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Developing Throughthe Life Span
CHAPTER OVERVIEW
Developmental psychologists study the life cycle,from conception to death, examining how we developphysically, mentally, and socially. Chapter 4 coversphysical, cognitive, and social development over thelife span and introduces two major issues in developmental psychology: (1) whether development is bestdescribed as gradual and continuous or as a discointinuous sequence of stages and (2) whether the indhvidual’s personality remains stable or changc.s overthe life span. The issue of the relative impact of genesand experience on behavior is the subject of Chapter
Although there are not too many terms to learn inthis chapter, there are a number of important researchfindings to remember. Pay particular attention to thestage theories of Piaget, Kohlberg, and Erikson, aswell as to the discussion regarding intellectual stabilitx dunnp du1t1 Xnting iretulix preparedanswers to the sectIon preview items should be especially helpful in mastering the material in this chapter,
NDTE Answer guidelines fur all Chapter 4 questionsbeg in on rage 115.
Introduction (p. 139)
David Myers at times uses idioms that areunfamiliar to some readers, If you do not knowthe meaning of the following expression in thecontext in which it appears in the text, refer topage 124 for an explanation: foitrneti throughIite—froni womb to tomb.
Objective 1: State the three areas of change thatdevelopmental psychologists study, and identify thethree major issues in developmental psychology.
1. Scientists who study physical, cognitive, and.
CHAPTER REVIEW
First, skim this section, noting headings and boldfaceitems. After von have read the section, review eachohjecth e by completing the sentences and answeringthe questions that tollow it, As you proceed. evaluateyour performance by consulting the answers beginning on page 115. Do not continue with the next section until you understand each answer. If you needto, review or reread the section in the textbook beforecontinuing.
gradual or abrupt.
4. A third controversial issue concerns the consis
tency of personality and whether development is
characterized more by
over time or by change.
social changes throughout the life cycle are called
2. One of the major issues in developmental psv
choiogv concerns the relative importance of genesand experience in determining behavior; this iscalled the
______
/issue.
3. A second developmental issue,
97
98 Chapter 4 Developing Through the Life Span
Prenatal Development and the Newborn(pp. 1 i° -144)
Objective 2: Describe the union of sperm and egg atI cepti n
1. Conception begins when a woman’s
releases a mature
I h len from the man that
reac.h the egg release digestix e
that eat an av the egg’s protective cm ering. 3s
SOC fl as one sperm penetrates the egg the egg’s
surtace all other sperm
3. 1 he egg and sperm
become one.
fuse and
Objectiv )
and xpiai hon sear cr rinfant sern’ nd ej
9, Anmrhan r he’’°
beIic’v in t e r b r
p. F in iii
Fn e some nicnhorn’ sci s r c 4tacilitatc s al u
Objective 3: Define ypote, ernbruo and fetus, andxplain hon teratogens can affect de eloprnent.
4. Ferfihized human eggs are called
During the first week, the
cc ils in this cluster begin to specialize in structure
and function, that is, the’ begin to
The outer part of the fertil
nail,ized egg attaches to the
forming the
. [-rom about 2 until 8 weeks of age the developing
human, formed from the inner cells of the fertil
ized egg, is called a(n)
I) mug the final stage of prenatal development,
the developing human is called a(n)
ic n ii ith nutrients, a range of harmful sub
st. ccs km wn as can pass
‘‘‘h the placenta.
noderate consumption ot akohol during prep
n (usually does not
aft ‘ct can affect) the fetal brain, If a mothet
drinks heai iti, her baby i5 at risk for the birth
dt’tet and mental retardation that
acc npan
10. (Ciose-Lp To sta’
menta rcs a r
form of learr p cc
which involi e
nip nit rcpclted sI
proc clu e r I
can di rimi he
Infancy and Childhood -.
it o’ do no kr’or inc
thin don x in Ii an
to pam I 2-t- Pin L
Inr.’t
‘Li 11 t ‘1
sF’, tic ‘ 1
,L ijt’ “Lii’’
C
f
‘1’
Infancy and Childhood 99
Objective 5 l)ecribc some developmental changes 10, Memories of the preschool years are ery fewin a child brain, d explain n hv matur ition because infants’ memories doac unts t ra i o u simila itles
not easily translate into their later
1. the dcxelouingb am
m ci undur nroducc’ neuron,. with the number ,
- V Objective 8: State Piaget’s understanding of how tuepeaking at tuhat age?c At mind develops, and discuss the importance of ascimibirth the human i rx ous system lation and accommodation in this process.
‘is hs not) fully mature11. the first researcher to shon that the thought
2 Betu ecr and years of ge the brain is devehprocesses of adults and hildren are very
onine most ranidix in the V VV dii terent waslobes, u hich unable
12. To organize and interpret his or her experiences,V
the developing child constructs cognitive3 After puberty, a process of
concepts calledshuts do i n some neural connections and
13. The interpretation of new experiences in terms ofstrengthens othc rsexisting ideas is called I he
4. Biological gron th orocesses that enable orderly V
adaptation of existmg ideas to fit new experienceschange in behar ior are called
is called
Objective 9: Outline Piaget’s four main stages of cogObjectie 6: )utli L four events in the motor devel nitive development, and comment on how children’sopmcnt seouence from birth to toddlerhood, and thinking changes during these four stages.es aluate the effects )f maturation and experience onthat sequence. 14. The term for all the mental activities associated
— , - with thin ki iig, remembering, communicating,. infants pass the mIlestones Of
V
V , V - VV
and knoxvin isdevelopment at aitterent rates, but the basic
o stages is fi\ed I hey sit 15. In Piaget’s first stage of development, the
before they and n alk before stage children experience the
V
world through their motor and sensori interac
-V - V V tions with objects. This stage occurs between
6. (henes p]av (rnafor minor) -
V - , infancy and nearly age V
oie ifl motor Oevciopnient.V -
V 16. The awareness that things continue to exist us en7 Lnti] th necessars nuscu1arand neural maturaV nhcn the are remus ed thom s iess is calledor o Ic e dr t n r pid develop-
an areness begins to des elop at aboutenccVha a
- , V
V months of age.etect 01 ocOavIor.
V V
17. Developmental researchers have found thatObjective Explain ‘s ht is e has e few mernorie of Piaget and his followerse rienc s during ur irst three sears of life,
V
(os erestimated ii nderestim a ted) young
8 )ur arli st mci ones ge ierall do not occur children’s competence. For instance, babies have
betorc age an understanding of ,asV
V V kinn ‘A vnn demonstrated.flN 000 nVI neon ca [ICc1
01 1 ukthc IfeSpat
Th. itL ‘rJ.r., to P.•get dunng the preschool years 25. Russian psi choh’gist
r3 ‘ç 1 .a,. . children are noted that h age
child ‘‘iistop hint’ ‘ lOLIdtI tageandinsteidrc oi
tscfisibstmceI. .%l parc. nt ret‘in ‘ri c .‘n en iv n the - aape ot ts con itords, thei ptt’i ‘dt actr ding to this then. ‘-4
—.:“a r . t .rç.’. i-’.i ailed upon .i1ikb ‘hi chnI can•.r’ t . lOt” et4 r: .it prest “toolers build higher-in 4 thrnkiv .
ii’ac ne ‘tot det eloped26 Piigetbclic.seit 4idre icsu t Ii
abilities n°eded o om nd a cm t20. . . c Li ‘t.lr:s t’n4 3 c h. e ditfitulb pcrcen ing transformations and on’,eri ation hi ‘trout
thmt’s it ‘till c!t’tliei persi”n”. point of VILIW. “ills i’t%irs of ace. t this tuv—‘ n . .i’.’c they enter the
2 ‘rc ab ‘ otakc.anothcrsper sta’c.
ii th t hi ‘ ‘-acqumng a 27 In Piaget s final stage. mc.stage. TCctst)flfl’J expand-.
Betss cciii . and 4, children from the purely concrete to encompasscone a’ ied’i ‘ t”fl $hers rna5 hold thinking l’iaget behuied
mostchildrenbq ntocntc. this., F av nd c n ‘hat self produced
h.ugh tan.rete
22. K ‘o’. Ur i llic disorder characteneed bi deft- Objective 10: Discuss ps. thnlogi’.ts’ current ite’s s onPiaget’s theory of cognitive development
ie:’t and
n md mipa cd Fxplam bnefh how cnterçcnry a cant wv
is Piaget s theory.
This disorder is related to4l of Dr.in areas that erahle
to others. I he’ high tunction
“ft -tth ordc. stallel
23 ins,. I.., . ‘tntn dicon propoce. that autism
‘-pi. %‘nz at. \‘ trenw
3 %jfl,‘ ‘‘ii”! - to this thton’. grls tend ‘ti be
i&t rebcftithanbovsat
d lrs.&s
r’c ft ,ms )undc tand;, Lçn— Ia.s
24. • -t -.‘“ hndin2s, re%earthers haveObjectivell Define ia:’ “
‘t r In ‘ icrc. atth biliti loper
t , thinx 28. Soon afterand to t’ke another s emer..,es .tltl 1 id en
Jv’vt’lops become mobile. a nt’it rear, .alh’d
‘at”’iptI cracluaIl ‘dunng
cmerge
29. tisf’a er c a,
Infancy and Childhood 101
Objective 12: Discuss the etfects of nourishment, Discuss the impact of responsire parenting on infantbody contact, and tamiliarib on infant social attachment,a ttarhment.
