Ch1 Test Bank —Understanding Human Development—Quick Quiz 1 - Test Bank | Human Development 4e by Wendy L. Dunn. DOCX document preview.
Name _______________________________
Chapter 1—Understanding Human Development—Quick Quiz 1
1. When developmental researchers consider periods of development arranged according to age, they are taking which type of approach?
a. traditional
b. scientific
c. chronological
d. transitional
2. Which of the following statements comes closest to describing the principle central to Darwin’s idea of natural selection?
a. Individuals within a species vary, and those with the best adapted characteristics survive to reproduce, thereby passing their genes to future generations.
b. Nature selects the particular individuals that have the best characteristics and these individuals are allowed to interbreed with each other, thereby creating the strongest offspring.
c. People prefer to mate with the most attractive members of the opposite sex, selecting their mates according to natural factors related to physical attractiveness.
d. Humans evolved from the apes.
3. Emily is 2 years old. In which of Freud’s psychosexual stages of development is she most likely immersed?
a. anal
b. oral
c. latency
d. phallic
4. Suppose that Peggy once became ill after eating pizza. Now anytime that she smells pizza she starts to feel queasy. Peggy’s situation has most likely developed as the result of:
a. adaptation
b. assimilation
c. classical conditioning
d. operant conditioning
5. Two-year-old Katherine sees a goat for the first time, and calls it a cow because it has
four legs and horns. According to Piaget, Katherine’s response is best considered an example of:
a. fixation
b. re-classification
c. accommodation
d. assimilation
6. A researcher conducts in-depth interviews and observations of an individual survivor of the war in Afghanistan. What data collection method has she used?
a. case study
b. correlation
c. survey
d. naturalistic observation
7. Dr. Albert is interested in how thinking changes in adolescence and early adulthood. She identifies a group of people who are 18 years old, a second group who are 22 years old, and a third group who are 26 years old. She asks participants in all three groups to answer some questions testing their moral reasoning skills. Her research study is best considered an example of:
a. a longitudinal study
b. a cross-sectional study
c. a sequential-cohort study
d. an age-cohort experiment
8. A researcher investigating the effect of peer tutoring on reading skills studies two groups of children in remedial reading classes. One group receives peer tutoring three times a week for three months, the other group does not. At the end of the three months, the two groups are tested in reading skills. What is the dependent variable in this experiment?
a. peer tutoring versus no tutoring
b. reading skills level at the beginning of the experiment
c. reading skills level at the end of the experiment
d. the number of children in each group
9. Which of the following methods of assigning participants to groups in an experiment is the best example of random sampling?
a. putting the girls in one group and the boys in another
b. making sure that children are able to select the group to which they want to belong
c. putting all children’s names in a hat and drawing names to form the groups, even if this results in having unequal numbers of boys and girls in the groups
d. having the teacher assign children to groups in order to best separate friends from each other
10. When George agrees to participate in a research study, he is told that he may quit at any point for any reason. The reason for this option of quitting is required by the ethical guideline the text refers to as:
a. informed consent
b. protection from harm
c. beneficial treatments
d. privacy and confidentiality
Name _______________________________
Chapter 1—Understanding Human Development—Quick Quiz 2
1. Which of the following statements best captures the sense of the term interaction, as it is used in the context of a course focusing on human lifespan development?
a. Genes determine most of the important physical characteristics about an individual.
b. The environment determines to a large degree how children are treated by their parents and genetic forces are seldom involved.
c. Genetic and environmental forces both contribute to how development unfolds and their influences are intertwined.
d. Genetic and environmental forces are both important forces that affect human development.
2. Cultures in which individuals are encouraged to put time and energy into projects that will help large groups of people in their own society are best described as:
a. primitive
b. collectivistic
c. individualistic
d. idealistic
3. Erik Erikson believed that human development proceeds through a series of planned, biologically programmed stages. He referred to this idea as:
a. maturational selection
b. evolution
c. the epigenetic principle
d. natural selection
4. Three-year-old Kayla has been seeing her pediatrician for checkups every six months and fears the shots she receives each time. Now, even though he does not administer the shots, Kayla cries when the pediatrician enters the room because she associates him with receiving shots. Her behavior is a result of:
a. habituation
b. social learning
c. operant conditioning
d. classical conditioning
5. According the B. F. Skinner, if you would like to get your child to keep his or her room tidy, which of the following is most likely to work?
a. having a chat with the child about his or her feelings about cleanliness
b. showing the child how to clean and then the child will learn from observing you
c. consistently rewarding the child when the child carries out any cleaning
d. create a learned association between dirtiness and feeling physically ill
6. If you were to explain a particular behavior as being learned according to Vygotsky’s social-cognitive learning theory, you would most likely emphasize which of the following in your explanation of that behavior?
a. how children learn from other people
b. how reinforcement shapes behavior
c. how punishment shapes behavior
d. how toilet training affects later personality development
7. A researcher plans to investigate how toddlers interact with each other, starting from the first time they meet. In the planned study, toddlers that do not know one another will be placed in a room with many interesting toys. Parents will be nearby. Researchers will record the toddlers’ interaction and examine the videotapes at a later time. This type of research is best described as which of the following?
a. experiment
b. laboratory observation
c. naturalistic observation
d. cross-sectional design
8. A researcher interested in studying how friendship changes with age asks students in first-, third-, fifth-, seventh-, ninth-, and eleventh-grades to complete a questionnaire. What type of research design is this researcher using?
a. sequential-cohort
b. longitudinal
c. cross-sectional
d. age cohort
9. Which of the following statements best describes the role of a dependent variable?
a. It is the variable that the researchers manipulate.
b. It is the variable that the researchers measure.
c. It is the variable also known as the treatment.
d. It is a type of variable used in laboratory research, but not application research.
10. A screening committee rejected a research proposal to study frustration in children because the method involved exposing 5-year-olds to repeated failure on a series of highly difficult tasks. The committee’s decision to reject this study reflected their concern about which ethical principle?
a. informed consent
b. privacy
c. beneficial treatments
d. protection from harm
Quick Quiz Answers
Quick Quiz 1.1
1. c; 1.1.1
2. a; 1.2.2
3. a; 1.2.3
4. c; 1.3.1
5. d; 1.3.2
6. a; 1.4.1
7. b; 1.4.2
8. c; 1.5.1
9. c; 1.5.1
10. a; 1.6.2
Quick Quiz 1.2
1. c; 1.1.1
2. b; 1.1.3
3. c; 1.2.3
4. d; 1.3.1
5. c; 1.3.1
6. a; 1.3.2
7. b; 1.4.1
8. c; 1.4.2
9. b; 1.5.1
10. d; 1.6.1
Chapter 1
Understanding Human Development
Learning Objectives:
1.1: Outline lifespan changes according to different developmental domains
1.2: Differentiate biological and psychodynamic views of human development
1.3: Describe behavioral and cognitive views of human development
1.4: Compare descriptive and chronological approaches to studying human development
1.5: Evaluate the experimental approach to studying human development
1.6: Analyze ethical concerns associated with developmental research
Multiple Choice questions:
The Nature of Human Development
Learning Objective 1.1: Outline lifespan changes according to different developmental domains
1.1. The period of development referred to as infancy refers to which of the following?
a. conception to 12 months
b. birth to 12 months
c. birth to 24 months
d. 12 to 24 months
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Understand the Concept
Moderate
1.2. A “discrete period of the lifespan during which predictable changes occur” is referred to as a:
a. developmental stage
b. transitional phase
c. developmental epoch
d. critical period
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Understand the Concept
Easy
1.3. When developmental researchers consider periods of development arranged according to age, they are taking which type of approach?
a. traditional
b. scientific
c. chronological
d. transitional
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: The term “chronological” means that topics are arranged according to time sequence. Because age is a time-sequenced variable, when we look at development according to age periods, this means we are taking a chronological approach.
1.4. Generalizing from the text, you would expect that culture would have the greatest impact on development during which of the following developmental periods?
a. infancy
b. toddlerhood
c. early childhood
d. adolescence
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Evaluate It
Moderate
Rationale: Infants and young children around the world experience development in much the same way because of the limitations imposed by their physical growth and capabilities. Adolescence, however, is a period that is defined more by cultural expectations than by physical abilities. Thus, culture has a greater impact on this period than earlier periods of development.
1.5. In Dr. Arnold’s developmental psychology class, she chooses to organize the course chronologically. This means that:
a. the easiest concepts are presented first, followed by harder concepts
b. students are given as much time as they need to master the basic concepts covered in the course
c. the course begins with prenatal development, then proceeds to cover each age-related developmental period as it unfolds through the lifespan
d. she intends to cover the major topics in development one at a time, for example, brain development, cognitive development, social development, and so forth
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: Chronological means arranged according to age. In a developmental psychology class, a chronological organization of content would begin at the beginning of life and proceed year by year (or stage by stage) through the remainder of the lifespan, ending with older adulthood and death.
1.6. Which of the following statements best captures the sense of the term interaction, as it is used in the context of a course focusing on human lifespan development?
a. Genes determine most of the important physical characteristics about an individual.
b. The environment determines to a large degree how children are treated by their parents and genetic forces are seldom involved.
c. Genetic and environmental forces both contribute to how development unfolds and their influences are intertwined.
d. Genetic and environmental forces are both important forces that affect human development.
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Analyze It
Moderate
Rationale: The term interaction refers to the idea that variables influence each other and that their influence is combined, with all variables playing a role.
