The document discusses various theories and perspectives on human development, emphasizing the importance of context and historical embedding. It addresses key concepts such as nature vs. nurture, the significance of research methods, and the stages of development from prenatal to adulthood, including attachment theories. Additionally, it explores different research methodologies and their implications for studying developmental psychology.

1. Across the field of human development, “development” is defined as: Question 1 options:
Change across the lifespan. Universal and sequential. There are multiple definitions of
development. Gains and losses. Save Question 2 (3 points) Question 2 Saved The traditional
view of human development states that development is: Question 2 options: The biological
unfolding of genetic potential. Any physical changes that occur between birth and maturity.
Positive, normative, universal growth that occurs from conception to maturity. Gains, losses, and
just plain changes that occur at each stage of the life cycle. all of the above. Save Question 3 (3
points) Question 3 Saved What is the biggest drawback of the life-span perspective of human
development? Question 3 options: It overemphasizes positive development in old age. It is too
different from the way that non-scientists think about development It relies too much on
universal stages of adult development. It is difficult to figure out what should (or should not) be
considered “development”. All of the above. Save Question 4 (3 points) Question 4 Saved There
are several big picture meta-theoretical themes used in this class—as presented in the syllabus
and textbook, and as explained by the instructor. Find the theme that is NOT part of the
assumptions from the meta-theory used in this class. Question 4 options: Development is
promoted by person-centered contexts and interactions. People carry the past forward into a
dynamic present. Genetics are at the root of behavioral development. Development is influenced
by an active changing context and an active developing person. All people face fundamental
developmental tasks, although there are many healthy pathways through them. Save Question 5
(3 points) Question 5 Saved All psychological theories of human development deal with certain
key developmental issues. These key issues include "nature vs. nurture," and "human nature as
good vs. bad," as well as: Question 5 options: Cross-cultural universality versus context
specificity; the continuity of development versus the discontinuity of stages. Infant as a blank
slate versus the infant coming with stuff; adult as good due to social constraints or evil due to
selifsh instincts. The nature of environmental stimulus versus an organism's responses;
conditioned versus unconditioned responses. Individual existence versus personal stages of
growth; collective everyday life versus historic ages of cultural evolution. Save Question 6 (3
points) Question 6 Saved What does it mean to say that "development is contextually and
historically embedded"? Question 6 options: An individual's development takes place within a
specific historical time. Development may differ for different generations. Societal context
shapes people's development. As people live through history, these events change their
pathways. All of the above. Save Question 7 (3 points) Question 7 Saved Some people have a
mechanistic world view. They believe that: Question 7 options: People are active and bad, and
development is quantitative and comes from heredity. People are active, good, bad, and
changeable, and development comes from nature and nurture. People are passive blank slates,

2. and development is quantitative (continuous) and comes from the environment. People are good
and active, and development is stage-like (discontinuous). Save Question 8 (3 points) Question 8
Saved What is the "model" or root metaphor of the maturational world-view? Question 8
options: The battlefield The tennis match The butterfly The machine The tree Save Question 9 (3
points) Question 9 Saved The organismic world view includes the belief that: Question 9
options: People are active, good, bad, and changeable, and development comes from nature and
nurture. People are active and bad, and development is quantitative and comes from heredity.
People are passive blank slates, and development is quantitative (continuous) and comes from
the environment. People are good and active, and development is stage-like (discontinuous).
Save Question 10 (3 points) Question 10 Saved Dick and Jane think psychology is fun. They just
read a book that says developmental psychologists often disagree over "the nature-nurture
issue." Dick and Jane know that the concept of "nature" in this ongoing debate includes:
Question 10 options: Heredity and maturation. Natural, environmental and cultural influence.
Learning and experience. Epigentics and ecology. Save Question 11 (3 points) Question 11
Saved The psychological theories of Erikson, Piaget, and Freud actually have much in common.
