| a. A correlational study | ||
| b. A quasi-experiment | ||
| c. A nonexperiment | ||
| d. A true experiment |
| a. Cross-sectional | ||
| b. Cross-sequential | ||
| c. Case study | ||
| d. Longitudinal |
| a. Chronosystem | ||
| b. Exosystem | ||
| c. Macrosystem | ||
| d. Mesosystem |
| a. Participants typically behave as they do in their everyday lives. | ||
| b. Every participant has the same opportunity to demonstrate the behavior of interest. | ||
| c. Most participants respond in similar, predictable ways to the study situation. | ||
| d. The interpretation of data is free from the bias of researchers' theoretical preferences. |
| a. Participant-observation study | ||
| b. Quasi-experimental study | ||
| c. Twin study | ||
| d. Case study |
| a. Life experiences are cumulative; some of what happens earlier in life affects us later in life. | ||
| b. Development does not stop until death. | ||
| c. Adult development can shed light on early developmental processes. | ||
| d. Adults experience a much greater variety of developmental changes than adolescents or children. |
| a. They only offer insight into the strength of the relationship between two variables, not the direction. | ||
| b. They only offer insight into the direction of the relationship between two variables, not the strength. | ||
| c. They do not permit the researcher to make inferences about cause and effect. | ||
| d. They require use of multiple control groups. |
| a. The study of development should include a focus on both the gains (growth) and losses (declines) that occur throughout the human lifespan. | ||
| b. Adolescence is the developmental period in which there is the greatest plasticity. | ||
| c. The historical period in which one is born has little impact on personality development in comparison to the unique, nonnormative influences on each individual's life. | ||
| d. Cognitive development proceeds through four distinct stages, unless nonnormative events occur early in life. |
| a. Chronosystem | ||
| b. Exosystem | ||
| c. Macrosystem | ||
| d. Mesosystem |
| a. the characteristics that make humans unique from other species. | ||
| b. stability and change over time in individuals' abilities and personal characteristics. | ||
| c. learning that results from direct instruction as well as everyday experiences. | ||
| d. the specific, kaleidoscopic environmental influences on behavior and personality. |
| a. Smell | ||
| b. Taste | ||
| c. Color | ||
| d. Temperature |
| a. Cognitive development | ||
| b. Personality development | ||
| c. Attachment | ||
| d. Neurological development |
| a. Small mutations in a specific chromosome | ||
| b. Small mutations in a specific gene | ||
| c. Unpaired chromosomes | ||
| d. The environment |
| a. Amnions | ||
| b. Poisons | ||
| c. Teratogens | ||
| d. Mutations |
| a. phenotype. | ||
| b. genotype. | ||
| c. pleiotype. | ||
| d. pattern of polygenic inheritance. |
| a. Neural ball | ||
| b. Temporal lobe | ||
| c. Neural tube | ||
| d. Spinal cord |
| a. Audition | ||
| b. Vision | ||
| c. Taste | ||
| d. Touch |
| a. At birth | ||
| b. At one year of age | ||
| c. During early adulthood | ||
| d. During old age |
| a. Genes act to "fine tune" the results of experience. | ||
| b. Genes provide the basic level of organization, which is then "fine-tuned" by experience. | ||
| c. Experience plays a very small role. | ||
| d. There is no interaction between genes and experience. |
| a. The cumulative effects of many genes | ||
| b. Cellular structures containing genes | ||
| c. The internally coded, inheritable information carried by all living organisms | ||
| d. The effects of the environment on development |
| a. id. | ||
| b. ego. | ||
| c. latency stage. | ||
| d. conscience. |
| a. Egocentrism | ||
| b. Reversibility | ||
| c. Seriation | ||
| d. Animism |
| a. Girls | ||
| b. Boys | ||
| c. Asians | ||
| d. Bilingual infants |
| a. midstage crisis. | ||
| b. traumatic event. | ||
| c. pleasant experience. | ||
| d. psychological conflict. |
| a. Insecure-avoidant | ||
| b. Insecure-resistant | ||
| c. Secure | ||
| d. Disorganized/disoriented |
| a. Six months | ||
| b. Twelve months | ||
| c. Two years | ||
| d. Five years |
| a. Information processing theory and psychodynamic theory | ||