1.7. If Jason states that “human development is the result of genetic instructions that influence development in combination with the many environmental experiences an individual has throughout the lifespan,” you should conclude that his answer emphasizes the role of which of the following ideas?
a. interaction
b. sociocultural
c. evolution
d. maturation
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: Jason’s answer stresses that biology and environment both exert influences through a combination of the relative influences. This is the essential meaning of the term interaction. Sociocultural refers to a context that includes social and cultural influences, evolution is the view that species change as the result of adaptation across many generations, and maturation implies that developmental changes are closely linked to biological events.
1.8. A person experiences a traumatic event during childhood. A developmental psychologist would view the traumatic event as an example of which of the following?
a. biological factor
b. random factor
c. representative factor
d. environmental factor
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Evaluate It
Moderate
Rationale: The book defines environmental factors as the specific situations that an individual experiences and that influence behavior and development. A traumatic event is an example of one such specific situation.
1.9. Which of the following is the best example of what is meant by the term maturation?
a. a first-grader who is learning to do arithmetic problems
b. an infant who babbles “ga-ga-ga-ga” when she is content
c. a college student who is working hard to learn to speak Spanish
d. a mother who teachers her 2-year-old to control his temper by ignoring him when he has a tantrum
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Apply What You Know
Difficult
Rationale: Maturation refers to those developmental changes that are linked closely to biological events. In this example, the baby’s babbling is the best choice, since it is not the result of reinforcement or learning, but rather is the result of the maturation of the nervous system. The other examples clearly reflect more “environmental” factors.
1.10. Which of the following refers to the basic developmental process in the individual that changes as a result of experience or practice?
a. maturation
b. growth
c. learning
d. aging
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Analyze It
Moderate
Rationale: Learning is defined in the textbook as developmental changes that are dependent on a person’s interactions with the environment. Experience and practice refer to interactions with the environment.
1.11. Which of the following is the best example of maturation?
a. learning algebra in high school
b. learning to walk in infancy
c. learning to ride a bicycle in middle childhood
d. learning to make a cake in early adulthood
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Evaluate It
Moderate
Rationale: The text defines maturation as developmental changes that are linked closely to biological events. Learning to walk in infancy is the event most clearly influenced by biological changes as opposed to a person’s interactions with the environment.
1.12. If Martha believes that childhood should be considered to be “a time of innocence, during which children should have few responsibilities or chores,” she would be describing the view of childhood that was common:
a. in ancient Greece
b. in ancient Rome
c. in modern, industrialized societies like the United States today
c. throughout history in Western societies since about 3000 B. C.
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Evaluate It
Moderate
Rationale: In both ancient Greece and ancient Rome, children were viewed as little more than material possessions, who were often exploited and treated harshly. Only since about 1,500 have children in Western societies been considered as innocents who should not be required to adopt adult roles and responsibilities.
1.13. According to the text, about what percent of parents around the world spank their children, at least occasionally:
a. 2–3%
b. 10%
c. 40%
d. 80%
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Understand the Concept
Moderate
1.14. In the United States today, about what percentage of the states have enacted laws that ban the use of corporal punishment in public schools?
a. 98%
b. 78%
c. 62%
d. 32%
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Analyze It
Difficult
Rationale: The text states that 31 states have banned corporal punishment, but the rest allow local school districts to decide if they will allow this type of punishment; 31 of 50 states is 62%.
1.15. Which of the following statements is true regarding the corporal punishment of children?
a. About 80% of parents spank their children at least occasionally.
b. The use of corporal punishment has been banned in all public schools in the United States although private schools are allowed to determine their own rules for punishment
c. Except for the United States no other industrialized countries have banned corporal punishment in the public schools.
d. All of the three statements provided as answers in this question are true.
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Understand the Concept
Moderate
1.16. Cultures in which individuals are encouraged to put time and energy into projects that will help large groups of people in their own society are best described as:
a. primitive
b. collectivistic
c. individualistic
d. idealistic
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Evaluate It
Moderate
Rationale: Collectivist cultures are defined as cultures in which the group takes precedence over the individual and in which cooperation and group achievement are stressed over competition and individual achievement.
1.17. Cultures in which individuals are encouraged to put time and energy into projects that will benefit only themselves are best described as:
a. primitive
b. collectivistic
c. individualistic
d. idealistic
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: As defined in the textbook, individualistic cultures are those in which competition predominates over cooperation and personal achievement is typically valued more highly than group achievement.
1.18. Which of the following is of highest value in a collectivist culture?
a. interdependence
b. competition
c. individuality
d. personal achievement
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Evaluate It
Moderate
Rationale: Collectivist cultures are defined as cultures in which the group takes precedence over the individual and in which cooperation and group achievement are stressed over competition and individual achievement.
1.19. Individuals from collectivist cultures tend to emphasize ______; individuals from individualist cultures tend to emphasize _______.
a. competition; cooperation
b. individuals; groups
c. money; success
d. cooperation; competition
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Evaluate It
Moderate
Rationale: Individualist cultures are those in which personal achievement is more highly valued than group achievement and competition predominates; collectivist cultures are those in which group achievement and cooperation are stressed.
1.20. Which of the following is the best example of a country that embraces a collectivist culture?
a. the United States
b. Japan
c. England
d. Australia
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Understand the Concept
Easy
1.21. Andre’s teacher organizes activities that are competitive, so that students who are high achievers get most of the rewards. Andre’s classroom would be considered to be an example of the philosophy advanced in:
a. classrooms that ban corporal punishment
b. collectivist societies
c. classrooms with female teachers
d. individualistic societies
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: In individualistic societies, competition and individual achievements are valued above cooperative and collaborative work. Use of corporal punishment is not discussed with respect to its possible effect on creating a competitive environment, and the text draws no conclusions about classrooms taught by male versus female teachers.
1.22. The sociocultural domain is comprised of:
a. ethnocentrism and socialization
b. enculturation and assimilation
c. evolution and accommodation
d. socialization and enculturation
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Understand the Concept
Easy
1.23. Dr. Walton is interested specifically in how the brain changes during the period of infancy and early childhood. As such, his interest falls most clearly into which of the following domains of human development?
a. the sociocultural domain
b. the physical domain
c. the cognitive domain
d. the personality domain
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Evaluate It
Moderate
Rationale: The physical domain involves changes in physical shape and size, in addition to changes in brain structures, sensory capabilities, and motor skills.
1.24. Dr. Muchmore studies how shy children differ from bold children in their adjustment to kindergarten by investigating how differences in their basic dispositions and temperament shape their later behavior. Her research interest falls most clearly into which of the following domains of human development?
a. the sociocultural domain
b. the physical domain
c. the cognitive domain
d. the personality domain
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Evaluate It
Moderate
Rationale: Shyness is usually considered to be a personality characteristic, and therefore it falls most clearly into the personality domain. It is not typically considered a brain-determined function, or a problem-solving style, so it is less closely associated with the physical or cognitive domains, respectively. It also is not thought to be a consequence of the culture or society in which a child develops.
1.25. Dr. Ledder conducts research on intelligence and problem-solving skills of fourth-grade children. His research area best fits into which of the following domains of learning?
a. the sociocultural domain
b. the physical domain
c. the cognitive domain
d. the personality domain
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Evaluate It
Moderate
Rationale: The cognitive domain includes skills involved in perceiving, thinking, reasoning, problem solving, and the development of language.
1.26. Although no one has ever taught Kenna how to behave in church, when she goes there she seems to understand that it is a place to be quiet, to sit calmly, and to do what other people do. Kenna’s church behavior is best thought of as developing through:
a. maturation
b. enculturation
c. socialization
d. individualist cultural immersion
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Apply What You Know
Difficult
Rationale: Enculturation is learning by observing and absorbing rather than being taught, which is what is described in this example. It is different from socialization, which focuses on teaching by parents and others about how to fit in and function in society. Maturation involves an unfolding of biologically based processes. Individualist cultures focus on competition and individual achievement, which is unrelated to the example given.
1.27. Gloria plans to spend a semester abroad in Thailand. She looks forward to learning about the culture by living with a local family. She does not plan to attend any formal classes. Her knowledge of the culture will be gained primarily through which of the following?
a. scheme formation
b. natural selection
c. enculturation
d. accommodation
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Analyze It
Moderate
Rationale: Enculturation is the process of learning about a culture on our own by observing and absorbing without any formal teaching. Socialization, on the other hand, involves the direct and deliberate teaching by others about how to fit in and function in a society or culture.
Biological and Psychodynamic Frameworks for Human Development
Learning Objective 1.2: Differentiate biological and psychodynamic views of human development
1.28. “An organized, coherent set of ideas that helps us to understand, to explain, and to make predictions” is known as a:
a. scientific law
b. domain
c. theory
d. phenomenon
Module: 1.2.1: The Role of Theory
Learning Objective 1.2
Understand the Concept
Easy
1.29. Dr. Manfred has spent a lifetime developing a detailed explanation for why some children have difficulty learning arithmetic. She has written a book on this topic, which presents her ideas, including a set of assumptions about mathematical thinking, a set of predictions about which children will experience the most difficulty, and an overarching explanation for the entire phenomenon. Using the terms of science, we would conclude that Dr. Manfred’s work represents what would typically be called a(n):
a. hypothesis
b. theory
c. evolution
d. maturational determination
Module: 1.2.1: The Role of Theory
Learning Objective 1.2
Analyze It
Moderate
Rationale: A theory is an organized, coherent set of ideas that helps us to understand, to explain, and to make predictions. Thus, Dr. Manfred’s work, since it does these things, could be considered to be an example of a theory.