They all agree that: Question 11 options: Development progresses toward greater maturity
through distinct stages that are universal. The socio-cultural context plays a greater role in
development than does individual agency. Development is both continuous and discontinuous; it
can take many different directions, and proceed along many different paths. The role of the
environment is greater than the role of the organism in development. Save Question 12 (3 points)
Question 12 Saved "Over the life-span, the human being progresses through eight psycho-social
conflicts, from trust versus mistrust in infancy, to integrity versus despair in old-age." This is the
central message of _________________ theory of development. Question 12 options: Sigmund
Freud's Erik Erikson's Gilbert Gottlieb's Albert Bandura's Save Question 13 (3 points)
Question 13 Saved Which of these theories fit into the contextual world-view? Question 13
options: Universal theories of Bowlby and Erikson. Stage theories of Kohlberg and Piaget.
Learning theories of Skinner and Bandura. Systems theories of Vygotsky and Bronfenbrenner.
Save Question 14 (3 points) Question 14 Saved Why should we care about how “good” research
methods are? Question 14 options: If research methods are not good, we can’t believe the
findings. Good research methods produce good evidence-based practices. Unless methods are
good, we can’t get a fair test of alternative hypotheses. The better the methods, the more
confident we can be in applying the findings. All of the above. Save Question 15 (3 points)
Question 15 Saved In doing research, it is important to know the differences between
"findings" and "interpretations." What is the difference? "Findings" are ___________
whereas "interpretations" are ______________. Question 15 options: variable; unchanging
scientific; unscientific truth; a series of conjectures information; what the information means

3. substantiated; assumptions Save Question 16 (3 points) Question 16 Saved What is the greatest
strength of the correlational method? Question 16 options: It can determine cause-effect
relations. It can detect cohort effects. It can be used to examine issues that cannot be
experimentally manipulated. It is not very complicated statistically. Save Question 17 (3 points)
Question 17 Saved What is the greatest strength of the experimental method? Question 17
options: It is less time consuming than the correlational method. It can be used to examine
individual differences. It can be used to determine cause-effect relationships. It is inexpensive.
Save Question 18 (3 points) Question 18 Saved What is the greatest limitation of experimental
studies in studying development? Question 18 options: Subjects are not randomly assigned to
conditions. They are too complex to carry out correctly. Most of the causal variables of interest
to developmentalists cannot be manipulated. They cannot detect cause-effect relationships. Save
Question 19 (3 points) Question 19 Saved Standard experimental and correlational designs both
have limitations for researching "evidence-based practices." How can they be expanded to be
more useful? Question 19 options: A) Expand correlational studies, so they include more than
one time point. B) Use experimental designs to test out interventions designed to improve
development. C) Take experimental studies out of the lab, and study "natural" experiments. D)
All of the above. E) A & B only. Save Question 20 (3 points) Question 20 Saved In a(n)
_______________ design, the researcher assigns people to treatment and control groups;
whereas in a(n) __________ design the researcher examines existing relationships as they occur
in real life. Question 20 options: longitudinal; experimental. experimental;
correlational/naturalistic. sequential; correlational/naturalistic. cross-sectional; longitudinal.
correlational/naturalistic; experimental. Save Question 21 (3 points) Question 21 Saved A school
district is funding a variety of developmental research studies of students' study habits. Which
study is using a longitudinal research design? Question 21 options: A study that assesses the
study habits of 5th graders this year, and plans to assess 5th and 6th graders next year, and then
5th, 6th and 7th graders' habits the year after that. A study that assesses study habits in 5th
graders this year, another group of 5th graders next year, and another group of 5th graders the
year after that. A study that simultaneously tests the study habits of 5th, 6th and 7th graders
today. A study that assesses the study habits in a group of 5th graders, and will follow and assess
this same group when they get to 6th grade and 7th grade. Save Question 22 (3 points) Question
22 Saved A research study was conducted about changing musical likes and dislikes. One
afternoon the researcher gave his "Musical Taste" questionnaire to a randomly selected group
of young teens, older teens, young adults, middle-aged and elderly adults. This study was:
Question 22 options: A longitudinal study. A sequential study. A cross-sectional study. An
experimental study. Save Question 23 (3 points) Question 23 Saved A major disadvantage of the
longitudinal method is: Question 23 options: It cannot tell us about changes in individuals.