30. 1 he dex elopment of a ‘-trong emotional bondhetxxeen infant and parent is called
31. 1-larlon ‘s studic s of monke s hai e shon n thatmotller-infant attachment does not depend on thenunher prox iding nourishment as much as itdoes n her prox iding the comfort of
Anotherkex to attachment is
32. human attachment mi olves one person provid—mg another with a 36. \ father’s love and acceptance for hi-j children are
uhen distressed and a (comparable to/less important than) a mother’s lo e in predicting their
which to explore, children’s health and xx eli being.
33. In some animals, attachment will occur only dur- 37. Separation anxiety peaks in intants around
ing a restricted time called a months, then
(gradually declines/remains
Konrad I oreni disc ox ered that young birds constant for about a ear). This is true of children
n ould follon almost any object if it were the first (in North America through
mm Ing thing they observed. fhis phenomenon is out the world).
called 38. According to Frikson, securely attached infants
34, 1 luman infants (do/do not) approach life with a sense of
hex c a precise critical period for becomingattached.
Objective 14: Assess the impact ot parental neglect.
Objective 13: Contrast secure and insecure attach- family disruption, and day care on attachment pat
ment, and disuiss the roles of parents and infants in terns and development.
the development of attachment and an infant’s feelings of basic trust. 39. 1 larlon found that x hen monket s reared in so
cial isolation are placcd with othcr monkeys, thc35. Placed n a research setting called the reacted with either tear or
,children 30. Most abused childrenci tix o patterns of attadinent: (do ‘do not later become abusive parents.
aft x hment or41, Although mo t child n who , g indcr
attachmei t,adx ersiti are and become
( ontrast the espoase of secured and insecurelinormal adults, card abuse and excesix expoattm led nfan ts to trange situations. -
sure to
ma} alter the development of the brain’ chemical
2 1 I p p Ihrougl the Life Span
42, is as no in a morn poiti e and stable em P
i,L5’i)t olost infants
r a no tacos c’ri mom disruptions in
r
(dx 105 1101) constitute a
der eiopment. I liglu
care rOOs’sN 01 ‘sarm, supportive
P adniN in an enr ironment that is
and
vl a i uportant than time
P lit mcmg a child s derelop
with their children is the appioach taken hr
pa rents.
49. Studies have shown that there tends to he a corrm
lation betu eon high self-estc m on the part of the
child and the str Ic of parent
mg. This mag he because this parenti ig sty Ic
gives cl’uldi en the greatest sc nse ot
Ot er their ih es.
P xpiain wiir the correlation betu cen autnorttat;r e
parenting and social competence Ions not necessarily
ret cal causc and effect
Ohectmxe 15; race the onset and development ofU ‘ic 5 scit-non ‘pt,
c I a I mm ement of childhood is
N clopic ofa ,which
n raost children hr age
45. \ i ‘‘i s sc P image goner ally becomes stable
hr cc s en the ages of and
is hen hildren begin to describe
is I ger der group memberS
‘oh! cc m ml Lb uacteristics of children who havea in sit Sc %et;nlage.
C5hfrw e 16; 1 c. Nc tUrn parentlng Uvies, and‘ r p y q’ an m s for the link between
1 p a leo npctence.
16 1 !y so ru and expect obedience
arc nt;.ig.
4T I ,, 1 Cc ta’s denaands ot their children
d to ‘Ito I c t children’s desires are
Adolescence (pp 16T 175)
If you do not know the meanbig of ant of thefollowing words, phrases, or expressions inthe context in which they appear in the text,refer to pages 126 127 for an explanation; jsiwsdicidends out of si/nc’ intellectual szonmzf character the psychological muscles for no itrolliagimpulses monzl ladd p tliro a a switch’ folkcheap’ slack; psunhocociol task knde fheiiIL/noon!: emotional ties uat’i pareotc locseu; gop!noi’poing.
2. The “storm and stress” s ion ot adoinsce ice is
redited tc )ne )f tI first
\merican psvchologi ts to dc scr’be do c xc
Objective 18: Identits the n’aor pbs ical changesduring adolescence.
3. Adolescence begins ss ith the hnre )t dot eloping
sexual maturits knoi ii as A
tr o gear aeriol if ri1id hy ide Icfri ut
begins in girls at al )ut tile gc of
int,,t
..a a’
Pc’
lii cr noise
a! I lop
Objective 17: Define adoles cute.
1. Adolescence is defined as the transition period
hc’tsveen and
parents
S U c iag s d irds after disc ussion
Adolescence 103
10. Piaget’s final stage of cognitive dcv elopment is
the stage ot
Ihe adolcsce tin this stigc
is capable of thio king logically ab( nt
a’ xx eli as concrete proposi
tions, Ehis enables them to detect
in others’ reasoning and to
spot by pocrisv
Objective 20: Discuss moral dcx elopmcnt troir thperspectives ot moral thinking, moral feeling, andmoral action.
11. The theorist xx ho proposed that nx1rai thought
progresses through stages is
lhese stage arc divided
into three basic levels.
and
12. Tn the preconventional stages or moralitx, charac’
teristic of children, the emphasis is 00 obeying
rules in order to avoid or gain
13. C onv entional morality usualh emerges by earh
The emphasis is on gaining
social or upholding the social
14. Indh iduals vsho base moral judgments on theirown perceptions of basic ethical principles arcsaid by Kohlberg to employ
- moralitx.
Summarize the criticisms of Kohiherg’s theorx ofmoral dcx elopment.
ss b ‘hnxd that of thc
Objective 19: i 5”.rnhe rhc Lhangt-’ n reasoning abilities that Pagrt tailed tornal onerations.
8. dolesccr is dcxc cpmg abiht’ to reason gives15. The idea that moral teelings pre edc mor i rcthen rc s ‘xc of axvare
soning is expressed in theness and judgmentexplanation of morahtx
9. [.Ini mug tat’ “ark tecn cars, reasoning is often Research studies risinga ad’ ilescents otten feel —npp u t the idc a that nir,ra l
and in boy s at ab )ut the age of
[his growth spurt is marked
by thc dc c lop r ‘nt ol the reproduc tir e organs
and extc mal geni aha, or
characteristics, as nell ashy
the duveiopnn’nt of trai P such as pubic hair and
enlarged hrcats mu fenvales and facial hair in
nxales It c e nc regroductn e tr mits are known as
charac ,tic.
4. The first menstrual p.criod is called
In box s, the first ejaculation
is called
5, I’he (tim ng sequence) of
pubertal m ing is mc rc predic table than their
(timing sequence)
6. hios’. who mature
(earix ,Iat’ tend to he more popular, self”
assured, and independent; they also are at
increased risk for
T’or girls (early/late) matura
tion can he stressful, especiahix when their bodies
are out of sync with their
This reminds us that
and
interact
7. The adolescent hra’ m undergoes a selective
of unused connections Also,
teens’ occasinna (impulsiveness and risky
behax iers may he due. in part. to the fact that
dcx ci r t in t r biain’s
tht’ii e\f’urit’nr Os unque.
r-
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4dulthoud 103
Adulthood pp. n 2)
f I )t tire ni%ofawcfthetolic i oid rises c pressio is in the
.t• ii t Ithh t.’e appear in tlic- teL refer
to P’2C’- l:’- 12s ror an ep1tnation: lflncOflLc7’-
P —‘- .‘!L’Lil •‘!.•: :tiJCiiñl :ra’:: ‘eserh• : • 1.,,
.• ;: :;‘t çct ‘.ql.gl!L’; .:1:.i ;‘eoplis’.. ‘ 41 iou It’ -sec ‘ U’.t. i ‘os•t 1 ..1 ‘ IC’’ 1,
‘t. ii(
may? iOlIk’l h affivj-e ‘.ji’.
andBecause
Objective 25 ldentih the major ph %ical change-. thatOtiUt: m:ddle adulthood.
3 During erh and middle adulthood, phi sicaliqor c stodc i ith
r ti r i
bali s
3 1 ht ce..,ition of the menstrual .s 1e. knois n a’.• occurs us ithi.n a few rear’. of
• Thi’- biological charge“tilt 1ev tuels t E honnnt
s, ‘ii dep
5 p cicdu
5, 1iltlv’jgF mciiL’ .p. ‘itfl’ C fl’’ qui’aleiit C)
rn • r1 d.’ e’pcrierte a more gradualci.f “nt,l ntthe
r idsj. ed featiring
npare lilt xpc. tim
3 ‘s%CY i Lasi anaiL ilde
6. 1 orldii ide. 1mw cptclanc ut bin). .•.