1.30. The term used to describe the entire arrangement of all human genes is:
a. the human genome
b. the chromosome complex
c. the natural selection of genetics
d. the DNA code
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.31. According to the text, the decade of the 1990s was labeled by President George H. W. Bush as “the decade of ____________.”
a. the genome
b. evolution
c. the brain
d. natural selection
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Understand the Concept
Moderate
1.32. This field of study attempts to understand how brain function is related to human development:
a. sociology
b. behaviorism
c. developmental neuroscience
d. evolutionary psychology
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.33. Darwin’s idea of “survival of the fittest” is also referred to as the theory of:
a. natural selection
b. social learning
c. social success
d. biological change
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Evaluate It
Moderate
Rationale: Natural selection refers to the theory that better-adapted individuals survive to reproduce and thereby transfer their genes to their offspring and future generations. This idea is also referred to as “survival of the fittest.”
1.34. In order to explain how human ancestors moved from living in trees to walking upright, Mary talks about “the survival of the fittest.” Another term of this same idea is:
a. generational drift
b. natural selection
c. neuroscience
d. the origin of species
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
Rationale: The concept of “survival of the fittest” is described by the evolutionary term natural selection. Natural selection describes situations where better-adapted individuals survive to reproduce, thereby transferring their genes to their offspring and into future generations. Generational drift is not a term introduced in this text, and The Origin of Species was the title of Charles Darwin’s book, in which he described the principles involved in evolution, including natural selection.
1.35. Which of the following statements comes closest to describing the principle central to Darwin’s idea of natural selection?
a. Individuals within a species vary, and those with the best adapted characteristics survive to reproduce, thereby passing their genes to future generations.
b. Nature selects the particular individuals that have the best characteristics and these individuals are allowed to interbreed with each other, thereby creating the strongest offspring.
c. People prefer to mate with the most attractive members of the opposite sex, selecting their mates according to natural factors related to physical attractiveness.
d. Humans evolved from the apes.
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
Rationale: Natural selection refers to the evolutionary idea that better-adapted individuals survive to reproduce, thereby transferring their genes to their offspring and into future generations.
1.36. The main ideas that define the evolutionary perspective can be traced most directly to the writings of which of the following people?
a. Charles Darwin
b. Lev Vygotsky
c Carl Rogers
d. Urie Bronfenbrenner
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.37. According to Freud, the part of the human mind that is concerned with following the rules of society and that may experience feelings of guilt when one violates social norms is called the:
a. id
b. ego
c. superego
d. libido
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.38. Sam was going to steal candy from a store but feelings of guilt kept him from doing so.
According to Freud, Sam’s internalized sense of right and wrong and his feelings of guilt comes from his:
a. id
b. ego
c. superego
d. psychic censor
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
Rationale: The superego is the mental process that, according to Freud, triggers an individual’s conscience to feel guilty when social norms are violated.
1.39. Freud viewed this part of the mind as involving a person’s impulsive tendencies, particularly the search for pleasure and the avoidance of pain.
a. id
b. ego
c. superego
d. pleasure center
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Moderate
Rationale: As defined in the textbook, the id is the mental process that, according to Freud, motivates an individual to seek pleasure or to avoid pain.
1.40. The research method used most frequently by Sigmund Freud was:
a. the experiment
b. sequential-cohort study
c. cross-sectional study
d. case study
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objectives 1.2
Analyze It
Moderate
Rationale: Freud’s work was based largely on the therapy sessions he provided to his patients. Thus, because his ideas were developed from these in-depth interviews with a relatively small number of individuals, the method he used would best be described as a case study method. He did not examine different cohort groups, making sequential-cohort and cross-sectional methods inaccurate answers.
1.41. What is the correct developmental sequence of Sigmund Freud’s psychosexual stages?
a. oral, genital, anal, latency, phallic
b. oral, anal, phallic, latency, genital
c. genital, phallic, latency, anal, oral
d. oral, latency, phallic, anal, genital
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Moderate
1.42. During the phallic stage, pleasure is focused on what body part?
a. anus
b. mouth
c. genitals
d. hands
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Moderate
1.43. Freud’s genital stage begins during:
a. infancy
b. childhood
c. adolescence
d. adulthood
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.44. Emily is 2 years old. In which of Freud’s psychosexual stages of development is she most likely immersed?
a. anal
b. oral
c. latency
d. phallic
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
Rationale: According to Freud, children are in the anal stage of psychosexual development from 18 months until 3 years of age.
1.45. Freud’s genital stage extends from:
a. birth to age 18 months
b. age 3 to 6 years
c. age 6 years to adolescence
d. adolescence through adulthood
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.46. Which of the following is NOT a term typically used to describe one of the stages in Freud’s psychosexual theory?
a. oral
b. phallic
c. latency
d. puberty
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.47. Whenever Judy gets nervous, she starts biting her nails. A Freudian psychologist would most likely view Judy’s nail biting as an example of:
a. superego stress
b. fixation
c. psychosexual development
d. psychodynamic anxiety
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Moderate
Rationale: Fixation is the term Freud used for primitive behavior (e.g., nail biting) that results from a developmental stage being carried forward (oral behavior from the oral stage of psychosexual development).
1.48. A high school student who sucks his or her thumb when stressed is an example of:
a. Piaget’s notion of accommodation
b. Bandura’s notion of social learning
c. Darwin’s notion of natural selection
d. Freud’s notion of a fixation
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
Rationale: Fixation results in a primitive behavior from that developmental stage being carried into adulthood. In this case, an oral fixation has occurred. None of the other concepts (accommodation, social learning, or natural selection) describe behaviors that are primitive when exhibited during adulthood.
1.49. Which of the following best describes the difference in Freud’s and Erikson’s views about human development?
a. Erikson emphasized the role of unconscious processes; Freud emphasized conscious processes.
b. Erikson emphasized the role of conditioning and social learning; Freud emphasized unconscious processes.
c. Erikson emphasized the role of conscious processes; Freud emphasized unconscious processes.
d. None of the answers are correct because Freud and Erikson emphasized very similar processes as guiding human development.
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Evaluate It
Moderate
Rationale: As noted in the textbook, Erikson’s theory emphasizes conscious (or ego) forces and the effect of social interactions is shaping personality. Freud’s theory, on the other hand, focuses most heavily on unconscious processes and psychosexual development.
1.50. Which of the following theorists placed the greatest emphasis on developmental events that occur early in life, especially during the first five years?
a. Sigmund Freud
b. Erik Erikson
c. Jean Piaget
d. B. F. Skinner
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Evaluate It
Moderate
Rationale: The text notes that Freud believed that adult personality was heavily influenced by events that occurred in early childhood. Erikson’s theory extends throughout the lifespan. Piaget believed that cognitive development continues on through age 12 or so, when the stage of formal operations was reached. B. F. Skinner focused on principles of reinforcement, which can shape behavior at any time during the lifespan.
1.51. Erik Erikson believed that human development proceeds through a series of planned, biologically programmed stages. He referred to this idea as:
a. maturational selection
b. evolution
c. the epigenetic principle
d. natural selection
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Evaluate It
Moderate
Rationale: As noted in the text, the epigenetic principle is a biological concept that there is a “plan” built into all living organisms that determines or at least sets the stage for development throughout the organism’s lifespan. The concepts of evolution and natural selection are related to evolutionary theory and usually traced to Charles Darwin.
1.52. Erik Erikson’s psychosocial stages of development focus on:
a. pleasurable erogenous zones
b. a hierarchy of needs
c. predictable conflicts throughout the lifespan
d. the interactions of the id, ego, and superego
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Moderate
1.53. According to Erik Erikson, there are ____ stages of human development.
a. 2
b. 3
c. 6
d. 8
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Easy
1.54. What is the positive outcome of Erikson’s stage of “autonomy versus shame and doubt”?
a. feelings of trust
b. development of a sense of competence
c. development of a sense of initiative
d. self-sufficiency
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Understand the Concept
Moderate
1.55. According to Erik Erikson, it is typical for individuals to consider their lives and to judge themselves. If they are satisfied with their lives, they have a sense of integrity. If they are not satisfied with their lives, they may have a sense of despair. At what age are adults most likely to experience this developmental conflict?
a. in their 20s
b. in their 40s
c. in their 50s
d. in their 60s or later
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Moderate
Rationale: This item describes Erikson’s psychosocial stage called integrity versus despair, which, according to the text, applies to individuals 65 years and older.
1.56. A child who is just beginning first grade most likely would be entering which of Erik Erikson’s stages of psychosocial development?
a. ego identity vs. ego diffusion
b. initiative vs. guilt
c. intimacy vs. isolation
d. industry vs. inferiority
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Evaluate It
Moderate
Rationale: According to Erikson, children are in the industry versus inferiority stage of psychosocial development between the ages 6 years to 12 years.
1.57. Erik Erikson proposed that a person who was focused on resolving the conflict between developing trust versus mistrust would likely be about how old?
a. birth to age 1 year
b. age 6–12 years
c. age 3–6 years
d. age 12–18 years
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
Rationale: Trust vs. mistrust is Erikson’s first stage of psychosocial development. In this stage, infants up to 1 year of age learn about the basic trustworthiness of their environment from their caregivers.
