Title: Lifespan Development
Course: Question Banks

Q: Psychologists use the term ________ to refer to the physical, cognitive, and psychosocial changes that occur during life.
- maturation (Incorrect. Within developmental psychology, maturation refers to biological change. This question asks you for the term that describes many different types of change within human development. Please choose another answer.)
- learning (Incorrect. Developmental psychologists generally think of learning as a cognitive process.)
- growth (Incorrect. Although growth does occur during the lifespan, psychologists uses a different term when referring to the specific changes in these areas.)
- development (Correct! Developmental psychology refers to the physiological, behavioral, cognitive, and social changes that humans experience throughout the lifespan.)
A: development

Q: ________ describes development as a cumulative process, whereas ________ views development as taking place in unique, specific stages.
- Discontinuous development; continuous development (Incorrect. Review the differences between continuous and discontinuous development.)
- Constant development; staggered development (Incorrect. Although this helps explains the process, there are specific terms that are used to describe this in developmental psychology.)
- Staggered development; constant development (Incorrect. Review the terms that are used to describe the differences between gradual change and sudden change in development.)
- Continuous development; discontinuous development (Correct! With continuous development skills are improved gradually. In discontinuous development change occurs suddenly at specific times or ages.)
A: Continuous development; discontinuous development

Q: Stage theories hold that the sequence of development is ________.
- culturally dependent (Incorrect. Stage theories do not take culture into account.)
- unique to each person (Incorrect. Stage theories state that development is the same for all children.)
- dependent on age (Incorrect. Although, the sequence of development does pass through the ages, it is not part of definition for stage theories.)
- universal (Correct! Stage theories state that development is the same for all children.)
A: universal

Q: Those who argue that the environment and culture have the strongest influence on development emphasize ________.
- Nature (Incorrect. Nature theory states that we are we who we are because of biology and genetics.)
- genetics (Incorrect. Genetics is often associated with nature.)
- learning (Incorrect. Although learning is a part of the impact of our environment. What would be a broader term that would encompass learning?)
- nurture (Correct! Nurture theory states that we are who we are because of our environment and culture.)
A: nurture

Q: Those who argue that biology and genetics have the strongest influence on development emphasize ________.
- Nurture (Incorrect. Nurture theory states that we are who we are because of our environment and culture.)
- stage theory (Incorrect. Stage theories state that development is universal.)
- learning (Incorrect. Learning is often associated with nurture theory.)
- nature (Correct! Nature theory states that we are we who we are because of biology and genetics.)
A: nature

Q: Who developed the theory of psychosexual development?
- Erik Erikson (Incorrect. Erikson developed the psychosocial theory emphasizes the social nature of our development.)
- Jean Piaget (Incorrect. Piaget focused on children’s cognitive growth.)
- Lev Vygotsky (Incorrect. Vygotsky is known for his sociocultural theory of development.)
- Sigmund Freud (Correct! Freud’s stages are called the stages of psychosexual development.)
A: Sigmund Freud

Q: Which theory says that in each stage of development, a child focuses on a specific pleasure-seeking area of the body?
- psychosocial (Incorrect. Psychosocial development theory emphasizes the social nature of our development rather than its sexual nature.)
- socio-cognitive (Incorrect. This theory is related to knowledge acquisition.)
- physical (Incorrect. Physical development is a type of overall development that examines growth and changes in the body, senses, and motor skills.)
- psychosexual (Correct! Children’s pleasure-seeking urges are focused on a different area of the body, called an erogenous zone, at each of the five stages of development: oral, anal, phallic, latency, and genital.)
A: psychosexual

Q: The most important takeaway from Freud’s theory of psychosexual development is
- that children pass through stages that focus on specific erogenous zones. (Incorrect. This was part of Freud’s theory, but it is not the most important takeaway that is still used today.)
- that development is continuous across the lifespan. (Incorrect. Freud viewed development as discontinuous.)
- that development is discontinuous across the lifespan. (Incorrect. This was part of Freud’s theory, but it is not the most important takeaway that is still used today.)
- that childhood experiences can shape personality. (Correct! We can take away from Freud’s theory that personality is shaped, in some part, by experiences we have in childhood.)
A: that childhood experiences can shape personality.

Q: According to Erikson, adolescents are in the ________ stage of development.
- trust versus mistrust (Incorrect. Although trust may be important to adolescents, that is not the main focus of this time period.)
- intimacy versus isolation (Incorrect. Although intimacy may be important to adolescents, that is not the main focus of this time period.)
- Industry versus inferiority (Incorrect. Industry versus inferiority typically occurs before adolescence.)
- identity versus role confusion (Correct! Adolescents are developing a sense of self in relationship to others.)
A: identity versus role confusion

Q: Erik Erikson proposed that at each stage of development, there is a/an
- erogenous zone where pleasure-seeking behavior is focused. (Incorrect. This is a description of Freud’s theory.)
- developmental shift in thinking and cognitive functioning. (Incorrect. This is descriptive of Piaget’s theory.)
- crisis that occurs. (Incorrect. You are on the right track, but Erikson defines this using a different term.)
- conflict that needs resolution. (Correct! At each of the eight stages there is a conflict, or task, that needs to be resolved.)
A: conflict that needs resolution.