Irum 4w war-. in 19) to
andL’evondin2iV4rn Wit ii” I ‘tø. U t .c.lkoirenc Li ncr iii
r iso kIt trio]
u rsinCar c i,thet dst t c1 \u m
7. 4ccording to one ci oIU’it,fl21V the “ . .ti: L o•age and uiear out het3usi-’ .‘flt” a. i. ti.mpl. t.t’
our
bi rahin? our nui ‘are
urts agair t cne’ tF use sIc cslater life.
8. With age, tht Ci C’s pupI(shrinks enlarges) anti ‘t’- iCii% L’r ‘nt•’
(r Its’ ‘cr’result, thca nurt 1 a
is i reasc• .1(C1
9. Although older adult’ arc
imore, lecs) su’.teptib!e to Ilk .tP.C?tefll, U
meats, the) ,u. fter from short-teur tin ai., cn
asflu no
‘,ounçer adul s
tO. Aing (101%’- ped.. h
etheL (in) neural pla..e’.—inA ,ird .Z” -4 s c z.. oF
lo’. of
on kt
12. The mental ert”-:”ii thdt ?o. -.jjjt%’ c.’;t
da’iage Li) the hrair n I tl
13. lhcirreic. sit cdisr t
brain dten i q
lh’disea’.e a’bet’niiilcdc i
flPsITC)fl- that tMek1U’ ‘- rjj ntt:r •
Objective 26: Ctwentiett tadcusshaig •i
ing trequ ‘an I
itch T
a
S
1 Lw( t •((
I ci H,’n
I Dunn dulthoo ei C U QiLsi UI fptoplesircuts
hear nut the1e kytarsfor
I ‘a S’
ow i)a kca a Ii
‘r.ze er
Jilts 1°c
intreacco
dl ulit ife.(F11 ‘ii
.5 it.’
106 Chapter 4 Develop’ni, Ihrough the Life Span
Objectixe 27: Assess the impact of aging on recall 19. The acLumulation of stored information that
and recognition in adulthood. comes xi ith education and e\perience is called
intelligence, which tends to14. Studies ot deseiopmental haiwes in learning and
with agc.icmorv shoxi that during adulthood there is a
20. The ability to reason abstrattly is referred to asdel nc in the abilitx to
intelligence, which tends to(recall ‘recognize) uexx information but not in the
with age.ahilitx to (retail, recognize)
cut intormation. One factor that influences Objective 29: Explain why the path ot adult dcx elopment need not he ti’htiv linked to one’s chronolocical
incmorx in the elderli is the -
age.or material,
- 21. Contrary to oouular oninion job and marital disb, \dults memory remains
satisfaction do not surne during the torties, thusstiong when ox ents help trigger recall, C,
suggestmg that a mtdufe16. Cognitix e abilities among 70-vear-olds are need not occur.
(less/more) varied than22. The term used to reter to the culturally preferred
among 20-y ear -olds. timing for leaxing home, getting a job marrying,
Objective 28: Summarize the contributions of cross- and so on is the
sectional and longitudinal studies to our understandin” ot the normal etfects of aainc on adult intelh- .. -
0 0 23. Today, the tuning ot such life events is becominggence.
(nrore : less) predictable.
17. A research study in which people of various ages More important titan age are
are Lompared with one another is called a and chance encounters.
- Objective 30: Discuss the importance of lox e, mar
studr’. This kind of study found ox idence of intel- riage, and children in adulthood, and comment on
lectual during adulthood. the contribution of one’s work to feelings of self-satisfaction.
18. A research study in which the same people are
retested ox er a period of years is called a 24. According to Erikson, the two basic tasks of
study This kind of study adulthood are achieving and
h)und ox idence of intellectual . \ccording to Freud, the
during adulthood. heaithx adult is one xx he can
Explain u hr tudiec of intellectual decline and agthganl
ielded contlicrinu results. 25. Human societies have nearh ahi avs included a
relatixcly bond Marriage
bonds uc usual a’t ng hen coup e’ rnar
after age and are
Rcc 1W
a r Obj
a keh e dno c isIt y Wa ci
c (ocp s it isct4 thr
orc it ii tics sic d35
C) pcr
mar I in ia )c ift
md 36 1
b oul eyort
c c t r I s well bemns
arc alonc37 \ u Wol
a cm r c t aosorbtmeana n rgv
ith hc ma iagc itself
m mcmcascs decreases). lhis is Reflections n W o e tat1 anon’ Issues
ouldc r n )st of the burdenIf n r
2 r m s ics the hmtdrc a sleaxmghomc a r hc
idu tmcrcase c cm
riar I 5atlsfac tic nt
st dic a I vonmen who ar oi arc not
d I c I nd II t a a oman s satisfaction
c c d on hi of her Objectivi cmi aa ersns t 1 10
m c r Ic hfesrotdent K
3 c iv 1 )es rib trends ir peoplc’s tile satisfac St •0 ifesfar S
d by
a Ith c d to a udli peopk h pmc ally e
rc ,t camny sensc )f r
d
2.d ac
fca rcp 5 n
slact t 1 c 5 urye
it tic r eehngs
flfl( a H
in Hid the 3 1
ma a m rcpamctar’, c
1?
if Rest art’
thu somt t a
suh as social
PROGRESS TEST i
cr a tx shows
cd
ta e than otheis,
• w F ethc a cloth or ix ire mother xx as presentix attered less than the presence or absence of‘tat irLtant,,
d• att chment m monkevc is based on impnrtirg
7, 11 her pw chologicts discus maturation, thet arereferung to staces of growth that are rzet intluencuci tax
Pucj ic•ir ans”ec tu tn tuihox anestions andC1 ec i em ;tith L05 axsnes L’uninniap on Dane 115.P a ow an—at er N OLUiFctt cead the e\p nation for
ii •‘ct ann then insult the appropriatepa at c I tnt text t’n p arenti’ sec ol [owing the corret
XlititziaIi -(1,01cc ()uectio;i
i. Dr k’an coo,hnac I nih hon niemoraciwn4cs as people pet 0’D’ She P most h[seix
n psx i o] —t
‘ C i oper tional intelha 1LerDo1Ld1ng of the
t inert
r p perman ice
rage d i 5w cha ‘at ‘ristic of
nncrc:•’ onerationala ‘raw epeiational
he:
a. wnsor I S r
b. preoperc. roncrete 0 C 1
d. to’mal optia r
4. 1 ‘taring xx huh statchi,dieo atcifuire oh1c
tc.N goer
6. PLc F a’ -‘ePic ,,t twJ,n ew in monkers
-Pox’ J a
a. Pt ‘it ‘we si I t01 x w the single niostto’: ort P it r t ittatlxinent.
Ii, 1 n rn’L
8. thu dcx elopnxentai theorist who suggested thatsecureD attached children develop an attitude ofbasic trust is:
9, Tleseawh tindings on infant motor dcx elopmentare consistent with the idea that:
a. ognitwe dcx elopment lags significantix behind motor skills development.
b. maturation of physical skills is relatively unaffected bx experience.
c in the absence of relex ant earlier learningexperiences, the emergence of motor skillsxx ill be slowed,
d in humans the process of maturation may besignificantly altered by cultural tactors,
10, \ccordmg to hrikson the central psychological chaflengc s pertaining to adolescence, youngadulthood, and middle age, respectix clv, are:
a identity formation’ intimacy; generatixitv.b. intimacy; identity formation; generativity.c. generatix iDa intimacy; identity formation,d. intimacy’ genera dx ity; identity formation,
a. ohex s out of a sense ot social duty.b. eontorms to gain social approx al.c. hey— to ax oid puuhhment or to gain concrete
rexx ards.d. toiL’ a s the d P tates ot h, or her onsuence.
12. lkhic[i of the tolion ing is torret t
a. bar ix maturation places both hors and girls ata distinct social adx antage.
h. bard m•aturing girls are more popular and—elf-assured than girl— who mature ate.
c. Farix maturation places both boys and girD ata di—tint social di—adx antage.
d. I arlt ma turing hot s are inure popular ands f ass rt d than hut s xx ho mature late
a. con—en ation.b. nature.
c. nurture.
d. continuitx
a. i’iaget.b. F tarlow.
c. \ vgotskr.d. brikson.
dcx elopnicntald c cr mental
a. ax.i ii
b. ttignitixe
2. lix Pragot s spence, thpri rat ‘pie
a c”n
b dc a i
a. cens,”onut
b• ‘ rtcnt ra0t’no:
e , i xaence.
development do Ii, In preconxentmunal morality, the person:
5, T:xe rot.’eiu f[t\ uwur x,he,
a.h. ‘“,L1oc, ‘ xh’’rrxd. ‘‘,xln’rx
_n’ttst’cL.Jmcci ‘— e ]COel
0°—C.
m ikt — .e ‘maer DL his or her
t wI utacn
Progress Test 1 109
13. \ per on’s general ahiht to think abstractly iscalled i itelhgtncc. This ability general
ly with ige
a. flnid increasesb. fluid, decreasesc, crr ,talhzed: decreasesd. crx staiized: 1ncrease
14. Amor g the hallmarks of growing up are a boVsfirst ej i ation and a girl s first menstrual penod x ‘huh Iso is talk d:
15. An elderly pci son ii ho can look hack on life withsatisfattion and reminisce with a sense of completion has attained I nkson’s stage of:
16. Accordmg to Piaget. the ability to think logicallyabout ahstratt propoitions is indicative of thestage ot:
a. preopera tional thoughtb. contrete operations.
c, Ioi mal operationsd, fluid nitellgcnce
17. Fhe cognitive ability that has been shown todecline during adulthood is the ability to:a. recall new mformation.b. recognize ness information
c. Icarn mcaninfful new material,d. usc ludgnrent in dealing with dads life prob
lems
18. Which of the toilowing statements concerning theelfetts of aging is true?
a. Aging almost ines itahis leads to dementia ifthe ndhldua I yes long cnough.
b. \g r iii r is susccptibdrts to short-termr cit si F a tiel
c Sinn art i ases in life satisfa tion arcasseiat’d x in iging.
d. The eging prose-s 5an he seitlantr attectedbx the indit ide-l’s actwts patterns.