Behavioral and Cognitive Frameworks for Human Development
Learning Objective 1.3: Describe behavioral and cognitive views of human development
1.58. David states that the appropriate subject matter for students of human development to study is how people act. He argues that scientists have no business studying how people think or feel, because thoughts and feelings cannot be directly observed. David’s ideas are most similar to those advocated by:
a. B. F. Skinner and Ivan Pavlov
b. Sigmund Freud and Erik Erikson
c. Lev Vygotsky
d. Jean Piaget
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Moderate
Rationale: The behaviorists, including Skinner and Pavlov, argued that the appropriate focus of psychology should be on observable behavior. Freud was the founder of the psychoanalytic (psychodynamic) perspective; Vygotsky focused on the importance of social contexts in the development of thinking, and hence would be considered a cognitive (or social-cognitive theorist), and Piaget is a cognitive theorist since his work centered on understanding the development of thinking.
1.59. Suppose that Peggy once became ill after eating pizza. Now anytime that she smells pizza she starts to feel queasy. Peggy’s situation has most likely developed as the result of:
a. adaptation
b. assimilation
c. classical conditioning
d. operant conditioning
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Moderate
Rationale: In classical conditioning, a naturally occurring reflex becomes associated with an environmental cue. In this case, the feelings of nausea that accompany illness have become associated with the smell of pizza. The smell of pizza is the environmental cue.
1.60. Jimmy notices that the time is twelve o’clock noon. After looking at his watch, he begins to feel hungry. His hunger response is best thought of as an example of:
a. shaping
b. classical conditioning
c. operant conditioning
d. counter conditioning
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
Rationale: In classical conditioning, a naturally occurring reflex becomes associated with an environmental cue. In this case, the feeling of hunger that accompanies not having eaten for several hours has become associated with the time twelve o’clock noon. The time is the environmental cue.
1.61. Three-year-old Kayla has been seeing her pediatrician for checkups every six months and fears the shots she receives each time. Now, even though he does not administer the shots, Kayla cries when the pediatrician enters the room because she associates him with receiving shots. Her behavior is a result of:
a. habituation
b. social learning
c. operant conditioning
d. classical conditioning
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
Rationale: In classical conditioning, a naturally occurring reflex becomes associated with an environmental cue. In this case, the fear that accompanies an impending shot has become associated with the pediatrician who has administered these shots in the past. The pediatrician is the environmental cue.
1.62. William recalls a time when he was a child when he nearly drowned in a public swimming pool. It was a very frightening experience. Since that time, the smell of chlorine leaves him with feelings of dread. William’s situation can be most easily explained by which of the following?
a. classical conditioning
b. guided participation
c. superego
d. social learning theory
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
Rationale: In classical conditioning, a naturally occurring reflex becomes associated with an environmental cue. In this case, the fright that naturally accompanies the experience of having nearly drowned has become associated with the smell of chlorine that was part of the environment at the time that William almost drowned. The smell of chlorine, then, is the environmental cue.
1.63. According the B. F. Skinner, if you would like to get your child to keep his or her room tidy, which of the following is most likely to work?
a. having a chat with the child about his or her feelings about cleanliness
b. showing the child how to clean and then the child will learn from observing you
c. consistently rewarding the child when the child carries out any cleaning
d. create a learned association between dirtiness and feeling physically ill
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: B. F. Skinner is the psychologist most closely identified with the phenomenon operant conditioning, which refers to a type of learning that occurs when an organism is rewarded or punished.
1.64. Which researcher believed that human behavior could be best understood in terms of how rewards and punishments exert an influence on people’s actions?
a. Charles Darwin
b. Mary Ainsworth
c. Lev Vygotsky
d. B. F. Skinner
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: As noted in the textbook, B. F. Skinner is the psychologist most closely identified with the phenomenon operant conditioning, which refers to a type of learning that occurs when an organism is rewarded or punished.
1.65. Which of the following terms would be most closely associated with the field of operant conditioning?
a. fixation
b. assimilation
c. systems
d. reward
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Operant conditioning describes how rewards (also called reinforcements) and punishments influence the behavior they follow. Fixation is a Freudian term; assimilation describes cognitive development as it was described by Piaget; and systems is a term used most frequently in the context of Bronfenbrenner’s bioecological model.
1.66. Which of the following theorists is most closely associated with behavioral theory?
a. Sigmund Freud
b. Jean Piaget
c. B. F. Skinner
d. Lev Vygotsky
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Apply What You Know
Moderate
Rationale: Operant conditioning, a phenomenon with which B. F. Skinner is the psychologist most closely identified, is one of the three general trends within the behaviorist tradition.
1.67. The text describes a study by Albert Bandura in which children watched an adult “beat up” a Bobo doll. The conclusions from this theory are best considered as supporting which of the following theoretical perspectives?
a. classical conditioning
b. operant conditioning
c. social learning
d. psychosexual processing
Module: 1.3.1: Behavioral Views of Human Development and 1.5.2: The Bobo Doll Experiment
Learning Objective 1.3 and 1.5
Evaluate It
Moderate
Rationale: Social learning theory is a view that emphasizes the influence of the social behavior of others on learning. In this case, children were influenced by their exposure to adults’ aggressive behavior toward the Bobo doll.
1.68. A child attempts to carry out a stunt involving a skateboard and a ramp that he has seen on television. The child’s knowledge about how to do this stunt was most likely acquired through which of the following processes?
a. accommodation
b. social learning
c. assimilation
d. apprenticeship
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Moderate
Rationale: Social learning theory is a view that emphasizes the influence of the social behavior of others on learning. In this case, the child was influenced by his observation of others’ social behavior (skateboarding) on television.
1.69. Four-year-old Sasha watches carefully how her older brother unlocks the chest where her mother hides special toys. After her brother locks the chest and leaves, Sasha is able to remember the steps he used and she now unlocks the chest. Sasha’s method of learning is best thought of as an example of:
a. operant conditioning
b. classical conditioning
c. social learning
d. fixation
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Moderate
Rationale: Social learning theory emphasizes the influence of the social behavior of others on our learning. Because this example emphasizes that Sasha learned to unlock the chest by watching her brother, it is best considered an example of social learning. Operant conditioning emphasizes reward and punishment. Classical conditioning rests on learning associations between environmental stimuli that come to predict responses. Fixation is a Freudian term that describes how anxiety can cause a person to revert back to behavior characteristic of previous stages of development.
1.70. According to Piaget, a mental category or structure is called a(n):
a. scheme
b. model
c. system
d. theory
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Understand the Concept
Moderate
1.71. Two-year-old Katherine sees a goat for the first time, and calls it a cow because it has
four legs and horns. According to Piaget, Katherine’s response is best considered an example of:
a. fixation
b. re-classification
c. accommodation
d. assimilation
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
Rationale: Assimilation is the process of incorporating new information into existing schemas. In this example, Katherine incorporates what we know as a goat into her schema “cow.” Accommodation, on the other hand, is the process that requires schemas to change when a new object or event does not fit. In the current example, the schema does not change.
1.72. According to Piaget, the process by which organisms change to become more successful in their environment is:
a. enculturation
b. adaptation
c. maturation
d. socialization
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Understand the Concept
Moderate
1.73. Sixteen-year-old Dave was an exchange student in Europe for a year. When he returned,
he had altered many of his ways of thinking about people, because his new experiences did not fit his old concepts. What Piagetian process was at work?
a. fixation
b. assimilation
c. accommodation
d. maturation
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Difficult
Rationale: Accommodation is the process that requires schemas to change when a new object or event does not fit. In this example, Dave’s old schemas (i.e., concepts) changed because the new European events/experiences did not fit within these schemas. Assimilation, on the other hand, is the process of incorporating new information into existing schemas. In this example, the new information is not merely incorporated into the old (i.e., existing) schemas.
1.74. Piaget’s theory of cognitive development suggests that children start out in life relying primarily on their senses and bodily motion. This stage is referred to as which of the following?
a. preoperational
b. formal operational
c. concrete operational
d. sensorimotor
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Understand the Concept
Moderate
1.75. If you were to explain a particular behavior as being learned according to Vygotsky’s social-cognitive learning theory, you would most likely emphasize which of the following in your explanation of that behavior?
a. how children learn from other people
b. how reinforcement shapes behavior
c. how punishment shapes behavior
d. how toilet training affects later personality development
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Vygotsky’s social-cognitive view emphasizes the significance of learning from others with more advanced knowledge, often through playing and talking with them and learning from these interactions.
1.76. Which of the following situations best exemplifies Vygotsky’s view of development?
a. Tommy learned to excel at mathematics by counting his allowance.
b. Ellen learned a large vocabulary by reading her spy novels.
c. Rudy learned to wash the dishes by helping his father wash them.
d. Tina learned to sing by listening to her music tapes.
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
Rationale: Vygotsky’s social-cognitive view emphasizes the significance of learning from others with more advanced knowledge, often through playing and talking with them and learning from these interactions.
1.77. Lev Vygotsky’s views on human development can be best categorized as belonging to which of the following theoretical perspectives?
a. biological
b. evolutionary
c. psychodynamic
d. social-cognitive
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Vygotsky’s social-cognitive view emphasizes the significance of learning from others with more advanced knowledge, often through playing and talking with them and learning from these interactions. None of the other theorists emphasized the role of learning from more expert people.
1.78. Dr. Matthews believes that children learn by observing and by being guided by older children and adults. Thus, child development is like the apprenticeship that electricians serve as they learn their trade by working with experienced individuals. Dr. Matthews’s view of child development is most similar to that advanced by:
a. Jean Piaget
b. Lev Vygotsky
c. Urie Bronfenbrenner
d. Erik Erikson
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Vygotsky emphasized the social context in which development takes place as playing a significant role. He believed that older children and adults play an especially significant role helping younger children understand complex experiences. Thus, children are like apprentices, who learn by being coached by more experienced people.
