Q&A Hero

Q: The _____ period is the time from conception to birth. A. perinatal B. prenatal C. neonatal D.

Q: The developmental period, when one is an infant, adolescent, or middle-aged person, refers to: A. a historical circumstance common to people of a particular generation. B. a time frame in a person's life that is characterized by certain features. C. a time frame in which a person experiences maximum change. D.

Q: The connection across biological, cognitive, and socioemotional processes is most obvious in the two rapidly emerging fields of: A. developmental cognitive neuroscience and developmental social neuroscience. B. developmental biological neuroscience and developmental social neuroscience. C. developmental socioemotional pharmacology and developmental biological pharmacology. D.

Q: _____ processes involve changes in the individual's relationships with other people, changes in emotions, and changes in personality. A. Cognitive B. Biological C. Socioemotional D.

Q: _____ processes refer to changes in the individual's thought, intelligence, and language. A. Cognitive B. Biological C. Socioemotional D.

Q: Changes in motor skills, nutrition, exercise, the hormonal changes of puberty, and cardiovascular decline are all examples of _____ processes that affect development. A. cognitive B. biological C. socioemotional D.

Q: Two concepts that help provide a framework for describing and understanding an individual's development are: A. developmental attributes and behavior. B. developmental characteristics and traits. C. developmental challenges and opportunities. D.

Q: Compared with earlier decades, U.S. adults today are: A. more likely to be married. B. more likely to be childless. C. less likely to be living alone. D.

Q: Going by current trends, 86-year-old Matilda is likely to be living: A. with a spouse. B. with children. C. by herself. D.

Q: _____ is(are) a national government's course of action designed to promote the welfare of its citizens. A. Social policy B. Generational policy C. Cultural legislation D.

Q: Socioeconomic status (SES) refers to: A. the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation. B. a person's position within society based on occupational, educational, and economic characteristics. C. the degree to which development is similar or universal across cultures. D.

Q: Dr. Wilman is researching the place women occupy in families in Japan and the U.S. Dr. Wilman is conducting a(n) _____ study. A. longitudinal B. ethnocentric C. cross-cultural D.

Q: _____ encompasses the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation. A. Culture B. Genotype C. Phenotype D.

Q: Agatha is 83 years old. According to Baltes and his colleagues, _____ and _____ in her capacities will take center stage. A. growth; maintenance B. maintenance; regulation of loss C. regulation of loss; augmentation D.

Q: Keith has won the lottery and now has more money than he ever thought. This incident will likely affect Keith's development and is an example of a: A. normative history-graded influence. B. nonnormative life event. C. nonnormative history-graded influence. D.

Q: Nonnormative life events: A. do not happen to all people. B. happen to younger children, but not to older adults. C. are common to people of a particular generation. D.

Q: When she was a child, Anna's home was wrecked by a tornado and her neighbor was killed. More than 30 years later, she is still terrified of storms. This is an example of how a ____ event can influence a person's development.A.normative age-gradedB.normative generationalC.nonnormative lifeD.normative history-graded

Q: The cultural makeup of the U.S. population has changed over the past few years due to immigration and other factors. Such long-term changes in the genetic and cultural makeup of a population are part of:A.nonnormative multidirectional change.B.normative historical change.C.nonnormative life events.D.nonnormative demographic change.

Q: Influences that generally affect a generation (for example, the effect of the Vietnam war on the baby boomers) are considered _____ influences.A.nonnormative multidirectionalB.normative age-gradedC.nonnormative age-gradedD.normative history-graded

Q: By age 51, most women enter menopause. This is an example of how a biological process can exert a _____ influence on development.A.normative history-gradedB.nonnormative multidirectionalC.normative age-gradedD.nonnormative age-graded

Q: _____ include biological processes such as puberty and menopause. They also include sociocultural, environmental processes such as beginning formal education and retirement.A.Normative age-graded influencesB.Normative history-graded influencesC.Normative life eventsD.Nonnormative life events

Q: "Individuals are changing beings in a changing world". Which characteristic of development is reflected in this statement?A.Development is multidisciplinaryB.Development is contextualC.Development is multidimensionalD.Development is multidirectional

Q: Psychologists, sociologists, anthropologists, neuroscientists, and medical researchers all share an interest in unlocking the mysteries of development through the life span. This indicates how development is:A.multidirectional.B.plastic.C.multidisciplinary.D.multidimensional.

