primary circular reactions involve activities where the infant is focused on its own body, whereas secondary circular reactions involve activities where the infant‘s actions relate to the outside world.

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5-16. Which kind of reactions would be categorized as schema reflecting an infant‘s repetition of interesting or enjoyable actions that focus on the infant‘s own body? a) b) c) d)

primary circular reactions circular reactions secondary circular reactions tertiary circular reactions

Answer: A Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-17. Dionne is playing in her playpen and reaches to pull back a blanket that is partially covering the teddy bear she wants. What would Jean Piaget say this is an example of? a) b) c) d)

secondary circular reactions first habits and primary circular reactions coordination of secondary circular reactions tertiary circular reactions

Answer: C Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-18. Which behavior demonstrates the characteristics of Jean Piaget‘s coordination of secondary circular reactions substage of the sensorimotor period? a) b) c) d)

an infant‘s independence from her or his parent an infant‘s basic reflexes an infant‘s lack of object permanence an infant‘s skill in anticipating future circumstances

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-19. Which skill did Jean Piaget think appears during Substage 4 of the sensorimotor period, and enables an infant to realize that people and objects exist even when they cannot be seen? a) b) c) d) Answer: B

retribution object permanence assimilation goal-directed behavior

Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-20. Barabbas watches as his mother leaves the room, but he does not cry because he understands that his mother still exists even though he cannot see her. This is an example of which reaction concept? a) b) c) d)

Sensorimotor Substage 2: First habits and primary circular reactions Sensorimotor Substage 1: Simple reflexes Sensorimotor Substage 3: Secondary circular reactions Sensorimotor Substage 4: Object permanence

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-21. The tertiary circular reactions stage, Substage 5 of Jean Piaget‘s sensorimotor period, occurs during which age range? a) b) c) d)

6 to 8 months 8 to 12 months 12 to 14 months 12 to 18 months

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-22. Reggie watched as his son Heino dropped a toy elf repeatedly. Heino varied the position from which he dropped the elf, and carefully looked each time to see where it fell. Heino‘s behavior is an example of __________ .

a) b) c) d)

Substage 2: First habits and primary circular reactions Substage 3: Secondary circular reactions Substage 4: Coordination of circular reactions Substage 5: Tertiary circular reactions

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-23. The ―beginnings of thought‖ substage of Jean Piaget‘s sensorimotor period occurs during the age range of _________ months to __________ months. a) b) c) d)

8; 14 12; 14 12; 18 18; 24

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-24. According to Jean Piaget, the major accomplishment of the ―beginnings of thought‖ substage of the sensorimotor period is that children ______________. a) b) c) d)

understand that a person or object continues to exist even if it cannot be seen are able to show purposeful acts with deliberate variety employ goal-directed behavior exhibit the capacity for mental representation

Answer: D Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-25. Jean Piaget believed that a child‘s preschool years fit entirely in a single stage of cognitive development. What is this stage called? a) operational b) preoperational c) concrete d) postoperational Answer: B Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-26. Children in the preoperational stage of development fall into which age range? a) 1 to 2 years b) 2 to 7 years c) 5 to 7 years d) 7 to 9 years Answer: B Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-27. According to Jean Piaget, what is a central aspect of the preoperational stage? a) the ability to use symbolic functions b) organized, formal, logical mental processes c) increased memory for object placements d) increased fine motor skill development Answer: A Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-28. Which term describes the process of concentrating on one limited aspect of a stimulus and ignoring other aspects? a) symbolic functioning b) language acquisition c) centration d) concrete operations Answer: C Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-29. Agnetha is teaching her 4-year-old daughter Rosalita how to count. She places ten pennies in one row with very little space between the pennies, and eight pennies in another row with more space between the pennies. Then Agnetha asks Rosalita which row has more pennies.

Rosalita chooses the second row, even though she knows that ten is more than eight. What is Rosalita‘s response an example of? a) symbolic functioning b) concrete operations c) formal operational functioning d) centration Answer: D Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-30. How did Jean Piaget explain why preschool-age children in the preoperational stage make errors on tasks requiring conservation? a) Preschool-age children‘s neural-visual network is not fully matured. b) Preschool-age children have not lived long enough to accrue enough experience spotting the differences between quantities. c) Preschool-age children‘s tendency toward centration prevents them from focusing on other relevant features of a situation. d) Preschool-age children have not developed numerical understanding; therefore, different amounts are meaningless.

Answer: C Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-31. Morty is a 3-year-old boy who likes to spread his peas and carrots all over his plate. After spreading out his food, he asks for more. His mother pushes all the food together, and Morty continues to eat. Which period of cognitive development is Morty in? a) egocentrism b) sensorimotor c) preoperational d) accommodation Answer: C Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-32. If a 4½-year-old child is asked to draw a person who is first standing upright and then has fallen down, the child is likely to draw the figure in the vertical position, and then the figure lying in the horizontal position with no other intermediate pictures to demonstrate the person falling. This child would be showing a lack of understanding of which Piagetian concept? a) egocentric thought b) intuitive thought c) conservation d) transformation Answer: D Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-33. Thinking that does not take into account other viewpoints is also referred to as __________ . a) conservation b) centrated thinking c) intuitive thought d) egocentric thought Answer: D Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-34. Three-year-old Mai Lin is playing hide-and-seek with some older children. However, instead of running to find a hiding place away from the other children, Mai Lin simply covers her eyes and stands in place. Mai Lin is demonstrating which Piagetian concept? a) intuitive thought b) egocentrism c) centration d) conservation Answer: B Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-35. In 4-year-old Fatemeh‘s preschool class, the group discussion focused on airplanes. After that, Fatemeh considered herself an expert on airplanes and believed she knew everything there was to know about the subject, even though she was unable to provide a reasonable explanation about why she thought she knew so much. Fatemeh is demonstrating which Piagetian concept? a) actuation b) intuitive thought c) egocentric thought d) centration Answer: B

Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-36. In the later years of the preoperational stage, children show an understanding that certain things stay the same, regardless of changes in shape, size, and appearance. What is this realization called? a) identity b) functionality c) intuitive thought d) summarization Answer: A Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Topic: Cognitive Development in the Preschool Years Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-37. Which Piagetian term refers to the period of cognitive development that occurs between ages 7 and 12, and is characterized by the active and appropriate use of logic? a) b) c) d)

concrete operational stage decentering stage abstract operational stage preoperational stage

Answer: A Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-38. Concrete operational thought fundamentally involves applying ___________ . a) reasoning to solve problems b) intuition to solve problems

c) logical operations to solve problems d) abstract knowledge to solve problems Answer: C Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-39. Which term refers to a child‘s capacity to take multiple aspects of a situation into account? a) b) c) d)

concrete operational abstract operational preoperational decentering

Answer: D Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-40. Ashok, a 10-year-old, first sees two identical glasses with water at the same level; then, the water from one of the short, wide glasses is poured into a taller, thinner glass. Ashok will likely conclude that there _________. a) is more water in the taller, thinner glass b) is more water in the shorter, wider glass c) are equal amounts of water in the shorter, wider and taller, thinner glasses d) are equal amounts of water in the two identical glasses only Answer: C Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-41. Which term did Jean Piaget use to describe the developmental stage during which people acquire the ability to think abstractly?

a) b) c) d)

concrete operational stage preoperational stage formal operational stage sensorimotor stage

Answer: C Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-42. According to Jean Piaget, what do adolescents rely on during the formal operational stage of cognitive development that helps them reason differently compared to children in the concrete operations stage? a) b) c) d)

an enlarged prefrontal cortex genetic abilities propositional thought trial and error experience from previous years

Answer: C Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget‘s concrete operational and formal operational stages.

Topic: Cognitive Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-43. Which criticism has been applied to Jean Piaget‘s stage theory of cognitive development? a) Development proceeds in a more continuous, gradual fashion than a stage model would propose. b) The preoperational stage should really be divided into seven substages. c) Piaget didn‘t propose enough stages to account for cognitive development in infancy. d) Stages aren‘t distinct enough to capture the sudden jumps in qualitative reasoning that children go through.

Answer: A Learning Objective: LO 5.5 Summarize the arguments for and against Piaget‘s theory of cognitive development.

Topic: The Critics Weigh In Difficulty Level: Moderate

Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-44. Which criticism has been applied to Jean Piaget‘s stage theory of cognitive development? a) Stages aren‘t distinct enough to capture the sudden jumps in qualitative reasoning that children go through. b) Piaget proposed too many stages of cognitive development in adolescence. c) The preoperational stage should really be divided into three substages. d) Piaget underestimated the ages at which children could master various cognitive tasks.

Answer: D Learning Objective: LO 5.5 Summarize the arguments for and against Piaget‘s theory of cognitive development.

Topic: The Critics Weigh In Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-45. Which criticism has been applied to Piaget‘s stage theory of cognitive development? a) Piaget overestimated the ages at which children could master various cognitive tasks. b) The preoperational stage should really be divided into seven substages. c) Piaget focused on a culturally limited set of observations when making claims for universal processes. d) The sensorimotor period is longer than Piaget predicted, stretching well into middle childhood.

Answer: C Learning Objective: LO 5.5 Summarize the arguments for and against Piaget‘s theory of cognitive development.

Topic: The Critics Weigh In Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-46. According to the ideas proposed by Gisela Labouvie-Vief, the complexity of society requires specialization of thought. Therefore, thought is not necessarily based only on logic but also requires __________ . a) b) c) d)

oil intellectual superiority genetic superiority physical fitness

Answer: A Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-47. How do the theories of cognitive development proposed by Gisela Labouvie-Vief and Jean Piaget compare? a) Labouvie-Vief argued for complete cognitive development at the formal operations stage, whereas Piaget believed a period of postformal thought was necessary. b) Labouvie-Vief proposed a stage of postformal thought, whereas Piaget thought cognitive development was complete at the stage of formal operations. c) Both Labouvie-Vief and Piaget concluded that postformal thought represented the completion of cognitive development. d) Labouvie-Vief emphasized the importance of concrete operational thought, whereas Piaget emphasized the importance of postformal thought.

Answer: B Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5-48. Which style of thinking acknowledges that adult predicaments must sometimes be resolved in relativistic terms? a) b) c) d)

dialectical thinking moralistic thinking postformal thought logical thinking

Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-49. How does postformal thought fundamentally differ from Jean Piaget‘s notion of formal operations? a) Postformal thought is a developmental period that precedes formal operations. b) Postformal thought is based on culturally shared definitions of ―truth‖ and ―wisdom.‖ c) Postformal thought acknowledges that sometimes there are no clearly right or wrong solutions to a problem. d) Postformal reasoning leads to a single identifiable solution.

Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5-50. What did developmental psychologist K. Warner Schaie call the first stage of cognitive development, encompassing all of childhood and adolescence? a) b) c) d)

achieving stage responsible stage acquisitive stage executive stage

Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-51. According to developmental psychologist K. Warner Schaie, the point reached by young adults in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions is identified as the _________ stage. a) b) c) d)

achieving acquisitive reintegrative responsible

Answer: A Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-52. According to developmentalist K. Warner Schaie, _________ is the main cognitive developmental task of young adulthood. a) b) c) d)

responsibility acquisition achievement reintegration

Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-53. According to developmental psychologist K. Warner Schaie, the stage in which the major concerns of middle-aged adults relate to their personal situations is also known as the ________ stage. a) b) c) d)

achieving acquisitive executive responsible

Answer: D Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-54. According to researcher K. Warner Schaie, the stage in which people in middle adulthood may become involved in organizations where they have a larger purpose in society is called the __________. a) responsible stage b) reintegrative stage

c) executive stage d) achieving stage Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-55. According to K. Warner Schaie, what is the main cognitive developmental task of people in late adulthood? a) b) c) d)

assuming responsibility for one‘s shortcomings acquiring wisdom gaining a sense of achievement reintegration of personal interests

Answer: D Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-56. Using K. Warner Schaie‘s stages of adult development, which issue would a person in late adulthood most likely be focused on and interested in? a) b) c) d)

educational legislation to secure a minimum wage for primary school teachers legislation to balance the federal budget legislation to enact universal health care benefits legislation to enact stricter environmental regulations for protection of forests and wetlands

Answer: C Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

5-57. Whereas Jean Piaget saw cognitive development as a result of individual discovery and a child‘s interaction with objects, Lev Vygotsky attributed cognitive development to __________.

a) biological changes in the brain b) unconscious factors c) completing activities in isolation d) interaction between a child and skilled people Answer: D Learning Objective: LO 5.7 Explain Vygotsky‘s view of cognitive development and contrast it to Piaget‘s theory.

Topic: Cognitive Development and Social Interactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-58. According to Lev Vygotsky, ________ is the level at which a child cannot fully perform a task independently, but can do so with the assistance of someone more competent. a) postformal reasoning b) script enactment c) zone of proximal development d) scaffold construction Answer: C Learning Objective: LO 5.8 Define Vygotsky‘s zone of proximal development, and explain the role it plays in children‘s cognitive development.

Topic: The Zone of Proximal Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

5-59. According to Lev Vygotsky, if a child receives assistance with a task, that child may improve substantially more than another child who does not receive help. Which term did Vygotsky use to describe the assistance or structuring provided by others? a) successive approximations b) scaffolding c) scripting d) mentoring Answer: B Learning Objective: LO 5.8 Define Vygotsky‘s zone of proximal development, and explain the role it plays in children‘s cognitive development.

Topic: The Zone of Proximal Development Difficulty Level: Moderate

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-60. Which term did Lev Vygotsky use to describe the physical items that a child uses to learn, as well as the intellectual and conceptual framework that the child uses to learn? a) memory aids b) definition aids c) cultural tools d) learning aids Answer: C Learning Objective: LO 5.8 Define Vygotsky‘s zone of proximal development, and explain the role it plays in children‘s cognitive development.

Topic: The Zone of Proximal Development Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 5-61. Choose any one of Jean Piaget‘s six substages of the sensorimotor stage of cognitive development, and then 1) identify what the substage is called, 2) give the age range in which Piaget thought this substage occurred, 3) provide a brief description of major achievements during this stage, and 4) provide an example illustrating those achievements.

Answer: A good answer would include any ONE of the following key points:            

   

  

Substage 1: Simple reflexes First month of life During this period, the various reflexes that determine the infant’s interactions with the world are at the center of the infant’s cognitive life.

Example: The sucking reflex causes the infant to suck at anything placed on their lips.

Substage 2: First habits and primary circular reactions From 1 to 4 months At this age, infants begin to coordinate what were separate actions into single, integrated activities.

Example: An infant might combine grasping an object with sucking on it or staring at something with touching it.

Substage 3: Secondary circular reactions From 4 to 8 months During this period, infants take major strides in shifting their cognitive horizons beyond themselves and begin to act on the outside world.

Example: A child who repeatedly picks up a rattle in their crib and shakes it in different ways to see how the sound changes is demonstrating their ability to modify their cognitive schema about shaking rattles.

Substage 4: Coordination of secondary circular reactions From 8 to 12 months In this stage, infants begin to use more calculated approaches to producing events, coordinating several schemas to generate a single act. They achieve object performance during this stage.

Example: An infant will push one toy out of the way to reach another toy that is lying, partially exposed, under it.

Substage 5: Tertiary circular reactions From 12 to 18 months At this age, infants develop what Piaget regards as the deliberate variation of actions that bring desirable consequences. Rather than just repeating enjoyable activities, infants appear to carry out miniature experiments to observe the consequences.

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Example: A child will drop a toy repeatedly, varying the position from which they drop it, carefully observing each time to see where it falls.

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Substage 6: Beginnings of thought From 18 months to 2 years The major achievement of Substage 6 is the capacity for mental representation or symbolic thought. Piaget argued that only at this stage can infants imagine where objects that they cannot see might be.

Example: Children can plot in their heads unseen trajectories of objects, so that if a ball rolls under a piece of furniture, they can figure out where it is likely to emerge on the other side.

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Learning Objective: LO 5.2 Describe infants‘ cognitive development across the six substages of Piaget‘s sensorimotor stage.

Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5-62. Discuss the main criticisms of Jean Piaget‘s theory of cognitive development.

Answer: A good answer would include the following key points:  Researchers have questioned the stage conception of Piaget‘s theory because they contend that development proceeds in a continuous fashion.  Critics dispute Piaget‘s notion that cognitive development is grounded in motor activities because it overlooks the importance of sensory and perceptual systems present from infancy.  Recent studies cast doubt on Piaget‘s view that infants are incapable of mastering the concept of object permanence until they are one year of age, due to the fact that the techniques used to test infants‘ abilities were not sensitive enough. An infant‘s inability to demonstrate object permanence may be attributed to memory deficits rather than to an inability to master object permanence.  Piaget‘s work has been criticized for being based upon Western cultural experience with an omission of a non-Western point of view.

Learning Objective: LO 5.5 Summarize the arguments for and against Piaget‘s theory of cognitive development.

Topic: The Critics Weigh In Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

5-63. Define postformal thought, and compare the views of Gisela Labouvie-Vief and William Perry on this aspect of cognitive development.

Answer: A good answer would include the following key points:

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Postformal thought is a style of thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms Gisela Labouvie-Vief offered the view that thinking based solely on formal operations is insufficient to meet the demands placed on young adults. The complexity of society, which requires specialization, and the challenge of finding one’s way through that complexity, require thought that transcends logic to include practical experience, moral judgments, and values.

William Perry agreed that the developmental growth of early adulthood involves mastering new ways of understanding the world. However, he pointed out that for many people in young adulthood, such as students entering college, dualistic thinking characterized their views of the world: something was either right or wrong; people were either good or bad; others were either for them or against them.

However, as students encounter new ideas and points of view from other students and their professors, their dualistic thinking tends to decline. Consistent with postformal thinking, they understood that it is possible to hold multiple perspectives on an issue.

Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-64. Explain K. Warner Schaie‘s perspective on stages of development and discuss how it differs from Jean Piaget‘s approach.

Answer: A good answer would include the following key points:  Developmental psychologist K. Warner Schaie focused on how information is used during adulthood, rather than on changes in the acquisition of new information, as in Jean Piaget‘s approach. The principle difference is an emphasis on the utility of information rather than the accumulation of information.  Schaie proposed that adults‘ thinking follows a set pattern of stages: o The acquisitive stage—the period before adulthood when information is gathered for future use o The achieving stage—when young adults apply intelligence to long-term goals regarding family, careers, and contributions to society o The responsible stage—when middle-aged adults are mainly concerned with their spouses, families, and careers o The executive stage—further into middle adulthood, when many (but not all) people take a broader perspective, becoming concerned about the larger world o The reintegrative stage—the period of late adulthood during which people focus on tasks that have personal meaning.

Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief‘s, Perry‘s, and Schaie‘s theories of cognitive development to that of Piaget.

Topic: Beyond Piaget

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5-65. What are the primary criticisms of Lev Vygotsky‘s sociocultural approach to cognitive development?

Answer: A good answer would include the following key points:  Critics point to a lack of precision in Vygotsky‘s conceptualization of cognitive growth, such as the zone of proximal development.  Vygotsky‘s theories do not lend themselves to experimental tests.  Vygotsky did not provide information regarding how basic cognitive processes (such as attention and memory) unfold in children.  He did not focus on how individual bits of information are processed and synthesized.

Learning Objective: LO 5.9 Summarize the strengths and weaknesses of Vygotsky‘s theory of cognitive development in children.

Topic: Evaluating Vygotsky‘s Contributions Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 5.1: Piaget's Approach to Cognitive Development EOM Q5.1.1 The four stages of cognitive development, according to Jean Piaget, are __________. a) sensorimotor, preoperational, concrete operational, and formal operational b) primary, assimilation, concrete operational, and egocentric thought Consider This: Piaget‘s interest was to understand how children think rather than characterizing whether their thinking was right or wrong at a given age. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. c) simple reflex, preoperational, symbolic functional, and intuitive thought Consider This: Piaget‘s interest was to understand how children think rather than characterizing whether their thinking was right or wrong at a given age. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. d) sensorimotor, secondary circular, intuitive thought, and formal operational Consider This: Piaget‘s interest was to understand how children think rather than characterizing whether their thinking was right or wrong at a given age. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

Answer: A Difficulty: Easy Topic: Fundamentals of Piaget‘s Theory Skill: Remember the Facts Learning Objective: LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

EOM Q5.1.2 According to Jean Piaget, __________ is the process by which people understand and experience in terms of their current stage of cognitive development and way of thinking. a) assimilation b) accommodation Consider This: This activity occurs when a stimulus or an event is acted upon, perceived, and understood in accordance with existing patterns of thought. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. c) tolerance Consider This: This activity occurs when a stimulus or an event is acted upon, perceived, and understood in accordance with existing patterns of thought. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. d) self-awareness Consider This: This activity occurs when a stimulus or an event is acted upon, perceived, and understood in accordance with existing patterns of thought. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

Answer: A Difficulty: Moderate Topic: Fundamentals of Piaget‘s Theory Skill: Understand the Concepts Learning Objective: LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

EOM Q5.1.3 Jean Piaget believed the major achievement of the final substage in the sensorimotor period (Substage 6) was __________. a) symbolic thought b) centration Consider This: By this stage, infants can imagine where objects might be that they cannot see. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage. c) object permanence Consider This: By this stage, infants can imagine where objects might be that they cannot see. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage. d) conservation Consider This: By this stage, infants can imagine where objects might be that they cannot see. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage.

Answer: A Difficulty: Difficult Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Skill: Understand the Concepts Learning Objective: LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage.

EOM Q5.1.4 Kam Fong, age 3, is playing hide-and-seek with some older children. However, instead of running to find a hiding place away from the other children, Kam Fong simply covers his eyes and stands in place. Kam Fong is demonstrating __________. a) egocentrism b) conservation Consider This: This hallmark of the preoperational stage of cognitive development can take two forms: lack of awareness that others see things from a different physical perspective and failure to realize that others may hold thoughts, feelings, and points of view that differ from one‘s own. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage. c) deferred imitation Consider This: This hallmark of the preoperational stage of cognitive development can take two forms: lack of awareness that others see things from a different physical perspective and failure to realize that others may hold thoughts, feelings, and points of view that differ from one‘s own. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage. d) centration Consider This: This hallmark of the preoperational stage of cognitive development can take two forms: lack of awareness that others see things from a different physical perspective and failure to realize that others may hold thoughts, feelings, and points of view that differ from one‘s own. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Answer: A Difficulty: Moderate Topic: Cognitive Development in the Preschool Years Skill: Apply What You Know Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

EOM Q5.1.5 Understanding that because 3 + 5 = 8, 5 + 3 also = 8 is an example of the concept of __________, a characteristic of concrete operational thought.

a) reversibility b) intuition Consider This: This is the notion that a directional transformation to a stimulus can be undone. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. c) transferability Consider This: This is the notion that a directional transformation to a stimulus can be undone. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. d) abstraction Consider This: This is the notion that a directional transformation to a stimulus can be undone. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Answer: A Difficulty: Moderate Topic: Cognitive Development in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Module Quiz 5.2: Appraising Piaget: Support, Challenges, and Alternatives Multiple choice question 1 . EOM Q5.2.1 Critics of Jean Piaget‘s ideas note that his theory of cognitive development overlooks the importance of __________ systems that are present from early infancy. a)sensory and perceptual b) intuitive and sequencing Consider This: Much of the research illustrating how sophisticated these systems are, even in infancy, was conducted relatively recently. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. b) motor and permanence Consider This: Much of the research illustrating how sophisticated these systems are, even in infancy, was conducted relatively recently. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. d) memory and conservation Consider This: Much of the research illustrating how sophisticated these systems are, even in infancy, was conducted relatively recently. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Answer: A Difficulty: Difficult Topic: The Critics Weigh In Skill: Understand the Concepts Learning Objective: LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Multiple choice question 2 . EOM Q5.2.2 Recent research findings indicate that Jean Piaget may have erred in asserting that preschoolers have little understanding of __________. a)numbers b) the alphabet Consider This: Some techniques Piaget used to test infant abilities may have not been sensitive enough to detect the extent of those abilities. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. c) object permanence Consider This: Some techniques Piaget used to test infant abilities may have not been sensitive enough to detect the extent of those abilities. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. d) transformation Consider This: Some techniques Piaget used to test infant abilities may have not been sensitive enough to detect the extent of those abilities. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Answer: A Difficulty: Moderate Topic: The Critics Weigh In Skill: Understand the Concepts Learning Objective: LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Multiple choice question 3 . EOM Q5.2.3 Psychologist William Perry investigated __________ thinking, a view of the world in which something is either right or wrong, with no shades of grey. a) dualistic b) counterintuitive Consider This: This type of thinking is typical of students entering college. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. c) symbolic Consider This: This type of thinking is typical of students entering college. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) egocentric Consider This: This type of thinking is typical of students entering college. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Moderate Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Multiple choice question 4 . EOM Q5.2.4 Psychologist William Perry found that as college students were exposed to new ideas and viewpoints, they came to understand that it is possible to hold __________ on an issue. a)multiple perspectives b) acquisitive perspectives Consider This: Their dualistic thinking declined. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. b) responsible positions Consider This: Their dualistic thinking declined. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) informal positions Consider This: Their dualistic thinking declined. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Moderate Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Multiple choice question 5 . EOM Q5.2.5 Developmental psychologist K. Warner Schaie's final stage of cognitive development, the __________ stage, occurs in late adulthood as people focus on tasks that have personal meaning.

a) reintegrative b) achieving Consider This: People no longer focus on acquiring knowledge to solve potential problems that they may encounter. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. c) responsible Consider This: People no longer focus on acquiring knowledge to solve potential problems that they may encounter. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) acquisitive Consider This: People no longer focus on acquiring knowledge to solve potential problems that they may encounter. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Moderate Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Module Quiz: 5.3: Vygotsky's View of Cognitive Development: Taking Culture into Account EOM Q5.3.1 Lev Vygotsky viewed children as __________ who learn cognitive strategies and other skills from adult and peer mentors. a) apprentices b) junior scientists Consider This: Vygotsky focused on the child's social and cultural world as the source of cognitive development. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. c) assimilators Consider This: Vygotsky focused on the child's social and cultural world as the source of cognitive development. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. d) blank slates Consider This: Vygotsky focused on the child's social and cultural world as the source of cognitive development. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Answer: A Difficulty: Moderate Topic: Cognitive Development and Social Interactions Skill: Understand the Concepts Learning Objective: LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

EOM Q5.3.2 Lev Vygotsky believed that societal expectations about __________ play a role in how children come to understand the world. a) gender b) intelligence Consider This: In Vygotsky's view, cognitive development is the product of culture and of social interactions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. c) temperament Consider This: In Vygotsky's view, cognitive development is the product of culture and of social interactions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. d) personality Consider This: In Vygotsky's view, cognitive development is the product of culture and of social interactions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Answer: A Difficulty: Difficult Topic: Cognitive Development and Social Interactions Skill: Understand the Concepts Learning Objective: LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

EOM Q5.3.3 According to Lev Vygotsky, the level at which a child can almost but not fully perform a task independently (but can do so with assistance) is the child's __________. a) zone of proximal development b) zone of cognitive engagement

Consider This: Vygotsky thought that children learn best by participating in active learning through child–adult and child–child interactions. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. c) transformative stage Consider This: Vygotsky thought that children learn best by participating in active learning through child–adult and child–child interactions. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. d) preoperative stage Consider This: Vygotsky thought that children learn best by participating in active learning through child–adult and child–child interactions. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Answer: A Difficulty: Moderate Topic: The Zone of Proximal Development Skill: Understand the Concepts Learning Objective: LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

EOM Q5.3.4 Which situation illustrates Lev Vygotsky‘s concept of scaffolding? a) A tutor works individually with a student on math problems, and then begins to withdraw help as the student becomes more skilled at solving them. b) Several children work together to build a treehouse that they could not construct individually.

Consider This: Scaffolding helps to encourage children's learning and problem solving until they achieve independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. c) Learning in one area, such as history or civics, tends to reinforce learning that occurs in other areas, such as language or vocabulary.

Consider This: Scaffolding helps to encourage children's learning and problem solving until they achieve independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. d) Spiritual interaction with the environment is a key to learning, so teachers require students to engage in 20 minutes of daily silent reflection.

Consider This: Scaffolding helps to encourage children's learning and problem solving until they achieve independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Answer: A Difficulty: Moderate Topic: The Zone of Proximal Development Skill: Apply What You Know Learning Objective: LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

EOM Q5.3.5 Lev Vygotsky's notion that children's comprehension of the world flows from their __________ is increasingly wellsupported by research. a) interactions with parents, peers, and other members of society b) continual advance in motor skills Consider This: Cognitive development is shaped, in part, by cultural factors. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children. c) concrete operational thinking

Consider This: Cognitive development is shaped, in part, by cultural factors. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children. d) mental representations and schema Consider This: Cognitive development is shaped, in part, by cultural factors. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children.

Answer: A Difficulty: Moderate Topic: Evaluating Vygotsky‘s Contributions Skill: Understand the Concepts Learning Objective: LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children.

Chapter 5 Quiz: Cognitive Growth: Piaget and Vygotsky Multiple choice question 1 . EOC Q5.1 Jean Piaget believed that the basic building blocks of our understanding of the world are mental structures called __________, organized patterns of functioning that adapt and change with mental development. a)schema b) operations Consider This: At first, these are related to physical, or sensorimotor, activity, such as picking up or reaching for toys. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. c) assimilators Consider This: At first, these are related to physical, or sensorimotor, activity, such as picking up or reaching for toys. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development. d) accommodators Consider This: At first, these are related to physical, or sensorimotor, activity, such as picking up or reaching for toys. LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

Answer: A Difficulty: Moderate Topic: Fundamentals of Piaget‘s Theory Skill: Understand the Concepts Learning Objective: LO 5.1 Summarize the fundamental features of Piaget's theory of cognitive development.

Multiple choice question 2 . EOC Q5.2 During Substage 4 of the sensorimotor period, infants begin to use __________, in which they combine and coordinate several schemas to generate a single act or solve a problem. a) goal-directed behavior b)deferred imitation Consider This: For instance, infants will push one toy out of the way to reach another toy. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage. c) mental representation Consider This: For instance, infants will push one toy out of the way to reach another toy. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage. d) accommodation Consider This: For instance, infants will push one toy out of the way to reach another toy. LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage.

Answer: A Difficulty: Difficult Topic: Cognitive Development in Infancy: Piaget‘s Sensorimotor Stage Skill: Understand the Concepts Learning Objective: LO 5.2 Describe infants' cognitive development across the six substages of Piaget's sensorimotor stage.

Multiple choice question

3 . EOC Q5.3 Miss Schmidel gave Clevon and Hortense equal-sized lumps of clay. Hortense quickly rolled hers into a long, snakelike shape. Clevon cried and complained that Hortense had received more clay they he had. Clevon's behavior represents __________ . a) an inability to conserve b) object impermanence Consider This: Miss Schmidel might also have given the children the same amount of prune juice in two differently shaped glasses. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage. c) accommodation Consider This: Miss Schmidel might also have given the children the same amount of prune juice in two differently shaped glasses. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage. d) an inability to assimilate Consider This: Miss Schmidel might also have given the children the same amount of prune juice in two differently shaped glasses. LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Answer: A Difficulty: Moderate Topic: Cognitive Development in the Preschool Years Skill: Apply What You Know Learning Objective: LO 5.3 Define what Piaget meant by preoperational thought, and describe the cognitive characteristics of this stage.

Multiple choice question 4 . EOC Q5.4 During middle childhood, children begin to apply __________ to solve concrete problems. a)logical operations b) mental representation Consider This: Children begin to use cognitive and rational processes, no longer judging a task solely by appearance. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. b) transformative thought Consider This: Children begin to use cognitive and rational processes, no longer judging a task solely by appearance. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. d) formal reasoning Consider This: Children begin to use cognitive and rational processes, no longer judging a task solely by appearance. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Answer: A Difficulty: Moderate Topic: Cognitive Development in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Multiple choice question

5 . EOC Q5.5 __________ is reasoning that allows adolescents to use abstract logic in the absence of concrete examples. a) Propositional thought b) Conclusive thought Consider This: Such thinking allows adolescents to understand that if certain premises are true, then a conclusion must also be true. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. c) Operational thought Consider This: Such thinking allows adolescents to understand that if certain premises are true, then a conclusion must also be true. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages. d) Goal-directed thought Consider This: Such thinking allows adolescents to understand that if certain premises are true, then a conclusion must also be true. LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Answer: A Difficulty: Moderate Topic: Cognitive Development in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 5.4 Describe the cognitive advances children make during Piaget's concrete operational and formal operational stages.

Multiple choice question 6 . EOC Q5.6 Critics of Jean Piaget‘s ideas argued that his timeline for the development of both __________ was too long; children seem capable of mastering these skills earlier than Piaget assumed. a) object permanence and conservation b) information processing and egocentric thought Consider This: Inability to perform on the tests for these skills may reflect more about infants' memory deficits than their lack of understanding of the concept. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. c) symbolic function and simple reflexes Consider This: Inability to perform on the tests for these skills may reflect more about infants' memory deficits than their lack of understanding of the concept. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. d) motor skills and goal-directed behavior Consider This: Inability to perform on the tests for these skills may reflect more about infants' memory deficits than their lack of understanding of the concept. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Answer: A Difficulty: Moderate Topic: The Critics Weigh In Skill: Understand the Concepts Learning Objective: LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Multiple choice question 7 . EOC Q5.7

Recent research shows that the progress of cognitive development cannot be understood without considering a child's __________. a)culture b) nature Consider This: Piaget's work seems to describe children from developed, Western countries better than those in non-Western countries. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. c) limitations Consider This: Piaget's work seems to describe children from developed, Western countries better than those in non-Western countries. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development. d) intuition Consider This: Piaget's work seems to describe children from developed, Western countries better than those in non-Western countries. LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Answer: A Difficulty: Moderate Topic: The Critics Weigh In Skill: Understand the Concepts Learning Objective: LO 5.5 Summarize the arguments for and against Piaget's theory of cognitive development.

Multiple choice question 8 . EOC Q5.8 Gisela Labouvie-Vief believes cognitive development continues beyond adolescence. Her theory of __________ thought acknowledges that adult problems must sometimes be solved in relativistic terms. a) postformal b) acquisitive Consider This: Labouvie-Vief argues that cognitive development continues beyond adolescence because people are faced with dealing with the complexities of life throughout adulthood. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. c) responsible Consider This: Labouvie-Vief argues that cognitive development continues beyond adolescence because people are faced with dealing with the complexities of life throughout adulthood. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) executive Consider This: Labouvie-Vief argues that cognitive development continues beyond adolescence because people are faced with dealing with the complexities of life throughout adulthood. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Moderate Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Multiple choice question

9 . EOC Q5.9 According to developmental psychologist K. Warner Schaie, the point reached by young adults in which intelligence is applied to specific situations involving the attainment of long-term goals regarding careers, family, and societal contributions is identified as which stage? a)achieving stage b) responsible stage Consider This: This is the second stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. b) acquisitive stage Consider This: This is the second stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) executive stage Consider This: This is the second stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Difficult Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Multiple choice question 10 . EOC Q5.10 According to developmental psychologist K. Warner Schaie, what is the period of late adulthood during which the focus is on tasks that have personal meaning? a) reintegrative stage b) achieving stage Consider This: This is the last stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. c) responsible stage Consider This: This is the last stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget. d) acquisitive stage Consider This: This is the last stage of Schaie‘s model of adult cognitive development. LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Answer: A Difficulty: Difficult Topic: Beyond Piaget Skill: Understand the Concepts Learning Objective: LO 5.6 Compare and contrast Labouvie-Vief's, Perry's, and Schaie's theories of cognitive development to that of Piaget.

Multiple choice question

11 . EOC Q5.11 Lev Vygotsky viewed cognitive development as the product of __________. a) social interactions b) concrete interventions Consider This: Vygotsky emphasized that children learn cognitive strategies and other skills from adult and peer mentors who not only present new ways of doing things but also provide assistance, instruction, and motivation. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. c) formal operations Consider This: Vygotsky emphasized that children learn cognitive strategies and other skills from adult and peer mentors who not only present new ways of doing things but also provide assistance, instruction, and motivation. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. d) transformational scaffolding Consider This: Vygotsky emphasized that children learn cognitive strategies and other skills from adult and peer mentors who not only present new ways of doing things but also provide assistance, instruction, and motivation. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Answer: A Difficulty: Easy Topic: Cognitive Development and Social Interactions Skill: Understand the Concepts Learning Objective: LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Multiple choice question 12 . EOC Q5.12 According to Lev Vygotsky, __________ establish the institutions that promote development by providing opportunities for cognitive growth. a) culture and society b) schools and churches Consider This: Preschools and playgroups are examples of such established institutions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. c) government and civic groups Consider This: Preschools and playgroups are examples of such established institutions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory. d) volunteers and donors Consider This: Preschools and playgroups are examples of such established institutions. LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Answer: A Difficulty: Easy Topic: Cognitive Development and Social Interactions Skill: Understand the Concepts Learning Objective: LO 5.7 Explain Vygotsky's view of cognitive development and contrast it to Piaget's theory.

Multiple choice question 13 . EOC Q5.13

Lev Vygotsky referred to the assistance or structuring provided by parents, teachers, or skilled peers as __________. a) scaffolding b) modeling Consider This: This is the support for learning and problem solving that encourages independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. c) nurturing Consider This: This is the support for learning and problem solving that encourages independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. d) cooperation Consider This: This is the support for learning and problem solving that encourages independence and growth. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Answer: A Difficulty: Easy Topic: The Zone of Proximal Development Skill: Remember the Facts Learning Objective: LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Multiple choice question 14 . EOC Q5.14 According to Lev Vygotsky, cognitive development occurs when new information is presented by an adult or skilled peer within a child's __________. a) zone of proximal development b) culture of thinking and action Consider This: This is the level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. c) sphere of scaffolding Consider This: This is the level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development. d) circle of cooperation Consider This: This is the level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent. LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Answer: A Difficulty: Easy Topic: The Zone of Proximal Development Skill: Remember the Facts Learning Objective: LO 5.8 Define Vygotsky's zone of proximal development and explain the role it plays in children's cognitive development.

Multiple choice question

15 . EOC Q5.15 Lev Vygotsky's work had the greatest impact on developmentalists __________. a) many decades after Vygotsky‘s death b) between 1910 and 1925 Consider This: Vygotsky was not widely known even within his native land, and his work was banned for some time. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children. c) in the 1940s Consider This: Vygotsky was not widely known even within his native land, and his work was banned for some time. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children. d) during the late 1800s, when psychology first emerged as a science Consider This: Vygotsky was not widely known even within his native land, and his work was banned for some time. LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children.

Answer: A Difficulty: Moderate Topic: Evaluating Vygotsky‘s Contributions Skill: Apply What You Know Learning Objective: LO 5.9 Summarize the strengths and weaknesses of Vygotsky's theory of cognitive development in children.

TOTAL Chapter 6 ASSESSMENT Cognitive Growth: Chapter 6 Information Processing Approaches GUIDE Cognitive Growth: Information Processing Approaches Topic Remember Understand Apply What MULTIPLE CHOICE the Facts the Concepts You Know

Analyze It

LO 6.1 Describe how Multiple Choice 1, 3–5, 10, 12– 7, 14 6, 8, 11 2, 9 information taken in, held,describes the perspective 13 6-1. isWhich term that seeks to identify the way individuals take in, use, and used, according to Essay 61 62 and store information? information processing theorists.

LO 6.2 Explain how Multiple Choice approach 16–17, 19, 21, 18, 22–24 15, 20 a) the information processing architecture of the human 25 b) social development model information processing Essay 63 system functions.c) automatization of responses LO 6.3 Compared) the encoding-specificity Multiple Choiceprinciple 26 information processing Essay approaches to Piaget’s Answer: A theory of cognitive development.

Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to LO 6.4 information Explain why processing Multiple Choice 27–29 30 theorists. attention is important for Essay Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing children’s cognitive development.

Difficulty Level: Easy LO 6.5 Skill Describe memory Multiple 32 Level: Remember the Choice Facts 31, 33 improvements during Essay APA childhood andLearning analyze howObjective: 1.1 Describe key concepts, principles, and overarching themes in childhood memories change psychology. over time.

LO 6.6 Analyze how Multiple Choice 35–36, 38, 40 37, 39 34 6-2.

Which factors are highlighted by information processing approaches to understanding memory changes as people cognitive development? age, and describe strategies Essay 64 for developing and improving memory. a) the processes underlying the acquisition and use of information LO 6.7 Describe applications Multiple Choice 41–42 43 b) identifying clear breakpoints in developmental stages of information processing Essay 65 approaches to thec)recall ageof ranges for cognitive skills across the entire lifespan events for legal purposes. d) qualitative changes in a person‘s cognitive skills LO 6.8 Apply insights from Multiple Choice 50 49, 54–57 44–48, 51–53 58 information processing Essay theory Answer: to classroom A instruction.

Learning Objective:Multiple LO 6.1Choice Describe how information is taken in, held, and used, according to LO 6.9 Compare the 59 60 information processing theorists. strengths and weaknesses of Essay the information processing Storage, and Retrieval: The Foundations of Information Processing Topic: Encoding, approach and other Difficulty Level: Moderate approaches to cognitive Skill Level: Analyze It development.

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

6-3. Understanding quantitative changes in an infant‘s abilities to organize and manipulate information is a cornerstone of the ___________. a) circular reasoning hypothesis b) prime development model c) encoding reactions model

d) information processing approach Answer: D Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-4. Which feature is considered a basic element of information processing? a) b) c) d)

behavior enactment classical conditioning storage of information production of speech

Answer: C Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-5. How does the process of encoding take place? a) information enters a person‘s memory system in its raw form, typically through an unconscious process outside of the person‘s awareness b) information collected from the world at large is recorded in a form that can be used by a person‘s memory system c) information already stored in memory is recalled to mind, so that a person can act on that information d) ―registers‖ or ―receptors‖ in the memory system are identified, and individual memories are assigned to each one Answer: B Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-6. Lamont was daydreaming the day his first grade teacher presented the math lesson that 5 + 5 = 10. Later, Lamont was not able to recall this information, most likely because of which disruption? a) b) c) d)

He never understood it.

He never encoded it.

He never rehearsed it.

He never visualized it.

Answer: B Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-7. _________ refers to the process of focusing attention and selecting information over others so as not to be overwhelmed in the environment. a) b) c) d)

Selective encoding Recursive automatization Ambient storage Delayed retrieval

Answer: A Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-8. A baby is in its crib while a swarm of relatives hovers, calling the baby‘s name and making cooing sounds. There is a radio playing in the background, and sounds emanate from the television in the living room. All the while, the baby‘s mother is trying to get the baby‘s attention to get ready for feeding. In all this hubbub, the baby is most likely to attend to the mother‘s face and voice. The baby‘s behavior an example of __________. a) ambient storage b) delayed retrieval c) selective encoding

d) recursive automatization Answer: C Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-9. Why is selective attention a crucial process for memory formation? a) Selective attention represents the first stage in the sequence of the informationprocessing model of memory. b) ―Attention‖ and ―storage‖ are terms used interchangeably in the parallel distributed processing model of memory, which is the dominant model among researchers. c) We need a mechanism to filter information in the environment; otherwise, all information all the time would compete for our attention and possible memory formation. d) Long-term memories, once retrieved from storage, tend to selectively capture our attention more than short-term memories do.

Answer: C Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-10. Which term refers to the process by which material in memory is located, brought to awareness, and used? a) b) c) d)

encoding retrieval storage automatization

Answer: B Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-11. Maārta is taking an exam in her history class. On the exam, there is a question that asks her to state and discuss the five major causes of the first Boer War. Maārta remembers four of them.

She knows there is a fifth, but time is up. As Maārta is walking down the stairs, all of a sudden, she remembers the fifth point, but it is too late. Maārta had a problem with _________. a) b) c) d)

storage automatization encoding retrieval

Answer: D Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-12. __________ refers to the degree to which an activity requires attention. a) b) c) d)

Automatization Encoding Information processing Retrieval

Answer: A Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-13. How would an information processing theorist describe a process that requires a large amount of attention? a) b) c) d)

automatic stored encoded controlled

Answer: D Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-14. Which term refers to the process by which information is initially recorded, stored, and retrieved? a) b) c) d)

encoding automatization categorization memory

Answer: D Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-15. The three-system approach to memory is best conceptualized as _____________. a) abstract components of an overall information processing system b) a description of memory systems proposed by the ancient Greeks c) physical locations in the brain responsible for different memory tasks d) a series of internal ―questions‖ that are posed and answered during information processing Answer: A Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-16. You are out for a drive with your family and are lucky enough to get a window seat. The rapidly passing scenery you see out the window is first stored in _________. a) short-term memory b) sequential memory c) the sensory store

d) long-term memory Answer: C Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-17. Where is information held in memory for 15 to 25 seconds? a) short-term memory b) sequential memory c) sensory storage d) long-term memory Answer: A Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-18. Reggie looks at the telephone number of Chubby‘s Char-Grilled Bœufhaus for a few seconds, and then walks into the other room to call in his order. Reggie remembers the phone number in its correct sequence because of ____________ . a) short-term memory b) sequential processing c) sensory memory d) long-term memory Answer: A Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-19. Which type of memory capacity tends to increase with age?

a) short-term memory b) sequential memory c) sensory storage d) long-term memory Answer: A Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-20. How does experience with material to be remembered affect the capacity of short-term memory? a) Experience allows information to pass directly from sensory memory to long-term memory, thereby making short-term memory unnecessary. b) Experience acts as a perceptual filter to ―weed out‖ irrelevant information from shortterm memory. c) Experience speeds the transmission of information from long-term memory to shortterm memory, and from there to behavior. d) Experience provides the ability to chunk information, and efficiently chunked information is more easily retained in short-term memory.

Answer: D Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-21. How do contemporary theorists conceptualize short-term memory? a) b) c) d) Answer: B

as a passive receptacle of facts as working memory, a highly active information processing system as an extension of sensory memory, with active learning involved as synonymous with long-term memory

Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-22. Suppose you‘re pitching in a softball game and facing a good hitter. You remember that you struck her out with a fastball the last time she was up. You also remember that your coach told you to always try to be unpredictable, so you decide to throw a curve ball this time. In making this decision, you are primarily using your _________. a) central executive of working memory b) sensory memory c) chunking strategy d) qualitative retrieval Answer: A Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-23. Rasheed is memorizing his math multiplication tables by using flash cards. He does this frequently enough that eventually he does not need the visual stimulation of the cards to remember the information. Which aspect of memory is Rasheed taking advantage of? a) b) c) d)

short-term memory sequential memory sensory memory long-term memory

Answer: D Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-24. Which statement represents a declarative memory?

a) ―Copenhagen has the best restaurants, in my opinion.‖ b) ―I like pistachio ice cream.‖ c) ―Texans seem boastful to me.‖ d) ―Tuscaloosa is west of Sylacauga.‖ Answer: D Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-25. Which memory module retains information relevant to enacting skills, habits, and other behaviors? a) b) c) d)

short-term memory procedural memory declarative memory sequential memory

Answer: B Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-26. How do information processing approaches to understanding cognitive development compare to Jean Piaget‘s approach to understanding cognitive development? a) Information processing approaches focus on quantitative developments, whereas Piaget‘s approach focuses on qualitative developments. b) Information processing approaches focus on effective object manipulation, whereas Piaget‘s approach focuses on efficient object manipulation. c) Information processing approaches focus on qualitative developments, whereas Piaget‘s approach focuses on quantitative developments. d) Information processing approaches focus on mental representations of processes, whereas Piaget‘s approach focuses on abstract idealizations of processes.

Answer: A

Learning Objective: LO 6.3 Compare the information processing approaches to Piaget‘s theory of cognitive development.

Topic: Comparing Information Processing Approaches to Alternative Theories of Cognitive Development Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

6-27. Information processing that involves the ability to strategically choose among and sort out different stimuli in the environment is generally known as __________. a) attention b) automatization c) storage d) retrieval Answer: A Learning Objective: LO 6.4 Explain why attention is important for children‘s cognitive development.

Topic: Attention Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-28. What makes a stimulus attention-getting? a) its meaningfulness b) its familiarity c) its physical characteristics d) its conceptual possibilities Answer: C Learning Objective: LO 6.4 Explain why attention is important for children‘s cognitive development.

Topic: Attention Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-29. What makes a stimulus attention-holding? a) its meaningfulness b) its familiarity c) its physical characteristics

d) its abstract properties Answer: A Learning Objective: LO 6.4 Explain why attention is important for children‘s cognitive development.

Topic: Attention Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-30. How would a developmentalist most likely conceptualize ―planning?‖ a) the ability to verbalize one‘s wants and desires b) the capacity to prioritize interactions over objects c) successfully meeting daily challenges d) the ability to allocate attention based on desired goals Answer: D Learning Objective: LO 6.4 Explain why attention is important for children‘s cognitive development.

Topic: Attention Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-31. Infantile amnesia is defined as the lack of memory for experience that occurred prior to which age? a) b) c) d)

6 months 12 months 2 years 3 years

Answer: D Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Topic: Memory and Its Duration Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-32. Some students were talking amongst themselves after their Developmental Psychology class meeting. ―Childhood is really interesting,‖ Butchie said. ―I can remember a lot of events

from my childhood, like my tenth birthday party.‖ ―Word up,‖ agreed Esther. ―I remember I got a purple Schwinn StingRay bike when I was eight.‖ ―Yeah…yeah…,‖ Otto nodded. ―When I was six, I had my tonsils removed.‖ ―Dig it!‖ interjected Sebastiano. ―I remember when I was two years old, my dad took me to the animal shelter to get our dog, Shakey.‖ Based on what you know about the formation and duration of memories, which student is MOST likely to be incorrect about their recollections? a) b) c) d)

Butchie Esther Otto Sebastiano

Answer: D Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Topic: Memory and Its Duration Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-33. ________ describes a memory of particular events from one‘s own life. a) Photographic memory b) Visual memory c) Autobiographical memory d) Biographical memory Answer: C Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Topic: Memory and Its Duration Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-34. If a 9-year-old employs conscious, intentional tactics to improve cognitive processing, what is being demonstrated? a) b) c) d) Answer: B

reasoning control strategies rehearsal working memory

Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-35. Children‘s memories are often organized in general representations of a sequence or series of events in the order in which they occur. What is this organizing tactic called? a) autobiographical memory b) biographical memory c) scripts d) intuition Answer: C Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-36. Which term refers to an individual‘s understanding of the processes that underlie memory? a) b) c) d)

recall rehearsal metamemory working memory

Answer: C Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-37. Which statement is correct regarding memory loss in middle-aged people? a) All middle-aged people can expect to experience significant memory loss. b) Middle-aged people may attribute absentmindedness stereotypically to aging, even though they have actually been absentminded most of their lives.

c) All middle-aged people will experience some memory loss starting in their 40s, with memory loss stabilizing around 70. d) Middle-aged people have memory loss for specific facts.

Answer: B Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-38. Which memory skill shows a decline in middle age? a) b) c) d)

working memory sensory memory short-term memory long-term memory

Answer: D Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-39. Which statement offers the best explanation of why some middle-aged people have some long-term memory loss? a) Middle-aged people have too much information stored; therefore, it is difficult to keep it all in long-term memory. b) Middle-aged people have too much stress in their lives, which impedes their ability to use their long-term memory capacity. c) Middle-aged people have less efficient retrieval skills for finding and retrieving information, even if the information was adequately stored in long-term memory. d) Middle-aged people‘s learning genes begin to deteriorate, which leads to long-term memory loss.

Answer: C Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Difficult Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-40. What easily enacted strategy can middle-aged people use to improve their memory functioning? a) b) c) d)

Change routines often to exercise one‘s sensory processes.

Create elaborate rituals and routines that are unique to the individual.

Pay greater attention to material when it is first encountered.

Write everything down, no matter how inconsequential it may seem.

Answer: C Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-41. Compared to the others, which person‘s memory would statistically be considered to be the most vulnerable to suggestion, and therefore perhaps the least reliable? a) Dino, a 75-year-old adult b) Delia, a 45-year-old adult c) Yulya a 12-year-old child d) Edgar, a 5-year-old child Answer: D Learning Objective: LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Topic: Children‘s Eyewitness Testimony: Memory on Trial Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-42. Which strategy should be used to question children to produce the most accurate recollections? a) Ask vague questions. b) Question them as soon as possible after an incident. c) Ask questions inside of a courtroom in front of a judge. d) Use anatomically correct dolls to aid in questioning.

Answer: B

Learning Objective: LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Topic: Children‘s Eyewitness Testimony: Memory on Trial Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-43. How are confidence and accuracy related when it comes to eyewitness memory? a) The more confident a person is about their recollections, usually the more accurate those recollections are. b) There is no relationship between confidence and accuracy in eyewitness memory. c) More accurate memories tend to be established by less-confident witnesses. d) The relationship between feeling confident about one‘s memories and the accuracy of those memories is meager, at best.

Answer: D Learning Objective: LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Topic: Children‘s Eyewitness Testimony: Memory on Trial Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-44. A reading educator is in favor of teaching reading by presenting the basic skills that underlie reading. Which instructional strategy is this teacher a proponent of? a) b) c) d)

whole-language approach sound-symbol approach code-based approach phonetic-fluency approach

Answer: C Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-45. A reading educator is in favor of teaching reading by presenting it as a natural process, similar to the acquisition of oral language. Which instructional strategy is this teacher a proponent of?

a) b) c) d)

whole-language approach sound-symbol approach code-based approach phonetic-fluency approach

Answer: A Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-46. Angelo has progressed beyond picture books to early-reader stories appropriate for his young age. His babysitter encourages him to sound out each of the letters he comes across, making ―buh-aw-luh‖ eventually recognizable as ―ball.‖ Which approach to reading is Angelo‘s babysitter promoting? a) b) c) d)

whole-language approach sound-symbol approach code-based approach phonetic-fluency approach

Answer: C Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-47. Renaldo has progressed beyond picture books to early-reader stories appropriate for his young age. His babysitter encourages him to guess what each of the words mean, stumbling through ―bark,‖ ―sail,‖ ―tall,‖ and ―baby‖ before eventually recognizing the shape of the intended word ―ball.‖ Which approach to reading is Renaldo‘s babysitter promoting? a) b) c) d)

whole-language approach sound-symbol approach code-based approach phonetic-fluency approach

Answer: A Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-48. Which approach to reading instruction is most effective, based on substantial research evidence? a) b) c) d)

whole-language approaches sound-symbol approaches phonetic-fluency approaches code-based approaches

Answer: D Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-49. Which nonobvious area of the brain receives beneficial organization through the process of reading? a) b) c) d)

hypothalamus visual cortex basal ganglia amygdala

Answer: B Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-50. Which type of thinking makes use of cognitive skills and strategies to increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully? a) encoding b) metamemory c) critical thinking d) information processing Answer: C

Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

6-51. Edweena is told that more Oldsmobiles are sold currently in the United States than Hondas, Fords, Toyotas, and Chevrolets combined. She not only accepts this statement but repeats it to her friends, family, and teachers. Given that Oldsmobiles haven‘t been manufactured since 2004, what important skill has Edweena neglected to apply? a) critical thinking b) metamemory c) metacognition d) code-based processing Answer: A Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-52. Wilson is told that all dogs descended from wolves. ―Hmm,‖ he replied, ―so that means that puppies should show a preference for staying in packs and for eating meat.‖ What important skill has Wilson successfully applied to the information he received? a) code-based processing b) metamemory c) whole-concept processing d) critical thinking Answer: D Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-53. Danica is told that red wine is best served at body temperature, about 96 degrees Fahrenheit. ―I don‘t know much about wine,‖ she replied, ―but that seems a little warm to me.

I‘m going to double-check that information with my cousin Luther, the sommelier.‖ What important skill is Danica demonstrating? a) metacognition b) critical thinking c) whole-concept processing d) metamemory Answer: B Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-54. Which principle is an ingredient of critical thinking? a) having an accepting disposition b) challenging assumptions c) being argumentative d) seeking confirmatory examples of a claim Answer: B Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-55. Which principle is an ingredient of critical thinking? a) recognizing the context of information b) acknowledging the prestige of an authority c) accepting assumptions d) being argumentative Answer: A Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-56. Which principle is an ingredient of critical thinking? a) being argumentative b) accepting assumptions c) seeking confirmatory examples of a claim d) exploring alternative explanations Answer: D Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-57. Which principle is an ingredient of critical thinking? a) determining factual accuracy b) having an accepting disposition c) seeking confirmatory examples of a claim d) acknowledging the prestige of an authority Answer: A Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-58. Which statement best describes how humans engage in critical thinking? a) Young children are better at critical thinking than are adolescents or adults. b) Most people are generally poor critical thinkers, but critical thinking skills can be taught. c) Most people show evidence of critical thinking skills on a regular basis. d) Critical thinking is an ―either/or‖ proposition; a person either can or cannot do it.

Answer: B Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

Topic: Information Processing Contributions to the Classroom Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

6-59. What is an advantage of the information processing approach compared to the approaches of Jean Piaget and Lev Vygotsky? a) The information processing approach relies on precise concepts that can be empirically tested, rather than the relatively vague concepts advanced by Piaget and Vygotsky. b) Piaget and Vygotsky insisted on controlled laboratory experiments to confirm their theoretical concepts, whereas the information processing approach embraces many forms of evidence. c) The information processing perspective takes a holistic view of cognition, rather than isolating specific aspects of cognitive processing, as Piaget or Vygotsky did. d) Piaget and Vygotsky placed too little emphasis on social and interpersonal aspects of development, whereas the information processing approach places the social context in a central role.

Answer: A Learning Objective: LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Topic: Reconsidering the Information Processing Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-60. With which slogan would an information processing theorist be most likely to agree? a) ―not possible until age 3‖ b) ―emotion rather than cognition‖ c) ―quantitative beats qualitative‖ d) ―thinking stops at age 15‖ Answer: C Learning Objective: LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Topic: Reconsidering the Information Processing Perspective Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

ESSAY QUESTIONS 6-61. Describe how the information processing approach to cognitive development utilizes computer metaphors.

Answer: A good answer would include the following key points:  Information processing approaches highlight the roles of encoding, storage, and retrieval of information. These activities are analogous to different aspects of a digital computer.  Encoding can be thought of as a computer‘s keyboard or other input system, allowing information to be entered into a processing system.  Storage is like a computer‘s hard drive, where information is retained.  Retrieval is analogous to software that accesses information for further use.

Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-62. Provide an example of an automatic process, and explain why automatization of cognitive tasks is beneficial.

Answer: A good answer would include the following key points:  Automatization refers to the degree to which an activity requires attention.  When a process can be performed successfully without conscious awareness, it is said to be automatic.  For many adults, driving a car while conversing, listening to the radio, or navigating busy streets is an automatic process. Attention does not need to be consciously devoted to moving the steering wheel or applying the brakes; these actions occur outside of awareness.  Automatization is an important developmental skill. The extent to which a child can acquire information or perform tasks without needing to apply devoted attention means that those processes can run smoothly and efficiently in the background.

Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-63. Describe the three types of memory found in Richard Atkinson and Richard Shiffrin‘s model of cognitive architecture. How is each related to development during middle age?

Answer: A good answer would include the following key points:

     

The sensory store is the initial, momentary storage of information, recorded by the sensory system as a raw, meaningless stimulus.

Short-term memory holds information for fifteen to twenty-five seconds.

If the information is rehearsed, it then moves into long-term memory, where it is stored on a relatively permanent basis.

Neither sensory nor short-term memory show any weakening during middle age.

Declines in long-term memory have been documented, but the reasons could be due to inefficient storage and retrieval; encoding is unaffected, but locating the information and getting it back out may be problematic.

Overall, memory declines in middle adulthood are fairly minor.

Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

Topic: Cognitive Architecture: The Three-System Approach Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6-64. Explain what mnemonics are and how they can be used to improve memory.

Answer: A good answer would include the following key points:  Mnemonics are formal strategies for organizing material in ways that make it easier to remember. There are various strategies for making this happen.  Organization: Using a date book, Post-It notes, and other external devices can aid recall.  Attention: Making mental notes of information to be remembered can improve recall.  Encoding specificity: Information is more likely to be recalled in environments that are similar to those in which it was initially learned  Visualization: Making mental images of ideas can help in recalling them later.  Rehearsal: Practicing or rehearsing information can substantially improve memory.

Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Topic: Memory Development and Control Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

6-65. Explain techniques that are useful and not useful when questioning children in a legal setting.

Answer: A good answer would include the following key points:  Memory is susceptible to disruption, and this is especially true for young children’s memories.  When called upon to testify, as an eyewitness to a crime or as a victim, children can be particularly vulnerable to memory errors and distortions.

    

Questioning a child as soon as possible after an event has occurred tends to lessen the possibility of memory disruption.

Specific questions should be posed, rather than vague or general questions.

Questioning a child outside of a courtroom or other institutional setting is preferable, to reduce the feelings of intimidation or fright that can result from being in a highly legalistic setting.

Some techniques, such as the use of anatomically correct dolls during questioning, are not as useful as most proponents would assume.

A questioner would do well to remember that, like most humans, children’s memories are easily influenced and subject to bias.

Learning Objective: LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Topic: Children‘s Eyewitness Testimony: Memory on Trial Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 6.1: The Basics of Information Processing 1 . EOM Q6.1.1 __________ approaches to cognitive development seek to identify the ways that individuals take in, use, and store information. a)Information processing b) Information gathering Consider This: According to this perspective, cognitive growth is similar to the way a computer program becomes more sophisticated and useful as the programmer modifies it. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. b) Data collecting Consider This: According to this perspective, cognitive growth is similar to the way a computer program becomes more sophisticated and useful as the programmer modifies it. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. c) Automatization processing Consider This: According to this perspective, cognitive growth is similar to the way a computer program becomes more sophisticated and useful as the programmer modifies it. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Answer: A Difficulty: Easy Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Skill: Understand the Concepts Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

2 . EOM Q6.1.2 The three basic aspects of information processing are encoding, storage, and __________. a)retrieval b) recitation Consider This: This is the process by which stored material is located, brought into awareness, and used. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. c) repetition Consider This: This is the process by which stored material is located, brought into awareness, and used. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. d) recall Consider This: This is the process by which stored material is located, brought into awareness, and used. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Answer: A Difficulty: Easy Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Skill: Remember the Facts

Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

3 . EOM Q6.1.3 Suppose you‘re pitching in a softball game and facing a good hitter. You remember that you struck her out with a fastball the last time she was up. You also remember that your coach told you to always try to be unpredictable, so you decide to throw a curve ball this time. In making this decision, you are primarily using your _________. a) central executive of working memory b) sensory store Consider This: You are controlling the functions of your short-term memory, coordinating the processing of material, determining problem-solving strategies, directing attention, and selecting strategies for remembering how to approach this hitter. LO 6.2 Explain how the architecture of the human information processing system functions. c) automatization Consider This: You are controlling the functions of your short-term memory, coordinating the processing of material, determining problem-solving strategies, directing attention, and selecting strategies for remembering how to approach this hitter. LO 6.2 Explain how the architecture of the human information processing system functions. d) retrieval cues Consider This: You are controlling the functions of your short-term memory, coordinating the processing of material, determining problem-solving strategies, directing attention, and selecting strategies for remembering how to approach this hitter. LO 6.2 Explain how the architecture of the human information processing system functions.

Answer: A Difficulty: Difficult Topic: Cognitive Architecture: The Three-System Approach Skill: Apply What You Know Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

4 . EOM Q6.1.4 According to the three-system model, the __________ is the initial process by which information is very briefly held before further processing. a)sensory store b) working memory Consider This: These memories are simply a cognitive representation of some stimulus, unfiltered and unevaluated. LO 6.2 Explain how the architecture of the human information processing system functions. b) short-term memory Consider This: These memories are simply a cognitive representation of some stimulus, unfiltered and unevaluated. LO 6.2 Explain how the architecture of the human information processing system functions. d) photographic memory Consider This: These memories are simply a cognitive representation of some stimulus, unfiltered and unevaluated. LO 6.2 Explain how the architecture of the human information processing system functions.

Answer: A Difficulty: Moderate Topic: Cognitive Architecture: The Three-System Approach Skill: Understand the Concepts Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

5 . EOM Q6.1.5 The key difference between information processing and Piagetian approaches to understanding cognitive development is that information processing approaches focus on __________. a)quantitative rather than qualitative changes b) a smaller and less distinct number of stages Consider This: Information processing focuses on discrete changes in ability. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development. b) infant development rather than lifelong learning Consider This: Information processing focuses on discrete changes in ability. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development. c) permanent rather than temporary changes Consider This: Information processing focuses on discrete changes in ability. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development.

Answer: A Difficulty: Difficult Topic: Comparing Information Processing Approaches to Alternative Theories of Cognitive Development Skill: Apply What You Know Learning Objective: LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development.

Module Quiz 6.2: Attention and Memory 1 . EOM Q6.2.1 Four-year-old Aoife is engaged in playing with a toy truck, while her 10-year-old brother Angus is engrossed in a book. The truck and the book are said to be different __________ stimuli for each child. a)attention-holding b) attention-getting Consider This: The truck's and the book's meaningfulness sustains attention. LO 6.4 Explain why attention is important for children's cognitive development. b) information-processing Consider This: The truck's and the book's meaningfulness sustains attention. LO 6.4 Explain why attention is important for children's cognitive development. d) cognitive-control Consider This: The truck's and the book's meaningfulness sustains attention. LO 6.4 Explain why attention is important for children's cognitive development.

Answer: A Difficulty: Moderate Topic: Attention Skill: Apply What You Know Learning Objective: LO 6.4 Explain why attention is important for children's cognitive development.

2 . EOM Q6.2.2 __________ is the ability to allocate attentional resources based on goals that one wishes to achieve. a) Planning b) Attention Consider This: Applying this process allows children to become more proficient at devising strategies for using their attention effectively. LO 6.4 Explain why attention is important for children's cognitive development. c) Control Consider This: Applying this process allows children to become more proficient at devising strategies for using their attention effectively. LO 6.4 Explain why attention is important for children's cognitive development. d) Strategy Consider This: Applying this process allows children to become more proficient at devising strategies for using their attention effectively. LO 6.4 Explain why attention is important for children's cognitive development.

Answer: A Difficulty: Easy Topic: Attention Skill: Understand the Concepts Learning Objective: LO 6.4 Explain why attention is important for children's cognitive development.

3 . EOM Q6.2.3 One plausible reason why infants appear to remember less than older children and adults is the lack of __________. a)an extensive vocabulary b) short-term memory Consider This: Children may be unable to describe the event later in life, even though it is actually in their memories, given the level of cognitive sophistication they had when the memory was formed.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. b) interesting experiences Consider This: Children may be unable to describe the event later in life, even though it is actually in their memories, given the level of cognitive sophistication they had when the memory was formed.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. c) long-term memory Consider This: Children may be unable to describe the event later in life, even though it is actually in their memories, given the level of cognitive sophistication they had when the memory was formed.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Answer: A Difficulty: Moderate Topic: Memory and Its Duration Skill: Understand the Concepts Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

4 . EOM Q6.2.4 The memory of events from one's own life, known as __________ memory, is not very accurate until after age 3. a)autobiographical b) biological Consider This: This memory ability improves throughout the course of childhood and adolescence.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. c) introspective Consider This: This memory ability improves throughout the course of childhood and adolescence.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. d) personal Consider This: This memory ability improves throughout the course of childhood and adolescence.

LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Answer: A Difficulty: Easy Topic: Memory and Its Duration Skill: Remember the Facts Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

5 . EOM Q6.2.5 According to the __________ , people are able to remember material better with age because they process information more quickly and use more effective, suitable strategies. a) operating efficiency hypothesis b) memory rehearsal effect Consider This: According to this view, memory improvements are not due to increases in the size of working memory. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. c) infantile amnesia theory

Consider This: According to this view, memory improvements are not due to increases in the size of working memory. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. d) metamemory proposal Consider This: According to this view, memory improvements are not due to increases in the size of working memory. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Answer: A Difficulty: Moderate Topic: Memory Development and Control Skill: Understand the Concepts Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Module Quiz 6.3: Applying Information Processing Approaches 1 . EOM Q6.3.1 Which strategy has been shown to increase the accuracy of children‘s recollections, if it is necessary to question them for legal purposes? a) Question children as soon as possible after the event. b) Use a formal, official setting for conducting the questioning.

Consider This: Specific questions asked in a nonthreatening setting elicit the most trustworthy results.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. c) Allow children a few hours to calm down before questioning.

Consider This: Specific questions asked in a nonthreatening setting elicit the most trustworthy results.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. d) Use general, open-ended questions to enable children to answer freely.

Consider This: Specific questions asked in a nonthreatening setting elicit the most trustworthy results.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Answer: A Difficulty: Moderate Topic: Children‘s Eyewitness Testimony: Memory on Trial Skill: Understand the Concepts Learning Objective: LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

2 . EOM Q6.3.2 Compared with whole-language approaches to reading instruction, code-based approaches focus more on __________. a) sounding out letters and words to discover their meaning b) using context to figure out the meaning of a word or sentence Consider This: Research clearly indicates that code-based approaches are superior to whole-language approaches. LO 6.8 Apply insights from information processing theory to classroom instruction. c) reading natural-language stories and other resources in class Consider This: Research clearly indicates that code-based approaches are superior to whole-language approaches. LO 6.8 Apply insights from information processing theory to classroom instruction. d) reading out loud to the teacher or the whole class Consider This: Research clearly indicates that code-based approaches are superior to whole-language approaches. LO 6.8 Apply insights from information processing theory to classroom instruction.

Answer: A Difficulty: Moderate Topic: Information Processing Contributions to the Classroom Skill: Understand the Concepts Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

3 . EOM Q6.3.3 Which activity is an example of a critical thinking skill? a) identifying and questioning assumptions in statements b) using intuition to provide simple answers to complex questions

Consider This: Critical thinking makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully. LO 6.8 Apply insights from information processing theory to classroom instruction. c) memorizing spellings of a list of words Consider This: Critical thinking makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully. LO 6.8 Apply insights from information processing theory to classroom instruction. d) following directions to a location Consider This: Critical thinking makes use of cognitive skills and strategies that increase the likelihood of solving problems, forming inferences, and making decisions appropriately and successfully. LO 6.8 Apply insights from information processing theory to classroom instruction.

Answer: A Difficulty: Moderate Topic: Information Processing Contributions to the Classroom Skill: Apply What You Know Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

4 . EOM Q6.3.4 Proponents of the information processing perspective would argue that Piagetian concepts such as assimilation or accommodation, or Vygotsky‘s notions of a zone of proximal development, _________. a) are relatively vague and not subject to rigorous scientific testing b) map on well to concepts such as working memory, sensory storage, or autobiographical memory Consider This: Information processing theorists emphasize quantitative gains in cognitive abilities over time. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. c) form the theoretical basis for their own approach Consider This: Information processing theorists emphasize quantitative gains in cognitive abilities over time. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. d) are simply variations on the attention allocation hypothesis Consider This: Information processing theorists emphasize quantitative gains in cognitive abilities over time. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Answer: A Difficulty: Moderate Topic: Reconsidering the Information Processing Perspective Skill: Understand the Concepts Learning Objective: LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

5 . EOM Q6.3.5 Compared with other approaches, the information processing approach pays more attention to __________. a) the workings of memory, attention, and other mental activities b) drawing a comprehensive picture of child development Consider This: This approach relies on well-defined processes that can be tested by research studies with relative precision. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. c)social and cultural factors in development

Consider This: This approach relies on well-defined processes that can be tested by research studies with relative precision. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. d) interior human processes, such as hopes and aspirations Consider This: This approach relies on well-defined processes that can be tested by research studies with relative precision. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Answer: A Difficulty: Moderate Topic: Reconsidering the Information Processing Perspective Skill: Understand the Concepts Learning Objective: LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Chapter 6 Quiz: Cognitive Growth: Information Processing Approaches 1 . EOC Q6.1 __________ is the process by which information is initially recorded in a form usable to memory. a) Encoding b) Recall Consider This: Attention is a key part of this process. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. c) Assessment Consider This: Attention is a key part of this process. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. d) Application Consider This: Attention is a key part of this process. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Answer: A Difficulty: Easy Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Skill: Remember the Facts Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

2 . EOC Q6.2 Without relying on conscious thought, children develop the ability to link together different stimuli that occur simultaneously, thereby developing an understanding of concepts. This process is an example of __________. a) automatization b) storage Consider This: This refers to the degree to which an activity requires attention. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. c) processing Consider This: This refers to the degree to which an activity requires attention. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists. d) encoding Consider This: This refers to the degree to which an activity requires attention. LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

Answer: A Difficulty: Moderate Topic: Encoding, Storage, and Retrieval: The Foundations of Information Processing Skill: Understand the Concepts Learning Objective: LO 6.1 Describe how information is taken in, held, and used, according to information processing theorists.

3 . EOC Q6.3 According to the three-system model, it is in __________ that thoughtful, deliberate information processing first takes place. a) short-term memory b) the sensory store Consider This: It is the limited-capacity memory component in which selected input from the memory store is worked on. LO 6.2 Explain how the architecture of the human information processing system functions.

c)retrieval Consider This: It is the limited-capacity memory component in which selected input from the memory store is worked on. LO 6.2 Explain how the architecture of the human information processing system functions. d) long-term memory Consider This: It is the limited-capacity memory component in which selected input from the memory store is worked on. LO 6.2 Explain how the architecture of the human information processing system functions.

Answer: A Difficulty: Moderate Topic: Cognitive Architecture: The Three-System Approach Skill: Understand the Concepts Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

4 . EOC Q6.4 __________ are stimuli, such as words, images, smells, or sounds, that people use to search and locate information stored in long-term memory. a) Retrieval cues b) Mnemonics Consider This: These are like a library's catalog; they guide people to the location of a specific memory. LO 6.2 Explain how the architecture of the human information processing system functions. c) Information chunks Consider This: These are like a library's catalog; they guide people to the location of a specific memory. LO 6.2 Explain how the architecture of the human information processing system functions. d) Memory modules Consider This: These are like a library's catalog; they guide people to the location of a specific memory. LO 6.2 Explain how the architecture of the human information processing system functions.

Answer: A Difficulty: Moderate Topic: Cognitive Architecture: The Three-System Approach Skill: Remember the Facts Learning Objective: LO 6.2 Explain how the architecture of the human information processing system functions.

5 . EOC Q6.5 Which statement summarizes the key principle of information processing theories of development? a) With age and practice, children's thinking gradually becomes more sophisticated. b) The quality of children's thinking changes significantly and suddenly as they develop.

Consider This: Information processing approaches attribute cognitive development to gradual, continuous improvements in the ways children perceive, understand, and remember information. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development. c) Cognitive development in children is linked to distinct stages.

Consider This: Information processing approaches attribute cognitive development to gradual, continuous improvements in the ways children perceive, understand, and remember information. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development. d) Developmental changes in children are more qualitative than quantitative.

Consider This: Information processing approaches attribute cognitive development to gradual, continuous improvements in the ways children perceive, understand, and remember information. LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development.

Answer: A

Difficulty: Moderate Topic: Comparing Information Processing Approaches to Alternative Theories of Cognitive Development Skill: Understand the Concepts Learning Objective: LO 6.3 Compare the information processing approaches to Piaget's theory of cognitive development.

6 . EOC Q6.6 Attention-getting stimuli are _________, whereas attention-holding stimuli ___________ . a) fairly constant; vary across the life span b) less common in early childhood; more common in late adulthood Consider This: What people attend to and how long they attend to it are largely a result of the nature of the stimuli in the environment and the alternatives that are available. LO 6.4 Explain why attention is important for children's cognitive development. c) related to long-term memory; affect sensory storage Consider This: What people attend to and how long they attend to it are largely a result of the nature of the stimuli in the environment and the alternatives that are available. LO 6.4 Explain why attention is important for children's cognitive development. d) threatening; calming, especially for infants Consider This: What people attend to and how long they attend to it are largely a result of the nature of the stimuli in the environment and the alternatives that are available. LO 6.4 Explain why attention is important for children's cognitive development.

Answer: A Difficulty: Difficult Topic: Attention Skill: Understand the Concepts Learning Objective: LO 6.4 Explain why attention is important for children's cognitive development.

7 . EOC Q6.7 Researchers generally believe that, compared to memory processing in adults, memory processing in young children is __________. a) similar b) more efficient for short-term, but less efficient for long-term, memory Consider This: Over time the kind of information being processed may change and different parts of the brain may be used. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. c) reliant on different components of memory Consider This: Over time the kind of information being processed may change and different parts of the brain may be used. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. d) qualitatively different Consider This: Over time the kind of information being processed may change and different parts of the brain may be used. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Answer: A Difficulty: Difficult Topic: Memory and Its Duration Skill: Understand the Concepts Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

8 . EOC Q6.8 Recent memory research comparing infants, children, and adults shows that __________. a) the physical trace of a memory in the brain is relatively permanent across all ages b) infants generally retrieve information from memory more quickly than the other groups Consider This: Memories are susceptible to interference from other, newer information, which may displace or block out the older information, thereby preventing its recall. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. c) unlike the other groups, only adults' memories are not subject to interference Consider This: Memories are susceptible to interference from other, newer information, which may displace or block out the older information, thereby preventing its recall. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time. d) infants generally retrieve information from memory more accurately than the other groups Consider This: Memories are susceptible to interference from other, newer information, which may displace or block out the older information, thereby preventing its recall. LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

Answer: A Difficulty: Moderate Topic: Memory and Its Duration Skill: Understand the Concepts Learning Objective: LO 6.5 Describe memory improvements during childhood and analyze how childhood memories change over time.

9 . EOC Q6.9 Theodore repeats information that he wants to recall over and over until he can recite it from memory. This is an example of __________. a) a memory control strategy b) an increase in the size of working memory Consider This: Theodore is using a conscious, intentional tactic to improve cognitive processing. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. c) the operating efficiency hypothesis Consider This: Theodore is using a conscious, intentional tactic to improve cognitive processing. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. d) the use of a memory script Consider This: Theodore is using a conscious, intentional tactic to improve cognitive processing. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Answer: A Difficulty: Moderate Topic: Memory Development and Control Skill: Apply What You Know Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

10 . EOC Q6.10 Which term refers to an individual‘s understanding of the processes that underlie memory? a) metamemory b) automatization

Consider This: This skill emerges and improves during middle childhood. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. c) script Consider This: This skill emerges and improves during middle childhood. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory. d) working memory Consider This: This skill emerges and improves during middle childhood. LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

Answer: A Difficulty: Moderate Topic: Memory Development and Control Skill: Remember the Facts Learning Objective: LO 6.6 Analyze how memory changes as people age, and describe strategies for developing and improving memory.

11 . EOC Q6.11 When questioned repeatedly, children are likely to describe with confidence events and situations that never happened. These descriptions are referred to as __________. a) false memories b) infantile distortions Consider This: The error rate for children is heightened when the same question is asked repeatedly.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. c) childhood exaggerations Consider This: The error rate for children is heightened when the same question is asked repeatedly.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. d) creative recollections Consider This: The error rate for children is heightened when the same question is asked repeatedly.

LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Answer: A Difficulty: Moderate Topic: Children‘s Eyewitness Testimony: Memory on Trial Skill: Understand the Concepts Learning Objective: 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

12 . EOC Q6.12 If an interrogator wanted to easily influence a child‘s recollection of witnessing an automobile accident, which question would be most effective? a) ―How fast do you think the first car was going when it smashed into the other one?‖ b) ―Did you see the cars bump into each other?‖ Consider This: The specific wording of questions can affect eyewitness testimony. LO 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. c) ―Do you have a driver‘s license?‖ Consider This: The specific wording of questions can affect eyewitness 6.7 Describe applications of information processing approaches to the recall of events for legal purposes. d) ―Can you tell me what you saw?‖

Consider This: The specific wording of questions can affect eyewitness 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

Answer: A Difficulty: Moderate Topic: Children‘s Eyewitness Testimony: Memory on Trial Skill: Apply What You Know Learning Objective: 6.7 Describe applications of information processing approaches to the recall of events for legal purposes.

13 . EOC Q6.13 Compared with code-based approaches to reading instruction, whole-language approaches focus more on __________. a) making context-based guesses about word meanings b) sounding out letters and words to discover meaning Consider This: The reasoning is that through a trial-and-error approach, children come to learn entire words and phrases at a time, gradually becoming proficient readers. LO 6.8 Apply insights from information processing theory to classroom instruction. c) using reading resources written specifically for beginners Consider This: The reasoning is that through a trial-and-error approach, children come to learn entire words and phrases at a time, gradually becoming proficient readers. LO 6.8 Apply insights from information processing theory to classroom instruction. d) familiarizing learners with the rules of spelling and pronunciation Consider This: The reasoning is that through a trial-and-error approach, children come to learn entire words and phrases at a time, gradually becoming proficient readers. LO 6.8 Apply insights from information processing theory to classroom instruction.

Answer: A Difficulty: Easy Topic: Information Processing Contributions to the Classroom Skill: Understand the Concepts Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

14 . EOC Q6.14 Which behavior represents a critical thinking skill? a) weighing alternative solutions to given problems b) trusting one's instincts when tackling complex questions Consider This: Critical thinking often involves not jumping to conclusions on the basis of limited facts. LO 6.8 Apply insights from information processing theory to classroom instruction. c) making context-based guesses Consider This: Critical thinking often involves not jumping to conclusions on the basis of limited facts. LO 6.8 Apply insights from information processing theory to classroom instruction. d) using the dictionary to find the meaning of a word Consider This: Critical thinking often involves not jumping to conclusions on the basis of limited facts. LO 6.8 Apply insights from information processing theory to classroom instruction.

Answer: A Difficulty: Easy Topic: Information Processing Contributions to the Classroom Skill: Understand the Concepts Learning Objective: LO 6.8 Apply insights from information processing theory to classroom instruction.

15 . EOC Q6.15

One clear advantage of information processing approaches over the approaches proposed by Jean Piaget and Lev Vygotsky is its __________. a) reliance on precise concepts that can be tested by research b) focus on the whole being, as opposed to only isolated, limited parts Consider This: Rather than relying on concepts that are relatively vague, information processing approaches provide a comprehensive, logical set of concepts. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. c) ability to take account of social and cultural factors in development Consider This: Rather than relying on concepts that are relatively vague, information processing approaches provide a comprehensive, logical set of concepts. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development. d) ability to account for intangible human processes, such as emotions Consider This: Rather than relying on concepts that are relatively vague, information processing approaches provide a comprehensive, logical set of concepts. LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

Answer: A Difficulty: Moderate Topic: Reconsidering the Information Processing Perspective Skill: Understand the Concepts Learning Objective: LO 6.9 Compare the strengths and weaknesses of the information processing approach and other approaches to cognitive development.

TOTAL ASSESSMENT GUIDE

Chapter 7 Language Development

Topic LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

LO 7.7 Describe how infant-directed speech affects children’s language development.

Remember the Facts

Understand the Concepts

Apply What You Know

Analyze It

Multiple Choice Essay

1, 3, 5, 6, 9–10

2, 7

4, 8

11

Multiple Choice

14, 19, 21–22, 24–25

17

12, 13, 16, 18, 20, 23, 26

15

28–31, 34–35

32, 36

33

27

41

Essay Multiple Choice Essay

63

Multiple Choice Essay

42

37, 39–40, 43

38

Multiple Choice

45–47, 49

48, 50–51

44

Essay

Multiple Choice

64

52

Essay Multiple Choice Essay

53

55

65 56

57–58 66

54

TOTAL ASSESSMENT GUIDE

Chapter 7 Language Development

Topic LO 7.8 Explain how socioeconomic status influences language development in children.

LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Remember the Facts Multiple Choice Essay Multiple Choice Essay

Understand the Concepts

Apply What You Know

Analyze It

59 67 60–62

Chapter 7 Language Development MULTIPLE CHOICE 7-1. __________ is the systematic, meaningful arrangement of symbols for the purposes of communication. a) b) c) d)

Memory Cognition Language Information processing

Answer: C Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-2. The sounds ―t,‖ ―th,‖ and ―sh‖ are ________. a) b) c) d)

syntax semantics morphemes phonemes

Answer: D Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-3. Which term refers to the smallest language unit that has meaning? a) b) c) d)

morpheme phonology letter symbol

Answer: A Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-4. You are learning Russian in preparation for a trip next summer. You have gotten to the point where you can sound out the words written in the Cyrillic alphabet, but you do not understand what any of the words mean. Which element of the Russian language will you need to start learning next? a) phonology b) syntax c) phonemes d) morphemes Answer: B Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-5. The ability to understand speech is also known by which term? a) b) c) d)

phonology comprehension audition production

Answer: B Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-6. The ability to use language to communicate is also known by which term?

a) b) c) d)

phonological morphology linguistic comprehension fluency linguistic production

Answer: D Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-7. Which general rule governs the pace of language production and language comprehension? a) b) c) d) a

Comprehension precedes production.

Production and comprehension develop at the same rate over time.

Production precedes comprehension.

No predictable link has been established between production and comprehension for given individual.

Answer: A Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-8. L‘Dante‘s mother notices that he makes a variety of sounds including cooing, crying, gurgling, and murmuring, along with facial expressions, gestures, imitation, and other nonlinguistic signals. What is L‘Dante demonstrating? a) b) c) d)

phonology morphology semantics prelinguistic communication

Answer: D Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Moderate

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-9. ________ is the term developmentalists use to describe a baby‘s speech-like but meaningless sounds. a) b) c) d)

Cooing Babbling Gurgling Murmuring

Answer: B Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-10. At what age does babbling first appear? a) b) c) d)

10 to 12 months 4 to 6 months 2 to 3 months 1 to 2 months

Answer: C Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-11. Given that babbling is a universal phenomenon, what does that suggest about the origins of language production? a) b) c) d) Answer: D

All languages must have developed from a wordless ―proto-language.‖ Language is a culturally learned phenomenon.

Language development should follow an unpredictable developmental sequence.

Language production may have an innate basis in humans.

Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Topic: The Fundamentals of Language and Prelinguistic Communication Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7-12. As a young toddler, Ricchetta‘s use of language is very efficient. When she wants a treat, Ricchetta doesn‘t say, ―I want a cookie, please.‖ Instead, she says, ―Cookie,‖ and her dad gets one for her. Which stage of language acquisition is Ricchetta exhibiting? a) b) c) d)

pragmatics semantics holophrases cooing

Answer: C Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-13. Dieter has started using his first words to communicate. Statistically, how old is Dieter likely to be? a) b) c) d)

2 years 14 months 8 months 6 months

Answer: B Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-14. What typically happens to a child‘s vocabulary between the ages of 16 and 24 months? a) The process of cooing and babbling begins. b) Vocabulary increases from about 50 to 400 words. c) Vocabulary increases from about 1,000 to 5,000 words.

d) Language use drops to near-zero, during a ―vocabulary latency‖ period.

Answer: B Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-15. Which order shows the correct sequence of language acquisition stages? a) holophrases, babbling, cooing, sentences b) cooing, babbling, holophrases, sentences c) babbling, holophrases, sentences, cooing d) babbling, cooing, holophrases, sentences Answer: B Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7-16. Allison is sitting in her high chair while her father prepares her dinner. Allison tries to get her father‘s attention by saying ―eat‖ and ―cookie.‖ What are Allison‘s words an example of? a) b) c) d)

syllogisms phonemes morphemes holophrases

Answer: D Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-17. Which kind of speech omits noncritical words in a sentence? a) holophrasic b) telegraphic

c) phonemic d) semantic Answer: B Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-18. Armando calls his favorite blanket a ―blankie.‖ When he sees other blankets in the house, however, he does not refer to them as a ―blankie‖ because he uses that name only for his favorite blanket. What is Armando demonstrating with his speech? a) b) c) d)

underextension overextension referential style holophrasing

Answer: A Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-19. Which term refers to the overly restrictive use of words, common among children just mastering spoken language? a) b) c) d)

holographic speech referential style overextension underextension

Answer: D Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-20. When Jana is riding in the car with her parents, she occasionally points at passing vehicles and calls out ―see cars,‖ even though some of the vehicles are buses and trucks. What is Jana‘s speech an example of? a) b) c) d)

overextension rehearsal phonemic fluency self-awareness

Answer: A Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-21. Which term describes the overly broad use of words, including overgeneralizing their meaning? a) b) c) d)

referential style overextension expressive style telegraphic speech

Answer: B Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-22. Which term describes a style of communicating in which language is used primarily to label objects? a) b) c) d)

semantic style underextended style referential style overextended style

Answer: C Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-23. Renaldo and Clara spend considerable time with their baby, teaching her to say what she wants and to tell her parents how she feels. What is this style of speech called? a) b) c) d)

expressive underextension overextension referential

Answer: A Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-24. Which term refers to a style of communication in which language is used primarily to convey feelings and needs related to oneself and others? a) b) c) d)

phonemic recursive referential expressive

Answer: D Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-25. How do mothers in the United States compare to mothers in Japan in the styles of speech they use with their children? a) Mothers in the United States tend to use an overextended style, whereas mothers in Japan tend to use an underextended style of speech. b) Mothers in the United States tend to use an expressive style, whereas mothers in Japan tend to use a referential style of speech.

c) Mothers in the United States tend to use an underextended style, whereas mothers in Japan tend to use an overextended style of speech. d) Mothers in the United States tend to use a referential style, whereas mothers in Japan tend to use an expressive style of speech.

Answer: D Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-26. Annika is teaching her baby to speak by learning the names of lots of familiar and different objects that the baby sees. Which style of speech is Annika advocating? a) expressive b) underextended c) overextended d) referential Answer: D Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-27. The sentence, ―Colorless freedom fumigates intensely‖ has ________. a) proper syntax but poor semantics b) proper syntax and good semantics c) improper syntax and poor semantics d) improper syntax but good semantics Answer A Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-28. By age 6, how large is the vocabulary of an average child?

a) 1,500 to 3,000 words b) 7,000 to 7,500 words c) 8,000 to 14,000 words d) 23,000 to 30,000 words Answer: C Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-29. Which term describes instances in which new words are associated with their meaning after only a brief encounter? a) encoding b) egocentric speech c) fast mapping d) private speech Answer: C Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-30. Which term describes the system of rules that determines how our thoughts can be expressed? a) egocentric speech b) fast mapping c) private speech d) grammar Answer: D Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-31. At approximately what age can a child first follow the principles of grammar most of the time? a) 3 years of age b) 4 years of age c) 5 years of age d) 6 years of age Answer: A Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-32. When a person is communicating effectively and appropriately with others, the person is following the general rules of __________. a) morphemes b) fast mapping c) pragmatics d) private speech Answer: C Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-33. Sandi asks her teacher, ―Can I go to the bathroom?‖ to which the teacher replied, ―I don‘t know, can you?‖ Sandi‘s teacher was purposely ignoring the ___________ of Sandi‘s question to make a point about language use. a) syntax b) pragmatics c) grammar d) morphemes

Answer: B Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-34. When young children use speech that is spoken aloud and directed toward themselves, it is generally identified as __________. a) scaffolded speech b) syntactic resonance c) fast mapping d) private speech Answer: D Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-35. Which term is used for speech directed toward another person and meant to be understood by that person? a) social speech b) pragmatics c) syntax d) private speech Answer: A Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-36. Before the age of 3, most children are unable to effectively demonstrate __________ speech. a) pragmatic

b) private c) egocentric d) social Answer: D Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Topic: Language Advances During the Preschool Years Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-37. The vocabulary of a typical 6-year-old child is from 8,000 to 14,000 words, although that vocabulary grows by another __________ words between the ages of 9 and 11. a) b) c) d)

2,000 5,000 8,000 12,000

Answer: B Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-38. Alesander is 6 years old, and although he pronounces most words clearly, he has difficulty pronouncing ―j,‖ ―v,‖ ―th,‖ and ―zh‖ sounds, which are examples of __________. a) b) c) d)

metalinguistics phonemes word blends morphemes

Answer: B Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-39. When school-age children understand the rules of language indicating how words and phrases can be combined to form sentences, they have grasped the concept of __________. a) b) c) d)

metalinguistic skills metacognition syntax metamemory

Answer: C Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-40. When school-age children become more competent with the rules governing the use of language to communicate in a given social setting, they are demonstrating knowledge of __________. a) b) c) d)

pragmatics semantics phonemes metalinguistic awareness

Answer: A Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-41. The sentences ―I‘m SO thrilled to be here,‖ ―I‘m so THRILLED to be here,‖ ―I‘m so thrilled to be HERE,‖ and ―I‘M so thrilled to be here‖ differ in __________. a) b) c) d)

syntax grammar phonemes intonation

Answer: D Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7-42. Which term refers to a person‘s understanding of their own use of language? a) b) c) d)

metamemory comprehension metalinguistic awareness receptive communication

Answer: C Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-43. Children rely on __________ when information is fuzzy or incomplete, such as asking for clarifications of information. a) b) c) d)

metacognitive skills metalinguistic awareness pragmatics syntax

Answer: B Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Topic: Language Development During Middle Childhood: Mastering Language Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-44. Almost every time Piotr articulates the word ―da,‖ his father picks him up with joyful smiles, and praises his son for trying to say ―dad.‖ The father‘s behavior reinforces Piotr‘s behavior. Which theory of language acquisition is this an example of? a) b) c) d)

learning theory approach universal grammar nativist approach infant-directed speech

Answer: A Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-45. Which theory proposes that language acquisition follows the basic laws of reinforcement, shaping, and successive approximations toward a desired state? a) b) c) d)

nativist approach learning theory approach universal grammar infant-directed speech

Answer: B Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-46. Which theorist proposed the nativist approach and universal grammar to explain how children learn their language skills? a) b) c) d)

B.F. Skinner Benjamin Lee Whorf Noam Chomsky Lev Vygotsky

Answer: C Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-47. Which theory proposes that a genetically determined, innate mechanism directs language development? a) learning theory approach

b) the relativistic hypothesis c) universal grammar d) nativist approach Answer: D Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-48. The notion that all of the world‘s languages share a similar underlying structure is summarized in which concept? a) b) c) d)

universal grammar reactionist pragmatics language division analysis cultural-learning theory

Answer: A Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-49. Which term refers to a neural system of the brain hypothesized to permit understanding of language? a) b) c) d)

nativist understanding device (NUD) language-acquisition device (LAD) speech unit generator (SUG) universal grammar heuristic (UGH)

Answer: B Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-50. Which of Noam Chomsky‘s linguistic concepts relates to how the human brain is uniquely and genetically predisposed to comprehend and produce language? a) b) c) d)

infant-directed speech nativist retrieval language-acquisition device universal grammar

Answer: C Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-51. Which theory of language acquisition combines several schools of thought to propose that language development is produced through a combination of genetically predetermined predispositions and environmental circumstances? a) b) c) d)

universal grammar interactionist perspective learning theory approach language-attainment hypothesis

Answer: B Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-52. The __________ states that language can shape and possibly determine the way people from various cultures perceive the world. a) pragmatic speech theory b) interactionist perspective c) nativist position d) linguistic-relativity hypothesis Answer: D Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Topic: How Are Language and Thought Related?

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-53. Which theorist proposed the linguistic relativity hypothesis? a) b) c) d)

Lev Vygotsky Jean Piaget Noam Chomsky Benjamin Lee Whorf

Answer: D Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Topic: How Are Language and Thought Related?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-54. What general conclusion can be drawn correctly from the research evidence linking language and thought? a) Language shapes thought. b) Thought shapes language. c) Language and thought influence one another. d) Language shapes thought, thought shapes language, and language and thought influence one another.

Answer: D Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Topic: How Are Language and Thought Related?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7-55. A famous lecturer argues that because the Arossagunticook Native Americans have only two nouns for things that fly, one for birds and another for nonbirds, the Arossagunticook MUST interpret all flying things in terms of these two nouns. This argument is based on ________. a) underextension b) fast mapping c) the nativist approach to language acquisition d) the linguistic-relativity hypothesis

Answer: D Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Topic: How Are Language and Thought Related?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-56. Which type of speech typically is directed toward infants and characterized by short, simple sentences? a) b) c) d)

infant-directed speech universal grammar natural holography babbling

Answer: A Learning Objective: LO 7.7 Describe how infant-directed speech affects children‘s language development.

Topic: The Language of Infant-Directed Speech Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-57. Rebecca wants her baby to stop playing and crawl across the room to her. Rebecca uses the short phrase ―Come to Mommy‖ to prompt her baby. What is this an example of? a) b) c) d)

retroactive speech universal grammar morphology infant-directed speech

Answer: D Learning Objective: LO 7.7 Describe how infant-directed speech affects children‘s language development.

Topic: The Language of Infant-Directed Speech Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-58. A child is asked, ―Do you want to play with your blankie, your dolly, or your kitty?‖ Based on well-documented findings, what is the sex of the child receiving this message? a) a boy

b) a girl c) equally likely to be a girl or a boy d) there is no evidence that it should be either a girl or a boy Answer: B Learning Objective: LO 7.7 Describe how infant-directed speech affects children‘s language development.

Topic: The Language of Infant-Directed Speech Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-59. Based on research linking socioeconomic status and language use, what recommendation should be made to parents when speaking to their children? a) Children should initiate conversations with their parents, focusing on their feelings and needs. b) Parents should speak to their children often, using varied language. c) Parents should use a small vocabulary, repeating the same words each day in the same contexts. d) Children should be spoken to only when necessary, to encourage them to develop their own language skills independently.

Answer: B Learning Objective: LO 7.8 Explain how socioeconomic status influences language development in children.

Topic: The Links Between Language Development and Poverty Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

7-60. Which term refers to the ability to communicate in more than one language? a) pragmatics b) bilingualism c) syntax d) metalinguistics Answer: B Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Topic: English Language Learners: Bilingual Education versus Immersion Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-61. When non-English speaking children are initially taught in their native language, while at the same time learning English, the technique is called __________. a) b) c) d)

bilingualism bilingual education pragmatics metalinguistics

Answer: B Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Topic: English Language Learners: Bilingual Education versus Immersion Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

7-62. Because they have a wider range of linguistic possibilities to select from, children who are __________ tend to show more cognitive flexibility than their peers. a) b) c) d)

low in socioeconomic status native language speakers deaf bilingual

Answer: D Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Topic: English Language Learners: Bilingual Education versus Immersion Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 7-63. Describe the sequence of language development during a child‘s first two years, and give an example of each type of communication. Why does this sequence develop in this way?

Answer: A good answer would include the following key points:  Language begins with prelinguistic communication. Before an infant can speak, she or he nonetheless makes vocalizations that have communicative power. For example, cooing, crying, gurgling, murmuring, and other noises are often made in response to relevant environmental stimulation.  Babbling next takes place, around the age of 2 to 3 months. An infant repeating “bee-beebee-ba-ba-bee-bee-ba” would be an example.  First words are usually spoken around the age of 10 to 14 months, although they could be earlier or later in particular children. Single words, such as “kitty” or “Dada,” predominate until about 18 months of age.  Holophrases represent the next stage, where single words signify entire concepts. “Ma” for “I want my mother to come near me now” would be an example.  Two-word sentences appear at about 18 months, followed by telegraphic speech a little later.  The progression outlined here is logical. Infants can’t start communicating with full, grammatically correct sentences, but rather must build on a steady platform of advances: sounds, to words, to communicative words, to two-word utterances, to sentences. All the while, vocabulary is growing at a fabulous pace, and linguistic production advances steadily over this period.

Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Topic: First Words: The Production of Speech Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-64. Summarize three major theories of language acquisition, noting the strengths and weaknesses of each.

Answer: A good answer would include the following key points:  The learning theory approach suggests that language is acquired in the same way as any other behavior: through reinforcement, conditioning, shaping, and so on. It certainly is true that a wide variety of social behaviors are molded following learning principles, and it is also true that reinforcement of grammatical and syntactic rules can shape language use. However, reinforcement is an unlikely method of generating the infinite variety of language constructions people use, especially forms of grammar that take shape spontaneously.  The nativist approach argues that humans are born with a language acquisition device, a theoretical construct for detecting, using, and applying a universal grammar. Strong evidence in support of this position comes from cross-cultural, cross-species, and



developmental evidence. However, the existence of and clear specification of the parameters of a language acquisition device or a universal grammar weakens this position.

An intermediate position is adopted by the interactionist view, which holds that innate linguistic capabilities are shaped within an environmental context. As with many perspectives on development, this intermediate view likely holds the majority of the truth.

Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Topic: Language Acquisition Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

7-65. Explain why the relationship between language and thought is reciprocal, and give examples of research evidence to support each direction of causality.

Answer: A good answer would include the following key points:  Linguist Benjamin Lee Whorf proposed that language shapes thought, a controversial position spurred by his anecdotal claims that members of different cultures conceptualize their worlds differently through language use.  Nonetheless, there is some evidence for this position. For example, language provides categories, which in turn help children structure, predict, and anticipate events in their world, thereby influencing their thought processes.  The opposing view, that thought influences language, was held by thinkers such as Jean Piaget, and is equally controversial.  Evidence in favor of this position comes from cross-cultural research and studies of prelinguistic children. People‘s ability to categorize and perceive aspects of their cultural environment, in absence of language, illustrates that some forms of thinking precede language.  The balanced view that language and thought influence one another is held by the majority of thinkers in this area, and is also supported by research evidence.  For example, thoughts are pretty difficult to communicate without some kind of language system, making the think-first-then-communicate direction quite plausible. Conversely, greater language facility typically spurs greater cognitive ability, as new concepts and new ways of describing them are mastered.

Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Topic: How Are Language and Thought Related?

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-66. Explain the differences in infant-directed speech in various cultures.

Answer: A good answer would include the following key points:  Although words differ across languages, the way that words are spoken to infants shows a high degree of cross-cultural similarity.  Six of the ten most frequent major characteristics of speech directed at infants used by native speakers of English and Spanish are common to both languages.  These include exaggerated intonation, high pitch, lengthened vowels, repetition, lower volume, and heavy stress on certain words.  Mothers with hearing loss use a form of infant-directed speech when communicating with their infants because they use sign language at a significantly slower tempo than when communicating with adults, and they frequently repeat the signs.

Learning Objective: LO 7.7 Describe how infant-directed speech affects children‘s language development.

Topic: The Language of Infant-Directed Speech Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7-67. Summarize how living in poverty affects language development.

Answer: A good answer would include the following key points:  









In an influential study conducted in the 1990s, researchers examined the language used over a two-year period by a group of parents of varying levels of affluence as they interacted with their children.

Examining 1,300 hours of everyday interactions between parents and children, the researchers found that the greater the affluence of the parents, the more they spoke to their children. Ultimately, the researchers claimed that, on average, children from lowerincome families hear thirty million fewer words than children from middle-class families during the early years of life.

More recent research, however, comes to a different conclusion. In a study that sought to extend the previous findings, researchers used a more expansive definition of language exposure, including not only the words used by parents of preschoolers but also other caretakers and adults in the children’s environment.

The socioeconomic status of the parents did not uniformly relate to the number of words to which preschoolers are exposed. This suggests that even children raised in relatively poorer households are exposed to language at the same rates as those raised in more affluent households.

Although the number of words spoken to preschoolers does not seem to be systematically related to household socioeconomic status, an increasing body of evidence has found that family income and poverty do have powerful consequences for children’s general cognitive development and behavior.

For example, by age 5, children raised in poverty tend to score lower on intelligence tests and perform less well on other measures of cognitive development than children raised in affluence. Furthermore, the longer children live in poverty, the more severe the consequences.

Learning Objective: LO 7.8 Explain how socioeconomic status influences language development in children.

Topic: The Links Between Language Development and Poverty Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 7.1: The Course of Language Development 1 . EOM Q7.1.1 The basic sounds of language that can be combined to produce words and sentences are called __________. a) phonemes b) comprehensives Consider This: Examples of this are the "a" in "mat" and the "a" in "mate." LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. c) semantics Consider This: Examples of this are the "a" in "mat" and the "a" in "mate." LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. d) morphemes Consider This: Examples of this are the "a" in "mat" and the "a" in "mate." LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Answer: A Difficulty: Easy Topic: The Fundamentals of Language and Prelinguistic Communication Skill: Remember the Facts Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

2 . EOM Q7.1.2 __________ is a universal phenomenon in which infants spontaneously produce all of the sounds from every language. a) Babbling b) Phonemic speech Consider This: This behavior involves making speechlike but meaningless sounds. LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. c) Telegraphic speech Consider This: This behavior involves making speechlike but meaningless sounds. LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. d) Cooing Consider This: This behavior involves making speechlike but meaningless sounds. LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Answer: A Difficulty: Moderate Topic: The Fundamentals of Language and Prelinguistic Communication Skill: Remember the Facts Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

3 . EOM Q7.1.3

As a young toddler, MaKenna‘s use of language is very efficient. When she wants a treat, MaKenna doesn‘t say, ―I want a cookie, please.‖ Instead, she says, ―Cookie‖ and her dad gets one for her. Which stage of language development is MaKenna exhibiting? a) holophrases b) babbling Consider This: For instance, a child may use the word "toy" to mean different things, depending on the context. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults. c) semantics Consider This: For instance, a child may use the word "toy" to mean different things, depending on the context. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults. d) pragmatics Consider This: For instance, a child may use the word "toy" to mean different things, depending on the context. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Answer: A Difficulty: Moderate Topic: First Words: The Production of Speech Skill: Apply What You Know Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

4 . EOM Q7.1.4 __________, in which new words are associated with their meaning after only a brief encounter, is responsible for the 14,000-word vocabulary of the average 6-year-old. a) Fast mapping b) Overextension Consider This: This phenomenon accounts for enormous leaps in children's vocabulary. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. c) Pragmatics Consider This: This phenomenon accounts for enormous leaps in children's vocabulary. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. d) Telegraphic comprehension Consider This: This phenomenon accounts for enormous leaps in children's vocabulary. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Answer: A Difficulty: Moderate Topic: Language Advances During the Preschool Years Skill: Understand the Concepts Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

5 . EOM Q7.1.5 Clarence tells his mother that he purposefully tries to use smaller words with his little brother than he does with his older brother. This is an example of __________. a) metalinguistic awareness

b) private speech Consider This: Clarence has an understanding of his own use of language. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works. c) telegraphic speech Consider This: Clarence has an understanding of his own use of language. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works. d) holophrases Consider This: Clarence has an understanding of his own use of language. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Answer: A Difficulty: Difficult Topic: Language Development During Middle Childhood: Mastering Language Skill: Apply What You Know Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Module Quiz 7.2: The Origins of Language Development 1 . EOM Q7.2.1 Shaping, correction, reinforcement, and conditioning are the fundamental principles underlying the ___________ to explaining language acquisition. a) learning theory approach b) linguistic-relativity theory Consider This: In principle arguments demonstrate that this account of language acquisition is insufficient at best, and most likely incorrect. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) universal grammar theory Consider This: In principle arguments demonstrate that this account of language acquisition is insufficient at best, and most likely incorrect. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) innate skill approach Consider This: In principle arguments demonstrate that this account of language acquisition is insufficient at best, and most likely incorrect. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Easy Topic: Language Acquisition Skill: Understand the Concepts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

2 . EOM Q7.2.2 The __________ approach to language acquisition posits that people are born with the innate capacity to use language, which emerges as they mature. a) nativist b) reinforcement Consider This: Noam Chomsky proposed this theory. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) relativist Consider This: Noam Chomsky proposed this theory. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) interdependent Consider This: Noam Chomsky proposed this theory. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Moderate Topic: Language Acquisition Skill: Understand the Concepts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

3 . EOM Q7.2.3 What do the learning theory approach and the interactionist approach to language development have in common? a) Both approaches emphasize the importance of the environment on language development. b) Both approaches emphasize the importance of biology on language development.

Consider This: Many theories might have a piece of the truth while lacking a comprehensive explanation. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) Both terms can be used interchangeably to represent the same approach.

Consider This: Many theories might have a piece of the truth while lacking a comprehensive explanation. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) These two approaches do not have anything in common.

Consider This: Many theories might have a piece of the truth while lacking a comprehensive explanation. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Difficult Topic: Language Acquisition Skill: Understand the Concepts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

4 . EOM Q7.2.4 The __________ hypothesis suggests that language provides categories that help children construct perceptions of people and events in their surroundings. a) linguistic-relativity b) environmental-interactionist Consider This: This theory proposes that language shapes and may even determine the way people of a particular culture perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. c) language-interdependence Consider This: This theory proposes that language shapes and may even determine the way people of a particular culture perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. d) reinforcement-behaviorist Consider This: This theory proposes that language shapes and may even determine the way people of a particular culture perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Answer: A Difficulty: Moderate Topic: How Are Language and Thought Related?

Skill: Understand the Concepts Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

5 . EOM Q7.2.5 Which statement BEST describes the general relationship between thinking and language? a) Language is a tool that may be used in thinking, but it isn‘t the sole basis of thought. b) When we think, we always make use of language.

Consider This: There are three possibilities: language shapes thought, thought shapes language, or thought and language influence one another. A fourth possibility exists: thought and language are completely unrelated, but that view is inconsistent with observation and experience. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. c) Language is the sole basis of thought.

Consider This: There are three possibilities: language shapes thought, thought shapes language, or thought and language influence one another. A fourth possibility exists: thought and language are completely unrelated, but that view is inconsistent with observation and experience. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. d) Language usually is not required in thought processes.

Consider This: There are three possibilities: language shapes thought, thought shapes language, or thought and language influence one another. A fourth possibility exists: thought and language are completely unrelated, but that view is inconsistent with observation and experience. LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Answer: A Difficulty: Difficult Topic: How Are Language and Thought Related?

Skill: Apply What You Know Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Module Quiz 7.3: Children's Conversations: Speaking to and with Children EOM Q7.3.1 The use of rising pitch, singsong intonation, repetitive sounds, and short, simple sentences are all characteristics of __________. a) infant-directed speech b) universal speech Consider This: This type of speech pattern used to be called motherese. LO 7.7 Describe how infantdirected speech affects children's language development. c) telegraphic speech Consider This: This type of speech pattern used to be called motherese. LO 7.7 Describe how infantdirected speech affects children's language development. d) immersion speech Consider This: This type of speech pattern used to be called motherese. LO 7.7 Describe how infantdirected speech affects children's language development.

Answer: A Difficulty: Easy Topic: The Language of Infant-Directed Speech Skill: Remember the Facts Learning Objective: LO 7.7 Describe how infant-directed speech affects children's language development.

EOM Q7.3.2 Recent research investigating the possible association between language development and poverty found that the socioeconomic status of parents did not uniformly relate to the number of words to which preschoolers are exposed.

This suggests that ______________. a)

even children raised in relatively poorer households are exposed to language at the same rates as those raised in more affluent households b) household income is a reliable predictor of vocabulary size, both among parents and their children Consider This: These recent findings contradict earlier findings from data gathered in the 1990s. LO 7.8 Explain how socioeconomic status influences language development in children. c) being raised in poverty means that children have fewer opportunities to be exposed to a wide range of vocabulary and examples of language use Consider This: These recent findings contradict earlier findings from data gathered in the 1990s. LO 7.8 Explain how socioeconomic status influences language development in children. d) children raised in households that are below the federal poverty line should show a ―rebound effect‖ when they enter middle school, and excel in their language arts courses Consider This: These recent findings contradict earlier findings from data gathered in the 1990s. LO 7.8 Explain how socioeconomic status influences language development in children.

Answer: A Difficulty: Difficult Topic: The Links Between Language Development and Poverty Skill: Understand the Concepts Learning Objective: LO 7.8 Explain how socioeconomic status influences language development in children.

EOM Q7.3.3 By age 5, children raised in poverty tend to score ________ on _________ tests compared to children raised in affluence. a) lower; intelligence

b) lower; social skills Consider This: The longer children live in poverty, the more severe the consequences. LO 7.8 Explain how socioeconomic status influences language development in children. c) higher; verbal skills Consider This: The longer children live in poverty, the more severe the consequences. LO 7.8 Explain how socioeconomic status influences language development in children. d) higher; social skills Consider This: The longer children live in poverty, the more severe the consequences. LO 7.8 Explain how socioeconomic status influences language development in children.

Answer: A Difficulty: Moderate Topic: The Links Between Language Development and Poverty Skill: Understand the Concepts Learning Objective: LO 7.8 Explain how socioeconomic status influences language development in children.

EOM Q7.3.4 Disadvantages faced by children who lack English language skills include __________ a) slow academic progress and isolation from other children b) poor cognitive skills and lack of creativity Consider This: These students are called English-language learners (ELLs). LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. c) inability to pay attention and linguistic inflexibility Consider This: These students are called English-language learners (ELLs). LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. d) fear of teachers and lack of social skills Consider This: These students are called English-language learners (ELLs). LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Answer: A Difficulty: Difficult Topic: English Language Learners: Bilingual Education Versus Immersion Skill: Understand the Concepts Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

EOM Q7.3.5 __________, an approach to educating students whose first language is not English, initially teaches the curriculum in the student's native language while the child is learning English. a) Bilingual education b) Second-language learning Consider This: Students are able to develop a strong foundation in basic subject areas using their native language and gradually shift to English. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. c) English-only education Consider This: Students are able to develop a strong foundation in basic subject areas using their native language and gradually shift to English. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. d) Immersion instruction Consider This: Students are able to develop a strong foundation in basic subject areas using their native language and gradually shift to English. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Answer: A

Difficulty: Easy Topic: English Language Learners: Bilingual Education Versus Immersion Skill: Remember the Facts Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Chapter 7 Quiz: Language Development 1 . EOC Q7.1 __________ are the rules that govern the meaning of words and sentences. a) Semantics b) Extensions Consider This: As their knowledge of this area develops, children are able to understand the distinction between "Emily was hit by a car" (an answer to the question of why Emily has not been in school for the last week) and "A car hit Emily" (used to announce an emergency situation). LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. c) Phonetics Consider This: As their knowledge of this area develops, children are able to understand the distinction between "Emily was hit by a car" (an answer to the question of why Emily has not been in school for the last week) and "A car hit Emily" (used to announce an emergency situation). LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops. d) Morphemes Consider This: As their knowledge of this area develops, children are able to understand the distinction between "Emily was hit by a car" (an answer to the question of why Emily has not been in school for the last week) and "A car hit Emily" (used to announce an emergency situation). LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

Answer: A Difficulty: Easy Topic: The Fundamentals of Language and Prelinguistic Communication Skill: Remember the Facts Learning Objective: LO 7.1 Identify the formal characteristics of language, and describe how prelinguistic communication develops.

2 . EOC Q7.2 When 2-year-old Ida Claire says, "My socks on," rather than "I put on my socks," she is using __________. a) telegraphic speech b) prelinguistic speech Consider This: Ida Claire is speaking in the same way we might write a telegram for which we were paying by the word. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults. c) holographic phrases Consider This: Ida Claire is speaking in the same way we might write a telegram for which we were paying by the word. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults. d) fundamental communication Consider This: Ida Claire is speaking in the same way we might write a telegram for which we were paying by the word. LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

Answer: A Difficulty: Moderate Topic: First Words: The Production of Speech Skill: Understand the Concepts

Learning Objective: LO 7.2 Explain how speech develops in infancy and how early language differs from that used by adults.

3 . EOC Q7.3 In the months spanning their third birthday, the number of ways children combine words and phrases to form sentences, known as __________, doubles each month. a) syntax b) semantics Consider This: By the time a preschooler is 3 years old, the various combinations reach into the thousands. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. c) extension Consider This: By the time a preschooler is 3 years old, the various combinations reach into the thousands. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. d) expansion Consider This: By the time a preschooler is 3 years old, the various combinations reach into the thousands. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Answer: A Difficulty: Moderate Topic: Language Advances During the Preschool Years Skill: Remember the Facts Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

4 . EOC Q7.4 Valdo asks his teacher, ―Can I go outside?‖ to which the teacher replied, ―I don‘t know, can you?‖ Valdo‘s teacher was purposely ignoring the ___________ of Valdo‘s question to make a point about grammar. a) pragmatics b) morphemes Consider This: Valdo‘s teacher is emphasizing the aspect of language related to communicating effectively and appropriately with others. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. c) dynamics Consider This: Valdo‘s teacher is emphasizing the aspect of language related to communicating effectively and appropriately with others. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech. d) syntax Consider This: Valdo‘s teacher is emphasizing the aspect of language related to communicating effectively and appropriately with others. LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

Answer: A Difficulty: Difficult Topic: Language Advances During the Preschool Years Skill: Apply What You Know

Learning Objective: LO 7.3 Summarize the rapid advances made by preschoolers in their comprehension and production of language, and distinguish private speech from social speech.

5 . EOC Q7.5 Fitzroy, age 6, is trying to wait patiently so he can receive two marshmallows instead of taking one marshmallow right away. Which strategy would he be most inclined to use to help him wait? a) Sing a song to remind himself that he will get a bigger treat if he waits. b) Stare at the marshmallow the whole time.

Consider This: The growing sophistication of their language also helps school-age children control their behavior. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works. c) Focus on aspects of the marshmallow other than how it might taste.

Consider This: The growing sophistication of their language also helps school-age children control their behavior. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works. d) Lick the marshmallow.

Consider This: The growing sophistication of their language also helps school-age children control their behavior. LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

Answer: A Difficulty: Difficult Topic: Language Development During Middle Childhood: Mastering Language Skill: Remember the Facts Learning Objective: LO 7.4 Describe the development of language in middle childhood and the role metalinguistic awareness plays in understanding how language works.

6 . EOC Q7.6 Which thinker argued for the nativist approach to understanding language development? a) Noam Chomsky b) Jean Piaget Consider This: This person is a linguist. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) B. F. Skinner Consider This: This person is a linguist. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) Lev Vygotsky Consider This: This person is a linguist. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Moderate Topic: Language Acquisition Skill: Remember the Facts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

7 . EOC Q7.7 Noam Chomsky's analysis suggests that all the world's languages share a similar underlying structure that he calls __________. a) universal grammar

b) predominant influence Consider This: In this view, the human brain is wired with a neural system called the languageacquisition device (LAD). LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) shared acquisition Consider This: In this view, the human brain is wired with a neural system called the languageacquisition device (LAD). LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) universal relativity Consider This: In this view, the human brain is wired with a neural system called the languageacquisition device (LAD). LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Moderate Topic: Language Acquisition Skill: Remember the Facts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

8 . EOC Q7.8 According to the __________, language development comes about through a combination of genetically determined predispositions and environmental circumstances. a) interactionist perspective b) behavioral perspective Consider This: This theory is a combination of the nativist and learning theory hypotheses. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. c) relativity hypothesis Consider This: This theory is a combination of the nativist and learning theory hypotheses. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each. d) environmental hypothesis Consider This: This theory is a combination of the nativist and learning theory hypotheses. LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

Answer: A Difficulty: Moderate Topic: Language Acquisition Skill: Understand the Concepts Learning Objective: LO 7.5 Identify the major perspectives on language acquisition, and summarize the strengths and weaknesses of each.

9 . EOC Q7.9 The proposition that language shapes and may even determine the ways people in a particular culture perceive and understand the world is known as the __________. a) linguistic-relativity hypothesis b) universal-linguistic theory Consider This: The proposal is that language shapes and produces thinking. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. c) nativist-acquisition hypothesis

Consider This: The proposal is that language shapes and produces thinking. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. d) learning theory approach Consider This: The proposal is that language shapes and produces thinking. LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Answer: A Difficulty: Easy Topic: How Are Language and Thought Related?

Skill: Understand the Concepts Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

10 . EOC Q7.10 Unlike Benjamin Lee Whorf, Jean Piaget believed that __________. a) thinking shapes language b) symbolic function is independent of thought Consider This: According to Whorf's linguistic-relativity hypothesis, the language that people speak influences the ways they perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. c) linguistics influences symbolic function Consider This: According to Whorf's linguistic-relativity hypothesis, the language that people speak influences the ways they perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought. d) language determines perception Consider This: According to Whorf's linguistic-relativity hypothesis, the language that people speak influences the ways they perceive and understand the world. LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

Answer: A Difficulty: Difficult Topic: How Are Language and Thought Related?