1.79. Because in her family older women always do the cooking and younger women wash the dishes, Lucille comes to understand that this is how housework should be done. In Vygotsky’s terms, Lucille has developed a(n):
a. bioecological understanding
b. assimilated understanding
c. shared meaning
d. classically conditioned response
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Apply What You Know
Difficult
Rationale: Vygotsky argued that what people learn is transmitted to them through the shared meanings of objects and events, which are passed from generation to generation through observation and language. This example emphasizes the cultural transmission of knowledge, based on experience.
1.80. The idea that people learn by observing and being coached by “experts” stems most directly from the work of:
a. Jean Piaget
b. Lev Vygotsky
c. Erik Erikson
d. Sigmund Freud
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Vygotsky argued that people develop understanding and expertise mainly through apprenticeship with more knowledgeable learners, who serve as “experts” to guide learning. None of the other theorists emphasized the role of learning from more expert people.
1.81. According to Urie Bronfenbrenner’s bioecological model of development, the customs and traditions that are common to one’s culture would most likely be considered a part of that person’s ______.
a. microsystem
b. macrosystem
c. mesosystem
d. exosystem
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Difficult
Rationale: The microsystem refers to the activities, roles, and interactions of an individual in that person’s immediate setting. Examples include one’s family, school, church, and neighborhood.
1.82. According to Bronfenbrenner’s bioecological model, your family, friends, and classmates are part of your:
a. exosystem
b. macrosystem
c. mesosystem
d. microsystem
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Understand the Concept
Moderate
1.83. Sarah’s parents attend parent-teacher meetings, serve as volunteers for class field trips, and are members of the school board. Sarah’s progress at school is affected positively by her parents’ close involvement with the teachers. According to Bronfenbrenner’s bioecological model, these connections exemplify the:
a. microsystem
b. exosystem
c. mesosystem
d. macrosystem
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Difficult
Rationale: The mesosystem refers to the interrelationships among two or more microsystems such as one’s school, neighborhood, and family.
1.84. Margaret argues that understanding human development is most like understanding botany, since in botany you need to learn about various systems, such as respiration, photosynthesis, energy production, and so forth. She states: “It is only by understanding how each system works that it is possible to understand the entire process.” Margaret’s view is most like that described in which theory of human development?
a. the bioecological model
b. operant conditioning
c. Piaget’s theory of cognitive development
d. Vygotsky’s view of social-cognitive development
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Apply What You Know
Difficult
Rationale: This question emphasizes the idea of inter-related systems and therefore it best fits into Bronfenbrenner’s bioecological model, which also emphasizes that development is best understood by focusing on all of the inter-related systems that influence how an individual grows and changes.
1.85. Which model emphasizes that human development is a dynamic, interactive process that begins with an individual’s genetic endowment and unfolds over time as a result of interactions with various levels of the environment?
a. natural selection
b. psychosexual model
c. guided participation approach
d. bioecological model
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Understand the Concept
Easy
1.86. Which of the following is a correct matching of theorist and theoretical perspective?
a. Vygotsky—Psychodynamic view
b. Erikson—Behavioral view
c. Bronfenbrenner—Psychodynamic view
d. Piaget—Cognitive view
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Vygotsky is a cognitive (social-cognitive) theorist, Erikson’s views are usually considered as being in the psychodynamic tradition, and Bronfenbrenner is associated with the bioecological model, a systems approach. Piaget is correctly associated with the cognitive view.
1.87. Which of the following theorists viewed development as proceeding continuously, without dramatic shifts from one stage of development into another dissimilar stage?
a. Jean Piaget
b. Sigmund Freud
c. Erik Erikson
d. Lev Vygotsky
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Difficult
Rationale: Piaget’s theory of cognitive development, Freud’s psychoanalytic theory, and Erikson’s psychosocial theory all emphasize the predictable progression through discrete stages throughout childhood or the entire lifespan. Vygotsky’s social-cognitive theory, on the other hand, emphasizes continuous learning through interactions with learners who are more knowledgeable.
1.88. Which of the following theorists placed the greatest emphasis on unconscious experience as an important influence in development?
a. Sigmund Freud
b. Erik Erikson
c. Jean Piaget
d. Lev Vygotsky
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Moderate
Rationale: Piaget and Vygotsky did not consider the role of unconscious processes as important in human development. Although Erikson believed that unconscious processes played some role in development, it was Freud who emphasized the role of the unconscious mind as a major determinant of development.
The Scientific Approach: Descriptive and Chronological Methods
Learning Objective 1.4: Compare descriptive and chronological approaches to studying human development
1.89. A “baby biography” is best considered to be an example of which of the following research methods?
a. experiment
b. cross-sectional study
c. survey
d. case study
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Apply What You Know
Moderate
Rationale: The text presents the method used in baby biographies as a precursor to the use of case studies. (They could also be an example of naturalistic observation, since they involve observing infants and recording how and when key development events occur.) They do not, however, involve observing groups of individuals of different ages (the cross-sectional method) or assigning individuals to groups (the experimental method). Since baby biographies are observations of babies, they also cannot fit into the survey method, which involves asking questions and recording responses.
1.90. A researcher conducts extensive, in-depth interviews with a small group of highly gifted
children with genius IQs. What type of study is he conducting?
a. case study
b. naturalistic observation
c. experiment
d. laboratory observation
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Evaluate It
Difficult
Rationale: Case studies involve the compilation of detailed information on an individual, a family, or a community through interviews, observations, and formal testing.
1.91. A researcher conducts in-depth interviews and observations of an individual survivor of the war in Afghanistan. What data collection method has she used?
a. case study
b. correlation
c. survey
d. naturalistic observation
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Analyze It
Moderate
Rationale: Case studies involve the compilation of detailed information on an individual, a family, or a community through interviews, observations, and formal testing.
1.92. Frank and his baby daughter participate in a research study in which they go to a room where they are met by a researcher. Then Frank is asked to leave the room and the researcher observes how his daughter reacts. This study is most similar to the one described as:
a. a baby biography
b. the strange situation
c. a bioecological interview
d. a sequential-cohort design
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Analyze It
Difficult
Rationale: The text describes the strange situation studies conducted by Mary Ainsworth, which involve the same methodology as that described in this question. Baby biographies are records of when and how babies achieve developmental milestones. The term “bioecological interview” has no particular meaning but is simply two words from the chapter combined. A sequential-cohort study involves the study of several overlapping cohorts of different ages at various points in time.
1.93. A researcher plans to investigate how toddlers interact with each other, starting from the first time they meet. In the planned study, toddlers that do not know one another will be placed in a room with many interesting toys. Parents will be nearby. Researchers will record the toddlers’ interaction and examine the videotapes at a later time. This type of research is best described as which of the following?
a. experiment
b. laboratory observation
c. naturalistic observation
d. cross-sectional design
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Apply What You Know
Moderate
Rationale: In a laboratory observation, researchers set up controlled situations designed to elicit the behavior of interest, which describes well the scenario in this item. Naturalistic observation is also an observational method, but refers to situations in which researchers go into everyday settings and observe unobtrusively rather than setting up a controlled situation.
1.94. The fact that people do not always remember their own behavior correctly poses the most significant problem for which of the following research methods?
a. an experiment
b. a psychological test
c. a survey
d. a correlational study
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Analyze It
Moderate
Rationale: Because a survey always asks people to respond based on their memory or their opinions, memory distortions are especially a problem for this research method. Experiments, tests, and correlational studies can also ask participants about their memory for events.
1.95. Dr. Abboud wants to better understand how college students solve problems involving moral dilemmas. To do so, he passes out questionnaires to students in his developmental psychology class, asking them to respond. In Dr. Abboud’s study, the students in his class would be considered the ________ and all college students would be considered the ___________.
a. population; sample
b. sample; population
c. random sample; representative sample
d. representative sample; random sample
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Analyze It
Moderate
Rationale: This question centers on understanding that a sample consists of a selection of individuals who participate in a study. Researchers study the characteristics or responses of a sample in order to generalize conclusions to the whole group of interest, defined as the population. The distinction between a random sample (where all members of the population are equally likely to be included in the sample) and a representative sample (where the sample is specifically selected so members represent the population in important ways) is not what this question is asking about.
1.96. Bob and Tim are 16-year-old twins who are contacted every three years and asked to complete a series of psychological tests. The type of research study they most likely are part of is called:
a. cross-sectional study
b. longitudinal study
c. age cohort study
d. sequential-cohort study
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Apply What You Know
Difficult
Rationale: In longitudinal studies, the same participants are studied at various points in time to see how they change as they age. Since this example suggests only one cohort that is studied every three years, the sequential-cohort study is not correct (because there is only one cohort), nor is the cross-sectional study (because participants are studied at more than one point in time).
1.97. Dr. Martinez is interested in how thinking changes in adolescence and early adulthood. She identifies two hundred 18-year-olds and has them respond to a written set of questions. She then waits four years, contacts them all again, and has them respond to a similar set of questions. Finally, she waits another four years, contacts the people again (who are now 26 years old), and asks them one last time to respond to her questions. The study Dr. Martinez has conducted is best considered an example of:
a. a longitudinal study
b. a cross-sectional study
c. a sequential-cohort study
d. an age-cohort experiment
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Analyze It
Moderate
Rationale: A longitudinal study identifies a cohort of participants and studies them at various points in time to see how they change as they age. That is what Dr. Martinez’s study does.
