Developmental Psychology 2 Set 3
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This set of Developmental Psychology 2 Multiple Choice Questions & Answers (MCQs) focuses on Developmental Psychology 2 Set 3
Q1 | It is important that social workers
- understand social darwinism
- understand biological, psychological and social dimensions of development
- are cosmopolitanists
- understand sociobiology
Q2 | According to Piaget, children can reason about hypothetical entities in the________ stage.
- preoperational
- sensory-motor
- formal operational
- concrete operational
Q3 | The traditional approach to development emphasizes:
- little change from birth through old age.
- extensive change from birth to adolescence, adulthood, and old age.
- extensive change from birth to adulthood, then little change for the rest of the life span.
- extensive change from birth to adolescence, little or no change in adulthood, then decline in late old age.
Q4 | The traditional and life-span perspectives are contrasting views of developmental change. According to the life-span perspective, when dodevelopmental changes occur?
- during infancy and early childhood
- during adolescence and early adulthood
- during middle and late adulthood
- throughout the entire life cycle
Q5 | Allan spends a great deal of time working and trying to establish his career. Healso has been thinking about how his personal relationship is going and considering whether it could be long-term and lead to establishing a family. Allan is MOST LIKELY in:
- late adolescence.
- early adulthood.
- middle adultho
Q6 | The period of development during which school readiness skills aredeveloped and most free time is spent playing with friends is called:
- infancy.
- early childhood.
- middle childho
Q7 | Which period of development is characterized by establishing independence,developing an identity, and thinking more abstractly?
- middle childhood
- late childhood
- adolescence
- early adulthood
Q8 | In one study, the reasoning abilities of older adults were improved throughretraining. This is an example of how development is:
- contextual.
- multidirectional.
- multidimensional.
- plastic.
Q9 | Differences in families, neighborhoods, cultures, and even time periods affectdevelopment. This statement supports Baltes' assertion that development is:
- contextual.
- multidirectional.
- multidimensional.
- plastic.
Q10 | In many cultures, people retire from their careers in their fifties or sixties. Thisis an example of a:
- normative age-graded influence.
- normative history-graded influence.
- nonnormative life event.
- nonnormative socioemotional event.
Q11 | Like many others her age, Velma does not know how to use a computer, but her six-year-old grandson has no problem navigating the Internet and using aword processing program. This is an example of a:
- normative age-graded influence.
- normative history-graded influence.
- nonnormative life event.
- nonnormative socioemotional event.
Q12 | When Ben was thirteen when his father was killed in a car accident. This is anexample of a:
- normative age-graded influence.
- normative history-graded influence.
- nonnormative life event.
- nonnormative socioemotional event.
Q13 | The onset of puberty is an example of:
- normative age-graded influences.
- normative history-graded influences.
- nonnormative life events.
- storm-and-stress events.
Q14 | The AIDS epidemic in the United States would be an example of a:
- normative age-graded influence.
- normative history-graded influence.
- nonnormative life event.
- storm-and-stress event.
Q15 | The number of years since a person was born is a key element in thedefinition of:
- chronological age.
- biological age.
- psychological age.
- developmental age.
Q16 | The expectations society has that a person will act his or her age refers to:
- biological age.
- social age.
- psychological age.
- historical age.
Q17 | Rozee is 86 years young. She continues to learn phrases in new languages,she writes poetry, and she enjoys going to museums to see the latest up-andcoming artists. These examples of her adaptive capacities demonstrate:
- chronological age.
- biological age.
- psychological age.
- social age.
Q18 | As he was studying life-span development, Tyrell had to learn severalinterrelated, coherent sets of ideas that would help him explain and make predictions about development. Tyrell had to learn:
- theories.
- hypotheses.
- models.
- scientific methods.
Q19 | Erik Erikson's theory emphasized:
- repeated resolutions of unconscious conflicts about sexual energy.
- developmental change throughout the human life span.
- changes in children\s thinking as they mature.
- the influence of sensitive periods in the various stages of biological maturation.
Q20 | Most life-span developmentalists recognize that:
- nature, continuity, and stability are the primary determinants of behavior.
- nurture, discontinuity, and change are the primary determinants of behavior.
- while nurture (the environment) is important, nature (heredity) plays the stronger role.
- extreme positions on these issues are unwise.
Q21 | When choosing a career path, men are more likely to consider ___________,while women are more likely to take ______________ into account.
- economic gains, relationships with people
- relationships with people, economic gains
- length of training, proximity
- none of the above
Q22 | In most countries, elderly women ______ than elderly men.
- are mistreated less
- live a few years longer
- suffer fewer health problems
- deal with issues of aging better
Q23 | In Erik Erikson’s developmental stages of life, with which challenge mustolder people struggle?
- overcoming despair to achieve integrity
- overcoming role confusion to achieve identity
- overcoming isolation to achieve intimacy
- overcoming shame to achieve autonomy
Q24 | No social relationship can exist without:
- face to face presence of the individuals
- physical awareness of the presence of another
- likeness of interests
- carrying common life activates
Q25 | What are the parts of social structure?
- communities
- roles and sub-groups
- institutions and associations
- groups and associations