Q: Two-year old Eva doesn’t want any help getting dressed in the mornings. According to Erikson’s psychosocial stages, Eva is dealing with the struggle between
- initiative vs. guilt. (Incorrect. This stage typically occurs between the ages of 3 and 6.)
- intimacy vs. isolation. (Incorrect. This stage typically occurs between the ages of 19 to 29.)
- trust vs. mistrust. (Incorrect. This stage occurs from birth through the first year of life.)
- autonomy vs. shame/doubt. (Correct! This stage typically occurs between the ages of 1 and 3.)
A: autonomy vs. shame/doubt.

Q: Donna is going through something like a “mid-life crisis” at age 48. Her twin sons just left for college and she feels like she’s in a rut at work. Her feelings coincide with Erikson’s ________ conflict.
- initiative vs. guilt. (Incorrect. This stage typically occurs between the ages of 3 and 6.)
- intimacy vs. isolation. (Incorrect. This stage typically occurs between the ages of 19 and 29.)
- identity vs. role confusion. (Incorrect. This stage typically occurs between the ages of 12 and 18.)
- Generativity vs. stagnation (Correct! This stage typically occurs between the ages of 30 and 64 and involves a desire to want to contribute to society.)
A: Generativity vs. stagnation

Q: Rae grew up learning that Pluto was a planet. Since it was later reclassified as only a dwarf planet, Rae was forced to adjust her concept of what a planet is, and create a new concept for dwarf planets to include Ceres, Eris, Haumea, and Makemake. What process would Piaget say took place in Rae’s mind?
- Integration (Incorrect. Integration is not a formal concept introduced by Piaget.)
- Assimilation (Incorrect. Assimilation is the cognitive process in which a person makes sense of new information on the basis existing schemas.)
- Conservation (Incorrect. Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size.)
- accommodation (Correct! Accommodation is when a person changes their schemata based on new information.)
A: accommodation

Q: The concept of "types of desserts I like" is an example of ________.
- accommodation (Incorrect. Accommodation is the process of creating a new schema. This question asks about the concept itself, not about the way it was acquired.)
- assimilation (Incorrect. Assimilation is the process of including a new experience into an existing schema. This question asks about the concept itself, not about the way it was acquired.)
- conservation (Incorrect. Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size.)
- a schemata (Correct! Concepts are one type of schema that children acquire and use throughout their lives.)
A: a schemata

Q: Daniel excitedly yells from the backseat of the car to his mom, telling her to look at the bug crawling on his seat. He doesn’t yet understand that his mom can’t see his carseat while she’s driving. This inability to see from another perspective is known as
- theory of mind. (Incorrect. The theory of mind is the understanding that the mind can be tricked or that the mind is not always accurate.)
- accommodation. (Incorrect. Accommodation is when a person changes their schemata based on new information.)
- conservation (Incorrect. Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size.)
- egocentrism. (Correct! Daniel has difficulty recognizing that others have other perspectives different from his own.)
A: egocentrism.

Q: The ________ stage is when children can think and reason about abstract ideas and hypothetical situations.
- preoperational (Incorrect. Children at the preoperational stage are not yet able to think regularly in abstract terms.)
- concrete operational (Incorrect. Children at the concrete operational stage learn to reason logically about concrete events, but have difficulty thinking in abstract terms.)
- sensorimotor (Incorrect. At this stage, children understand their world by using actions and their senses.)
- formal operational (Correct! At this stage, children are now able to regularly use abstract thinking to understand their world.)
A: formal operational

Q: Willis made significant leaps in development during Piaget’s ________ stage, particularly in language development. He spoke in choppy sentences at the beginning, but had mastered most of the English language by the end.
- Sensorimotor (Incorrect. Language skills are limited during most of the sensorimotor stage and by the end of this stage, children are just beginning to develop consistent verbal language by stringing two words together.)
- Formal operational (Incorrect. According to Piaget, the formal operational stage begins at around the age of 11 or 12; thus we would expect language capabilities to have fully developed by this time.)
- Concrete operational (Incorrect. This stage is typically between the ages of 7 and 11; thus we would expect language capabilities to have fully developed by this time)
- Preoperational (Correct! Although the child may begin the preoperational stage only knowing about 50 words at the age of two, they will be fluent by the age of six or seven.)
A: Preoperational

Q: As Jack develops, he will first master the concept of ________ during the sensorimotor stage of development, and then understand another person’s perspective, adopting what is called a ________.
- theory of mind; object permanence (Incorrect. The theory of mind is the understanding that the mind can be tricked or that the mind is not always accurate. Object permanence has to do with knowing that an object still exists even if it is not currently in sight.)
- conservation; theory of mind (Incorrect. Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size. The theory of mind is the understanding that the mind can be tricked or that the mind is not always accurate.)
- object permanence; conservation (Incorrect.Object permanence has to do with knowing that an object still exists even if it is not currently in sight. Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size.)
- object permanence; theory of mind (Correct! Object permanence has to do with knowing that an object still exists even if it is not currently in sight. The theory of mind is the understanding that the mind can be tricked or that the mind is not always accurate.)
A: object permanence; theory of mind

Q: What is true of a child in the concrete operational stage of development?
- He demonstrates egocentrism and a lack of understanding of the law of conservation. (Incorrect. These are examples of the preoperational stage.)
- She can think deeply about abstract ideas and hypothetical situations, including the principle of reversibility. (Incorrect. These are characteristics of the formal operational stage.)
- He can explore his world through senses and actions. (Incorrect. This is typically achieved during the sensorimotor stage.)
- She can perform mathematical operations, understand transformations, and understand the principle of reversibility. (Correct! In this stage, children can think logically about real (concrete) events; they have a firm grasp on the use of numbers and start to employ memory strategies.)
A: She can perform mathematical operations, understand transformations, and understand the principle of reversibility.