1.98. Dr. Albert is interested in how thinking changes in adolescence and early adulthood. She identifies a group of people who are 18 years old, a second group who are 22 years old, and a third group who are 26 years old. She asks participants in all three groups to answer some questions testing their moral reasoning skills. Her research study is best considered an example of:
a. a longitudinal study
b. a cross-sectional study
c. a sequential-cohort study
d. an age-cohort experiment
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Analyze It
Moderate
Rationale: A cross-sectional study compares people of different ages at one point in time. That is what Dr. Albert has done in this example.
1.99. Which research design tests groups of subjects of different ages, all at the same time?
a. cross-sectional design
b. longitudinal design
c. sequential design
d. age cohort design
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Understand the Concept
Easy
1.100. A researcher interested in studying how friendship changes with age asks students in first-, third-, fifth-, seventh-, ninth-, and eleventh-grades to complete a questionnaire. What type of research design is this researcher using?
a. sequential-cohort
b. longitudinal
c. cross-sectional
d. age cohort
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Analyze It
Moderate
Rationale: Cross-sectional designs compare individuals of different ages at one point in time. In this example, students of different ages (as signified by their different grades) are compared to one another at one point in time (the time that the questionnaire is completed).
1.101. A researcher studies a group of 1-year-olds, 4-year-olds, and 7-year-olds for one day, and
compares the different age groups in terms of their independence. What research design is the researcher using?
a. longitudinal
b. cross-sectional
c. sequential-cohort
d. age cohort
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Analyze It
Moderate
Rationale: Cross-sectional designs compare individuals of different ages at one point in time. Since this example suggests only one cohort that is studied on one day, the sequential-cohort study is not correct (because there is only one cohort), nor is the longitudinal study (because participants are studied at only one point in time).
1.102. If a researcher combined the method used in a cross-sectional design with that used in a longitudinal design, the result would be called:
a. an experiment
b. a mixed design
c. a correlational design
d. a sequential-cohort design
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Understand the Concept
Moderate
1.103. The sequential-cohort design combines the longitudinal and cross-sectional designs by:
a. testing several age groups at several different times
b. testing a single individual in a number of situations
c. matching people of different ages or cohorts on a number of relevant factors
d. testing a different cohort each year of the sequence
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Evaluate It
Moderate
Rationale: In the sequential-cohort design, several overlapping cohorts of different ages are studied longitudinally.
1.104. A researcher collects data on a group of children age 4 and another group age 6. He then waits three years, and collects similar data on these same groups of children, who now are ages 7 and 9. His research design is an example of:
a. a sequential-cohort design
b. a cross-sectional design
c. a longitudinal design
d. a correlational design
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Evaluate It
Difficult
Rationale: A sequential-cohort design involves the study of two or more overlapping cohorts of different ages that also are studied longitudinally. That is what this researcher’s study does.
1.105. A researcher studies how individuals born during the 1940s compare to individuals born
during the 1970s with regard to political participation. The groups of individuals are called:
a. reference groups
b. alliances
c. support groups
d. cohorts
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Apply What You Know
Moderate
Rationale: Groups of individuals of different ages studied in cross-sectional and sequential-cohort designs are referred to as cohorts.
1.106. The strength and direction of a relationship between two factors is represented by a
statistic called a(n):
a. empirical coefficient
b. experiment coefficient
c. correlation coefficient
d. causal coefficient
Module: 1.4.3: Correlation as a Descriptive Tool
Learning Objective 1.4
Understand the Concept
Easy
1.107. Suppose a researcher wishes to study the relationship between a high-protein diet and school performance. She asks students to record their eating habits for a week and compares their protein consumption to their grade point average in school. If she finds that students who eat more protein generally get better grades, it would be appropriate to conclude that she has identified a:
a. positive correlation
b. negative correlation
c. causal relationship
d. “zero order” correlation
Module: 1.4.3: Correlation as a Descriptive Tool
Learning Objective 1.4
Analyze It
Difficult
Rationale: Positive correlations describe relationships where as one variable increases the other variable increases as well. In this example, protein consumption increases as grade point average increases.
1.108. Suppose you find that as children get older, they have larger vocabularies. You have found a _____________ correlation between age and vocabulary size.
a. sequential
b. confounded
c. negative
d. positive
Module: 1.4.3: Correlation as a Descriptive Tool
Learning Objective 1.4
Analyze It
Moderate
Rationale: A positive correlation is the term used to describe relationships between variables in which, as one variable increases in number, the other variable increases also. Here, age is increasing along with vocabulary, making this a positive correlation.
Experimental Approaches: The Study of Cause and Effect
Learning Objective 1.5: Evaluate the experimental approach to studying human development
1.109. A researcher investigating the effect of peer tutoring on reading skills studies two groups of children in remedial reading classes. One group receives peer tutoring three times a week for three months, the other group does not. At the end of the three months, the two groups are tested in reading skills. What is the independent variable in this experiment?
a. peer tutoring versus no tutoring
b. reading skills level at the beginning of the experiment
c. reading skills level at the end of the experiment
d. reading skills test itself
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Analyze It
Difficult
Rationale: An independent variable is the variable in an experiment that is manipulated in order to observe its effects on the dependent variable. In this example, the researcher manipulates whether children receive peer tutoring or not and observes the effects on reading skills at the end of the experiment.
1.110. A researcher investigating the effect of peer tutoring on reading skills studies two groups of children in remedial reading classes. One group receives peer tutoring three times a week for three months, the other group does not. At the end of the three months, the two groups are tested in reading skills. What is the dependent variable in this experiment?
a. peer tutoring versus no tutoring
b. reading skills level at the beginning of the experiment
c. reading skills level at the end of the experiment
d. the number of children in each group
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Analyze It
Difficult
Rationale: The dependent variable is the variable in an experiment that changes as a result of manipulating the independent variable. In this example, the researcher manipulates whether children receive peer tutoring or not and observes the effects on reading skills at the end of the experiment.
1.111. In an experiment testing the effects of a drug on behavior, whether or not a subject receives a drug represents the:
a. dependent variable
b. independent variable
c. control variable
d. random variable
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Understand the Concept
Moderate
1.112. Which of the following statements best describes the role of a dependent variable?
a. It is the variable that the researchers manipulate.
b. It is the variable that the researchers measure.
c. It is the variable also known as the treatment.
d. It is a type of variable used in laboratory research, but not application research.
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Understand the Concept
Easy
1.113. In an experiment, the variable that the researcher manipulates is called the:
a. dependent variable
b. independent variable
c. controlled variable
d. uncontrolled variables
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Understand the Concept
Easy
1.114. A researcher studies how the scores children receive on a spelling test are affected by the
amount of sugar they consumed for breakfast. She identifies a group of children and feeds half of them a high-sugar breakfast and feeds the other half a low-sugar breakfast. She gives them the spelling test three hours later. In this study, what is the independent variable?
a. the number of words the children can spell correctly on the spelling test
b. the number of children tested in the study
c. amount of sugar eaten for breakfast
d. the difficulty of the words on the spelling test
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Evaluate It
Difficult
Rationale: An independent variable is the variable in an experiment that is manipulated in order to observe its effects on the dependent variable. In this example, the researcher looks at how the amount of sugar consumed (independent variable) affects the dependent variable (scores on a spelling test).
1.115. Which of the following methods of assigning participants to groups in an experiment is the best example of random sampling?
a. putting the girls in one group and the boys in another
b. making sure that children are able to select the group to which they want to belong
c. putting all children’s names in a hat and drawing names to form the groups, even if this results in having unequal numbers of boys and girls in the groups
d. having the teacher assign children to groups in order to best separate friends from each other
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Evaluate It
Moderate
Rationale: Random sampling involves placing people in groups so that the groups are roughly equivalent. When children self-select their groups, they are likely to be unequal in important ways. Having a teacher assign children, although better than letting children self-select, may also result in a non-random sampling, since the teacher may be placing children with some specific strategy in mind. Random sampling is best done by drawing names because no bias of any sort can enter into this selection method.
1.116. In Bandura’s Bobo doll experiment, the independent variable was:
a. the reward or punishment given to the adult who “beat up” the Bobo doll
b. the size of the Bobo doll given to the child
c. the amount of aggressiveness the child displayed toward the Bobo doll
d. the amount of time the child spent beating on the Bobo doll
Module: 1.5.2: The Bobo Doll Experiment
Learning Objective 1.5
Understand the Concept
Moderate
1.117. In Bandura’s Bobo doll experiment, the amount of aggressive the child showed toward the Bobo doll was the:
a. control variable
b. independent variable
c. dependent variable
d. cohort effect
Module: 1.5.2: The Bobo Doll Experiment
Learning Objective 1.5
Understand the Concept
Moderate
1.118. Suppose that Dr. Robinson wants to study the effect of sex on problem-solving behavior. Because sex is not a variable that can be randomly assigned, he knows that he will need to use a _____________ research method to study this relationship.
a. cross-sectional
b. longitudinal
c. sequential-cohort
d. quasi-experimental
Module: 1.5.3: The Quasi-Experimental Method
Learning Objective 1.5
Analyze It
Moderate
Rationale: Cross-sectional, longitudinal, and sequential-cohort studies all study people in different age groups or at different points in time. These are not experimental methods. Because the research problem described in this question is essentially an experimental method (studying the effect of sex on problem-solving behavior), the quasi-experimental method is the approach that still allows an independent variable to be studied, even when it cannot be randomly assigned (sex).