19. t ongit ad ral tet
a. conprr’p’ pcofddferentagesb. studs tI e r rc f c pk at different times.c. usual r ins oh c r larger sample than do cross
sectional teshd. unia!ir i1\ oh” a sinalici sample than do
sicttit’iS,Ei’ ‘,.‘ts
20. The average age at is inch puberty beg us is
— in boys; in girls, it is
21. After puberty. the self-concept usualls becomes:a. more positIve in boys,h. nrore positive in girls.c. more positive in both boy s and girls.d. more negatu e in both box c and g 4s
22. Adolescence is marked by the onset of:a. an identity crisis.b. parent-child conflict.c. the concrete operational stage.d. puberty.
23. Of the folloss mg, which is a possible cause ofdementia’
a. strokeb. brain tumorc. alcoholismd. All of the above are possible causes.
24. I he end of menstruation is calleda. menarche.b. menopause.c. the midlife crisis.d. generativitv.
25. The popular idea that terminally ill and hereas edpeople go through predictable stages, such asdenial, anger, and so forth’a. is widely supported by researchb. more accurately describes gricring in some
cultures than others.c. is true of women hut not nrend. is not supported by research studies.
True-False Items
Indicate whether each stater rent is t uc or als byplacing I or I in the blank rext ti re tc ii.
1. Most abused5hildrt’n later bee-tnc ihusir c parents.
2. At birth, the brain and ncrr (.1 iS s5’stt’fli
ot a healths child arc tulh dcr doped.3. Ihe sequence nr irhich Is Idren dcselop
motor skills s aries frosa out c turc to
another.4. Recent research chorys that vourg chil
dren are more capable der elopmc’ntis more coptinuous than Pi,get he-
a. 14; 13b. l3;ll
c. 11; 10d. lO,9
a. pube ty.h. nrenopause
c. nrenarclred. generativits
a. gcnc raPs itsb. intimacy.
c. isolation.d. integrity.
irer cd.
10 an In, I ) 1 LifS
flOod.
9. Bs the a,ze Oi
ientd a’ i
nnpar C
deiL C
i 1L)st adults hav -‘
isis’
tc shy lit Mi
e ceusc
lit C C
un u ii
r )toL, r torn
age £ 10
ormal 01. C c 16 ,imotn,, pit a ,i.al. totinal Ft
tiC’I di. tflc rc te Op.’ a jot) 11C. fl aperatiima I. ‘.en.o’. ‘not-i’:, t oncreti. opc.o
ti. ‘n-il. tul mal t)t’t rat:vnai
d. i. rt.L.rcitii)na; .CilM.r1ii€ot’r t(flfltJ1 ‘.peia—
t.al,cn...rctt ap-at •id!
5. A dnA ho’a’ ,itothe” 4r r
isa t is at heigh’La 1 onai”.b e -t stur
ba nt otfa 1
d i c ) (arailg I
c1e elorneiita. ivqote tern.. embryob. 7vgote. emhn o, letu’-.c. embn o, ‘s gote, tetusd. enibr’ o retus, is gote
7. 1 he tern ;hc.: pcr:ad refers to:
a. par a 1 development.b n I ‘hoursatterC t p C tion,ilsa e.d. r t itt r
8. Wi o )Wli S
i I ala s-ed mc t
fttu
Iteas us hhen he
4.
-4.01:uchildhoc
t. rd niic
3 fUnK.
-t ntghout 1 ft
1 et.un
i & nlidcntlv.1 )thtff’-. Oil tilt I
d. Ji,.,I 15 1ittlt .‘tfl)fl’fl .sb tIflW.
Inc roces o ‘ Vin, is mui Fsame throu1,h Ut flit is odd.
6. Ihe impa t of as tare on child d sdopmtnt, even t it i’. high qualiti. i-a
nl.ain’-. ccntho’ er-4a17. During aduitho xi agu onls moder.icts
..orrelatt--. it it-h Deople”-. trak.8. Intelligence detme’-. throughout aa:t—
4. cF c borriadi ibecause:a. dws sal bs tile mot will pass into tin.
h ood%twam.b. uud;c’on is an inhc’ited pcisc’nalitv trait.‘.. drug- t’-.ecl bs the nii’ther create genetic
detect’-. ifl her hioino’-.o’ne-,.d. the tetu--’ t’iood h... not vet des eloped a re-.i,.—
tan. e to dru,rs
6. lVhic h I e corrett ordt r I stages of prenatal
- I St’-s
1 c s’swç on I heimet’ ds i
ire simpls r c i icd s er-.ior omaL aging.
PROGRESS TEST 2
Progre*. Tc’-.t 2 chould lx- completed during a finalchapter rcv’ew. Answer the folloss irig 4LLP%t otis aftersou thoroughly understand the correct answers ror
the - . , lesiess%andPr’-y le’-.tl.
S pr rxiety cksel o after:
a ic cptocc aon
b clrtn i
ti 1m d.d te ( ceptotob fl ira rice.
2. 1k or J’iagc t pcopk is- more likely to t’c cs ‘
thata. the child”-. mind J% a miniature mod&I of the
adult..b. children think about the sic’rld in ,€tdicallv
diftt rent was from adults.
c. tL’t child mind de’ claps throutth a %t.rie% of
d I
cC
Fild s birth.
f idbsHalois
a. II y dilficults ma i
b. The F os ed extreme fear ci aggression
is hen tir-4 seeing other morSe>c. ihes ‘bossed abnorniai ph> %ical des elop
merit.
d. The female’, were aL’u’.n c ,nothcis.
9. \1.-s-.t PeOV1t ‘-. eailit-’-.t menk. ic’- do not predate- ilast’.
I VT
ten lute rprc’ F eruence-.. n t s a. C.
uiitntun c s. b. d.
a
I ItIn 0 SiLl
lcir ii
b. r ni n ‘urr u
C. Di. I. ren an ard
Prersss Ies’ l1i
a015 0 pecpldilco 1 as?
a. lrikoi;h fHaccat
C. tni— to p
it
r I iod IttIre 1itc tan
11. [tie scald iaef rotors to
o 1 dcvelop rrcnt rasreasoncd aboot ethical
c. Harlowd. Kohlherg
tat orabe a picture ot theitclhg ncc
iha tho longitudinainteilcctual change orer
1°’. cis would moral rcacxistence of fundamental
iieids such asormger adults in
e c I tlirtir rshen
19. Lndcrl ing A hcimcn ileurom that p’odrr’
a. decre ises’ n reas
b. increases decr a cc, increases rrcreasc
d. decreases: oecrcac
Iitt
tt
s,ii
- ii hi. dsp ak.
a r0 or Ii i oH
b. n1l :sa iii
t. sH c to
H. i t I ii soPli
In s ii t it
a. lit pl I itfc agcs ruth onea bin
P. -ntdivs th —iwo croup ot people at dirierent
18. \ttcr hcircoupic Xf1 c e’
a. the distress ot the crnph esi s 1db. increased strain in thcir n’arPa1 rs ator’PPp.c. both a .nrd lxd. grcater hapJ1ness d Cc cJ 1010 1 iOI c
r IlsIlip
dhea i He 0 a
mt too
1 °
tuds
i
1
a. epmt’phrioe. c. srtOiOflO
b. iii epmept inc d Ieic’ii.
20 \pc s curs1 c
calltd - iteilia oxage.
a. fluid: decreasesb. fluid; increasesc. crvstaliiied cci cd. crystallized mcrca
21. In terms ot irudei5e, a Port t
illnesses rs h age and sosaiatn it\
long-term ailment— —
a. r livi or ‘c cc tr A distribution ot us orksu c t ne
b. hooc pon b itiesc. it :cai ages tor —tarting a career manning,
and so in,d. age-related change— n ones circle of friends.
r Nbc(It tas if
hiim rights aertam
a. pro our entional n’oraitrh. 0001 enironal inoralrtrc. go tconve tional ii oraltvd. e any r rahtr
F in Fr on’s con, i dir iduals generally focuson dcr eloping during adolescence andmci’
- during r ciung adulthood.
a. ictcntitv intrrnactb. nacv r tit
t ittd. i it F Pus
lü I tot 1r’t a, ipause rnc,st V coat n.a. c pna ° °srt nH ,c soon of ‘rthles—
c. out alit I Inc est nd. ice! 0 ‘ ‘-e0—’ c’ reed’inn.