Q: "You can't teach an old dog new tricks". This old saying refutes Paul Baltes' life-span perspective that views development as being:A.plastic.B.multidisciplinary.C.lifelong.D.contextual.

Q: Tzu-Chiang is 55 years old and is currently enrolled in a college algebra course. He is pleasantly surprised that he is performing well in the course despite not taking a formal math class for over 30 years. Researchers would consider this an instance that illustrates how development is:A.plastic.B.multidisciplinary.C.lifelong.D.contextual.

Q: _____ means the capacity for change.A.ElasticityB.PlasticityC.ContextualityD.Tenacity

Q: Many individuals become wiser as they age, but their performance on tasks that require speed in processing information starts to decline. This illustrates how throughout life, some dimensions or components of a dimension expand and others shrink, or how development is:A.plastic.B.contextual.C.multidisciplinary.D.multidirectional.

Q: Dr. Tepper-Harmon believes that life-span development cannot be studied without considering biological, socioemotional, and cognitive dimensions. Dr. Tepper-Harmon believes that development is:A.lifelong.B.contextual.C.multidimensional.D.plastic.

Q: The idea that no age period dominates development highlights the life-span perspective that development is:A.plastic.B.contextual.C.multidimensional.D.lifelong.

Q: If you subscribe to Paul Baltes' perspective of life-span development, which of the following statements would you NOT agree with?A.Development is lifelongB.Development is unidirectionalC.Development is plasticD.Development is contextual

Q: The life expectancy in the United States is currently:A.60 years.B.78 years.C.85 years.D.53 years.

Q: Life expectancy in the United States has increased by _____ years during the twentieth century.A.20B.10C.30D.50

Q: The maximum life span of humans:A.has increased over time.B.has not changed since the beginning of recorded history.C.has matched their life expectancy in recent times.D.is about 65 years as the first decade of the twenty-first century draws to a close.

Q: On your first day of class, Professor Red-Elk claims that for too long we have focused on the development of young children, especially infants. She argues that the development of adults and elderly people is just as important. This professor is articulating a(n) _____ approach.A.evolutionaryB.constructivistC.normativeD.life-span

Q: Two developmental psychologists are having a conversation. One believes in the traditional approach of developmental change, whereas the other believes in the life-span approach. The two are most likely differ on:A.whether developmental change starts at birth or at conception.B.whether the tabula rasa or the innate goodness positions were correct.C.whether most developmental change occurs from birth to adolescence or throughout adulthood as well as childhood.D.whether the earlier theorists, such as Freud and Jung, were correct or whether the later theorists such as Piaget and Skinner were correct about developmental change.

Q: When taking his psychology class, Professor Sharma emphasizes that developmental change occurs throughout adulthood as well as childhood. Professor Sharma is taking a(n) _____ approach to developmental change.A.life-spanB.evolutionaryC.normativeD.constructivist

Q: The _____ approach to the study of development emphasizes extensive change from birth to adolescence, especially during infancy, little or no change in adulthood, and decline in old age.A.prescriptiveB.constructivistC.traditionalD. evolutionary

Q: Development can be defined as the pattern of movement or change that:A. begins at childhood and continues until adulthood.B. begins at conception and continues until adulthood.C. begins at birth and continues through the human life span.D. begins at conception and continues through the human life span.

Q: Gertrude, 9, has been placed in the 98th percentile in terms of her BMI. Her doctor would likely tell her parents that she is: A. of a healthy weight. B. at risk for being overweight. C. overweight. D.

Q: In 20112012, _____ percent of 6- to 11-year-old U.S. children were classified as obese, which is essentially unchanged from 20092010.

Q: Being overweight is defined in absolute relation to a person's _____. A. height B. body mass index C. weight D.

Q: What is the most common cause of death for children in middle childhood? A. Motor vehicle accidents B. Drowning C. Cancer D.

Q: Eight-year-old Ella can use scissors to cut small paper dolls out of construction paper, something she could not do at age 3. What best accounts for her improving dexterity? A. Increased cortical thickening in the temporal lobe. B. Increased myelination of the central nervous system. C. Increased bone ossification. D.