1.119. Which of the following variables cannot be studied in a true experimental design, but can be studied in a quasi-experimental design:
a. whether one was raised in a single-parent or two-parent household
b. whether a person is fed a high-protein or a low-protein diet
c. whether a person is asked to solve easy problems versus hard problems in a study
d. whether a person is assigned a daytime work shift or a nighttime work shift at the job
Module: 1.5.3: The Quasi-Experimental Method
Learning Objective 1.5
Analyze It
Difficult
Rationale: A quasi-experimental method is used when the independent variable of interest cannot be randomly assigned to participants. Here, one was raised in either a single-parent or two-parent household, which is a fact that cannot be manipulated or assigned. The other variables can be assigned in a random fashion.
1.120. Suppose that Dr. Jones reads about a new study with an interesting result. She decides to repeat the study in her own lab to see if she gets the same result. In this case, Dr. Jones’s study would best be considered a(n):
a. validation study
b. correlational study
c. replication
d. independent study
Module: 1.5.4: Replication
Learning Objective 1.5
Analyze It
Moderate
Rationale: A replication involves repeating a study to see if the original results are obtained again.
1.121. Dr. Brown conducts a study that results in a very surprising result. To be sure this result is reliable, Dr. Brown repeats the study to see if she obtains the same results a second time. This scenario is best thought of as an example of:
a. a cross-sectional method
b. a longitudinal method
c. a dependent method
d. a replication
Module: 1.5.4: Replication
Learning Objective 1.5
Analyze It
Moderate
Rationale: A replication involves repeating a study to see if the original results are obtained again.
Ethics in Developmental Research
Learning Objective 1.6: Analyze ethical concerns associated with developmental research
1.122. A screening committee rejected a research proposal to study frustration in children because the method involved exposing 5-year-olds to repeated failure on a series of highly difficult tasks. The committee’s decision to reject this study reflected their concern about which ethical principle?
a. informed consent
b. privacy
c. beneficial treatments
d. protection from harm
Module: 1.6.1: Protection from Harm
Learning Objective 1.6
Evaluate It
Difficult
Rationale: Under certain circumstances, a psychologist may study humans under conditions that involve minimal risk. However, under no circumstances should research be conducted that has the potential for serious or lasting physical or psychological harm. In this example, exposing 5-year-olds to repeated failure might lead these children to doubt their own abilities even after the study ends, suggesting the potential for lasting psychological harm.
1.123. When George agrees to participate in a research study, he is told that he may quit at any point for any reason. The reason for this option of quitting is required by the ethical guideline the text refers to as:
a. informed consent
b. protection from harm
c. beneficial treatments
d. privacy and confidentiality
Module: 1.6.2: Informed Consent
Learning Objective 1.6
Analyze It
Moderate
Rationale: The text defines informed consent as involving a statement of the procedures and risks, as well as the obligations of the participants and the researchers. It gives an example of informed consent as the participant’s right to discontinue participation at any point for any reason without fear of punishment.
1.124. According to the text, which ethical principle holds that people should participate voluntarily, should be told fully of the nature and possible consequences of the experiment, and should not be offered excessive rewards to participate?
a. privacy
b. beneficial treatments
c. informed consent
d. protection from harm
Module: 1.6.2: Informed Consent
Learning Objective 1.6
Understand the Concept
Easy
1.125. A researcher obtains individuals’ permission before randomly assigning them to the treatment or the control group. She is complying with the basic ethical principle regarding:
a. freedom from harm
b. informed consent
c. use of deception
d. maintenance of privacy
Module: 1.6.2: Informed Consent
Learning Objective 1.6
Evaluate It
Easy
Rationale: Informed consent refers to the ethical principle that people should participate in research voluntarily, be fully informed of the nature and possible consequences of the research, and not be coerced in any way. In this situation, the researcher is ensuring that informed consent exists.
1.126. As part of a research project, the experimenter collects personal information from the participants in the study, such as their religious preference, their sexual history, and their grade point average in high school. The experimenter must take care to never share this information without the participants’ consent, an agreement which usually is understood to be consistent with the ethical principle referred to as:
a. privacy
b. replication
c. informed consent
d. protection from harm
Module: 1.6.3: Other Ethical Concerns
Learning Objective 1.6
Analyze It
Moderate
Rationale: Privacy means that personal information about participants is not divulged with the person’s consent.
Changing Perspectives: Children and War
1.127. Eighteen-year-old Trisha is experiencing the following symptoms: frequent sleep disturbances, the inability to feel normal emotions, problems controlling her impulses, and difficulty concentrating. She walks around much of the time in a “daze,” and she often complains of pain in her neck and of feeling generally “ill.” Based on information presented in the text, you would conclude that Trisha may be suffering from:
a. post-traumatic stress disorder (PTSD)
b. human immunodeficiency virus (HIV)
c. childhood onset schizophrenia
d. a low IQ
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Apply What You Know
Moderate
Rationale: The symptoms mentioned in this question are exactly those listed in the text for PTSD, which is discussed in the context of the trauma associated with war. HIV, schizophrenia, and low IQ are not discussed in this chapter and they do not have symptom patterns that would correspond to those of PTSD.
1.128. According to the text, the children who fare best in times of war are those who:
a. have rigid and concrete ways of thinking about the world around them
b. use a single coping strategy, rather than a range of coping strategies
c. who have loving parents and good peer relationships
d. who have few friends, so they experience a lesser sense of loss
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Understand the Concept
Moderate
1.129. According to the text, in the 1990s, there were 50 regions in the world at war. In about how many of these regions were children involved as soldiers?
a. 2 regions
b. 6 regions
c. about 14 regions
d. about 34 regions
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Analyze It
Difficult
Rationale: The text notes that of the 50 regions of the world at war in the 1990s, about two-thirds involved underage soldiers in their conflicts.
Current Issues: Fragile Families and Child Well-Being
1.130. The participants in the “Fragile Families and Child Well-Being Study” were:
a. children born with birth defects
b. children born to single-parent, economically poor mothers or fathers
c. married and unmarried couples who had just had their first baby
d. teachers working in school districts where most of the children were defined as “at risk”
Module: 1.4.2: Studying Development Across Time
Learning Objectives 1.4
Understand the Concept
Moderate
1.131. The original phase of the “Fragile Families and Child Well-Being Study” assessed children at which of the following ages?
a. at birth and at age 5, when they entered school
b. at birth, and at 12, 30, and 48 months of age
c. at birth, at age 10, and at age 18
d. at birth and at age 16
Module: 1.4.2: Studying Development Across Time
Learning Objectives 1.4
Understand the Concept
Moderate
1.132. What was the primary purpose of the “Fragile Families and Child Well-Being Study?”
a. to determine health risks for children exposed to drugs and alcohol during the prenatal period
b. to identify characteristics associated with fathers who were most likely to abandon their children
c. to evaluate the impact of child welfare legislation that provided benefits for unwed mothers
d. to evaluate the impact of poverty and environmental stress on the development of young children
Module: 1.4.2: Studying Development Across Time
Learning Objectives 1.4
Understand the Concept
Easy
Short Answer questions:
The Nature of Human Development
Learning Objective 1.1: Outline lifespan changes according to different developmental domains
1.133. Give an example of how a biological milestone is used to mark the transition from one development stage or period to the next. Give a second example of how these developmental stages are sometimes divided by cultural milestones.
Module: 1.1.1; 1.1.2
Learning Objective 1.1
Apply What You Know
Moderate
1.134. What is the essential difference between “maturation” and “learning”?
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Evaluate It
Moderate
1.135. Describe two important differences between collectivist and individualist cultures.
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Evaluate It
Moderate
1.136. In your own words, describe what it means to state: “development occurs within a sociocultural context.”
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.1
Apply What You Know
Moderate
1.137 Give an example of a developmental question that would appropriately fit into each of the following domains: the physical domain, the cognitive domain, the personality domain, and the sociocultural domain.
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Apply What You Know
Difficult
Biological and Psychodynamic Frameworks for Human Development
Learning Objective 1.2: Differentiate biological and psychodynamic views of human development
1.138. How do scientific theories differ from other ways of drawing conclusions, for example, from the advice given in cultural proverbs?
Module: 1.2.1: The Role of Theory
Learning Objective 1.2
Analyze It
Difficult
1.139. Biological evolution rests on the concept of “survival of the fittest.” From an evolutionary point of view, how does a “fit” individual differ from a “less fit” individual?
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
1.140. Identify the primary functions of the id, the ego, and the superego, according to Freud’s theory.
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
Behavioral and Cognitive Frameworks for Human Development
Learning Objective 1.3: Describe behavioral and cognitive views of human development
1.141. Give an example of something that is learned as the result of classical conditioning, something learned through operant conditioning, and something learned primarily as the result of social learning.
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Apply What You Know
Difficult
1.142. Define Piaget’s concepts of assimilation and accommodation and give an example of each.
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Apply What You Know
Difficult
1.143. Cite a major way in which Vygotsky’s theory differs from that proposed by Piaget.
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Moderate
1.144. Describe why Bronfenbrenner’s bioecological model is a good example of systems theories.
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Difficult
The Scientific Approach: Descriptive and Chronological Methods
Learning Objective 1.4: Compare descriptive and chronological approaches to studying human development
1.145. State why developmental psychology is considered to be a science.
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Evaluate It
Difficult
1.146. What is the major difference between naturalistic observation methods and laboratory observation methods? When is each most likely to be used?