4. Subjects of the study drop out over time. The groups studied are too heterogeneous. It cannot
examine the effects of earlier experiences on later development. Save Question 24 (3 points)
Question 24 Saved For developmental researchers, a major disadvantage of the cross-sectional
method is: Question 24 options: It cannot tell us about changes in individuals. It is time-
consuming and expensive. Subjects of the study drop out over time. The groups studied are too
similar to each other. Save Question 25 (3 points) Question 25 Saved The sequential design for
studying development: Question 25 options: combines the longitudinal and cross-sectional
methods. combines the experimental and the correlational methods. has the advantage of not
requiring any repeated testing of individuals. simplifies the study of development by focusing on
only one cohort. is the only correct design for studying life span development. Save Question 26
(3 points) Question 26 Saved Which design provides the most complete information for
developmental research? Question 26 options: Cross-sectional Longitudinal Sequential
Experimental Experimental Save Prenatal Development Question 27 (3 points) Question 27
Saved Which of the following is NOT a period of prenatal development Question 27 options: the
Blastal period the Embryonic period the Fetal period the Germinal period Save Question 28 (3
points) Question 28 Saved In prenatal development, organogenesis refers to _________, whereas
neurogenesis refers to _____________. Question 28 options: The formation of the internal
organs; the formation of new neurons. The physical growth of the internal organs; the
connectivity of the neural system. The formation of the internal organs; the connectivity of the
neural system. The physical growth of the internal organs; the formation of new neurons. They
both refer to the same growth process. Save Question 29 (3 points) Question 29 Saved In terms
of creating problems in newborns, what is the most vulnerable period in prenatal development?
Question 29 options: The Blastal period. The Germinal period. The Embryonic period The Fetal
period. There is no period that is the most vulnerable. Save Question 30 (3 points) Question 30
Saved Imagine that a fetus has been exposed to a teratogen. In trying to predict the effects this is
likely to have, what is the MOST important thing to know? Question 30 options: What is the sex
of the fetus? How old was the mother at the time of exposure? What stage of development was
the fetus in at the time of exposure? What is the weight of the mother? What is the social class of
the mother? Save Question 31 (3 points) Question 31 Saved We have learned a great deal about
the care and treatment of pre-term infants. Which one of these statements is WRONG? Question
31 options: Premature infants benefit from recent advances in medical care. Premature infants
benefit from gentle stimulation. Premature infants benefit most if they are kept completely
isolated in the isolette at all times. Premature infants benefit from “kangaroo care,” which is
direct contact with parents’ bodies. All of the above statements are CORRECT. Save Question
32 (3 points) Question 32 Saved We have also learned a great deal about the long-term effects of
prematurity. Which of the following statement is FALSE? Question 32 options: Premature

5. infants are at higher risk for infant mortality. Premature infants are more susceptible to infections
and brain damage. Premature infants can develop physical, attentional, learning, and behavioral
problems. Findings from early research showing that premature infants had high rates of
permanent developmental problems have been confirmed in recent prospective studies. Many of
the early problems of premature infants disappear as they get older. Save Question 33 (3 points)
Question 33 Saved There are many reasons why infants who born into poverty are more likely to
be premature. Which one of these reasons is FALSE? Question 33 options: Mothers are more
likely to experience higher levels of stress. Mothers are more likely to receive lower quality
medical care. Mothers are more likely to be malnourished. Mothers are more likely to be older.