IP, Prahi a.ti”serncnts InIltin rile hr
C
22, Stage theories bat e been ritc ted bc0fail to onsider that do lognc I marcantlx aftected b
a. a ‘ation— in rho it
h. each indit idual’s en neonc. each individual’— hi—tori5oi and
ting.d. all of the above.
23. Rese i or t c km
cccti ‘.il se’
ha. terser lirar 1? per it ox n on a Inc
hut nearir Jo none ri nno C a 1.
hc-hrg ‘0 err ii”rp ‘ tI
b. the dirorc wit r i .an,’ ‘ i
r NC ci fH. a ftber ( ttt (‘
112 Chapter 4 Dcveloping I irougl the Life Span
PSYCHOLOGY APPLtED
\nswer these questions the das before an exani as atinal check on our understanding of the haptersterms and concepts
VIultzp1eChoice Questions
1. C ompared to u hen lu vs as younger, 4n ear oldAntonio is better able to empathize with hisfriend’% feelings. I his growlng ability to take
another’s perspectix e indirates that Antonio isacquiring a:
2. Cah in, who i, trying to impress his psi chologvprotessor with his knowledge of intant motor
development, asks whi some infants learn to rollox er before ther lift their heads from a proneposition. while others develop these skills in theopposite ordc r, What should C air in’s professorconclude from this question?
a. Calvin clearh understands that the sequenceot motor dcx eiopment is not the same for allinfants.
b. Calvin doesn’t knoxi what he’s talking about.Although some intants reach these develop”mental milestones ahead of others, the orderis the same for all infants.
c. (ah in needs to he reminded that rolling overis an inherited reflex, not a learned skill.
d. Calvin understands an important principle:motor development is unpredictable.
3. Deborah is a mathematician and Willie is aphilosopher. Considering their professions:
a. Deborah vs ill make her most significant careeraccomplishments at an earlier age than Willieiv ill.
b. Deborah u illi make her most cio-nificant careeraccomplishments at a later age t’nan Willie
c. Deborah v ill make her most significant careerc omphshments <t ab ut the same hme as
W I ed thcrc is st’ not enough information for prc
oicting such accomplishments.
4, Based on the text discussion of maturation andpopuiaritv. who among the following is probahhthe most popular sixth grader?
a. ssita t ie i ost p s caili mature girl in theass
b I ot r sti cc ualbrraurebcy’ntie c1as
c. Rob, the tallest, most phvsicalh mature box inthe class
d. Cindy. who is average in physical development ann is on the school .aehatrng team
5, &s a child ohscrscs liquid s transfcrred from atall, thin tube into a shc rt is de Ihe child ‘s
asked if there is now less liqrnd in ordcr to determine if she has mastered:
a. the schema for liquids.b. the concept or object permanence.c. the concept ot tonserx ation,d. the ability to rcason abstractly,
6. 1 am 14 months old and fearful of strangers. I amin Piaget’s . stage of cognitive development
7. 1 ani ‘ x ears old can use language, and hax etrouble taking another person’s perspectn e. I amin Piaget s stage ot tognitix e dcv elopment.
8. In Piaget’s theory, conservation is to egocentrismas the stage is to the stage.
a. sensorimotor’ formal operationalb. formal operational; sensorimotorc. preoperational; sensorimototd. concrete operational; preoperational
9. Pour-r’ear-old larnail has a x ounger sister. Whenasked if he has a sister. he is likely to answer
when asked if hic sister has a brother,Jamail is likely to answer —
a. yes’ yes c yes; nob. no’no d. no;yes
10, In a 1998 mor ie, a toung girl finds that a gaggleof geese follow her xvherex cr she goes hecaust’she was the first “ohiect” ther saxv after they xx orehorn. This is an exanir’ie of:
11. Joshua ar d Ann Bishop hay c i 3-month old hAtcording to Erikson, the Bishops’ sensitix e, loving care of their child contributes to:
a. the child’s sene of basic trust,b. the child s secure attacninentc. thc child’s sense of tontrolci. a ardb oni
12. 1 ourtc r ear-ol C assand a els 1w t r and morcopen with her friends than xx ith her tamilx
a. sclf conceptb. schena.
c. temperament.d. theory of mind.
a. sensorrmotorb. preoperational
c. concrete operationalci. formal operational
a. sensorimotor
b. preoperationalc. concrete operational
ci. formal operational
a. conscrx ahon.
b. impr nting
c. c ‘otentrisw.
d. b is c trust
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22. ,ixNt xotaenipararr dot iopnienh fat cioIoizIcts
Leiioxr’ that:
a pt r xhtt sonti 1 x term i ha the ‘act ofin
C ti at 0 F dii d1 tt
a x°aa:no a nor e ait\ 000nau larttn
aJotxae id xx oil hovonchd. ahab wont dot o’p;nt’ hw t tn’ htrie impact
00 pi litv
23 or icy nh xg a om 30eanoid or1a h bad that tto doew t xx ant
to want hoc i0r he afraid at oing ht5 irew
ano iOecGofl e nrikson aoaid sat that
c trIos I xx 3 thcnlt xx ith psvcF osocial
liCE SUN 051
b. ,1at’t via x owns doom.in ntnxacv x rsos bolatiori,
d. aontxn x orsos rote co:oocion.
24 ear a t r& tixnshw bctxxce x elfr (p C 5 1 C iploxicit I
n do i rotw n F a ret led that
a. a ymca a hI xx orb rend to he happier.b. w anon xx h oa i h work toad to he happier.
a a x today arc hoppie thn in Ox paNt,xxhc the a xxr gor toh a xx a’s r pe once in her
x ira role mon adictix C ot ha1 p’nessLi an th0 01eeflrc or ahsenio ot a given role.
I csrzy Qncction
I as 1 di h ixth ,adeDecrbchi fr a! ,c c i liP h to be cxperi‘in1 cx n to ia get, xh!her and F tkson.
s tin Nililo hohnx ix 1st tne poini xoa xx ant to‘nak - oak a- wxnae town. I hr-n xcrito the essay on aS09 ‘SLS dx - Ct 21f
KEY TERMS
Lsing your own xxords, on a piece ot paper write a
brief c efinition or Ixplanatron c I each of tile tolloiw
my terms.
1. d veiopnxental psvchologx
2. zrgote
3. ecni’ivo
4, fctis
t ratogc S
total alcohol svnrtrome (FASt
rooting roPes
habituation
maturation
schema
assimilation
accomnxodatix n
a,
(a
8.
9,
10.
11.
12.
13. cognition
14. sensorirnotor stac
13. object permanente
16. preoperational stage
17. conservation
18. egocentrism
19. theory of mind
20. autism
21. concrete operational stage
22. formal operational stage
23. strar gci anxietr
24. attachment
23. critical period
26. imprinting
27. taste tin t
28. sd a t
29. xooleseonce
30. puhertx
31. l’rinxar e\ haracteniti
32. secondar sex characteristics
33, menawht
34. dentitr
35. ntinxacx
36. cnopa
37 in cr’ dsac
knsw is 115
38. crr s se iOfl study 41. fluid intelligence
39. longitudn 1d 42. ,oual clock
40. crs stal itch in ig cc
CrossCheck
As ton lcarr id r In 1 it loguc,rexiersi in I ncr in n of
+materia a c u o mt to thclearning ç ro css tc r ron haxxi nttcn tic dcfm tic ns t the keyterms inthisctitc ,)cushou dcomplcte tIc rs x )rdpclz letoensure that ron an rex cisc thcprocess iccognizc the tc rmgix en the definition
ACROSS1. In Piaget s theo’v changing
an existing shema to mcorporate neis intoimation
5. lype ot intelligencc thatrelates to reasoning speedilyand abstiactly
7. Process oy is ‘ii h certain animats torn attachments duringa critical pen )d
10, I he des clot ing pcrson from 2weeks thr )ugt 2 months aftcrconception
12. Mental concepts or tramcxi orks that organize nformatior
14. Ihe hrst m mstrual period15. k study i m is hich thc same people are retested
ox er a period )f yr rs
Down2. lype i tc’hgc e th t reflects accumulated
it a )t n ima5. 1 hr dci i pnsor rom 9 weeks aftet con
ci tion n iti b itt
13. t a m s n s t a t’mulnsthitisnç ci or rtc
I
1
±
I
IiTI
Li [ IIHH n4 t
H
Li
- i Lb LbLi
ANSWERS
Chapter Review
Introduction
1. des elopmental psychologists
2. nature nurtnrc
3. conhnnitv stages
4, stabilits
Prenatal Decelopmcnt and the Newborn
1. osary, egg
2. sperm’ enzymes; blocks
3. nuclei
4. zygotes; differentiate; uterine’ placenta
5. embryo; fetus
6. teratogens
7. can affect, fetal at oh A ‘in lrcn
8. roohng reflex
9. William lames mc oar c t
r i
3. \ lidI ) dsco r n un i
4. lit c ‘ ‘1
d a anked b’ deficien as hio ial iteraction
tc pi ting a ncss expc rience
6. Pr r ip c F i
umencra’ mancc.
