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1 | |
As he was studying life-span development, Tyrell had to learn several interrelated, coherent sets of ideas that would help him explain and make predictions about development. Tyrell had to learn: |
| | A) | theories. |
| | B) | hypotheses. |
| | C) | models. |
| | D) | scientific methods. |
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2 | |
An assumption or prediction that can be tested to determine its accuracy is a: |
| | A) | theory. |
| | B) | hypothesis. |
| | C) | model. |
| | D) | scientific method. |
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3 | |
Socioemotional processes are important in all of the following theories EXCEPT: |
| | A) | ethological. |
| | B) | Freud's. |
| | C) | Vygotsky's. |
| | D) | ecological. |
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4 | |
Tyisha will not take illegal drugs because she believes that any law breaking is immoral. She is relying on her the decision-making process. |
| | A) | id |
| | B) | superid |
| | C) | ego |
| | D) | superego |
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5 | |
Freud believed defense mechanisms reduce: |
| | A) | anxiety. |
| | B) | dependence on others. |
| | C) | pleasure. |
| | D) | schizophrenia. |
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6 | |
During the stage, Freud believed that pleasure centers on the genital area and resolution of the Oedipus complex occurs. |
| | A) | oral |
| | B) | anal |
| | C) | phallic |
| | D) | genital |
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7 | |
Erik Erikson's theory emphasized: |
| | A) | repeated resolutions of unconscious conflicts about sexual energy. |
| | B) | success in confronting specific conflicts at particular ages in life. |
| | C) | changes in children's thinking as they mature. |
| | D) | the influence of sensitive periods in the various stages of biological maturation. |
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8 | |
Issa is interested in school. He reads a lot and likes to do experiments. Assuming normal development, according to Erik Erikson's theory Issa is in which stage? |
| | A) | autonomy versus shame and doubt |
| | B) | initiative versus guilt |
| | C) | industry versus inferiority |
| | D) | identity versus identify confusion |
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9 | |
The first feminist-based criticism of Freud's theory was proposed by psychoanalytic theorist Karen Horney, who: |
| | A) | asserted that women find meaning in their emotions. |
| | B) | believed that women are more likely than men to define themselves in terms of relationships. |
| | C) | agreed with Malinowski's observations that the Oedipus complex is not universal. |
| | D) | developed a model of women with positive feminine qualities and self-evaluation. |
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10 | |
Within the framework of Piaget's cognitive theory, occurs when a person is able to fit new information into an existing schema. |
| | A) | assimilation |
| | B) | accommodation |
| | C) | organization |
| | D) | disequilibrium |
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11 | |
The key to formal operational thinking is the ability to think about concepts. |
| | A) | concrete |
| | B) | sensory |
| | C) | symbolic |
| | D) | abstract |
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12 | |
All of the following statements represent Vygotsky's views of development EXCEPT: |
| | A) | the child's way of knowing is best advanced through internal mechanisms, which are separate from the social environment. |
| | B) | the child's cognitive skills can be understood only when they are developmentally analyzed and interpreted. |
| | C) | cognitive skills are mediated by words, language, and forms of discourse, which serve as psychological tools for facilitating and transforming mental activity. |
| | D) | cognitive skills have their origins in social relations and are embedded in a sociocultural backdrop. |
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13 | |
The information-processing approach to development emphasizes: |
| | A) | the quality of thinking among children of different ages. |
| | B) | overcoming certain age-related problems or crises. |
| | C) | age appropriate expressions of sexual energy. |
| | D) | perception, memory, reasoning ability, and problem solving. |
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14 | |
From B. F. Skinner's point of view, behavior is explained by paying attention to: |
| | A) | external consequences of that behavior. |
| | B) | the self-produced consequences of that behavior. |
| | C) | individuals' cognitive interpretations of their environmental experiences. |
| | D) | the biological processes that determine maturation. |
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15 | |
B. F. Skinner raised his daughter Deborah in an Air Crib, a sound-proofed, temperature controlled environment. What effect has this had on Deborah in her adult life? |
| | A) | It has caused her to become claustrophobic. |
| | B) | It eliminated severe allergies that she had as a child. |
| | C) | It resulted in her total alienation from her father. |
| | D) | It seems to have had no noticeable harmful effects. |