Skill: Understand the Concepts Learning Objective: LO 7.6 Compare and contrast the different theories about the relationship between language and thought.

11 . EOC Q7.11 Tabitha wants her baby to practice crawling. She uses the short and simple phrase ―Come to Mommy‖ while smiling and using a high-pitched tone to prompt her baby. What is this an example of? a) infant-directed speech b) linguistic relativity Consider This: Tabitha is practicing a form of speech that infants respond to and that caregivers seem to naturally fall into using. LO 7.7 Describe how infant-directed speech affects children's language development. c) universal grammar Consider This: Tabitha is practicing a form of speech that infants respond to and that caregivers seem to naturally fall into using. LO 7.7 Describe how infant-directed speech affects children's language development. d) telepathic holophrases Consider This: Tabitha is practicing a form of speech that infants respond to and that caregivers seem to naturally fall into using. LO 7.7 Describe how infant-directed speech affects children's language development.

Answer: A Difficulty: Moderate Topic: The Language of Infant-Directed Speech Skill: Apply What You Know Learning Objective: LO 7.7 Describe how infant-directed speech affects children's language development.

12 . EOC Q7.12 In infant-directed speech, parents tend to use twice as many __________ with their female children than with their male children. a) diminutives b) simple sentences Consider This: Use of this type of language decreases with age, but their use consistently remains higher in speech directed at females than in that directed at males. LO 7.7 Describe how infantdirected speech affects children's language development. c) prohibitions Consider This: Use of this type of language decreases with age, but their use consistently remains higher in speech directed at females than in that directed at males. LO 7.7 Describe how infantdirected speech affects children's language development. d) proper nouns Consider This: Use of this type of language decreases with age, but their use consistently remains higher in speech directed at females than in that directed at males. LO 7.7 Describe how infantdirected speech affects children's language development.

Answer: A Difficulty: Moderate Topic: The Language of Infant-Directed Speech Skill: Understand the Concepts Learning Objective: LO 7.7 Describe how infant-directed speech affects children's language development.

13 . EOC Q7.13 Research findings from studies conducted in the 1990s and more recent studies, all investigating the link between socioeconomic status and language development, reached very different conclusions. Which important factor contributed to these varying outcomes? a) Recent researchers used a more expansive definition of language exposure, including not only the words used by parents of preschoolers but also other caretakers and adults in the children‘s environment. b) Recent researchers surveyed an extremely large, representative sample of children from all over the world, rather than just the United States; 212 countries contributed data.

Consider This: The scientific process is at work; as we gather more information using better, different, or more precise methodologies, we gain a clearer picture of reality. LO 7.8 Explain how socioeconomic status influences language development in children. c) Earlier research focused on the development of holophrases during middle school, whereas more recent research concentrated on syntax used during infancy.

Consider This: The scientific process is at work; as we gather more information using better, different, or more precise methodologies, we gain a clearer picture of reality. LO 7.8 Explain how socioeconomic status influences language development in children. d) Earlier research included a very large sample of bilingual children; the researchers didn‘t differentiate between exposure to one language versus the other.

Consider This: The scientific process is at work; as we gather more information using better, different, or more precise methodologies, we gain a clearer picture of reality. LO 7.8 Explain how socioeconomic status influences language development in children.

Answer: A Difficulty: Difficult Topic: The Links Between Language Development and Poverty Skill: Understand the Concepts Learning Objective: LO 7.8 Explain how socioeconomic status influences language development in children.

14 . EOC Q7.14 __________ is an educational approach that teaches English language learners solely in English. a) Immersion b) Inversion Consider This: Some politicians have argued for "English-only" laws in order to teach English language learners in this manner. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. c) Universalism Consider This: Some politicians have argued for "English-only" laws in order to teach English language learners in this manner. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. d) Bilingualism Consider This: Some politicians have argued for "English-only" laws in order to teach English language learners in this manner. LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Answer: A Difficulty: Easy Topic: English Language Learners: Bilingual Education Versus Immersion Skill: Remember the Facts Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

15 . EOC Q7.15 Bilingual speakers show __________ than students who speak only one language. a) greater cognitive flexibility b) more language confusion Consider This: There is evidence that many children who are taught all subjects in their first language, with simultaneous instruction in English, experience few deficits and several advantages.

LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. c) more emotional problems Consider This: There is evidence that many children who are taught all subjects in their first language, with simultaneous instruction in English, experience few deficits and several advantages.

LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual. d) greater musical ability Consider This: There is evidence that many children who are taught all subjects in their first language, with simultaneous instruction in English, experience few deficits and several advantages.

LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

Answer: A Difficulty: Moderate Topic: English Language Learners: Bilingual Education Versus Immersion Skill: Understand the Concepts

Learning Objective: LO 7.9 Compare bilingual education to the immersion approach, and identify the cognitive benefits of being bilingual.

TOTAL ASSESSMENT GUIDE

Chapter 8 Chapter 8 Intelligence

Topic MULTIPLE CHOICE

Intelligence Remember Understand the Facts the Concepts

Apply What You Know

Analyze It

Multiple Choice 1–5 6 LO 8.1 Describe traditional for Essaydefine ___________ as the capacity to understand the world, think with 8-1. methods Developmentalists measuring intelligence. rationality, and use resources effectively when faced with challenges.

Multiple Choice 7–8 LO 8.2 Examine current methods of intelligence Essay a) education testing.

10 14 11 LO 8.3 Exploreb) keyassertiveness issues Multiple Choice 9, 12–13 surrounding intelligence c) achievement Essay testing. d) intelligence Multiple Choice 15–16, 24, 29– 20, 22–23, 25– 17–19, 21 LO 8.4 Analyze 30 28 alternative definitions of Answer: D intelligence.

Essay 62 61 Objective:Multiple LO 8.1Choice Describe31–34 traditional methods for measuring 35 intelligence.

LO 8.5Learning Describe recent approaches to Intelligence measuring Benchmarks: Topic: Differentiating the Intelligent from the Unintelligent Essay intelligence in infants.

Difficulty Level: Easy Multiple Choice 36–37 LO 8.6Skill Define Level: Remember the Facts achievement and aptitude APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in tests and compare their Essay uses. psychology.

Multiple Choice 38–39 40 LO 8.7 Analyze the sources8-2. of score Essay __________ adopted a pragmatic, trial-and-error approach to psychological measurement in differences achieved by that continues to serve as the predominant approach to test construction in the early 1900s different groups on IQ modern and other tests. times.

Multiple Choice 41–42, 45, 48 44, 46 47, 49 43 LO 8.8 Describe the effects of aging a) on Lev Vygotsky Essay 63 intelligence. b) Alfred Binet Multiple Choice 50 51 52 LO 8.9 Explainc) the Anne Anastasi meaning of the term least Essay d) Janet Taylor Spence restrictive environment.

Multiple Choice 54–56 57 53 LO 8.10 Analyze the Answer:and B effects Essay characteristics of intellectual disability.

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Multiple ChoiceDifferentiating 58–59 60 LO 8.11 Describe the Topic: Intelligence Benchmarks: the Intelligent from the Unintelligent characteristics and effects Essay 64 Difficulty Level: Easy of giftedness.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-3. Which term did Alfred Binet use to describe the typical intelligence level found for people at a given chronological age? a) standard age b) physical age c) intelligence quotient

d) mental age Answer: D Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-4. Which term describes the actual age of a child taking an intelligence test? a) b) c) d)

standard age chronological age intelligence age mental age

Answer: B Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-5. Which calculation refers to a way of assessing intelligence that takes into account a test taker‘s mental age and chronological age? a) b) c) d)

standard age physical age intelligence quotient mental age

Answer: C Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-6. What form do intelligence test scores currently take? a) deviation IQ scores b) chronological standardization c) intelligence quotients

d) mental stability scores Answer: A Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-7. Which intelligence test consists of a series of items that vary according to the age of the person being tested? a) b) c) d)

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Terman Intelligence Test/Education Edition (TITE) Stanford-Binet Intelligence Scale, Fifth Edition (SB5) Kaufman Assessment Battery for Children (KABC-II)

Answer: C Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Topic: Measuring IQ: Present-Day Approaches to Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-8. Which intelligence test measures children‘s ability to integrate different stimuli simultaneously and to demonstrate step-by-step thinking? a) b) c) d)

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Terman Intelligence Test/Education Edition (TITE) Stanford-Binet Intelligence Scale, Fifth Edition (SB5) Kaufman Assessment Battery for Children (KABC-II)

Answer: D Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Topic: Measuring IQ: Present-Day Approaches to Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-9. Although no test is completely without bias, which test was specifically designed to be equally valid regardless of the cultural background of the test-taker? a) Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)

b) Raven Progressive Matrices Test c) Stanford-Binet Intelligence Scale, Fifth Edition (SB5) d) Kaufman Assessment Battery for Children (KABC-II) Answer: B Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-10. __________ is demonstrated when a test measures consistently what it is trying to measure; __________ is demonstrated when a test actually measures what it is supposed to measure. a) Validity; intelligence quotient b) Intelligence quotient; reliability c) Validity; reliability d) Reliability; validity Answer: D Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-11. Which situation is extraordinarily unlikely? a) A reliable test is valid. b) A valid test is unreliable. c) An invalid test is unreliable. d) An unreliable test is invalid.

Answer: B Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-12. If a child is demonstrating difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, the child is exhibiting __________.

a) b) c) d)

a global intellectual disability an early-onset psychological disorder specific learning disorders irreversible developmental delays

Answer: C Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-13. __________ refers to the diagnosis of a learning disorder marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity. a) b) c) d)

Bipolar disorder Childhood apathy disorder Attention-deficit/hyperactivity disorder (ADHD) Generalized anxiety disorder

Answer: C Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-14. Twelve-year-old Gabe has difficulty correctly perceiving the arrangement of letters in a word, and difficulty in sounding out letters when he reads. Which diagnosis is Gabe likely to receive? a) b) c) d)

childhood anxiety dyslexia attention deficit/hyperactivity disorder (ADHD) none; this is a common developmental stage

Answer: B Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing Difficulty Level: Moderate Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-15. Which term describes intelligence that reflects information processing capabilities, reasoning, and memory? a) b) c) d)

triarchic intelligence fluid intelligence crystallized intelligence intellectual quotient

Answer: B Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-16. Which term describes the store of information, skills, and strategies that people have acquired through education and prior experience? a) b) c) d)

quantum intelligence fluid intelligence crystallized intelligence intellectual quotient

Answer: C Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-17. Valdo is fascinated by the natural world. He spends each weekend in the woods, photographing and cataloging the flora and fauna he observes. He has been asked to give informal presentations to children at his local library on his vast storehouse of knowledge regarding the great outdoors. According to Howard Gardner‘s conception of intelligence, what kind of intelligence is Valdo demonstrating? a) b) c) d)

bodily kinesthetic intelligence linguistic intelligence intrapersonal intelligence naturalist intelligence

Answer: D Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-18. Carmela is a whiz at problem solving. She won several prizes in robotics competitions while in elementary school, and recently received a summer grant to study applied knot theory, now that she‘s in high school. According to Howard Gardner‘s conception of intelligence, what kind of intelligence is Carmela demonstrating? a) b) c) d)

bodily kinesthetic intelligence logical mathematical intelligence spatial intelligence linguistic intelligence

Answer: B Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-19. Silvio has never taken a lesson, nor can he read music, yet he entertains people regularly by playing the accordion, harmonica, and euphonium, and singing in a rich baritone. He recently purchased a cornet from a pawn shop, and within a week he was playing Are You Experienced? proficiently. According to Howard Gardner‘s conception of intelligence, what kind of intelligence is Silvio demonstrating? a) b) c) d)

bodily kinesthetic intelligence spatial intelligence musical intelligence naturalist intelligence

Answer: C Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-20. According to Howard Gardner‘s conception of intelligence, which kind of intelligence is characterized by the skillful production and use of language? a) logical mathematical intelligence

b) spatial intelligence c) linguistic intelligence d) interpersonal intelligence Answer: C Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-21. According to Howard Gardner‘s conception of intelligence, which kind of intelligence most likely would be demonstrated by an athlete? a) b) c) d)

spatial intelligence naturalist intelligence intrapersonal intelligence bodily kinesthetic intelligence

Answer: D Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-22. Robert Sternberg proposed a __________ that divides intellectual functioning into different types of information processing. a) b) c) d)

triarchic theory of intelligence fluid intelligence theory crystallized intelligence theory dynamic assessment theory

Answer: A Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-23. When a person uses information that has been taught to them to solve problems in a rational way, Robert Sternberg‘s triarchic theory of intelligence would suggest that person was demonstrating ___________ intelligence.

a) b) c) d)

contextual experiential practical componential

Answer: D Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-24. Robert Sternberg proposed the idea that intelligence is comprised of componential, experiential, and contextual forms. This theory is called the ___________ . a) stages of adult cognition theory b) formal operational theory c) postformal thought theory d) triarchic theory of intelligence Answer: D Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-25. In Robert Sternberg‘s triarchic theory of intelligence, what does the experiential aspect of intelligence deal with? a) how prior experiences are used in problem solving, which involves the ability to cope with new situations b) the analysis of data to solve problems, using previously learned information c) how intelligence is used to face real-world demands d) how emotional experiences affect our interpretation of the information around us Answer: A Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-26. When a person exhibits success facing everyday, real-world demands, Robert Sternberg‘s triarchic theory of intelligence would suggest that person was demonstrating ___________ intelligence. a) b) c) d)

contextual experiential practical componential

Answer: A Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-27. Traditional intelligence tests, such as those used in evaluations in the school system, usually focus on ___________ intelligence in Robert Sternberg‘s triarchic system. a) b) c) d)

contextual experiential practical componential

Answer: D Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-28. When it comes to predicting a person‘s career success as an adult, how informative are traditional IQ test scores? a) b) c) d)

They are highly reliable in predicting the success of business executives.

They are moderately reliable in predicting the success of business executives.

They are only marginally reliable in predicting the success of business executives.

They are unrelated to predicting the success of business executives.

Answer: C Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-29. Which kind of intelligence encompasses skills that underlie the accurate assessment, evaluation, expression, and regulation of feelings, according to Robert Sternberg‘s triarchic approach? a) b) c) d)

emotional intelligence virtual intelligence accurate intelligence componential intelligence

Answer: A Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-30. Which attribute involves combining ideas in novel ways? a) b) c) d)

academic intelligence creativity emotional investment intellectual responsiveness

Answer: B Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-31. Which assessment procedure did Arnold Gesell develop in the 1940s? a) b) c) d)

a test to measure the intelligence quotient (IQ) of newborns a test designed to distinguish between normal and atypical development in babies an interview procedure to measure language skills in babies a survey of babies‘ preferences and habits

Answer: B Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What Is Infant Intelligence?

Difficulty Level: Moderate

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-32. Which term refers to an overall developmental score that relates to performance in the domains of motor skills, language use, adaptive behavior, and personal–social behavior? a) b) c) d)

Gesell index (GI) Bayley indicator (BI) intelligence product (IP) developmental quotient (DQ)

Answer: D Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What Is Infant Intelligence?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-33. What do the Bayley Scales of Infant and Toddler Development measure? a) b) c) d)

motor skills, language use, adaptive behavior, and personal-social behavior language skills and adaptive behavior object identification and memory mental and motor abilities

Answer: D Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What Is Infant Intelligence?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-34. Which developmental assessment technique examines how quickly an infant can retrieve a representation of a stimulus from memory? a) b) c) d)

visual-recognition memory measurement the retrieval quotient the Gesell array Bayley Scales of Infant Development

Answer: A Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What Is Infant Intelligence?

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-35. One-year-old Ranjan is shown a photograph of a milk carton. A week later, she is tested by researchers who ask her to close her eyes and identify, by touch only, which of several objects placed in front of her is a milk carton. If Ranjan correctly identifies the milk carton by touch, which aspect of intelligence is she demonstrating? a) b) c) d)

visual-recognition memory linguistic intelligence cross-modal transference unimodal identification

Answer: C Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What Is Infant Intelligence?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-36. Which kind of test measures a person‘s level of knowledge in a given subject area? a) b) c) d)

aptitude test capability test interest inventory achievement test

Answer: D Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-37. Which kind of test predicts a person‘s level of success or ability in a particular area? a) b) c) d) Answer: A

aptitude test intelligence test interest inventory achievement test

Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-38. The book The Bell Curve argued that the average 15-point difference between White people‘s and Black people‘s IQ is primarily due to __________. a) b) c) d)

high rates of poverty among Black people living in the U.S. environmental factors heredity lower employment among Black people in the U.S.

Answer: C Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-39. Recent findings show that in the United States, twice as many Black students as White students are classified as mildly intellectually disabled, which is a difference that experts attribute to __________. a) b) c) d)

less access to preschool services for Black children poverty and cultural bias in testing truancy and inadequate access to educational opportunities inadequate opportunities for self-expression

Answer: B Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-40. Based on the majority of empirical evidence, what conclusion should be reached regarding the contributions of genetics and environmental influences to the development of intelligence?

a) Intelligence is the product of some complex combination of genetics and environment. b) Intelligence is primarily a genetic outcome. c) Intelligence is primarily a product of environmental circumstances. d) Given the evidence, intelligence is likely to be the result of something other than genetics or environmental influences.

Answer: A Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-41. Cross-sectional studies show that older people are less likely to score as well as younger people on traditional intelligence tests; this is most likely due to __________. a) b) c) d)

improper administration of test procedures cohort effects testing bias improper test design

Answer: B Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-42. Longitudinal studies of intelligence reveal that __________. a) Intelligence declines steadily from age 18 to 50. b) Intellectual processing shows a gradual but always increasing downward trend until death. c) Intellectual functioning improves between the ages of 25 and 45. d) Adults‘ intelligence slows around their mid-30s for most people.

Answer: D Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-43. When developmentalists consider both fluid and crystallized intelligence to determine whether intelligence continues to grow, slow, or decline with age, which outcome do they typically find? a) Fluid intelligence does decline; however, crystallized intelligence holds steady and can improve. b) Crystallized intelligence does decline; however, fluid intelligence holds steady and can improve. c) Both fluid and crystallized intelligence decline with age. d) Both fluid and crystallized intelligence improve with age.

Answer: A Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-44. K. Warner Schaie studied intelligence in older people using a(n) ___________ design as the primary research methodology. a) b) c) d)

cross-sectional longitudinal experimental sequential

Answer: D Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-45. According to developmental psychologist K. Warner Schaie‘s longitudinal study, cognitive declines were found in all abilities by, on average, age __________, but they are minimal until the __________. a) b) c) d)

25; 50s 37; 60s 52; 70s 67; 80s

Answer: D Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-46. One reason why brain functioning begins to change in middle adulthood is that __________. a) middle-aged adults do not take good care of themselves, and it affects the health of their brains b) middle-aged adults carry greater loads of stress, which adversely affects their health c) researchers have found that 20 genes that are vital to learning, memory, and mental flexibility begin to function less efficiently as early as age 40 d) middle-aged adults are too busy to participate in mental learning and activities to maintain mental flexibility Answer: C Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-47. When Morty devotes attention and practice to completing his tax returns, and has gained decades of experience in that area, he is demonstrating __________. a) b) c) d)

expertise recursive optimization flexible intent selective optimization

Answer: A Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-48. The strategy in which people concentrate on particular skill areas to compensate for losses in other areas is called __________. a) expertise b) sensory improvement with differentiation c) long-term potentiation with application

d) selective optimization with compensation Answer: D Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-49. Laurie is a 52-year-old administrative assistant working in the same law firm as 25-yearold Nina. Both are excellent at their jobs, even though Laurie is older and has some slowing in her reaction time. What allows Laurie to perform her job as well as Nina? a) Laurie is given less difficult work to complete, whereas Nina receives more challenging assignments. b) Nina lacks experience and understanding of the complex material. c) Laurie has developed selective optimization, whereby she can look further into the material to compensate for her slower reactions. d) Laurie has greater verbal skills development than Nina.

Answer: C Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-50. Which term is used for an educational setting that is most similar to that of children without special needs? a) b) c) d)

regular education mainstreaming integration least restrictive environment

Answer: D Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-51. Monique has been diagnosed with several physical and psychological disorders that make learning difficult for her. Nonetheless, she has been integrated to the greatest extent possible into the traditional educational system. This is an example of ___________ . a) b) c) d)

traditional education mainstreaming selective optimization the least restrictive environment

Answer: B Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-52. Compared to the others, which approach to education would do away with the need for separate special education programs? a) b) c) d)

full inclusion mainstreaming integration least restrictive environment

Answer: A Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-53. Ronnie has been diagnosed with an intellectual disability. His mother consumed alcohol on a regular basis during her pregnancy, making __________ the most likely cause of Ronnie‘s impairment. a) b) c) d)

Down syndrome Parkinson‘s disease fetal alcohol syndrome Huntington‘s disease

Answer: C Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability Difficulty Level: Moderate Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-54. If a person has an IQ score that falls in the range of 50 or 55 to 70, it would be classified as __________. a) b) c) d)

profound intellectual disability moderate intellectual disability borderline intellectual development mild intellectual disability

Answer: D Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-55. If a person has an IQ score that falls in the range of around 35 or 40 to 50 or 55, it would be classified as __________. a) b) c) d)

severe intellectual disability moderate intellectual disability borderline intellectual development mild intellectual disability

Answer: B Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-56. If a person has an IQ score that falls in the range of around 20 or 25 to 35 or 40, it would be classified as __________. a) b) c) d)

intractable intellectual disability moderate intellectual disability severe intellectual disability mild intellectual disability

Answer: C Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-57. Sara has an IQ score that falls in the range below 20 or 25; as such, Sara would be classified as having a(n) __________ disability. a) b) c) d)

borderline intellectual moderate intellectual severe intellectual profound intellectual

Answer: D Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-58. Children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership, or specific academic fields, are referred to as __________. a) b) c) d)

geniuses special gifted and talented exceptional students

Answer: C Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-59. _________ is the term used to describe an approach to education through which students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study on a given topic. a) b) c) d)

―Special education‖ ―Acceleration‖ ―Enrichment‖ ―Gifted and talented‖

Answer: C Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-60. Barabbas has been identified as a gifted student. In his school system he was able to progress from the third grade directly to the sixth grade, in keeping with the challenges and pace that were appropriate to his talents and skills. Which kind of program did Barabbas‘s school have in place? a) b) c) d)

remediation acceleration enrichment accommodation

Answer: B Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

ESSAY QUESTIONS 8-61. Describe any three of Howard Gardner‘s multiple intelligences, and provide an example of each.

Answer: A good answer would include the following key points: (Any three of the following will suffice.)  Naturalist intelligence: Ability to identify and classify patterns in nature. Aldo can predict the duration of bad weather based on observing cloud patterns.  Musical intelligence: Skills in tasks involving music. Tabitha was able to master difficult violin pieces at a very young age.  Bodily kinesthetic intelligence: Skills using the body or portions of it. Amber moves her body during the dance recital in a graceful, coordinated manner.  Logical mathematical intelligence: Skills in problem solving and scientific thinking.

Rollo was able to grasp basic algebraic concepts after very little exposure to them.  Linguistic intelligence: Skills in producing and using language. Quan‘s school poems have been reprinted in literary magazines because they‘re so good.  Intrapersonal intelligence: Understanding the internal aspects of oneself. Alan is very skilled at mood awareness, being able to monitor and label his affective states.  Interpersonal intelligence: Skills in interacting with others. Ralf has a lot of ―savvy,‖ knowing when to approach his boss for a raise versus when to lay low.  Spatial intelligence: Skills related to spatial configurations. Conchita has all the makings of a great artist; her sketches have been exhibited in several school art programs.

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

8-62. Explain Robert Sternberg‘s triarchic theory of intelligence, and discuss how it is similar to and different from traditional conceptualizations of intelligence.

Answer: A good answer would include the following key points:  Robert Sternberg proposed that intelligence is made up of three major components: componential, experiential, and contextual.  The componential aspect involves the mental components used to solve problems: selecting and using formulas, choosing problem-solving strategies, and making use of what has been learned in the past.  The experiential component is the insightful aspect of intelligence: the relationship between intelligence, prior experience, and the ability to cope with new situations.  The contextual component involves the demands of everyday, real-world environments, such as adapting to on-the-job professional demands.  Traditional IQ tests tend to focus on the componential aspect of intelligence, but increasing evidence suggests that the contextual component is a more useful predictor of adult success.



Sternberg’s model expands the concept of intelligence beyond the traditional boundaries of simply academic performance.

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-63. Compare fluid intelligence and crystallized intelligence, and briefly describe how each type is affected by aging.

Answer: A good answer would include the following key points:  Fluid intelligence reflects information processing capabilities, reasoning, and memory.  Tasks such as arranging a series of letters according to some rule or memorizing a series of numbers are examples.  Fluid intelligence declines with age.  Crystallized intelligence refers to the information, skills, and strategies that people have accumulated through experience and that they can apply to solve problems.  Examples of crystallized intelligence are someone solving a crossword puzzle or trying to identify the murderer in a mystery story.  Crystallized intelligence holds steady with age and can actually improve over time.

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-64. Compare acceleration and enrichment as educational strategies for gifted and talented children, and provide an example of each approach.

Answer: A good answer would include the following key points:  Acceleration allows gifted students to move through their academic progress at their own pace. The material to be mastered is the same as that for other students, but the gifted student can acquire the knowledge at whatever rate (usually faster) they deem appropriate. An example might be a 13-year-old taking college courses.  Enrichment keeps gifted and talented students at their age-appropriate grade level, but provides special programs and activities to offer greater depth to the curriculum. An example might be a sixth-grade student who designs and conducts her own experiment during an instructional period when her classmates are simply memorizing researchrelated terms.

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented

Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Life Span Development, Fourth Edition.

Module Quiz 8.1: Intelligence: Determining Individual Strengths 1 . EOM Q8.1.1 One characteristic of psychologist Alfred Binet's classic work on intelligence testing that has survived to the present day is __________. a) a pragmatic rather than theoretical approach to measuring intelligence b) a focus on the meaning of the concept that is being measured Consider This: Binet did not have preconceptions about what intelligence was. Instead, he used a trial-and-error approach to psychological measurement. LO 8.1 Describe traditional methods for measuring intelligence. c) the widespread use of individual rather than group testing Consider This: Binet did not have preconceptions about what intelligence was. Instead, he used a trial-and-error approach to psychological measurement. LO 8.1 Describe traditional methods for measuring intelligence. d) a consistent concern for the prevention of cultural bias in testing Consider This: Binet did not have preconceptions about what intelligence was. Instead, he used a trial-and-error approach to psychological measurement. LO 8.1 Describe traditional methods for measuring intelligence.

Answer: A Difficulty: Difficult Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Skill: Understand the Concepts Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

2 . EOM Q8.1.2 The __________ is a particularly flexible intelligence test that permits the administrator to paraphrase questions, pose them in a different language, and use gestures to help children understand the test. a) Kaufman Assessment Battery for Children b) Raven Progressive Matrices Test Consider This: This test is more valid and equitable for children for whom English is a second language. LO 8.2 Examine current methods of intelligence testing. c) Stanford-Binet Intelligence Scale Consider This: This test is more valid and equitable for children for whom English is a second language. LO 8.2 Examine current methods of intelligence testing. d) Wechsler Intelligence Scale for Children Consider This: This test is more valid and equitable for children for whom English is a second language. LO 8.2 Examine current methods of intelligence testing.

Answer: A Difficulty: Moderate Topic: Measuring IQ: Present-Day Approaches to Intelligence Skill: Remember the Facts Learning Objective: LO 8.2 Examine current methods of intelligence testing.

3 . EOM Q8.1.3

Compared to the others, which situation is extremely UNLIKELY? a) A valid test is not reliable. b) A test is neither reliable nor valid.

Consider This: Reliability refers to the consistency of a measurement process; validity refers to the accuracy of a measurement process. LO 8.3 Explore key issues surrounding intelligence testing. c) A reliable test is also valid.

Consider This: Reliability refers to the consistency of a measurement process; validity refers to the accuracy of a measurement process. LO 8.3 Explore key issues surrounding intelligence testing. d) A reliable test is not valid.

Consider This: Reliability refers to the consistency of a measurement process; validity refers to the accuracy of a measurement process. LO 8.3 Explore key issues surrounding intelligence testing.

Answer: A Difficulty: Difficult Topic: Central Issues in Intelligence Testing Skill: Understand the Concepts Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

4 . EOM Q8.1.4 Compared to the others, which intelligence test was specifically designed to be culture-fair in its application? a) Raven Progressive Matrices Test b) Wechsler Intelligence Scale for Children Consider This: A true culture-fair IQ test has yet to be developed. LO 8.3 Explore key issues surrounding intelligence testing. c) Wechsler Adult Intelligence Scale Consider This: A true culture-fair IQ test has yet to be developed. LO 8.3 Explore key issues surrounding intelligence testing. d) Stanford-Binet Intelligence Scale Consider This: A true culture-fair IQ test has yet to be developed. LO 8.3 Explore key issues surrounding intelligence testing.

Answer: A Difficulty: Moderate Topic: Central Issues in Intelligence Testing Skill: Understand the Concepts Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

5 . EOM Q8.1.5 According to Robert Sternberg's triarchic theory of intelligence, the __________ component accounts for the demands of everyday, real-world environments. a) contextual b) componential Consider This: This component is involved in adapting to on-the-job professional demands. LO 8.4 Analyze alternative definitions of intelligence. c) experiential Consider This: This component is involved in adapting to on-the-job professional demands. LO 8.4 Analyze alternative definitions of intelligence. d) emotional Consider This: This component is involved in adapting to on-the-job professional demands. LO 8.4 Analyze alternative definitions of intelligence.

Answer: A Difficulty: Easy Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Skill: Remember the Facts Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Module Quiz 8.2: Controversies Involving Intelligence 1 . EOM Q8.2.1 The __________, created by Arnold Gesell, provides a summary of an infant's overall competence in comparison to others of a similar age. a) developmental quotient b) delayed development indicator Consider This: This score relates to performance in four domains: motor skills, language use, adaptive behavior, and personal–social behavior. LO 8.5 Describe recent approaches to measuring intelligence in infants. c) infant intelligence gradient Consider This: This score relates to performance in four domains: motor skills, language use, adaptive behavior, and personal–social behavior. LO 8.5 Describe recent approaches to measuring intelligence in infants. d) infantile performance scale Consider This: This score relates to performance in four domains: motor skills, language use, adaptive behavior, and personal–social behavior. LO 8.5 Describe recent approaches to measuring intelligence in infants.

Answer: A Difficulty: Moderate Topic: What Is Infant Intelligence?

Skill: Understand the Concepts Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

2 . EOM Q8.2.2 __________ is the ability to identify a stimulus previously experienced through only one sense by using another sense. a) Cross-modal transference b) Sensory information processing Consider This: An example of this would be a baby who is able to recognize by sight a screwdriver that they had previously touched, but not seen. LO 8.5 Describe recent approaches to measuring intelligence in infants. c) Sensory versatility Consider This: An example of this would be a baby who is able to recognize by sight a screwdriver that they had previously touched, but not seen. LO 8.5 Describe recent approaches to measuring intelligence in infants. d) Visual-recognition memory Consider This: An example of this would be a baby who is able to recognize by sight a screwdriver that they had previously touched, but not seen. LO 8.5 Describe recent approaches to measuring intelligence in infants.

Answer: A Difficulty: Moderate Topic: What Is Infant Intelligence?

Skill: Understand the Concepts Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

3 . EOM Q8.2.3

An assessment of a student's likelihood of academic success in college, such as the SAT or ACT, is an example of a(n) __________ test, though there is also some question as to whether it also tests students' prior academic achievement. a) aptitude b) vocational Consider This: This type of test is designed to predict ability in a particular subject area or line of work. LO 8.6 Define achievement and aptitude tests and compare their uses. c) developmental Consider This: This type of test is designed to predict ability in a particular subject area or line of work. LO 8.6 Define achievement and aptitude tests and compare their uses. d) intelligence Consider This: This type of test is designed to predict ability in a particular subject area or line of work. LO 8.6 Define achievement and aptitude tests and compare their uses.

Answer: A Difficulty: Easy Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Skill: Understand the Concepts Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

4 . EOM Q8.2.4 A mathematics test that uses questions from the realms of banking, international finance, and the stock market is likely to favor members of which group, compared to the others? a) students from affluent family backgrounds b) students from urban communities Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests. c) students from rural communities Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests. d) students from lower socioeconomic backgrounds Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Answer: A Difficulty: Easy Topic: Group Differences in IQ Skill: Apply What You Know Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

5 . EOM Q8.2.5 Why does brain functioning begin to change in middle adulthood? a) Some of the genes that are vital to learning, memory, and mental flexibility begin to function less efficiently as early as age 40. b) Middle-aged adults have multiple sources of stress, which adversely affects their health, and in turn affects their concentration and attention.

Consider This: Deterioration and declines are not inevitable; some people begin to show declines in their thirties, while others show no declines until their seventies. LO 8.8 Describe the effects of aging on intelligence. c) Adults participate in a greater number of activities to maintain mental flexibility, such as learning a new language or joining a social club.

Consider This: Deterioration and declines are not inevitable; some people begin to show declines in their thirties, while others show no declines until their seventies. LO 8.8 Describe the effects of aging on intelligence. d) Middle-aged adults do not have proper nutrition, and that affects the health of their brains.

Consider This: Deterioration and declines are not inevitable; some people begin to show declines in their thirties, while others show no declines until their seventies. LO 8.8 Describe the effects of aging on intelligence.

Answer: A Difficulty: Difficult Topic: Cognitive Functioning in Adulthood Skill: Understand the Concepts Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Module Quiz 8.3: Intellectual Disabilities and the Intellectually Gifted 1 . EOM Q8.3.1 When applied to children with special needs, the term least restrictive environment refers to __________. a) the educational setting most similar to that of children without special needs b) a classroom in which all children are free to participate without restraint Consider This: This policy integrates children with special needs into regular classrooms and activities to the greatest extent possible. LO 8.9 Explain the meaning of the term least restrictive environment. c) a classroom in which teachers encourage free expression about exceptionality Consider This: This policy integrates children with special needs into regular classrooms and activities to the greatest extent possible. LO 8.9 Explain the meaning of the term least restrictive environment. d) a special needs classroom that is free of physical restraints or restrictions Consider This: policy This integrates children with special needs into regular classrooms and activities to the greatest extent possible. LO 8.9 Explain the meaning of the term least restrictive environment.

Answer: A Difficulty: Moderate Topic: The Least Restrictive Environment Skill: Understand the Concepts Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

2 . EOM Q8.3.2 According to professional classifications, an intellectual disability is characterized by significant limitations in both intellectual functioning and __________. a) adaptive behavior b) physical abilities Consider This: This definition takes into account both IQ as well as ability to function independently.

LO 8.10 Analyze the characteristics and effects of intellectual disability. c) occupational readiness Consider This: This definition takes into account both IQ as well as ability to function independently.

LO 8.10 Analyze the characteristics and effects of intellectual disability. d) emotional control Consider This: This definition takes into account both IQ as well as ability to function independently.

LO 8.10 Analyze the characteristics and effects of intellectual disability.

Answer: A Difficulty: Easy Topic: Below the Norm: Intellectual Disability Skill: Understand the Concepts Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

3 . EOM Q8.3.3 People with IQ scores in the range of 50 or 55 to 70 are classified as having __________ intellectual disability. a) mild b) moderate Consider This: Some 90 percent of people diagnosed with intellectual disabilities have relatively low deficit levels. LO 8.10 Analyze the characteristics and effects of intellectual disability. c) severe

Consider This: Some 90 percent of people diagnosed with intellectual disabilities have relatively low deficit levels. LO 8.10 Analyze the characteristics and effects of intellectual disability. d) profound Consider This: Some 90 percent of people diagnosed with intellectual disabilities have relatively low deficit levels. LO 8.10 Analyze the characteristics and effects of intellectual disability.

Answer: A Difficulty: Easy Topic: Below the Norm: Intellectual Disability Skill: Understand the Concepts Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

4 . EOM Q8.3.4 Children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership, or specific academic fields are referred to as __________ according to US federal government standards. a) gifted and talented b) geniuses Consider This: The federal government recognizes children who require services or activities not ordinarily provided by a school in order to fully develop the kinds of capabilities listed here. LO 8.11 Describe the characteristics and effects of giftedness. c) special Consider This: The federal government recognizes children who require services or activities not ordinarily provided by a school in order to fully develop the kinds of capabilities listed here. LO 8.11 Describe the characteristics and effects of giftedness. d) exceptional students Consider This: The federal government recognizes children who require services or activities not ordinarily provided by a school in order to fully develop the kinds of capabilities listed here. LO 8.11 Describe the characteristics and effects of giftedness.

Answer: A Difficulty: Easy Topic: Above the Norm: The Gifted and Talented Skill: Understand the Concepts Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

5 . EOM Q8.3.5 In Casey‘s gifted and talented program, she remains at grade level but attends special programs and uses individualized activities to match her abilities. This program uses the __________ approach. a) enrichment b) age-graded Consider This: This approach allows greater depth of study and encourages higher-order thinking.

LO 8.11 Describe the characteristics and effects of giftedness. c) acceleration Consider This: This approach allows greater depth of study and encourages higher-order thinking.

LO 8.11 Describe the characteristics and effects of giftedness. d) holistic Consider This: This approach allows greater depth of study and encourages higher-order thinking.

LO 8.11 Describe the characteristics and effects of giftedness.

Answer: A Difficulty: Moderate Topic: Above the Norm: The Gifted and Talented

Skill: Understand the Concepts Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Chapter 8 Quiz: Intelligence 1 . EOC Q8.1 Which outcome is an important legacy left by Alfred Binet's work on intelligence testing? a) a focus on linking intelligence with academic success b) using theory to develop assessment measures Consider This: Binet's intelligence test and its successors have become reasonable indicators of the degree to which students possess attributes that contribute to successful school performance. LO 8.1 Describe traditional methods for measuring intelligence. c) emphasizing cultural sensitivity in intelligence testing Consider This: Binet's intelligence test and its successors have become reasonable indicators of the degree to which students possess attributes that contribute to successful school performance. LO 8.1 Describe traditional methods for measuring intelligence. d) establishing a firm theoretical basis of developmental stages Consider This: Binet's intelligence test and its successors have become reasonable indicators of the degree to which students possess attributes that contribute to successful school performance. LO 8.1 Describe traditional methods for measuring intelligence.

Answer: A Difficulty: Difficult Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent Skill: Understand the Concepts Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

2 . EOC Q8.2 In the __________, an orally administered test, young children may be asked questions about their everyday activities or asked to copy complex figures. a) Stanford-Binet Intelligence Scale, Fifth Edition (SB5) b) Raven Progressive Matrices Test Consider This: The assessment consists of a series of items that vary according to the age of the person being tested. LO 8.2 Examine current methods of intelligence testing. c) Kaufman Assessment Battery for Children (KABC-II) Consider This: The assessment consists of a series of items that vary according to the age of the person being tested. LO 8.2 Examine current methods of intelligence testing. d) Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Consider This: The assessment consists of a series of items that vary according to the age of the person being tested. LO 8.2 Examine current methods of intelligence testing.

Answer: A Difficulty: Moderate Topic: Measuring IQ: Present-Day Approaches to Intelligence Skill: Remember the Facts Learning Objective: LO 8.2 Examine current methods of intelligence testing.

3 . EOC Q8.3 Which of the following is an advantage of group-administered tests, when compared to individually administered tests? a) They are more efficient and less expensive to administer. b) Children taking them tend to be more motivated.

Consider This: Some tests are designed for a group for ease of administration. LO 8.3 Explore key issues surrounding intelligence testing.

c) Outside factors are less likely to distract test-takers.

Consider This: Some tests are designed for a group for ease of administration. LO 8.3 Explore key issues surrounding intelligence testing. d) The content of their questions is less limited and restricted.

Consider This: Some tests are designed for a group for ease of administration. LO 8.3 Explore key issues surrounding intelligence testing.

Answer: A Difficulty: Moderate Topic: Central Issues in Intelligence Testing Skill: Understand the Concepts Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

4 . EOC Q8.4 Reggie wants to develop a brief measure of intelligence, and he knows that people who collect vinyl LP record albums are generally smart, so he devises a set of five questions that ask about recording techniques, mastering labs, years of release, and so on. Which attribute does Reggie‘s intelligence test LACK? a) reliability, validity, and cultural fairness b) cultural fairness, but not validity Consider This: Reggie‘s test would need to measure intellectual performance consistently, accurately, and free from cultural biases or specialized technical content. LO 8.3 Explore key issues surrounding intelligence testing. c) validity, but not cultural fairness or reliability Consider This: Reggie‘s test would need to measure intellectual performance consistently, accurately, and free from cultural biases or specialized technical content. LO 8.3 Explore key issues surrounding intelligence testing. d) reliability and validity Consider This: Reggie‘s test would need to measure intellectual performance consistently, accurately, and free from cultural biases or specialized technical content. LO 8.3 Explore key issues surrounding intelligence testing.

Answer: A Difficulty: Difficult Topic: Central Issues in Intelligence Testing Skill: Apply What You Know Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

5 . EOC Q8.5 When it comes to intelligence, some people say there is no substitute for experience. Which concept reflects this perspective? a) crystallized intelligence b) cultural intelligence Consider This: They are referring to cumulative information, skills, and strategies people have learned and can apply in solving problems. LO 8.4 Analyze alternative definitions of intelligence. c) emotional intelligence Consider This: They are referring to cumulative information, skills, and strategies people have learned and can apply in solving problems. LO 8.4 Analyze alternative definitions of intelligence. d) fluid intelligence Consider This: They are referring to cumulative information, skills, and strategies people have learned and can apply in solving problems. LO 8.4 Analyze alternative definitions of intelligence.

Answer: A Difficulty: Difficult

Topic: What IQ Tests Don‘t Tell: Alternative Conceptions of Intelligence Skill: Apply What You Know Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

6 . EOC Q8.6 One advantage of measures of information processing in infants, such as speed of processing and visual recognition memory, compared to developmental measures, is that information processing assessments __________. a) are better predictors of future IQ test performance b) reveal whether children are falling behind their peers Consider This: Infants who are more efficient information processors during the 6 months following birth tend to have higher intelligence scores between 2 and 12 years of age. LO 8.5 Describe recent approaches to measuring intelligence in infants. c) include physical as well as mental abilities Consider This: Infants who are more efficient information processors during the 6 months following birth tend to have higher intelligence scores between 2 and 12 years of age. LO 8.5 Describe recent approaches to measuring intelligence in infants. d) are free from cultural bias Consider This: Infants who are more efficient information processors during the 6 months following birth tend to have higher intelligence scores between 2 and 12 years of age. LO 8.5 Describe recent approaches to measuring intelligence in infants.

Answer: A Difficulty: Moderate Topic: What Is Infant Intelligence?

Skill: Understand the Concepts Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

7 . EOC Q8.7 An assessment of a student's knowledge of the Spanish language is an example of a(n) __________ test. a) achievement b) aptitude Consider This: This is a test intended to determine an individual's level of knowledge in a given subject area. LO 8.6 Define achievement and aptitude tests and compare their uses. c) developmental Consider This: This is a test intended to determine an individual's level of knowledge in a given subject area. LO 8.6 Define achievement and aptitude tests and compare their uses. d) intelligence Consider This: This is a test intended to determine an individual's level of knowledge in a given subject area. LO 8.6 Define achievement and aptitude tests and compare their uses.

Answer: A Difficulty: Easy Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Skill: Understand the Concepts Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

8 . EOC Q8.8 A language arts test that uses examples of bus and subway schedules to measure reading comprehension is likely to favor members of which group, compared to the others? a) students from urban communities b) students who attend private religiously affiliated schools

Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests. c) students from rural communities Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests. d) students from affluent family backgrounds Consider This: We would expect the test-takers' prior experiences to substantially affect their ability to answer the questions. LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Answer: A Difficulty: Moderate Topic: Group Differences in IQ Skill: Apply What You Know Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

9 . EOC Q8.9 K. Warner Schaie's investigations of intelligence in older people found that, in general, as people age __________. a) crystallized intelligence remains steady b) fluid intelligence improves steadily Consider This: Some aspects of intellectual functioning decline with age, whereas others do not, and may even show improvements. LO 8.8 Describe the effects of aging on intelligence. c) crystallized intelligence declines sharply Consider This: Some aspects of intellectual functioning decline with age, whereas others do not, and may even show improvements. LO 8.8 Describe the effects of aging on intelligence. d) fluid intelligence remains steady Consider This: Some aspects of intellectual functioning decline with age, whereas others do not, and may even show improvements. LO 8.8 Describe the effects of aging on intelligence.

Answer: A Difficulty: Difficult Topic: Cognitive Functioning in Adulthood Skill: Understand the Concepts Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

10 . EOC Q8.10 One problem with using cross-sectional studies to investigate intelligence across different ages is that results may be skewed by __________. a) cohort effects b) practice effects Consider This: Growing up at a particular historical time affects persons of a particular age. LO 8.8 Describe the effects of aging on intelligence. c) attrition in the sample Consider This: Growing up at a particular historical time affects persons of a particular age. LO 8.8 Describe the effects of aging on intelligence. d) experimenter bias Consider This: Growing up at a particular historical time affects persons of a particular age. LO 8.8 Describe the effects of aging on intelligence.

Answer: A

Difficulty: Moderate Topic: Cognitive Functioning in Adulthood Skill: Understand the Concepts Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

11 . EOC Q8.11 According to the principles of __________, exceptional children are taught in a regular classroom except in cases where their exceptionality would affect their learning. a) mainstreaming b) child-focused learning Consider This: This is an educational approach in which exceptional children are integrated as much as possible into a traditional classroom setting. LO 8.9 Explain the meaning of the term least restrictive environment. c) full inclusion Consider This: This is an educational approach in which exceptional children are integrated as much as possible into a traditional classroom setting. LO 8.9 Explain the meaning of the term least restrictive environment. d) total immersion Consider This: This is an educational approach in which exceptional children are integrated as much as possible into a traditional classroom setting. LO 8.9 Explain the meaning of the term least restrictive environment.

Answer: A Difficulty: Moderate Topic: The Least Restrictive Environment Skill: Remember the Facts Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

12 . EOC Q8.12 The most common biological causes of intellectual disability are __________. a) Down syndrome and fetal alcohol syndrome b) Turner syndrome and Klinefelter syndrome Consider This: Intellectual disability can be caused by genetic as well as environmental variables. LO 8.10 Analyze the characteristics and effects of intellectual disability. c) lead poisoning and mercury poisoning Consider This: Intellectual disability can be caused by genetic as well as environmental variables. LO 8.10 Analyze the characteristics and effects of intellectual disability. d) in utero cocaine and heroin addiction Consider This: Intellectual disability can be caused by genetic as well as environmental variables. LO 8.10 Analyze the characteristics and effects of intellectual disability.

Answer: A Difficulty: Moderate Topic: Below the Norm: Intellectual Disability Skill: Remember the Facts Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

13 . EOC Q8.13 Sara has an IQ score that falls in the range below 20 or 25, signifying that she has __________ intellectual disability. a) profound

b) moderate Consider This: This group of people is often institutionalized for the majority of their lives. LO 8.10 Analyze the characteristics and effects of intellectual disability. c) severe Consider This: This group of people is often institutionalized for the majority of their lives. LO 8.10 Analyze the characteristics and effects of intellectual disability. d) borderline Consider This: This group of people is often institutionalized for the majority of their lives. LO 8.10 Analyze the characteristics and effects of intellectual disability.

Answer: A Difficulty: Moderate Topic: Below the Norm: Intellectual Disability Skill: Apply What You Know Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

14 . EOC Q8.14 Longitudinal research investigating giftedness found that gifted people tended to be __________ than their nongifted peers. a) healthier b) more awkward Consider This: A landmark study that began in the 1920s also found gifted students to be better coordinated and psychologically better adjusted than their less intelligent classmates. LO 8.11 Describe the characteristics and effects of giftedness. c) less popular Consider This: A landmark study that began in the 1920s also found gifted students to be better coordinated and psychologically better adjusted than their less intelligent classmates. LO 8.11 Describe the characteristics and effects of giftedness. d) less happy Consider This: A landmark study that began in the 1920s also found gifted students to be better coordinated and psychologically better adjusted than their less intelligent classmates. LO 8.11 Describe the characteristics and effects of giftedness.

Answer: A Difficulty: Moderate Topic: Above the Norm: The Gifted and Talented Skill: Remember the Facts Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

15 . EOC Q8.15 Edweena‘s gifted and talented program permits her to move through the curriculum at her own pace and even to skip a grade if she shows the ability to do so. Her program uses the __________ approach. a) acceleration b) mainstreaming Consider This: This program may use materials that are the same as in traditional classrooms, but they may be provided at a faster pace than for the average student. LO 8.11 Describe the characteristics and effects of giftedness. c) individualized Consider This: This program may use materials that are the same as in traditional classrooms, but they may be provided at a faster pace than for the average student. LO 8.11 Describe the characteristics and effects of giftedness. d) enrichment

Consider This: This program may use materials that are the same as in traditional classrooms, but they may be provided at a faster pace than for the average student. LO 8.11 Describe the characteristics and effects of giftedness.

Answer: A Difficulty: Moderate Topic: Above the Norm: The Gifted and Talented Skill: Understand the Concepts Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

TOTAL ASSESSMENT GUIDE

Chapter 9 Social and Emotional Development

Topic LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Remember the Facts Multiple Choice

1, 3, 5–7, 11, 13, 15

Understand the Concepts

Apply What You Know

2, 9, 12

8, 10

Essay

Analyze It 4, 14, 16

63

Multiple Choice

19–20

17–18

21

22, 25–26

Essay

Multiple Choice

24, 27–28

Essay

Multiple Choice

64

30–32

29

Essay

Multiple Choice

33–34

Essay

Multiple Choice Essay

23

35, 37, 39

36, 38 65

TOTAL ASSESSMENT GUIDE

Chapter 9 Social and Emotional Development

Topic LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice Essay

40–43

44

Multiple Choice

45, 46

48

47

52

49, 51, 53–54

50

Analyze It

Essay

Multiple Choice Essay

66

Multiple Choice Essay

58

56

Multiple Choice

59–60

61

Essay

57

55 67

62 68

Chapter 9 Social and Emotional Development MULTIPLE CHOICE 9-1. How do developmentalists conceptualize attachment? a) parental attention devoted toward a specific child, but that differs from sibling to sibling in a family b) a loving connection that develops between any two people c) the positive emotional bond that develops between a child and a particular individual d) a feeling of ―belonging‖ that develops among family members Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-2. When a child feels pleasure when they are with a particular, special individual, and feels comforted by their presence in times of distress, it is said that the child has __________. a) b) c) d)

made a friend formed an attachment found a parental figure learned not to be lonely

Answer: B Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-3. Newborn goslings have an innate tendency to follow the first moving object they see after being hatched. Which researcher observed this behavior that takes place during a critical period for the gosling? a) Mary Ainsworth b) Florian Schneider

c) John Bowlby d) Konrad Lorenz Answer: D Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-4. Harry Harlow observed that frightened infant monkeys preferred a fake terrycloth ―mother‖ to one that provided food (but was constructed of wire). His conclusion was that __________. a) frightened mammals will seek any form of defense available to them b) fear is the primary elicitor of caregiving instincts in humans c) infant–caregiver bonding was based on intimate physical contact rather than the provision of food d) institutionalized children need food and shelter, but not much more in order to thrive Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-5. What was Mary Ainsworth trying to determine when she devised an experimental method called the ―Strange Situation‖? a) the nature of gestural communication between mothers and babies b) aspects of purposeful exploration as the baby investigates a strange environment c) parental discipline styles in the first year of life d) the nature of attachment between caregivers and babies Answer: D Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-6. When a child demonstrates the kind of attachment in which the mother is used as a ―home base‖ and the child is at ease when she is present, but the child gets upset when she leaves, it is called the __________. a) b) c) d)

Bowlby safety pattern Ainsworth attachment pattern secure attachment pattern strange situation response

Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-7. A child who does not seek proximity to the mother and, after she leaves the room, does not look distressed, is exhibiting __________. a) b) c) d)

avoidant attachment secure attachment Bowlby regression anxious attachment

Answer: A Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-8. Romeo seems indifferent to the presence or absence of his mother as he plays. When she leaves the room to answer a knock on the door, Romeo barely notices and doesn‘t seem particularly distressed. Which attachment style has Romeo developed with his mother? a) b) c) d) Answer: B

disorganized avoidant secure ambivalent

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-9. Which attachment style is characterized by high degrees of distress and agitation under a variety of circumstances? a) b) c) d)

ambivalent attachment pattern avoidant attachment pattern secure attachment pattern disorganized-disoriented attachment pattern

Answer: A Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-10. Mauricio is playing in a room with his mother nearby. Mauricio becomes distressed when a stranger enters the room, and he rushes to his mother‘s side. When his mother and the stranger leave the room for a moment, Mauricio wails and cries. However, when his mother returns, he runs to her, and instead of giving her a hug, he punches her in the arm. What type of attachment pattern is Mauricio demonstrating? a) b) c) d)

avoidant attachment pattern secure attachment pattern ambivalent attachment pattern disorganized-disoriented attachment pattern

Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-11. Approximately __________ percent of 1-year-olds fall into the ambivalent attachment classification. a) 5 to 10

b) 5 to 15 c) 10 to 15 d) 15 to 20 Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-12. Approximately __________ percent of all children fall into the disorganized-disoriented attachment classification. a) b) c) d)

5 to 10 5 to 15 10 to 15 15 to 20

Answer: A Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-13. If a child is exposed to the Strange Situation, then that child __________. a) should receive immediate medical attention b) will seek out novel and obscure stimuli c) will be in a room with other children that they don‘t know d) will be left with a stranger or alone in an unfamiliar situation Answer: D Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-14. Which behavior is considered the hallmark of secure attachment? a) The child never cries and is stable enough to not demand face-to-face interactions with the caregiver. b) The caregiver responds to the child constantly, to the point of being overly responsive. c) The caregiver is sensitive to the child‘s needs, is aware of the child‘s moods, can discriminate the infant‘s signals, and is responsive, warm, and affectionate. d) The child has no fear of strangers and demonstrates being equally comfortable with unfamiliar adults as with the caregiver.

Answer: C Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-15. When a caregiver responds appropriately to an infant, and the caregiver and the child‘s emotional states match, it is called __________. a) b) c) d)

secure attachment ambivalent attachment face-to-face interaction interactional synchrony

Answer: D Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-16. Why has the role of fathers been given comparatively little attention in the research literature of attachment theory? a) It was determined early in the process of investigating attachment that fathers play an insignificant role in childrearing. b) Fathers have historically been unwilling to participate in research studies involving children. c) Mothers have been shown to consistently evoke secure attachment from infants, whereas fathers have been shown to consistently evoke disorganized attachment from infants.

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d) Attachment theory was developed at a time when traditional views assigned a much important role to mothers in the caregiving process.

Answer: D Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-17. Nine-month-old Thurston and 10-month-old Boris are sitting in the play area together at their daycare center. They smile at each other and present and accept toys from each other. Their behavior is an example of __________. a) modeling b) infant sociability c) interactional synchrony d) mutual regulation Answer: B Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-18. The propensity of 10-month-old Chester to tug at the straps on his beanie, remove his hat, and inspire the other children at the daycare center to repeat the same actions is an example of __________. a) an early manifestation of a serious behavioral problem b) the immaturity level of his development, which may require special intervention c) an ―expert‖ baby who is able to teach skills and information to other infants d) a distressed attachment pattern Answer: C Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-19. Which structures in the brain are activated when a person observes someone performing a behavior? a) b) c) d)

neural ganglia medulla oblongata cerebellar glia mirror neurons

Answer: D Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-20. The dysfunction of __________ may be related to the development of disorders involving theory of mind, such as autism spectrum disorder. a) interactional synchrony b) mirror neurons c) the basal ganglia d) the cerebellum Answer: B Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-21. Basic facial expressions of emotion, called nonverbal __________, are fairly consistent among people of all ages. a) b) c) d)

emergence discrimination encoding communication

Answer: C Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-22. One-month-old Theodore is upset, and his facial expression shows that he is in distress.

This is an example of __________. a) b) c) d)

nonverbal emergence nonverbal expression of emotion normative communication cultural interpretation

Answer: B Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-23. Mothers of 1-month-old infants have reported that __________. a) b) c) d)

they observed little nonverbal expression in their children only joy was observed in their children by that age they felt their child had shown expressions of interest and joy their children had experienced no recognizable emotions during the first month of life

Answer: C Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-24. _________ is the term developmentalists use to describe the wariness displayed by infants when they encounter an unfamiliar person. a) b) c) d)

―Nonverbal decoding‖ ―Separation anxiety‖ ―Stranger anxiety‖ ―Social anxiety‖

Answer: C Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-25. LaRhonda‘s mother is dropping her off at preschool for the first time, and LaRhonda‘s behavior changes from a calm, happy baby, to a crying, cranky youngster who will not let go of her mother. LaRhonda is demonstrating __________. a) b) c) d)

caregiver decay stranger anxiety separation anxiety activation synthesis

Answer: C Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-26. Four-month-old Felipe is playing and smiling at his father. Felipe is demonstrating __________. a) b) c) d)

social smiling stranger anxiety nonverbal decoding random neural activity

Answer: A Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-27. Which term refers to an infant‘s ability to interpret others‘ facial and vocal emotional expressions? a) b) c) d)

nonverbal encoding nonverbal decoding social smiling communication detachment

Answer: B Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-28. By the age of __________ months, an infant typically has first begun to understand the emotions that lie behind the facial and vocal expressions of others. a) 2 b) 4 c) 6 d) 12 Answer: B Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-29. Which term describes a child‘s intentional search for information about others‘ feelings to help explain the meaning of uncertain circumstances and events? a) b) c) d)

social smiling nonverbal decoding social referencing nonverbal encoding

Answer: C Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child‘s cognitive development.

Topic: Social Referencing: Feeling What Others Feel Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-30. At approximately ________ months of age, a baby begins to demonstrate social referencing. a) 4 to 6

b) 8 to 9 c) 12 to 14 d) 18 Answer: B Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child‘s cognitive development.

Topic: Social Referencing: Feeling What Others Feel Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-31. The knowledge and beliefs a person holds about how the mind works and how the mind affects behavior are known as __________. a) b) c) d)

learning theory social referencing theory of mind self-awareness

Answer: C Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child‘s cognitive development.

Topic: Social Referencing: Feeling What Others Feel Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-32. __________ can be used to demonstrate the limits to a 3-year-old child‘s theory of mind. a) Object permanence b) Social referencing c) The false belief task d) Separation anxiety Answer: C Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child‘s cognitive development.

Topic: Social Referencing: Feeling What Others Feel Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-33. The __________, located in the brain‘s temporal lobes, is central to the experience of emotions, and provides a link between the perception of an emotion-producing stimulus and a later memory of that stimulus. a) hippocampus b) amygdala c) prefrontal cortex d) lateral cortex Answer: B Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Topic: Emotional Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-34. Being able to adjust one‘s emotions to achieve a desired state is a hallmark of _________. a) emotional instability b) empathy c) adolescent identity d) emotional self-regulation Answer: D Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Topic: Emotional Development in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-35. Compared to the others, which factor has an important influence on whether an adolescent is at a higher risk of depression? a) b) c) d)

having more than four siblings having an alcoholic or a depressed parent being popular with peers, and feeling pressure to maintain a particular image a divorce or breakup in the adolescent‘s extended family

Answer: B Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-36. Which attribute is a likely cause of major depressive disorder in adolescent females? a) b) c) d)

genetically linked depression is more prevalent on the X chromosome hormonal imbalance in females traditional gender roles for girls produce multiple and conflicting demands girls‘ tendency to react to stress by turning it outward, toward aggression

Answer: C Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-37. The rate of adolescent suicide in the United States has __________ over the past 30 years. a) b) c) d)

doubled tripled quadrupled remained the same

Answer: B Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-38. Why do adolescent boys more often succeed in committing suicide compared to adolescent girls? a) b) c) d) Answer: D

Boys attempt suicide at a greater rate than girls.