8. A study ‘rcoat c
9. 1 r / I
oertic s s ich is number and voltar t despite changes in appear
h i u’ iple of diffencnt ages arci F e another,
11 4 n mIt i suatircethats t c’ Iccnta
C ri i
s e I t u r 8b ei c ga ‘to
f e t c Jotis ‘
3 f 11 3
3310 c s 4
V3 c. i c
Ira u-I I SC ci tactelI a nc ew1 cr
r c. rs icdn ts2o I Ic u is id i
3 ‘vc It cc licis€oatcd 01
4 Is 1(1 c s t. itd nail arem I
, 1 ioc n0sdl i s I hedmi its Whc
I. I V LI alt 1W idtl .d6rj at a tel
t 1w Icc t t , i nionh a
8 ic 1 It s t e pc ss wIlts Ic. d ,
9 far 1 r s lai cc a d at is. reasm,cnstii
10 ic a inrc cc i c ft i c scci. clv atk bedHal c da ac ott tcnpeicrcn
11 il% 1 is c, r aCte tra’nrn12 s i I CS’)! a iga lkciyt becuxe13. r Icr d Ii SC at °c lion n ii its I ispnrts
14. ) 1 01t r c I I e c acii It. a Kilt.
l3.s scir C36cc
16 r re3 3 ,a i.ia I lOUtt”Ss)nid
1 dc ad n38 r
8. )9
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211 ic c. , h 1222 r La 1 L TI
3 £ itt.
t
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I CC 46c. ir a 5’ 4
I’ ‘ r It ct stucc 48c 1 s ii ort)cc n40 j
InC
dl
1
dr i s ompctenccH 11W (3) 1 tI ird fac
r I a C (CI or sOCiOC
V ) o r CprCit
c dir
10s cs ins
20 mdi C I r i
21 us ‘s
22 rtirr c
23.p’ p24. d
25 1 re
26. aCd I
27 rr
tdultloc I
I
I err t exua actn iti,
cit di oi ironment
Sr tcni
1 Ii
a
r rgue rat the perceptioncr a in a the highest
rt c k ts a Western midc icd hat foi vomen
c r t impersonal jusc a i at cnslnps
dc al’3
s’c d r )prcit
y ID onal Stage
‘it
mnscular tres aid &
9, mor less
10, sb is,trair C
brar ccl is
dcn cr t
11 ‘it ncr a
recall’ a,r
prc s cctn
16. more
17. c s on
18. 1)noitnd ral t I t
Becau o)nlvofdiffcr rt g
ti in cvc Ia r ‘i s
ng It (is
ra
1.
2 n t i
t ii sstcn its
it , n’i nt )ral post
agi’ i Itt
4. men p ns
5 pcrn t sto’tcr
6 I itia
—, gent renrc dot r
8. shrinks I
6
I t
C U
I
1 1
I
4 5
C
0
1 3S
6 i
I
18
p
11.
12.
13.
14.
15.
) I Ioxs
p rans
it
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d t c
5
tn s Itor
t t S
srb gtsr att t
1 it aso ii
irl ttpinrcn’gs ire r’ s al it
19. cry3 li/Cd r
20. todd
21 t
22a
118 Chapter 4 D ‘veloping through the Lift Span
23. less, life cx ents
intimacy; generativits; lox e; work
monogamous; 20; well educated
twice; higher
7Th happiness; sexual satistaction; health; income;greater
28. decreases; empioved
29. increase
30. quatit’,
31. identit; contidencc selt esteem
32. do do
33. a nvgdala decreastd
34. suddenh and hetorc its expected time on thesocial (lock
35. do, do not
36. do not
37. integriti
Reflections on the Two Major Developmental Issues
1. Piaget; Kohlherg; Erikson
2. stages; brain; Piaget
3. do not
4. temperament
Progress Test a.
Multiple-Choice Questions
1. c. is the answer. I )ex elopinentalstudy physical, cognitn e (memory,pie), and social change throughoutp. 13°
a. Social psi chologists stridx: how people influence and are influenced by others.b. Cognitive psi chologistc dv study memory;because Dr. Goodman i— interested in life-spanhan :cs in memori she is more liked a develop-
inc ntal psi chologist.d. Fxp r nental ps I beset So r percept it Irao bcinnr Orly d xf)c is in dcxelopric tmcntal p roceses
2. a.istheanssxer.p. 153b. Deduction, or deductixe reasening. is a formalt1perationa I ability.c. Piaget’s theors is not concerned with attachment.d. *\ttaming object permanense is the hallmark otsensonm tor th; ‘caibt.
xi orld from his or her own x antage point. (p. 150)a. As immature as egoc entrism is, it rep resents asignifiLant cognitix e advanLe ox er the sensorimotot child, who knows the world onl throughsenses and actions. Tx en simple self-awarenesstakes a xx hUe to dcx elop.C. & d. As children attainthey become nore able tothe eves of others.
4. a. is tue ansi’ er. lieforc ooject permanence isattamed, ‘out of sight is trulx “out of mind.
(o 149b., c., & d. Dcx elopments during the preoperational concrete operational, and formal operational stages include the use of language, conservahon, and abstract reasoning, respechx clv.
5. b. is the ansxxer. The infant turns its head andbegins .-ucking when its cheek is stroked. (p. 142)a., c., & d. These stimuli produce other reflexes inthe newborn.
6. b. is the answer. (p. 1 55)a. \\‘hen gix en the choice betxx een a wire motherwith a bottle and a cuth mother xvithout, themonkeys preferred the cloth mother.c. The presence of other infants made no difference.d. Imprinting plays no role in the attachment ofhigher primates.
7. c. is the answer, Through maturation—an orderlysequence of biological growth processes that arerelatu clx unaffected by experience—all humansdevelop (p. 145)a. Conserx atton is the cognitive awareness thatobjects do not change with changes in shape.b. The forces of nature vie those that directma In ration.d. lhe continuitx ‘stages debate has to do withwhether dcx elopmt’nt i a g-aduai and continuous pro’ “sc or a discontinuous stagehike processIhose wh emphasiic n ura ion see dcx elopme t as occurring in stigec ot cc ithuouslx
8. d. i the a xcr Lnks i p oposed that dexcl pr er t occuis n a series c ta ,cs n the first c fwlucf thc hild dcx c ops an attitude of eitherbasic trust or mistrust, (p. 158a. Piaget’s theorx is concerned xx ith cognitn edevc lopment.b. I Tariow conducted research. (in attachment anddeprix anon.c. x g.otskx fucu’-ed on the intluenc e of social tac(ens on cogntix e dcx einpinei
24.
25.
26.
27.the operational stages.see the xvorld through
psi chologistsiii this exam—the life span.
ists study phxsi log’,n ng and other aspectsiprr nt I psx chologistsI anges in behax ior ar d
3. b. i the ansxx er. l he nreop;erationai hild sees the9. h. xx the ,mnswer. lot’, I 45—) 46
is 119
it It& b. h a1 reasoning iased on a sense of social
o or de;re to pam oc1al approval N associa tea is tb rho rofl\ enuonai los el ot moral des euapnaat0ea p 1 ‘ad °n t ii n 1piec c char
tI steor s o r Ire of noralclot ii
12. ci, i-’ tIe ansis er i3ov ci ho shocs early physicalow to: atton arc general ii sti ringer and more‘flieic than box s who mature late; these quah
m lead ;reatcr populants and selfii p. 6
& c wIt if sturation tends to be s xaalhads a ntagcous tor hors hut not for ails.P. 1 arts niatnimp girls often suffer enxbarras
‘eut ,,rd are objects or teasing.
13 sth ax ncr p 184ud flip ncetcrdstodc reasc irithage
& d. rvstaflized intelh cnee rcfers to the aeonolarica of tact— and general knon ledge that
takes lace during a person’s life. Crx stallized
‘rellicaei ce generaih nor cas” cc ith age.
14 s tl ver (p 106)fcrs to the c any adolescent period
ring i -h ac rated groxi fir and sexual maNration mu u, not to the frrst menstrual period.
B, \ienopause is the cessation ot menstruation,
‘slab tx picaliv ecsnrs n the early rifties.lii 1 r an s tf c ory enerai it , or the sensc
‘r in ng ci host; priducti e, is the task
inidd dull cd.
i; ci, o- flu’ cn’aseo ‘p. lOli
a, Cone abs its’ is assocatcd with middlo adult-1.