Q: 3-year old twins, Paige and Elsie, love graham crackers. When their dad gives them a cracker, Elsie’s breaks in half. Paige notices immediately, and says that it’s not fair because she also wants two pieces. Her dad breaks hers in half and then she is satisfied because she does not understand the law of ________. She is in the ________ stage of cognition.
- accommodation; preoperational (Incorrect. Accommodation is when a person changes their schemata based on new information. In the preoperational stage of cognition a child lacks logical reasoning.)
- assimilation; operational (Incorrect. Assimilation is the cognitive process in which a person makes sense of new information on the basis existing schemas. Operational is not one of Piaget’s stages of cognition.)
- preoperational; conservation (Incorrect. In the preoperational stage of cognition a child lacks logical reasoning. Conservation refers to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size.)
- conservation; preoperational (Correct! Conservation refers to to the ability to logically determine that a certain quantity of a substance will remain the same despite adjustment of the container, shape, or apparent size. In the preoperational stage of cognition a child lacks logical reasoning.)
A: conservation; preoperational

Q: When a person makes a moral decision based on wanting to make sure that the decision is acceptable in the community, the person's moral reasoning is at the ________ level.
- postconventional (Incorrect. The correct answer is conventional when a person makes moral decisions based on performing roles acceptable to society.)
- preconventional (Incorrect. The correct answer is conventional when a person makes moral decisions based on performing roles acceptable to society.)
- Super conventional (Incorrect. The correct answer is conventional when a person makes moral decisions based on performing roles acceptable to society.)
- conventional (Correct! The correct answer is conventional when a person makes moral decisions based on performing roles acceptable to society.)
A: conventional

Q: When a person says he or she would break the law and then confess to the authorities to save someone's life, this person's moral reasoning is at the ________ level.
- conventional (Incorrect. The correct answer is postconventional when a person makes moral decisions based on self-chosen ethical principles.)
- preconventional (Incorrect. The correct answer is postconventional when a person makes moral decisions based on self-chosen ethical principles.)
- super conventional (Incorrect. This is not one of Kohlberg’s levels of moral reasoning.)
- postconventional (Correct! The correct answer is postconventional when a person makes moral decisions based on self-chosen ethical principles.)
A: postconventional

Q: Who proposed a theory of moral development with three distinct levels, with each level representing a different degree of moral reasoning?
- Erik Erikson (Incorrect. Erik Erikson is best known for his theory of psychosocial development.)
- Carol Gilligan (Incorrect. Carol Gilligan is best known for challenging Kohlberg’s theory of moral development and proposed that men and women reason differently.)
- Sigmund Frued (Incorrect. Sigmund Freud is best known for this theory of psychosexual development.)
- Lawrence Kohlberg (Correct! Lawrence Kolhberg is best known for his theory of moral development. He theorized that people progress in their development of morality through three levels, and each level has two stages.)
A: Lawrence Kohlberg

Q: At the ________ level, people focus on laws and the importance of obeying authority, whereas at the ________ level, the focus is on ethics and universal moral behavior.
- postconventional; conventional (Incorrect. The postconventional level is characteristic of one making moral decisions based on universal moral principles and the conventional level is characteristic of one making moral decisions based on law and order. The preconventional level is characteristic of one making moral decisions based on self-interest and the avoidance of punishment.)
- preconventional; postconventional (Incorrect. The postconventional level is characteristic of one making moral decisions based on universal moral principles and the conventional level is characteristic of one making moral decisions based on law and order. The preconventional level is characteristic of one making moral decisions based on self-interest and the avoidance of punishment.)
- preconventional; conventional (Incorrect. The postconventional level is characteristic of one making moral decisions based on universal moral principles and the conventional level is characteristic of one making moral decisions based on law and order. The preconventional level is characteristic of one making moral decisions based on self-interest and the avoidance of punishment.)
- conventional; postconventional (Correct! The postconventional level is characteristic of one making moral decisions based on universal moral principles and the conventional level is characteristic of one making moral decisions based on law and order.)
A: conventional; postconventional