All of these statements are TRUE. Save Question 34 (3 points) Question 34 Saved There are two
kinds of premature infants: “pre-term” who are ________________; and “small-for-date” who
are ______________. The kind of premature infant who seems most at risk for long-term
problems are the _____________. Question 34 options: underweight for the number of weeks
since they were conceived; born several weeks before their due date; pre-term. born several
weeks before their due date; underweight for the number of weeks since they were conceived;
pre-term. underweight for the number of weeks since they were conceived; born several weeks
before their due date; small-for-date. born several weeks before their due date; underweight for
the number of weeks since they were conceived; small-for-date. born several weeks before their
due date; underweight for the number of weeks since they were conceived; they are at equal risk
for long-term problems. Save Question 35 (3 points) Question 35 Saved What function(s) do(es)
attchment serve in times of distress, danger, or trouble? Question 35 options: To bring the
caregiver when the child is upset. To signal to the caregiver when the child is upset. To keep the
child close to the caregiver when the child is upset. All of the above. Save Question 36 (3 points)
Question 36 Saved Bowlby's ethological theory of attachment posits that attachment Question
36 options: is an automatic process that occurs without learning. is the result of mothers'
provision of food, which is a primary reinforcement. is an evolutionarily adaptive system that
ensures the survival, protection and care of human young. can be accounted for by advances in
children's cognitive capabilities. is associated with the gratification of infants' innate drives to
obtain pleasure orally. Save Question 37 (3 points) Question 37 Saved Ainsworth's perspective
on attachment states that attachment is the result of a dynamic interaction between caregiver and
infant. Which world-view does this theory belong to? Question 37 options: Contextual
Maturational Organismic Mechanistic Save Question 38 (3 points) Question 38 Saved What do
newborns come with that allows them to form attachments to their caregivers? Question 38
options: Sociability, crying Primary and secondary reinforcers Primary and secondary circular
reactions Imprinting instincts Save Question 39 (3 points) Question 39 Saved Which part of the
baby's behavior in the Strange Situation reveals the most about his/her attachment

6. classification? Question 39 options: Exploration Reaction to stranger Separation from caregiver
Reunion wirh caregiver Save Question 40 (3 points) Question 40 Saved In the Strange Situation,
securely attached children: Question 40 options: explore when the caregiver is there and are
distressed when separated from the caregiver. do not explore when the caregiver is present and
are very upset when separated from the caregiver. stay near the caregiver and are not upset when
separated from the caregiver. are upset when separated from the caregiver and cannot be
comforted when s/he returns. could be any of the above. Save Question 41 (3 points) Question 41
Saved Typically, when infants with a resistant (anxious) attachment are at first separated and
then reunited with their parent, they tend to: Question 41 options: act frightened when separated,
and then act conflicted between approaching and avoiding the parent when reuinited. act
extremely upset when separated, and then seek contact but seem to resent being left when parents
return. act confused when separated, and then appear to be listless and go limp when parents
return. act in a mildly distressed way when separated, but appear to be happy when reunited.
Save Question 42 (3 points) Question 42 Saved Imagine an infant in the Strange Situation. When
the caregiver returns, this baby doesn't seem to care and basically ignores the caregiver. What
kind of attachment does this baby likely have? Question 42 options: Insecure-Resistant Insecure-
Disorganized Secure Insecure-Avoidant Save Question 43 (3 points) Question 43 Saved In what
type of family was the insecure-disorganized attachment category discovered? Question 43
options: Disorganized families. German families. Japanese families. High-risk families.
Genetically at-risk families. Save Question 44 (3 points) Question 44 Saved An infant who is
insecurely attached probably has a caregiver who: Question 44 options: is inconsistent. is not
responsive. ignores the baby. lets the baby cry. could be any of above. Save Question 45 (3
points) Question 45 Saved Why do early attachments seem to have long-lasting effects?
Question 45 options: Insecurely attached kids are not very physically attractive. The first bond
determines all other bonds. Early attachments shape internal working models of relationships.
Early attachments shape children’s permanent personality characteristics. Attachments do not
really have long-lasting effects. Save Question 46 (3 points) Question 46 Saved Can children
form attachments to more than one caregiver? Question 46 options: Yes, children usually form
more than one attachment. Only in rare instances. Only if the first caregiver discontinues care.