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16 | |
According to Albert Bandura's social cognitive theory, the three factors that reciprocally influence development involve: |
| | A) | behavior, the person, and the environment. |
| | B) | punishment, reward, and reinforcement. |
| | C) | memory, problem solving, and reasoning. |
| | D) | cognition, reward, and observation. |
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17 | |
Konrad Lorenz discovered that baby geese imprint to: |
| | A) | their mother only. |
| | B) | any adult female bird. |
| | C) | any adult bird. |
| | D) | any large moving object. |
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18 | |
One of the most important applications of ethological theory to human development involves: |
| | A) | John Bowlby's research demonstrating that critical periods are evident in birds, but do not occur in humans. |
| | B) | John Bowlby's research demonstrating that attachment to a caregiver in the first year of life has important consequences throughout the life span. |
| | C) | John Bowlby's research demonstrating that despite negative or insecure attachment in the first year, the individual is still likely to develop into a healthy adult. |
| | D) | Mary Salter Ainsworth's research demonstrating a lack of connection between attachment early in life and later life adjustment. |
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19 | |
According to Bronfenbrenner's ecological theory, growing up in a particular culture would be a part of an individual's: |
| | A) | microsystem. |
| | B) | exosystem. |
| | C) | macrosystem. |
| | D) | chronosystem. |
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20 | |
A major strength of ecological theory is its framework for explaining: |
| | A) | environmental influences on development. |
| | B) | biological influences on development. |
| | C) | cognitive development. |
| | D) | affective processes in development. |
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21 | |
Growing up as a "Baby Boomer" would be part of a person's: |
| | A) | microsystem. |
| | B) | mesosystem. |
| | C) | exosystem. |
| | D) | chronosystem. |
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22 | |
An approach that simultaneously consists of several different theoretical perspectives is referred to as: |
| | A) | nondescript. |
| | B) | eclectic. |
| | C) | quasi-experimental. |
| | D) | pseudoscientific. |
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23 | |
One difficulty of conducting research in the laboratory setting is that: |
| | A) | it is artificial, thus difficult to generalize findings to the real world. |
| | B) | random assignment is impossible. |
| | C) | extraneous factors are difficult to control. |
| | D) | participants tend to be unaware that they are in an experiment. |
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24 | |
The main advantage of the naturalistic observation technique involves: |
| | A) | real world validity. |
| | B) | great control over extraneous variables. |
| | C) | the ability to utilize inferential statistics. |
| | D) | a lack of ethical controls. |
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25 | |
Dr. Somberg is using a method of gathering information that gives an in-depth look at one individual. She is using the: |
| | A) | interview. |
| | B) | emic approach. |
| | C) | participant observation. |
| | D) | case study. |
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26 | |
An advantage of using multiple materials in the life-history records approach is that: |
| | A) | comparing sources and resolving discrepancies provides greater accuracy. |
| | B) | archival data are easier to understand. |
| | C) | it avoids the subjectivity of interviews. |
| | D) | it avoids the subjectivity from a subject's written and oral reports. |
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27 | |
Standardized tests are: |
| | A) | difficult to administer and to interpret. |
| | B) | considered less accurate than individualized assessments. |
| | C) | commercially prepared tests that assess individuals' performance in different domains. |
| | D) | used so often that they have begun to lose their meaning. |
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28 | |
Animal studies permit researchers to do all of the following EXCEPT to: |
| | A) | control their subjects' genetic background. |
| | B) | make accurate assumptions about human behavioral responses. |
| | C) | investigate the effects of treatments that would be unethical with humans. |
| | D) | track the entire life span over a relatively short period of time. |
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29 | |
Which of the following questions would best be answered using a correlational study? |
| | A) | Does depression increase with age? |
| | B) | Are people more depressed before or after retirement? |
| | C) | Does exercise decrease depression? |
| | D) | How depressed are 14-year-olds? |
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30 | |
A common caution for correlational research is: |
| | A) | they are difficult to administer. |
| | B) | correlation does not equal causation. |
| | C) | correlations do not tell direction of relationship. |