Ti,c I iso’ in a5 ssociare I 55 ith
16 ihc s ci. c in .1 opc a onal I uchl
N a ath,rc’i. th:n king t’- no ionger hn’ited to
0 ri-h u-apo-.,tions p. 5R4
& B. P olpi o’tonai ti-ought and oncrute opensoil t ught crg’ b oie at I do riot in
silt ii P r ,itn sha t itikrs t
18. d, is the .4n—s’ cr Pse it w me a seems to be the
role: OPen changes :o acts it’ paitet o— contributesignitica’ ‘is he proh ns pa’ d5 a— bump parrlusu ng(
sn p hr Sal ‘n dci a 15
B. Nitboswh tnt eidei P ‘0 0’, ‘r -nhecc to loop
tc 0’ a’1n cat-. tb, a r i-ac’h-. thor c’ friaRs
u lert r-.ni in n
i tic t, Ii1 i r
19. b,’stho .o—n’maa, tin’- an-.rc end ‘i-nh,”- ‘,--.‘--se ru’s l ‘i’search,c. & d, 0,aroIe Lu 1’.’— 0,1 d.s:;’xnut-h n’sc
tic n in I tu h a
20b if c
22drtf xc pr ark dx ssot c doN—c
a, & B. :so ‘-1nti’- ,.pp
mm or man on’ ,‘c5rr I
tIer ‘a thc-,e tour x’s o,-’Porn per -i t
c
23. d,isthm.o—’1c‘C jOb1
24. PH- tl,essc.”n ‘0
r o.c I,ci (cnc’r s N rcitiXiO ‘0 If-ic .tn 1’rt,- ‘1
25. ci. is the o,sn’r’-. ‘p.
1. ci. I-. ti,c -.---
do ct’’ 5,iI
r i-e— -o5 , -I-
‘I
-h,
10, a. “- tOe an-sc er p. lEd)
lh c. tb an-suer
oral r soixingin oba
At the precons entional level,enters o s self-interest, u hether
nw r-sxards mold op ptir
21, c s thes ide ma’ aChic rolm
porato an
s,,ei c sew c Iatc to rca pro
itt” .Io’,iftafl.oi-’s :or Cr ox outadobo-., err-’ t.Nrtr1,.s rxplcaiis oxioi
ira,ue-’p” pos;tI; 0 ‘f-i-i tncept. i p.
e se
a \ie sa w reP o is
c ‘he dot r
5 1 xc
nbcnfy0 a’
a” rancor cixild coodutorbsr, adole-.cence; nei
-. ‘P c’
h: ci t a’ coni cia’s
xs”c ‘-r r us—Inc twodl si
so r x,cr sx prod ti’its
1 -0 1, —11
ii. 1 l”t”- l’’)
,ciditsa‘-, 0’’
It’ Is
1.
3, t ‘p
4 1 p
Progr° S 2
5,c-I
S.
d. F-I cl ‘ scelllc”nce ntc rs V abstract n’asoning
0,’ ,tii’s; nov c’s en. it is unrelated to Piaget’s theo
i-c xs,r till 2)S al
a
I, ii opec Fl c- soar
120 Chaptet 4 Detelopingihrough the Lift span
ttt,t kr’
2. 4. N thu its orci. I it thc
it by
a. i or Is
1. a. lONto Ot in tkc’i h w mothcato .o moan rim pJo enta and citron the child P
hioosirorm p ±4
b. Adcr hon t.’tl”Ot Cc nncrtcd; it roquirn O\o-.ura I an atiditr thug.
o N u my at ti hani n of bendx or s x d on tot cr changesno c ddtc rd. fbi u’rr or n scorroct f mause at o ago dotsu tO O±uou 0s1 ni
b.i s sir p 141
,. ci. N I e ann or \ critiual oriod I-. a restrictednro a iring ±ririch an crganism must ho exposedto certain inllocnto-. or or orioncos for a particuiar kind of earning to occur (p. 1 6ia. Cr’ al peru d rotor to I r elopmcnt ìI pt or dsi1t
ar h ri Ic bob oror a ono c t a the r r rollow
ing htrtlc. Cnthai pet iod-. art’ not spc1Oca1lr as’-ociatodu lb the orooperath mat period.
8, c. o au an-.u or I iepriveu ‘nonker were intIme ii hef ‘r ho in th ‘r
(a., . L he for, ot IN ri r t oPt
9. ci. ‘-. No ‘mr tr io’ )n tO a nk ot nourat L’NO NO t’”fl d cit ant ‘p. 1
N ml s Non to If irci r ‘riM yor ar once, tr
ds to I of in 1ff route.“actt’rNto N setort.I,
round ings n ill often exhibit a range of emotional[chaviors
1L d is tin ar srscr. (p. 1 68)a f.rikson is knori n ft r hit theory of psi chosocialdot elopment.b. Piaget is known for bls theory or cognitivedevei opnrent.c. Flar!oo N knorr n tor his studies of attachment
r infant n o her s.
12. tie cnswet IF ±83)b. This rnmr er describes the longitudinal research method.c. & ci. Cross-sectona1 studie-. har e tended toexaggerate the negath o ettects 01 aging on intellectual functioning; for this reason they mar’ notbe the most appropriate method for stuN ing life
an icr elopment.13. c. is the ansvrer. Different societies and eras hare
somewhat different ideas about the age at whichmajor life or ents should ideally occur. (p. 187)
14. c. is the ansoer. (p.168)a. Preconventinnal moralitx is based on avoidingFri ni slim ent anti obtaining rewards.b. Conr entional morality is based on gaining theappror al of others andy or on following the lawand social eonr enhon.ci. I here P to such thing as generatir e morahty.
13. a. is the ansrrer. (p. 170)b. According to Erikson, identity dcx elops beforeintimacy.e. & ci, The formation of basic trust is the task ofinfancy.
16. ci. sthearsrrer. (p. 176)a. Most o omen do not experience anxiety anddistre-.s toll owi rig menopause. moreover, theo onians experience ycill depend largely on herexpectations and attitude.b. Only 4 or S m lit postmenopausai Canadiann I L S r omen and I in postmenopausaia nose ii rr en experience I ot t as aes.
P ‘n use s c used fy a tine i in cstrogen.
17. a. the ns er. A n athematici r s skills are hketo reflect ab’trat rea-.oning, or fluid mtelli
gencc. which decline with age. Ip. 1831b. & ci. Philosophx and hterature are tields ino hith mdix iduals otten do their most notable
o oP lator in life, aftor more experiential knno iedy e ter stalhzed intelligence) has accumulated.e. Scent fk achier ements generalli retleet fluid,rather than crystallized intelligence.
18. d.is the ansocr (p. 188;
a. itInc
b. tPt r t’
-.0 anget .irxioo
ti iOt’i I
‘toCf
gon indurino I e pooi.
rho se—or motor
cousor a in dot lops dun 4r,
on ci tage whore is stra gt1 5 r-crm tcrst e
I eorr n. nd bie itional s ,c. This rol
‘Iage doring xrhicn
an r i d arstand g
3. c. is hao ansrr or.a., b., & ci, .r.
atta ut, ant e iat’cr—o
- I t1
LiiitU s emotional ronrporanrentcidictic I’ r o not been linked
x’ig ‘ii aieyiw r
b.ior,
p iir
10. e.P.a ‘a’niig tIna. lr ret’ ait
in taib. P“It
hene
t 1(0‘har
) a-.t, ‘C,5.i i tat, n i,nnant(i,-r ‘-ora., h.. & c. Mot couples tIn not fool a los-. cit pur—
Answers 121
pose or marital strain folloxi ing the departure ofgroxi n children.
19. d. is the annxer, Significantly, drugs that blockth act x i v of the neurotransmitter acetylcholineprodi. c klzhcimer c like symptoms. p. 180)a. & b. Fpinephrine and norepinephrine are honinones prodin.ed hr glands of the endocrine sw
teiiic Sero in s a neurotransmitter and hence isprodu d by in urons bnt it has not been impliLa ted ii .\lzhe1mer’s disease,
20. d. iS the ansxx tr. (p. I$41a. & b 1 md intelligence, which decreases withapt retcr ft the ability to reason abstractlyc. (ri stallized intelligence increases is ith age.a. is the answer. cp ii6ld. i the answci. tmPP 185-186)
23. d. is thc ansu er. (p. t8)
Psychology Applied
Multiple-Choice Questions
1. d. is the ansxser (p. 151)
2. B. is the answex. n. 145ja. & d. \lthough the rate of motor developmentx aries from child to child, the basic sequence isunk ers P u d therefore, predictablec. Rolling ox er and head lifting are both learned
3. a. i the anxver. Mathematical and philosophicalreasoning involve tinid and crystallized intelligcnce respectir ely Because fluid intelligencegenerally declines is ith age while crystallizedintelligcnce increases it is likely that significantmathematical acnimpihments will occur at anearNer age than philosophical accomplishments.(p. 185
4. C I c rs v’ tarl naturing boys tend to berr ore popular. .p. 166a. harP maturinc gris mar temporarih sufterenharra—nenr and he the obje ts of teasing.b & d I e si ml hcrct’ts t carP ci late inaturaho 1i asc 1 n p vsicrl dcx clopment, not onc( gnitix c skills.