Boys experience more serious episodes of major depressive disorder than girls.

Boys experience more social stigma for attempting suicide than girls.

Boys tend to use more violent means to attempt suicide.

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-39. According to a review of telephone calls to suicide hotlines, the predominant adolescent difficulty that leads to a suicide attempt is __________. a) b) c) d)

an eating disorder pregnancy psychological disorders family problems

Answer: D Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-40. _________ theory focuses on how people in late adulthood gradually withdraw from the world on multiple levels. a) b) c) d)

Disengagement Activity Continuity Compensational

Answer: A Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-41. Which consideration led to the development of activity theory as an explanation for successful aging? a) a lack of support for continuity theory b) lack of documented factors related to successful aging

c) too little data collected using longitudinal studies d) lack of consistent support for disengagement theory Answer: D Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-42. _________ theory proposes that successful aging occurs when people maintain the interests, activities, and social interactions with which they were involved during middle age. a) b) c) d)

Disengagement Activity Continuity Compensational

Answer: B Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-43. Which theory of aging proposes that people need to maintain their desired level of involvement in society in order to maximize their sense of well-being and self-esteem? a) b) c) d)

disengagement theory activity theory continuity theory compensational theory

Answer: C Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-44. Which factor is essential in determining happiness in late adulthood, according to continuity theory? a) b) c) d)

autonomy, independence, and control over one‘s life physical flexibility having grandchildren maintaining a relationship with a long-time committed partner

Answer: A Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-45. Patterns of arousal and emotionality that are consistent and enduring characteristics of an individual are called __________. a) b) c) d)

personality temperament genetic predispositions inherited characteristics

Answer: B Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child‘s environment.

Topic: Temperament: Stabilities in Infant Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-46. What is the term that researchers Alexander Thomas and Stella Chess used to describe babies who have a positive disposition, whose bodily functions operate regularly, and who are adaptable? a) b) c) d)

―difficult babies‖ ―easy babies‖ ―slow-to-warm babies‖ ―low intensity babies‖

Answer: B Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child‘s environment.

Topic: Temperament: Stabilities in Infant Behavior

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-47.

Chuck and Homer are parents who each have a 3-month-old infant. Chuck tells Homer, ―My son is so fussy,‖ to which Homer replies, ―That‘s funny, my son is so easygoing.‖ It appears that Chuck and Homer are discussing their infants‘ ___________ . a) b) c) d)

reflexes moods temperaments personalities

Answer: C Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child‘s environment.

Topic: Temperament: Stabilities in Infant Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-48. Which characteristic is an example of temperament in babies? a) b) c) d)

how well-attached the baby is to its mother the baby‘s appetite the quality of the baby‘s mood the presence of multiple caregivers in the household

Answer: C Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child‘s environment.

Topic: Temperament: Stabilities in Infant Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-49. Erik Erikson‘s notion of psychosocial development considers __________. a) b) c) d)

how an adult can maintain memories from infancy that affect life as an adult how an infant‘s perception of self can best be assessed how children develop independence from their parents how individuals come to understand themselves and the meaning of others‘ and their own behavior

Answer: D Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-50. Reggie is planning to take a year and a half leave from his job because he wants to stay home and care for his newborn child. Reggie believes that during the first eighteen months of a child‘s life, it is critical that he make himself available to meet the child‘s needs and provide needed attention. Erik Erikson would say that Reggie‘s decision comes at a good time to address the ____________ stage of his child‘s development. a) b) c) d)

critical attachment trust-versus-mistrust autonomy-versus-shame-and-doubt temperament behavior

Answer: B Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-51. The preschool years largely encompass what Erik Erikson called the __________ stage of psychosocial development. a) b) c) d)

self-awareness autonomy-versus-shame individualistic orientation initiative-versus-guilt

Answer: D Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-52. According to Erik Erikson, between roughly ages 6 to 12 years, children go through a period characterized by a focus on efforts to meet the challenges presented by parents, peers, school. This challenge is called __________ . a) b) c) d)

inferiority-versus-superiority industry-versus-inferiority social comparison puberty

Answer: B Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-53. According to Erik Erikson, the developmental focus during young adulthood is __________. a) b) c) d)

career success providing for self and family developing close, intimate relationships with others taking care of physical health

Answer: C Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-54. According to Erik Erikson, the ego-integrity-versus-despair stage of psychosocial development is characterized by ___________. a) b) c) d)

reexamining one‘s accomplishments and making future goals looking back over one‘s life, evaluating it, and coming to terms with it preparing for death making personality changes

Answer: B Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-55. According to developmentalist George Vaillant, the significance of ―keeping the meaning‖ is that adults seek to ___________ a) extract the meaning from their lives, and accept the strengths and weaknesses of others b) distinguish truths from nontruths in their lives c) maintain the history of their family as a legacy for their offspring d) make significant changes in their world before they become too old to make a difference Answer: A Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-56. According to Daniel Levinson, people around the ages of 40 or 45 move into a period of questioning called __________, and focus on the finite nature of life. a) b) c) d)

fulfillment seeking midlife transition stagnation crisis

Answer: B Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-57. Mimiko is 68 years old and has been retired for two years. She is discussing with her daughter plans to pursue different activities with each of her grandchildren now that she is no longer working. According to Robert Peck, Mimiko is in what developmental stage? a) ego-integrity-versus-despair b) ego transcendence versus ego preoccupation c) body transcendence versus body preoccupation

d) redefinition of self versus preoccupation with work role Answer: D Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-58. According to the views of various theorists, what triggers a life review? a) b) c) d)

being hospitalized the obvious prospect of one‘s death confinement to a nursing home dementia

Answer: B Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-59. Which traits comprise the ―Big Five‖ dimensions of personality? a) b) c) d)

selfishness, shyness, aggressiveness, neuroticism, and self-confidence neuroticism, extroversion, openness, agreeableness, and conscientiousness likeability, extroversion, aggressiveness, self-confidence, and trustworthiness loyalty, self-confidence, openness, deceptiveness, and aggression

Answer: B Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-60. Which of the ―Big Five‖ personality traits pertains to a person‘s level of curiosity and interest in new experiences?

a) b) c) d)

extraversion openness conscientiousness neuroticism

Answer: B Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-61. Which statement correctly summarizes the stability of the Big Five personality dimensions over the life span? a) Extraversion tends to increase steadily over the life span, with adults in their 40s through 60s becoming especially extraverted. b) Although personality traits are somewhat less stable in childhood and adolescence than in the later stages of life, they are relatively consistent. c) No consistent pattern of stability has been documented, either within individuals over time, or across individuals living in a variety of cultural contexts. d) Only neuroticism remains stable across the life span; the other Big Four dimensions show random patterns across individuals.

Answer: B Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-62. Casey has always been athletic, demonstrating considerable skill even from an early age.

She no doubt gets that from her parents, both of whom were distinguished college athletes. So when Casey sees that snowboarding classes are being offered at her university, she jumps at the opportunity to enroll in this new activity. How do Casey‘s interest and behavior illustrate the interaction between genetics, the environment, and personality? a) Neuroticism, which is genetically based, is driving Casey‘s desire to succeed in a novel environment. b) Casey is attending to those aspects of the environment in which her genetically determined temperament can flourish.

c) Environmental factors alone have shaped both Casey‘s personality and her genetic inheritance. d) Casey‘s genetically driven temperament is evoking certain environmental influences; in a very tangible sense, she is causing the athletic environment to conform to her will.

Answer: B Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 9-63. Describe the four attachment styles identified by developmental psychologists, and apply each style to Lia, a 1-year-old who has been placed in Ainsworth‘s Strange Situation.

Answer: A good answer would include the following key points:  Children with secure attachment use their caregiver as a ―home base.‖ They are at ease when the caregiver is present, upset when the caregiver leaves, and approachful when the caregiver returns. In the Strange Situation, Lia would cry when her caregiver left the room, then go to the caregiver upon return.  Avoidant attachment describes children who do not seek to be near a caregiver when present, and avoid the caregiver upon return. If Lia had this attachment style, she would play wherever she felt like it in the caregiver‘s presence, and continue doing so upon the caregiver‘s return.  Ambivalent attachment occurs when a child displays a combination of positive and negative reactions to a caregiver. In this case, Lia might show distress when her caregiver leaves, but then also show both approach and avoidance behaviors upon the caregiver‘s return.  Disorganized-disoriented attachment is an inconsistent style, characterized by low levels of security. With this attachment style, Lia might approach the caregiver but not make eye contact, or seem calm but then suddenly start weeping.

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-64. Describe emotions that a child can express from birth to about age 2 years. What does the developmental sequence of emotional expressions indicate about the nature of emotional experience?

Answer: A good answer would include the following key points:  At birth, children can display expressions of interest, distress, and disgust.  Over time, expressions for anger, surprise, sadness, and fear emerge, usually within the first 6 months of life  After that, expressions of shame, contempt, and guilt are displayed through age 2.  This developmental sequence makes evolutionary and social sense. An infant needs to display basic states (such as interest or distress) in order to receive attention from a caregiver.  Emotions such as fear or sadness take time to develop; a newborn isn‘t likely to have the cognitive apparatus necessary for encoding a stimulus as fearful or angering.  More sophisticated emotions, such as contempt or guilt, require greater amounts of cognitive processing, and so appear much later in the developmental sequence.

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-65. Describe the actions to take if someone is contemplating suicide.

Answer: A good answer would include the following key points:  Talk to the person, listen without judging, and talk specifically about suicide.  Take charge of finding help for that person. For immediate help, contact a suicide hotline.  Evaluate the situation to determine if the person has made plans, and if so, do not leave that person alone.  Make the environment safe by removing all potential weapons and other hazards.  Get a promise or commitment, preferably in writing, from the person that they will not attempt suicide until you have talked further.  Remember that a change to a better mood does not necessarily mean the crisis has passed.

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

9-66. Describe the stages of Erik Erikson‘s theory of psychosocial development during the first three years of a child‘s life.

Answer: A good answer would include the following key points:  The first 18 months of life involve resolving the psychosocial stage of trust vs. mistrust.

Infants learn whether to trust that their needs will be met by caregivers.  If their needs are met, infants often experience a sense of hope, but if mistrust develops, there can be difficulties in forming close bonds with others.  Between 18 months and 3 years, children enter the autonomy-versus-shame and doubt stage. During this stage, children develop independence and autonomy so long as parents encourage exploration and freedom.  However, children who are overly protected often feel shame, self-doubt, and unhappiness.

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson‘s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson‘s Theory of Psychosocial Development Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-67. Explain why the ―midlife crisis‖ is a myth.

Answer: A good answer would include the following key points:  Daniel Levinson proposed the concept of a midlife crisis for men based on evidence that would be regarded as flimsy at best by most competent researchers. Levinson interviewed a group of men, gathered their opinions, and based his conclusions on that small, select sample.  The reality is that, for most people, passage into middle age is relatively tranquil and particularly rewarding, for a variety of reasons.  For example, children have left home, allowing more time for partners to rekindle intimacy.  Careers are established, and people feel content to concentrate on the present rather than the future.  Only when turmoil is evident in a middle-aged person‘s life do they tend to notice it and give it more weight than necessary.  Vivid examples are also more memorable than mundane ones. A 40-year-old happily puttering in the garden doesn‘t stick out as much as a 40-year-old dating an 18-year-old and driving a flashy sports car. The salience of extreme examples makes them seem more typical than they actually are.

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-68. Summarize the evidence that the Big Five personality dimensions are an appropriate account of core personality dimensions across the life span.

Answer: A good answer would include the following key points:  Using a variety of sophisticated statistical techniques, personality research specialists have identified a set of five broad trait factors that describe basic personality, known as the Big Five.  Those dimensions are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.  The Big Five have been found to reflect the basic core traits not only in adolescents but also in a variety of populations, including children, older adults, and non-English speakers. Furthermore, cross-cultural studies have found them in a variety of cultures ranging from across the Americas and Europe to the Middle East to Africa.  Although most work examining the Big Five has involved adults, research involving children and adolescents has been highly supportive of the trait approach.  Although personality traits are somewhat less stable in childhood and adolescence than in the later stages of life, they are relatively consistent.



For example, an adolescent who is high on the Big Five trait of conscientiousness may be a highly organized student who takes pains to meet deadlines and carefully completes assignments. When they were in kindergarten, they may have carefully arranged their toys, neatly placing each of their action figures on shelves over their bed. As an older adult, they may demonstrate high conscientiousness by precisely arranging the tools in their garage.

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 9.1: Forging Early Social Relationships 1 . EOM Q9.1.1 One-year-olds show four major attachment patterns: secure, avoidant, __________, and disorganized-disoriented. a) ambivalent b) stable Consider This: This is a style of attachment in which children display a combination of positive and negative reactions to their caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. c) diverse Consider This: This is a style of attachment in which children display a combination of positive and negative reactions to their caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. d) dependent Consider This: This is a style of attachment in which children display a combination of positive and negative reactions to their caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Answer: A Difficulty: Easy Topic: Attachment: Forming Social Bonds Skill: Remember the Facts Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

2 . EOM Q9.1.2 Communication that involves __________, in which the caregiver and child experience matching emotional states, helps to produce a beneficial attachment pattern. a) interactional synchrony b) intermittent reinforcement Consider This: Overly responsive caregivers are just as likely to have insecurely attached children as are under-responsive caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. c) secure attachment Consider This: Overly responsive caregivers are just as likely to have insecurely attached children as are under-responsive caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. d) mutual symmetry Consider This: Overly responsive caregivers are just as likely to have insecurely attached children as are under-responsive caregivers. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Answer: A Difficulty: Moderate Topic: Attachment: Forming Social Bonds

Skill: Understand the Concepts Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

3 . EOM Q9.1.3 In situations where the development of attachment has been severely disrupted, children may suffer from __________, a relatively rare condition that usually is the result of abuse or neglect. a) reactive attachment disorder b) ambivalent attachment syndrome Consider This: This is a psychological problem characterized by extreme problems in forming attachments to others. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. c) attachment confusion disorder Consider This: This is a psychological problem characterized by extreme problems in forming attachments to others. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. d) disoriented detachment syndrome Consider This: This is a psychological problem characterized by extreme problems in forming attachments to others. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Answer: A Difficulty: Difficult Topic: Attachment: Forming Social Bonds Skill: Understand the Concepts Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

4 . EOM Q9.1.4 At __________ months of age, infants first begin to mutually present and accept toys to one another, particularly if they know each other. a) 9–12 b) 6–9 Consider This: Such behavior is important, as it serves as a foundation for future social exchanges in which children will try to elicit responses from others and then offer reactions to those responses. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. c) 4–6 Consider This: Such behavior is important, as it serves as a foundation for future social exchanges in which children will try to elicit responses from others and then offer reactions to those responses. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. d) 12–15 Consider This: Such behavior is important, as it serves as a foundation for future social exchanges in which children will try to elicit responses from others and then offer reactions to those responses. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Answer: A Difficulty: Difficult

Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Skill: Remember the Facts Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

5 . EOM Q9.1.5 __________ fire not only when a child enacts a particular behavior but also when the child simply observes another person carrying out the same behavior. a) Mirror neurons b) Purkinje cells Consider This: These may help infants to understand others' actions and to develop a theory of mind, their understanding and beliefs of how the mind operates. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. c) Occipital neurons Consider This: These may help infants to understand others' actions and to develop a theory of mind, their understanding and beliefs of how the mind operates. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. d) Basal ganglia neurons Consider This: These may help infants to understand others' actions and to develop a theory of mind, their understanding and beliefs of how the mind operates. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Answer: A Difficulty: Easy Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Skill: Remember the Facts Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Module Quiz 9.2: Emotional Development 1 . EOM Q9.2.1 __________, the wariness displayed by infants when encountering an unfamiliar person, arises as an infant's capacity for memory increases. a) Stranger anxiety b) Environmental anxiety Consider This: This wariness typically appears in the second half of the first year. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. c) Separation anxiety Consider This: This wariness typically appears in the second half of the first year. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. d) Social referencing Consider This: This wariness typically appears in the second half of the first year. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Answer: A Difficulty: Moderate Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Skill: Understand the Concepts Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

2 . EOM Q9.2.2 Herlinda is watching her siblings as she sits in her highchair. Her siblings begin to poke and pinch each other in a playful manner. Herlinda looks toward her mother and notices that her mother is smiling as she watches the other children, so Herlinda begins to smile, too. Herlinda is engaged in __________. a) social referencing b) separation anxiety Consider This: Infants need this skill not only to understand the significance of others' behavior, by using such cues as their facial expressions, but also to understand the meaning of those behaviors within the context of a specific situation. LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development. c) social smiling Consider This: Infants need this skill not only to understand the significance of others' behavior, by using such cues as their facial expressions, but also to understand the meaning of those behaviors within the context of a specific situation. LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development. d) nonverbal cognition Consider This: Infants need this skill not only to understand the significance of others' behavior, by using such cues as their facial expressions, but also to understand the meaning of those behaviors within the context of a specific situation. LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development.

Answer: A Difficulty: Moderate Topic: Social Referencing: Feeling What Others Feel Skill: Apply What You Know Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development.

3 . EOM Q9.2.3

The ability to genuinely experience the emotions of others, known as __________, develops in middle childhood. a) empathy b) self-regulation Consider This: Because their cognitive abilities are growing, children are able to take the perspective of other children and understand how events are affecting them. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation. c) sympathy Consider This: Because their cognitive abilities are growing, children are able to take the perspective of other children and understand how events are affecting them. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation. d) social awareness Consider This: Because their cognitive abilities are growing, children are able to take the perspective of other children and understand how events are affecting them. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Answer: A Difficulty: Moderate Topic: Emotional Development in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

4 . EOM Q9.2.4 Being unpopular, having few close friends, and being the target of bullying are all associated with adolescent __________. a) depression b) dissociative disorder Consider This: Rates of this disorder are higher among girls than boys. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates. c) anxiety Consider This: Rates of this disorder are higher among girls than boys. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates. d) phobias Consider This: Rates of this disorder are higher among girls than boys. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Answer: A Difficulty: Moderate Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Skill: Remember the Facts Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

5 . EOM Q9.2.5 __________ theory proposes that happiness in late adulthood involves a gradual withdrawal from the world on physical, psychological, and social levels. a) Disengagement b) Independence

Consider This: This theory proposes that older adults also become less involved and invested in the lives of others. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood. c) Stability Consider This: This theory proposes that older adults also become less involved and invested in the lives of others. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood. d) Self-fulfillment Consider This: This theory proposes that older adults also become less involved and invested in the lives of others. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Answer: A Difficulty: Easy Topic: Emotions in Adulthood: Fulfilling Psychological Needs Skill: Remember the Facts Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Module Quiz 9.3: Personality Development Across the Life Span 1 . EOM Q9.3.1 According to Alexander Thomas and Stella Chess, who conducted a large-scale study of infants in the New York Longitudinal Study, about what percentage of children were found to be ―easy babies‖? a) 40 percent b) 50 percent Consider This: Easy babies have a positive disposition, their body functions operate regularly, and they are adaptable. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment. c) 25 percent Consider This: Easy babies have a positive disposition, their body functions operate regularly, and they are adaptable. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment. d) 15 percent Consider This: Easy babies have a positive disposition, their body functions operate regularly, and they are adaptable. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment.

Answer: A Difficulty: Difficult Topic: Temperament: Stabilities in Infant Behavior Skill: Remember the Facts Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment.

2 . EOM Q9.3.2 Erik Erikson's notions were built on the __________, which places unconscious influences at the forefront of forces that affect our behavior. a) psychodynamic perspective b) personal initiative theory Consider This: Erikson thought that developmental change occurs throughout people's lives in eight distinct stages, starting in infancy. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. c) environmental hypothesis Consider This: Erikson thought that developmental change occurs throughout people's lives in eight distinct stages, starting in infancy. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. d) generativity approach Consider This: Erikson thought that developmental change occurs throughout people's lives in eight distinct stages, starting in infancy. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

Answer: A Difficulty: Easy Topic: Erikson‘s Theory of Psychosocial Development Skill: Understand the Concepts Learning Objective: LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

3 . EOM Q9.3.3

According to Erik Erikson, we pass through the __________ stage in the first 18 months of life, the outcome of which largely depends on how well our caretakers have met our needs. a) trust-versus-mistrust b) dependency-versus-autonomy Consider This: Erikson thought that if infants can experience a sense of hope, this permits them to feel they can fulfill their needs successfully. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. c) intimacy-versus-isolation Consider This: Erikson thought that if infants can experience a sense of hope, this permits them to feel they can fulfill their needs successfully. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. d) approach-versus-withdrawal Consider This: Erikson thought that if infants can experience a sense of hope, this permits them to feel they can fulfill their needs successfully. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

Answer: A Difficulty: Moderate Topic: Erikson‘s Theory of Psychosocial Development Skill: Remember the Facts Learning Objective: LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

4 . EOM Q9.3.4 Most research has not found support for Daniel Levinson's theory that adults in their forties experience a __________, a stage of uncertainty and indecision as they realize that life is finite. a) midlife crisis b) reality check Consider This: People may discover that even the accomplishments of which they are proudest have brought them less satisfaction than they expected. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis. c) course correction Consider This: People may discover that even the accomplishments of which they are proudest have brought them less satisfaction than they expected. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis. d) countdown period Consider This: People may discover that even the accomplishments of which they are proudest have brought them less satisfaction than they expected. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Answer: A Difficulty: Moderate Topic: Moving Beyond Erikson: Personality Development During Adulthood Skill: Understand the Concepts Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

5 . EOM Q9.3.5 Which of the Big Five traits means being organized and responsible?

a) conscientiousness b) agreeableness Consider This: The Big Five have been found to reflect the basic core traits in a variety of populations. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. c) extraversion Consider This: The Big Five have been found to reflect the basic core traits in a variety of populations. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. d) openness Consider This: The Big Five have been found to reflect the basic core traits in a variety of populations. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Answer: A Difficulty: Moderate Topic: Trait Approaches to Personality Skill: Understand the Concepts Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Chapter 9 Quiz: Social and Emotional Development 1 . EOC Q9.1 __________ is the positive emotional bond that develops between a child and a particular individual. a) Attachment b) Recognition Consider This: This is a crucial factor in enabling individuals to develop social relationships. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. c) Dependency Consider This: This is a crucial factor in enabling individuals to develop social relationships. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. d) Security Consider This: This is a crucial factor in enabling individuals to develop social relationships. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Answer: A Difficulty: Moderate Topic: Attachment: Forming Social Bonds Skill: Understand the Concepts Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

2 . EOC Q9.2 The attachment style in which infants appear indifferent to their caregiver‘s behavior is known as __________. a) avoidant b) reactive Consider This: This is a style of attachment in which children do not seek proximity to the caregiver, and after the caregiver has left, they typically do not seem distressed. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. c) disoriented Consider This: This is a style of attachment in which children do not seek proximity to the caregiver, and after the caregiver has left, they typically do not seem distressed. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life. d) independent Consider This: This is a style of attachment in which children do not seek proximity to the caregiver, and after the caregiver has left, they typically do not seem distressed. LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Answer: A Difficulty: Moderate Topic: Attachment: Forming Social Bonds Skill: Understand the Concepts Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

3 . EOC Q9.3

__________ is one example of 14-month-old infants' social interactions with peers. a) Imitation b) Hide-and-seek Consider This: This behavior serves a social function and can also be a powerful teaching tool. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. c) Imprinting Consider This: This behavior serves a social function and can also be a powerful teaching tool. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development. d) Synchrony Consider This: This behavior serves a social function and can also be a powerful teaching tool. LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Answer: A Difficulty: Difficult Topic: Infants‘ Sociability with Their Peers: Infant–Infant Interaction Skill: Understand the Concepts Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

4 . EOC Q9.4

Research investigating emotional expressions conducted with mothers of 1-month-old infants indicates that most mothers thought __________. a) their child had expressed interest and joy b) only joy and contentment were observed in their infants by that age Consider This: Some emotions are present at birth, and other emotions emerge over the next few months. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. c) their infants had no recognizable emotions during the first month of life Consider This: Some emotions are present at birth, and other emotions emerge over the next few months. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. d) they observed little emotional expression in infants Consider This: Some emotions are present at birth, and other emotions emerge over the next few months. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Answer: A Difficulty: Difficult Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Skill: Remember the Facts Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

5 . EOC Q9.5 By the age of 4 months, infants use __________ to interpret others' facial expressions. a) nonverbal decoding

b) metalinguistic encoding Consider This: Infants can tell when a caregiver is happy to see them, and pick up on worry or fear in the faces of others. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. c) theory of mind Consider This: Infants can tell when a caregiver is happy to see them, and pick up on worry or fear in the faces of others. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others. d) emotional regulation Consider This: Infants can tell when a caregiver is happy to see them, and pick up on worry or fear in the faces of others. LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Answer: A Difficulty: Easy Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Skill: Understand the Concepts Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

6 . EOC Q9.6 As children grow and the brain matures, they develop __________, as they become more insightful about the motives and reasons behind people's behavior. a) theory of mind b) stranger awareness Consider This: Children who have been diagnosed with autism spectrum disorder have particular difficulty relating to others, in part because they find it hard to understand what others are thinking.

LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development. c) social referencing Consider This: Children who have been diagnosed with autism spectrum disorder have particular difficulty relating to others, in part because they find it hard to understand what others are thinking.

LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development. d) separation anxiety Consider This: Children who have been diagnosed with autism spectrum disorder have particular difficulty relating to others, in part because they find it hard to understand what others are thinking.

LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development.

Answer: A Difficulty: Moderate Topic: Social Referencing: Feeling What Others Feel Skill: Understand the Concepts Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child's cognitive development.

7 . EOC Q9.7 Although both adolescents and adults viewing pictures of faces displaying different emotions showed activation of the left ventrolateral prefrontal cortex, compared with adults, adolescents showed ________ activity than adults in __________ . a) more; other areas of the brain

b) more; their own facial expressions Consider This: These differences suggest that emotional responses may be especially pronounced during adolescence. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation. c) less; their own facial expressions Consider This: These differences suggest that emotional responses may be especially pronounced during adolescence. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation. d) less; other areas of the brain Consider This: These differences suggest that emotional responses may be especially pronounced during adolescence. LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Answer: A Difficulty: Difficult Topic: Emotional Development in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

8 . EOC Q9.8 Girls' generally higher levels of depression in adolescence may reflect gender differences in coping with __________. a) stress b) anger Consider This: Girls may be more likely to react to difficult situations by turning inward, resulting in a sense of helplessness and hopelessness. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates. c) sexual maturation Consider This: Girls may be more likely to react to difficult situations by turning inward, resulting in a sense of helplessness and hopelessness. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates. d) empathy Consider This: Girls may be more likely to react to difficult situations by turning inward, resulting in a sense of helplessness and hopelessness. LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Answer: A Difficulty: Moderate Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide Skill: Understand the Concepts Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

9 . EOC Q9.9 Rosalita, 70, enjoys swimming laps at the city pool, traveling to new foreign countries, and having lunch with friends each week. Rosalita‘s lifestyle is an example of __________ theory. a) activity b) engagement Consider This: According to this perspective, happiness and satisfaction with life spring from involvement with the world. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood. c) gradual retreat

Consider This: According to this perspective, happiness and satisfaction with life spring from involvement with the world. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood. d) stability Consider This: According to this perspective, happiness and satisfaction with life spring from involvement with the world. LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Answer: A Difficulty: Moderate Topic: Emotions in Adulthood: Fulfilling Psychological Needs Skill: Apply What You Know Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

10 . EOC Q9.10 __________ refers to how children behave rather than what they do or why they do it. a) Temperament b) Attitude Consider This: This concept encompasses patterns of arousal and emotionality that are consistent and enduring characteristics of an individual. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment. c) Moodiness Consider This: This concept encompasses patterns of arousal and emotionality that are consistent and enduring characteristics of an individual. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment. d) Personality Consider This: This concept encompasses patterns of arousal and emotionality that are consistent and enduring characteristics of an individual. LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment.

Answer: A Difficulty: Moderate Topic: Temperament: Stabilities in Infant Behavior Skill: Understand the Concepts Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child's environment.

11 . EOC Q9.11 Erik Erikson's notions of psychosocial development suggest that developmental change occurs throughout life in __________ distinct stages, starting in infancy. a) eight b) six Consider This: Erikson argued that personality development starts in infancy and continues across the entire life span. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. c) four Consider This: Erikson argued that personality development starts in infancy and continues across the entire life span. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. d) ten

Consider This: Erikson argued that personality development starts in infancy and continues across the entire life span. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

Answer: A Difficulty: Easy Topic: Erikson‘s Theory of Psychosocial Development Skill: Remember the Facts Learning Objective: LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

12 . EOC Q9.12 During Erik Erikson's __________ stage, preschoolers face conflicts between their desire to act independently of their caregivers and the guilt that comes from the unintended consequences of their actions. a) initiative-versus-guilt b) independence-versus-regret Consider This: This stage lasts from around age 3 to 6. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. c) industry-versus-shame Consider This: This stage lasts from around age 3 to 6. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage. d) generativity-versus-dependence Consider This: This stage lasts from around age 3 to 6. LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

Answer: A Difficulty: Moderate Topic: Erikson‘s Theory of Psychosocial Development Skill: Understand the Concepts Learning Objective: LO 9.9 Differentiate the eight stages of Erikson's theory of psychosocial development, and explain what factors determine the outcome at each stage.

13 . EOC Q9.13 According to Robert Peck, which activity is one of the developmental tasks of late adulthood? a) redefinition of self versus preoccupation with work role b) retirement planning versus enjoying past successes Consider This: The changes that occur when people stop working can trigger a difficult adjustment in how they view themselves. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis. c) redefinition of goals versus acceptance of achievement Consider This: The changes that occur when people stop working can trigger a difficult adjustment in how they view themselves. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis. d) building relationships versus maintaining relationships Consider This: The changes that occur when people stop working can trigger a difficult adjustment in how they view themselves. LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and

Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Answer: A Difficulty: Moderate Topic: Moving Beyond Erikson: Personality Development During Adulthood Skill: Understand the Concepts Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

14 . EOC Q9.14 Saul enjoys socializing with others and is a great host. He always makes sure his houseguests are comfortable and have what they need, and he greets both lifelong friends and new acquaintances with the same warmth and enthusiasm. Saul is likely to score __________ on measures of the Big Five personality dimensions. a) high on extraversion and high on agreeableness b) high on neuroticism and low on agreeableness Consider This: Saul‘s behaviors highlight two of the Big Five personality dimensions. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. c) low on conscientiousness and low on openness to experience Consider This: Saul‘s behaviors highlight two of the Big Five personality dimensions. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. d) high on openness to experience and high on extraversion Consider This: Saul‘s behaviors highlight two of the Big Five personality dimensions. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Answer: A Difficulty: Moderate Topic: Trait Approaches to Personality Skill: Apply What You Know Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

15 . EOC Q9.15 Ruthie is compassionate, trusting, and helpful to others. Her friends seek her out for advice, knowing she‘ll provide a sympathetic ear and a caring perspective. On which of the Big Five personality dimensions is Ruthie most likely to score at the high end? a) Agreeableness b) Sympathy Consider This: Facets of Ruthie‘s behavior are especially consistent with one of the Big Five dimensions.

LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. c) Openness Consider This: Facets of Ruthie‘s behavior are especially consistent with one of the Big Five dimensions. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality. d) Conscientiousness Consider This: Facets of Ruthie‘s behavior are especially consistent with one of the Big Five dimensions. LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Answer: A Difficulty: Moderate Topic: Trait Approaches to Personality Skill: Apply What You Know Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

TOTAL ASSESSMENT GUIDE

Chapter 10 Chapter 10 Development of the Self

Topic MULTIPLE CHOICE

Development of the Self Remember Understand the Facts the Concepts

Apply What You Know

Analyze It

Multiple Choice 2, 4, 8–9 7 1, 3, 5, 6 LO 10.1 Describe the process by which young 10-1.

Eight-month-old Desdemona‘s crib is located near a large mirror Essay 61on her dresser, yet children develop an Desdemona barely ever stops to look at herself in the mirror. On the other hand, her 18-monthunderstanding of Nancy, stops regularly to gaze at herself as she crawls around on the floor near the old sister, themselves. full-length mirror.Choice What is 14–16, the likely that Nancy at the 19 reason12–13, 17–18, looks 10–11, 22mirror but 23 LO 10.2 Trace thebathroom shift in Multiple Desdemona does not?

20–21 self-understanding in the middle childhood and Essay 62 adolescent years. a) Nancy has developed self-awareness but Desdemona has not.

Multiple Choice has 24, begun 27 25–26into narcissism.

LO 10.3 Explain the b) how Nancy‘s self-awareness to develop process of self-definition Essay 63 to look c) Desdemona has developed self-awareness, but is too interested in other things continues in adulthood. at herself.

Multiple Choice 29, 33, 35 28, 31, 34 30, 36 32 LO 10.4 Analyze the d) of Nancy‘s mother has given her more attention than she has given Desdemona. origins and effects self- Essay esteem.

Multiple Choice 39–40 38 37 41 LO 10.5 ExplainAhow Answer: social comparison 64 Learning Objective: Essay LO 10.1 Describe the process by which young children develop an functions in childhood understanding of themselves. and adolescence.

Topic: Thethe Roots of Multiple Self-Awareness Choice 42, 45, 48, 50, 46, 47, 52 43–44, 49 LO 10.6 Analyze 51 methods by whichLevel: people Moderate Difficulty chooseSkill theirLevel: careersApply and What EssayYou Know 66 65 the ways in which career APA Learning Objective: 1.3 Describe applications of psychology. choices affect personal identity.

10-2.

Developmentalists useChoice the term54–55, __________ to 56 refer to a person‘s Multiple 57 53 knowledge and beliefs LO 10.7 Explore the how works and how the mind affects behavior. variedabout reasons whythe mind Essay people work.

60 LO 10.8 Examine of Multiple a) some ―learning theory‖Choice 58–59 the challenges that Essay b) ―social referencing‖ workers face today.

c) ―theory of mind‖ d) ―self-awareness‖

Answer: C Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-3. When 18-month-old Marcy realizes that she can ask her father to give her a cookie, and that her father will behave under his own power to respond to the request, then Marcy sees her father as a __________. a) b) c) d)

legitimate parent compliant agent social reference reluctant agent

Answer: B Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-4. At what age are infants typically first capable of demonstrating empathy for others? a) b) c) d)

6 months 12 months 14 months 24 months

Answer: D Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-5. Two-year-old Duane and his older brother, Duncan, are eating lunch, and both boys are given cookies for dessert. Duncan accidentally drops his cookie on the floor and begins crying, so Duane offers to share his cookie with his brother. Duane‘s actions indicate he has reached the point where he is able to demonstrate __________. a) b) c) d)

empathy trust self-awareness negotiation

Answer: A Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-6. Five-year-old Wendell is new to his kindergarten classroom. His teacher asks him what he is good at and what he likes. Wendell responds, ―I can run fast‖ and ―I like to eat pizza.‖ Wendell‘s responses illustrate his __________. a) b) c) d)

individualistic orientation autonomy self-concept level of intrapsychic development

Answer: C Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-7. Preschool-age children‘s views of themselves also reflect the way their culture views the self. For example, many Asian societies tend to adopt a(n) __________ orientation. a) b) c) d)

individualistic self-rewarding collectivistic nationalistic

Answer: C Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-8. Which term describes a philosophy that promotes interdependence? a) b) c) d) Answer: B

nationalism collectivistic orientation individualistic orientation syllogism

Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-9. Which term describes the phenomenon in which minority children indicate preferences for majority values or people? a) b) c) d)

race dissonance ethnic preference race identity cultural identity

Answer: A Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-10. Twelve-year-old Avshalom believes he is a pretty good soccer player but not as good of a singer. This assessment is an indication of Avshalom‘s __________. a) b) c) d)

self-esteem self-concept social reality social comparison

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-11. Bobbie is a 13-year-old girl who is searching for her identity. Which strategy would characterize the search for her self-concept? a) She would describe herself using only a list of traits.

b) She would have a broad view of herself, and be able to see various aspects of herself simultaneously. c) She would look at herself from a purely physical perspective. d) She would be able to consider only her views.

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-12. Whitney, age 11, characterizes herself as a smart, friendly person who is helpful to others.

Whitney‘s views of herself are based on __________. a) b) c) d)

her physical skills abstract psychological characteristics her desire to be popular with her friends external activities relying on motor skills

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-13. According to Erik Erikson, when adolescents struggle to find and adopt a suitable identity, they may __________. a) b) c) d)

exhibit socially unacceptable roles as a way of expressing who they do not want to be readily form long-lasting and close personal relationships develop a sense of self that is concentrated on a unified core identity develop an identity disorder that carries through their adult years

Answer: A Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-14. According to James Marcia‘s view of adolescent development, crisis is a period in which an adolescent __________. a) b) c) d)

decides to take a psychological moratorium is in physical jeopardy or danger makes a psychological investment in an ideology consciously chooses between various alternatives and makes decisions

Answer: D Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-15. Psychologist James Marcia proposed that adolescent identity can be seen in terms of two characteristics, which are __________. a) b) c) d)

industry and withdrawal inferiority and assertiveness identity acceptance and identity refusal crisis or commitment

Answer: D Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-16. According to James Marcia, the status of adolescents who commit to a particular identity following a period of crisis is called __________. a) b) c) d)

identity foreclosure identity achievement moratorium identity diffusion

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-17. According to James Marcia, the status of adolescents who have explored various identity alternatives to some degree, but have not yet committed themselves, is called __________. a) b) c) d)

moratorium identity achievement identity diffusion identity foreclosure

Answer: A Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-18. According to James Marcia, which category of identity development leads to adolescents living with relatively high anxiety and psychological conflict? a) b) c) d)

identity diffusion moratorium identity foreclosure identity achievement

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-19. According to James Marcia, which category of identity development leads to flighty behavior, where the adolescent shifts from one thing to another? a) b) c) d) Answer: A

identity diffusion moratorium identity foreclosure identity achievement

Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-20. Corrado, age 19, is a college student whose career plans, relationship status, and even living arrangements seem to change every six months. Which aspect of emerging adulthood is Corrado demonstrating? a) b) c) d)

self-focus uncertainty identity exploration identity achievement

Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-21. Which model suggests that U.S. society is made up of diverse, coequal cultural groups that should preserve their cultural features? a) b) c) d)

pluralistic society model bicultural identity model multicultural model cultural assimilation model

Answer: A Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-22. Ingo is proud of his Slovakian heritage, and equally proud to be an American. In forming his identity, he draws inspiration from both his native Slovakian culture and his adopted homeland. Which perspective on identity development is Ingo following? a) pluralistic society model

b) bicultural identity model c) multicultural model d) cultural assimilation model Answer: B Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-23. When considering data regarding self-reported social identity gathered by the U.S. Census Bureau, what is one notable feature that emerges? a) The data indicate the highest percentage of people self-identifying as White-Black b) The data indicate a significant decrease in the number of individuals who decline to state their racial identity. c) The data indicate a significant increase in the percentage of individuals who identified themselves as multiracial. d) The data indicate a high percentage of people identifying as White-American Indian.

Answer: C Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-24. __________ is a culturally determined psychological timepiece providing a sense of whether we have reached the major benchmarks of life at the appropriate time in comparison to our peers. a) b) c) d)

Maturation The intimacy-versus-isolation stage Postformal thought The social clock

Answer: D Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

Topic: Adulthood: Defining the Self Through Life Events Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-25. People living in Western middle- to upper-classes had social clocks that were fairly uniform until the __________. a) b) c) d)

middle of the nineteenth century middle of the twenty-first century middle of the twentieth century middle of the eighteenth century

Answer: C Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

Topic: Adulthood: Defining the Self Through Life Events Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-26. Which broad pattern did psychologist Ravenna Helson identify in her research of women‘s social roles? a) Women who chose to focus on family and women who chose to focus on career showed very different personality development. b) Both women who chose to focus on family and women who chose to focus on career generally demonstrated positive changes in personality development. c) Women who chose to focus on either family or career tended to show a more negative shift in personality development. d) Women who chose to focus on family demonstrated less confidence and less satisfaction over time than women who chose to focus on career.

Answer: B Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

Topic: Adulthood: Defining the Self Through Life Events Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-27. Psychiatrist George Vaillant proposed that between the ages of 20 and 40, young adults become centered on their careers, entering a developmental stage called __________. a) b) c) d)

the realistic period the fantasy period career consolidation the tentative period

Answer: C Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

Topic: Adulthood: Defining the Self Through Life Events Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-28. __________ refers to an individual‘s overall and specific self-evaluations, whereas __________ reflects beliefs and cognitions about the self. a) b) c) d)

Self-concept; self-esteem Self-esteem; self-concept Self-esteem; social comparison Social comparison; self-concept

Answer: B Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-29. Which term relates to an individual‘s overall and specific positive and negative selfevaluation? a) b) c) d)

self-awareness self-concept self-esteem self-monitoring

Answer: C Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-30. Winston is facing an important exam and expects to do poorly. He is so anxious he cannot concentrate or study effectively, but he figures that because he‘s going to do badly anyway, he shouldn‘t bother studying. This reasoning is an indication of Winston‘s __________. a) b) c) d)

self-esteem self-concept social reality social comparison

Answer: A Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-31. According to __________, members of a minority group are likely to accept the negative views held by a majority group only if they perceive that there is little realistic possibility of changing the power and status differences between the groups. a) b) c) d)

social justice theory self-verification theory downward social comparison theory social identity theory

Answer: D Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-32. Beginning at around age 11 and continuing through adolescence, Black children __________. a) show slightly higher self-esteem compared to White children b) have lower self-esteem compared to White children c) demonstrate a stronger sense of racial identity and a higher level of self-esteem when compared with Hispanic children d) demonstrate a weaker sense of racial identity and a higher level of self-esteem when compared with Asian American children Answer: A Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-33. Societal messages can often lead adolescent females to conclude that __________. a) b) c) d)

physical beauty is unimportant academic achievement is a roadblock to social success socioeconomic status has little influence on educational attainment psychological development is more important than physical characteristics

Answer: B Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-34. Compared to the others, which factor plays a central role in determining a typical adolescent female‘s self-esteem? a) b) c) d)

bravery social success fearlessness athletic achievement

Answer: B Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-35. During the middle childhood years, children in immigrant families __________. a) b) c) d)

often have significant learning problems often fare quite well in the United States are less fluent in communication skills typically suffer from depression

Answer: B Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-36. Ashla is a child of recent immigrants to the United States. If she is similar to the children of other immigrant families, Ashla is likely to demonstrate which of the following behaviors? a) good grades in school b) a higher level of self-esteem than nonimmigrant children c) substantially lower socioeconomic status

d) a high level of popularity among peers Answer: A Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-37. Rocky looks to his peer group as a source of information to judge the appropriateness of his own opinions, abilities, and physical changes. Rocky is engaged in __________. a) b) c) d)

social reference social comparison peer review reference remediation

Answer: B Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-38. What is the likely reason adolescents rely on their peers rather than their parents for social comparison? a) Parents cannot remember their adolescent years. b) Parents are too critical and judgmental of adolescent choices. c) Parents do not have the time to devote to adolescent issues due to employment commitments. d) Adolescents‘ desire for autonomy makes parents seem to be inadequate and invalid sources for information.

Answer: D Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-39. Although children typically compare themselves to similar others, they may choose to make a downward social comparison when their ___________ is at stake.

a) academic advancement b) reputation c) self-esteem d) expectation of punishment Answer: C Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-40. How does anxiety play a role in the cycle of success? a) Lower anxiety feeds directly into increased effort, which is turn feeds directly into raising self-esteem. b) Elevated levels of anxiety serve as a motivating force to succeed. c) Anxiety is unrelated to the cycle of success; however, it plays the primary role in the cycle of failure. d) Lower anxiety contributes to actual success at a task, which then contributes to high self-esteem.

Answer: D Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-41. How does effort play a role in the cycle of failure? a) b) reduced c) task. d) children.

Low self-esteem leads directly to reduced effort, which in turn produces high anxiety.

Low self-esteem leads to a low performance expectation, which in turn leads to effort.

High anxiety leads to low self-esteem, which in turn produces increased effort on a Reduced effort is a direct consequence of high anxiety felt by low self-esteem

Answer: B Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-42. According to Eli Ginzberg‘s theory of career choice, the period lasting until about age 11, when career choices are made and discarded without regard to skills, abilities, or available job opportunities, is called __________. a) b) c) d)

career consolidation the fantasy period the tentative period the realistic period

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-43. When Ling Fi was 8 years old, he was sure he wanted to grow up to be a firefighter. But just a year later, Ling Fi told everybody that he wanted to be a cowboy. A few months later, he wanted to be a professional quoits player. According to Eli Ginzberg‘s model of embarking on a career, Ling Fi is in the __________ period of career choice. a) b) c) d)

tentative career consolidation realistic fantasy

Answer: D Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-44. Junior is 16 years old and wants to become an architect like his father. However, Junior has been tested and found to have a specific learning disability in mathematics. Junior may need to reconsider his career plans based upon this information. According to Eli Ginzberg‘s approach, Junior is in the __________ period of career choice.

a) b) c) d)

fantasy tentative career consolidation realistic

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-45. According to Eli Ginzberg‘s career choice theory, the stage that occurs in early adulthood, when people begin to explore specific career options and narrow their choices, is called the __________. a) b) c) d)

fantasy period tentative period career consolidation period realistic period

Answer: D Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-46. Which conclusion was reached by John Holland when investigating his personality type theory of career exploration? a) b) c) d)

A person should choose a career based on monetary considerations.

Certain personality types match well with certain careers.

Career success will depend on the particular training a person acquires.

Happiness in a career is dependent on a completing a college education.

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-47. Alan possesses good verbal and interpersonal skills, identifying him as __________ in John Holland‘s personality type theory related to career choices. a) b) c) d)

conventional enterprising social realistic

Answer: C Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-48. According to John Holland‘s personality type theory, people who are risk-takers and have good leadership skills are described as __________. a) b) c) d)

conventional enterprising social realistic

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-49. Johannes is a down-to-earth, practical problem solver who is physically strong, but has mediocre social skills. According to John Holland‘s personality type theory, Johannes would best be described as __________. a) b) c) d) Answer: C

conventional enterprising realistic intellectual

Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-50. Occupations that are associated with getting things accomplished are often conceptualized as __________ professions. a) b) c) d)

fraternal agentic communal intrinsic

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-51. Mortimer has chosen an occupation associated with interpersonal relationships; in other words, a(n) __________ profession. a) b) c) d)

maternal agentic communal intrinsic

Answer: C Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-52. When women hit an invisible barrier within an organization that, because of discrimination, prevents them from being promoted beyond a certain level, it is called the __________.

a) saturation level b) glass ceiling c) attrition level d) downsizing factor Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-53. Critics who argue that immigrants lack the knowledge and skills to contribute to the U.S. economy fail to see some fundamental aspects of immigrant success, including which fact? a) b) c) d)

Most legal and illegal immigrants never succeed financially.

Only a few immigrants come to the United States to get on welfare.

Immigrants take away more from the U.S. economy than they contribute.

Most immigrants eventually marry into native-born American families.

Answer: B Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-54. Bernice is a go-getter at her sales job because she likes the finer things in life, such as sports cars, jewelry, and exotic vacations. Bernice is most likely motivated to succeed by __________. a) b) c) d)

intrinsic factors career consolidation differential bias extrinsic factors

Answer: D Learning Objective: LO 10.7 Explore the varied reasons why people work.

Topic: Why Do People Work? It‘s More Than Earning a Living Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-55. The motivation that causes people to work for their own enjoyment, not for the rewards work may bring, is called __________. a) b) c) d)

intrinsic motivation career consolidation status evaluation extrinsic motivation

Answer: A Learning Objective: LO 10.7 Explore the varied reasons why people work.

Topic: Why Do People Work? It‘s More Than Earning a Living Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-56. Which factor affects job satisfaction for middle-aged workers? a) b) c) d)

recognition and approval opportunities for advancement specific policies that affect their jobs being able to work from home

Answer: C Learning Objective: LO 10.7 Explore the varied reasons why people work.

Topic: Why Do People Work? It‘s More Than Earning a Living Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10-57. Since the mid-1980s, the number of __________ in the workforce has grown substantially. a) b) c) d)

women in their 50s and older men in their 50s and older men in their early 20s and 30s women in their early 20s and 30s

Answer: A Learning Objective: LO 10.7 Explore the varied reasons why people work.

Topic: Why Do People Work? It‘s More Than Earning a Living Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-58. When a worker experiences dissatisfaction, disillusionment, frustration, or weariness from their job, it is called __________. a) b) c) d)

a midlife crisis burnout critical mass extinction

Answer: B Learning Objective: LO 10.8 Examine some of the challenges that workers face today.

Topic: Challenges of Work: Burnout, Unemployment, and Age Discrimination Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-59. According to one analysis, every time the unemployment rate goes up 1 percent, there is a __________ percent rise in suicides. a) b) c) d)

1 4 5 10

Answer: B Learning Objective: LO 10.8 Examine some of the challenges that workers face today.

Topic: Challenges of Work: Burnout, Unemployment, and Age Discrimination Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10-60. Which statement is correct regarding middle-aged workers compared to younger workers? a) b) c) d)

Older workers show more absenteeism.

Older workers hold their jobs longer and are more reliable.

Older workers lack sufficient technological skills.

Older workers are not willing to learn new skills.

Answer: B Learning Objective: LO 10.8 Examine some of the challenges that workers face today.

Topic: Challenges of Work: Burnout, Unemployment, and Age Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

ESSAY QUESTIONS 10-61. Compare collectivistic and individualistic cultural orientations, and describe how they impact the development of self-concept.

Answer: A good answer would include the following key points:  Cultures differ in the extent to which they emphasize the self versus the larger social whole  Collectivistic cultures place a premium on interdependence, valuing responsibility to others and the importance of the larger social network.  Individualistic cultures place a premium on independence, valuing the uniqueness of each individual and emphasizing personal identity.  A child raised in a collectivistic culture is likely to develop a self-concept that sees the individual as part of a much larger, integrated whole. Rather than emphasizing personal goals or unique skills, the child’s self-concept would likely focus on the prescribed role in the greater social fabric.  A child raised in an individualistic culture is likely to see the self as unique, autonomous, and self-contained. Such a child’s self-concept would probably focus on what makes them stand apart from others.

Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

Topic: The Roots of Self-Awareness Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-62. Explain the dimensions of commitment and crisis in James Marcia‘s theory of adolescent development, and describe how they combine to produce different types of adolescent identity.

Answer: A good answer would include the following key points:  James Marcia proposed that commitment (investment in an ideology or a course of action) and crisis (conscious choice among alternatives) were the bases for adolescent identity exploration. Combinations of the presence or absence of these factors produce four identity statuses.  When commitment and crisis are both present, identity achievement results. An adolescent commits to a particular identity after exploring options and alternatives.  Commitment and no crisis produces identity foreclosure; an adolescent adopts an identity without fully considering alternatives.  No commitment coupled with crisis leads to moratorium. Here an adolescent may have explored identity alternatives but not yet committed to one.  Finally, no commitment and no crisis produces identity diffusion. Not exploring, not committing, or not doing either results in this lack of a solid identity.

Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Topic: Understanding Oneself in Middle Childhood and Adolescence Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-63. Which social, personal, and academic outcomes typically result for children of immigrant families?

Answer: A good answer would include the following key points:  Immigrant children are faring quite well, and in some ways, doing better than their nonimmigrant peers in the United States.  They tend to have equal or better grades than nonimmigrant students, and demonstrate levels of self-esteem similar to those of nonimmigrant children.  Their socioeconomic status is relatively high, and their parents tend to be educated.  Immigrant children are highly motivated and place a higher value on education than nonimmigrant children, and immigrant children often feel an obligation and duty toward their family to succeed.

Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-64. Describe the process of social comparison, and apply it to a child who wants to evaluate intellectual and social abilities.

Answer: A good answer would include the following key points:  Social comparison is the process of evaluating one‘s own behavior, abilities, or opinions by comparing them to those of others.  Upward social comparison involves evaluation against others who are presumed to be more competent on the dimension under consideration.  Downward social comparison involves evaluation against others who are presumed to be less competent on the dimension under consideration.  A child who wants to evaluate intellectual abilities actually wouldn‘t need social comparison, as there are objective measures of achievement available, such as test scores, grades on projects, class rankings, and so on. However, a child making an upward comparison might evaluate themself in relation to slightly smarter peers, whereas a child making a downward comparison might evaluate themself in relation to slightly duller peers. The consequence of upward social comparison in this case might be a blow to selfesteem (as the child realizes they are not as smart as others), whereas the consequence of downward comparison might be a boost to self-esteem (especially if the child chooses a much lower comparison standard).  Social skills, which are more nebulous to begin with, could also be evaluated either upward or downward. The choice of a comparison target who is either a bit more or a bit less socially skilled would be appropriate in this case.

Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

10-65. Explain criticisms of Eli Ginzberg‘s career choice theory.

Answer: A good answer would include the following key points:  Critics charge that Ginzberg‘s approach is an oversimplification of the process of choosing a career.  Because his research was based on people occupying the middle socioeconomic class, his theory may overstate the choices and options available to people occupying lower socioeconomic levels.  The ages that Ginzberg associates with each level or stage may be too rigid and not reflect the seriousness of decisions that people make who leave high school and immediately enter a job.  Additionally, economic shifts may cause people to change careers at different points in their lives, even though they did not plan on doing so.

Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

10-66. Explain the difference between agentic occupations and communal occupations, and give an example of each type, Answer: A good answer would include the following key points:  Agentic professions are occupations that are associated with getting things accomplished.

Plainly, someone who is in a paid employment position has a vested interest in getting things accomplished, when that is synonymous with “Do your job or you’ll be fired!”

The key here is a certain amount of drive, striving, sense of purpose, or…well, agency, in getting the task done.  Agentic occupations could be those as simple as carpentry or plumbing (i.e., fixing things and having a successful completed outcome to show for it) or as complex as entrepreneurship (i.e., creating something where previously there was nothing, as is often seen in the high-tech sector).  Communal professions are occupations that are associated with relationships. Again, all occupations are, in the broad sense of “Please get along with your coworkers, or you’ll be fired.” The key here is a sense of teamwork, supporting one another psychologically and professionally, building and maintaining productive relationships, and so on.



Occupations such as nursing, elementary school teaching, or social work are often seen as communal.

Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Topic: Embarking on a Career Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 10.1: The Development of the Self 1 . EOM Q10.1.1 __________, or knowledge of oneself, begins to grow in infants around the age of 12 months, whereas __________, the set of beliefs about what one is like as an individual, develops in the preschool years. a) Self-awareness; self-concept b) Egocentrism; self-consciousness Consider This: Around 12 months, children can recognize themselves in the mirror, whereas in the preschool years, children begin to answer the question, "Who am I?" LO 10.1 Describe the process by which young children develop an understanding of themselves. c) Self-consciousness; self-esteem Consider This: Around 12 months, children can recognize themselves in the mirror, whereas in the preschool years, children begin to answer the question, "Who am I?" LO 10.1 Describe the process by which young children develop an understanding of themselves. d) Self-concept; egocentrism Consider This: Around 12 months, children can recognize themselves in the mirror, whereas in the preschool years, children begin to answer the question, "Who am I?" LO 10.1 Describe the process by which young children develop an understanding of themselves.

Answer: A Difficulty: Moderate Topic: The Roots of Self-Awareness Skill: Understand the Concepts Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

2 . EOM Q10.1.2 Early in life, infants begin to develop a __________, defined as knowledge and beliefs about how the mind works and how it influences behavior. a) theory of mind b) self-concept Consider This: Children use this to explain how others think. LO 10.1 Describe the process by which young children develop an understanding of themselves. c) social conscience Consider This: Children use this to explain how others think. LO 10.1 Describe the process by which young children develop an understanding of themselves. d) mental map Consider This: Children use this to explain how others think. LO 10.1 Describe the process by which young children develop an understanding of themselves.

Answer: A Difficulty: Topic: The Roots of Self-Awareness Skill: Understand the Concepts

Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

3 . EOM Q10.1.3 In comparison with their self-concepts in middle childhood, adolescents begin to __________. a) differentiate their own views of themselves from others' views b) divide their self-concepts into personal versus academic spheres Consider This: When adolescents describe who they are, they take into account many different perspectives. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. c) develop a conviction that they are good at everything Consider This: When adolescents describe who they are, they take into account many different perspectives. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. d) include psychological characteristics in their self-concepts Consider This: When adolescents describe who they are, they take into account many different perspectives. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Answer: A Difficulty: Difficult Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

4 . EOM Q10.1.4 According to psychologist James Marcia, the status of adolescents who commit to an identity without adequately exploring alternatives is called __________. a) identity foreclosure b) moratorium Consider This: Adolescents in this category accepted others‘ decisions about what was best for them.

LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. c) identity diffusion Consider This: Adolescents in this category accepted others‘ decisions about what was best for them.

LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. d) identity achievement Consider This: Adolescents in this category accepted others‘ decisions about what was best for them.

LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Answer: A Difficulty: Moderate Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

5 . EOM Q10.1.5 Which general outcomes related to social progression did psychologist Ravenna Helson identify in her research investigating women‘s social roles?

a) Both women who chose to focus on family and women who chose to focus on career generally demonstrated positive changes in personality development. b) Women who chose to focus on family demonstrated less confidence and less satisfaction over time than those women who chose to focus on career.

Consider This: Helson‘s conclusion was that the critical factor in personality development is not which social clock a woman chooses, but the process of choosing a social clock. LO 10.3 Explain how the process of self-definition continues in adulthood. c) Women who chose to focus on family and women who chose to focus on career showed very different personality development.

Consider This: Helson‘s conclusion was that the critical factor in personality development is not which social clock a woman chooses, but the process of choosing a social clock. LO 10.3 Explain how the process of self-definition continues in adulthood. d) Women who chose to focus on either family or career tended to show a more negative shift in personality development.

Consider This: Helson‘s conclusion was that the critical factor in personality development is not which social clock a woman chooses, but the process of choosing a social clock LO 10.3 Explain how the process of self-definition continues in adulthood.

Answer: A Difficulty: Difficult Topic: Adulthood: Defining the Self Through Life Events Skill: Understand the Concepts Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

Module Quiz 10.2: Evaluating the Self 1 . EOM Q10.2.1 Whereas self-concept reflects beliefs and thoughts about the self, self-esteem is focused more on __________ considerations. a) emotional b) cognitive Consider This: Self-esteem involves specific positive and negative self-evaluations. LO 10.4 Analyze the origins and effects of self-esteem. c) moral Consider This: Self-esteem involves specific positive and negative self-evaluations. LO 10.4 Analyze the origins and effects of self-esteem. d) intellectual Consider This: Self-esteem involves specific positive and negative self-evaluations. LO 10.4 Analyze the origins and effects of self-esteem.

Answer: A Difficulty: Easy Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Skill: Understand the Concepts Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

2 . EOM Q10.2.2 From the standpoint of intersectionality, which adolescent is statistically likely to have the lowest self-esteem? a) Cindy, an Asian American female b) Jocelyn, a Hispanic female Consider This: Intersectionality considers race and gender simultaneously. LO 10.4 Analyze the origins and effects of self-esteem. c) Jerry, an American Indian male Consider This: Intersectionality considers race and gender simultaneously. LO 10.4 Analyze the origins and effects of self-esteem. d) Maurice, a Black male Consider This: Intersectionality considers race and gender simultaneously. LO 10.4 Analyze the origins and effects of self-esteem.

Answer: A Difficulty: Difficult Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Skill: Apply What You Know Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

3 . EOM Q10.2.3 What is the primary source of social comparison for adolescents? a) peer groups b) older siblings Consider This: Adolescents turn increasingly to others who share, and consequently can shed light on, their own experiences. LO 10.5 Explain how social comparison functions in childhood and adolescence. c) teachers

Consider This: Adolescents turn increasingly to others who share, and consequently can shed light on, their own experiences. LO 10.5 Explain how social comparison functions in childhood and adolescence. d) one or both parents Consider This: Adolescents turn increasingly to others who share, and consequently can shed light on, their own experiences. LO 10.5 Explain how social comparison functions in childhood and adolescence.