Q: The improvement of fine motor skills during middle and late childhood is a reflection of: A. increased myelination of the central nervous system. B. advances in the prefrontal cortex. C. an increase in the neurotransmitter dopamine. D.

Q: Advances in the _____ of the brain are linked to children's _____. A. parietal lobe; sharper color and peripheral vision B. occipital lobe; better spatial skills C. prefrontal cortex; improved attention, reasoning, and cognitive control D.

Q: During elementary school years, head circumference and waist circumference: A. increase in relation to body height. B. decrease in relation to body weight. C. increase in relation to body weight. D.

Q: On average, children gain _____ pounds per year during middle and late childhood. A. 1 to 2 B. 2 to 3 C. 5 to 7 D.

Q: During the elementary school years, children grow an average of _____ inches a year. A. 1 to 2 B. 2 to 3 C. 5 to 7 D.

Q: What is bilingual education? What are the positive aspects of bilingual education?

Q: Is giftedness a product of heredity or environment? Give one example. It is likely that giftedness is a product of both heredity and environment. Individuals who are gifted recall that they had signs of high ability in a particular area at a very young age, prior to or at the beginning of formal training. This suggests the importance of innate ability in giftedness. However, researchers have also found that individuals with world-class status in the arts, mathematics, science, and sports all report strong family support and years of training and practice. Deliberate practice is an important characteristic of individuals who become experts in a particular domain. For example, in one study, the best musicians engaged in twice as much deliberate practice over their lives as did the least successful ones.

Q: What are the barriers to creating culture-fair tests? Most tests tend to reflect what the dominant culture thinks is important. If tests have time limits, that will bias the test against groups not concerned with time. If languages differ, the same words might have different meanings for different language groups. Even pictures can produce bias because some cultures have less experience with drawings and photographs. Because of such difficulties in creating culture-fair tests, Robert Sternberg concludes that there are no culture-fair tests, only culture-reduced tests.

Q: According to Robert J. Sternberg, which type of intelligence in students is most likely to be favored in conventional schooling?

Q: Compare and contrast convergent thinking with divergent thinking. Convergent thinking produces one correct answer to a question, characteristic of the kind of thinking on standardized intelligence tests. Divergent thinking produces many answers to the same question and characterizes creativity. For example, a typical item on a conventional intelligence test is How many quarters will you get in return for 60 dimes? In contrast, the following question has many possible answers: What image comes to mind when you hear the phrase sitting alone in a dark room or some unique uses for a paper clip?

Q: Discuss the key features of Individuals with Disabilities Education Improvement Act (IDEA).

Q: What are the treatment options available for children with attention deficit hyperactivity disorder (ADHD)?

Q: Briefly describe the three types of learning disabilities. Discuss the various treatment options. Do you think that educators treat learning disabilities appropriately? Provide reasons for your answer. Three types of learning disabilities are dyslexia, dysgraphia, and dyscalculia. Dyslexia involves individuals who have a severe impairment in their ability to read and spell. Dysgraphia is a learning disability that involves difficulty in handwriting. Dyscalculia, also known as developmental arithmetic disorder, is a learning disability that involves difficulty in math computation. The precise causes of learning disabilities have not yet been determined. Researchers also use brain-imaging techniques, such as magnetic resonance imaging, to reveal any regions of the brain that might be involved in learning disabilities. This research indicates that it is unlikely learning disabilities reside in a single, specific brain location. More likely, learning disabilities are due to difficulty integrating information from multiple brain regions or subtle impairments in brain structures and functions. Interventions with children who have a learning disability often focus on improving reading ability. Intensive instruction over a period of time by a competent teacher can help many children.

Q: Identify and describe the most common type of cancer in children.

Q: Discuss height and weight changes that take place during middle and late childhood. During the elementary school years, children grow an average of 2 to 3 inches a year until, at the age of 11, the average girl is 4 feet, 10 inches tall, and the average boy is 4 feet, 9 inches tall. During the middle and late childhood years, children gain about 5 to 7 pounds a year. The weight increase is due mainly to increases in the size of the skeletal and muscular systems, as well as the size of some body organs. Proportional changes are among the most pronounced physical changes in middle and late childhood. Head circumference and waist circumference decrease in relation to body height. A less noticeable physical change is that bones continue to ossify during middle and late childhood but yield to pressure and pull more than mature bones.