| b. Linguistic theory and information processing theory | ||
| c. Sociocultural theory and object relations theory | ||
| d. Linguistic theory and object relations theory |
| a. It is that to which a subject relates. | ||
| b. It is an important possession, such as a toy (for a child) or car (for an adult). | ||
| c. It is the current focus of attention, which changes from moment to moment. | ||
| d. It is a symbol used to represent an important person. |
| a. The child's primary caretaker pretends that he or she is going on a long trip. | ||
| b. The child's primary caretaker serves as a secure base from which the child explores. | ||
| c. A stranger to the child serves as a secure base from which the child explores. | ||
| d. A stranger to the child pretends to experience anxiety when left alone with the child. |
| a. From birth to approximately two years | ||
| b. Approximately two to seven years | ||
| c. Approximately eight to ten years | ||
| d. By age twelve years |
| a. Zone of distal development | ||
| b. Zone of proximal development | ||
| c. Scaffolding zone | ||
| d. Socio-cultural context |
| a. constructivism. | ||
| b. object constancy. | ||
| c. object permanence. | ||
| d. conservation. |
| a. Malnourishment | ||
| b. Very high socioeconomic status | ||
| c. Late-occurring puberty | ||
| d. Delayed physical growth |
| a. classical conditioning. | ||
| b. social interactions. | ||
| c. brain circuits specialized for language. | ||
| d. operant conditioning. |
| a. Cognitive and performance | ||
| b. Motor and cognitive | ||
| c. Mature and immature | ||
| d. General and specific |
| a. communicate verbally. | ||
| b. solve problems. | ||
| c. learn from experience. | ||
| d. recognize patterns quickly. |
| a. They would yell at him for 15 minutes and throw out all his video games, which they assume are the cause of his poor grades. | ||
| b. They would automatically blame his teacher and make an appointment to speak with her. | ||
| c. They would kindly ask him why he thinks he did so poorly, firmly state their expectations for him to do better, and discuss things they could all do to help him improve his grades. | ||
| d. They would state that he probably just did poorly on a few tough assignments and make him his favorite dinner to cheer him up. |
| a. Demandingness and responsiveness | ||
| b. Demandingness and respectfulness | ||
| c. Creativity and responsiveness | ||
| d. Creativity and respectfulness |
| a. Phonemes | ||
| b. Graphemes | ||
| c. Morphemes | ||
| d. Languemes |
| a. Sensory memory, short-term memory, long-term memory | ||
| b. Long-term memory, short-term memory, sensory memory | ||
| c. Sensory memory, long-term memory, short-term memory | ||
| d. Short-term memory, sensory memory, long-term memory. |
| a. Cognitive resources are unlimited. | ||
| b. Short-term memory is 90% accurate. | ||
| c. Cognitive processing involves a limited capacity for information. | ||
| d. Sensory memory lasts indefinitely. |
| a. Smiles at the sound of a stranger's voice | ||
| b. Begins to babble | ||
| c. Shows clear understanding of common nouns | ||
| d. Starts cooing |
| a. Piaget stressed the importance of the social context. | ||
| b. Vygotsky believed that children learn primarily through their own experimentation. | ||
| c. Piaget emphasized universal cognitive change whereas Vygotsky's theory leads us to expect highly variable development. | ||
| d. Vygotsky focused on the errors children make while solving problems to identify their stage of development. |
| a. "Want milk" | ||
| b. "Give me the ball" | ||
| c. "I see two deers" | ||
| d. "Up!" |
| a. Play enhances language development. | ||
| b. Play engages creativity. | ||
| c. Play promotes centration during problem solving. | ||
| d. Play helps children integrate their past experiences. |
| a. Children are temperamentally identical to at least one of their parents. | ||
| b. At least some aspects of temperament appear to be linked to genetics. | ||
| c. Some researchers believe that to be a temperamental trait, the trait must be inherited. | ||
| d. Interviews, questionnaires, and observations are methods commonly used to measure temperament. |
| a. Freud identified psychonomic stages while Erikson identified psychosexual stages. | ||
| b. Freud identified psychosocial stages while Erikson identified psychodevelopmental stages. | ||