Q: Carol Gilligan criticized her mentor Kohlberg’s theory of moral reasoning because she felt there were clear differences
- between the moral behavior of people depending on their cultural background. (Incorrect. Gilligan argued that Kohlberg's moral development theory describes the moral development of males better than it describes that of females. According to Gilligan, men tend to make moral decisions based on individual rights and justice, whereas women tend to make moral decisions based on caring for and helping others.)
- between moral behavior of those with high IQs and those with low IQs. (Incorrect. Gilligan argued that Kohlberg's moral development theory describes the moral development of males better than it describes that of females. According to Gilligan, men tend to make moral decisions based on individual rights and justice, whereas women tend to make moral decisions based on caring for and helping others.)
- between moral behavior of the young and the old. (Incorrect. Gilligan argued that Kohlberg's moral development theory describes the moral development of males better than it describes that of females. According to Gilligan, men tend to make moral decisions based on individual rights and justice, whereas women tend to make moral decisions based on caring for and helping others.)
- between the moral responses of men and women. (Correct! Gilligan argued that Kohlberg's moral development theory describes the moral development of males better than it describes that of females. According to Gilligan, men tend to make moral decisions based on individual rights and justice, whereas women tend to make moral decisions based on caring for and helping others.)
A: between the moral responses of men and women.

Q: In Hamlin and Wynn’s study of infants, they found that babies even as young as 5 months old prefer a puppet that
- takes a bouncy ball from another puppet. (Incorrect. Hamlin and Wynn found that infants prefer individuals who act prosocially versus those who act antisocially.)
- is in need of help from another puppet. (Incorrect. Hamlin and Wynn found that infants prefer individuals who act prosocially versus those who act antisocially.)
- is mean to (Incorrect. Hamlin and Wynn found that infants prefer individuals who act prosocially versus those who act antisocially.)
- returns a bouncy ball to another puppet. (Correct! Hamlin and Wynn found that infants prefer individuals who act prosocially versus those who act antisocially.)
A: returns a bouncy ball to another puppet.

Q: Research by Hamlin, Mahanjan, Liberman, and Wynn found that
- infants are too young to make moral judgements. (Incorrect. In Dr. Hamlin’s view, infants like good things to happen to good puppets and people, and bad things to happen to bad puppets and people.)
- infants always prefer puppets that are helpful. (Incorrect. In Dr. Hamlin’s view, infants like good things to happen to good puppets and people, and bad things to happen to bad puppets and people.)
- infants always prefer puppets that are mischievous (Incorrect. In Dr. Hamlin’s view, infants like good things to happen to good puppets and people, and bad things to happen to bad puppets and people.)
- infants seem to make moral judgements. (Correct! In Dr. Hamlin’s view, infants like good things to happen to good puppets and people, and bad things to happen to bad puppets and people.)
A: infants seem to make moral judgements.

Q: Hamlin, Mahanjan, Liberman, and Wynn found that if a young child has a preference for green beans and is shown a puppet that also likes green beans, then
- they will like it when bad things happen to that puppet. (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- they will always prefer that puppet. (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- they will be indifferent to the puppet (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- they will like it when good things happen to that puppet. (Correct! Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
A: they will like it when good things happen to that puppet.

Q: Hamlin, Mahanjan, Liberman, and Wynn found that if a young child has a preference for green beans and is shown a puppet that prefers graham crackers, then when they watch a show with a puppet stealing a ball from the graham cracker-loving puppet, the child will
- prefer the puppet that did not take the ball away from the graham cracker-loving puppet. (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- show no preference for either puppet. (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- dislike both puppets. (Incorrect. Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
- prefer the puppet that took the ball away from the graham cracker-loving puppet. (Correct! Their results showed that all infants preferred when the giver puppet was nice to the puppet that was similar to them and all infants preferred when puppets were mean to the puppet that was dissimilar to them.)
A: prefer the puppet that took the ball away from the graham cracker-loving puppet.

Q: Which of the following is the correct order for the stages of prenatal development?
- embryonic, zygotic, fetal (Incorrect. The zygotic stage begins with a fertilized egg in the fallopian tube. Once the fertilized egg reaches the uterus and attaches to the uterine wall, it is called an embryo. For 6 weeks, cell differentiation takes place, and all of the major internal and external organs are formed. Around week 9, the fetal stage begins. This stage of prenatal development is characterized by growth.)
- fetal, embryonic, zygotic (Incorrect. The zygotic stage begins with a fertilized egg in the fallopian tube. Once the fertilized egg reaches the uterus and attaches to the uterine wall, it is called an embryo. For 6 weeks, cell differentiation takes place, and all of the major internal and external organs are formed. Around week 9, the fetal stage begins. This stage of prenatal development is characterized by growth.)
- zygote, fetus, embryo (Incorrect. The zygotic stage begins with a fertilized egg in the fallopian tube. Once the fertilized egg reaches the uterus and attaches to the uterine wall, it is called an embryo. For 6 weeks, cell differentiation takes place, and all of the major internal and external organs are formed. Around week 9, the fetal stage begins. This stage of prenatal development is characterized by growth.)
- zygotic, embryonic, fetal (Correct! The zygotic stage begins with a fertilized egg in the fallopian tube. Once the fertilized egg reaches the uterus and attaches to the uterine wall, it is called an embryo. For 6 weeks, cell differentiation takes place, and all of the major internal and external organs are formed. Around week 9, the fetal stage begins. This stage of prenatal development is characterized by growth.)
A: zygotic, embryonic, fetal