Q: If we look at Madeline's mental age and divide it by her chronological age, and then multiply it by 100, we are calculating her _____.

Q: Quinn is asked "How many things can you do with a paper clip?" This kind of question which can produce many different answers is a test of _____.

Q: Which theory states that memory is best understood by considering two types of memory representationverbatim memory trace and gist?

Q: Children who have reached the concrete operational stage are also capable of _____, which is the ability to order stimuli along a quantitative dimension (such as length).

Q: The concept that a child with a disability must be educated in a setting that is as similar as possible to settings of children who do not have disabilities is called _____.

Q: Identify the disability in which individuals consistently show problems in one or more of these areas: inattention, hyperactivity, and impulsivity. Attention deficit hyperactivity disorder (ADHD)

Q: Tabitha has a learning disability that involves a severe impairment in her ability to read and spell. She most likely has _____.

Q: Identify the theorist who described three criteria that characterize gifted children, whether in art, music, or academic domains: precocity, marching to their own drummer, and a passion to master.

Q: Identify the theorist who developed the triarchic theory of intelligence.

Q: Identify the theorist who distinguished between convergent thinking and divergent thinking.

Q: Identify the theorists who proposed the fuzzy trace theory in understanding the development of memory.

Q: Identify the leading developmental neuroscientist who along with his colleagues recently proposed that the prefrontal cortex likely orchestrates the functions of many other brain regions during development.

Q: Before she started school in the U.S., Mita, daughter of immigrant parents of Indian origin, used to speak only her home language of Hindi fluently. She then learned to speak English in school and attained fluency in both Hindi and English. However, as she grew older, she started to feel ashamed of her roots and gave up speaking Hindi altogether. This phenomenon is called: A. subjective bilingualism. B. relapsed bilingualism. C. subtractive bilingualism. D.

Q: Which of the following statements about children who are bilingual is NOT true? A. Children who are bilingual do better on tests of concept formation than children who speak only one language. B. Children who are bilingual are better at analytical reasoning than children who speak only one language. C. Children who are bilingual are less conscious of the structure of spoken language than children who speak only one language. D.

Q: Which of the following is TRUE about second-language learning? A. For adolescents and adults, new vocabulary is easier to learn than new sounds or new grammar. B. Children's ability to pronounce words with a native-like accent in a second language typically increases with age. C. Sensitive periods for learning a second language are constant across different language systems. D.

Q: Which of the following statements represents the current thinking among increasing numbers of experts in the field of reading? A. Direct instruction in the whole-language approach is a key aspect of learning to read. B. Direct instruction in phonics is a key aspect of learning to read. C. The whole-language approach and the phonics approach are equally effective in teaching children to read. D.

Q: Alberta is a school teacher who introduces children to reading by teaching them a rhyme that goes "A for apple, A says ah, B for ball, B says buh," and so on. This exemplifies the _____ approach to reading instruction. A. whole-language B. phonics C. information-processing D.

Q: Louise is teaching her son to read by telling him the sounds that each alphabet stands for. What approach is she using? A. Whole-language B. Phonics C. Balanced-instruction D.

Q: The _____ approach to reading instruction emphasizes the teaching of basic rules for translating written symbols into sounds. A. whole-language B. phonics C. balanced-instruction D.

Q: At Jackson Elementary, children are taught to read by learning to recognize entire words and sentences and to use the context of the words that are used in the text to guess their meaning. Their reading material consists of stories, poems, newspapers, and magazines. This school is using the _____ approach to reading instruction. A. assisted-language B. remedial-language C. phonics D.

Q: The _____ approach stresses that reading instruction should parallel a child's natural language learning. A. assisted-language B. remedial-language C. complex-language D.

Q: _____ is knowledge about language, such as knowing what a preposition is or the ability to discuss the sounds of a language, and it allows children to think about their language, understand what words are, and even define them. A. Metacognition B. Metalinguistic awareness C. Metapragmatics D.