| c. Freud identified psychosexual stages while Erikson identified psychosocial stages. | ||
| d. Freud identified psychodevelopmental stages while Erikson identified psychosexual stages. |
| a. In general, neo-Piagetian theorists place more emphasis on intelligence. | ||
| b. In general, neo-Piagetian theorists place more emphasis on individual and cultural differences. | ||
| c. In general, neo-Piagetian theorists place more emphasis on genetics. | ||
| d. In general, neo-Piagetian theorists place more emphasis on the normal sequence of cognitive development. |
| a. Belief that actors on TV can see him or her | ||
| b. Ability to order coins by size | ||
| c. Understanding that a crumpled sheet of paper and a flat sheet of paper weigh the same amount | ||
| d. Application of abstract, logical rules |
| a. Make-believe play | ||
| b. Finding hidden objects easily | ||
| c. Beginning to sort by shapes and colors | ||
| d. Completing simple jigsaw puzzles |
| a. Nativist theory | ||
| b. Behaviorist theory | ||
| c. Functionalist theory | ||
| d. Learning stage theory |
| a. Three months | ||
| b. Seven months | ||
| c. Twelve months | ||
| d. Fifteen months |
| a. What are my strongest abilities? | ||
| b. Who can I trust? | ||
| c. Should I marry someday? | ||
| d. Who am I? |
| a. the imaginary audience. | ||
| b. the personal fable. | ||
| c. superegocentrism. | ||
| d. abstract thought. |
| a. Identity achievement | ||
| b. Identity exploration | ||
| c. Identity foreclosure | ||
| d. Identity diffusion |
| a. Insubstantial moral matters of justice, rights, autonomy, and individuation | ||
| b. Substantive moral matters of care, personal relationships, and avoiding harm to others | ||
| c. Insubstantial moral matters of care, personal relationships, and avoiding harm to others | ||
| d. Focusing more on child rearing |
| a. Depression, drug and alcohol use, and early sexual activity | ||
| b. Aggressive behavior | ||
| c. Physical abnormalities | ||
| d. Emotional maturity |
| a. The reasoning behind moral decisions | ||
| b. The personal relationships influencing moral decisions | ||
| c. The behavior resulting from moral decisions | ||
| d. The payoff of making moral versus immoral decisions |
| a. The shift from unilateral parental authority to mutual authority in which adolescents share in the decision-making process | ||
| b. An offshoot of sibling rivalry in which the parents get involved | ||
| c. The new form of egocentrism that emerges in early adolescence | ||
| d. The influence of teachers whose views differ from the parents |
| a. Aggressive behavior | ||
| b. Physical abnormalities | ||
| c. Depression | ||
| d. Poor academic performance |
| a. Girls only | ||
| b. Boys only | ||
| c. Both boys and girls | ||
| d. African American boys only |
| a. Psychodynamic theory | ||
| b. Learning theory | ||
| c. Object relations theory | ||
| d. Attachment theory |
| a. The brain's ability to control impulses is fully developed by puberty, so adolescents should be held fully responsible for the negative consequences of their actions. | ||
| b. One reason that adolescents still need adult guidance is that the parts of their brain responsible for imagining consequences of their decisions are still in development. | ||
| c. During adolescence, individuals show a peak in neuron production, thus explaining their reliance on reasoning abilities rather than gut feelings to make decisions. | ||
| d. During adolescence, brain development stalls as energy is devoted to the tremendous physical changes of puberty in other parts of the body. |
| a. Abnormal puberty | ||
| b. Hypochondriasis | ||
| c. Precocious puberty | ||
| d. Premenses |
| a. Estradiol | ||
| b. Androgen | ||
| c. Progesterone | ||
| d. Gonadotrophin-releasing hormone (GnRH) |
| a. The absence of a feminist perspective | ||
| b. The lack of distinction between moral thinking and moral behavior | ||
| c. The perspective being primarily based on Western culture | ||
| d. The focus on adolescents rather than children or adults |
| a. Being male | ||
| b. A self-perception of low romantic competence | ||
| c. Late-onset puberty | ||
| d. Low peer status |