Q: Which of the three stages is the longest?
- Zygote (zygotic) (Incorrect. The zygotic stage is the shortest, lasting only a few days. This is also known as the germinal period.)
- Embryo (embryonic) (Incorrect. The embryonic stage starts about a week after conception and lasts until the end of the 8th week.)
- Conception (Incorrect. Conception is typically defined as when the sperm meets the ovum.)
- Fetus (fetal) (Correct! The fetal stage starts at the beginning of the 9th week after conception and lasts until birth.)
A: Fetus (fetal)

Q: Alcohol, cigarettes, and drugs are all examples of ________ that cause damage to a developing baby.
- contaminants (Incorrect. You are on the right track, but there is a specific term that is used that is related to development.)
- zygotes (Incorrect. A zygote begins as a one-cell structure that is created when a sperm and egg merge.)
- hazards (Incorrect. You are on the right track, but there is a specific term that is used that is related to development.)
- teratogens (Correct! A teratogen is any environmental agent—biological, chemical, or physical—that causes damage to the developing embryo or fetus.)
A: teratogens

Q: If Jolene drinks alcohol while pregnant, particularly during the sensitive period of prenatal development, then it is possible that her baby will be born with facial deformities or other delays characteristic of
- infantile autism (Incorrect. Infantile autism is a pervasive developmental disorder characterized by abnormal emotional, social, and linguistic development in a child. It is still unclear what may cause it, but it likely results from organic brain dysfunction. It is not related to a mother drinking during pregnancy.)
- Korsakoff syndrome (Incorrect. Korsakoff syndrome could occur in the mother due to prolonged use of alcohol.)
- Down syndrome (Incorrect. Down syndrome occurs when an individual has a full or partial extra copy of chromosome 21.)
- fetal alcohol syndrome. (Correct! Fetal alcohol syndrome occurs as a result of the mother drinking alcohol during her pregnancy, and it results in severe developmental issues.)
A: fetal alcohol syndrome.

Q: Babies who show the ________ will spread their arms and quickly pull them back if they feel like they are falling.
- rooting reflex (Incorrect. The rooting reflex is the newborn’s response to anything that touches her cheek.)
- grasping reflex (Incorrect. The grasping reflex occurs when a baby automatically grasps anything that touches his palms.)
- sucking reflex (Incorrect. The sucking reflex is the automatic, unlearned, sucking motions that infants do with their mouths.)
- Moro reflex (Correct! The Moro reflex is the newborn’s response when she feels like she is falling.)
A: Moro reflex

Q: A newborn baby knows how to nurse from her mother because of the ________.
- grasping reflex (Incorrect. The grasping reflex occurs when a baby automatically grasps anything that touches his palms.)
- moro reflex (Incorrect. The Moro reflex is the newborn’s response when she feels like she is falling.)
- rooting reflex (Incorrect. The rooting reflex is the newborn’s response to anything that touches her cheek.)
- sucking reflex (Correct! The sucking reflex is the automatic, unlearned, sucking motions that infants do with their mouths.)
A: sucking reflex

Q: If you put your finger inside of a newborn’s hand, they will probably hold on tight because of the
- sucking reflex. (Incorrect. The sucking reflex is the automatic, unlearned, sucking motions that infants do with their mouths.)
- moro reflex. (Incorrect. The Moro reflex is the newborn’s response when she feels like she is falling.)
- rooting reflex (Incorrect. The rooting reflex is the newborn’s response to anything that touches her cheek.)
- grasping reflex. (Correct! The grasping reflex occurs when a baby automatically grasps anything that touches his palms.)
A: grasping reflex.

Q: Jamal, at age 6, is already an excellent athlete, fast runner, and accomplished gymnast. He has excellent ________.
- fine motor skills (Incorrect. Fine motor skills focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions.)
- hand-eye coordination (Incorrect. Jamal may have excellent hand-eye coordination, but this is not what this example is describing.)
- reaction time (Incorrect. Jamal may have excellent reaction time, but this is not what this example is describing.)
- gross motor skills (Correct! Gross motor skills focus on large muscle groups that control our arms and legs and involve larger movements.)
A: gross motor skills

Q: ________ focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions.
- Gross motor skills (Incorrect. Gross motor skills focus on large muscle groups that control our arms and legs and involve larger movements.)
- Hand-eye coordination (Incorrect. Hand-eye coordination is the way that one’s hands and sight work together to complete a task.)
- Reaction time (Incorrect. Reaction time is how quickly a person can respond to an action.)
- Fine motor skills (Correct! Fine motor skills focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions.)
A: Fine motor skills

Q: While we are born with all of the brain cells we will ever have, there is a period of rapid neural growth, called ________, which occurs during the first few years of life, which is followed by ________ through the rest of childhood and adolescence.
- pruning; blooming (Incorrect. Pruning is where neural connections are reduced. Blooming is the period of rapid neural growth.)
- plasticity; neural enhancement (Incorrect. Plasticity is the ability of the brain to change and adapt throughout life. The period of rapid neural growth is called blooming and not neural enhancement.)
- neural enhancement; plasticity (Incorrect. Plasticity is the ability of the brain to change and adapt throughout life. The period of rapid neural growth is called blooming and not neural enhancement.)
- blooming; pruning (Correct! The period of rapid neural growth is called blooming. The blooming period is then followed by a period of pruning, where neural connections are reduced.)
A: blooming; pruning