Answer: A Difficulty: Easy Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Skill: Understand the Concepts Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

4 . EOM Q10.2.4 Nellie wants to do well at softball but keeps missing the ball and striking out. Now she never expects to do well when she comes to bat, and sure enough, she continues to strike out. Nellie is caught in a __________. a) cycle of failure b) web of confusion Consider This: Adolescents with low self-esteem respond more negatively to failure than those with high self-esteem, in part because those with low self-esteem focus on their shortcomings after experiencing failure. LO 10.5 Explain how social comparison functions in childhood and adolescence. c) self-esteem trap Consider This: Adolescents with low self-esteem respond more negatively to failure than those with high self-esteem, in part because those with low self-esteem focus on their shortcomings after experiencing failure. LO 10.5 Explain how social comparison functions in childhood and adolescence. d) disappointment spiral Consider This: Adolescents with low self-esteem respond more negatively to failure than those with high self-esteem, in part because those with low self-esteem focus on their shortcomings after experiencing failure. LO 10.5 Explain how social comparison functions in childhood and adolescence.

Answer: A Difficulty: Moderate Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Skill: Apply What You Know Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

5 . EOM Q10.2.5 Ernie looks to his peer group as a source of information to evaluate the appropriateness of his own opinions, abilities, behavior, and expertise. Ernie is engaged in __________. a) social comparison b) social referencing Consider This: When people lack an objective standard against which to compare themselves, they look to others as a source of information. LO 10.5 Explain how social comparison functions in childhood and adolescence. c) nonverbal decoding Consider This: When people lack an objective standard against which to compare themselves, they look to others as a source of information. LO 10.5 Explain how social comparison functions in childhood and adolescence.

d) peer review Consider This: When people lack an objective standard against which to compare themselves, they look to others as a source of information. LO 10.5 Explain how social comparison functions in childhood and adolescence.

Answer: A Difficulty: Moderate Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Skill: Understand the Concepts Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

Module Quiz 10.3: Picking an Occupation: Choosing Life's Work EOM Q10.3.1 According to Eli Ginzberg's theory of career choice, people begin to weigh job requirements, their own abilities and interests, and their personal values and goals during the __________ period. a) tentative b) fantasy Consider This: This is the second stage of Ginzberg's theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. c) realistic Consider This: This is the second stage of Ginzberg's theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. d) rational Consider This: This is the second stage of Ginzberg's theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Answer: A Difficulty: Moderate Topic: Embarking on a Career Skill: Understand the Concepts Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

EOM Q10.3.2 When Doyle was 8 years old, he was sure he wanted to grow up to be a police officer. But just a year later, Doyle told everybody that he wanted to be an astronaut. A few years passed, and when he was around 11 years old, he wanted to be a professional jai alai player. According to Eli Ginzberg, Doyle is in the __________ period of career choice. a) fantasy b) career consolidation Consider this: Ginzberg proposed a stage theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. c) realistic Consider this: Ginzberg proposed a stage theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. d) tentative Consider this: Ginzberg proposed a stage theory of career choice. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Answer: A Difficulty: Moderate Topic: Embarking on a Career Skill: Apply What You Know Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

EOM Q10.3.3 People who work for tangible rewards, such as money or prestige, are said to have __________ motivation; those who work for their own enjoyment are said to have __________ motivation.

a) extrinsic; intrinsic b) concrete; theoretical Consider This: People work in order to obtain various concrete and intangible rewards. LO 10.7 Explore the varied reasons why people work. c) practical; idealistic Consider This: People work in order to obtain various concrete and intangible rewards. LO 10.7 Explore the varied reasons why people work. d) physical; metaphysical Consider This: People work in order to obtain various concrete and intangible rewards. LO 10.7 Explore the varied reasons why people work.

Answer: A Difficulty: Easy Topic: Why Do People Work? It‘s More Than Earning a Living Skill: Understand the Concepts Learning Objective: LO 10.7 Explore the varied reasons why people work.

EOM Q10.3.4 Job satisfaction has been found to be higher when workers have __________. a) input into the nature and operation of their jobs b) clear, well-structured, predictable jobs Consider This: Job satisfaction is also higher in jobs that offer variety, requiring many different types of skills, over those that require only a few. LO 10.7 Explore the varied reasons why people work. c) regular and close monitoring and supervision Consider This: Job satisfaction is also higher in jobs that offer variety, requiring many different types of skills, over those that require only a few. LO 10.7 Explore the varied reasons why people work. d) hours and pay that can vary from week to week Consider This: Job satisfaction is also higher in jobs that offer variety, requiring many different types of skills, over those that require only a few. LO 10.7 Explore the varied reasons why people work.

Answer: A Difficulty: Moderate Topic: Why Do People Work? It‘s More Than Earning a Living Skill: Understand the Concepts Learning Objective: LO 10.7 Explore the varied reasons why people work.

EOM Q10.3.5 Frustration and disillusionment with one's job is frequently a symptom of __________, the feeling that one's efforts are inadequate to solve vast societal problems. a) burnout b) a midlife crisis Consider This: These outcomes occur most often in jobs that involve helping others, and often strike those who initially were the most idealistic and driven. LO 10.8 Examine some of the challenges that workers face today. c) occupational insecurity Consider This: These outcomes occur most often in jobs that involve helping others, and often strike those who initially were the most idealistic and driven. LO 10.8 Examine some of the challenges that workers face today. d) underemployment Consider This: These outcomes occur most often in jobs that involve helping others, and often strike those who initially were the most idealistic and driven. LO 10.8 Examine some of the challenges that workers face today.

Answer: A

Difficulty: Easy Topic: Challenges of Work: Burnout, Unemployment, and Age Discrimination Skill: Understand the Concepts Learning Objective: LO 10.8 Examine some of the challenges that workers face today.

Chapter 10 Quiz: Development of the Self 1 . EOC Q10.1 An infant who fusses and kicks when a parent enters the room to signal being hungry is demonstrating an understanding that parents are __________, self-directed beings who can respond to requests. a) compliant agents b) loving nurturers Consider This: Infants see other people as beings similar to themselves who behave under their own power and who have the capacity to respond to infants‘ requests LO 10.1 Describe the process by which young children develop an understanding of themselves. c) responsible providers Consider This: Infants see other people as beings similar to themselves who behave under their own power and who have the capacity to respond to infants‘ requests LO 10.1 Describe the process by which young children develop an understanding of themselves. d) sympathetic caregivers Consider This: Infants see other people as beings similar to themselves who behave under their own power and who have the capacity to respond to infants‘ requests LO 10.1 Describe the process by which young children develop an understanding of themselves.

Answer: A Difficulty: Moderate Topic: The Roots of Self-Awareness Skill: Understand the Concepts Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

2 . EOC Q10.2 Compared to the others, which aspect of a child's self-concept develops first? a) gender identity b) ethnicity Consider This: This area of self-concept is well established by the time children reach the preschool years. LO 10.1 Describe the process by which young children develop an understanding of themselves. c) race Consider This: This area of self-concept is well established by the time children reach the preschool years. LO 10.1 Describe the process by which young children develop an understanding of themselves. d) self-worth Consider This: This area of self-concept is well established by the time children reach the preschool years. LO 10.1 Describe the process by which young children develop an understanding of themselves.

Answer: A Difficulty: Difficult Topic: The Roots of Self-Awareness Skill: Remember the Facts Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

3 . EOC Q10.3

Cross-cultural studies of infants document that the timing of the development of self-recognition is strongly influenced by __________. a) the cultural environment b) the presence of siblings Consider This: Greek children show earlier self-recognition than children from Cameroon. LO 10.1 Describe the process by which young children develop an understanding of themselves. c) the physical environment Consider This: Greek children show earlier self-recognition than children from Cameroon. LO 10.1 Describe the process by which young children develop an understanding of themselves. d) inherited traits Consider This: Greek children show earlier self-recognition than children from Cameroon. LO 10.1 Describe the process by which young children develop an understanding of themselves.

Answer: A Difficulty: Moderate Topic: The Roots of Self-Awareness Skill: Remember the Facts Learning Objective: LO 10.1 Describe the process by which young children develop an understanding of themselves.

4 . EOC Q10.4 The ability to distinguish the views of others from their own views in defining their identities typically begins to develop during __________. a) adolescence b) middle childhood Consider This: The same cognitive sophistication that allows one to differentiate various aspects of the self also leads to evaluating oneself in different ways. LO 10.2 Trace the shift in selfunderstanding in the middle childhood and adolescent years. c) early childhood Consider This: The same cognitive sophistication that allows one to differentiate various aspects of the self also leads to evaluating oneself in different ways. LO 10.2 Trace the shift in selfunderstanding in the middle childhood and adolescent years. d) young adulthood Consider This: The same cognitive sophistication that allows one to differentiate various aspects of the self also leads to evaluating oneself in different ways. LO 10.2 Trace the shift in selfunderstanding in the middle childhood and adolescent years.

Answer: A Difficulty: Moderate Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

5 . EOC Q10.5 According to Erik Erikson, adolescents are in the __________ stage of development. a) identity-versus-identity-confusion b). industry-versus-inferiority Consider This: Teenagers try to figure out what is unique and distinctive about themselves, a task they manage with increasing sophistication due to the cognitive gains of adolescence. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. c) initiative-versus-guilt

Consider This: Teenagers try to figure out what is unique and distinctive about themselves ,a task they manage with increasing sophistication due to the cognitive gains of adolescence. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. d) intimacy-versus-isolation Consider This: Teenagers try to figure out what is unique and distinctive about themselves, a task they manage with increasing sophistication due to the cognitive gains of adolescence. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Answer: A Difficulty: Difficult Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

6 . EOC Q10.6 Psychologist James Marcia proposed that adolescent identity can be seen in terms of two characteristics, which are __________. a) crisis and commitment b) approach and avoidance Consider This: These dimensions produce four categories of adolescent development, according to this model. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. c) inferiority and superiority Consider This: These dimensions produce four categories of adolescent development, according to this model. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. d) diffusion and consolidation Consider This: These dimensions produce four categories of adolescent development, according to this model. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Answer: A Difficulty: Difficult Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

7 . EOC Q10.7 Minority group members who draw on their own culture while integrating themselves into the dominant culture are examples of the __________ model. a) bicultural identity b) cultural assimilation Consider This: This view suggests that an individual can hold two cultural identities, without having to prefer one over the other. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. c) pluralistic society Consider This: This view suggests that an individual can hold two cultural identities, without having to prefer one over the other. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years. d) racial dissonance

Consider This: This view suggests that an individual can hold two cultural identities, without having to prefer one over the other. LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

Answer: A Difficulty: Moderate Topic: Understanding Oneself in Middle Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 10.2 Trace the shift in self-understanding in the middle childhood and adolescent years.

8 . EOC Q10.8 According to psychiatrist George Vaillant, young adults reach a stage called __________, in which they focus on their professional achievements. a) career consolidation b) work-versus-leisure Consider This: This stage marks a bridge between intimacy-versus-isolation and generativity-versusstagnation. LO 10.3 Explain how the process of self-definition continues in adulthood. c) status acquisition Consider This: This stage marks a bridge between intimacy-versus-isolation and generativity-versusstagnation. LO 10.3 Explain how the process of self-definition continues in adulthood. d) advancement-versus-stagnation Consider This: This stage marks a bridge between intimacy-versus-isolation and generativity-versusstagnation. LO 10.3 Explain how the process of self-definition continues in adulthood.

Answer: A Difficulty: Moderate Topic: Adulthood: Defining the Self Through Life Events Skill: Understand the Concepts Learning Objective: LO 10.3 Explain how the process of self-definition continues in adulthood.

9 . EOC Q10.9 During middle childhood, self-esteem becomes more __________. a)differentiated b) confused Consider This: This development is similar to changes in self-concept. LO 10.4 Analyze the origins and effects of self-esteem. c) rigid Consider This: This development is similar to changes in self-concept. LO 10.4 Analyze the origins and effects of self-esteem. d) changeable Consider This: This development is similar to changes in self-concept. LO 10.4 Analyze the origins and effects of self-esteem.

Answer: A Difficulty: Moderate Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Skill: Remember the Facts Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

10 . EOC Q10.10 During adolescence, self-concept becomes increasingly accurate. What effect does this have on adolescents' selfesteem?

a) It leads to a clearer self-assessment, which may be positive or negative. b) It usually leads to an increase in self-esteem.

Consider This: Their increasing accuracy in understanding themselves permits them to see themselves fully. LO 10.4 Analyze the origins and effects of self-esteem. c) It usually leads to a decrease in self-esteem.

Consider This: Their increasing accuracy in understanding themselves permits them to see themselves fully. LO 10.4 Analyze the origins and effects of self-esteem. d) It brings on a harsher assessment of self, which leads to adolescent rebellion.

Consider This: Their increasing accuracy in understanding themselves permits them to see themselves fully. LO 10.4 Analyze the origins and effects of self-esteem.

Answer: A Difficulty: Difficult Topic: Self-Esteem: Developing a Positive—or Negative—View of Oneself Skill: Understand the Concepts Learning Objective: LO 10.4 Analyze the origins and effects of self-esteem.

11 . EOC Q10.11 Sixth-grader Broderick, a low-achieving student, compares his school grades with those of less-able students in his class, whereas Enzo, a high achiever, compares his grades with those of his academic peers. Broderick has higher academic self-esteem than Enzo. Broderick's strategy in this regard is known as __________. a) downward social comparison b) strategic norming Consider This: By comparing themselves to those who are less able, children ensure that they will come out on top and thereby preserve an image of themselves as successful. LO 10.5 Explain how social comparison functions in childhood and adolescence. c) favorable social referencing Consider This: By comparing themselves to those who are less able, children ensure that they will come out on top and thereby preserve an image of themselves as successful. LO 10.5 Explain how social comparison functions in childhood and adolescence. d) self-serving referencing Consider This: By comparing themselves to those who are less able, children ensure that they will come out on top and thereby preserve an image of themselves as successful. LO 10.5 Explain how social comparison functions in childhood and adolescence.

Answer: A Difficulty: Moderate Topic: Social Comparison: Asking ―How Do I Measure Up?‖ Skill: Apply What You Know Learning Objective: LO 10.5 Explain how social comparison functions in childhood and adolescence.

12 . EOC Q10.12 According to John Holland‘s personality type theory, people who are risk-takers and have good leadership skills are described as __________. a) enterprising b) conventional Consider This: Careers in politics or management might appeal to a person with these characteristics.

LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. c) social

Consider This: Careers in politics or management might appeal to a person with these characteristics.

LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. d) realistic Consider This: Careers in politics or management might appeal to a person with these characteristics.

LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Answer: A Difficulty: Moderate Topic: Embarking on a Career Skill: Understand the Concepts Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

13 . EOC Q10.13 Which statement about immigrants in the United States is true? a) Given time, immigrants contribute more to the economy than they take away. b) The primary reason most people immigrate is to take advantage of welfare.

Consider This: Immigrants become more productive as they get older. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. c) Illegal immigrants, and even legal immigrants, rarely succeed financially.

Consider This: Immigrants become more productive as they get older. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity. d) Most immigrants have little motivation to seek or keep employment.

Consider This: Immigrants become more productive as they get older. LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

Answer: A Difficulty: Moderate Topic: Embarking on a Career Skill: Understand the Concepts Learning Objective: LO 10.6 Analyze the methods by which people choose their careers and the ways in which career choices affect personal identity.

14 . EOC Q10.14 Compared with younger workers, middle-aged workers are more interested in __________. a) the here-and-now qualities of the work situation b) the chance to make a lasting difference in the world Consider This: Middle-aged workers are more concerned with pay, working conditions, and specific policies. LO 10.7 Explore the varied reasons why people work. c) opportunities for recognition and approval Consider This: Middle-aged workers are more concerned with pay, working conditions, and specific policies. LO 10.7 Explore the varied reasons why people work. d) opportunities for advancement Consider This: Middle-aged workers are more concerned with pay, working conditions, and specific policies. LO 10.7 Explore the varied reasons why people work.

Answer: A Difficulty: Moderate Topic: Why Do People Work? It‘s More Than Earning a Living Skill: Understand the Concepts Learning Objective: LO 10.7 Explore the varied reasons why people work.

15 . EOC Q10.15 Which statement directed toward an older person applying for a job is an example of age discrimination? a) ―Sorry, but we're looking for new ideas and high energy in our workforce.‖ b) ―I'm sorry, but we need workers with at least two years of college coursework in marketing.‖ Consider This: Age discrimination laws give most workers the opportunity either to remain in jobs they held previously or to begin working in entirely different fields. LO 10.8 Examine some of the challenges that workers face today. c) ―Frankly, your past experience seems inappropriate for the requirements of this job.‖ Consider This: Age discrimination laws give most workers the opportunity either to remain in jobs they held previously or to begin working in entirely different fields. LO 10.8 Examine some of the challenges that workers face today. d) ―This job requires at least two years' experience using spreadsheets, which you don't have.‖ Consider This: Age discrimination laws give most workers the opportunity either to remain in jobs they held previously or to begin working in entirely different fields. LO 10.8 Examine some of the challenges that workers face today.

Answer: A Difficulty: Easy Topic: Challenges of Work: Burnout, Unemployment, and Age Discrimination Skill: Apply What You Know Learning Objective: LO 10.8 Examine some of the challenges that workers face today.

TOTAL ASSESSMENT GUIDE

Chapter 11 Moral Development and Aggression

Topic LO 11.1 Compare and contrast the various approaches to moral development.

LO 11.2 Summarize Kohlberg’s and Gilligan’s theories of moral development, and explain how they differ.

LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child’s development.

LO 11.5 Summarize the development of religion in childhood and adolescence.

LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler’s stages of faith development.

LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Remember the Facts

Understand the Concepts

Apply What You Know

Multiple Choice Essay

1, 2, 4

5

3

Multiple Choice

7, 10, 11, 15, 17–19

8, 12, 16

9, 13, 14

Essay

Analyze It 6

63, 64

Multiple Choice

20–22

Essay

Multiple Choice Essay

23, 25, 27, 29

Multiple Choice

32, 33, 35–38

31

24, 26, 28, 30

34

39

Essay Multiple Choice

43

40–42, 45

44

Essay Multiple Choice Essay

Multiple Choice Essay

65 46, 48, 49, 52

47

50, 51

53 66

TOTAL ASSESSMENT GUIDE

Chapter 11 Moral Development and Aggression

Topic LO 11.9 Explain the effects of exposure to violent media and video games.

LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Remember the Facts Multiple Choice

Essay Multiple Choice Essay

Understand the Concepts

Apply What You Know

Analyze It

54, 55

56, 57, 59–61

58

62 67

Chapter 11 Moral Development and Aggression MULTIPLE CHOICE 11.1 Which term refers to changes in people‘s sense of justice and in their behavior related to moral issues? a) b) c) d)

law and order ethicality moral development heteronomous development

Answer: C Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-2. __________ describes helping behavior that benefits others. a) b) c) d)

Immanent justice Moral development Autonomous cooperation Prosocial behavior

Answer: D Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-3. Lucretia is a 5-year-old who is watching television and eating popcorn. Her 3-year-old brother, Zoltan, wakes up from his nap and joins her. Lucretia offers Zoltan some of her popcorn, and their mother praises her as a ―good girl‖ for sharing. This is an example of __________. a) morality b) incipient cooperation c) reinforcing prosocial behavior

d) modeling Answer: C Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-4. According to social learning theory, observing the behavior of others paves the way for the development of more general rules and principles through a process called __________. a) b) c) d)

empathy abstract modeling immanent justice autonomous cooperation

Answer: B Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-5. According to developmentalists, which factor lies at the heart of some kinds of moral behavior? a) b) c) d)

cognitive ability empathy social skills development fear of punishment

Answer: B Difficulty Level: Moderate Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-6. Why might negative emotions produce moral behavior, according to both contemporary and psychoanalytic explanations?

a) Acting badly produces a rebound effect, in which people then want to act morally. b) The experience of both morality and contempt are closely linked in nearby brain structures. c) Children may act in moral, prosocial ways to avoid feelings of personal distress or guilt. d) Negative emotions spur the id to ―challenge‖ the superego to enact moral behavior.

Answer: C Difficulty Level: Moderate Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Topic: Moral Development Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-7. Which theorist proposed that people progress through a series of moral reasoning stages? a) b) c) d)

Sigmund Freud Elliot Aronson Lawrence Kohlberg Albert Bandura

Answer: C Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-8. According to psychologist Lawrence Kohlberg, which stage of moral reasoning views morality in terms of rigid rules and rewards and punishments? a) b) c) d)

conventional morality postconventional morality unconventional morality preconventional morality

Answer: D Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-9. Talcott is a scout in the Wild Adventurers Club. While on a camping trip, the scout leader tells the boys to stay away from the lake. Some of the scouts ignore the leader and go fishing by the lake anyway. Talcott wants to do what the leader says and believes that good behaviors are rewarded and bad behaviors are punished. Which level of moral reasoning is Talcott in? a) preconventional b) conventional c) postconventional d) convenient Answer: A Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-10. The fourth stage of Lawrence Kohlberg‘s levels of moral reasoning is __________. a) b) c) d)

authority and social-order-maintaining morality the adoption of universal moral principles obedience and punishment orientation morality of democratically accepted law

Answer: A Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-11. Psychologist Lawrence Kohlberg argued that attaining __________ is relatively rare. a) b) c) d)

preconventional morality immorality postconventional morality conventional morality

Answer: C Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-12. Lawrence Kohlberg proposed that moral development occurs in a fixed order, and that people are unable to reach the highest stage of moral reasoning until __________ due to __________. a) b) c) d)

middle childhood; lack of cognitive development adolescence; lack of experience and peer pressure young adulthood; lack of experience adolescence; lack of cognitive development

Answer: D Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-13. Fitzhugh believes an action is morally right if it conforms to the rules of society. Most likely, he is at the ___________ level of moral development. a) b) c) d)

conventional morality postconventional morality unconventional morality preconventional morality

Answer: A Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-14. Celeste refuses to vote in major elections because she believes that most political candidates seeking office are motivated by personal gain and not by wanting to create positive social change. Based on Lawrence Kohlberg‘s theory of moral development, Celeste‘s abstract moral ideals and principles reflect __________ . a) formal conventional moral reasoning b) postconventional moral reasoning c) preconventional moral reasoning

d) unconventional moral reasoning Answer: B Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-15. Which theorist proposed a three-stage theory of moral development for females? a) b) c) d)

Lawrence Kohlberg Mary Ainsworth Carol Gilligan Albert Bandura

Answer: C Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-16. According to Carol Gilligan and other critics, Lawrence Kohlberg‘s theory of moral development __________. a) should only be applied to males b) explains moral reasoning in multiple cultures c) should be extended to males d) is a comprehensive theory without missing components Answer: A Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-17. Which characteristic best describes the first of the three-stage process of women‘s morality, as theorized by Carol Gilligan?

a) b) c) d)

goodness as self-sacrifice orientation toward individual survival morality of nonviolence moral equivalence established between self and others

Answer: B Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-18. Which characteristic best describes the second of the three-stage process of women‘s morality, as theorized by Carol Gilligan? a) b) c) d)

goodness as self-sacrifice orientation toward individual survival morality of nonviolence moral equivalence established between self and others

Answer: A Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-19. Which characteristic best describes the third of the three-stage process of women‘s morality, as theorized by Carol Gilligan? a) b) c) d)

goodness as self-sacrifice orientation toward individual survival morality of nonviolence moral equivalence established between self and others

Answer: C Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-20. According to the social domain model, how should moral reasoning be evaluated? a) Moral reasoning is based on objectively right or wrong decisions that apply universally. b) There is only one principle: moral behavior should produce the greatest good for the greatest number of people. c) Behavior is moral if a good outcome results, and immoral if a bad outcome results. d) Moral reasoning needs to be considered in the context in which moral judgments are being made at a given time.

Answer: D Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-21. _________ is a kind of behavior enacted to help others, but requires clear self-sacrifice. a) Duty-based action b) Altruistic behavior c) Rights-based reasoning d) Prosocial conventionality Answer: B Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-22. Which form of moral reasoning do people in the United States tend to use? a) duty-based reasoning b) communal reasoning c) reciprocal obligation reasoning d) rights-based reasoning

Answer: D Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-23. Which term describes parents who are controlling, punitive, rigid, and cold? a) b) c) d)

authoritative uninvolved authoritarian permissive

Answer: C Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-24. Meredith‘s 5-year-old friends at the playground run from the rides to the slides, but Meredith‘s mother told her she had to stay on the swings and not move to another place. When Meredith complained that the other children were allowed to play where they wanted, Meredith‘s mother told her to stay on the swings ―because I said so!‖ This is an example of __________. a) b) c) d)

uninvolved parenting authoritarian parenting permissive parenting authoritative parenting

Answer: B Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-25. Which term describes parents who provide lax and inconsistent feedback to their children? a) authoritarian

b) authoritative c) uninvolved d) permissive Answer: D Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-26. D‘Shawn is a 5-year-old child who does not have a regular bedtime, is permitted to neglect personal hygiene, and doesn‘t usually participate in any simple chores, such as picking up the toys in his room. It would appear that D‘Shawn‘s parents‘ style of parenting is __________. a) b) c) d)

permissive authoritarian involved authoritative

Answer: A Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-27. Which term describes parents who are firm, set clear and consistent limits, and try to reason with their children? a) b) c) d)

authoritarian permissive uninvolved authoritative

Answer: D Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-28. Five-year-old Gustavo and his younger sister Alejandra were playing in the living room when Alejandra grabbed at the toy that Gustavo had. He lashed out and punched Alejandra in the arm, making her cry. Their mother immediately took Gustavo aside and, rather than punishing him, explained how his behavior made his sister cry, and that he needed to share his toys. This is an example of the ___________ parenting style. a) b) c) d)

authoritative permissive authoritarian uninvolved

Answer: A Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-29. ___________ parents show almost no interest in their children and demonstrate indifferent, rejecting behaviors. a) b) c) d)

Permissive Authoritative Authoritarian Uninvolved

Answer: D Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-30. Dorie lives in a household where her parents are gone most of the time. Even when they are home, Dorie goes to school wearing soiled clothes and having had no breakfast. Which parenting style do Dorie‘s parents likely practice? a) uninvolved b) permissive c) authoritarian

d) authoritative Answer: A Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-31. Hispanic parents typically place a great deal of emphasis on __________ when parenting. a) b) c) d)

directing their children‘s activities and controlling their behavior children respecting rules and being obedient to authority figures indifference to their children‘s needs letting their children do whatever they want

Answer: B Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child‘s development.

Topic: Effective Parenting: Teaching Desired Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-32. Surveys of colleges students demonstrate that __________ is the primary value that underlies their decision to go to college. a) becoming a more cultured person b) being able to get a better job c) being well off financially d) pleasing their family Answer: B Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-33. Over ________ of Americans report that they have left the religious faith in which they were raised and have become affiliated with another religion. a) one-third

b) one-quarter c) one-half d) three-quarters Answer: B Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-34. Zhenya feels a strong sense of attachment to a sacred entity. This feeling is called __________. a) closeness b) morality c) spirituality d) value Answer: C Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-35. Children pass through three stages of religious development, the first of which is __________. a) preoperational intuitive religious thought b) sensorimotor religious thought c) concrete operational religious thought d) formal operational religious thought Answer: A Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-36. Children pass through three stages of religious development, the last of which is called __________. a) preoperational intuitive religious thought b) sensorimotor religious thought c) concrete operational religious thought d) formal operational religious thought Answer: D Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-37. At what age are children in the concrete operational thought stage of religious development? a) 2 or 3 to 4 or 5 b) 5 or 6 to 7 or 8 c) 7 or 8 to 13 or 14 d) 10 or 12 to 15 or 16 Answer: C Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-38. How is religious thinking characterized during the preoperational intuitive stage of religious development? a) children rely on intuition to ―feel‖ rather than ―think about‖ the role of spirituality in society b) thinking is unsystematic; children misinterpret the meaning of religious stories c) thinking focuses on drawing inspiration from and inferences about religious stories d) children focus on the tangible details of a religious story Answer: B

Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-39. Why would teenagers be likely to grapple with issues of religious identity? a) growing older leads teenagers to start ―cataloging‖ the elements of their lives, so they will be ready to transition to adulthood b) the teenage years represent a time when, statistically, most people attend some kind of religious services or ceremonies c) the teenage years are generally acknowledged as a time of severe anxiety and strained relationships; teenagers seek solace in religious doctrines d) their increased ability to think critically and abstractly, coupled with a general search for identity, leads to questioning religious identity Answer: D Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Topic: Religion in Childhood and Adolescence Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-40. Why does religion play an important role in the lives of people in middle adulthood? a) Tax benefits result from making monetary contributions to a recognized religion. b) Religion offers a way of explaining events in the world. c) The fear of God is especially salient to people in middle adulthood. d) Religious services are one of the few avenues available for socializing in middle adulthood.

Answer: B Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-41. According to James Fowler‘s model of the stages of faith development, how do young children perceive God or other major religious deities?

a) in an abstract sense b) as a teacher or principal in an academic setting c) as parental substitutes d) in a literal sense Answer: D Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-42. During middle adulthood, people would be in the ___________ stage of James Fowler‘s model of faith development. a) conjunctive stage b) preoperational intuitive stage c) individuative-reflective stage d) literal-interpretive stage Answer: C Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-43. As people enter late adulthood, they may progress to the __________ of faith development in James Fowler‘s model. a) conjunctive stage b) preoperational intuitive stage c) individuative-reflective stage d) literal-interpretive stage Answer: A Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-44. Compared to the others, which person is statistically most likely to find meaning in religion? a) Marlo, a 15-year-old Black female b) Ruthie, a 32-year-old White female c) Rufus, a 72-year-old Black male d) Marco, a 73-year-old White male Answer: C Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-45. Some research evidence indicates that higher rates of prayer are associated with __________. a) self-reports of greater happiness b) extended life expectancy c) more financial difficulties d) symptoms of psychological disturbance Answer: A Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.3 Describe applications of psychology.

11-46. Which term refers to intentional injury or harm to another person? a) b) c) d)

anger retaliation aggression abuse

Answer: C Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-47. Which factor contributes to the decline of aggression in preschool children? a) b) c) d)

greater access to high-quality child care personality development and social development of the child a greater amount of authoritarian parenting exposure to permissive parenting

Answer: B Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-48. ___________ refers to the capability to adjust emotions to a desired state and level of intensity. a) b) c) d)

Instrumental aggression Relational aggression Emotional self-regulation Autonomous cooperation

Answer: C Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-49. Which term describes aggression motivated by the desire to obtain a concrete goal? a) b) c) d)

relational aggression instrumental aggression hostile aggression regulated aggression

Answer: B Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-50. LaRue wants to get to the front of the snack line in her kindergarten cafeteria, but Ginny is blocking her path. LaRue pushes Ginny out of the way to get closer to the snacks she covets.

LaRue‘s behavior is an example of __________. a) b) c) d)

relational aggression emotional aggression regulated aggression instrumental aggression

Answer: D Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-51. During recess, Dawn calls Lalana names, refuses to include her in a game of hopscotch, and makes fun of her. Dawn‘s behavior is an example of __________. a) b) c) d)

relational aggression emotional aggression regulated aggression instrumental aggression

Answer: A Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

11-52. Nonphysical aggression that is intended to hurt another person‘s feelings is known as __________ aggression. a) b) c) d)

psychological instrumental relational emotional

Answer: C Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Topic: Aggression and Violence in Children: Sources and Consequences Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-53. Ethologist Konrad Lorenz, evolutionary theorists, and sociobiologists agree that aggression represents __________. a) b) c) d)

a primitive fighting instinct shared across the animal kingdom a learned behavior the product of psychological dysfunction a distinctly human approach to conflict resolution

Answer: A Learning Objective: LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Topic: The Roots of Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-54. Albert Bandura‘s research indicates that when children watch adults modeling aggressive behavior, they are likely to __________. a) b) c) d)

be frustrated get frightened and angry be as or more aggressive than the model be less aggressive than the model

Answer: C Learning Objective: LO 11.9 Explain the effects of exposure to violent media and video games.

Topic: Media and Video Games with Violent Content: Are They Harmful?

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-55. Overwhelming evidence indicates that children‘s observation of media aggression leads to __________. a) no significant increase in aggressive behavior b) subsequent aggression

c) increases in aggression, only for the incarcerated male population d) increases in aggression, only for children who also have a dysfunctional family life Answer: B Learning Objective: LO 11.9 Explain the effects of exposure to violent media and video games.

Topic: Media and Video Games with Violent Content: Are They Harmful?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-56. Globally, one in __________ women experience some form of violent victimization during their lives. a) b) c) d)

two three five ten

Answer: B Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-57. About what percentage of women physically abuse their husbands? a) b) c) d)

8 percent 10 percent 15 percent 20 percent

Answer: A Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-58. Which stage of marital aggression would a partner-abusing person go through? a) chronic battering incident b) loving contrition stage

c) tension-reduction stage d) fight-or-flight stage Answer: B Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11-59. The theory that the abuse and neglect of children leads them to be predisposed to abusiveness as adults is called the __________. a) b) c) d)

midlife crisis resolution cycle of violence hypothesis normative-crisis proposal circumnavigation explanation

Answer: B Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-60. Which factor contributes to child abuse? a) b) c) d)

middle-income socioeconomic status multigenerational families living in the same house families with only one child families living in stressful conditions

Answer: D Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-61. Which term refers to the physical or psychological mistreatment or neglect of older individuals?

a) b) c) d)

developmental ignorance ageism elder abuse age discrimination

Answer: C Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11-62. Compared to the others, which older person statistically is most likely to experience elder abuse? a) b) c) d)

a patient with a hip fracture living in a nursing home a person who is relatively independent and does not require an intense level of care a person with Alzheimer‘s disease living in a caretaker‘s home a person who resides in an assisted living facility

Answer: C Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

ESSAY QUESTIONS 11-63. Summarize criticisms of Lawrence Kohlberg‘s theory of moral reasoning.

Answer: A good answer would include the following key points:  Kohlberg‘s theory has been criticized because it is based solely on observations within Western cultures.  Members of industrialized, technically advanced societies move through morality stages faster than do members of nonindustrialized countries.  One explanation for this cultural difference is that Kohlberg‘s view involves governmental and societal institutions (such as the police and the court system), whereas in less industrialized areas morality may be based on the relationship between people in a particular village.  Kohlberg‘s view of moral reasoning also does not explain females‘ moral judgments because his data was based on males.

Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-64. Explain the major points regarding psychologist Carol Gilligan‘s theory of moral development for females.

Answer: A good answer would include the following key points:  Girls and women see morality in terms of responsibility toward individuals and willingness to sacrifice themselves to help specific individuals within the context of particular relationships.  Gilligan proposed three stages that females pass through: (1) orientation toward individual survival, (2) goodness as self-sacrifice, and (3) morality of nonviolence.

Learning Objective: LO 11.2 Summarize Kohlberg‘s and Gilligan‘s theories of moral development, and explain how they differ.

Topic: Moral Reasoning and Prosocial Behavior Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-65. Describe how religion and spirituality are related, and summarize the processes adolescents go through when contemplating each concept. What kinds of changes in these areas take place in the post-adolescent years?

Answer: A good answer would include the following key points:

    

Spirituality is a sense of attachment to some higher power, be it God, nature, the universe, or some other concept.

Religion is often the vehicle through which spirituality is expressed, although a person can be spiritual without necessarily subscribing to an identifiable religion.

The cognitive development that accompanies adolescence allows young people to think abstractly about spiritual issues, such as the meaning of life, personal identity, one‘s place in the cosmos, and so on.

Toward the end of adolescence, people enter into an individuative-reflective stage characterized by introspection of their beliefs and values.

The conjunctive stage produces a broad, inclusive view of religion and all humanity, as people recognize that we‘re all in the same leaky existential boat.

Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler‘s stages of faith development.

Topic: Religion and Spirituality in Adulthood Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-66. Explain the results of Albert Bandura‘s experiments involving a Bobo doll, and note how they illustrate the social learning approach to understanding aggression.

Answer: A good answer would include the following key points:  One group of preschool-age children watched a film of an adult playing aggressively with a Bobo doll (i.e., a blow-up doll whose purpose is to be punched), whereas another group of children watched a film of an adult playing calmly with Tinkertoys (a wooden construction toy).  The children were later induced to experience frustration by being refused the opportunity to play with their favorite toy.  When the children were given access to the Bobo doll and the Tinkertoys, they modeled the behavior of the adult they had observed.  Those children who witnessed the aggressive model were more aggressive when playing, whereas those children who witnessed the less aggressive adult were less aggressive when playing.  Bandura‘s experiments provided a clear demonstration that observation of a model can contribute to adoption of that model‘s behavior, which is a central tenet of the social learning approach.

Learning Objective: LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Topic: The Roots of Aggression Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

11-67. Summarize the reasons why parents physically abuse children, and explain how social conventions might indirectly contribute to this behavior.

Answer: A good answer would include the following key points:  Although most parents who abuse their children later express bewilderment and regret their behavior, one reason for child abuse is that the line between permissible and impermissible punishment is vague, such as when spanking becomes violent abuse.  In the United States, spanking is seen as often necessary and desirable, and half of mothers with children younger than four admit they have spanked their child.  In some cultures other than the United States, spanking is even more common.  The privacy of childcare in the United States (such as being raised in individual households) also contributes to the propensity to use physical abuse.  Such abuse is less prevalent in societies where several adults, or the society as a whole, are responsible for how children are raised.  Finally, adults have unrealistic expectations for their children‘s behavior; these expectations can be fueled by societal pressures, assumed norms, advertising, and other forces.

Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Topic: Family Violence: The Hidden Epidemic Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 11.1: Developing Morality: Following Society's Rights and Wrongs Multiple choice question EOM Q11.1.1 Six-year-old Maybelle's offer to share her lunch with a classmate who has forgotten to bring a lunch is an example of __________. a) prosocial behavior b) social justice Consider This: Maybelle is demonstrating helping behavior that benefits others. LO 11.1 Compare and contrast the various approaches to moral development. c) model learning Consider This: Maybelle is demonstrating helping behavior that benefits others. LO 11.1 Compare and contrast the various approaches to moral development. d) conventional morality Consider This: Maybelle is demonstrating helping behavior that benefits others. LO 11.1 Compare and contrast the various approaches to moral development.

Answer: A Difficulty: Easy Topic: Moral Development Skill: Apply What You Know Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Multiple choice question EOM Q11.1.2 Clive believes an action is morally right if it conforms to the rules of society. Most likely, Clive is at the ___________ level of moral development. a) conventional b) postconventional Consider This: This is the second level of moral reasoning proposed by Kohlberg. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. c) preconventional Consider This: This is the second level of moral reasoning proposed by Kohlberg. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. d) convergent Consider This: This is the second level of moral reasoning proposed by Kohlberg. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Answer: A Difficulty: Moderate Topic: Moral Reasoning and Prosocial Behavior Skill: Apply What You Know Learning Objective: LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Multiple choice question EOM Q11.1.3 According to Carol Gilligan and other critics, Lawrence Kohlberg‘s theory of moral development __________. a) should only be applied to males b) explains moral reasoning in multiple cultures Consider This: Females typically score at a lower level than males on tests of moral judgment using Kohlberg's stage sequence. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. c) should be extended to account for males’ moral reasoning Consider This: Females typically score at a lower level than males on tests of moral judgment using Kohlberg's stage sequence. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. d) is a comprehensive theory without missing components Consider This: Females typically score at a lower level than males on tests of moral judgment using Kohlberg's stage sequence. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Answer: A Difficulty: Moderate Topic: Moral Reasoning and Prosocial Behavior Skill: Understand the Concepts Learning Objective: LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Multiple choice question EOM Q11.1.4 According to __________, moral reasoning needs to be considered in the context in which judgments are being made at a given time. a) the social domain approach b) social justice theory Consider This: The particular moral judgments are likely to vary according to the context. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. c) the abstract modeling approach Consider This: The particular moral judgments are likely to vary according to the context. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. d) heterogeneous moral theory Consider This: The particular moral judgments are likely to vary according to the context. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Answer: A Difficulty: Difficult Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Skill: Understand the Concepts Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Multiple choice question EOM Q11.1.5

Sampo and Marjatta Järvinen do not believe in punishing their children, and they don‘t see themselves as holding much responsibility for how their children turn out. This parenting style most closely resembles __________ parenting. a) permissive b) authoritarian Consider This: The Järvinens place little or no limits or control on their children’s behavior. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development. c) uninvolved Consider This: The Järvinens place little or no limits or control on their children’s behavior. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development. d) authoritative Consider This: The Järvinens place little or no limits or control on their children’s behavior. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development.

Answer: A Difficulty: Moderate Topic: Effective Parenting: Teaching Desired Behavior Skill: Apply What You Know Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development.

Module Quiz 11.2: Values, Religion, and Spirituality: Focusing on the Meaning of Life Multiple choice question 1 . EOM Q11.2.1 __________ refers to a sense of attachment to some higher power, such as God, nature, or a sacred entity. a) Spirituality b) Belief Consider This: Although these needs are typically tied to religious beliefs, they may be independent.

LO 11.5 Summarize the development of religion in childhood and adolescence. c) Cosmology Consider This: Although these needs are typically tied to religious beliefs, they may be independent.

LO 11.5 Summarize the development of religion in childhood and adolescence. d) Purpose Consider This: Although these needs are typically tied to religious beliefs, they may be independent.

LO 11.5 Summarize the development of religion in childhood and adolescence.

Answer: A Difficulty: Easy Topic: Religion in Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Multiple choice question 2 . EOM Q11.2.2 Borrowing from Jean Piaget's approach to cognitive development, __________ is the stage in which children are able to think more abstractly, allowing them to understand the meaning of religious stories and pictures, and to draw inferences from them. a) formal operational religious thought b) post-cognitive religious faith Consider This: After having accepted their religious identity in an unquestioning manner during childhood, adolescents may view it more critically and seek to distance themselves from formal religion. LO 11.5 Summarize the development of religion in childhood and adolescence. c) spiritual inference religious belief Consider This: After having accepted their religious identity in an unquestioning manner during childhood, adolescents may view it more critically and seek to distance themselves from formal religion. LO 11.5 Summarize the development of religion in childhood and adolescence. d) interpretive symbolic religious tenet Consider This: After having accepted their religious identity in an unquestioning manner during childhood, adolescents may view it more critically and seek to distance themselves from formal religion. LO 11.5 Summarize the development of religion in childhood and adolescence.

Answer: A Difficulty: Difficult Topic: Religion in Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Multiple choice question

3 . EOM Q11.2.3 As people leave adolescence, they typically move into a __________ stage in their views of God, religion, and spirituality. a) individuative-reflective b) identity moratorium Consider This: In this stage, people do not simply accept the views of their religion, but seek to form a personal belief system that speaks to them. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. c) identity diffusion Consider This: In this stage, people do not simply accept the views of their religion, but seek to form a personal belief system that speaks to them . LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. d) preoperational-intuitive Consider This: In this stage, people do not simply accept the views of their religion, but seek to form a personal belief system that speaks to them. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Answer: A Difficulty: Moderate Topic: Religion and Spirituality in Adulthood Skill: Remember the Facts Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Multiple choice question 4 . EOM Q11.2.4 Otis has a broad, inclusive view of religion and all humanity, recognizing that we‘re all in the same existential boat. ―Hey man,‖ Otis remarks, ―I‘ve moved beyond any limiting concepts of ‗formal religion‘ to recognize that I‘ve got to work to promote the common good for humanity as a whole.‖ Otis seems to squarely be in what James Fowler called the __________ stage of faith development. a) conjunctive b) concrete-operational Consider This: Otis is likely to be in the period of late adulthood to have come to these realizations.

LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. c) individuative-reflective Consider This: Otis is likely to be in the period of late adulthood to have come to these realizations.

LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. d) global-spiritual Consider This: Otis is likely to be in the period of late adulthood to have come to these realizations.

LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Answer: A Difficulty: Difficult Topic: Religion and Spirituality in Adulthood Skill: Apply What You Know Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Multiple choice question 5 . EOM Q11.2.5 The relationship between religious meaning and __________ is stronger for Black adults than White adults. a) life satisfaction b) power of prayer Consider This: The findings suggest that religious meaning may be an important source of resilience for older Black adults. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. c) prosocial behavior Consider This: The findings suggest that religious meaning may be an important source of resilience for older Back adults. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. d) life expectancy Consider This: The findings suggest that religious meaning may be an important source of resilience for older Black adults. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Answer: A Difficulty: Difficult Topic: Religion and Spirituality in Adulthood Skill: Remember the Facts Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Module Quiz 11.3: Aggression and Violence Multiple choice question 1 . EOM Q11.3.1 Children tend to act less aggressively as they mature and develop __________. a) emotional self-regulation b) instrumental nonaggression Consider This: This is the capability to adjust feelings to a desired state and level of intensity. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. c) social self-limitation Consider This: This is the capability to adjust feelings to a desired state and level of intensity. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. d) relational self-control Consider This: This is the capability to adjust feelings to a desired state and level of intensity. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Answer: A Difficulty: Easy Topic: Aggression and Violence in Children: Sources and Consequences Skill: Understand the Concepts Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Multiple choice question 2 . EOM Q11.3.2 Peter and Gordon, ages 3 and 4, are playing with LEGO bricks, and both boys want to play with the big green base tile. As Peter reaches for the base, Gordon strikes him, knocking it out of his hand and taking the tile for himself.

Gordon‘s behavior is an example of __________. a) instrumental aggression b) relational aggression Consider This: Gordon is demonstrating aggression motivated by the desire to obtain a concrete goal. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. c) disordered aggression Consider This: Gordon is demonstrating aggression motivated by the desire to obtain a concrete goal. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. d) developmental aggression Consider This: Gordon is demonstrating aggression motivated by the desire to obtain a concrete goal. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Answer: A Difficulty: Moderate Topic: Aggression and Violence in Children: Sources and Consequences Skill: Apply What You Know Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Multiple choice question

3 . EOM Q11.3.3 __________ approaches to aggression propose that examining preschoolers' interpretations of others' behavior and the environmental context in which a behavior occurs is key to understanding moral development. a) Cognitive b) Relational Consider This: According to developmentalist Kenneth Dodge, some children are more prone than others to assume that actions are aggressively motivated. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children. c) Instrumental Consider This: According to developmentalist Kenneth Dodge, some children are more prone than others to assume that actions are aggressively motivated. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children. d) Social learning Consider This: According to developmentalist Kenneth Dodge, some children are more prone than others to assume that actions are aggressively motivated. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Answer: A Difficulty: Moderate Topic: The Roots of Aggression Skill: Understand the Concepts Learning Objective: LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Multiple choice question 4 . EOM Q11.3.4 The weight of research evidence is clear in suggesting that observation of media aggression __________. a) does lead to subsequent aggression b) produces no significant increase in aggressive behavior Consider This: Although most of the research conducted in this area is correlational, a consistent pattern of results has nonetheless emerged. LO 11.9 Explain the effects of exposure to violent media and video games. c) increases aggression, but only among children who have siblings Consider This: Although most of the research conducted in this area is correlational, a consistent pattern of results has nonetheless emerged. LO 11.9 Explain the effects of exposure to violent media and video games. d) increases aggression, but only in the male population after age 25 Consider This: Although most of the research conducted in this area is correlational, a consistent pattern of results has nonetheless emerged. LO 11.9 Explain the effects of exposure to violent media and video games.

Answer: A Difficulty: Easy Topic: Media and Video Games with Violent Content: Are They Harmful?

Skill: Understand the Concepts Learning Objective: LO 11.9 Explain the effects of exposure to violent media and video games.

Multiple choice question 5 . EOM Q11.3.5

Spanking is associated with __________. a) a lower quality of parent–child relationships and more antisocial behavior b) better school performance and respect for authority Consider This: Spanking also teaches children that violence is an acceptable solution to problems by serving as a model of violent, aggressive behavior. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. c) identity confusion and non-normative family roles Consider This: Spanking also teaches children that violence is an acceptable solution to problems by serving as a model of violent, aggressive behavior. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. d) fostering self-regulation and moral awareness Consider This: Spanking also teaches children that violence is an acceptable solution to problems by serving as a model of violent, aggressive behavior. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Answer: A Difficulty: Moderate Topic: Family Violence: The Hidden Epidemic Skill: Understand the Concepts Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Chapter 11 Quiz: Moral Development and Aggression Multiple choice question 1 . EOC Q11.1 __________ approaches to moral development focus on how the environment in which a person operates produces moral behavior. a) Social learning b) Preconventional morality Consider This: These theorists focus on the role of the environment, including the influence of models and social reinforcement as factors influencing aggressive behavior. LO 11.1 Compare and contrast the various approaches to moral development. c) Social justice Consider This: These theorists focus on the role of the environment, including the influence of models and social reinforcement as factors influencing aggressive behavior. LO 11.1 Compare and contrast the various approaches to moral development. d) Autonomous cooperation Consider This: These theorists focus on the role of the environment, including the influence of models and social reinforcement as factors influencing aggressive behavior. LO 11.1 Compare and contrast the various approaches to moral development.

Answer: A Difficulty: Moderate Topic: Moral Development Skill: Understand the Concepts Learning Objective: LO 11.1 Compare and contrast the various approaches to moral development.

Multiple choice question 2 . EOC Q11.2 Estella is a Leafy Forest Nature Scout. While on a camping trip, the scout leader tells the girls to stay away from the lake. Some of the scouts ignore the leader and go fishing by the lake anyway. Estella wants to do what the leader says and believes that good behaviors are rewarded and bad behaviors are punished. Which level of moral reasoning is Estella in? a) preconventional b) conventional Consider This: This is Kohlberg's first level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. c) postconventional Consider This: This is Kohlberg's first level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. d) metaconventional Consider This: This is Kohlberg's first level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Answer: A Difficulty: Difficult Topic: Moral Reasoning and Prosocial Behavior Skill: Apply What You Know Learning Objective: LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Multiple choice question 3 . EOC Q11.3 When faced with a conflict between the law and her conscience, Peggy Sue follows her conscience despite the personal risk. This tendency would be characteristic of _______ morality. a) postconventional b) conventional Consider This: This is Kohlberg's highest level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. c) preconventional Consider This: This is Kohlberg's highest level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ. d) metaconventional Consider This: This is Kohlberg's highest level of moral reasoning. LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Answer: A Difficulty: Moderate Topic: Moral Reasoning and Prosocial Behavior Skill: Understand the Concepts Learning Objective: LO 11.2 Summarize Kohlberg's and Gilligan's theories of moral development, and explain how they differ.

Multiple choice question 4 . EOC Q11.4 The three major contexts that influence moral reasoning at any given time, according to the social domain approach, are __________. a) moral, social-conventional, and personal b) political, personal, and cooperative Consider This: The particular moral judgments are likely to vary according to the domain. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. c) communal, agentic, and rights-based Consider This: The particular moral judgments are likely to vary according to the domain. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. d) preconventional, conventional, and postconventional Consider This: The particular moral judgments are likely to vary according to the domain. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Answer: A Difficulty: Difficult Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Skill: Remember the Facts Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Multiple choice question

5 . EOC Q11.5 Prosocial behavior tends to be most often exhibited by children raised in cultures that __________. a) emphasize cooperation b) use rights-based reasoning Consider This: Cultures in which children are taught to work with other family members to do chores or to help in the upbringing of younger children show relatively high levels of prosocial behavior. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. c) stress conventional morality Consider This: Cultures in which children are taught to work with other family members to do chores or to help in the upbringing of younger children show relatively high levels of prosocial behavior. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture. d) promote competition Consider This: Cultures in which children are taught to work with other family members to do chores or to help in the upbringing of younger children show relatively high levels of prosocial behavior. LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Answer: A Difficulty: Moderate Topic: Moral Behavior and Moral Reasoning: Why the Disconnect?

Skill: Understand the Concepts Learning Objective: LO 11.3 Identify the factors that influence moral and prosocial behaviors, including the roles played by gender and culture.

Multiple choice question 6 . EOC Q11.6 Which parenting style is characterized by parents who are firm and set clear and consistent limits, but who try to reason with their children, giving explanations for why they should behave in a particular way? a) authoritative b) conventional Consider This: These parents encourage their children to be independent. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development. c) authoritarian Consider This: These parents encourage their children to be independent. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development. d) permissive Consider This: These parents encourage their children to be independent. LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development.

Answer: A Difficulty: Moderate Topic: Effective Parenting: Teaching Desired Behavior Skill: Understand the Concepts Learning Objective: LO 11.4 Identify the four basic parenting styles, and summarize how each style influences a child's development.

Multiple choice question

7 . EOC Q11.7 Although most Americans report having some religious affiliation, such affiliation is not fixed. More than __________ say they have left the faith in which they were raised and become affiliated with another. a) one-fourth b) one-tenth Consider This: In adolescence, the question of religion and spiritual beliefs becomes part of the larger quest for an identity as teens seek to develop a core set of beliefs and values. LO 11.5 Summarize the development of religion in childhood and adolescence. c) one-third Consider This: In adolescence, the question of religion and spiritual beliefs becomes part of the larger quest for an identity as teens seek to develop a core set of beliefs and values. LO 11.5 Summarize the development of religion in childhood and adolescence. d) one-half Consider This: In adolescence, the question of religion and spiritual beliefs becomes part of the larger quest for an identity as teens seek to develop a core set of beliefs and values. LO 11.5 Summarize the development of religion in childhood and adolescence.

Answer: A Difficulty: Difficult Topic: Religion in Childhood and Adolescence Skill: Remember the Facts Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Multiple choice question 8 . EOC Q11.8 __________ are the qualities people see as most desirable and important. a) Values b) Behaviors Consider This: These affect people's thinking and behavior. LO 11.5 Summarize the development of religion in childhood and adolescence. c) Attitudes Consider This: These affect people's thinking and behavior. LO 11.5 Summarize the development of religion in childhood and adolescence. d) Beliefs Consider This: These affect people's thinking and behavior. LO 11.5 Summarize the development of religion in childhood and adolescence.

Answer: A Difficulty: Easy Topic: Religion in Childhood and Adolescence Skill: Understand the Concepts Learning Objective: LO 11.5 Summarize the development of religion in childhood and adolescence.

Multiple choice question 9 . EOC Q11.9 In James Fowler's __________ stage of faith development, older adults develop a broad, inclusive view of religion and all humanity. a) conjunctive b) universal

Consider This: They see humanity as a whole, and they may work to promote a common good. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. c) communal Consider This: They see humanity as a whole, and they may work to promote a common good. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development. d) reflective Consider This: They see humanity as a whole, and they may work to promote a common good. LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Answer: A Difficulty: Moderate Topic: Religion and Spirituality in Adulthood Skill: Understand the Concepts Learning Objective: LO 11.6 Identify the purposes religion and spirituality serve in adulthood, and describe Fowler's stages of faith development.

Multiple choice question 10 . EOC Q11.10 During recess, Zhenya calls Yulya names, refuses to include her in a game of hopscotch, and makes fun of her.

Zhenya‘s behavior is an example of __________. a) relational aggression b) contextual aggression Consider This: Zhenya is using nonphysical aggression that is intended to hurt another person‘s feelings. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. c) disordered aggression Consider This: Zhenya is using nonphysical aggression that is intended to hurt another person‘s feelings. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. d) instrumental aggression Consider This: Zhenya is using nonphysical aggression that is intended to hurt another person‘s feelings. LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Answer: A Difficulty: Easy Topic: Aggression and Violence in Children: Sources and Consequences Skill: Apply What You Know Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Multiple choice question 11 . EOC Q11.11 Which characteristic applies to many students prone to committing school violence? a) low tolerance for frustration b) difficulty learning languages

Consider This: These students also experience resentment toward others and feelings of alienation.

LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. c) dressing in self-made clothes Consider This: These students also experience resentment toward others and feelings of alienation.

LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences. d) listening to speed metal music Consider This: These students also experience resentment toward others and feelings of alienation.

LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Answer: A Difficulty: Moderate Topic: Aggression and Violence in Children: Sources and Consequences Skill: Understand the Concepts Learning Objective: LO 11.7 Explain the development of aggression in preschool children, and summarize the gender differences.

Multiple choice question 12 . EOC Q11.12 Lucinda watches Tino punch Aldo because Aldo took too long at the drinking fountain. The next day, Lucinda slaps Trish because Trish sat in the blue chair Lucinda wanted during singing circle. Lucinda's aggressive behavior is explained by which of the following? a) the social learning approach b) the relational aggression theory Consider This: Lucinda's aggression is largely a learned behavior. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children. c) the sociobiological approach Consider This: Lucinda's aggression is largely a learned behavior. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children. d) the cognitive development theory Consider This: Lucinda's aggression is largely a learned behavior. LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Answer: A Difficulty: Moderate Topic: The Roots of Aggression Skill: Apply What You Know Learning Objective: LO 11.8 Compare and contrast the different approaches that seek to explain the causes of aggression in children.

Multiple choice question 13 . EOC Q11.13 Longitudinal studies have found that preferences for violent television shows at age 8 are related to __________ by age 30. a) the seriousness of criminal convictions b) an obsession with violent video games

Consider This: Other evidence supports the notion that observation of media violence can lead to a greater readiness to act aggressively, to bullying, and to an insensitivity to the suffering of victims of violence. LO 11.9 Explain the effects of exposure to violent media and video games. c) failure in love relationships Consider This: Other evidence supports the notion that observation of media violence can lead to a greater readiness to act aggressively, to bullying, and to an insensitivity to the suffering of victims of violence. LO 11.9 Explain the effects of exposure to violent media and video games. d) difficulties settling on a career Consider This: Other evidence supports the notion that observation of media violence can lead to a greater readiness to act aggressively, to bullying, and to an insensitivity to the suffering of victims of violence. LO 11.9 Explain the effects of exposure to violent media and video games.

Answer: A Difficulty: Moderate Topic: Media and Video Games with Violent Content: Are They Harmful?

Skill: Understand the Concepts Learning Objective: LO 11.9 Explain the effects of exposure to violent media and video games.

Multiple choice question 14 . EOC Q11.14 A(n) _________ percentage of children who are raised in abusive households grow up to be abusive parents themselves. a) relatively small b) indeterminate Consider This: This documented finding indicates that the cycle of violence hypothesis does not capture the full story of abuse. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. c) very large Consider This: This documented finding indicates that the cycle of violence hypothesis does not capture the full story of abuse. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. d) large Consider This: This documented finding indicates that the cycle of violence hypothesis does not capture the full story of abuse. LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Answer: A Difficulty: Difficult Topic: Family Violence: The Hidden Epidemic Skill: Understand the Concepts Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Multiple choice question 15 . EOC Q11.15 Like social learning theory, the __________ proposes that family aggression is perpetuated from one generation to another by example. a) cycle of violence hypothesis b) predictive gene theory

Consider This: Abuse and neglect of children lead them to be predisposed to abusiveness as adults.

LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. c) sociobiology approach Consider This: Abuse and neglect of children lead them to be predisposed to abusiveness as adults.

LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence. d) poverty of violence theory Consider This: Abuse and neglect of children lead them to be predisposed to abusiveness as adults.

LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

Answer: A Difficulty: Easy Topic: Family Violence: The Hidden Epidemic Skill: Understand the Concepts Learning Objective: LO 11.10 Summarize the cycle of violence hypothesis, and identify the social and cultural factors that contribute to family violence.

TOTAL ASSESSMENT GUIDE

Chapter 12 Gender and Sexuality

Topic LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

LO 12.2 Describe how an individual’s gender identity develops in early childhood.

LO 12.3 Analyze the major theoretical explanations of gender differences.

LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

LO 12.5 Describe how adolescents experience and explore their sexuality.

LO 12.6 Explain the role of sexuality during adulthood.

LO 12.7 Describe the functions and patterns of dating in adolescence.

LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Remember the Facts Multiple Choice Essay

1, 2, 5

Multiple Choice

6, 7

Understand the Concepts

Apply What You Know

Analyze It

3, 4

8, 10

9

13

Essay Multiple Choice

11, 12, 20, 21

14,15, 17, 18, 22

16, 19

Multiple Choice Essay

23, 24

25, 27

26

Multiple Choice

28–35, 39–41

37, 38

36

Essay

Essay Multiple Choice

42–44

Essay Multiple Choice Essay

45

46

Multiple Choice

51, 52

48, 50, 53, 55, 56

Essay

47 49, 54

TOTAL ASSESSMENT GUIDE

Chapter 12 Gender and Sexuality

Topic LO 12.9 Explain the process by which people choose their partners.

LO 12.10 Examine the varied forms of long-term relationships.

LO 12.11 Analyze why marriages work or don’t work.

Remember the Facts Multiple Choice Essay

58

Multiple Choice

61, 63

Understand the Concepts

Apply What You Know

57, 60

59

Analyze It

62

Essay Multiple Choice Essay

64, 67

65

66

Chapter 12 Gender and Sexuality MULTIPLE CHOICE 12-1. Which term refers to societal expectations of masculinity and femininity? a) b) c) d)

social perception gender sex gender roles

Answer: B Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-2. Which term do researchers usually reserve for describing sexual anatomy and sexual behavior? a) b) c) d)

physiology gender sex gender roles

Answer: C Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-3. Research suggests that by age __________, boys behave more independently and less compliantly than girls. a) 3 months b) 2 years c) 5 years

d) 6 years Answer: B Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-4. What is a sex-related biological characteristic that affects gender-based behaviors? a) b) c) d)

height hormones brain size birth weight

Answer: B Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-5. When girls are exposed to unusually high levels of __________ prenatally, they are more likely to display stereotypical male behaviors. a) b) c) d)

cholesterol estrogen androgens toxins

Answer: C Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-6. Which term describes a person‘s sense of being female or male? a) sexual identity

b) sexual orientation c) gender schema d) gender identity Answer: D Learning Objective: LO 12.2 Describe how an individual‘s gender identity develops in early childhood.

Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-7. Gender identity, a person‘s sense of being female or male, is first established when children are __________. a) b) c) d)

in adolescence around 8 years old infants preschool age

Answer: D Learning Objective: LO 12.2 Describe how an individual‘s gender identity develops in early childhood.

Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-8. Chris, a 4-year-old, enjoys rough-and-tumble play at preschool. Pat, a 3-year-old, likes to play games that are organized, with rules for role-playing. Statistically, Chris is likely to be a __________ and Pat is likely to be a __________. a) b) c) d)

boy; girl boy; boy girl; boy girl; girl

Answer: A Learning Objective: LO 12.2 Describe how an individual‘s gender identity develops in early childhood.

Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-9. Which common cross-cultural pattern describes the interaction preferences of children from the preschool years to middle childhood? a) girls prefer to engage in rough-and-tumble play b) boys prefer opposite-sex playmates, whereas girls prefer same-sex playmates c) children prefer to engage in same-sex play d) boys prefer games that have rigid rules and roles Answer: C Learning Objective: LO 12.2 Describe how an individual‘s gender identity develops in early childhood.

Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12-10. Preschoolers show evidence of holding gender expectations, often in the form of gender stereotypes. Which attribute is associated with a common gender stereotype about men? a) trustworthiness b) sensitivity c) kindness d) competence Answer: D Learning Objective: LO 12.2 Describe how an individual‘s gender identity develops in early childhood.

Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-11. Male sex hormones are known as __________. a) estrogens b) androgens c) testosterone d) callosums Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-12. The _________ is proportionately larger in the brains of women than in men. a) prefrontal cortex b) substantia nigra c) occipital lobe d) corpus callosum Answer: D Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-13. Why is the corpus callosum proportionately different in size in women than in men? a) experiential factors, such as greater social interaction over time, cause this outcome b) biological factors, such as differences in hormone type and composition, cause this difference c) biological factors, such as the length of the mother‘s pregnancy, produce this outcome d) the answer isn‘t clear; either biological factors or environmental experiences could produce this outcome Answer: D Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12-14. According to the psychoanalytic perspective, which event takes place around the age of 5 that impacts gender identity? a) Girls experience castration anxiety and boys experience penis envy for their fathers. b) Boys experience the Oedipal conflict and girls experience penis envy. c) Girls and boys develop a sexual attraction to their same-sex parent. d) Boys and girls identify with their opposite-sex parent.

Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Moderate

Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-15 The __________ perspective proposes that children acquire gender-related behaviors and expectations by observing others and how they are rewarded for acting in a manner that is consistent with gender and sex stereotypes. a) b) c) d)

psychoanalytic social learning conflict resolution individualistic

Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-16. Walter thinks of himself as a male, and shows no confusion about that determination.

Luisa is biologically female, but perceives herself as a male, also showing no confusion about her perception. Walter has established a clear __________, and Luisa has established a clear __________. a) b) c) d)

gender stereotype; gender identity gender identity; gender identity gender stereotype; gender stereotype gender identity; gender stereotype

Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-17. In order to develop a(n) _________, a child must develop a __________. a) b) c) d)

gender schema; gender identity gender identity; gender schema self-concept; gender identity individualistic cultural orientation; gender schema

Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-18. When a preschool-age child is developing a gender schema, the child is __________. a) developing their own sexual identity based on inborn expectations b) increasing their own cognitive abilities to develop ―rules‖ about what is appropriate for females and males c) developing their own ideas about how females and males are biologically different d) developing their behaviors solely around what they see from their parents‘ behaviors Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-19. Five-year-old Amy is getting dressed to go to preschool, and her mother has bought her new jeans to wear. However, Amy refuses and insists that girls wear only dresses. This insistence may be an application of Amy‘s __________. a) b) c) d)

gender constancy sexual identity gender schema gender identity

Answer: C Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-20. __________ refers to the belief that people are consistently females or males, related to fixed biological factors. a) b) c) d)

Gender schema Gender constancy Gender identity Sexual identity

Answer: B Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-21. At approximately _________ girls and boys first tend to understand the concept of gender constancy. a) b) c) d)

1 or 2 years of age 2 or 3 years of age 4 or 5 years of age 8 or 9 years of age

Answer: C Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-22. __________ children are children whose gender identity, gender expression, or behavior is not consistent with the sex to which they were assigned at birth. a) b) c) d)

Androgynous Prematurely born Gender schematic Transgender

Answer: D Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-23. Which outcome is a statistically likely downside to early maturation in a male? a) b) c) d)

The male is more likely to have difficulties in reading comprehension.

The male is likely to feel excluded by peers due to being too aggressive.

The male is likely to become involved in substance abuse.

The male is likely to demonstrate early maturity in nonverbal cognitive development.

Answer: C Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Topic: Psychological Aspects of Sexual Maturation Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-24. Early maturation in females may result in _____________. a) b) c) d)

feeling uncomfortable and different from their peers admiration from less mature classmate intellectual maturity outpacing their peers lowered popularity and decreased social functioning

Answer: A Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Topic: Psychological Aspects of Sexual Maturation Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-25. Which factor plays a significant role in how females experience early maturation? a) b) c) d)

how well the female communicates with older role models cultural norms regarding how women should look how expansive the female‘s social network is how much attention the female receives from same-age peers

Answer: B Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Topic: Psychological Aspects of Sexual Maturation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-26. Compared to the others, which group statistically is the LEAST likely to have difficulty adjusting to late maturation? a) b) c) d) Answer: A

tenth-grade late-maturing females late-maturing males who are shorter and weigh less than their peers late-maturing males who speak with a high-pitched voice seventh-grade late-maturing females

Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Topic: Psychological Aspects of Sexual Maturation Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-27. Why might late-maturing females end up having fewer emotional problems in the long run of adolescence, compared to their earlier-maturing counterparts? a) b) c) d)

Their body size and shape are more likely to match a societal ideal.

They are likely to engage in sexual activity at a later age.

They are likely to engage in sexual activity at an earlier age.

Their social maturation tends to lag behind their physical maturation.

Answer: A Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Topic: Psychological Aspects of Sexual Maturation Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-28. What percentage of boys and girls have engaged in masturbation by the age of 15, respectively? a) b) c) d)

25 percent; 25 percent 50 percent; 35 percent 65 percent; 10 percent 80 percent; 20 percent

Answer: D Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-29. Masturbation refers to __________. a) b) c) d)

sexual self-stimulation abstinence from sexual activity changes in sexual organs due to puberty changes in sexual thoughts during puberty

Answer: A Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-30. About _________ percent of high school students have had sexual intercourse, which represents a(n) __________ compared to comparable figures reported in 2009. a) 14; decrease b) 28; increase c) 38; decrease d) 54; increase Answer: C Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-31. Overall, the average age of first sexual intercourse is __________. a) b) c) d)

14 15 17 20

Answer: C Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-32. According to current norms, if sexual intercourse occurs within the context of a longterm, committed, or loving relationship, it is considered __________. a) b) c) d)

a double standard marriage engagement permissiveness with affection

Answer: D Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-33. Social norms oppose premarital sex for women in which of these geographic areas? a) b) c) d)

Sweden Canada Spain Middle East

Answer: D Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-34. A person who is exclusively sexually attracted to another person of the same sex has a(n) __________ orientation. a) b) c) d)

heterosexual bisexual asexual homosexual

Answer: D Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-35. What term relates to the object of one‘s sexual interests? a) b) c) d)

gender roles sexual orientation gender schema gender identity

Answer: B Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-36. Tony is a young man who is sexually interested in and attracted to other men. For Tony, being attracted to other men is his __________. a) b) c) d)

gender identity sex role sexual orientation gender schema

Answer: C Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-37. Some transgender individuals may seek gender-confirmation operations with the goal of ___________. a) establishing a ―third gender‖ meant to challenge traditional societal expectations b) creating the physical appearance and functional abilities of the gender transgender individuals know themselves to be c) trying to fit into societal norms and gender roles d) changing their sexual orientation from either a same-sex to other-sex orientation, or vice versa Answer: B Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-38. Sexual orientation is __________. a) based primarily on genetic predisposition b) produced by a combination of genetic, psychological, and environmental factors

c) psychologically influenced based on family factors d) based strictly upon a conscious choice by the person Answer: B Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-39. In the past two decades, the number of teenage pregnancies has __________. a) b) c) d)

risen steadily for White teenagers risen dramatically for Asian American teenagers dropped dramatically across all racial and ethnic groups dropped slowly for Hispanic teenagers, while rising steadily for Black teenagers

Answer: C Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-40. Which factor helps explain the historic low in the teenage birth rate? a) The price of condoms has steadily increased. b) A greater number of adolescents are taking the ―virginity pledge‖ in schools across the country. c) The rate of sexual intercourse among teenagers has increased, and the use of birth control has decreased. d) Substitutes for sexual intercourse, such as oral sex, are increasingly accepted as an alternative to sexual intercourse Answer: D Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-41. Even though there is a decline in the birth rate for U.S. teenagers, the rate of teenage pregnancy in the United States remains __________ compared to other industrialized countries.

a) b) c) d)

2 to 10 times higher 5 to 10 times higher 2 to 3 times lower 3 to 4 times lower

Answer: A Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Topic: Becoming Sexual Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-42. The reported frequency of sexual intercourse tends to __________ between the ages of 44 and 72. a) b) c) d)

decline increase stay the same dip then rise

Answer: A Learning Objective: LO 12.6 Explain the role of sexuality during adulthood.

Topic: The Ongoing Sexuality of Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-43. Which two major factors determine whether an older adult can engage in sexual activity? a) b) c) d)

family approval and personal sexual history participation in an exercise program and whether they have an available partner good physical and mental health and previous regular sexual activity the level of testosterone in males and the level of estrogen in females

Answer: C Learning Objective: LO 12.6 Explain the role of sexuality during adulthood.

Topic: The Ongoing Sexuality of Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-44. What is the most common sexual practice in late adulthood?

a) b) c) d)

anal sex masturbation sexual intercourse oral sex

Answer: B Learning Objective: LO 12.6 Explain the role of sexuality during adulthood.

Topic: The Ongoing Sexuality of Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-45. ―Hooking up,‖ to adolescents, is __________. a) b) c) d)

getting a cell phone planning a clandestine party a vague term that covers everything from kissing to sexual intercourse a specific term meaning the use of the Internet to play video games

Answer: C Learning Objective: LO 12.7 Describe the functions and patterns of dating in adolescence.

Topic: Getting to Know You: Dating and Falling in Love in the 21st Century Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-46. Although dating is a part of a pattern of courtship that can potentially lead to marriage, it can also __________. a) b) c) d)

help adolescents learn to establish intimacy with another individual create physical health problems reduce status and prestige for girls, but benefit the status of boys establish sexual or gender identity

Answer: A Learning Objective: LO 12.7 Describe the functions and patterns of dating in adolescence.

Topic: Getting to Know You: Dating and Falling in Love in the 21st Century Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-47. Why might some immigrant parents be especially conservative in their attitudes toward their children dating?

a) Most immigrant parents fear their children will be rejected by majority-group dating partners, so they want to protect their feelings. b) Immigrant children have a limited pool of other immigrants to date, so it‘s easier to just not date at all. c) Immigrant parents typically come from liberal cultural backgrounds, and therefore ―tone down‖ their attitudes, but to too great an extent. d) The parents‘ cultural or religious values might have limited their own dating opportunities, and therefore their knowledge of typical dating practices.

Answer: D Learning Objective: LO 12.7 Describe the functions and patterns of dating in adolescence.

Topic: Getting to Know You: Dating and Falling in Love in the 21st Century Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12-48. According to Erik Erikson, young adulthood is a period focused on resolving the __________ stage of psychosocial development. a) b) c) d)

identity-versus-role confusion generativity-versus-stagnation intimacy-versus-isolation ego integrity-versus-despair

Answer: C Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-49. Mikolaj, age 23, is a college graduate whose career plans, relationship status, and living arrangements seem to change every six months. Which aspect of emerging adulthood is Mikolaj demonstrating? a) b) c) d)

self-focus instability identity exploration identity achievement

Answer: B Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Moderate

Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-50. According to Robert Sternberg‘s triangular theory, the components of love include __________. a) a passion component that comprises physiologically arousing feelings of attraction b) an intimacy component that embodies a longer-term determination to maintain love c) companionate love, where strong affection is apparent with people whose lives are deeply involved d) a commitment component that embodies the boundaries we put on our relationships to keep others from getting too close Answer: A Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-51. When two people have a ―fling‖ or short-term relationship based only on sexual attraction, it represents __________ in the triangular theory. a) b) c) d)

nonlove infatuated love liking empty love

Answer: B Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-52. When two people are living in an arranged marriage, or a couple has decided to stay together ―for the sake of the children,‖ it represents __________ in the triangular theory. a) nonlove b) fatuous love c) liking d) empty love

Answer: D Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-53. According to Robert Sternberg‘s triangular theory, liking develops when only __________ is present. a) b) c) d)

passion intimacy loyalty similarity

Answer: B Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-54. Martin and Lewis have been a couple for fifteen years, and their relationship is strained with bickering and unhappiness. They are not considering separating because they have an 8year-old son whom they both love deeply. The triangular theory of love would categorize their relationship as __________. a) b) c) d)

companionate love empty love fatuous love nonlove

Answer: B Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-55. According to the triangular theory, companionate love develops when __________ are present.

a) b) c) d)

intimacy and commitment infatuation and romance passion and intimacy passion and commitment

Answer: A Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-56. According to Robert Sternberg‘s triangular theory, fatuous love develops when __________ are present. a) b) c) d)

intimacy and commitment infatuation and intimacy passion and intimacy passion and commitment

Answer: D Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-57. Which factor helps explain cross-cultural similarities and priorities in mate selection? a) b) c) d)

evolution personality dimensions social forces familial constraints

Answer: A Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-58. The tendency to marry someone who is similar in age, race, education, or religion is referred to as __________.

a) b) c) d)

marriage gradient homogamy a cross-cultural factor gender replication

Answer: B Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-59. Jorge has been socialized to seek a woman who is younger, smaller, and lower in status than he. This is referred to as __________. a) b) c) d)

the marriage gradient a universal norm social selectivity societal bias

Answer: A Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-60. ―Bottom of the barrel‖ men are those who ___________ . a) b) c) d)

do not marry because they cannot find a woman of low enough status do not marry because of compatibility are fearful of commitment find women unappealing

Answer: A Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-61. Over the past half-century, there has been a significant __________. a) increase in the number of couples getting married b) decline in the number of couples living together without getting married c) decline in the number of couples getting married

d) decline in the number of same-sex couples living together Answer: C Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Topic: The Course of Relationships Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-62. One reason why young adults choose to marry is that __________. a) they believe it is the appropriate culmination of a loving relationship and the ―right‖ thing to do b) having a spouse with which to share one‘s wealth is important for men c) government benefits decrease upon signing a marriage license d) marriage offers a guaranteed lifelong commitment to both parties Answer: A Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Topic: The Course of Relationships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-63. The median age of first marriage in the United States is now __________ for men and __________ for women. a) 25.8; 24.2 b) 28.7; 25.3 c) 30.5; 28.1 d) 32.1; 26.4 Answer: C Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Topic: The Course of Relationships Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12-64. Which characteristic is typical of a happy marriage? a) Partners show affection and communicate equally about negative and positive aspects of one another.

b) Partners establish early in the marriage the dominant and inferior statuses of the partners. c) Partners perceive themselves as co-dependent rather than interdependent entities. d) Partners have social homogamy and share leisure activities, role preferences, and similar interests.

Answer: D Learning Objective: LO 12.11 Analyze why marriages work or don‘t work.

Topic: The Ups and Downs of Marriage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12-65. Sam and Ella have agreed to participate in marriage counseling. They have been married for five years and each person reports they have become bored with their marriage. Initially, what can the marriage therapist tell them regarding the ―ups and downs‖ of marriage? a) They will need to improve their communication skills to discuss issues during counseling. b) Marital satisfaction will decline if couples do not engage in fun activities. c) Marital satisfaction generally begins to decline just after the marriage and it continues to fall until it reaches its lowest point, usually following the birth of children. d) Couples should spend more time with other married couples to engage in decisionmaking.

Answer: C Learning Objective: LO 12.11 Analyze why marriages work or don‘t work.

Topic: The Ups and Downs of Marriage Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-66. Most research regarding marital satisfaction __________. a) substantiates the ―U-shaped‖ pattern, where marital satisfaction is high at the beginning, drops down around the birth of children, and then gradually rises back to its original high level b) brings the ―U-shape‖ in question, suggesting that the upturn in the U-shape may be illusory, and that marital dissatisfaction continues throughout life c) is not conclusive regarding the ―U-shape‖ and marital satisfaction, but seems to substantiate that women are more satisfied than men d) is not conclusive regarding the ―U-shape‖ and marital satisfaction, but seems to substantiate that men are more satisfied than women Answer: A Learning Objective: LO 12.11 Analyze why marriages work or don‘t work.

Topic: The Ups and Downs of Marriage Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12-67. Which reason correctly explains why marriages unravel in Western society? a) b) c) d)

People are less concerned for their own personal happiness.

There are few legal and financial impediments to getting a divorce.

Women have fewer economic opportunities available to them.

The social services benefits of marriage, such as tax advantages, no longer exist.

Answer: B Learning Objective: LO 12.11 Analyze why marriages work or don‘t work.

Topic: The Ups and Downs of Marriage Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

ESSAY QUESTIONS 12-68. Compare gender, sex, gender identity, and gender roles, and give an example of each.

Answer: A good answer would include the following key points:  Gender refers to societal expectations of femininity and masculinity. Females in most societies are expected to be deferential, demure, and communal in their orientation to the world; males are expected to be agentic, assertive, and emotionally subdued.  Sex refers to sexual anatomy and sexual behavior. When Chris sees his penis, it reminds him that he is biologically male.  Gender identity is the sense one has of being female or male. Chris identifies as a man.  Gender roles are culturally prescribed expectations about ―typical girl‘s‖ or ―typical boy‘s‖ activities and behaviors. A boy preferring to wear skirts or a girl who enjoys playing football would be seen as violating their respective gender roles.

Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Topic: Gender Differences Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-69. Summarize the biological, psychoanalytic, social learning, and cognitive approaches to understanding gender identity. Apply each perspective to an example of a young girl, Stephanie, who is coming to understand her gender identity.

Answer: A good answer would include the following key points:  The biological approach emphasizes evolutionary forces and brain differences that contribute to one‘s sense of gender identity. Stephanie would have been exposed to prenatal hormones (refined over a long period of evolution) that prompted her to develop her sense of being a female.  The psychoanalytic perspective argues that gender identity is the result of identification with the same-sex parent during the course of psychosexual development. During the phallic stage, Stephanie would feel a sexual attraction toward her father and experience penis envy, resolving both by identifying with her mother.  The social learning perspective argues that gender-related behavior and gender expectations are gathered by observing others‘ behavior. Stephanie would learn what it means to be ―female‖ by noting gender-stereotypic behaviors in others that get rewarded.  The cognitive approach highlights the role of schemas and ―rules‖ for appropriate genderrelated behavior in the process of gender identity development. Stephanie would develop a sense of what girls and boys ―ought‖ to do, and note violations of those ―rules‖ for appropriate behavior.

Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Topic: Explaining Gender Differences Difficulty Level: Difficult

Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-70. Compare passionate and companionate love, and give an example of how Albert and Tory might experience both in their relationship.

Answer: A good answer would include the following key points:  Passionate love is a state of powerful absorption in another person. When first dating, Albert and Tory might be consumed with being with one another, taking care of one another‘s needs, and satisfying their strong sexual urges for one another.  Companionate love is a strong affection felt for someone with whom one‘s life in deeply intertwined. Assuming Albert and Tory form a long and lasting relationship, over time the hallmarks of companionate love—intimacy, commitment, and genuine regard for that person—are likely to emerge, even as intense physical passion fades.

Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

12-71. Describe the logic of the marriage gradient and how it affects potential relationship partner choice.

Answer: A good answer would include the following key points:  The marriage gradient is the tendency for men to marry women who are slightly younger, smaller, and lower in status, and women to marry men who are slightly older, larger, and higher in status.  It affects partner choice by limiting the number of potential mates for women, especially as they age, while allowing men a wider choice of partners as their age increases.  Some men do not marry because they cannot find women of low enough status to meet the demands of the gradient.  Some women are unable to marry because they are higher in status and seek someone of higher status than anyone in the available pool.

Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

12-72. Summarize the reasons an adult might opt for singlehood, and some disadvantages that may result from that decision.

Answer: A good answer would include the following key points:

  

Singlehood, living alone without an intimate partner, has increased substantially over the past several decades.

Adults may opt for this relationship status because they view the institution of marriage negatively, they determine that marriage is too restrictive to personal growth, or that they simply haven‘t found anyone with whom they wish to share their life.

Some disadvantages to this decision accrue, such as societal disapproval, lack of companionship or sexual outlets, and the possibility of reduced future financial security.

Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Topic: The Course of Relationships Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 12.1: Gender: Do Boys Have to Wear Blue and Girls Have to Wear Pink?

Multiple choice question 1 . EOM Q12.1.1 Which statement about gender differences has been shown to be accurate? a) Differences in behavior between boys and girls begin in infancy and continue throughout our lives . b) From birth, girls tend to cry more often and for longer periods than boys.

Consider This: Gender differences have complex causes, representing some combination of innate, biologically related factors and environmental factors. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life. c) By the time they reach age 2, girls behave more independently and less compliantly than boys.

Consider This: Gender differences have complex causes, representing some combination of innate, biologically related factors and environmental factors. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life. d) Exposure to cortisol prenatally is associated with a later interest in gendered activities.

Consider This: Gender differences have complex causes, representing some combination of innate, biologically related factors and environmental factors. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Answer: A Difficulty: Moderate Topic: Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Multiple choice question 2 . EOM Q12.1.2 During the preschool years, children's expectations about gender behaviors __________. a) are more stereotyped than at other points in life b) are more open and undefined than in later childhood Consider This: Beliefs in gender stereotypes become increasingly pronounced up to age 5, and although they become somewhat less rigid by age 7, they do not disappear. LO 12.2 Describe how an individual's gender identity develops in early childhood. c) have not yet begun to emerge clearly Consider This: Beliefs in gender stereotypes become increasingly pronounced up to age 5, and although they become somewhat less rigid by age 7, they do not disappear. LO 12.2 Describe how an individual's gender identity develops in early childhood. d) have emerged in males but not yet in females Consider This: Beliefs in gender stereotypes become increasingly pronounced up to age 5, and although they become somewhat less rigid by age 7, they do not disappear. LO 12.2 Describe how an individual's gender identity develops in early childhood.

Answer: A Difficulty: Moderate Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Skill: Understand the Concepts Learning Objective: LO 12.2 Describe how an individual's gender identity develops in early childhood.

Multiple choice question 3 . EOM Q12.1.3 One possible biological explanation of gender differences is that the bundle of nerves that connects the hemispheres of the brain, called the __________, is proportionally larger in women than in men. a) corpus callosum b) myelin cord Consider This: To some theoreticians, this evidence suggests that gender differences may be produced by biological factors such as hormones. LO 12.3 Analyze the major theoretical explanations of gender differences. c) cerebral cortex Consider This: To some theoreticians, this evidence suggests that gender differences may be produced by biological factors such as hormones. LO 12.3 Analyze the major theoretical explanations of gender differences. d) neuronal knot Consider This: To some theoreticians, this evidence suggests that gender differences may be produced by biological factors such as hormones. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A Difficulty: Moderate Topic: Explaining Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Multiple choice question 4 . EOM Q12.1.4 According to __________ approaches to gender development, boys and girls acquire their understanding of gender expectations and behavior by watching others, including neighbors, friends, and characters in books and other media. a) social learning b) psychoanalytic Consider This: The observation of the rewards that these others attain for acting in a genderappropriate manner leads children to conform to such behavior themselves. LO 12.3 Analyze the major theoretical explanations of gender differences. c) cognitive Consider This: The observation of the rewards that these others attain for acting in a genderappropriate manner leads children to conform to such behavior themselves. LO 12.3 Analyze the major theoretical explanations of gender differences. d) biological Consider This: The observation of the rewards that these others attain for acting in a genderappropriate manner leads children to conform to such behavior themselves. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A

Difficulty: Easy Topic: Explaining Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Multiple choice question 5 . EOM Q12.1.5 A gender __________ is a cognitive framework that organizes information relevant to gender. a) schema b) role Consider This: These cognitive structures are developed early in life and serve as a lens through which preschoolers view the world. LO 12.3 Analyze the major theoretical explanations of gender differences. c) script Consider This: These cognitive structures are developed early in life and serve as a lens through which preschoolers view the world. LO 12.3 Analyze the major theoretical explanations of gender differences. d) identity Consider This: These cognitive structures are developed early in life and serve as a lens through which preschoolers view the world. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A Difficulty: Moderate Topic: Explaining Gender Differences Skill: Remember the Facts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Module Quiz 12.2: Sexual Maturation and Sexuality Multiple choice question 1 . EOM Q12.2.1 Although there can also be negative consequences to early maturation, which outcome is a potential positive consequence of early maturation? a) In girls, it can bring increased popularity and self-esteem. b) In boys, it often leads to a greater sense of humor and less of a tendency toward conforming.

Consider This: In general, girls tend to mature earlier than boys. LO 12.4 Explore the psychological implications of sexual maturation during adolescence. c) In boys, it makes involvement in delinquency and substance abuse less likely.

Consider This: In general, girls tend to mature earlier than boys. LO 12.4 Explore the psychological implications of sexual maturation during adolescence. d) In girls, it eases the passage to social and academic achievement.

Consider This: In general, girls tend to mature earlier than boys. LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Answer: A Difficulty: Moderate Topic: Psychological Aspects of Sexual Maturation Skill: Understand the Concepts Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Multiple choice question 2 . EOM Q12.2.2 Most experts believe that sexual orientation is the product of a complex combination of __________ factors. a) genetic, physiological, and environmental b) individual, family, and relational Consider This: There is no clear and accepted explanation of why some adolescents develop a particular sexual orientation. LO 12.5 Describe how adolescents experience and explore their sexuality. c) personal, peer, and societal Consider This: There is no clear and accepted explanation of why some adolescents develop a particular sexual orientation. LO 12.5 Describe how adolescents experience and explore their sexuality. d) physical, psychological, and emotional Consider This: There is no clear and accepted explanation of why some adolescents develop a particular sexual orientation. LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Moderate Topic: Becoming Sexual Skill: Understand the Concepts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 3 . EOM Q12.2.3

What percentage of teenage boys and teenage girls have engaged in masturbation by the age of 15, respectively? a) 80 percent; 20 percent b) 65 percent; 10 percent Consider This: The frequency of masturbation in males occurs more in the early teens and then begins to decline, whereas in females, the frequency is lower initially and increases throughout adolescence. LO 12.5 Describe how adolescents experience and explore their sexuality. c) 50 percent; 35 percent Consider This: The frequency of masturbation in males occurs more in the early teens and then begins to decline, whereas in females, the frequency is lower initially and increases throughout adolescence. LO 12.5 Describe how adolescents experience and explore their sexuality. d) 25 percent; 25 percent Consider This: The frequency of masturbation in males occurs more in the early teens and then begins to decline, whereas in females, the frequency is lower initially and increases throughout adolescence. LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Difficult Topic: Becoming Sexual Skill: Remember the Facts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 4 . EOM Q12.2.4 Which factor plays a significant role in the recent decrease in teenage pregnancies in the United States? a) the increased use of contraceptive methods b) a decrease in the age of marriage Consider This: Youth these days are more likely to receive comprehensive sex education programs.

LO 12.5 Describe how adolescents experience and explore their sexuality. c) the growing popularity of virginity pledges Consider This: Youth these days are more likely to receive comprehensive sex education programs.

LO 12.5 Describe how adolescents experience and explore their sexuality. d) reduced disparities among socioeconomic groups Consider This: Youth these days are more likely to receive comprehensive sex education programs.

LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Moderate Topic: Becoming Sexual Skill: Understand the Concepts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 5 . EOM Q12.2.5 For many people, middle adulthood brings increased sexual enjoyment and freedom because they are suddenly __________. a) free to have sex without fear of interruption by children b) able to purchase contraception without embarrassment Consider This: During this period of life, a couple's children have usually grown and moved away.

LO 12.6 Explain the role of sexuality during adulthood. c) less inhibited about their bodies than at any prior time

Consider This: During this period of life, a couple's children have usually grown and moved away.

LO 12.6 Explain the role of sexuality during adulthood. d) more willing to express their physical urges and desires Consider This: During this period of life, a couple's children have usually grown and moved away.

LO 12.6 Explain the role of sexuality during adulthood.

Answer: A Difficulty: Easy Topic: The Ongoing Sexuality of Adulthood Skill: Understand the Concepts Learning Objective: LO 12.6 Explain the role of sexuality during adulthood.

Module Quiz 12.3: Relationships Multiple choice question 1 . EOM Q12.3.1 Fifteen-year-olds Boris and Renaldo used their smartphones to send each other text messages that contained explicit, sexually provocative photos of themselves, a dangerous practice known as _________ a) sexting b) electronic mayhem Consider This: This practice not only may produce considerable psychological harm to the person who is depicted in sexually explicit photos, but there can be legal consequences. LO 12.7 Describe the functions and patterns of dating in adolescence. c) ―feeding the wombat‖ Consider This: This practice not only may produce considerable psychological harm to the person who is depicted in sexually explicit photos, but there can be legal consequences. LO 12.7 Describe the functions and patterns of dating in adolescence. d) zombie leapfrog Consider This: This practice not only may produce considerable psychological harm to the person who is depicted in sexually explicit photos, but there can be legal consequences. LO 12.7 Describe the functions and patterns of dating in adolescence.

Answer: A Difficulty: Easy Topic: Getting to Know You: Dating and Falling in Love in the 21st Century Skill: Apply What You Know Learning Objective: LO 12.7 Describe the functions and patterns of dating in adolescence.

Multiple choice question 2 . EOM Q12.3.2 According to Robert Sternberg's triangular theory of love, a relationship that lacks intimacy and commitment, but includes passion, is an example of __________ love. a) infatuated b) romantic Consider This: This would be considered a "fling" or short-term relationship based only on sexual attraction. LO 12.8 Analyze the nature of intimacy and relationships in early adulthood. c) companionate Consider This: This would be considered a "fling" or short-term relationship based only on sexual attraction. LO 12.8 Analyze the nature of intimacy and relationships in early adulthood. d) empty Consider This: This would be considered a "fling" or short-term relationship based only on sexual attraction. LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Answer: A Difficulty: Difficult Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Skill: Understand the Concepts Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Multiple choice question 3 . EOM Q12.3.3

Phillip Shaver's research on attachment styles and romantic relationships indicates that people who simultaneously want and avoid closeness with another person, and are constantly worried that their partners may leave them, tend to reflect a(n) __________ childhood attachment style. a) ambivalent b) avoidant Consider This: These adults have a tendency to become overly invested in relationships, have repeated breakups with the same partner, and have relatively low self-esteem. LO 12.9 Explain the process by which people choose their partners. c) indeterminate Consider This: These adults have a tendency to become overly invested in relationships, have repeated breakups with the same partner, and have relatively low self-esteem. LO 12.9 Explain the process by which people choose their partners. d) secure Consider This: These adults have a tendency to become overly invested in relationships, have repeated breakups with the same partner, and have relatively low self-esteem. LO 12.9 Explain the process by which people choose their partners.

Answer: A Difficulty: Moderate Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Skill: Understand the Concepts Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Multiple choice question 4 . EOM Q12.3.4 Romantic couples who live together without being married are engaged in ___________. a) cohabitation b) sexting Consider This: There has been a 1,500 percent increase in this practice over the past fifty years. LO 12.10 Examine the varied forms of long-term relationships. c) a trial marriage Consider This: There has been a 1,500 percent increase in this practice over the past fifty years. LO 12.10 Examine the varied forms of long-term relationships. d) a purely sexual relationship Consider This: There has been a 1,500 percent increase in this practice over the past fifty years. LO 12.10 Examine the varied forms of long-term relationships.

Answer: A Difficulty: Easy Topic: The Course of Relationships Skill: Understand the Concepts Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Multiple choice question 5 . EOM Q12.3.5 Research investigating relationships and relationship patterns shows that couples in successful marriages tend to __________. a) have realistic expectations about their partners b) closely balance their wins and losses in arguments

Consider This: Successful couples understand that there are some things about one partner that the other partner may not like all that much. They accept that their partner will do things that they don't like some of the time. LO 12.11 Analyze why marriages work or don't work. c) avoid conflict and tense relationship discussions Consider This: Successful couples understand that there are some things about one partner that the other partner may not like all that much. They accept that their partner will do things that they don't like some of the time. LO 12.11 Analyze why marriages work or don't work. d) suppress their occasional feelings of dissatisfaction Consider This: Successful couples understand that there are some things about one partner that the other partner may not like all that much. They accept that their partner will do things that they don't like some of the time. LO 12.11 Analyze why marriages work or don't work.

Answer: A Difficulty: Moderate Topic: The Ups and Downs of Marriage Skill: Understand the Concepts Learning Objective: LO 12.11 Analyze why marriages work or don't work.

Chapter 12 Quiz: Gender and Sexuality Multiple choice question 1 . EOC Q12.1 Which observation is evidence of biological involvement in gender differences in infants? a) Girls exposed to androgen before birth preferred "boys‘" toys to "girls‘" toys. b) Girls playing with "male" toys are less frowned on than boys playing with "female" toys.

Consider This: This example occurs early in development. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life. c) When taking their first steps, boys are encouraged to be independent, and girls are held close.

Consider This: This example occurs early in development. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life. d) By age 2, girls are more compliant and less independent-acting than boys.

Consider This: This example occurs early in development. LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Answer: A Difficulty: Difficult Topic: Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.1 Explain the nature of gender differences and their effects on the roles people assume in life.

Multiple choice question 2 . EOC Q12.2 Both girls and boys have developed a clear preference for playing with same-sex playmates by age __________. a) 3 years b) 1 year Consider This: During this time boys begin to play more with boys and girls play more with girls, a trend that increases during middle childhood. LO 12.2 Describe how an individual's gender identity develops in early childhood. c) 18 months Consider This: During this time boys begin to play more with boys and girls play more with girls, a trend that increases during middle childhood. LO 12.2 Describe how an individual's gender identity develops in early childhood. d) 6 months Consider This: During this time boys begin to play more with boys and girls play more with girls, a trend that increases during middle childhood. LO 12.2 Describe how an individual's gender identity develops in early childhood.

Answer: A Difficulty: Moderate Topic: Gender Identity: Developing a Sense of Femaleness and Maleness Skill: Remember the Facts Learning Objective: LO 12.2 Describe how an individual's gender identity develops in early childhood.

Multiple choice question 3 . EOC Q12.3

Some biologically oriented developmentalists, invoking __________ theory, believe that gender roles developed because forceful males and nurturing females were more likely to find partners, have offspring, and pass on these traits to their babies. a) evolutionary b) cognitive-determinism Consider This: These developmentalists see gender differences as serving the biological goal of survival of the species through reproduction. LO 12.3 Analyze the major theoretical explanations of gender differences. c) social-learning Consider This: These developmentalists see gender differences as serving the biological goal of survival of the species through reproduction. LO 12.3 Analyze the major theoretical explanations of gender differences. d) sociological Consider This: These developmentalists see gender differences as serving the biological goal of survival of the species through reproduction. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A Difficulty: Moderate Topic: Explaining Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Multiple choice question 4 . EOC Q12.4 According to Sigmund Freud's __________ perspective, boys and girls identify with their same-sex parent and naturally adopt their parents' attitudes and values about gender identity. a) psychoanalytic b) humanist Consider This: Freud says society's expectations about the ways females and males "ought" to behave are perpetuated into new generations. LO 12.3 Analyze the major theoretical explanations of gender differences. c) information processing Consider This: Freud says society's expectations about the ways females and males "ought" to behave are perpetuated into new generations. LO 12.3 Analyze the major theoretical explanations of gender differences. d) behaviorist Consider This: Freud says society's expectations about the ways females and males "ought" to behave are perpetuated into new generations. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A Difficulty: Easy Topic: Explaining Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Multiple choice question 5 . EOC Q12.5

Gender __________, the awareness that people are consistently male or female, related to fixed biological factors, develops by age 4 or 5. a) constancy b) acceptance Consider This: This does not seem to have an effect on gender-related behavior. LO 12.3 Analyze the major theoretical explanations of gender differences. c) reliability Consider This: This does not seem to have an effect on gender-related behavior. LO 12.3 Analyze the major theoretical explanations of gender differences. d) assignment Consider This: This does not seem to have an effect on gender-related behavior. LO 12.3 Analyze the major theoretical explanations of gender differences.

Answer: A Difficulty: Moderate Topic: Explaining Gender Differences Skill: Understand the Concepts Learning Objective: LO 12.3 Analyze the major theoretical explanations of gender differences.

Multiple choice question 6 . EOC Q12.6 The noticeable bodily changes that accompany puberty are more often a source of __________ for girls than for boys. a) embarrassment b) pride Consider This: How children react to the onset of puberty depends in part on when it happens. LO 12.4 Explore the psychological implications of sexual maturation during adolescence. c) fear Consider This: How children react to the onset of puberty depends in part on when it happens. LO 12.4 Explore the psychological implications of sexual maturation during adolescence. d) happiness Consider This: How children react to the onset of puberty depends in part on when it happens. LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Answer: A Difficulty: Moderate Topic: Psychological Aspects of Sexual Maturation Skill: Understand the Concepts Learning Objective: LO 12.4 Explore the psychological implications of sexual maturation during adolescence.

Multiple choice question 7 . EOC Q12.7 Which term relates to the object of a person‘s sexual attraction and behavior? a) sexual orientation b) gender identity Consider This: This concept relates to the object of one‘s sexual interests. LO 12.5 Describe how adolescents experience and explore their sexuality. c) gender Consider This: This concept relates to the object of one‘s sexual interests. LO 12.5 Describe how adolescents experience and explore their sexuality.

d) sexual intercourse Consider This: This concept relates to the object of one‘s sexual interests. LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Easy Topic: Becoming Sexual Skill: Remember the Facts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 8 . EOC Q12.8 Recent studies of sexuality estimate that between __________ percent of both men and women are exclusively nonheterosexual during extended periods of their lives. a) 4 and 10 b) 2 and 5 Consider This: Alfred Kinsey, a pioneer sex researcher, argued that sexual orientation should be viewed as a continuum in which "exclusively homosexual" is at one end and "exclusively heterosexual" is at the other. LO 12.5 Describe how adolescents experience and explore their sexuality. c) 7 and 15 Consider This: Alfred Kinsey, a pioneer sex researcher, argued that sexual orientation should be viewed as a continuum in which "exclusively homosexual" is at one end and "exclusively heterosexual" is at the other. LO 12.5 Describe how adolescents experience and explore their sexuality. d) 12 and 18 Consider This: Alfred Kinsey, a pioneer sex researcher, argued that sexual orientation should be viewed as a continuum in which "exclusively homosexual" is at one end and "exclusively heterosexual" is at the other. LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Difficult Topic: Becoming Sexual Skill: Remember the Facts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 9 . EOC Q12.9 People whose gender identity, gender expression, or behavior is not consistent with the sex to which they were assigned at birth are referred to as __________. a) transgender b) intersexual Consider This: In some cases, these individuals may seek gender-confirmation operations in which the goal is to create the physical appearance and functional abilities of the gender they know themselves to be. LO 12.5 Describe how adolescents experience and explore their sexuality. c) pansexual Consider This: In some cases, these individuals may seek gender-confirmation operations in which the goal is to create the physical appearance and functional abilities of the gender they know themselves to be. LO 12.5 Describe how adolescents experience and explore their sexuality.

d) bisexual Consider This: In some cases, these individuals may seek gender-confirmation operations in which the goal is to create the physical appearance and functional abilities of the gender they know themselves to be. LO 12.5 Describe how adolescents experience and explore their sexuality.

Answer: A Difficulty: Easy Topic: Becoming Sexual Skill: Understand the Concepts Learning Objective: LO 12.5 Describe how adolescents experience and explore their sexuality.

Multiple choice question 10 . EOC Q12.10 Around __________ percent of men and women age 45 to 59 report having sexual intercourse about once a week or more. a) 50 b) 60 Consider This: Sexual pleasure remains a vital part of most middle-aged adults' lives. LO 12.6 Explain the role of sexuality during adulthood. c) 70 Consider This: Sexual pleasure remains a vital part of most middle-aged adults' lives. LO 12.6 Explain the role of sexuality during adulthood. d) 80 Consider This: Sexual pleasure remains a vital part of most middle-aged adults' lives. LO 12.6 Explain the role of sexuality during adulthood.

Answer: A Difficulty: Difficult Topic: The Ongoing Sexuality of Adulthood Skill: Remember the Facts Learning Objective: LO 12.6 Explain the role of sexuality during adulthood.

Multiple choice question 11 . EOC Q12.11 At what point during adolescence is true intimacy while dating more common? a) late adolescence b) early adolescence Consider This: At this point, the dating relationship may be taken more seriously by both participants, and it may be seen as a way to select a mate and as a potential prelude to marriage. LO 12.7 Describe the functions and patterns of dating in adolescence. c) middle adolescence Consider This: At this point, the dating relationship may be taken more seriously by both participants, and it may be seen as a way to select a mate and as a potential prelude to marriage. LO 12.7 Describe the functions and patterns of dating in adolescence. d) pre-adolescence Consider This: At this point, the dating relationship may be taken more seriously by both participants, and it may be seen as a way to select a mate and as a potential prelude to marriage. LO 12.7 Describe the functions and patterns of dating in adolescence.

Answer: A

Difficulty: Moderate Topic: Getting to Know You: Dating and Falling in Love in the 21st Century Skill: Understand the Concepts Learning Objective: LO 12.7 Describe the functions and patterns of dating in adolescence.

Multiple choice question 12 . EOC Q12.12 Yolanda and Belinda have been married for eight years, and their relationship is strained with bickering and unhappiness. They are not considering separating because they have a son, age 4, whom they both love deeply. The triangular theory of love would categorize their relationship as __________. a) empty love b) fatuous love Consider This: Only decision/commitment is present in this relationship, and not intimacy or passion.

LO 12.8 Analyze the nature of intimacy and relationships in early adulthood. c) nonlove Consider This: Only decision/commitment is present in this relationship, and not intimacy or passion.

LO 12.8 Analyze the nature of intimacy and relationships in early adulthood. d) companionate love Consider This: Only decision/commitment is present in this relationship, and not intimacy or passion.

LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Answer: A Difficulty: Moderate Topic: Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood Skill: Apply What You Know Learning Objective: LO 12.8 Analyze the nature of intimacy and relationships in early adulthood.

Multiple choice question 13 . EOC Q12.13 Castor has been socialized to seek a woman who is younger, smaller, and lower in status than he. This is referred to as __________. a) the marriage gradient b) socioeconomic bias Consider This: This social force has a powerful influence on marriage in the United States, but it also has important, and unfortunate, effects on partner choice. LO 12.9 Explain the process by which people choose their partners. c) social selectivity Consider This: This social force has a powerful influence on marriage in the United States, but it also has important, and unfortunate, effects on partner choice. LO 12.9 Explain the process by which people choose their partners. d) a universal norm Consider This: This social force has a powerful influence on marriage in the United States, but it also has important, and unfortunate, effects on partner choice. LO 12.9 Explain the process by which people choose their partners.

Answer: A Difficulty: Moderate Topic: Choosing a Partner: Recognizing Mr. or Ms. Right Skill: Apply What You Know Learning Objective: LO 12.9 Explain the process by which people choose their partners.

Multiple choice question 14 . EOC Q12.14 One of the main reasons why some people choose not to marry is the __________. a) need for autonomy and independence b) desire for increased financial security Consider This: These individuals place great value on personal change and growth, which would be impeded by the stable, long-term commitment implied by marriage. LO 12.10 Examine the varied forms of long-term relationships. c) need for diverse and varied relationships Consider This: These individuals place great value on personal change and growth, which would be impeded by the stable, long-term commitment implied by marriage. LO 12.10 Examine the varied forms of long-term relationships. d) desire to focus their lives on spiritual matters Consider This: These individuals place great value on personal change and growth, which would be impeded by the stable, long-term commitment implied by marriage. LO 12.10 Examine the varied forms of long-term relationships.

Answer: A Difficulty: Moderate Topic: The Course of Relationships Skill: Understand the Concepts Learning Objective: LO 12.10 Examine the varied forms of long-term relationships.

Multiple choice question 15 . EOC Q12.15 Which consideration is one reason why the midlife divorce rate has been rising? a) Divorce is increasingly viewed as a chance to increase personal happiness. b) Books and movies, especially in the United States, usually glamorize the divorce experience.

Consider This: In individualistic cultures, people feel concerned with their own needs. LO 12.11 Analyze why marriages work or don't work. c) There can be a negative impact on children due to unbridled marital satisfaction.

Consider This: In individualistic cultures, people feel concerned with their own needs. LO 12.11 Analyze why marriages work or don't work. d) Many lawyers are encouraging divorce through advertisements and reduced fees.

Consider This: In individualistic cultures, people feel concerned with their own needs. LO 12.11 Analyze why marriages work or don't work.

Answer: A Difficulty: Difficult Topic: The Ups and Downs of Marriage Skill: Understand the Concepts Learning Objective: LO 12.11 Analyze why marriages work or don't work.

TOTAL ASSESSMENT GUIDE

Chapter 13 Friends and Family

Topic LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

LO 13.5 Explain how adolescents’ quest for autonomy affects relationships in the family.

LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Remember the Facts Multiple Choice Essay

3, 5

Multiple Choice

14, 15

Understand the Concepts

Apply What You Know

1, 7

2, 4, 6, 8-10 71

16

12, 13

Essay

Multiple Choice

Analyze It

11 72

17, 20

19

Multiple Choice Essay

22, 24

21, 23 73

Multiple Choice

27

26

18

Essay

Essay

Multiple Choice

25

74

30

29

Multiple Choice Essay

31, 33

32

Multiple Choice Essay

35, 36, 38

28

Essay

75

34, 37, 39

TOTAL ASSESSMENT GUIDE

Chapter 13 Friends and Family

Topic LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Remember the Facts Multiple Choice

40, 44–47

Understand the Concepts

Apply What You Know

41, 42, 48

49

Analyze It 43

Essay

Multiple Choice

50

Essay

Multiple Choice Essay

Multiple Choice

51 76

52

53, 55

Multiple Choice Essay

59, 61

56–58 77

Multiple Choice Essay

62, 63

Multiple Choice Essay

64, 70

54

Essay

60

78

65–69 79

Chapter 13 Friends and Family MULTIPLE CHOICE 13-1. Preschoolers‘ friendships are based on __________. a) b) c) d)

exchanging advice, protection, and support sharing intellectual curiosity and cognitive growth building social skills through structured competition the desire for companionship, play, and fun

Answer: D Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-2. Chad and Jeremy are both 3 years old, and the main benefit they get out of being friends with each other is __________. a) b) c) d)

the enjoyment of carrying out shared activities trust, support, and pursuing shared interests the give-and-take of competing with each other in games the intellectual stimulation of conversation and learning activities

Answer: A Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-3. __________ play involves simple, repetitive activities typical of 3-year-olds. a) b) c) d) Answer: C

Constructive Simple Functional Associative

Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-4. Compared to the others, which activity is the best example of functional play? a) b) c) d)

skipping or jumping playing checkers counting items such as cookies to see how many there are using Lego to build objects

Answer: A Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-5. When children manipulate objects to produce or build something as they play, it is characterized as __________ play. a) b) c) d)

functional parallel cooperative constructive

Answer: D Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-6. Six preschool children decided to help each other build a fort with the items that were available to them. Each child took it upon themselves to find objects in the classroom that could be used to assemble a fort. This is an example of __________. a) functional play b) parallel play

c) constructive play d) associative play Answer: D Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-7. Constructive play produces a benefit of __________ for the player. a) b) c) d)

winning a competition gaining problem-solving experience creating an imaginary friend playing just for the sake of being active

Answer: B Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-8. Stephanie is sitting at her preschool table playing with a toy car, while Connie is sitting next to her playing with a toy car and making quiet ―vroom-vroom‖ engine sounds. The two children are enjoying themselves but not interacting with one another. Which type of play are Connie and Stephanie engaged in? a) b) c) d)

parallel play onlooker play functional play associative play

Answer: A Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-9. Bucky, age 4, and his friends are sitting at a table playing with blocks to build a tower, while Gino stands by the table watching them. Occasionally, Gino shrieks out for the tower to go higher. This is an example of __________. a) b) c) d)

associative play parallel play onlooker play functional play

Answer: C Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-10. Patty, Maxine, and Laverne, three preschool-age children, are working to complete puzzles, and they all take turns fitting in the pieces. This is an example of __________. a) b) c) d)

cooperative play associative play parallel play functional play

Answer: A Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-11. During the middle childhood years, friendships provide ____________. a) b) c) d)

a child with similar others who reinforce the child‘s racial identity physical support that helps the child develop fine motor skills a training ground for communicating and interacting with others a greater sense of security than relationships with parents

Answer: C Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Moderate

Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

13-12. According to developmental psychologist William Damon, when 5-year-old Fang Wu is asked, ―How do you know that someone is your best friend?‖ it is highly likely that she will respond __________. a) b) c) d)

―Because a friend is someone you can count on to help you when you need it‖ ―Because a friend is someone you can talk to about things that are bothering you‖ ―Because I can play a lot with my friend, and stay at my friend‘s house a lot‖ ―Because a friend is somebody who is kind and puts my feelings first‖

Answer: C Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-13. According to developmental psychologist William Damon, when 9-year-old Zhenya is asked, ―How do you know that someone is your best friend?‖ it is highly likely that she will respond __________. a) b) c) d)

―Because a friend is someone you can count on to help you when you need it‖ ―Because a friend is someone who is fun to be with‖ ―Because I can play a lot with my best friend‖ ―Because a friend is somebody who puts my feelings first‖

Answer: A Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-14. According to developmental psychologist William Damon, the third stage of building friendship during middle childhood is __________. a) b) c) d) Answer: D

basing friendship on intelligence basing friendship on others‘ behavior basing friendship on trust basing friendship on psychological closeness

Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-15. Which term refers to rankings that represent the relative social power of those in a group? a) b) c) d)

social competence status dominance hierarchy social comparison

Answer: C Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-16. Boys‘ play tends to come in bursts rather than in more extended, tranquil episodes, due in part to __________. a) b) c) d)

lack of social competence boys‘ concern over maintaining a dominance hierarchy lack of dominance hierarchy, leading to equal status of all group members lack of social problem-solving skills

Answer: B Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-17. Groups of 2 to 12 people whose members have frequent social interactions with one another are called __________. a) peers b) cliques c) reference groups

d) cohorts Answer: B Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Topic: The Role of Peers in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-18. Why does the emergence of cliques and crowds during adolescence partially reflect the increased cognitive capacities of adolescents? a) Joining a crowd involves decision making, and those skills of choosing, preferring, or wanting are usually not present during childhood, emerging instead in adolescence. b) Adolescents are warned to ―not run with a bad crowd,‖ and determining ―goodness‖ and ―badness‖ requires some degree of cognitive sophistication. c) Adolescents spend a lot of time soul-searching in quiet reflection, especially about which groups they want to join, so they need the cognitive skills to do so. d) Group labels are abstractions, such as ―TikTok girls‖ or ―Influencers,‖ so adolescents need a certain level of abstract reasoning to distinguish among and define these social categories.

Answer: D Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Topic: The Role of Peers in Adolescence Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-19. An adolescent‘s membership in particular cliques and crowds is often determined by _______________. a) parental approval b) chance meetings with a variety of groups, then gravitating toward one or more of them c) their degree of similarity with members of the group d) a process of elimination Answer: C Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Topic: The Role of Peers in Adolescence

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-20. Which developments lead to a change in the way adolescents view same-sex and different-sex relationships? a) b) c) d)

peer pressure and parental urging the onset of puberty coupled with societal pressures membership in cliques, but not in crowds disintegration of the parent–adolescent relationship

Answer: B Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Topic: The Role of Peers in Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-21. Allison is well liked by the other members of her swim team, but not well liked by other adolescent girls in her homeroom class. Allison would be considered a __________ adolescent. a) b) c) d)

controversial popular rejected neglected

Answer: A Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-22. Children and adolescents who are uniformly disliked are considered to be __________ adolescents. a) b) c) d) Answer: C

controversial popular rejected neglected

Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-23. Ira is a 16-year-old who does not participate in any sports or clubs in school, and does not attend social events or have a dating partner. Nobody likes Ira because he is difficult to get along with and aggressive; not surprisingly, he usually feels lonely. Ira would be considered a __________ adolescent. a) b) c) d)

rejected outcast controversial neglected

Answer: A Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-24. Adolescents who receive relatively little attention from their peers are considered to be __________ adolescents. a) b) c) d)

rejected reclusive controversial neglected

Answer: D Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-25. Monique, age 15, is neither liked nor disliked by others at her school. Rather, Monique gets no attention from her classmates at all, and she feels as though she might as well be invisible. Monique would be considered __________.

a) b) c) d)

neglected outcast controversial rejected

Answer: A Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-26. Because of the adolescent‘s development of __________, the balance of power in the relationship between parents and the adolescent becomes more __________ toward the end of adolescence. a) b) c) d)

metacognitive skills; in favor of the adolescent cognitive skills; in favor of the adolescent autonomy; egalitarian prefrontal cortex; in favor of the parents

Answer: C Learning Objective: LO 13.5 Explain how adolescents‘ quest for autonomy affects relationships in the family.

Topic: Changing Relations with Relations in Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-27. A divide between parents and adolescents in their attitudes, values, aspirations, and worldviews is known as __________. a) b) c) d)

autonomy maturity a communication breakdown a generation gap

Answer: D Learning Objective: LO 13.5 Explain how adolescents‘ quest for autonomy affects relationships in the family.

Topic: Changing Relations with Relations in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-28. Why do people become friends? a) because of proximity; people form friendships with those who are nearby and accessible b) because of diversity; there‘s an innate desire to expand one‘s social circle c) because of social standing and financial security; friends help out when times are tough d) because finding someone with opinions and attitudes that are different from your own is part of developing a personal value system Answer: A Learning Objective: LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

Topic: Maintaining Social Networks: The Importance of Friendship in Adulthood Difficulty Level: Moderate Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

13-29. Which statement correctly explains why friendships are more highly valued than family relationships by older people in late adulthood? a) Older people have little interest in making friends with other older individuals. b) Maintaining friendships requires much less time and effort than maintaining family ties. c) Friendships offer more flexibility than family relationships and less of a history of obligations and conflicts. d) It is increasingly likely as one ages that all of one‘s friendships will end in death, compounding grief.

Answer: C Learning Objective: LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

Topic: Maintaining Social Networks: The Importance of Friendship in Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-30. __________ refers to assistance and comfort supplied by a network of caring, interested people. a) Social support b) Emotional pillars c) Self-help seeking

d) Assisted living Answer: A Learning Objective: LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

Topic: Maintaining Social Networks: The Importance of Friendship in Adulthood Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-31. In the United States, what is the average amount of money that middle-class parents will spend on one child from birth until the child reaches age 18? a) b) c) d)

$178,020 $284,570 $105,600 $312,480

Answer: B Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Topic: Parenthood Today: Choosing to Have Children Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-32. Why do young adults choose to have children? a) They get pleasure from watching their children grow, and fulfillment from seeing them be successful. b) There are health benefits to the mother from having a successful pregnancy. c) To get financial gain from government benefits programs, such as tax breaks and welfare. d) They feel evolutionary pressure to maintain their presence in the human gene pool.

Answer: A Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Topic: Parenthood Today: Choosing to Have Children Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-33. The major effects of living in poverty on children‘s development include ____________.

a) higher rates of aggression, poorer academic performance, conduct problems b) strong sense of family, mental health problems, greater likelihood of delinquency c) high absenteeism, greater academic success, cardiovascular disease d) obesity, high rates of aggression, low stress Answer: A Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Topic: Parenthood Today: Choosing to Have Children Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-34. The __________ is the most likely reason for the dramatic decrease in the number of children in the average American family over the past several generations. a) b) c) d)

increase in religious-based sex-abstinence programs availability and use of effective contraceptives decrease in the number of people getting married increase in same-sex couplings

Answer: B Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-35. In the 1930s, 70 percent of Americans reported that the ideal number of children to have was __________. Currently, Americans report that the ideal number of children is __________ . a) b) c) d)

five or more; no more than three if money is no object three or more; no more than four six; no more than two three or more; no more than two, although three or more if money is no object

Answer: D Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-36. When did the fertility rate peak in the United States? a) b) c) d)

after World War I after World War II after the Vietnam War after the Civil War

Answer: B Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-37. If there are 1.67 billion people in a current generation, the _________ conceptually predicts that collectively they should produce 1.67 billion new people. a) b) c) d)

fertility rate birth rate replacement level generational reconstitution

Answer: C Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-38. Currently, women _________ are ________ to have children. a) younger than 20; more likely b) younger than 30; much less likely c) in their 40s; less likely d) in their 50s; much more likely Answer: B Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-39. Compared to the others, which reason correctly explains the decline in the fertility rate? a) b) c) d)

women returning to school declining health of the population women joining the workforce increased sex education in elementary school

Answer: C Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Topic: Changing Times: Family Life in the 21st Century Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-40. Immediately after a divorce, both children and parents may show several types of psychological maladjustment for a period that may last from __________. a) b) c) d)

1 to 2 years 3 months to 3 years 6 months to 2 years 1 to 3 years

Answer: C Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-41. Following a divorce, a child may exhibit __________. a) b) c) d) Answer: B

gender dysphoria depression attention deficit/hyperactivity disorder bedwetting

Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-42. During the early stages of middle childhood, children whose parents are divorcing __________. a) b) c) d)

experience severe psychological distress often blame themselves for the breakup typically fail to notice that anything is wrong in the household understand that not all relationships are compatible

Answer: B Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-43. Which statement is correct regarding children of divorced parents? a) Four times as many children of divorced parents enter psychological counseling as children from intact families. b) Eighteen months to 2 years after the divorce, most children begin to return to their predivorce state of psychological adjustment. c) Children who have experienced parental divorce are less likely to get divorced as adults. d) Thirty percent of divorced parents later reunite in the same household for the sake of the children.