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Analyze It
Moderate
1.147. Contrast the longitudinal and cross-sectional research designs. Identify advantages and disadvantages of each.
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Evaluate It
Moderate
1.148. What are the most important advantages and disadvantages of correlation as a research method for studying human development?
Module: 1.4.3: Correlation as a Descriptive Tool
Learning Objective 1.4
Evaluate It
Moderate
Experimental Approaches: The Study of Cause and Effect
Learning Objective 1.5: Evaluate the experimental approach to studying human development
1.149. Give an example of how a researcher might randomly assign 20 participants to two experimental treatment groups.
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Apply What You Know
Moderate
1.150. What was the major finding in Albert Bandura’s Bobo doll study?
Module: 1.5.2: The Bobo Doll Experiment
Learning Objective 1.5
Evaluate It
Moderate
1.151. Why would a quasi-experimental method be used instead of a true experiment?
Module: 1.5.3: The Quasi-Experimental Method
Learning Objective 1.5
Evaluate It
Moderate
1.152. In your own words, explain why researchers value replications of studies or experiments.
Module: 1.5.4: Replication
Learning Objective 1.5
Evaluate It
Difficult
Ethics in Developmental Research
Learning Objective 1.6: Analyze ethical concerns associated with developmental research
1.153. What is the primary purpose of an Institutional Review Board (IRB)?
Module: 1.6.1: Protection from Harm
Learning Objective 1.6
Evaluate It
Moderate
1.154. Describe what the ethical principle of “informed consent” requires researchers to do.
Module: 1.6.2: Informed Consent
Learning Objective 1.6
Evaluate It
Moderate
1.155. Cite three ethical concerns that any developmental researcher must consider when planning and conducting a study.
Module: 1.6.3: Other Ethical Concerns
Learning Objective 1.6
Understand the Concept
Moderate
Essay questions:
The Nature of Human Development
Learning Objective 1.1: Outline lifespan changes according to different developmental domains
1.156. In your own words, describe what is meant by the term “interaction” and give an example of how biological and environmental forces interact to influence human development.
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objectives 1.1
Evaluate It
Difficult
1.157. Suggest two advantages associated with breaking the human lifespan into periods or stages of development for the purposes of studying how development proceeds.
Module: 1.1.1: A Chronological Approach to Human Development
Learning Objective 1.1
Evaluate It
Moderate
1.158. The nature-nurture debate has received a great deal of attention in developmental psychology. In your own words, explain this debate. Provide one example of an influence on development that represents “nature” and one that represents “nurture.”
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Evaluate It
Difficult
1.159. Describe an activity assigned to grade school children that would reflect the values inherent in a collectivist society and another activity that would reflect values inherent in an individualist culture. Then identify the significant ways in which these two types of activities differ, and discuss why those differences are reflective of the cultures they represent.
Module: 1.1.2: Biology and Environment
Learning Objective 1.1
Analyze It
Difficult
1.160. Describe how attitudes toward children in Western civilization have changed since the time of ancient Greece.
Module: 1.1.3: The Sociocultural Context
Learning Objective 1.4
Evaluate It
Moderate
1.161. This chapter suggests that developmental changes can be thought of as involving physical changes (such as changes in brain development of motor coordination), cognitive changes (including how we think about situations and solve problems), and social changes (such as how emotions and social skills develop with age). Give an example of how physical development can affect cognitive development, and one of how cognitive development may affect social development.
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Analyze It
Difficult
1.162. Why is interaction such an important concept in the study of human development? As part of your answer, give an example of how the physical and cognitive domains of development interact. Give another example of how the personality and the sociocultural domains interact.
Module: 1.1.4: The Domains of Human Development
Learning Objective 1.1
Evaluate It
Difficult
Biological and Psychodynamic Frameworks for Human Development
Learning Objective 1.2: Differentiate biological and psychodynamic views of human development
1.163. Thinking back on the proverbs presented in this chapter, suggest a proverb that your parents or caregivers repeated to you during your childhood. What lesson did this proverb provide?
Module: 1.2.1: The Role of Theory
Learning Outcome 1.2
Evaluate It
Moderate
1.164. If a student said, “I don’t want to learn about theories of human development because they seem to contradict each other,” what should be your response?
Module: 1.2.1
Learning Objective 1.2
Evaluate It
Moderate
1.165. Describe two ways in which an understanding of developmental neuroscience helps researchers studying cognitive development, and those studying personality development, better explain human behavior.
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Apply What You Know
Moderate
1.166. In your own words, describe the process of natural selection, emphasizing how this theory explains how species change across large numbers of generations.
Module: 1.2.2: Biological Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
1.167. Compare Freud’s and Erikson’s theories of human development by explaining at least one feature they have in common and at least two ways in which they differ.
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
1.168. Describe at least two important ways that psychodynamic views of development differ from behavioral views.
Module: 1.2.3: Psychodynamic Views of Human Development
Learning Objective 1.2
Analyze It
Difficult
Behavioral and Cognitive Frameworks for Human Development
Learning Objective 1.3: Describe behavioral and cognitive views of human development
1.169. Give an example of how a phobia—such as a fear of large dogs—might be acquired via classical conditioning.
Module: 1.3.1: Behavioral Views of Human Development
Learning Objective 1.3
Analyze It
Moderate
1.170. Suppose that a child has a schema for “shapes” that includes a circle, a square, and a triangle. Now, the child is shown an irregular four-sided shape, one that looks like a lopsided rectangle. Using Piaget’s concepts of “assimilation” and “accommodation,” suggest how the child would respond to the new shape if she attempted to assimilate it, and if she attempted to accommodate it.
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Analyze It
Difficult
1.171. Consider the views of Lev Vygotsky and Jean Piaget on cognitive development. How are they alike? How do they differ?
Module: 1.3.2: Cognitive Views of Human Development
Learning Objective 1.3
Evaluate It
Difficult
1.172 What does it mean to say that the study of human development is “plastic.” Give an example that demonstrates this statement.
Module: 1.3.3: Integrating Theoretical Approaches
Learning Objective 1.3
Evaluate It
Moderate
The Scientific Approach: Descriptive and Chronological Methods
Learning Objective 1.4: Compare descriptive and chronological approaches to studying human development
1.173. Suggest two advantages associated with studying human development from a scientific, as opposed to a non-scientific, perspective.
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Evaluate It
Moderate
1.174. Identify a research topic in the field of human development that would best be examined using a case study method, a survey method, and an experimental method.
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Apply What You Know
Moderate
1.175. Sometimes parents record significant events in their baby’s life in a “baby book,” noting stories about various developmental milestones, such as the baby’s first word, or first toy. How would such a book be similar to, and different from, a case study?
Module: 1.4.1: Descriptive Methods: Case Studies
Learning Objective 1.4
Evaluate It
Moderate
1.176. Describe how you might conduct a sequential-cohort design study to explore the question: How do adults in early adulthood, middle adulthood, and older adulthood react to the death of their spouse?
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Evaluate It
Difficult
1.177. Suppose that researchers were interested in studying how problem-solving skills change throughout childhood and into adulthood, from age 2 to age 40. Why would researchers choose a cross-sectional approach over a longitudinal approach to study this question? Cite two possible disadvantages of choosing the cross-sectional approach.
Module: 1.4.2: Studying Development Across Time
Learning Objective 1.4
Evaluate It
Difficult
1.178. Suppose a major study found a large positive correlation between the amount of fat included in people’s diets and the degree to which they are overweight. What are three possible causal explanations that might describe this correlational finding?
Module: 1.4.3: Correlation as a Descriptive Tool
Learning Objective 1.4
Analyze It
Moderate
Experimental Approaches: The Study of Cause and Effect
Learning Objective 1.5: Evaluate the experimental approach to studying human development
1.179. Describe how you might conduct an experiment to study this question: Does learning a second language in third grade improve scores on reading tests given in sixth grade?
Module: 1.5.1: Experiments Focusing on Groups
Learning Objective 1.5
Analyze It
Moderate
1.180. Describe Albert Bandura’s experimental procedure in his “Bobo doll” study. Identify what was the independent variable and the dependent variable. What was the central result?
Module: 1.5.2: The Bobo Doll Experiment
Learning Objective 1.5
Analyze It
Moderate
1.181. What is the most important way that a quasi-experimental method differs from a true experimental method? Give an example for a study that would require using the quasi-experimental method.
Module: 1.5.3: The Quasi-Experimental Method
Learning Objective 1.5
Evaluate It
Moderate
1.182. What is involved in conducting a “replication” of a study? Why is replication an important component in a scientific approach for understanding human development?
Module: 1.5.4: Replication
Learning Objective 1.5
Analyze It
Moderate
Ethics in Developmental Research
Learning Objective 1.6: Analyze ethical concerns associated with developmental research
1.183. Explain the role of an Institutional Review Board (IRB) in ensuring that research is conducted in such a way that research participants are not harmed. Describe three different questions that IRBs must ask as they evaluate a proposed study.
Module: 1.6.1: Protection from Harm
Learning Objective 1.6
Evaluate It
Difficult
1.184. Describe how a researcher might guarantee that the ethical standard of informed consent is met in a study that uses deception.
Module: 1.6.2: Informed Consent
Learning Objective 1.6
Evaluate It
Moderate
1.185. Ethical standards for conducting research with humans requires that researchers protect the privacy of participants in their studies. Give an example of each of two different ways in which privacy can be defined, and suggest a step a researcher could take to make sure that each type of privacy was appropriately protected.
Module: 1.6.3: Other Ethical Concerns
Learning Objective 1.6
Analyze It
Difficult