Q: Renee Baillargeon’s study with infants and their awareness of objects disproved Piaget’s previously held belief that babies could not understand objects until they gained more experience. In her study, Baillargeon found that infants ________ at the impossible situation of a truck rolling through a box, which demonstrated an awareness of the properties of objects.
- looked shorter (Incorrect. Baillargeon’s findings suggest that very young children have an understanding of objects and how they work.)
- were not surprised (Incorrect. Baillargeon’s findings suggest that very young children have an understanding of objects and how they work.)
- were surprised (Incorrect. Baillargeon’s findings suggest that very young children have an understanding of objects and how they work.)
- looked longer (Correct! Baillargeon’s findings suggest that very young children have an understanding of objects and how they work.)
A: looked longer

Q: When children develop ________, they come to understand that people have thoughts, feelings, and beliefs that are different from their own.
- cognitive awareness (Incorrect. You are on the right track, but there is a specific term that developmental psychologists use to describe this.)
- secure attachment (Incorrect. Securely attached children have caregivers who are sensitive and responsive to their needs. This situation does not give insight into Alexis’ attachment with caregiver.)
- insecure attachment (Incorrect. Insecurely attached children have caregivers who are not responsive to their needs. This situation does not give insight into Alexis’ attachment with caregiver.)
- theory of mind (Correct! The theory of mind is the understanding that the mind can be tricked or that the mind is not always accurate.)
A: theory of mind

Q: Skinner said that language is learned through reinforcement, while Chomsky said that children are born with a language acquisition device. Who is correct?
- Skinner is correct—language is learned. (Incorrect. Researchers now believe that language acquisition is partially inborn and partially learned through our interactions with our linguistic environment)
- Chomsky is correct-language is innate. (Incorrect. Researchers now believe that language acquisition is partially inborn and partially learned through our interactions with our linguistic environment)
- They are both incorrect. (Incorrect. Researchers now believe that language acquisition is partially inborn and partially learned through our interactions with our linguistic environment)
- they are both right—language is the result of nature and nurture. (Correct! Researchers now believe that language acquisition is partially inborn and partially learned through our interactions with our linguistic environment)
A: they are both right—language is the result of nature and nurture.

Q: Infants who do not show distress when the mother leaves the room and are indifferent when the mother returns exhibit which pattern of attachment?
- Secure (Incorrect. Infants with a secure attachment style show distress on separation from the mother and happiness when the mother returns. They use the mother as a safe base for exploration.)
- Resistant (Incorrect. Infants with a resistant attachment style may cling to the mother before she leaves and show anger when she returns. Difficult to comfort when upset, they also may push the mother away, and they do not explore the environment when the mother is present.)
- Disorganized (Incorrect. Infants with disorganized attachment may freeze, run around the room in an erratic manner, or try to run away when the caregiver returns.)
- Avoidant (Correct! Infants with an avoidant attachment style typically are not troubled when the mother leaves and do not show much of a reaction when she returns.)
A: Avoidant

Q: If a caregiver demonstrates inconsistent responses toward their child, then the child may develop ________ attachment, becoming both clingy and upset with their caregiver.
- avoidant (Incorrect. With avoidant attachment, the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves.)
- secure (Incorrect. Securely attached children were distressed when their caregivers left the room in the Strange Situation experiment, but when their caregivers returned, the securely attached children were happy to see them.)
- disorganized (Incorrect.)
- resistant (Correct! In cases of resistant attachment, children tend to show clingy behavior, but then they reject the attachment figure’s attempts to interact with them. Resistant attachment is the result of the caregivers’ inconsistent level of response to their child.)
A: resistant

Q: Kids of abusive parents often display ________ attachment, and may run away from their parents in the Strange Situation experiment.
- avoidant (Incorrect. With avoidant attachment, the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves.)
- resistant (Incorrect. In cases of resistant attachment, children tend to show clingy behavior, but then they reject the attachment figure’s attempts to interact with them. Resistant attachment is the result of the caregivers’ inconsistent level of response to their child.)
- secure (Incorrect. Securely attached children have caregivers who are sensitive and responsive to their needs.)
- disorganized (Correct! This is descriptive of the disorganized type of attachment. Children may also freeze or run around the room in an erratic manner.)
A: disorganized

Q: Parents who believe it’s important to be friends with their children and are set very few rules for their behavior are considered to have a ________ parenting style.
- authoritarian (Incorrect. In authoritarian style, the parent places high value on conformity and obedience.)
- authoritative (Incorrect. With the authoritative style, the parent gives reasonable demands and consistent limits, expresses warmth and affection, and listens to the child’s point of view.)
- univolved (Incorrect. Uninvolved parents are indifferent, uninvolved, and sometimes referred to as neglectful.)
- permissive (Correct! Although these parents are warm with their children, they neglect to instill rules and boundaries that would be beneficial to their children's psychological health.)
A: permissive