Answer: B Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

13-44. By definition, a remarried couple that has at least one stepchild living with them is called a __________. a) multigenerational family

b) single-parent family c) blended family d) mixed family Answer: C Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-45. Roles and expectations in a blended family can sometimes be unclear, a situation referred to as __________. a) b) c) d)

generational digression proximal distance social comparison role ambiguity

Answer: D Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-46. Approximately __________ percent of White children live with two married parents, compared to ________ percent of Black children living in two-parent households. a) 92; 18 b) 65; 68 c) 58; 45 d) 74; 36 Answer: D Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-47. Compared to White people in the United States, Black people are __________ to live in three-generation families. a) b) c) d)

more likely less likely no more likely unable to

Answer: A Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-48. Children who grow up in families headed by __________ parents tend to have a stronger sense of extended family. a) b) c) d)

gay or lesbian White Asian American Black or Hispanic

Answer: D Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-49. A child who sees his father as a powerful figure who maintains discipline, and who is taught that it is his responsibility to care for his parents throughout his lifetime, is statistically MOST likely to be __________. a) b) c) d)

White Black Asian American Hispanic

Answer: C Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Topic: Family Constellations: The Array of Possibilities Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-50. Compared to children raised by other-sex parents, children raised by gay or lesbian parents show __________. a) b) c) d)

higher levels of psychological adjustment significant differences in adjustment adjustment differences in school adjustment differences in socialization

Answer: A Learning Objective: LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

Topic: Gay and Lesbian Parents Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-51. After Peter and Gordon‘s son leaves home for college, they have feelings of unhappiness, worry, loneliness, and depression. They are experiencing __________. a) b) c) d)

midlife crisis child abandonment empty nest syndrome parental reinvestment

Answer: C Learning Objective: LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Topic: Family Evolutions: From Full House to Empty Nest Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-52. When young adults return after leaving home for some period to live in the homes of their middle-aged parents, they are described as __________. a) b) c) d)

feathered nesters yo-yo children the sandwich generation boomerang children

Answer: D Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-53. Which common reason correctly explains why boomerang children return home to live with middle-aged parents? a) b) c) d)

homesickness economic success lack of employment or underemployment middle-age parents miss their children

Answer: C Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-54. Lateesha is feeling stressed because her children need help with their homework while her older parents need someone to take them grocery shopping. Lateesha is a member of the __________. a) b) c) d)

lost generation sandwich generation midlife crisis generation blank generation

Answer: B Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-55. Which factor contributes to the sandwich generation?

a) b) c) d)

More people are choosing not to marry at all.

In general, people are living longer.

More people are choosing to remain childless.

Middle-aged people earn more than both their children and their parents.

Answer: B Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-56. ―Companionate‖ grandparents usually __________. a) b) c) d)

take full responsibility for raising their grandchildren rarely call or visit their grandchildren act as supporters and buddies to their grandchildren hold clear expectations about the way their grandchildren should behave

Answer: C Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-57. ―Remote‖ grandparents usually __________. a) b) c) d)

call and visit frequently with their grandchildren rarely visit with their grandchildren and show little interest in them take full responsibility for raising their grandchildren take care of the grandchildren several times a week while parents work

Answer: B Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-58. ―Involved‖ grandparents usually __________.

a) b) c) d)

actively engage in grandparenting and influence their grandchildren‘s lives act as supporters and buddies to their grandchildren complain about their grandchildren‘s childish behavior rarely visit their grandchildren

Answer: A Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13-59. Compared to the others, which group statistically is more likely to be involved with their grandchildren? a) b) c) d)

Black grandparents White grandparents Native American grandparents Pacific Islander grandparents

Answer: A Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-60. Why are Black American grandparents more likely to be involved with their grandchildren? a) There is a greater likelihood for Black Americans to live in single-generation homes. b) Black American households are more likely to be headed by single parents. c) Black Americans have a more collectivist view of caregiving. d) Single-parent Black American households depend less upon the grandparents to provide childcare during the day.

Answer: B Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Difficult Skill Level: Analyze It

APA 2.1 Use scientific reasoning to interpret psychological phenomena. black 13-61. Which statement correctly explains why great-grandparents do not have close relationships with their great-grandchildren? a) Great-grandparents are often kept at a physical and psychological distance by grandparents. b) There may be too many great-grandchildren, and therefore, great-grandparents do not feel an emotional tie. c) Great-grandparents lack interest in being involved in raising great-grandchildren, and therefore don‘t build relationships. d) Close relationships between great-grandparents and their great-grandchildren usually only occur when the grandparents maintained a good relationship with their parents.

Answer: B Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-62. According to psychologist Nancy Schlossberg, ___________ are retirees who take more of a back-seat role in staying connected with their previous fields. a) continuers b) involved spectators c) easy gliders d) retreaters Answer: B Learning Objective: LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Topic: Retirement Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-63. Older people spend approximately ________ percent of their income on health care. a) b) c) d)

20 15 10 5

Answer: A Learning Objective: LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Topic: Retirement Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-64. Approximately __________ of people older than age 65 live with other members of the family. a) one-quarter b) one-half c) two-thirds d) three-quarters Answer: C Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13-65. Lazlo is living in a specialized living environment where all residents are of retirement age and in need of various levels of care. What kind of residence is this? a) b) c) d)

adult day-care facility skilled-nursing facility assisted-living facility continuing-care community

Answer: D Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-66. Olga‘s care needs have increased since her husband‘s death. She has moved into an independent housing unit that is supported by medical providers as needed. What kind of residence is this?

a) b) c) d)

adult day-care facility assisted-living facility skilled-nursing facility commune

Answer: B Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-67. Amad does not need continuous care. However, he does receive care during the day in a facility in the form of meals and medications. What type of facility does Amad attend? a) b) c) d)

drop-in facility skilled-nursing facility assisted-living facility adult day-care facility

Answer: D Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-68. Lu Shu Li is 67 years old and is in the hospital because she broke her hip. She will need extensive physical therapy for two months. Which is the proper facility to provide care for her? a) b) c) d)

adult day care skilled nursing assisted living extended care

Answer: B Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-69. Tony has been in a nursing home for one year. He has become apathetic, indifferent, and does not care about himself. Which term describes Tony‘s mental state? a) b) c) d)

learned helplessness self-pity institutionalism neurodementia

Answer: C Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-70. What is learned helplessness? a) b) c) d)

the belief that being helpless leads to wellness the belief that being helpless leads to despair the belief that one must give help to receive help the belief that one has no control over one‘s environment

Answer: D Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 13-71. Explain why developing a theory of mind contributes to changes in children‘s play and social skills during preschool. Summarize the stages that take place when acquiring a theory of mind.

Answer: A good answer would include the following key points:  By having a theory of mind—knowledge and beliefs about how the mind operates— children are able to offer explanations for why others think and reason, and, therefore, behave.  By age 2, children are able to understand that others have emotions.  By ages 3 or 4, children can distinguish an imagined idea from physical actuality.  This growing cognitive capacity leads to increases in self-control and the ability to plan ahead, and also helps children learn self-regulation skills by teaching them the importance of controlling their impulses.  By playing games in which they must plan out strategies, anticipate the moves and motives of other players, and engage in rudimentary perspective-taking, children learn the importance of planning ahead and regulating their emotions.

Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Topic: Preschoolers‘ Friendships Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

13-72. Explain how the three stages of friendship development during middle childhood, proposed by William Damon, illustrate the growing cognitive sophistication of children over the course of their development.

Answer: A good answer would include the following key points:  Developmental psychologist William Damon identified three distinct stages that friendships pass through during middle childhood.  Stage 1 involves basing friendships on others’ behaviors, and is characteristic of children ages 4 to 7. During this stage, children see friends as others who like them and with whom they share toys and other activities. They view the children they spend the most time with as their friends.  However, children in Stage 1 rarely consider others’ personal qualities as the basis of friendships. Instead, they use a concrete approach, primarily choosing friends for their behavior. Given their age, this makes sense: friendship is based on fun and enjoyment, which doesn’t take a lot of cognitive capacity to understand.  Stage 2, prominent among children ages 8 to 10, becomes more complicated, as children take others’ personal qualities and traits, as well as the rewards they provide, into consideration. The centerpiece of friendship in this second stage is mutual trust.  Estimating the level of trust one can place in a potential friend is a fairly sophisticated cognitive act, involving lots of information and the ability to piece together that





information logically and correctly. A child of 4, for example, would be highly unlikely to accomplish this task.

In Stage 3, friendships are based on psychological closeness. Children in the age range of 11 to 15 will develop the view of friendship they will hold in adolescence. The main criteria for friendship shift toward intimacy and loyalty. Friendship becomes characterized by feelings of closeness and exclusivity, usually brought about by sharing personal thoughts and feelings.

Plainly, a much greater level of cognitive development would be necessary to assess the strength of a friendship, and its meaningfulness, on these terms.

Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Topic: Building Friendships in Middle Childhood Difficulty Level: Difficult Skill Level: Analyze It APA 2.1 Use scientific reasoning to interpret psychological phenomena.

13-73. Discuss the various categories that an adolescent‘s popularity can fall into, describe some characteristics of each category, and identify which categories are generally high status or low status.

Answer: A good answer would include the following key points:  Researchers identify four categories of popularity that apply to adolescents: popular, controversial, rejected, and neglected.  Popular adolescents are just that; they are mostly liked by their peers, enjoy high status, have close friends, and so on.  Controversial adolescents are liked by some peers but disliked by others. They enjoy many of the same benefits as do popular adolescents, which is what places both of these groups in a high status category, but their popularity is not universal. Controversial adolescents may be popular within a specific peer group, such as video game enthusiasts, for example, but not popular elsewhere.  Low status groups are rejected and neglected adolescents. Rejected adolescents are uniformly disliked by others, which sounds as though it might be a painful position to find oneself in. However, neglected adolescents are neither liked nor disliked. That kind of indifference from one‘s peers can be just as, if not more, stinging than outright rejection.  Adolescents in both of these low status groups tend to have fewer friends, engage in social activities less frequently, report feeling lonely, and see themselves as being less popular.

Learning Objective: 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Topic: Popularity and Peer Pressure Difficulty Level: Moderate Skill Level: Understand the Concepts APA LO: 1.2 Develop a working knowledge of psychology’s content domains.

13-74. Is the generation gap a myth or a reality? Explain your answer using facts rather than opinions.

Answer: A good answer would include the following key points:  A generation gap is a divide between adolescence and other periods of life that supposedly reflects profound differences in behavior, values, attitudes, lifestyle choices, and experiences.  Portrayals of adolescents and their families in movies and other mass media make it appear as though this is a commonplace, and often amusing, reality.  The actual reality is more complicated, very much depending on the particular domain in question.  On some issues, there is no generation gap, with younger people seeing eye-to-eye with older generations. For example, members of most generations rate the importance of hard work and tolerance for others as an important personal value.  On the other hand, religion and patriotism are less important to younger generations than older ones, and members of younger generations tend to be more left-leaning politically than members of older generations.  Nonetheless, the gap within families between parents and children is relatively narrow: Republican parents generally have Republican children; members of the Christian right have children who espouse similar views; parents who advocate for abortion rights have children who are pro-choice, and so on.

Learning Objective: 13.5 Explain how adolescents‘ quest for autonomy affects relationships in the family.

Topic: Changing Relations with Relations in Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA LO: 1.2 Develop a working knowledge of psychology’s content domains.

13-75. Which factors contribute to maintaining, and perhaps even enhancing, marital satisfaction following the birth of a child? Apply these factors to Pierre and Edweena, who have a 6-monthold at home.

Answer: A good answer would include the following key points:  Relationship expert John Gottman identified three factors that can help people deal with the increased stress that follows the introduction of a child to a relationship.  Working to build fondness and affection for one‘s partner is a good start. Pierre might give Edweena two of her favorite candy bars, for no reason at all, as a reminder of the little things that brought them together and make one another happy.  Remaining aware of events in one‘s partner‘s life and responding to those events helps.

Even if she needs to write it down to remember, Edweena should ask Pierre about his upcoming initiation at the Moose Lodge, and celebrate the day when it arrives.  Considering problems as controllable and solvable is good advice for new parents, and for people in general. When Pierre complains that ―there‘s no way to pay the installments on the potato harvester!‖ Edweena can remind him that they‘ve always made the

payments before, there‘s cash left in the bale wrapper fund, and that meeting each challenge as it arises is part of successful coping.

Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Topic: Parenthood Today: Choosing to Have Children Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-76. Differentiate between helicopter parents and snowplow parents, and explain what Renaldo and Clara might do if they practiced the behaviors of either type of parenting style.

Answer: A good answer would include the following key points:  Helicopter parents intervene intrusively in their children‘s lives. If Renaldo or Clara showed up to their daughter, Petra‘s, college advising sessions to help her choose her courses for next semester, and pestered the adviser to get Petra into certain classes, they would be hovering like an unwelcome helicopter in Petra‘s life.  Snowplow parents try to push all obstacles and impediments out of the way in a child‘s life. Renaldo and Clara might make sure that Petra‘s rent is paid on time each month (by doing it themselves before she has a chance to) or strategically eliminating all the paperwork barriers to her obtaining an internship.

Learning Objective: 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Topic: Family Evolutions: From Full House to Empty Nest Skill Level: Apply What You Know Difficulty Level: Moderate APA LO: 1.3 Describe applications of psychology 13-77. Explain the different styles of grandparenting that researchers have identified. Discuss whether you think one style is more effective than the others, and explain your position.

Answer: A good answer would include the following key points:  Grandparenting tends to fall into different styles.  Involved grandparents are actively engaged in grandparenting and have influence over their grandchildren’s lives. They hold clear expectations about the ways their grandchildren should behave. A retired grandparent who takes care of a grandchild several days a week while the parents are at work is an example of an involved grandparent.  Companionate grandparents are more relaxed. Rather than taking responsibility for their grandchildren, companionate grandparents act as supporters and buddies to them.

Grandparents who visit and call frequently, and perhaps occasionally take their grandchildren on vacations or invite them to visit without their parents, are practicing the companionate style of grandparenting.

  

 

Remote grandparents are detached and distant, and they show little interest in their grandchildren. Remote grandparents, for example, would rarely make visits to see their grandchildren and might complain about their childish behavior when they did see them.

It seems pretty clear that remote grandparenting is not a desirable style, assuming that parents and their children want to establish and maintain a meaningful relationship with the grandparents. If not; well, then this is the way to go!

Of the other two, involved grandparenting sounds, unless the involvement becomes overwhelming, as in telling the parents how to parent, insisting the grandchildren spend inordinate amounts of time with the grandparents, turning “influence” into “coercion,” and so on. Can you dig it? Too much “involvement” is not always a healthy thing.

So perhaps companionate grandparenting presents a happy medium; involved, but not too involved; caring, but not overbearing; a source of support and advice, but not a constant meddling presence.

A reasonable conclusion would be that it depends on the overall family dynamics to estimate which style of grandparenting would best fit the rest of that situation.

Learning Objective: 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Topic: Becoming a Grandparent: Generations Within the Family Difficulty Level: Moderate Skill Level: Understand the Concepts APA LO: 1.2 Develop a working knowledge of psychology’s content domains.

13-78. Nancy Schlossberg identified six basic paths to retirement. Describe these paths and apply each to the case of Lilianna, a recent retiree.

Answer: A good answer would include the following key points:  Continuers use part-time or volunteer work to remain at least partially active in their preretirement work. Lilianna might volunteer at a nonprofit organization, helping with their taxes, to keep partially involved in her previous occupation as a bookkeeper.  Involved spectators take more of a back-seat role in staying connected with their previous fields. Lilianna might maintain her subscription to Bookkeeper Times: The Monthly Newsletter for Bookkeepers and Their Books, but only to read dispassionately about developments in her former field of employment.  Adventurers use retirement as a time to explore entirely new pursuits, perhaps including a new field of work. Lilianna might try her hand at interpretative dance, something she‘s never done before.  Searchers try different activities in search of a suitable way to spend their retirement.

Lilianna may drift from hobby to hobby, dabbling a bit in each but never committing to any one.  Easy gliders don‘t fret about retirement much and take each day as it comes. Lilianna‘s plans to clean the house would go completely out the window when she wakes and sees the beautiful, sunshiny day that awaits her outdoors.  Retreaters become depressed and withdrawn and stop searching for a meaningful pathway through retirement. Let‘s hope that Lilianna has chosen one of the other

pathways, and not entirely given up on life and happiness. We work to live, not the other way around.

Learning Objective: LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Topic: Retirement Difficulty Level: Difficult Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

13-79. Explain why feelings of institutionalism and learned helplessness might develop in an older person living in an institutional setting, and offer suggestions for counteracting these feelings.   

 

Institutionalism refers to a psychological state in which people in nursing homes develop apathy, indifference, and a lack of caring about themselves.

Learned helplessness refers to a belief that a person has no control over their environment, and is usually a precursor to feelings of institutionalism.

Both feelings can easily arise in an older person living in an institutional setting, such as a nursing home or continuing-care facility. After a lifetime of making one‘s own decisions, suddenly virtually everything—mealtime, pill time, exercise time, what‘s on the telly, someone escorting you to the bathroom, visiting hours, the breakfast menu—is controlled by someone else.

As Ellen Langer and Irving Janis demonstrated experimentally, restoring some modicum of control to people living in these circumstances can be an effective way of counteracting these feelings.

Imparting a sense of responsibility and a sense of agency, even in small areas such as caring for a houseplant or deciding when to go to the dayroom, can make a big difference.

Learning Objective: 13.15 Compare and contrast the variety of living arrangements available to older adults.

Topic: Living Arrangements: The Places and Spaces of Their Lives Skill Level: Apply What You Know Difficulty Level: Moderate APA LO: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 13.1: Social Relationships Across the Life Span Multiple choice question 1 . EOM Q13.1.1 By the time children are 4 years old, they engage in __________ play, manipulating objects to produce or build something. a) constructive b) modeling Consider This: An example of this type of play would be a child who builds a house out of LEGO bricks or puts a puzzle together. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in. c) functional Consider This: An example of this type of play would be a child who builds a house out of LEGO bricks or puts a puzzle together. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in. d) parallel Consider This: An example of this type of play would be a child who builds a house out of LEGO bricks or puts a puzzle together. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Answer: A Difficulty: Moderate Topic: Preschoolers‘ Friendships Skill: Understand the Concepts Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Multiple choice question 2 . EOM Q13.1.2 According to developmental psychologist William Damon, when first grader Amber is asked, ―How do you know that someone is your best friend?‖ it is highly likely that she will respond, __________. a) ―Because I can play a lot with my friend, and sometimes I sleep over at my friend‘s house‖ b) ―Because a friend is someone who will help you when you need it‖ Consider This: Around ages 4 to 7, children view the other children they spend the most time with as their friends. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender. c) ―Because a friend is somebody who puts my feelings first and is patient with me‖ Consider This: Around ages 4 to 7, children view the other children they spend the most time with as their friends. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender. d) ―Because a friend is someone you can talk to about your problems‖

Consider This: Around ages 4 to 7, children view the other children they spend the most time with as their friends. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Answer: A Difficulty: Moderate Topic: Building Friendships in Middle Childhood Skill: Apply What You Know Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Multiple choice question 3 . EOM Q13.1.3 How are cliques and crowds the same? a) They are both composed of groups of people with similar characteristics. b) They are the same size.

Consider This: Crowds are larger than cliques. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships. c) They involve the same amount of social interaction between members.

Consider This: Crowds are larger than cliques. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships. d) They are two words that mean the same thing.

Consider This: Crowds are larger than cliques. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Answer: A Difficulty: Easy Topic: The Role of Peers in Adolescence Skill: Understand the Concepts Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Multiple choice question 4 . EOM Q13.1.4 Preeta is well liked by the other members of her field hockey team, but not well liked by other adolescent girls in her AP Psychology class. Preeta would be considered a __________ adolescent. a) controversial b) conflicted Consider This: A teen may be highly popular within a particular group but not popular among other classmates. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents. c) neglected Consider This: A teen may be highly popular within a particular group but not popular among other classmates. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents. d) rejected Consider This: A teen may be highly popular within a particular group but not popular among other classmates. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Answer: A Difficulty: Moderate Topic: Popularity and Peer Pressure Skill: Apply What You Know Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Multiple choice question 5 . EOM Q13.1.5 In most families, teenagers' __________ grows gradually over the course of adolescence. a) autonomy b) collectivism Consider This: Adolescents come to depend more on themselves and to feel more like separate individuals. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family. c) alienation Consider This: Adolescents come to depend more on themselves and to feel more like separate individuals. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family. d) hostility Consider This: Adolescents come to depend more on themselves and to feel more like separate individuals. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family.

Answer: A Difficulty: Easy Topic: Changing Relations with Relations in Adolescence Skill: Understand the Concepts Learning Objective: LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family.

Module Quiz 13.2: Family Life Multiple choice question 1 . EOM Q13.2.1 Which factor plays a role in successfully surviving the stress that develops in marriage after the birth of a child? a) regarding problems as controllable and solvable b) making childrearing a private enterprise Consider This: Parents who work together as a co-parenting team, in which they thoughtfully adopt common childrearing goals and strategies, are more apt to be satisfied with their parenting roles. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. c) one partner taking primary responsibility for childrearing Consider This: Parents who work together as a co-parenting team, in which they thoughtfully adopt common childrearing goals and strategies, are more apt to be satisfied with their parenting roles. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. d) maintaining pre-child routines Consider This: Parents who work together as a co-parenting team, in which they thoughtfully adopt common childrearing goals and strategies, are more apt to be satisfied with their parenting roles. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Answer: A Difficulty: Difficult Topic: Parenthood Today: Choosing to Have Children Skill: Understand the Concepts Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Multiple choice question 2 . EOM Q13.2.2 In the United States, the child poverty rate rose about __________ percent between 2019 and 2020. a) 2 b) 3 Consider This: The rate of childhood poverty increased during the pandemic, especially among Black and Hispanic children.LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. c) 5 Consider This: The rate of childhood poverty increased during the pandemic, especially among Black and Hispanic children.LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. d) 7 Consider This: The rate of childhood poverty increased during the pandemic, especially among Black and Hispanic children.LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Answer: A Difficulty: Difficult Topic: Parenthood Today: Choosing to Have Children Skill: Remember the Facts

Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Multiple choice question 3 . EOM Q13.2.3 Pressures to simultaneously hold down a job while raising children have convinced many women to __________. a) have fewer children b) earn a college degree Consider This: Additionally, many women who work outside the home are choosing to have children later in their childbearing years in order to develop their careers. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children. c) wait longer before marrying Consider This: Additionally, many women who work outside the home are choosing to have children later in their childbearing years in order to develop their careers. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children. d) stay at home with the kids Consider This: Additionally, many women who work outside the home are choosing to have children later in their childbearing years in order to develop their careers. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Answer: A Difficulty: Moderate Topic: Changing Times: Family Life in the 21st Century Skill: Understand the Concepts Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Multiple choice question 4 . EOM Q13.2.4 Living in a blended family can be challenging because of __________, a situation in which roles and expectations are unclear. a) role ambiguity b) stepsibling rivalry Consider This: Children may be uncertain about their responsibilities, how to behave toward stepparents and stepsiblings, and how to make a host of decisions that have wide-ranging implications for their place in the family. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children. c) expectations confusion Consider This: Children may be uncertain about their responsibilities, how to behave toward stepparents and stepsiblings, and how to make a host of decisions that have wide-ranging implications for their place in the family. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children. d) stepparent favoritism Consider This: Children may be uncertain about their responsibilities, how to behave toward stepparents and stepsiblings, and how to make a host of decisions that have wide-ranging implications for their place in the family. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Answer: A Difficulty: Moderate Topic: Family Constellations: The Array of Possibilities Skill: Understand the Concepts Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Multiple choice question 5 . EOM Q13.2.5 Estimates suggest that __________ households in the United States are headed by same-sex couples. a) 705,000 b) 52,000 Consider This: These numbers have been on the rise. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household. c) 312,000 Consider This: These numbers have been on the rise. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household. d) 987,000 Consider This: These numbers have been on the rise. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

Answer: A Difficulty: Difficult Topic: Gay and Lesbian Parents Skill: Remember the Facts Learning Objective: LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

Module Quiz 13.3: Family Ties in Middle and Late Adulthood Multiple choice question 1 . EOM Q13.3.1 The term helicopter parents refers to parents who __________. a) intrusively intervene in their children's lives b) seek to escape any involvement with their grown children Consider This: This type of parenting is seen when parents micro-manage their children's college careers, complaining to instructors and administrators about poor grades that their children received or seeking to get them into certain classes. LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it. c) only occasionally become involved in their children's lives Consider This: This type of parenting is seen when parents micro-manage their children's college careers, complaining to instructors and administrators about poor grades that their children received or seeking to get them into certain classes. LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it. d) refuse to let their children leave home or have a career Consider This: This type of parenting is seen when parents micro-manage their children's college careers, complaining to instructors and administrators about poor grades that their children received or seeking to get them into certain classes. LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Answer: A Difficulty: Easy Topic: Family Evolutions: From Full House to Empty Nest Skill: Understand the Concepts Learning Objective: LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Multiple choice question 2 . EOM Q13.3.2 Phillipa is feeling stressed because her children need help with their schoolwork while her older parents need someone to take them to their doctors‘ appointments. Phillipa is a member of the __________. a) sandwich generation b) lost generation Consider This: Being part of this group is a relatively new phenomenon, produced by several converging trends. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents. c) midlife crisis cohort Consider This: Being part of this group is a relatively new phenomenon, produced by several converging trends. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents. d) blank generation Consider This: Being part of this group is a relatively new phenomenon, produced by several converging trends. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Answer: A Difficulty: Easy Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Skill: Apply What You Know Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Multiple choice question 3 . EOM Q13.3.3 Adults who are actively engaged in taking care of their grandchildren are called __________ grandparents. a) involved b) directive Consider This: They hold clear expectations about the ways their grandchildren should behave. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults. c) parental Consider This: They hold clear expectations about the ways their grandchildren should behave. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults. d) companionate Consider This: They hold clear expectations about the ways their grandchildren should behave. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Answer: A Difficulty: Moderate Topic: Becoming a Grandparent: Generations Within the Family Skill: Understand the Concepts Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Multiple choice question 4 . EOM Q13.3.4 Which of Nancy Schlossberg's six basic paths of retirement describes people who use retirement as a time to explore entirely new pursuits? a) adventurers b) searchers Consider This: These individuals may use retirement to explore a new field of work. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces. c) continuers Consider This: These individuals may use retirement to explore a new field of work. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces. d) involved spectators Consider This: These individuals may use retirement to explore a new field of work. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Answer: A Difficulty: Easy Topic: Retirement Skill: Understand the Concepts Learning Objective: LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Multiple choice question 5 . EOM Q13.3.5 Older adults who are living in a nursing home are likely to avoid __________, a psychological apathy about their lives, if they have control over key aspects of daily life. a) institutionalism b) vulnerability Consider This: This feeling is brought about, in part, by a sense of learned helplessness. LO 13.15 Compare and contrast the variety of living arrangements available to older adults. c) support-dependence Consider This: This feeling is brought about, in part, by a sense of learned helplessness. LO 13.15 Compare and contrast the variety of living arrangements available to older adults. d) degeneration Consider This: This feeling is brought about, in part, by a sense of learned helplessness. LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Answer: A Difficulty: Moderate Topic: Living Arrangements: The Places and Spaces of Their Lives Skill: Understand the Concepts Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Chapter 13 Quiz: Friends and Family Multiple choice question 1 . EOC Q13.1 Natasha is sitting at her preschool table playing with a toy boat, while Allie is sitting next to her playing with a toy truck and making quiet ―grrr-grrr‖ engine sounds. The two children are enjoying themselves but not interacting with one another. What type of play are they engaged in? a) parallel play b) constructive play Consider This: In this type of play, children play with similar toys, in a similar manner, but do not play with each other. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in. c) restrictive play Consider This: In this type of play, children play with similar toys, in a similar manner, but do not play with each other. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in. d) cooperative play Consider This: In this type of play, children play with similar toys, in a similar manner, but do not play with each other. LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Answer: A Difficulty: Moderate Topic: Preschoolers‘ Friendships Skill: Apply What You Know Learning Objective: LO 13.1 Summarize the development of social relationships in the preschool years, and describe the types of play preschoolers engage in.

Multiple choice question 2 . EOC Q13.2 The rigid rankings of group members that typify friend networks among boys are known as the __________. a) dominance hierarchy b) social gradient Consider This: In this structure, members with higher status can safely question and oppose those lower in status. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender. c) stratification ladder Consider This: In this structure, members with higher status can safely question and oppose those lower in status. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender. d) status curve Consider This: In this structure, members with higher status can safely question and oppose those lower in status. LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Answer: A Difficulty: Moderate Topic: Building Friendships in Middle Childhood Skill: Remember the Facts

Learning Objective: LO 13.2 Identify the three major stages of friendship in middle childhood, and explain how friendship patterns differ across gender.

Multiple choice question 3 . EOC Q13.3 Groups of two to twelve people whose members have frequent social interactions with one another are called __________. a) cliques b) crowds Consider This: Membership in particular social groups is often determined by the degree of similarity with members of the group. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships. c) reference groups Consider This: Membership in particular social groups is often determined by the degree of similarity with members of the group. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships. d) cohorts Consider This: Membership in particular social groups is often determined by the degree of similarity with members of the group. LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Answer: A Difficulty: Moderate Topic: The Role of Peers in Adolescence Skill: Understand the Concepts Learning Objective: LO 13.3 Explain the important role that peers play in adolescence, and describe the changes that occur in cross-race relationships.

Multiple choice question 4 . EOC Q13.4 Popular adolescents generally possess __________. a) high emotional intelligence b) a sense of determination Consider This: They know how to act appropriately in a particular situation. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents. c) controversial opinions Consider This: They know how to act appropriately in a particular situation. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents. d) ambitions for the future Consider This: They know how to act appropriately in a particular situation. LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Answer: A Difficulty: Difficult Topic: Popularity and Peer Pressure Skill: Remember the Facts Learning Objective: LO 13.4 Identify the four categories of popularity, and summarize the qualities of popular adolescents.

Multiple choice question

5 . EOC Q13.5 By the end of adolescence, power and influence between parent and child have become __________. a) more balanced b) less conventional Consider This: Parents and children end up in a more symmetrical, or egalitarian, relationship. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family. c) highly critical Consider This: Parents and children end up in a more symmetrical, or egalitarian, relationship. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family. d) mutually strained Consider This: Parents and children end up in a more symmetrical, or egalitarian, relationship. LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family.

Answer: A Difficulty: Moderate Topic: Changing Relations with Relations in Adolescence Skill: Remember the Facts Learning Objective: LO 13.5 Explain how adolescents' quest for autonomy affects relationships in the family.

Multiple choice question 6 . EOC Q13.6 Which factor plays a substantial role in adults' choice of friends? a) geographical proximity b) personal appearance Consider This: Most adults form friendships with people who live nearby or with whom they come into regular contact. LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend. c) similar economic status Consider This: Most adults form friendships with people who live nearby or with whom they come into regular contact. LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend. d) opposite personalities Consider This: Most adults form friendships with people who live nearby or with whom they come into regular contact. LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

Answer: A Difficulty: Moderate Topic: Maintaining Social Networks: The Importance of Friendship in Adulthood Skill: Understand the Concepts Learning Objective: LO 13.6 Summarize the importance of friendships in adulthood, and identify the characteristics adults look for in a friend.

Multiple choice question

7 . EOC Q13.7 Which outcome is a risk for children raised in poverty? a) poor academic performance

b) helicopter parenting Consider This: The stress of difficult family environments, along with other stress in the lives of poor children, has a significant impact. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. c) authoritative parenting Consider This: The stress of difficult family environments, along with other stress in the lives of poor children, has a significant impact. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies. d) increased influence of media Consider This: The stress of difficult family environments, along with other stress in the lives of poor children, has a significant impact. LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Answer: A Difficulty: Moderate Topic: Parenthood Today: Choosing to Have Children Skill: Understand the Concepts Learning Objective: LO 13.7 Summarize the challenges couples face in deciding to have children, and identify successful coping strategies.

Multiple choice question 8 . EOC Q13.8 Close to __________ of families with children live only with their mothers. a) one-quarter b) one-tenth Consider This: Single-parent families have increased significantly in the last several decades. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children. c) one-third Consider This: Single-parent families have increased significantly in the last several decades. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children. d) one-half Consider This: Single-parent families have increased significantly in the last several decades. LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Answer: A Difficulty: Difficult Topic: Changing Times: Family Life in the 21st Century Skill: Remember the Facts Learning Objective: LO 13.8 Identify the changes that have occurred in family life in the past 50 years, and give examples of their impact on both parents and children.

Multiple choice question

9 . EOC Q13.9 Which factor impacts the ultimate consequences for children living in a single-parent household? a) economic standing of the family

b) number of siblings Consider This: Single-parent families are often less well-off financially than two-parent families, and living in relative poverty has a negative impact on children. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children. c) educational level of the parent Consider This: Single-parent families are often less well-off financially than two-parent families, and living in relative poverty has a negative impact on children. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children. d) gender identity of the parent Consider This: Single-parent families are often less well-off financially than two-parent families, and living in relative poverty has a negative impact on children. LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Answer: A Difficulty: Easy Topic: Family Constellations: The Array of Possibilities Skill: Understand the Concepts Learning Objective: LO 13.9 Identify the various family constellations, and summarize the impact of divorce on children.

Multiple choice question 10 . EOC Q13.10 Most research suggests that children raised in gay and lesbian households __________ when compared with children raised in heterosexual households. a) show few differences in development b) show a greater degree of independence Consider This: Although they may face greater challenges from a society in which the roots of prejudice regarding sexual orientation are deep, children who have two moms or two dads ultimately seem to fare well. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household. c) show a marked lack of resiliency Consider This: Although they may face greater challenges from a society in which the roots of prejudice regarding sexual orientation are deep, children who have two moms or two dads ultimately seem to fare well. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household. d) show a lesser need for approval Consider This: Although they may face greater challenges from a society in which the roots of prejudice regarding sexual orientation are deep, children who have two moms or two dads ultimately seem to fare well. LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

Answer: A Difficulty: Moderate Topic: Gay and Lesbian Parents Skill: Understand the Concepts Learning Objective: LO 13.10 Compare the outcomes for children raised in a gay or lesbian household with those of children raised in a heterosexual household.

Multiple choice question 11 . EOC Q13.11

After Martin and Lewis‘s son leaves for college, they have feelings of unhappiness, worry, loneliness, and depression. They are experiencing __________. a) empty nest syndrome b) boomerang rebound Consider This: For many parents, a major transition that typically occurs during middle adulthood is the departure of children, who may be going to college, getting married, joining the military, or taking a job far from home LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it. c) existential depletion Consider This: For many parents, a major transition that typically occurs during middle adulthood is the departure of children, who may be going to college, getting married, joining the military, or taking a job far from home LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it. d) a midlife crisis Consider This: For many parents, a major transition that typically occurs during middle adulthood is the departure of children, who may be going to college, getting married, joining the military, or taking a job far from home LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Answer: A Difficulty: Easy Topic: Family Evolutions: From Full House to Empty Nest Skill: Apply What You Know Learning Objective: LO 13.11 Summarize what is meant by the empty nest syndrome, and identify the losses and gains associated with it.

Multiple choice question 12 . EOC Q13.12 __________ is the main reason that young adults become boomerang children. a) Inability to earn enough money to make it alone b) Fleeing from an unsatisfactory or abusive relationship Consider This: Because of a difficult economy, many young adults cannot find jobs after college, or the positions they do find pay so little that they have difficulty making ends meet. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents. c) A deep feeling of nostalgia for the parental home Consider This: Because of a difficult economy, many young adults cannot find jobs after college, or the positions they do find pay so little that they have difficulty making ends meet. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents. d) Substance addictions that require constant care Consider This: Because of a difficult economy, many young adults cannot find jobs after college, or the positions they do find pay so little that they have difficulty making ends meet. LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Answer: A Difficulty: Moderate Topic: Caught in the Middle at Midlife: Boomerang Children and Aging Parents Skill: Remember the Facts Learning Objective: LO 13.12 Define what is meant by the sandwich generation, and explain how those in the sandwich generation are affected by both boomerang children and caring for their own aging parents.

Multiple choice question 13 . EOC Q13.13 Parents have a greater __________ in keeping close ties with their children than children have with their parents. a) developmental stake b) emotional stake Consider This: They see their children as perpetuating their beliefs, values, and standards. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults. c) companionate interest Consider This: They see their children as perpetuating their beliefs, values, and standards. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults. d) financial interest Consider This: They see their children as perpetuating their beliefs, values, and standards. LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Answer: A Difficulty: Difficult Topic: Becoming a Grandparent: Generations Within the Family Skill: Understand the Concepts Learning Objective: LO 13.13 Identify the different styles of grandparenting, and explain the importance of family connections for older adults.

Multiple choice question 14 . EOC Q13.14 Women age 65 and over are almost twice as likely to __________ as men of the same age. a) live in poverty b) seek divorce Consider This: Of those older women living alone, around one-fourth exist on low incomes. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces. c) enjoy retirement Consider This: Of those older women living alone, around one-fourth exist on low incomes. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces. d) take a new job Consider This: Of those older women living alone, around one-fourth exist on low incomes. LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Answer: A Difficulty: Moderate Topic: Retirement Skill: Understand the Concepts Learning Objective: LO 13.14 Identify the different paths people take in retirement, and summarize the economic challenges this age group faces.

Multiple choice question

15 . EOC Q13.15 An institution that provides older adult residents with various levels of care over the remainder of their lives, from separate apartments to full-time medical care, is called __________. a) a continuing-care community b) an adult day-care facility Consider This: Residents may need various levels of support. LO 13.15 Compare and contrast the variety of living arrangements available to older adults. c) a lifelong needs establishment Consider This: Residents may need various levels of support. LO 13.15 Compare and contrast the variety of living arrangements available to older adults. d) a skilled-nursing facility Consider This: Residents may need various levels of support. LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

Answer: A Difficulty: Moderate Topic: Living Arrangements: The Places and Spaces of Their Lives Skill: Understand the Concepts Learning Objective: LO 13.15 Compare and contrast the variety of living arrangements available to older adults.

TOTAL ASSESSMENT GUIDE

Chapter 14 Living in a Multicultural World: Diversity, Chapter Schooling, and14Everyday Life and Leisure

Living in a Multicultural World: Diversity, Schooling, and Everyday Life and Leisure Topic Remember Understand Apply What the Facts the Concepts You Know MULTIPLE Multiple Choice 1, 2, 4 5, 6 3 LO 14.1 Analyze how CHOICE

Analyze It

cultural background Essay 57 56 affects14-1. individual self____________ refers to the integration of cultures, social movements, and financial definition. markets around the world.

Multiple Choice 7, 8, 10 9 11 LO 14.2 Examine the meaning and importance Essay a) Social cohesion of an ethnic identity. b)how Globalization Multiple Choice 12, 13 LO 14.3 Explain socioeconomic c) status Acculturation Essay affects childrend)andMarginalization adolescents.

15, 16, 17 14 LO 14.4 Define prejudice, Multiple Choice 18 Answer: stereotypes, and B Essay 58 Learningand Objective: LO 14.1 Analyze how cultural background affects individual self-definition. discrimination, explainTopic: their origins and How Culture Defines Us effects.Difficulty Level: Easy Multiple Choice 25 19, 21–23 24 20 LO 14.5 Analyze the Skill Level: Remember the Facts functions and types of Essay 59, 60 APA Learning preschool education in Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. the United States.

27, 28, 30, 32, 26, 34 29 LO 14.6 Explain how U.S. Multiple Choice 31, 35 33 students generally 14-2. Changes and adjustments that occur when groups of different people come into sustained progress from contact with Essay firsthand one another are referred to as __________. kindergarten through high school. a) the integration Multiple Choice 36–40 41 LO 14.7 Describe b) college acculturation nature of the U.S. Essay 61 population. c) separation Multiple Choice 42, 43, 45, 47, 44 48 46 LO 14.8 Describe d) how marginalization 49–51 adolescents spend their leisure time.

Essay 62 Answer: B Multiple Choice 52–54 55 LO 14.9 Explain how the Objective: LO 14.1 Analyze how cultural background affects individual self-definition. use of Learning time changes in Essay Topic: How Culture Defines Us early and middle adulthood.

Difficulty Level: Easy

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-3. Gundega moved with her family from Latvia to the United States. It is important to her to maintain her identity with her native culture while adapting to U.S. culture. Gundega is seeking __________. a) integration b) acculturation

c) separation d) marginalization Answer: A Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-4. Which term refers to maintaining one‘s original culture identity while integrating oneself into the dominant culture? a) bicultural identity b) pluralistic society model c) cultural assimilation model d) multicultural education Answer: A Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-5. Some people may adopt the values and beliefs of the majority culture while rejecting the values and beliefs of their native culture. Which term best describes this position? a) culture b) marginalization c) assimilation d) separation Answer: C Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-6. __________ describes the process in which people identify with the ethnic minority culture to which they belong while rejecting the majority culture. a) Separation b) Marginalization

c) Assimilation d) Integration Answer: A Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-7. The extent of identification with one‘s ethnic or racial group increases with __________. a) wisdom b) educational attainment c) age d) professional career orientation Answer: C Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Topic: Developing an Ethnic Identity Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-8. Which term refers to how members of ethnic, racial, and cultural minorities view themselves, both as members of their own group and in terms of their relationships with other groups? a) achievement b) ethnic identity c) acculturation d) separation Answer: B Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Topic: Developing an Ethnic Identity Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-9. Which circumstances characterize an unexamined ethnic identity? a) rejection of the cultural practices of the ethnic majority b) acceptance of the norms and attitudes of the dominant culture

c) belligerence directed toward people who have solidified an ethnic identity d) a consolidation of one‘s ethnic identity, practices, and values Answer: B Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Topic: Developing an Ethnic Identity Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-10. According to psychologist Jean Phinney, the second stage of ethnic identity development is called ___________. a) ambivalent ethnic identity b) unexamined ethnic identity c) achieved ethnic identity d) ethnic identity search Answer: D Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Topic: Developing an Ethnic Identity Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-11. Chavo has reached the stage of achieved ethnic identity for his Guatemalan culture.

Which behavior is Chavo most likely to engage in? a) organizing a float at the Guatemalan Days parade in his new city b) fully embracing the norms and practices of the dominant culture in which he now lives c) renouncing his Guatemalan heritage in public d) seeking a French restaurant for his birthday celebration Answer: A Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Topic: Developing an Ethnic Identity Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-12. Nearly __________ children in the United States currently are living in poverty. a) 6 million b) 12 million

c) 38 million d) 71 million Answer: B Learning Objective: LO 14.3 Explain how socioeconomic status affects children and adolescents.

Topic: The Impact of Socioeconomic Status and Poverty on Children and Adolescents Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-13. Around _________ of first-generation immigrant children live in poverty in the United States. a) one-quarter b) one-half c) one-third d) two-thirds Answer: A Learning Objective: LO 14.3 Explain how socioeconomic status affects children and adolescents.

Topic: The Impact of Socioeconomic Status and Poverty on Children and Adolescents Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-14. Which aspect of disliking others is behavioral? a) b) c) d)

prejudice renouncement discrimination stereotyping

Answer: C Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-15. Castor believes all college professors are irritable, impatient, and disinterested in whether their students learn. Castor‘s belief is an example of _________. a) stereotyping

b) discrimination c) acculturation d) identification Answer: A Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-16. Lucien is a bank loan officer who thinks people who speak with an accent are lazy; consequently, he refuses to grant them loans. Lucien‘s belief is an example of _________ . His refusal to grant them loans is an example of _________. a) discrimination; prejudice b) stereotyping; attribution c) attribution; stereotyping d) prejudice; discrimination Answer: D Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-17. The theory that people learn prejudicial attitudes in the same way they acquire other attitudes, beliefs, and values is called __________. a) b) c) d)

stereotyping social learning view attribution social identity theory

Answer: B Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-18. According to ________ theory, adolescents use group membership as a source of pride and self-worth. a) gender schema b) dominance hierarchy c) the triarchic developmental d) social identity Answer: D Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-19. Developmental psychologists have found that children can benefit substantially from involvement in some form of __________ before they enroll in formal schooling, which takes place at ages 5 or 6 in the United States. a) computer video intake b) rudimentary childcare c) educational activity d) socialization with peers Answer: C Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-20. How effective are childcare programs for children compared to at-home care? a) Childcare programs produce intellectual benefits but not social ones. b) High-quality childcare results in intellectual and social benefits. c) High-quality childcare produces children who feel entitled, privileged, and unique. d) Any form of external childcare produces more benefits than at-home care.

Answer: B Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate

Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-21. Which attribute helps to define ―high-quality‖ childcare? a) a quiet environment where children can be by themselves b) a child–teacher ratio of 17:1 c) a large collection of donated board games and teen-reader books d) carefully planned curriculum Answer: D Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-22. Parents in China, Japan, and the United States see the benefits of preschools in a different way. Which outcome do Japanese parents view as the most likely benefit of preschool? a) academic head start b) developing a sense of independence c) experience of being a member of a group d) learning to be a good citizen Answer: C Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-23. Parents in China, Japan, and the United States see the benefits of preschools in a different way. Which outcome do parents in the United States view as the most likely benefit of preschool? a) start making connections in the community b) developing a sense of independence c) experience being a member of a group d) learning to be a good citizen Answer: B Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-24. ―The main purpose of preschool education is to give children a good start academically; plain and simple, nothing more to it than that!‖ Based on cross-cultural studies of parental opinions regarding the benefits of preschool, a parent from ________ would statistically be most likely to have uttered that statement. a) China b) Japan c) the United States d) Impossible to tell; there is no statistically greater or lesser likelihood Answer: A Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-25. The best-known program in the United States designed to promote future academic success is called _______ . a) Ready Steady GO! b) Read Right, Write Now c) Head Start d) No Child Left Behind Answer: C Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-26. The guidance counselor at Davis Elementary has been asked to present a discussion to the school‘s Parent Teacher Association (PTA) regarding creating an atmosphere that promotes school success. Which topic should the counselor include? a) promoting a ―literacy environment‖ b) encouraging student dependence on offered services

c) effective money spending restrictions d) time management Answer: A Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-27. A major drawback of homeschooling cited by critics focuses on __________. a) the physical health of children b) academic preparation of parents versus well-trained teachers c) insufficient extracurricular activities d) low effectiveness rates Answer: B Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-28. Grades _________ represent the most common configuration of middle school education in the United States. a) five through seven b) five through eight c) six through eight d) seven and eight Answer: C Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Easy Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-29. Independent measures of achievement, such as SAT scores, have not risen in the past decade, but overall grades in school have risen over that same period. What is the most likely explanation for this outcome?

a) Student performance in school has changed for the better, and the students are demonstrating greater achievement. b) Student performance in school has improved, but only because students are cheating more often on tests. c) Instructors have become more lenient, awarding higher grades for the same performance, which is known as grade inflation. d) Independent measures of achievement such as the SAT are harder than they were a decade ago.

Answer: C Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-30. Which factor is an important consideration when interpreting the gap in educational achievement between U.S. students and other students around the world? a) U.S. students spend more time in classes but get less intensive instruction. b) There is a broader diversity of students in the United States compared to the student bodies of other countries. c) U.S. parents and students do not care as much about education as do parents and students from other countries. d) There are low literacy rates for female U.S. students.

Answer: B Difficulty Level: Moderate Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-31. Compared to the others, which country‘s students have the highest academic achievement in math performance? a) b) c) d)

Japan United States Denmark Brazil

Answer: A Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-32. According to anthropologist John Ogbu, members of certain ethnic minority groups may have low academic achievement because they __________. a) perceive that school success is relatively unimportant to future workplace success because discrimination will hamper advancement b) are at a genetic disadvantage compared to members of other groups c) lack the social, interpersonal, and communication skills to fully benefit from a formal education d) have a greater number of parents who themselves never succeeded within the educational environment Answer: A Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-33. The involuntary immigration to America, as enslaved people, of the ancestors of many Black students and the motivation to succeed educationally in subsequent generations of Black students is analogous to the __________ and the motivation for learning and success in their subsequent generations. a) b) c) d)

voluntary immigration of Italians to America involuntary immigration of Irish to America voluntary immigration of Germans to America involuntary immigration of Koreans to Japan during World War II

Answer: D Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-34. Compared to the others, which student is statistically at greatest risk for dropping out of school?

a) b) c) d)

Jennifer, an Asian girl in high school Otto, a Black child in middle school Percy, a Native American boy in high school Dawna, a White girl in middle school

Answer: C Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-35. Students from lower-income households are __________ more likely to drop out of high school than are middle- and higher-income students. a) b) c) d)

two times three times four times five times

Answer: B Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Topic: From Kindergarten to High School: Preparing Students for Success Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-36. Approximately ________ percent of White high school graduates enter college. a) b) c) d)

42 57 71 82

Answer: A Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-37. Approximately ________ percent of students who start college finish four years later with a degree. a) b) c) d)

40 52 68 72

Answer: A Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-38. The national dropout rate for Black American college students is approximately __________, as measured by the number of Black American students who graduate within six years of starting college. a) b) c) d)

72 percent 61 percent 48 percent 54 percent

Answer: D Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-39. Differences in gender distribution and attrition rates across college course subject areas reflect ____________. a) b) c) d)

gender stereotypes perceived self-inadequacies first-year adjustment reaction genetic limitations

Answer: A Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-40. Compared to the others, which group are college professors more likely to call on in the classroom and offer to assist? a) b) c) d)

men women older students first generation students

Answer: A Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-41. Which reason correctly explains why older adults attend college? a) b) c) d)

They seek greater economic opportunities that come with education.

They want the social stimulation a college atmosphere brings.

They have no other sources of intellectual stimulation.

College is pursued because of personal therapeutic reasons.

Answer: A Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-42. Which methodology do developmental psychologists use to accurately gauge what adolescents do during their spare time? a) interviews b) surveys c) self-reports d) experience sampling method Answer: D Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-43. What do adolescents spend the majority of their waking hours engaged in? a) Leisure activities b) Religious activities c) ―Maintenance,‖ such as eating, grooming, or chores d) School and academic pursuits Answer: A Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-44. How is busyness related to academic performance in adolescence? a) Adolescents who are involved in just a few activities tend to be more academically successful. b) Involvement in three activities seems to be the optimal level for predicting greater academic success. c) Busier adolescents, committed to many tasks, tend to be more academically successful. d) How busy an adolescent is tends to be unrelated to how academically successful that person is.

Answer: C Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14-45. Based on evidence from functional magnetic resonance imaging (fMRI) studies, which area of the brain is responsible for switching attention from one task to another? a) occipital lobe b) hippocampus c) anterior prefrontal cortex d) corpus callosum Answer: C Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-46. How does the human brain process information that requires attention? a) simultaneously b) from least to most important c) haphazardly d) sequentially Answer: D Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-47. When polled, approximately __________ percent of U.S. teens report that social media has had a mostly positive effect on people their own age. a) b) c) d)

18 31 56 73

Answer: B Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-48. Which type of bullying is enacted electronically? a) b) c) d)

physical torture verbal bullying cyberbullying theft and vandalism of property

Answer: C Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence

Difficulty Level: Easy Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-49. Among U.S. teens who think that social media has had a mostly negative effect on people their own age, __________ is cited as the primary reason. a) peer pressure b) causing mental health issues c) bullying and rumor spreading d) sexting Answer: C Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-50. Among U.S. teens who think that social media has had a mostly positive effect on people their own age, __________ is cited as the primary reason. a) b) c) d)

self-expression entertainment learning new things connecting with family and friends

Answer: D Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-51. Overall, _________ percent of adolescents say that they play video games. a) 90 b) 78 c) 63 d) 57 Answer: A Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence

Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-52. Approximately how many hours per week does a middle-aged person in the United States watch television? a) b) c) d)

10 15 20 25

Answer: B Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-53. Approximately how many hours per day does the average middle-aged person in the United States spend in social and leisure activities? a) b) c) d)

five eight ten fifteen

Answer: A Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-54. During the COVID-19 pandemic, _________ workers under the age of 55 reported thinking of retiring by the time they reached age 55. a) b) c) d)

one in two one in four one in six one in ten

Answer: C Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14-55. How does leisure time tend to be used by middle-aged adults? a) People tend to ―save up‖ leisure time to explore a single interest, such as taking a four-week trip to the Andaman Islands. b) It is scheduled, just like any other obligation would be during normal working hours. c) People usually take a single ―day of rest‖ to pack in their leisure activities. d) Free time is scattered throughout the week in fifteen- to thirty-minute chunks.

Answer: D Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 14-56. Explain the outcomes that can result from the process of acculturation. Is one result better than another? Why or why not?

Answer: A good answer would include the following key points:  Acculturation refers to the changes and adjustments that occur when groups of different people come into sustained firsthand contact. Researchers have identified four outcomes from this process.  Integration is the process through which people maintain their own culture while simultaneously seeking to adapt to and incorporate the majority culture. By embracing the dominant culture, people are able to feel more secure and assimilated. People who employ integration often have a bicultural identity in which they see themselves as part of, and comfortable with, two different cultures.  Assimilation and rejecting the minority culture occurs when a person begins to identify with the mainstream culture and rejects the minority culture. Assimilated people not only may adopt the values and beliefs of the majority, but also, because they are only relatively weakly identified with their own culture, may reject the values and beliefs of their own culture.  Separation occurs when people identify with the ethnic minority culture to which they belong while rejecting or rebuffing the majority culture. Separation sometimes occurs with new immigrants, who may have difficulty integrating into their new society because they do not understand the dominant culture.  Marginalization occurs when people identify neither with their minority culture nor with the majority culture. Marginalized people may feel isolated from both their own cultural group and members of the majority culture, either because they have tried to connect and failed, or sometimes because they are rejected for personal reasons by others. Ultimately, they lack a clear cultural identity, and they typically feel isolated and alienated from society.  Although it is difficult to determine “better” or “worse” acculturation outcomes for a given individual, the alienation, isolation, and lack of identity felt by marginalized individuals would seem to put it squarely in the “worse” camp. Of the remaining options, an acculturation strategy that works for someone—in terms of successful adaptation to the environment, good mental health, the presence of supportive others, and so on— would make it “right” or “better” for that person.

Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-57. Describe the stages of ethnic identity proposed by Jean Phinney, and apply each to the case of Xaviera, an adolescent who is exploring these issues.

Answer: A good answer would include the following key points:



 

  

According to psychologist Jean Phinney, ethnic identity develops in several stages. The first stage is unexamined ethnic identity, which is characterized by a lack of consideration or exploration of one’s ethnicity, as well as acceptance of the norms, beliefs, and attitudes of the dominant culture.

Xaviera might not even think about ethnicity or consider its impact on her life. If she does think about her ethnicity, she may be embarrassed by it or reject it, believing that the dominant culture is superior.

In ethnic identity search, people experience some sort of crisis that makes them become aware of ethnicity as a significant factor in their lives. It may be a shocking news event, such as a racially motivated killing, or they may be denied a job and suspect it’s because of their race. In other cases, they may more gradually become aware that they are being treated differently by others because of their ethnicity.

Xaviera might see a highly publicized incident on the news, such as questionable police tactics or an exposé of systematic injustice by her city’s Board of Supervisors, and be prompted by that to become more aware of her ethnicity.

The last stage of ethnic identity development is achieved ethnic identity, in which people fully embrace their ethnic identity.

If Xaviera reached this stage, she would develop a clear sense of herself as a member of an ethnic minority and realize that this has become part of the way she views herself.

Xaviera would have a sense of belonging with others who share her ethnic identity.

Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Topic: How Culture Defines Us Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-58. Distinguish stereotyping, prejudice, and discrimination. Are all three concepts inextricably linked to one another?

Answer: A good answer would include the following key points:  Although often used interchangeably, stereotyping, prejudice, and discrimination refer to different levels of activity.  A stereotype is a set of beliefs and expectations about members of a group that are held simply because of their membership in the group. In this way, stereotypes represent cognitions that are held about a group.  Prejudice refers to negative (or positive) evaluations or judgments of members of a group that are based primarily on group membership. Social psychologists note that prejudice exists at the level of attitudes.  Discrimination refers to negative (or sometimes positive) actions taken toward members of a particular group because of their membership in the group, making it a form of behavior.  Are all three concepts inextricably linked to one another? Yes and no. Certainly all three can fuel one another, and often in a reciprocal fashion. Stereotypical thinking can lead to the formation of prejudicial attitudes which, when acted upon, take the form of

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discrimination. And, someone who discriminates against others may come to believe their actions are appropriate, thereby reinforcing stereotypes and prejudice.

But it is also conceivable that the three concepts remain somewhat independent. For example, someone may hold wildly prejudicial attitudes, but if they are never expressed or never show up in discriminatory behavior, an outside observer might be hard-pressed to identify those prejudices. Similarly, stereotypes may form based on efficient social information processing (“Oh, I guess people in Group X are like that”) but not necessarily contribute to ill-formed prejudicial attitudes or negative discriminatory behavior.

Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Topic: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-59. Describe the varieties of early education.

Answer: A good answer would include the following key points:  Child-care centers (previously known as day-care centers) typically care for children outside of the home. Their purpose is to provide a warm, safe environment that includes some intellectual stimulation but mostly social and emotional rather than cognitive stimulation.  Family child-care centers are small operations run in private homes where the quality of care may not be as high as in center-based care facilities.  Preschools are explicitly designed to provide intellectual and social experiences for children, typically 3 to 5 hours per day.  School childcare refers to prekindergarten programs for 4-year-olds funded by local school systems.

Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-60. Describe the factors that contribute to high-quality childcare.

Answer: A good answer would include the following key points:  The care providers are well trained, preferably with bachelor’s degrees.  The childcare center has an appropriate overall size and ratio of care providers to children. Single groups should not have more than twelve to twenty children, and there should be no more than six to ten preschoolers per caregiver, or seven to ten 4- or 5-yearolds per caregiver.

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The curriculum of a childcare facility is not left to chance but is carefully planned out and coordinated among the teachers.

The language environment is rich, with a great deal of conversation.

The caregivers are sensitive to children’s emotional and social needs, and they know when and when not to intervene.

Materials and activities are age appropriate.

Basic health and safety standards are followed.

Children should be screened for vision, hearing, and health problems.

At least one meal a day should be available.

The facility should provide at least one family support service.

Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

14-61. Describe how gender stereotypes might be present in a college setting, and provide an example.  

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When students are placed in assumed and restrictive roles in a college setting, gender stereotyping may be at work.

For example, a professor in an archeology course might assign a female student to record data rather than dig trenches in the noonday sun, assuming that the student wouldn‘t have to get sweaty and dirty, she wouldn‘t want her expensive manicure to be ruined, her smaller physical frame wouldn‘t be taxed by heavy digging and lifting, and so on.

In reality, however, that treatment might undermine the student‘s view of her competence by sending a message that her skills are ―secretarial‖ rather than focused on the difficult physical labor of archeological extraction.

Learning Objective: 14.7 Describe the nature of the U.S. college population.

Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

14-62. What are some benefits and disadvantages to adolescents‘ increased use of technology such as video games, social media, and the internet in general?  

Surveys indicate that adolescents spend a considerable amount of time daily interacting with screens, and ―interacting‖ with one another via communication mediated by screens.

A disadvantage of this trend is that adolescents may impede their face-to-face social competence, interacting instead through social media. Other evidence, however, suggests that social media use may enhance certain social skills.

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Although online video games may seem isolating, interacting with other players can be socially beneficial, and even violent video games may foster the development of cognitive and perceptual skills.

Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Topic: Time on Their Hands: Leisure in Adolescence Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

Module Quiz 14.1: Living in a Multicultural World Multiple choice question 1 . EOM Q14.1.1 When two or more different groups of people come into sustained firsthand contact, they make changes and adjustments known as __________. a) acculturation b) assimilation Consider This: These are reactions of people when they encounter, for sustained periods, individuals from cultures other than their own, and how that may change them. LO 14.1 Analyze how cultural background affects individual self-definition. c) globalization Consider This: These are reactions of people when they encounter, for sustained periods, individuals from cultures other than their own, and how that may change them. LO 14.1 Analyze how cultural background affects individual self-definition. d) integration Consider This: These are reactions of people when they encounter, for sustained periods, individuals from cultures other than their own, and how that may change them. LO 14.1 Analyze how cultural background affects individual self-definition.

Answer: A Difficulty: Moderate Topic: How Culture Defines Us Skill: Understand the Concepts Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Multiple choice question 2 . EOM Q14.1.2 Moving back and forth between the majority and minority cultures depending on the specific situation that one is in is called __________. a) code switching b) flexible acculturation Consider This: Some minority youth are used to different vocabulary and styles of speech depending on the group with which they are interacting. LO 14.1 Analyze how cultural background affects individual self-definition. c) bicultural identity Consider This: Some minority youth are used to different vocabulary and styles of speech depending on the group with which they are interacting. LO 14.1 Analyze how cultural background affects individual self-definition. d) cultural adaptation Consider This: Some minority youth are used to different vocabulary and styles of speech depending on the group with which they are interacting. LO 14.1 Analyze how cultural background affects individual self-definition.

Answer: A Difficulty: Moderate Topic: How Culture Defines Us Skill: Understand the Concepts Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Multiple choice question 3 . EOM Q14.1.3 Developmentalist Jean Phinney's first stage of ethnic identity development, which is characterized by a lack of exploration of one's own identity and acceptance of the beliefs of the dominant culture, is known as __________. a) unexamined ethnic identity b) ethnic identity search Consider This: In this stage people may not even think about ethnicity or consider its impact on their lives. LO 14.2 Examine the meaning and importance of an ethnic identity. c) achieved ethnic identity Consider This: In this stage people may not even think about ethnicity or consider its impact on their lives. LO 14.2 Examine the meaning and importance of an ethnic identity. d) pluralistic identity Consider This: In this stage people may not even think about ethnicity or consider its impact on their lives. LO 14.2 Examine the meaning and importance of an ethnic identity.

Answer: A Difficulty: Easy Topic: Developing an Ethnic Identity Skill: Understand the Concepts Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Multiple choice question 4 . EOM Q14.1.4 One effect that living in poverty has on children and adolescents is ____________ . a) limited access to good medical care b) increased employment opportunities in part-time jobs Consider This: The greater the degree of poverty, the higher the risks. LO 14.3 Explain how socioeconomic status affects children and adolescents. c) greater academic success in primary and secondary school Consider This: The greater the degree of poverty, the higher the risks. LO 14.3 Explain how socioeconomic status affects children and adolescents. d) diminished opportunities to display talents Consider This: The greater the degree of poverty, the higher the risks. LO 14.3 Explain how socioeconomic status affects children and adolescents.

Answer: A Difficulty: Moderate Topic: The Impact of Socioeconomic Status and Poverty on Children and Adolescents Skill: Understand the Concepts Learning Objective: LO 14.3 Explain how socioeconomic status affects children and adolescents.

Multiple choice question

5 . EOM Q14.1.5 __________ refers to negative (or positive) beliefs and expectations about members of a group that are based primarily on group membership. a) A stereotype b) Discrimination Consider This: These are oversimplifications that people employ in an effort to make sense of the complex social environment in which they live. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects. c) Prejudice Consider This: These are oversimplifications that people employ in an effort to make sense of the complex social environment in which they live. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects. d) A self-fulfilling prophecy Consider This: These are oversimplifications that people employ in an effort to make sense of the complex social environment in which they live. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Answer: A Difficulty: Easy Topic: Prejudice and Discrimination Skill: Remember the Facts Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Module Quiz 14.2: Schooling Throughout the Life Span Multiple choice question 1 . EOM Q14.2.1 About __________ percent of children aged 3 to 5 in the United States are enrolled in some form of center-based care outside the home, a result of more parents being employed full time. a) 50 b) 13 Consider This: The amount of center-based care has gradually increased over the last few decades.

LO 14.5 Analyze the functions and types of preschool education in the United States. c) 80 Consider This: The amount of center-based care has gradually increased over the last few decades.

LO 14.5 Analyze the functions and types of preschool education in the United States. d) 37 Consider This: The amount of center-based care has gradually increased over the last few decades.

LO 14.5 Analyze the functions and types of preschool education in the United States.

Answer: A Difficulty: Difficult Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Skill: Remember the Facts Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Multiple choice question 2 . EOM Q14.2.2 __________ preschools, developed in Italy, use a carefully designed set of materials to create an environment that fosters sensory, motor, and language development through play. a) Montessori b) Family childcare Consider This: Children are provided with a variety of activities to choose from, with the option of moving from one to another. LO 14.5 Analyze the functions and types of preschool education in the United States. c) School childcare Consider This: Children are provided with a variety of activities to choose from, with the option of moving from one to another. LO 14.5 Analyze the functions and types of preschool education in the United States. d) Reggio Emilia Consider This: Children are provided with a variety of activities to choose from, with the option of moving from one to another. LO 14.5 Analyze the functions and types of preschool education in the United States.

Answer: A Difficulty: Easy Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Skill: Understand the Concepts Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Multiple choice question 3 . EOM Q14.2.3

Developmental psychologist Frederick Morrison conducted a massive study in which he found that, in general, early enrolling children who are younger than their classmates __________. a) progress at the same rate as their older peers b) manifest moderate emotional and psychological difficulties by third grade Consider This: Older children did no better than their younger classmates. LO 14.2 Explain how U.S. students generally progress from kindergarten through high school. c) outperform their peers both academically and socially Consider This: Older children did no better than their younger classmates. LO 14.2 Explain how U.S. students generally progress from kindergarten through high school. d) are substantially behind their peers in reading ability by third grade Consider This: Older children did no better than their younger classmates. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Answer: A Difficulty: Moderate Topic: From Kindergarten to High School: Preparing Students for Success Skill: Remember the Facts Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Multiple choice question 4 . EOM Q14.2.4 Parents can best create an atmosphere that promotes successful entry into elementary school by __________. a) encouraging their children's problem-solving b) introducing fundamental math skills and concepts to their children Consider This: Children should learn to identify a goal, what they know, and what they don't know; to design and carry out a strategy; and finally, to evaluate their result. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school. c) teaching their children to read and write Consider This: Children should learn to identify a goal, what they know, and what they don't know; to design and carry out a strategy; and finally, to evaluate their result. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school. d) giving their children practice in sitting still and listening Consider This: Children should learn to identify a goal, what they know, and what they don't know; to design and carry out a strategy; and finally, to evaluate their result. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Answer: A Difficulty: Difficult Topic: From Kindergarten to High School: Preparing Students for Success Skill: Understand the Concepts Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Multiple choice question 5 . EOM Q14.2.5 Which statement about stereotypes in higher education is true? a) Men in college classrooms may be called on more often than women. b) Professors make more eye contact with women than with men.

Consider This: Both male and female college professors treat men and women differently in their classes, even though the different treatment is largely unintentional and often the professors are unaware of their actions. LO 14.7 Describe the nature of the U.S. college population. c) Women receive more positive feedback for their in-class comments and observations than men.

Consider This: Both male and female college professors treat men and women differently in their classes, even though the different treatment is largely unintentional and often the professors are unaware of their actions. LO 14.7 Describe the nature of the U.S. college population. d) Men are less likely than women to attend classes.

Consider This: Both male and female college professors treat men and women differently in their classes, even though the different treatment is largely unintentional and often the professors are unaware of their actions. LO 14.7 Describe the nature of the U.S. college population.

Answer: A Difficulty: Moderate Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Skill: Understand the Concepts Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Module Quiz 14.3: Leisure Multiple choice question 1 . EOM Q14.3.1 Compared to White suburban adolescents, poor Black adolescents living in urban areas spend somewhat more time on __________ activities. a) leisure b) extended family Consider This: They spend somewhat less time on productive activities than their suburban counterparts. LO 14.8 Describe how adolescents spend their leisure time. c) work Consider This: They spend somewhat less time on productive activities than their suburban counterparts. LO 14.8 Describe how adolescents spend their leisure time. d) organized sports Consider This: They spend somewhat less time on productive activities than their suburban counterparts. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Moderate Topic: Time on Their Hands: Leisure in Adolescence Skill: Remember the Facts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question 2 . EOM Q14.3.2 Adolescents who multitask, performing several tasks simultaneously, tend to __________. a) produce more errors than non-multitasking adolescents b) perform tasks more effectively than non-multitasking adults Consider This: The more tasks individuals seek to accomplish, the greater the difficulties they encounter. LO 14.8 Describe how adolescents spend their leisure time. c) complete all tasks more quickly than non-multitasking adolescents Consider This: The more tasks individuals seek to accomplish, the greater the difficulties they encounter. LO 14.8 Describe how adolescents spend their leisure time. d) perform tasks more efficiently than multitasking adults Consider This: The more tasks individuals seek to accomplish, the greater the difficulties they encounter. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Moderate Topic: Time on Their Hands: Leisure in Adolescence Skill: Understand the Concepts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question 3 . EOM Q14.3.3 Compared to the others, __________ teenagers are more apt to report using the internet almost constantly. a) Hispanic b) suburban

Consider This: Adolescents use social media to advance their romantic interests, and both boys and girls have few privacy concerns: surveys show that nearly all share their names, birthdates, and photos of themselves. LO 14.8 Describe how adolescents spend their leisure time. c) Asian Consider This: Adolescents use social media to advance their romantic interests, and both boys and girls have few privacy concerns: surveys show that nearly all share their names, birthdates, and photos of themselves. LO 14.8 Describe how adolescents spend their leisure time. d) younger Consider This: Adolescents use social media to advance their romantic interests, and both boys and girls have few privacy concerns: surveys show that nearly all share their names, birthdates, and photos of themselves. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Difficult Topic: Time on Their Hands: Leisure in Adolescence Skill: Remember the Facts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question

4 . EOM Q14.3.4 As people move from early adulthood into midlife, they typically begin to place a higher priority on __________. a) social relationships b) career pursuits Consider This: Midlife adults may find the time has come to live some of the dreams they formulated during the too-busy years of early adulthood. LO 14.9 Explain how the use of time changes in early and middle adulthood. c) childrearing Consider This: Midlife adults may find the time has come to live some of the dreams they formulated during the too-busy years of early adulthood. LO 14.9 Explain how the use of time changes in early and middle adulthood. d) amassing wealth Consider This: Midlife adults may find the time has come to live some of the dreams they formulated during the too-busy years of early adulthood. LO 14.9 Explain how the use of time changes in early and middle adulthood.

Answer: A Difficulty: Moderate Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Skill: Understand the Concepts Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Multiple choice question 5 . EOM Q14.3.5 People in middle adulthood typically report that, compared with earlier in life, the pace of their lives is __________. a) about the same b) far slower

Consider This: Because they are involved in a variety of activities, much of their free time is scattered throughout the week in 15- and 30-minute chunks. LO 14.9 Explain how the use of time changes in early and middle adulthood. c) a little slower Consider This: Because they are involved in a variety of activities, much of their free time is scattered throughout the week in 15- and 30-minute chunks. LO 14.9 Explain how the use of time changes in early and middle adulthood. d) a little faster Consider This: Because they are involved in a variety of activities, much of their free time is scattered throughout the week in 15- and 30-minute chunks. LO 14.9 Explain how the use of time changes in early and middle adulthood.

Answer: A Difficulty: Moderate Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Skill: Remember the Facts Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Chapter 14 Quiz: Living in a Multicultural World: Diversity, Schooling, and Everyday Life and Leisure Multiple choice question 1 . EOC Q14.1 When different cultures come together, one result may be that people identify with neither their own minority culture nor the majority culture. This is called __________. a) marginalization b) integration Consider This: These people may feel isolated from both their own cultural group and members of the majority culture, either because they have tried to connect and failed, or sometimes because they are rejected for personal reasons by others. LO 14.1 Analyze how cultural background affects individual self-definition. c) assimilation Consider This: These people may feel isolated from both their own cultural group and members of the majority culture, either because they have tried to connect and failed, or sometimes because they are rejected for personal reasons by others. LO 14.1 Analyze how cultural background affects individual self-definition. d) separation Consider This: These people may feel isolated from both their own cultural group and members of the majority culture, either because they have tried to connect and failed, or sometimes because they are rejected for personal reasons by others. LO 14.1 Analyze how cultural background affects individual self-definition.

Answer: A Difficulty: Moderate Topic: How Culture Defines Us Skill: Understand the Concepts Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Multiple choice question 2 . EOC Q14. 2 Minority group members who embrace the dominant culture often have a __________, in which they regard themselves simultaneously as part of the dominant culture and their own culture of origin. a) bicultural identity b) fluid ethnicity Consider This: They see themselves as part of, and comfortable with, two different cultures. LO 14.1 Analyze how cultural background affects individual self-definition. c) split ethnicity Consider This: They see themselves as part of, and comfortable with, two different cultures. LO 14.1 Analyze how cultural background affects individual self-definition. d) cultural appropriation Consider This: They see themselves as part of, and comfortable with, two different cultures. LO 14.1 Analyze how cultural background affects individual self-definition.

Answer: A Difficulty: Moderate Topic: How Culture Defines Us Skill: Understand the Concepts

Learning Objective: LO 14.1 Analyze how cultural background affects individual self-definition.

Multiple choice question 3 . EOC Q14. 3 According to psychologist Jean Phinney, people who have developed a clear sense of their ethnicity and are proud of it are in the __________ stage of ethnic identity. a) achieved ethnic identity b) ethnic resolution Consider This: They have a sense of belonging with others who share their ethnic identity. LO 14.2 Examine the meaning and importance of an ethnic identity. c) unexamined ethnic identity Consider This: They have a sense of belonging with others who share their ethnic identity. LO 14.2 Examine the meaning and importance of an ethnic identity. d) ethnic identity search Consider This: They have a sense of belonging with others who share their ethnic identity. LO 14.2 Examine the meaning and importance of an ethnic identity.

Answer: A Difficulty: Moderate Topic: Developing an Ethnic Identity Skill: Understand the Concepts Learning Objective: LO 14.2 Examine the meaning and importance of an ethnic identity.

Multiple choice question 4 . EOC Q14. 4 Compared with those in other developed countries, U.S. government-supported public assistance programs for families in poverty are __________. a) less generous b) growing more rapidly Consider This: Compared with the United States, in other developed countries public assistance levels for poor families are often higher and health-care benefits are better. LO 14.3 Explain how socioeconomic status affects children and adolescents. c) more generous Consider This: Compared with the United States, in other developed countries public assistance levels for poor families are often higher and health-care benefits are better. LO 14.3 Explain how socioeconomic status affects children and adolescents. d) at about the same level Consider This: Compared with the United States, in other developed countries public assistance levels for poor families are often higher and health-care benefits are better. LO 14.3 Explain how socioeconomic status affects children and adolescents.

Answer: A Difficulty: Difficult Topic: The Impact of Socioeconomic Status and Poverty on Children and Adolescents Skill: Understand the Concepts Learning Objective: LO 14.3 Explain how socioeconomic status affects children and adolescents.

Multiple choice question 5 . EOC Q14. 5

Noticing that two of her friends from elementary school are seated at the "cool girls" table in the front row of the cafeteria, MoNeek tries to sit with them. She is coldly told that the table is full. The "cool girls" apparently regard themselves as __________. a) an ingroup b) an outgroup Consider This: They are viewing their own group as superior to other groups to which they do not belong. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects. c) a social identity group Consider This: They are viewing their own group as superior to other groups to which they do not belong. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects. d) a majority group Consider This: They are viewing their own group as superior to other groups to which they do not belong. LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Answer: A Difficulty: Moderate Topic: Prejudice and Discrimination Skill: Apply What You Know Learning Objective: LO 14.4 Define prejudice, stereotypes, and discrimination, and explain their origins and effects.

Multiple choice question 6 . EOC Q14.6 Long-term participation in childcare at an early age is particularly helpful for __________. a) children from impoverished home environments b) intellectually gifted children Consider This: Some research shows that childcare programs can have positive consequences decades later. LO 14.5 Analyze the functions and types of preschool education in the United States. c) children who have previously been diagnosed with serious behavior problems Consider This: Some research shows that childcare programs can have positive consequences decades later. LO 14.5 Analyze the functions and types of preschool education in the United States. d) children in two-parent families Consider This: Some research shows that childcare programs can have positive consequences decades later. LO 14.5 Analyze the functions and types of preschool education in the United States.

Answer: A Difficulty: Moderate Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Skill: Understand the Concepts Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Multiple choice question 7 . EOC Q14.7 Which characteristic typifies high-quality childcare? a) a rich language environment involving a lot of conversation b) a child–teacher ratio of 30:1 or better

Consider This: High-quality care provides intellectual and social benefits, while low-quality care not only is unlikely to furnish benefits but may actually harm children LO 14.5 Analyze the functions and types of preschool education in the United States. c) a loosely planned, improvisational curriculum Consider This: High-quality care provides intellectual and social benefits, while low-quality care not only is unlikely to furnish benefits but may actually harm children LO 14.5 Analyze the functions and types of preschool education in the United States. d) a staff with high school degrees Consider This: High-quality care provides intellectual and social benefits, while low-quality care not only is unlikely to furnish benefits but may actually harm children LO 14.5 Analyze the functions and types of preschool education in the United States.

Answer: A Difficulty: Moderate Topic: Early Childhood Education: Taking the Pre- Out of the Preschool Period Skill: Understand the Concepts Learning Objective: LO 14.5 Analyze the functions and types of preschool education in the United States.

Multiple choice question 8 . EOC Q14.8 A longitudinal study found that children whose entry into first grade has been delayed so they can be older than most of their classmates __________. a) may show emotional and behavioral problems in adolescence b) generally outperform their classmates academically and socially Consider This: Delaying children's entry into school does not necessarily provide an advantage and in some cases may actually be harmful. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school. c) have a tendency to become schoolyard bullies Consider This: Delaying children's entry into school does not necessarily provide an advantage and in some cases may actually be harmful. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school. d) usually are more athletic and more popular than their classmates Consider This: Delaying children's entry into school does not necessarily provide an advantage and in some cases may actually be harmful. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Answer: A Difficulty: Difficult Topic: From Kindergarten to High School: Preparing Students for Success Skill: Remember the Facts Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Multiple choice question 9 . EOC Q14.9 Compared to their peers in traditional schooling, children who have been homeschooled generally __________. a) have comparable college acceptance rates b) perform lower on standardized tests Consider This: Children who have been homeschooled generally do as well on standardized tests as students who have been educated traditionally. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

c) have better social and interpersonal skills Consider This: Children who have been homeschooled generally do as well on standardized tests as students who have been educated traditionally. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school. d) have higher college dropout rates Consider This: Children who have been homeschooled generally do as well on standardized tests as students who have been educated traditionally. LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Answer: A Difficulty: Moderate Topic: From Kindergarten to High School: Preparing Students for Success Skill: Remember the Facts Learning Objective: LO 14.6 Explain how U.S. students generally progress from kindergarten through high school.

Multiple choice question 10 . EOC Q14.10 Which major reason explains why adults are participating in higher education in greater numbers? a) They want to prepare for their future retirement. b) They are attending classes for leisure and socialization.

Consider This: They may see education as a means of broadening their possibilities. LO 14.7 Describe the nature of the U.S. college population. c) They are seeking the attention of their children.

Consider This: They may see education as a means of broadening their possibilities. LO 14.7 Describe the nature of the U.S. college population. d) They are seeking to gain a better understanding of their adolescent and adult children.

Consider This: They may see education as a means of broadening their possibilities. LO 14.7 Describe the nature of the U.S. college population.

Answer: A Difficulty: Moderate Topic: Beyond High School: The Pursuit of Higher Education and Lifelong Learning Skill: Understand the Concepts Learning Objective: LO 14.7 Describe the nature of the U.S. college population.

Multiple choice question 11 . EOC Q14.11 Compared to their White suburban counterparts, poor Black adolescents living in urban areas spend __________on productive activities and somewhat more time on leisure activities. a) somewhat less time b) a significantly greater amount of time Consider This: Significant racial and gender differences have been found in use of time. LO 14.8 Describe how adolescents spend their leisure time. c) about the same amount of time Consider This: Significant racial and gender differences have been found in use of time. LO 14.8 Describe how adolescents spend their leisure time. d) substantially less time Consider This: Significant racial and gender differences have been found in use of time. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Difficult Topic: Time on Their Hands: Leisure in Adolescence Skill: Remember the Facts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question 12. EOC Q14.12 The human brain handles multitasking by __________. a) switching back and forth between tasks b) dividing tasks into bits and processing the bits sequentially Consider This: One part of the brain in particular permits us to return to tasks that have already started and to take up where they left off. LO 14.8 Describe how adolescents spend their leisure time. c) assigning each task to a different processing channel Consider This: One part of the brain in particular permits us to return to tasks that have already started and to take up where they left off. LO 14.8 Describe how adolescents spend their leisure time. d) assigning less urgent tasks to a back channel for slower processing Consider This: One part of the brain in particular permits us to return to tasks that have already started and to take up where they left off. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Moderate Topic: Time on Their Hands: Leisure in Adolescence Skill: Understand the Concepts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question 13. EOC Q14.13 Although it‘s clear that adolescents are online for substantial amounts of time, we still don‘t know what the longterm effects are, but the most definitive research findings suggest it‘s not great for __________ . a) physical health b) social competence Consider This: The jury is out on the consequences of the high levels of screen time that characterize the lives of the vast majority of adolescents. LO 14.8 Describe how adolescents spend their leisure time. c) spiritual well-being Consider This: The jury is out on the consequences of the high levels of screen time that characterize the lives of the vast majority of adolescents. LO 14.8 Describe how adolescents spend their leisure time. d) mental health Consider This: The jury is out on the consequences of the high levels of screen time that characterize the lives of the vast majority of adolescents. LO 14.8 Describe how adolescents spend their leisure time.

Answer: A Difficulty: Difficult Topic: Time on Their Hands: Leisure in Adolescence Skill: Understand the Concepts Learning Objective: LO 14.8 Describe how adolescents spend their leisure time.

Multiple choice question

14. EOC Q14.14 In general, people who have adequate resources to choose early retirement __________. a) may take up a variety of new activities b) watch more television and experience more boredom than their peers Consider This: For those who make such a choice and who have adequate financial resources to last the dozens of years that likely remain to them, life can be quite 14.9 Explain how the use of time changes in early and middle adulthood. c) show a moderately fast decline in mental health Consider This: For those who make such a choice and who have adequate financial resources to last the dozens of years that likely remain to them, life can be quite 14.9 Explain how the use of time changes in early and middle adulthood. d) show a moderately fast decline in physical health Consider This: For those who make such a choice and who have adequate financial resources to last the dozens of years that likely remain to them, life can be quite gratifying. LO 14.9 Explain how the use of time changes in early and middle adulthood.

Answer: A Difficulty: Moderate Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Skill: Remember the Facts Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

Multiple choice question 15. EOC Q14.15 How does leisure time tend to be used by middle-aged adults? a) Free time is scattered throughout the week in 15- to 30-minute chunks. b) People usually take a single ―day of rest‖ to pack in their leisure activities.

Consider This: Despite a documented increase of leisure time over the past few decades, many people feel they have no more free time than they did previously. LO 14.9 Explain how the use of time changes in early and middle adulthood. c) People tend to ―save up‖ leisure time to explore a single interest, such as taking a four-week trip to Pitcairn Island.

Consider This: Despite a documented increase of leisure time over the past few decades, many people feel they have no more free time than they did previously. LO 14.9 Explain how the use of time changes in early and middle adulthood. d) It is scheduled and blocked out, just like any other obligation would be during normal working hours.

Consider This: Despite a documented increase of leisure time over the past few decades, many people feel they have no more free time than they did previously. LO 14.9 Explain how the use of time changes in early and middle adulthood.

Answer: A Difficulty: Difficult Topic: Life Beyond Work: More Time for Leisure in Middle Adulthood Skill: Understand the Concepts Learning Objective: LO 14.9 Explain how the use of time changes in early and middle adulthood.

TOTAL ASSESSMENT GUIDE Topic MULTIPLE CHOICE

Chapter 15 Chapter 15 Death and Dying Death and Dying Remember Understand the Facts the Concepts

Apply What You Know

Multiple Choice 1–4 5 LO 15.1 Review the difficulties defining 15-1.inWhich term refers to the absence of a heartbeat and breathing in a human?

Essay death.

Multiple Choice 6–8, 12–19, 22, 9, 10, 21 11 LO 15.2 Describe a) what brain death 24 death means at different b)span. functional death stages of the life Essay c) mortality Multiple Choice LO 15.3 Describe how d)byclinical death dying is affected Essay culture.

26 LO 15.4 Summarize Answer: B how Multiple Choice 25 we can prepare for death. Essay 64

Analyze It 61 20, 23 62 63

Learning Objective: LO 15.1 Review the difficulties in defining death.

Multiple Choice 27–29, 31–33, 36, 39 LO 15.5 Describe ways inDeath: Topic: Defining Determining the Point at Which Life Ends 30, 34, 35, 38 37 whichDifficulty people faceLevel: the Easy prospect of their own Essay 65 Skill Level: Remember the Facts death.

APA Learning 1.1 Describe key50 concepts, 49 principles, and overarching themes in Choice 40–48, LO 15.6 Describe ways Objective: in Multiple whichpsychology. people exercise Essay 66 control over the death decision.

15-2. A person may be resuscitated and suffer little damage if their heart has stopped beating and Multiple Choice 51, 52 53 LO 15.7 Compare and breathing has stopped for as long as ________ minutes. contrast the advantages Essay 67 of hospice and home care a) fifteen for the end of life.

Multiple Choice 54 LO 15.8 Describe b) how ten survivors reactc) to and eight Essay cope with death. d) five 57 LO 15.9 Describe ways in Multiple Choice 55, 56, 58–60 which people experience Essay 68 Answer: D grief and the functions it serves.Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-3. A diagnosis of death based on the cessation of all signs of brain activity, as measured by electrical brain waves, is classified as _________ . a) b) c) d)

apparent formal functional brain

Answer: D Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-4. Some medical experts argue that a person who has irreversible brain damage, who is in a coma, and who will never experience anything approaching a human life should be categorized as ______________. a) b) c) d)

minimally functional alive, as long as primitive brain activity is still occurring dead fully functional

Answer: C Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-5. Which situation represents a circumstance when brain activity may be measured to determine death? a) b) c) d)

when a person has requested this in a living will when time of death is inapplicable when organs may be potentially transplanted when the deceased person‘s family is still in the room

Answer: C Learning Objective: LO 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-6. How is sudden infant death syndrome (SIDS) defined? a) b) c) d)

the sudden death of the infant due to physical abuse by a caregiver the unexplained death of a seemingly healthy baby the eventual brain death of an infant after a long illness the death of an infant that is caused by an unknown virus

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-7. The death of an infant younger than 1 year old that is unanticipated and unpredicted is known as ___________ . a) b) c) d)

sudden infant death syndrome (SIDS) infant mortality, hidden origin (IMHO) sudden unexpected infant death (SUID) rapid-onset infant death (ROID)

Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-8. What is the most frequent cause of death during childhood? a) b) c) d)

sudden infant death syndrome (SIDS) child abuse, malnutrition, and neglect cancers such as leukemia motor vehicle crashes, fires, and drowning

Answer: D Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-9. Which manner of death for people between the ages of 1 and 24 has risen over the years to a top three cause of death? a) natural disasters b) malnutrition

c) homicides d) drowning Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-10. By what age do most children understand that death is final, and that it happens to everyone universally? a) b) c) d)

12 9 8 5

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-11. Percy is a preschool student whose hamster just died. Which common reaction to his hamster‘s death might Percy demonstrate? a) b) c) d)

Percy may say his hamster is ―sleeping.‖ Percy may say that his hamster was evil.

Percy may wish to destroy the body of the hamster to avoid remembering.

Percy would want to bury the hamster because he realizes that it will never come back to life.

Answer: A Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15-12. During which approximate developmental stage do children first learn that there are customs and rituals associated with death, such as funerals, cremation, and cemeteries?

a) b) c) d)

preschool years emerging adulthood early childhood middle childhood

Answer: D Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-13. Which term describes the adolescent belief that death can‘t happen to them, leading adolescents to get involved in risky behavior? a) b) c) d)

delusions immaturity personal fable selective perception

Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-14. What is the most frequent cause of death in adolescents? a) b) c) d)

sexually transmitted infections accidents cancer drug overdoses

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-15. What is the leading cause of death in young adulthood?

a) b) c) d)

accidents suicide homicide cancer

Answer: A Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-16. By the end of early adulthood, what is the most prevalent cause of death? a) b) c) d)

suicide homicide disease automobile accidents

Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Difficulty Level: Moderate Topic: Death Across the Life Span: Causes and Reactions Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-17. What is the leading cause of death in middle adulthood? a) b) c) d)

accidents suicide homicide disease

Answer: D Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-18. During which developmental stage are fears about death generally the greatest? a) childhood

b) adolescence c) late adulthood d) middle adulthood Answer: D Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-19. _________ is the most frequent cause of death in middle adulthood. a) b) c) d)

Cancer Heart attack or stroke A firearms accident An automobile accident

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-20. Why is death especially salient for people in late adulthood? a) People in that age range generally prefer to watch television shows or attend films in which death and mourning are central themes. b) They are likely to have already experienced the death of friends and loved ones, and may be recognizing their own mortality related to their health and advancing age. c) They are likely to receive government notifications with the word ―termination‖ in them, such as termination of social security or termination of medical benefits. d) Most television commercials target people in that demographic sector, and focus on themes related to death and dying.

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-21. One particularly important issue for older adults suffering from a terminal illness is whether __________. a) b) c) d)

they have completed the tasks set for themselves while in their 30s their lives still have value there is still time to accumulate more wealth their spouse or partner will enter a new romantic relationship

Answer: B Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-22. The acceleration of decline in cognitive functioning related to impending death is known as _________. a) b) c) d)

brain death memory loss terminal decline plasticity loss

Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-23. What happens to the suicide rate for men in late adulthood? a) b) c) d)

It significantly declines.

It declines somewhat compared to men in middle adulthood.

It climbs steadily, especially for men over the age of 85.

It is less than for women in late adulthood.

Answer: C Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-24. Which reason is frequently present when men in late adulthood commit suicide? a) b) c) d)

loss of a spouse or partner loss of employment inability to find a suitable way to spend their time poor relationships with their children

Answer: A Learning Objective: LO 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-25. Some researchers specialize in the study of death and dying; as a group, these scholars are known as __________. a) b) c) d)

morticians developmentalists thanatologists gerontologists

Answer: C Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-26. Which activity is considered a form of ―death education‖? a) b) c) d)

hospice care death row counseling educational programs for members of the helping profession educational programs for people and families with pets

Answer: C Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-27. Compared to the others, which theorist has had the greatest influence in our understanding of the way people confront death? a) b) c) d)

Edwin Schneidman Elisabeth Kübler-Ross David D. Luxton Charles Corr

Answer: B Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-28. According to Elisabeth Kübler-Ross, what is the first step people pass through as they move toward death? a) b) c) d)

anger bargaining denial depression

Answer: C Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-29. According to Elisabeth Kübler-Ross, what is the second step people pass through as they move toward death? a) b) c) d)

anger bargaining denial depression

Answer: A Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-30. Ingo was told by his physician that his terminal diagnosis had progressed rapidly, and that he only had 6 months to live. ―That‘s so unfair!‖ Ingo shouted. ―What kind of *#@&* is that?!‖ What stage of dealing with dying is Ingo in? a) b) c) d)

denial anger bargaining acceptance

Answer: B Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15-31. According to Elisabeth Kübler-Ross, when people protest and have objections to either learning about their impending death, or the manner of their impending death, they are in which stage of dealing with death? a) b) c) d)

denial bargaining anger depression

Answer: A Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-32. According to Elisabeth Kübler-Ross, what is the third step people pass through as they move toward death? a) anger b) bargaining c) denial

d) depression Answer: B Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-33. According to Elisabeth Kübler-Ross, what is the fourth step people pass through as they move toward death? a) b) c) d)

anger bargaining denial depression

Answer: D Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-34. Marcello was told by his physician, 6 months ago, that he‘d have about 18 months to live. ―I‘ve been working out a deal,‖ Marcello told his physician. ―Through daily prayer I‘ve negotiated with God another year on top of your prognosis. It‘s in the bag.‖ What stage of dealing with dying in Marcello in? a) b) c) d)

acceptance denial bargaining depression

Answer: C Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15-35. Ingrid was told by her physician that her health was beyond medical treatment, and that her chances of dying within the next 12 months were 90 percent. ―I‘m sorry,‖ Ingrid replied, ―That‘s not right. Please run the tests again while I get a third opinion. I‘m not sure why you‘re telling me this falsehood.‖ What stage of dealing with dying is Ingrid in? a) b) c) d)

anger depression denial acceptance

Answer: C Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15-36. According to Kübler-Ross, when dying people feel sadness over future losses, know that death will bring an end to their relationships, know they will never see future generations, know death is inescapable, and experience a profound sense over the unalterable conclusion of their life, it is an example of which response to dying? a) b) c) d)

denial preparatory depression bargaining reactive depression

Answer: B Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-37. According to Elisabeth Kübler-Ross, what is the final step of the five-step process of dying? a) b) c) d) Answer: C

denial depression acceptance bargaining

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-38. Mai Ling is an 85-year-old woman who has a long history of stokes that have debilitated her and left her bedridden. She recently had another stroke, and she knows her death is imminent. She has no emotional reaction to this realization and just wants to be left alone.

According to Kübler-Ross, it is likely that Mai Ling is experiencing which of the five stages of death and dying? a) b) c) d)

acceptance depression denial bargaining

Answer: A Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Moderate Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

15-39. According to theorist Charles Corr, people who are dying face a set of psychological tasks including: a) b) c) d)

pushing themselves physically as the body fights to live. financially preparing for the security of loved ones. ending relationships with others. fostering hope through spiritual searching.

Answer: D Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-40. What do the letters ―DNR‖ on a patient‘s medical chart mean?

a) b) c) d)

―Documents Not Retrieved‖ ―Diminishing Neuronal Responses‖ ―Deficient Nitrogen Reserves‖ ―Do Not Resuscitate‖

Answer: D Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-41. Although one-third of patients ask not to be resuscitated, how many of these people‘s physicians state that they know of their patients‘ preferences? a) b) c) d)

less than a fifth less than a third less than half less than three-fourths

Answer: C Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-42. What is the name of the legal document designating which medical treatments people want or do not want if they cannot express their wishes themselves? a) b) c) d)

terminal directive force majeure mortal establishment living will

Answer: D Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Easy Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-43. When a person designates a specific person to act as a representative in making healthcare decisions, what is that designee called? a) b) c) d)

sui generis presumptive attorney health care proxy de facto retainee

Answer: C Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-44. In which legal document is a health care proxy authorized? a) b) c) d)

testament ipso fatso final determination durable power of attorney will-in-probate

Answer: C Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-45. _________ refers to the practice of assisting people who are terminally ill to die more quickly. a) b) c) d) Answer: D

Protracted suicide Terminalization Premature dying Euthanasia

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-46. Which country supports and has legalized assisted suicide performed by medical personnel? a) b) c) d)

Russia Mexico Brazil the Netherlands

Answer: D Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-47. When a respirator or other medical equipment that is sustaining a patient‘s life is removed, it is known as _____________. a) b) c) d)

proxy euthanasia voluntary active euthanasia death wish fulfillment passive euthanasia

Answer: D Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-48. When medical staff act to end a person‘s life before death would normally occur, it is known as ____________. a) proxy euthanasia

b) voluntary active euthanasia c) suicide regression d) passive euthanasia Answer: B Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-49. Which outcome lies somewhere between passive euthanasia and voluntary active euthanasia? a) b) c) d)

natural death mercy killing assisted suicide homicide

Answer: C Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-50. In a survey of nurses working in intensive care units, ________ percent of nurses had deliberately hastened a patient‘s death at least once. a) b) c) d)

75 50 35 20

Answer: D Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Difficult Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-51. An alternative to hospitalization, in which dying people stay in their homes and receive treatment from their families and visiting medical staff, is known as__________ . a) b) c) d)

hospice care home care euthanasia nursing care

Answer: B Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-52. The care provided for the dying in places devoted to those who are terminally ill is known by which term? a) b) c) d)

hospice care home care euthanasia nursing care

Answer: A Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-53. The main purpose of hospice care is to _________. a) extend every possible moment of life at any cost b) provide treatments to prolong life, even though the treatments may be painful or extraordinarily invasive c) provide a warm, supportive environment for the dying and help make life as full as possible d) add to the burden of family members as they care for their dying relatives Answer: C Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-54. Why do people overspend on funerals? a) b) c) d)

The bereaved want to be sure they themselves will receive a lavish funeral.

The bereaved are in an especially vulnerable emotional state.

In order to avoid paying inheritance taxes.

The complexities of governmental regulations related to burying the dead are poorly understood.

Answer: B Learning Objective: LO 15.8 Describe how survivors react to and cope with death.

Topic: Mourning and Funerals: Final Rites Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-55. The acknowledgement of the objective fact that one has experienced a death is known by which term? a) b) c) d)

euthanasia depression grief bereavement

Answer: D Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-56. The emotional response to one‘s loss is known by which term? a) b) c) d) Answer: D

depression anxiety bereavement grief

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Easy Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-57. In the second stage of grief, people tend to engage in which behavior? a) cycle back to numbness if the pain is too severe b) pick up the pieces of their lives and construct new identities c) fully experience grief and acknowledge the reality that the separation from the dead person is permanent d) avoid the situation by carrying on with usual routines of life Answer: C Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-58. In the final stage of grief, people tend to engage in which behavior? a) b) c) d)

avoid the reality of the situation through denial pick up the pieces of their lives and construct new identities cycle back to numbness if the pain is too severe experience grief for the first time and acknowledge the reality that the separation from the dead person is permanent

Answer: B Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-59. What percent of people show relatively deep depression following the loss of a loved one? a) 50 to 65 percent

b) 15 to 30 percent c) 10 to 20 percent d) 5 to 10 percent Answer: B Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15-60. Among widowed people, what is their own risk of death during the first year after the death of their spouse? a) b) c) d)

30 times higher than normal 20 times higher than normal 12 times higher than normal 7 times higher than normal

Answer: D Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Moderate Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 15-61. Explain some of the difficulties associated with pronouncing someone to be ―dead.‖ Answer: A good answer would include the following key points:  There are many possible ways to determine if someone has died, probably the least effective of which is ―Well…they look dead to me…‖ As such, several definitions and criteria of death have been proposed.  Functional death refers to an absence of a heartbeat and breathing, and typically would be considered a clear indicator of death. However, people can live for as long as five minutes after their heart has stopped beating or breathing has ceased, making a ―quick call‖ a really bad idea.  Brain death refers to the cessation of all signs of brain activity as measured by an array of monitoring devices. Sounds good…except some people in persistent vegetative states may show activity in lower brain regions, meaning they are technically still alive but robbed of all higher powers of thought, reasoning, or experience.  So perhaps when that goes—the ability to think, to reason well, to experience life to its fullest, to make plans and execute them—we should consider that life is no longer worth living and the person is functionally ―dead.‖ But 1) that would cut out a large percentage of the population who show few or no signs of effective planning or logical reasoning, yet get along just fine in the world, and 2) who‘s going to be in charge of making a determination of whether someone‘s life is ―worth it‖ or not?

Learning Objective: 15.1 Review the difficulties in defining death.

Topic: Defining Death: Determining the Point at Which Life Ends Difficulty Level: Difficult Skill Level: Understand the Concepts APA LO: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-62. Explain how an adolescent personal fable can contribute to risky behaviors, and in turn, a heightened possibility of death.

Answer: A good answer would include the following key points:  Adolescent brains aren‘t fully developed, especially the frontal lobe, which is the site of reasoning, planning, and other important functions.  As such, many adolescents subscribe to the notion of a personal fable, which is a set of beliefs that make them seem unique, special, and invulnerable to bad things happening to them.  Armed with these perceptions, it‘s reasonable to conclude that some adolescents might not wear seat belts while driving, might engage in risky sexual practices with someone who has an incurable sexually transmitted infection (STI), might drink and drive, might take drugs, might drink too much alcohol, and so on.  After a belief of ―I‘m so special nothing can happen to me‖ or ―bad things happen to other people, but not to me‖ sets in, the likelihood of committing incautious acts increases.

Learning Objective: 15.2 Describe what death means at different stages of the life span.

Topic: Death Across the Life Span: Causes and Reactions Difficulty Level: Moderate Skill Level: Analyze It APA LO: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-63. Describe different cultural conceptions of death.

Answer: A good answer would include the following key points:  Reaction to death is diverse.  Christian and Jewish youth view death from a ―scientific‖ point of view, whereas Sunni Muslim and Druze children view death in spiritual terms.  Native Americans see death as a continuation of life. Lakota parents believe that when people die, they move to the spirit land called Wanagi Makoce inhabited by all people and animals.  Children living in Israel understand the finality of death at an earlier age than U.S. and British children.

Learning Objective: LO 15.3 Describe how dying is affected by culture.

Topic: Cultural Responses to Death Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-64. Explain three types of death education.

Answer: A good answer would include the following key points:  Death education—programs designed to inform people about death, dying, and grief— primarily takes three forms.  Crisis intervention education deals with people‘s anxieties regarding death after a sudden, unexpected, and tragic event.  Routine death education deals with curricular materials about death and is taught in high schools, colleges, and universities.  Death education for members of the helping professions deals with providing information to those people working daily in professions that deal with life and death.

Learning Objective: LO 15.4 Summarize how we can prepare for death.

Topic: Can Death Education Prepare Us for the Inevitable?

Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-65. Describe several criticisms of Elisabeth Kübler-Ross‘s theory of death and dying.

Answer: A good answer would include the following key points:

  



Kübler-Ross‘s concepts are limited to those people who know they are dying and are dying in a relatively leisurely fashion.

Not every person passes through every step or stage on their way to death; some people move through the steps in a different sequence, and some go through certain stages multiple times.

The popularity of Kübler-Ross‘s theory can make it difficult to disentangle an individual‘s actual trajectory of grieving from an assumed one. That is, because dying people think they should first deny, then feel angry, then bargain, and so on, they may portray those behaviors when their actual thoughts and feelings at the time are quite different.

There are substantial individual differences in people‘s reactions to impending death.

Learning Objective: LO 15.5 Describe ways in which people face the prospect of their own death.

Topic: Understanding the Process of Dying: Are There Steps Toward Death?

Difficulty Level: Difficult Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-66. Differentiate among the various ways in which the process of dying can be aided or assisted.

Answer: A good answer would include the following key points:  At one time, assisted suicide referred to circumstances under which a person provided the means for a terminally ill individual to commit suicide. The most notable example of this was the actions of Dr. Jack Kevorkian during the 1990s, who invented and promoted a “suicide machine” to help terminally ill people.  Many countries and some states have legalized euthanasia, the practice of assisting terminally ill people to die more quickly. However, this practice can take a variety of forms.  Passive euthanasia involves removing respirators or other medical equipment that may be sustaining a patient’s life, allowing the individual to die naturally. This happens when medical staff follow a DNR order, for example.  In voluntary active euthanasia, caregivers or medical staff act to end a person’s life before death would normally occur, perhaps by administering a dose of pain medication that they know will be fatal.

Learning Objective: LO 15.6 Describe ways in which people exercise control over the death decision.

Topic: Choosing the Nature of Death: Is DNR the Way to Go? Difficulty Level: Moderate Skill Level: Analyze It APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

15-67. Contrast the ―three Hs‖—hospital, hospice, home care—as locations for dying. Are there any clear advantages or disadvantages associated with each setting?

Answer: A good answer would include the following key points:  About half the people in the United States who die do so in hospitals, although it need not be that way. There are several reasons why hospitals are among the least desirable locales in which to face death. Hospitals are typically impersonal, with staff rotating throughout the day. Because visiting hours are limited, people frequently die alone, without the comfort of loved ones at their bedside.  An alternative to hospitalization that is becoming increasingly prevalent is hospice care provided in places devoted to people who are terminally ill. Hospices are designed to provide a warm, supportive environment for the dying. They do not focus on extending people’s lives but rather on making their final days pleasant and meaningful. All in all, sounds not too bad.  In home care, dying people stay in their homes and receive treatment from their families and visiting medical staff. Many dying patients prefer home care because they can spend their final days in a familiar environment, with people they love and a lifetime accumulation of treasures around them. Also sounds not too bad. However…  …it can be quite difficult for family members. Furnishing final care can offer family members a good deal of emotional solace because they are giving something precious to people they love. But it is extraordinarily draining, both physically and emotionally, to be on call twenty-four hours a day.

Learning Objective: LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

Topic: Caring for the Terminally Ill: The Place of Death Difficulty Level: Moderate Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15-68. Explain the consequences of grief and bereavement for the loved ones of the deceased.

How are these consequences related to relationships during life?

Answer: A good answer would include the following key points:  Bereavement is more likely to produce depression or other negative consequences if the person who has lost a loved one is already insecure, anxious, or fearful, and is therefore less able to cope effectively.  People whose relationships were marked by ambivalence before death are more likely to experience poor postdeath outcomes than those who were secure in their relationships.  Those who were highly dependent on the person who died are apt to grieve to a greater extent after their death.  Bereaved people who lack social support are more likely to experience feelings of loneliness and are more at risk for negative outcomes.  People who are unable to make sense of the death show less overall adjustment.  People who lose loved ones suddenly are less able to cope than those who anticipate the death.

Learning Objective: LO 15.9 Describe ways in which people experience grief and the functions it serves.

Topic: Bereavement and Grief: Adjusting to the Death of a Loved One Difficulty Level: Difficult Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Lifespan Development, Fifth Edition.

EOM Quiz Question 15.1.1 The absence of a heartbeat and breathing is the definition of ______________ death. a) b) c) d)

brain physical functional coronary

Answer: C Difficulty: Easy Topic: Dying and Death Across the Life Span Skill: Remember the Facts LO 15.1: Review the difficulties in defining death.

Consider This: Although this definition seems unambiguous, it is not completely straightforward.

LO 15.1 Review the difficulties in defining death.

EOM Quiz Question 15.1.2 How is sudden infant death syndrome (SIDS) defined? a) the sudden death of an infant due to physical abuse by a caregiver b) the unexplained death of a seemingly healthy baby c) the eventual brain death of an infant after a long illness d) the death of an infant that is caused by an unknown virus Answer: B Difficulty: Moderate Topic: Dying and Death Across the Life Span Skill: Understand the Concepts LO 15.2: Describe what death means at different stages of the life span.

Consider This: SIDS remains a mystery, given the state of the infant and the suddenness of the outcome. LO 15.2 Describe what death means at different stages of the life span.

EOM Quiz Question 15.1.3 A significant drop in cognitive performance that foreshadows death in old age is known as ______________. a) b) c) d)

the cognitive slope preparing to exit the final tide terminal decline

Answer: D Difficulty: Easy Topic: Dying and Death Across the Life Span Skill: Understand the Concepts LO 15.2: Describe what death means at different stages of the life span.

Consider This: This decline in areas such as memory and reading may foreshadow death within the next few years. LO 15.2 Describe what death means at different stages of the life span.

EOM Quiz Question 15.1.4 Compared to Sunni Muslim and Druze children of the same age, Christian and Jewish 10-yearolds view death in terms of ____________. a) b) c) d)

a scientific viewpoint, seeing death as a cessation of physical activity an economic loss to caregivers primarily and society at large spiritual factors, such as the return of the soul to the universal consciousness a continuation of life

Answer: A Difficulty: Moderate Topic: Dying and Death across the Life Span Skill: Understand the Concepts LO 15.3: Describe how dying is affected by culture.

Consider This: We cannot be sure whether such differences are due to the different religious and cultural backgrounds of the children. LO 15.3 Describe how dying is affected by culture.

EOM Quiz Question 15.1.5 In the United States, death education is commonly provided to ______________. a) b) c) d)

children during their elementary school years middle- and high school teachers children admitted to critical care units in hospitals members of the helping professions

Answer: D Difficulty: Moderate Topic: Dying and Death across the Life Span Skill: Remember the Facts LO 15.4: Summarize how we can prepare for death.

Consider This: Almost all medical and nursing schools now offer some form of death education to help their students. LO 15.4 Summarize how we can prepare for death.

EOM Quiz Question 15.2.1 According to Elisabeth Kübler-Ross, people who lash out at others or at God after a diagnosis of death are in the ______________ stage of dying. a) b) c) d)

denial anger bargaining argument

Answer: B Difficulty: Easy Topic: Confronting Death Skill: Understand the Concepts LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: At this stage, people may wonder—sometimes aloud—why they are dying and not someone else. LO 15.5 Describe ways in which people face the prospect of their own death.

EOM Quiz Question 15.2.2 According to Elisabeth Kübler-Ross, what is the third step people pass through as they move toward death? a) anger b) bargaining c) denial d) depression Answer: B Difficulty: Moderate Topic: Confronting Death Skill: Remember the Facts LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: Kübler-Ross proposed five steps in the process of dealing with impending death; this one occupies the middle position in the sequence. LO 15.5 Describe ways in which people face the prospect of their own death.

EOM Quiz Question 15.2.3 A major criticism of Elisabeth Kübler-Ross‘s theory is that ______________. a) b) c) d)

people who do not experience the stages of death and dying may have a feeling of failure as they face their final days alive foreknowledge of the stages of death may heighten fear, regret, and guilt among the dying not everyone passes through all the stages one time each and in the proposed sequence expectations for experiencing the stages of death and dying may hasten resignation to the reality of one‘s life ending

Answer: C Difficulty: Difficult Topic: Confronting Death Skill: Analyze It LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: This criticism is related to the notion of specific stages. LO 15.5 Describe ways in which people face the prospect of their own death.

EOM Quiz Question 15.2.4 What do the letters ―DNR‖ on a patient‘s medical chart mean? a) b) c) d)

―Documents Not Retained‖ ―Deficient Neural Responding‖ ―Denied Necessary Reagents‖ ―Do Not Resuscitate‖

Answer: D Difficulty: Easy Topic: Confronting Death Skill: Remember the Facts LO 15.6: Describe ways in which people exercise control over the death decision.

Consider This: ―DNR‖ is a medical shorthand indicating a patient‘s wishes. LO 15.6 Describe ways in which people exercise control over the death decision.

EOM Quiz Question 15.2.5 Hospice care ______________. a) b) c) d)

focuses on extending life at all costs provides care for dying people in hospital settings focuses on making people‘s final days comfortable provides aggressive care to delay death

Answer: C Difficulty: Moderate Topic: Confronting Death Skill: Understand the Concepts LO 15.7: Compare and contrast the advantages of hospice and home care for the end of life.

Consider This: Typically, people who go to hospices are removed from treatments that are painful. LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

EOM Quiz Question 15.3.1 A universal function of funeral rites across cultures is to ______________. a) b) c) d)

demonstrate publicly the extent of one‘s sorrow provide an occasion for sharing grief and comfort encourage the outward show of emotion celebrate the assurance of an afterlife

Answer: B Difficulty: Moderate Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.8: Describe how survivors react to and cope with death.

Consider This: They also mark the endpoint for the life of the person who has died. LO 15.8 Describe how survivors react to and cope with death.

EOM Quiz Question 15.3.2 The fact that the initial stage of grief usually includes numbness may be beneficial because it ______________ a) b) c) d)

enables friends and relatives to play a major role in the last rites provides the survivor with amnesia regarding the details of the death allows relatives to attend to the will and other post-funeral details permits the survivor to accomplish emotionally difficult post-death tasks

Answer: D Difficulty: Difficult Topic: Grief and Bereavement Skill: Analyze It LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: Typically, people pass through this stage in a few days or weeks. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOM Quiz Question 15.3.3 In the second stage of grief, people begin to ______________. a) b) c) d)

realize the extent of their loss and fully experience their grief reduce their sorrow to manageable levels heal and construct new lives without the deceased see the reality of life after the grieving process is over

Answer: A Difficulty: Moderate

Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: In this stage, mourners may suffer deep unhappiness or even depression, a normal feeling in this situation and not one necessarily requiring treatment. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOM Quiz Question 15.3.4 Some people experience ______________, a type of mourning that persists for months or even years after the death of a loved one. a) b) c) d)

perpetual loss extended bereavement complicated grief morbid depression

Answer: C Difficulty: Easy Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: An estimated 15 percent of those who are bereaved suffer from this. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOM Quiz Question 15.3.5 The people who are most likely to have adjustment difficulties and health problems after a death are those who ______________. a) b) c) d)

express little outward emotion after the death have not passed through the three stages of grief show the most intense distress after the death were aware that the death was imminent

Answer: C Difficulty: Moderate Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: It is often incorrectly assumed that people who show little initial distress over a death are simply not facing up to reality, and that as a consequence they are likely to have problems later. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOC Quiz Question 15.1 The legal definition of death in most U.S. states is ______________. a) b) c) d)

absence of brain functioning irreversible brain damage doubt of any hope of recovery irreversible loss of consciousness

Answer: A Difficulty: Moderate Topic: Dying and Death Across the Life Span Skill: Understand the Concepts LO 15.1: Review the difficulties in defining death.

Consider This: Heartbeat and respiration are no longer used to determine the moment of death.

LO 15.1 Review the difficulties in defining death.

EOC Quiz Question 15.2 Children come to accept the universality and finality of death at around age ______________. a) b) c) d)

5 7 9 11

Answer: C Difficulty: Easy Topic: Dying and Death Across the Life Span Skill: Remember the Facts LO 15.2: Describe what death means at different stages of the life span.

Consider This: By middle childhood, children also learn about some of the customs involved with death. LO 15.2 Describe what death means at different stages of the life span.

EOC Quiz Question 15.3 What is the most frequent cause of death in adolescents? a) heart failure b) accidents c) cancer d) drug overdose Answer: B Difficulty: Moderate Topic: Dying and Death Across the Life Span Skill: Remember the Facts LO 15.2: Describe what death means at different stages of the life span.

Consider This: Adolescents are typically still in a period of cognitive development, with the prefrontal cortex taking some amount of time to fully mature. LO 15.2 Describe what death means at different stages of the life span.

EOC Quiz Question 15.4 Members of American Indian tribes see death as __________. a) b) c) d)

a return to a vast nothingness a kind of disease a temporary ―misplacement‖ of an individual a continuation of life

Answer: D Difficulty: Moderate Topic: Dying and Death Across the Life Span Skill: Understand the Concepts LO 15.3: Describe how dying is affected by culture.

Consider This: There are many cultural differences in how people care for the dying. LO 15.3 Describe how dying is affected by culture.

EOC Quiz Question 15.5 People who study death and dying are known as ______________. a) b) c) d)

morticians gerontologists terminalists thanatologists

Answer: D Difficulty: Easy Topic: Dying and Death Across the Life Span Skill: Remember the Facts LO 15.4: Summarize how we can prepare for death.

Consider This: These people recommend that death education become a normal part of learning.

LO 15.4 Summarize how we can prepare for death.

EOC Quiz Question 15.6 If a student is killed or commits suicide, it is common for schools to provide ______________ education. a) b) c) d)

suicide prevention crisis intervention routine death spiritual consolation

Answer: B Difficulty: Easy Topic: Dying and Death Across the Life Span Skill: Understand the Concepts LO 15.4: Summarize how we can prepare for death.

Consider This: Younger children need explanations of the loss of life geared to their levels of cognitive development. LO 15.4 Summarize how we can prepare for death.

EOC Quiz Question 15.7 The correct sequence of the five stages of death and dying proposed by Elisabeth Kübler-Ross is ______. a) denial, anger, bargaining, depression, and acceptance b) denial, anger, bargaining, acceptance, and depression c) anger, denial, bargaining, acceptance, and depression d) anger, denial, bargaining, depression, and acceptance Answer: A Difficulty: Moderate

Topic: Confronting Death Skill: Remember the Facts LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: Kübler-Ross proposed five stages or steps in the process of dealing with impending death; she thought that they followed a specific pattern. LO 15.5 Describe ways in which people face the prospect of their own death.

EOC Quiz Question 15.8 According to Elisabeth Kübler-Ross, people who have made peace with their impending death are in the ______________ stage of dying. a) b) c) d)

denial anger bargaining acceptance

Answer: D Difficulty: Easy Topic: Confronting Death Skill: Understand the Concepts LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: Someone who has made peace with their fate probably feels a large amount of this emotion. LO 15.5 Describe ways in which people face the prospect of their own death.

EOC Quiz Question 15.9 Dying people who feel deep sadness over future losses, such as the fact that death will end their good relationships with others, are experiencing ______________ depression. a) b) c) d)

projective reactive preparatory proactive

Answer: C Difficulty: Easy Topic: Confronting Death Skill: Understand the Concepts LO 15.5: Describe ways in which people face the prospect of their own death.

Consider This: The reality of death is inescapable in this stage, and it brings about profound sadness. LO 15.5 Describe ways in which people face the prospect of their own death.

EOC Quiz Question 15.10 What is the name of the legal document designating what medical treatments people want or do not want if they cannot express their wishes themselves? a) terminal directive b) force majeure c) mortal establishment d) living will Answer: D Difficulty: Easy Topic: Confronting Death Skill: Remember the Facts LO 15.6: Describe ways in which people exercise control over the death decision.

Consider This: People sign these in order to gain more control over decisions regarding the nature of their death. LO 15.6 Describe ways in which people exercise control over the death decision.

EOC Quiz Question 15.11 Care for the dying that is provided in facilities specifically reserved for terminally ill patients is called ______________ care. a) b) c) d)

home critical hospice intensive

Answer: C Difficulty: Easy Topic: Confronting Death Skill: Remember the Facts LO 15.7: Compare and contrast the advantages of hospice and home care for the end of life.

Consider This: The emphasis there is on making patients' lives as full as possible. LO 15.7 Compare and contrast the advantages of hospice and home care for the end of life.

EOC Quiz Question 15.12 What is the average cost of a funeral and burial in the United States? a) $1,000 to $4,000 b) more than $7,600 c) more than $20,000 d) $3,000 to $5,000 Answer: B Difficulty: Moderate Topic: Grief and Bereavement Skill: Remember the Facts LO 15.8: Describe how survivors react to and cope with death.

Consider This: Burials and funerals are expensive, but usually not prohibitively expensive; still, expensive enough to represent a considerable outlay for many people. LO 15.8 Describe how survivors react to and cope with death.

EOC Quiz Question 15.13 Which statement about the grieving process is true? a) b) c) d)

Grieving proceeds in a series of universal, predictable stages.

The grieving period should last no longer than a year.

Less than 30 percent of people experience deep depression after a loved one dies.

Remarriage after the death of a spouse or partner increases the risk of death for survivors.

Answer: C Difficulty: Difficult Topic: Grief and Bereavement Skill: Analyze It LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: Research contradicts the common assumption that depression following the death of a loved one is widespread. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOC Quiz Question 15.14 The stage of grief in which people accept the death of a loved one and begin to construct new identities is called the ______________ stage. a) b) c) d)

accommodation survival confrontation rebirth

Answer: A Difficulty: Easy Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: Ultimately, most people are able to emerge from the grieving process and live new lives. LO 15.9 Describe ways in which people experience grief and the functions it serves.

EOC Quiz Question 15.15 Which strategy is an effective way to help a child cope with grief? a) b) c) d)

Do not discuss the finality of death.

Provide reassurance that the child is not to blame.

Offer books that describe death as a temporary condition.

Discourage outward expressions of grief by the child.

Answer: B Difficulty: Moderate Topic: Grief and Bereavement Skill: Understand the Concepts LO 15.9: Describe ways in which people experience grief and the functions it serves.

Consider This: Children sometimes attribute a loved one's death to their own behavior. LO 15.9 Describe ways in which people experience grief and the functions it serves.