No, there can be only one primary attachment. Save Question 47 (3 points) Question 47 Saved
What is a child’s “temperament” and when is it first detectible? Question 47 options: A child’s
temper or negative emotionality; age 2 (the “terrible twos”). An infant’s inborn personality; at
birth. A child’s emerging view of the world; at 12 months. An infant’s learned reactions to social
and physical stimuli; first three months. A newborn’s sensory and motor capacities; at birth. Save
Question 48 (3 points) Question 48 Saved In the most recent research by Rothbart, temperament
is best defined as the nature of an infant's emotional reactions to environmental stimuli and:

7. Question 48 options: the regulation of those reactions. how they affect the infant's development.
goodness of fit. their relationship to adult personality. Save Question 49 (3 points) Question 49
Saved Which of these are temperamental dimensions? Question 49 options: Avoidant, resistant,
disorganized. Sociability, adaptability, behavioral inhibition. Introversion, extraversion,
openness to new experience. Cognitive, behavioral, emotional, social. These are all
temperamental dimensions. Save Question 50 (3 points) Question 50 Saved An infant who will
later become a behaviorally inhibited toddler displays which of the following when introduced to
the new sights and sounds of a moving toy suspended above its bed? Question 50 options: Move
arms and legs rapidly, begin to cry. Smile, laugh and coo. Stare intently with little emotion. None
of the above (behaviors in infancy do not predict behaviors in toddlerhood). Save Question 51 (3
points) Question 51 Saved An "easy" temperament is best characterized as: Question 51
options: high sociability and low adaptability. high emotionality and high adaptability. high
contentment and high adaptability. what is considered an "easy" temperament depends on the
parents. high activity and low emotionality. Save Question 52 (3 points) Question 52 Saved Baby
Billy-Bob has a difficult infant temperament. His parents try to be understanding and patient
with him, but generally his behavior can be described in terms of: Question 52 options:
moodiness, relative inactivity, and irregularity in daily routine. high levels of activity, but
unresponsiveness to changes in routine. negative reactions to changes in routine, irritability, and
difficulty being consoled. openness to new experiences, but irregular feeding and sleeping habits.
Save Question 53 (3 points) Question 53 Saved When temperament researchers are added the
concept of "goodness of fit" to their theories, they left one meta-theory behind and endorsed a
new one. Which new meta-theory did they endorse. Question 53 options: The mechanistic meta-
theory. The contextual meta-theory. The maturational meta-theory. The organismic meta-theory.
Save Question 54 (3 points) Question 54 Saved What kinds of parenting are an especially good
match for slow-to-warm children? Question 54 options: Providing structure and setting limits.
Introducing them to new situations at their own pace. Insisting that they straighten up and act
nicely. Ignoring their fears. Save Question 55 (3 points) Question 55 Saved What kinds of
parenting are an especially good match for difficult children? Question 55 options: Providing
structure and setting limits. Ignoring their tantrums. No kinds of parenting are really a good
match for difficult children. Introducing them to new situations at their own pace. Telling them
to straighten up and act nicely. Save Question 56 (3 points) Question 56 Saved For children with
challenging temperaments, what are the long-term effects of a "bad fit" with parents? Question
56 options: Negative interactions between child and parent. The child's temperament gets worse.
The child's temperament stays challenging. Could be any of the above. Save Question 57 (3
points) Question 57 Saved For children with challenging temperaments, what are the long-term
effects of a “good fit” with parents? Question 57 options: The child’s temperament stays stable.

8. Parents and children become more similar in temperament. Positive interactions between child
and parent. All of the above. Save Question 58 (3 points) Question 58 Saved Parents who do
NOT provide a good match for children with a difficult temperament: Question 58 options:
probably have issues left over from their own childhood. are probably not adequate as parents.
probably provide a bad match with all their children, regardless of temperament. None of the
above; it is very hard to provide a good match with temperamentally difficult children. Save
Question 59 (3 points) Question 59 Saved Piaget believed that cognitive development occurs as a
result of: Question 59 options: the child's active interaction with the environment. the biological
maturation of the human organism. selective reinforcement of appropriate responses.