Q: Which parenting style is most likely to help children develop a healthy self-concept and other positive psychological outcomes?
- permissive (Incorrect. Although these parents are warm with their children, they neglect to instill rules and boundaries that would be beneficial to their children's psychological health. Authoritative parents, with both their warmth and boundaries, seem to have better outcomes for their children.)
- authoritarian (Incorrect. While consistent rules are usually good for children, these parents don't seem to exhibit much warmth or reasoning with their children. Authoritative parents, with both their warmth and boundaries, seem to have better outcomes for their children.)
- univolved (Incorrect. Uninvolved parents are indifferent, uninvolved, and sometimes referred to as neglectful.)
- authoritative (Correct! Authoritative parents, with their guidelines and ability to reason with their children, tend to show the most positive psychological outcome for their children.)
A: authoritative

Q: Children who freeze, run around the room in an erratic manner, or try to run away when the caregiver returns in the Strange Situation experiment most likely have been ________.
- diagnosed with ADHD (Incorrect. ADHD is not associated with types of attachment.)
- separated from their parents (Incorrect. This is more likely to cause avoidant attachment.)
- neglected (Incorrect. This is more likely to cause avoidant attachment.)
- abused (Correct! This is consistent with the disorganized type of attachment.)
A: abused

Q: An important milestone in a child's social development is
- learning how to navigate social circles and friendships. (Incorrect. Although this is important for children to do, it would not be considered a primary milestone.)
- developing a secure attachment to a caregiver. (Incorrect. This typically occurs sooner during infancy and toddlerhood.)
- learning how to do well in school (Incorrect. Doing well academically is important, but is not part of social development.)
- developing a positive sense of self. (Correct! Developing a positive sense of self will help a child continue to develop socially.)
A: developing a positive sense of self.

Q: The ________, which is still developing during adolescence, is a part of the brain responsible for judgment, impulse control, and planning.
- limbic system (Incorrect. Although the limbic system is responsible for our emotions, it is the prefrontal cortex, which helps with reasoning and problem solving, that undergoes the most development during adolescence.)
- sensory cortex (Incorrect. The sensory cortex helps us sense important incoming signals, but it is prefrontal cortex, which helps with reasoning and problem solving, that undergoes the most development during adolescence.)
- amygdala (Incorrect. The amygdala is part of the limbic system and is responsible for our emotions. However, it does not undergo the most development during adolescence.)
- frontal lobe (Correct! The prefrontal cortex goes through the most development at this stage and is responsible for reasoning, planning, and problem solving.)
A: frontal lobe

Q: LaToya’s friends drop by her house and insist she join them while they go prank some of the kids at their rival school. She knows she shouldn’t go, but she hops in the car anyway. Her ________ behavior is better understood if you know about the developing adolescent brain.
- criminal (Incorrect. This type of behavior would not be classified as criminal.)
- analytical (Incorrect. Analytical intelligence is aligned with academic problem solving which is not descriptive of her behavior.)
- creative (Incorrect. Although adolescents certainly may be creative, it doesn't have to do with brain development at this stage.)
- impulsive (Correct! During adolescence, people tend to be more impulsive because their prefrontal cortex, which helps with making decisions, is still developing.)
A: impulsive

Q: Physical changes that occur during puberty include the maturing of the ________ and the ________ glands.
- hormonal; sexual (Incorrect. These are not the correct terms for the glands that are responsible for puberty.)
- menarche; spermarche (Incorrect. Menarche is the beginning of menstrual periods for girls and spermarche is the first ejaculation for boys.)
- endocrine; pineal (Incorrect. The endocrine system is responsible for producing hormones, but it does not mature during puberty. The pineal glands produce melatonin which aids in sleeping.)
- adrenal; sex (Correct! Several physical changes occur during puberty, such as adrenarche and gonadarche, the maturing of the adrenal glands and sex glands, respectively.)
A: adrenal; sex

Q: According to Erik Erikson, the primary developmental dilemma of adolescence is
- isolation vs. intimacy. (Incorrect. This stage typically occurs between the ages of 19 and 29.)
- trust vs. mistrust. (Incorrect. This is the first stage that occurs between birth and the first year of life.)
- industry vs. inferiority (Incorrect. This stage typically occurs between the ages of 7 and 11.)
- identity vs. confusion. (Correct! This stage typically occurs between the ages of 12 and 18.)
A: identity vs. confusion.

Q: What is Erikson’s primary developmental conflict of middle adulthood?
- integrity vs. despair (Incorrect. This is the last stage that typically occurs after age 65.)
- intimacy vs. isolation (Incorrect. This stage typically occurs between the ages of 19 and 29.)
- autonomy vs. shame/doubt (Incorrect. This stage typically occurs between the ages of 1 and 3.)
- generativity vs. stagnation (Correct! This stage typically occurs between the ages of 30 and 64.)
A: generativity vs. stagnation

Q: What is Erikson’s primary developmental conflict of early adulthood?
- industry vs. inferiority (Incorrect. This stage typically occurs between the ages of 7 and 11.)
- trust vs. mistrust (Incorrect. This is the first stage that occurs between birth and the first year of life.)
- generativity vs. stagnation (Incorrect. This is the last stage that typically occurs after the age of 65.)
- intimacy vs. isolation (Correct! This stage typically occurs between the ages of 19 and 29.)
A: intimacy vs. isolation