| a. Although peer influence peaks from about seventh to ninth grades, adolescents are still more likely to turn to their parents than their friends for guidance on their long-term plans. | ||
| b. Efforts for parents to get to know their adolescent children's friends often backfire, leading to children becoming less inclined to discuss their lives with their parents. | ||
| c. Throughout high school, the positive aspects of peer influence steadily decline, while the negative aspects of peer influence steadily incline. | ||
| d. Younger adolescents are more resistant to peer pressure to engage in risky activities than older adolescents, who care less and less about their parents' rules and values as they approach legal adulthood. |
| a. It tends to follow a common course across individuals and cultures. | ||
| b. It tends to be slower among girls than boys. | ||
| c. It tends to be faster in Western culture than in other cultures. | ||
| d. It can never be predicted. |
| a. Temporal lobe | ||
| b. Brain stem | ||
| c. Corpus callosum | ||
| d. Prefrontal cortex |
| a. They are preoccupied by thoughts of romantic relationships. | ||
| b. Their feet grow faster than everything else. | ||
| c. Their brains literally cannot keep up with their bodies. | ||
| d. Their self-consciousness about their physical development interferes with their attention to their physical surroundings. |
| a. Moral development is complete by the end of adolescence. | ||
| b. Moral development is a continual process that occurs throughout the lifespan. | ||
| c. Moral development is essentially the same as personality development. | ||
| d. Moral development is complete by the start of puberty. |
| a. focus on raising children. | ||
| b. establish reciprocal, long-term romantic partnerships or close friendships. | ||
| c. resolve the conflict of initiative versus guilt. | ||
| d. attempt to develop a sense of ego integrity. |
| a. chronic diseases. | ||
| b. infectious diseases. | ||
| c. accidents and suicide. | ||
| d. sudden, acute illnesses. |
| a. Depth | ||
| b. Detail | ||
| c. Focus | ||
| d. Speed |
| a. An overwhelming midlife crisis | ||
| b. Subtle but definite losses in physical functioning | ||
| c. The lowest levels of marital satisfaction, if currently married | ||
| d. Major declines in cognitive abilities, especially those related to memory capacity |
| a. a sudden drop in the production of the hormone estrogen. | ||
| b. a gradual decline in the production of the hormones estrogen and progesterone. | ||
| c. a sudden increase in the production of testosterone. | ||
| d. accumulation of genetic mutations in the chromosomes of their egg cells. |
| a. midlife. | ||
| b. late middle adulthood. | ||
| c. the late adulthood transition. | ||
| d. andropause. |
| a. Become less sensitive | ||
| b. Do not change | ||
| c. Become more sensitive | ||
| d. Shut down |
| a. Selective optimization with compensation theory | ||
| b. Activity theory | ||
| c. Gerotranscendence theory | ||
| d. Subculture of aging theory |
| a. Do adult romantic relationships serve purposes similar to child-caregiver attachments? | ||
| b. Is attachment a necessary condition for adult happiness and life satisfaction? | ||
| c. Do stable attachments result in stable personalities? | ||
| d. Does adult attachment security predict positive relationships with one's children and grandchildren? |
| a. Dementia is defined as severe memory impairment in an individual 65 years of age or older. | ||
| b. The number of individuals diagnosed with dementia has steadily declined over the past three decades. | ||
| c. Dementia is an umbrella term for cognitive disorders marked by memory impairment as well as by problems with language, motor activity, and executive function. | ||
| d. Dementia is simply another term for Alzheimer's disease. |
| a. The high-low pattern | ||
| b. Stable instability | ||
| c. Connectionism | ||
| d. Punctuated equilibrium |
| a. Children's age when the divorce occurred has little association with their ability to deal with the divorce. | ||
| b. Physical proximity to the parent of the same sex generally improves children's well-being after their parents' divorce. | ||
| c. Children of divorced parents are less likely to divorce than children of nondivorced parents. | ||
| d. Surveys of adolescents indicate that a majority of them are pessimistic that they will have a lifelong marriage. |