observational learning. the maturational unfolding of developmental tasks. Save Question 60 (3
points) Question 60 Saved Which phrase best describes Piaget's sensorimotor stage before the
development of object permanence? Question 60 options: "Be here now" "Out of sight, out of
mind" "Do good, feel good" "No pain, no gain" Save Question 61 (3 points) Question 61
Saved Mikey is three years old, and he has a black and white cat at home. While on his first
camping trip, Mikey sees a skunk for the first time. He thinks the skunk looks like his cat and
tries to pet the skunk, but the skunk sprays him. Mikey’s mother explains that that was not a cat
but a skunk. Mikey now knows the difference between a cat and a skunk. Mikey’s new
understanding--that a skunk is different than a cat--can be best understood in terms of Piaget’s
concept of: Question 61 options: accommodation organization assimilation an operation Save
Question 62 (3 points) Question 62 Saved Piaget's concept of adaptation can be defined as:
Question 62 options: organizing one's thoughts. combining schemas to form more complex
ones. adjusting to the demands of the environment. survival of the fittest cognitive schema. Save
Question 63 (3 points) Question 63 Saved Jean Piaget's theory proposed four major stages of
cognitive development. And at each and every stage of development, there are three processes at
work: Question 63 options: adaptation, organization, and equilibration. schematic, sensory-motor
and symbolic. pre-logical, concrete logical and equilibration. assimilation, accommodation and
affiliation. Save Question 64 (3 points) Question 64 Saved What is the definition of
equilibration? Question 64 options: Finding a place for existing schemes. Modifying existing
ideas to better fit new experiences. Interpreting new experiences through existing filters
(schemes). Process of searching for balance between cognitive structures and the environment.
Combining existing schemes. Save Question 65 (3 points) Question 65 Saved The basis for an
infant's very first interactions with the environment are: Question 65 options: cross-modal
reactions primary circular reactions reflexes trial-and-error accommodations Save Question 66 (3
points) Question 66 Saved In terms of infants and very young children, it seems that Piaget's
theory may have: Question 66 options: was exactly correct about their cognitive abilities did not
mention their cognitive abilities overestimated their cognitive abilities underestimated their

9. cognitive abilities Save Question 67 (3 points) Question 67 Saved According to the contextual
perspective of how language develops: Question 67 options: a child's "language acquisition
device" -- an inborn mechanism for mastering language -- is responsible for the development of
linguistic skills. children's biologically based language competencies and their language
environment interact to shape the course of language development. children are reinforced by
getting what they want when they speak, and they achieve better approximations of adult
language when parents praise meaningful speech. the child's biological maturation and
genetically programmed capacities explain language development. Save Question 68 (3 points)
Question 68 Saved According to the well known maturational (nativist) linguist, Noam
Chomsky: Question 68 options: his own theory was in full agreement with B. F. Skinner's
approach to language development. the child's biologically-based language competence and
language environment interact to shape the course of language development. children are
reinforced by getting what they want through the use of language. the child has an inborn
mechanism for developing language skills, which he called a "language acquisition device" or
LAD. Save Question 69 (3 points) Question 69 Saved Infants' first communications with the
social world are: Question 69 options: one-word utterances telegraphic speech crying gestures
Save Question 70 (3 points) Question 70 Saved There are several communication milestones.
Select the answer below that has them listed in the correct sequence from youngest to oldest.
Question 70 options: Vocalizations, facial expressions, gestures, single words. Facial
expressions, vocalizations, gestures, single words. Facial expressions, vocalizations, single
words, gestures. Gestures, vocalizations, facial expressions, single words. Vocalizations, single
words, facial expressions, gestures
Solution
Across the field of human development, “development” is defined as:
Question 1 options:
Answer: Change across the lifespan.
Answer: Across the field of human development, the development is defined as the prospects of
changes in the cognitive aspects and age –related changes from embryonic phase to death in the
form of changes across the life span
Question 2 Saved The traditional view of human development states that development is:
Question 2 options:
Answer: all of the above.
Ques-60: Answer
"no pain, no gain" [The sensorimotor stage is the first of the four stages in cognitive

10. development which "extends from]