Q: Older adults generally perform ________ than young people on vocabulary tests and ________ on tests of working memory and information-processing speed.
- worse; better (Incorrect. Although it may take older adults longer to process information, they do well on tests in which they can display the knowledge they have accumulated over time.)
- better; better (Incorrect. Although it may take older adults longer to process information, they do well on tests in which they can display the knowledge they have accumulated over time.)
- worse; worse (Incorrect. Although it may take older adults longer to process information, they do well on tests in which they can display the knowledge they have accumulated over time.)
- better; worse (Correct! Although it may take older adults longer to process information, they do well on tests in which they can display the knowledge they have accumulated over time.)
A: better; worse

Q: A young adult, compared to an elderly adult, will probably be superior at learning the ins and outs of the latest online social media networks (like Facebook and Twitter), because the younger adult will tend to have stronger ________ intelligence than the older adult.
- crystallized (Incorrect. Crystallized intelligence is related to older age, accumulating knowledge over longer periods of time.)
- spatial (Incorrect. Spatial abilities differences tend to relate to gender, not age.)
- analytical (Incorrect. Analytical intelligence is aligned with academic problem solving and is not dependent on age.)
- fluid (Correct! Younger adults tend to have stronger fluid intelligence, which allows them to absorb and learn new information.)
A: fluid

Q: An older person's "wisdom" can be described by the term ________ intelligence.
- fluid (Incorrect. Recall that fluid intelligence is the ability to absorb many new types of information quickly, which is more of a strength for younger adults.)
- practical (Incorrect. Practical intelligence sounds like a good fit, but does not refer to a person's accumulation of knowledge.)
- emotional (Incorrect. Emotional intelligence is the ability to understand emotions and motivations in yourself and others.)
- crystallized (Correct! Crystallized intelligence accurately describes a person's ability to accumulate knowledge over time.)
A: crystallized

Q: ________ intelligence tends to increase with age, whereas ________ intelligence decreases with age.
- Fluid; crystallized (Incorrect. Fluid intelligence is the ability to absorb many new types of information quickly. Crystallized intelligence describes a person's ability to accumulate knowledge over time.)
- Cognitive; emotional (Incorrect. Cognitive intelligence is not a specific type of intelligence. Emotional intelligence is the ability to understand emotions and motivations in yourself and others.)
- Emotional; cognitive (Incorrect. Emotional intelligence is the ability to understand emotions and motivations in yourself and others. Cognitive intelligence is not a specific type of intelligence.)
- Crystallized; fluid (Correct! Crystallized intelligence describes a person's ability to accumulate knowledge over time. Fluid intelligence is the ability to absorb many new types of information quickly.)
A: Crystallized; fluid

Q: When Jack heard others talking about terrorists attacking New York City, his first reaction was, “No way, that can’t be happening.” Where does Jack’s response fit in Elizabeth Kübler-Ross’s stages of grief model?
- bargaining (Incorrect. Bargaining, as defined by Kübler-Ross, has to do with wanting to bargain, or trade something in order to get a better outcome. Jack did not show signs of this.)
- anger (Incorrect. Jack was shocked, but he was not acting out in anger.)
- depression (Incorrect. In this initial stage Jack was not showing signs of sadness or depression.)
- denial (Correct! Jack is showing disbelief. This is often the first reaction to overwhelming, unimaginable news.)
A: denial

Q: Once Jane heard of her daughter’s diagnosis, Jane began to tell the doctor, “I’ll do anything if you can help my daughter get well.” Where does Jane’s response fit in Elizabeth Kübler-Ross’s stages of grief model?
- Denial (Incorrect. It seems that Jane is not in denial of her daughter’s condition but is negotiating with her doctor to help her get better.)
- anger (Incorrect. Jane wants to help her daughter and does not seem to be acting out in anger.)
- depression (Incorrect. Jane is very active and does not seem to suffer from depression in this example.)
- bargaining (Correct! Bargaining, as defined by Kübler-Ross, has to do with wanting to bargain, or trade something in order to get a better outcome. It's clear that Jane is trying to bargain with her doctor to improve her daughter’s health.)
A: bargaining

Q: Which of the following best fits the acceptance stage of Elizabeth Kübler-Ross’s stages of grief model?
- Tom was very upset that he was diagnosed with Alzheimer’s disease, stating, “I’ve always been a good person. Why didn’t this happen to one of those creeps who goes around hurting other people? It’s people like me who play by the rules who get the short end of the stick!” (Incorrect. Tom is showing signs of being in the anger stage of the grief model.)
- Maria became very sad and withdrawn after learning that her husband’s cancer was not responding well to treatment. (Incorrect. Maria is likely in the depression stage of the grief model.)
- When Judy received the news of her diagnosis, she told her doctor to retest her because surely there was a mistake. (Incorrect. Judy is likely in the denial stage.)
- After battling cancer for 4 years, Steve has come to the realization that he will most likely not survive the illness. He spends time organizing his financial papers, and he meets with friends for the last time. (Correct! Steve is displaying signs that he has accepted his illness and fate.)
A: After battling cancer for 4 years, Steve has come to the realization that he will most likely not survive the illness. He spends time organizing his financial papers, and he meets with friends for the last time.