| | D) | correlations do not indicate the strength of a relationship. |
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31 | |
Which type of research allows researchers to determine the causes of behavior? |
| | A) | correlational |
| | B) | archival |
| | C) | experimental |
| | D) | case study |
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32 | |
Experimental designs are superior to correlational approaches when dealing with: |
| | A) | concepts that have not been studied in any great detail (e.g., dating behaviors among the elderly) |
| | B) | variables that are difficult to manipulate (e.g., factors that lead to suicide). |
| | C) | variables that are unethical to manipulate (e.g., the relationship between alcohol consumption and birth defects). |
| | D) | variables that can be controlled easily (e.g., the relationship between stimulus presentation time and item recall). |
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33 | |
An experiment involves the effects of aerobic exercise by pregnant women on their newborns' breathing and sleeping patterns. In this experiment, the newborns' breathing and sleeping patterns are the variable. |
| | A) | random |
| | B) | dependent |
| | C) | independent |
| | D) | confounding |
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34 | |
A design compares individuals of different ages (e.g., 30-year-olds, 40-year-olds, and 50-year-olds) at one testing time. |
| | A) | cross-sectional |
| | B) | longitudinal |
| | C) | Latin squares |
| | D) | correlational |
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35 | |
Effects due to a participant's time of birth or generation, but not to actual age are referred to as effects. |
| | A) | subjective |
| | B) | cohort |
| | C) | confounding |
| | D) | historical |
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36 | |
Most journal articles in the field of life-span development: |
| | A) | refer to archival studies. |
| | B) | address issues of either the very young or the very old. |
| | C) | are reports of original research. |
| | D) | use more rigorous methods than articles in other fields. |
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37 | |
When psychologists are conducting research with children, once the parents have provided consent: |
| | A) | the psychologist may continue to the end of the study unless the child becomes ill. |
| | B) | if the child does not want to participate, the psychologist must not continue testing the child. |
| | C) | if the child does not want to participate, the psychologist must stop long enough to talk to the parents and calm the child down before proceeding. |
| | D) | if the child does not want to participate, the psychologist will ask the parents to calm the child down so the testing may continue. |
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38 | |
When researchers use an ethnic label, such as African American or Latino, in a superficial way that makes an ethnic group look more homogeneous than it really is, this is referred to as: |
| | A) | ethnic gloss. |
| | B) | ethnic bias. |
| | C) | stereotyping. |
| | D) | xenophobia. |
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39 | |
Sigmund Freud |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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40 | |
Erik Erikson |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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41 | |
Jean Piaget |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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42 | |
Lev Vygotsky |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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43 | |
Robert Siegler |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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44 | |
Karen Horney |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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45 | |
Ivan Pavlov |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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46 | |
B. F. Skinner |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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47 | |
Albert Bandura |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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48 | |
Konrad Lorenz |
| | A) | Presented the first feminist-based criticism of Freud's theory |
| | B) | Children actively construct their understanding of the world in four stages |
| | C) | Perceiving, encoding, representing, storing, retrieving information is thinking |
| | D) | Behavior is strongly influenced by biology |
| | E) | A neurologist who believed personality has three structures: id, ego, superego |
| | F) | People cognitively represent others' behavior and sometimes adopt it themselves |
| | G) | Believed rewards and punishments shape individuals' development |
| | H) | Suggested that humans develop in psychosocial stages |
| | I) | Russian physiologist who discovered the principle of classical conditioning |
| | J) | Language is used as a tool that helps children plan activities and solve problems |
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2002 McGraw-Hill Higher Education