| a. Rates of divorce tremendously increased for a period following the 1960s, in part due to the increased percentage of women entering the workforce. | ||
| b. Age at marriage is positively correlated with the likelihood of divorce. | ||
| c. Divorce rates vary by geographic region. | ||
| d. Those with a college education have lower rates of divorce than those without a college education. |
| a. Children with same-sex parents show different levels of well-being than children of heterosexual parents. | ||
| b. Researchers believe that comparing the effects of same-sex marriage, civil unions, and partnership benefit programs will do little to inform the national debate about same-sex marriage. | ||
| c. There is no research evidence that children of same-sex parents are more likely to be homosexual. | ||
| d. Heterosexual children with same-sex parents tend to take longer to resolve Erikson's conflict of identity versus role confusion than heterosexual children with heterosexual parents. |
| a. It is currently at its lowest point ever. | ||
| b. It has remained steady for the past five decades. | ||
| c. It has inclined over the past few years, after a large decline across several decades. | ||
| d. It is currently at approximately 40%. |
| a. Modernization theory and exchange theory | ||
| b. Selective optimization with compensation theory and disengagement theory | ||
| c. Age stratification theory and activity theory | ||
| d. Symbolic interaction theory and functionalist theory |
| a. Children who do not serve as primary caregivers | ||
| b. Strangers | ||
| c. Paid caregivers | ||
| d. Spouses |
| a. Continuity theory | ||
| b. Disengagement theory | ||
| c. Activity theory | ||
| d. Age stratification theory |
| a. They have greater fluid intelligence. | ||
| b. They have more crystallized intelligence. | ||
| c. They have superior recollection strategies. | ||
| d. They have more accurate executive control. |
| a. Initiative versus guilt | ||
| b. Intimacy versus isolation | ||
| c. Generativity versus stagnation | ||
| d. Ego integrity versus despair |
| a. Sensorimotor | ||
| b. Preoperational | ||
| c. Concrete operational | ||
| d. Formal operational |
| a. trust versus mistrust. | ||
| b. initiative versus guilt. | ||
| c. generativity versus stagnation. | ||
| d. ego integrity versus despair. |
| a. Denial | ||
| b. Transcendence | ||
| c. Bargaining | ||
| d. Acceptance |
| a. Only older adults appear to go through each of the five phases included in the theory. | ||
| b. There is greater variety, particularly across cultures, in how people approach death than the theory proposes. | ||
| c. Studies indicate that the theory holds for men but not for women. | ||
| d. Research suggests that people progress through the five phases in the reverse order of what Kübler-Ross indicated. |
| a. Most people, when faced with the death of a close family member, are resilient and do not experience prolonged disruptions in their psychological functioning. | ||
| b. Delayed grief -- or the sudden experience of great distress several months after a loved one dies -- is the most common pattern of grieving. | ||
| c. When telling a young child that a family member has died, it lessens the child's grief in both the short and long term if you tell the child that the deceased person is on a journey or taking a long rest. | ||
| d. The majority of older adults experience symptoms of clinical depression for four months to a year after losing a spouse or long-term romantic partner. |
| a. Women and men's self-reported levels of death anxiety are essentially equal. | ||
| b. Increasing age is positively correlated with death anxiety. | ||
| c. There is not a clear pattern of relations between religious belief and death anxiety. | ||
| d. Death anxiety peaks in adolescence as individuals develop the cognitive ability to grasp the consequences of the physical risks they take. |
| a. Terror management model | ||
| b. Freud's psychoanalytic theory | ||
| c. Bowlby's theory of attachment | ||
| d. Meaning management model |
| a. The cessation of brain activity | ||
| b. The cessation of brain activity and breathing | ||
| c. The cessation of the heartbeat | ||
| d. The cessation of brain activity, breathing, and the heartbeat |