 |
| 1 | |
Which of the following is NOT a reason the text gave to study life-span development? |
| | A) | The more you learn about children, the better you can deal with them. |
| | B) | You may gain insight into your own history. |
| | C) | Life-span development cannot be connected to neuroscience, abnormal psychology, or social psychology. |
| | D) | As a parent or teacher, you may have responsibility for children. |
|
|
|
| 2 | |
In thinking about the importance of studying life-span development, research has found: |
| | A) | massage therapy decreases the immune system functioning of preterm infants. |
| | B) | secure attachment to parents in adolescence is linked with a host of negative outcomes. |
| | C) | researchers have been able to extend the life span of human cells in human subjects. |
| | D) | extending the life span of human cells in a test tube has implications for expanding human life. |
|
|
|
| 3 | |
Parents who believe their children are basically good and need little discipline have adopted which philosophical view? |
| | A) | original sin |
| | B) | tabula rasa |
| | C) | innate goodness |
| | D) | experiential |
|
|
|
| 4 | |
Parents adhering to the fundamental premise of Jean-Jacques Rousseau's "innate goodness" argument would: |
| | A) | reject the need to "teach" language since speech is inherited. |
| | B) | provide their children with little monitoring or constraints. |
| | C) | view their child as intellectually indistinguishable from themselves. |
| | D) | argue that their newborn's brain is like a "blank slate." |
|
|
|
| 5 | |
Today, childhood is conceived of as: |
| | A) | a unique period of life that lays an important foundation for the adult years and is highly differentiated from them. |
| | B) | a period when children are like balls of clay ready to be molded. |
| | C) | an inconvenient waiting period during which adults must suffer the incompetencies of their young. |
| | D) | a unique period of life when adults must use caution to be sure they elicit the good from their children and suppress the evil. |
|
|
|
| 6 | |
According to Statistics Canada, the senior population in 1997 accounted for ____% of the population of Canada. |
| | A) | 4 |
| | B) | 8 |
| | C) | 12 |
| | D) | 16 |
|
|
|
| 7 | |
The traditional approach to development emphasizes: |
| | A) | little change from birth through old age. |
| | B) | extensive change from birth to adolescence, adulthood, and old age. |
| | C) | extensive change from birth to adulthood, then little change for the rest of the life-span. |
| | D) | extensive change from birth to adolescence, little or no change in adulthood, then decline in late old age. |
|
|
|
| 8 | |
In the twentieth century: |
| | A) | life expectancy has increased by 30 years. |
| | B) | life expectancy has increased by 25 years. |
| | C) | life span has increased by 30 years. |
| | D) | life span has increased by 25 years. |
|
|
|
| 9 | |
The maximum life span of humans since the beginning of recorded history has: |
| | A) | increased. |
| | B) | almost caught up with that of the Galapagos turtles. |
| | C) | decreased. |
| | D) | remained the same. |
|
|
|
| 10 | |
As the older population continues to increase in the twenty-first century, concerns are raised about the number of older adults who will be: |
| | A) | living in poverty. |
| | B) | a financial drain on society. |
| | C) | able to care for themselves. |
| | D) | without either a spouse or children. |
|
|
|
| 11 | |
According to Baltes (1987), the life-span perspective has the following characteristics EXCEPT being: |
| | A) | lifelong. |
| | B) | unidirectional. |
| | C) | multidimensional. |
| | D) | plastic. |
|
|
|
| 12 | |
Many older persons become wiser with age, yet perform more poorly on cognitive speed tests. This supports the life-span perspective notion that development is: |
| | A) | multidirectional. |
| | B) | multidimensional. |
| | C) | lifelong. |
| | D) | plastic. |
|
|
|
| 13 | |
In the __________ view, individuals are thought of as changing beings in a changing world. |
| | A) | plastic |
| | B) | sociocultural |
| | C) | contextual |
| | D) | cognitive |
|
|
|
| 14 | |
The onset of puberty is an example of: |
| | A) | normative age-graded influences. |
| | B) | normative history-graded influences. |
| | C) | non-normative life events. |
| | D) | storm-and-stress events. |
|
|
|
| 15 | |
The terrorist attacks on September 11, 2001 would be an example of a: |
| | A) | normative age-graded influence. |
| | B) | normative history-graded influence. |
| | C) | non-normative life event. |
| | D) | storm-and-stress event. |
|
|
|
| 16 | |
Concerns for health and well-being have: |
| | A) | been important goals for most of human history. |
| | B) | become important goals since the great advances in medicine in the nineteenth century. |
| | C) | become important goals with the discovery of penicillin. |
| | D) | yet to become goals of major importance. |
|
|
|
| 17 | |
The behaviour patterns, beliefs, and all other products of a particular group that are passed on from generation to generation are called: |
| | A) | nationality. |
| | B) | religion. |
| | C) | culture. |
| | D) | ethnicity. |
|
|
|
| 18 | |
A national government's course of action designed to influence the welfare of its citizens is called: |
| | A) | social policy. |
| | B) | social slate. |
| | C) | national policy. |
| | D) | policy agenda. |
|
|
|
| 19 | |
In Canada, influences on policy agenda are influenced by ALL BUT which of the following? |
| | A) | demographics |
| | B) | values of individual lawmakers |
| | C) | the nations economic strengths and weaknesses |
| | D) | non-partisan politics |
|
|
|
| 20 | |
With respect to women's experience of violence it occurs: |
| | A) | around the world. |
| | B) | most frequently in industrialized countries. |
| | C) | most often in third world countries. |
| | D) | least often in technologically advanced countries. |
|
|
|
| 21 | |
The concept of generational inequity describes: |
| | A) | the situation in which older individuals receive more of the resources than younger individuals. |
| | B) | differences in values, and is commonly called the "generation gap." |
| | C) | differences in years of education between older, less educated individuals and younger, better educated individuals. |
| | D) | family power patterns in which older individuals typically have more decision-making power. |
|
|
.