5, c. is the ansxxer, lhis test is designed to detern inc it the ehhd understands that the quantitr otliquid c usc rx cd despite the shift to a container that is different in shape. (p 150)a. I hew arc pcnerai processe related to concepthuidingb cah,ec t or nnaiu nec iS the concept that an objectc ni to c t c n whir not percened; n
tIns case, the water is perceix ed thronghout theexperiment.d. This experiment does not require abstract reasoning, only the abiht to rcason logic alh aboutthe concrete,
6. a. is the answer. this child s age and strangeranxiety clearly place him withm Piaget’s seusorimotor stage. (pp 14°, 15)
7. B. is the answer, [his child’s ase ibilits to usclanguage, and egocentrism clearly place her xx idrin Piaget’s preoperational stage. tp. 10)
8. d. is the answer. Consers ation is a hallmark of theconcrete operational stage; egocentrism is a hailmark of the preoperational stage. (pp 1 dl 153)
. c. is the answer. Being 4 rears old. jarnail xxouldhe in Piaget’s preoperational stage Preoperational thinking is egocentric, which means Jamailwould find it difficult to “put himself in his sister’s shoes” and perceive that sht has a brother(p. 190)
10. b. is the answer. çp. 196)a. Conservation is the ability to realize that theamount of an object does not changc cx en if itsshape changes.c. Egocentrism is has ing difficultr percen ingthings from another’s perspective.d. According to Erikson, basic trust is feeling thatthe world is safe as a result of sensihxe losingcaregivers.
11. a. is the answer. Although loving parents willalso produce securely attached children,Erikson’s theory deals xx ith trust or mistrust ip1 8)c. Control is not a factor in this stage of Erikson’stheors.
12. d. is the answer, (p. 172)a. rhis description of Cassandra’s f clings doesnot suggest that her relah )uship wi I er p ireutsis deteriorating. (assaudra’s sociil dcx elop neut,like that oh most adolescents, ft coming underincreasing peer influence and dimInih.ing parental mntlciencein & c. Becausc (assandra’ fc irs rc nc mthere is no reason for icr to change I er eirclc ohfriends or tor her parents to seek cc)nn’.ciinit.
13. c. is the answer. (p. 1 M;a., in, & d. Piaget did not link cognibs e aM myamount of schooling, gender, c r ditfcrc uceshow box’s and girls are socializcd.
14. a. is the answer. ( hildren in x arious cultiire doseem to progress throcgh Kohihc’rg’s pieon. ci’
tional and cons cr tint al hi c c xx F in I Ii s
21.
22.
tciin
122 Chaptet .o fleieioping Thiougi’ the’ ite Span
18. d. F, theK d’ t
te ‘[Olt
hclrg. ‘p.
a iswer Research ha, nut uno ewd a
fo pcopeofanv ttcula’agcLrnnr ata cErn s of s t ,fa tion C
ISQ;
of in
tk n tt’Jdltrhc’od.d. Tdc titt
I k I ‘ C
24 d. i t c rnsi ‘r (p. 18”)
Es’ay Quection
S xIs 7 C
heited ,h bate’. abt’ut non.
cc ng o ollbcrg Scthesiok on r ioi
tVa flffl,cl. then I prohabiorder to gain social ppru’ cii
are iules jton%entiira1s’ic o’Ic She ‘s no leasel&bascc, n )f rsor
1i 1roba ii atthnc ii v. Wien hcabided i, tule. in
or siznph becauseniore’iih). \tm that
ni p dii ncreasrpcod )fehcsard r
a. Pr— tbti etitiorwi ‘ .t.o_ing i. i’at 0 ui c?dc;nai
in:entnn ‘jj’ i’. .aniig a re’cird orpt, hintC 1: 1
tin at cdi. )r r&us i a’u a: t cai
pri: tip’e%.
d. lear o ‘tter.. dtsapio a’ 4% flflC it the ha%esof nat mci air a onk&
2.b e ci ?a. I fast. i t the po’, ft 1’. tr Ic Oc erital i fl_i(flCC on. lawn ,tL:L;fl- duri’rz adule,cenu.d en’. r.-.;i-.t ii tr t.i%rrn it .1 j ;ltitci ,i ci
id )I/ ISS t C )fl rs f ia’ (j
Key Terms
I )evt omc lal pS hol ‘s Na c of ço c I s
scnal iansc thou out lift an (r 1W
2. TIa zygote (a term dt’iived horn the Creek nerdfur ‘C:ilt .• i’. the ferrti’L’vd egg. that i’. the lusterfc n cdu ‘ci ptt t liii)
er ‘. , p3. Fbi. embryo . iii ue’. t ILV .ig Pttl.dtJi 0Cg.fl.%I.
tr,)m :,14’t.t ? W(’t th,ni4h2 month’ ath j t.’.i—
epu.” 4. r,
U S
ral 22 c. k U an’v ‘1 04)
fl. c. i’. L!’e .n1.a,er. (_i’lijs cge and ‘4; uglt- to tonfi
a ..ics.t. rci.tonhip pIa !iint square! in thistage ‘‘
‘I I ‘,eiat
b. \utun’nn er%.cs dou3t 1’ Jie psvthostitial
SLTS ‘0 Sic
th orne spe of t dci pnit t ofrea-oning ate icnn erai. p. 11*.
15. c. is the an%wer. Reasoni”g i’. bj.tjjj tn fluid irtel
lb.. cc. ‘4)ab. ssta ted cliii., i.e i dM ujr I oldagc.
lb. c. Is the an. ci. Because ‘.a erJ ‘arla%in (&cccno fflu i• c illi ‘in It ti it
ii C 1 (“SC Ot nid ts s
sib to ru out t .at on or mc e of hese r tnetthan aging i’. tile tJuse of the measured intellec
tual Jetre.t.e. (p.
a nail s npi tee ai d ii ‘pftbi. tati e es
3, C 11 t t : C S arest i citb. This rt’ters t.’ Lt’nguuainal reeaitI’I.
17. d. ‘ the u’isci. (pp. liii -1821a &c Ix sc ogi onr rio thepcr it
m ceo ) ‘rp till ho,i ii lecec icb. he ah,lit to ecall r. terIal. especiall; mean
ingless material, declines with age.
thc sichoso
i t c. Li ‘hoc cI a t . ge for ii op tier, \ithouh icrflunking ‘. rraoly $jl! ‘-omen nat %elf-foc’u%.ea,Shtr. 1 is becoming .apabLc of abstrat, logicalthought 1 hi’. is Ii in’vaing’ allow her to reasonh Uk aiv ii cia B’ se ic log i
thu nib i ,o es c to 4’ et I c)nsistcr.c’ie ii
other- reasonin,. and benieen their ideaL, andactions. cheTi I and her parat mn 1w hai ing -onw
19. c. 1% the answer. Although some researcher%cix thasiie con’,i tent’, uid others emphaswc
p e Li rtan, tFciaiiactitconist’n
cy r rca c nc cli c pin. o 19a. One crit.ctsm of stage theorie’. i’. that develop-merit d. ‘t’s not occur in saarpn detined stage’..b. k. searc i I as ‘.huwx that ndi idual’. adultpro if c itbcprd.i c f thu rstis ax’,
d. “octal and enu. tional ‘.ti it 3r.. two it the ‘noststjh!r trdt’-.
20 b. the icr on bun mis ‘, is set]
‘a’ t , 1 .
aftnmatio i of people’s agreeirupon rights. Betause
‘-lie i’ a noinan, her moraiiti mai be more con.ernedwith car mc ibout rclauonshLps
\&. ng ‘nko isy on.. k copn tccci. i eght a s ict ‘s iii 1 use ona artic1ar bjc,k. A’- .n .ido.esent, Shci 1 s p’i cho’oc altasic i. to dci ekp a st’rs of ,.eif h testing roics, thenintegratin - them to torn a ‘.:nglr :dt.iitih.. Frik’-onc dtl at’ den e sroi cnfu n.’
C
t.wte’c 123
feratot S
U:,t
hit, rootingutien hL% or Ihe flu
I I
I’ia ctic
orir
‘fr ii
C)!’ .ttt
Leralh, 0 o c) are any drug,r %ub cs that c ss the moth
d nrr it deuloping
refIn i the newhom\ tendenc,ci .J’tcek i’. ,troked, to twit, nt toward
ii ry a th and starch for the
u at to studs infantdecreaing responsiveçeatcdh presented. (p.
r accommodation ckrc to‘t fri st ratirc.crporitenew
en Ft s milated p 148)
s to all racntal pro csses as’oLiving, trio.. iag,1emembtnng. and
tit c’ %tages the sensori‘iTh to about age 2.
it: knots lcc’gc at theid thur t actis
i dnc PS It rig tacYCflt5 at things
(I’XNti%[ tpcnteis I p 149)
22. In Piagct’% theoi, thnorma1l x ‘ins abpeop1chep ‘tFtepts( ‘1
23 Stranger anxietyinfaits sntot s(p. In
1etc ) K26. Imprinting s flit
mak r ‘t taclin
periodt ‘n tile. ‘p
4. 1 * fetus i the ties eloping prenatal human frometA’ a r corneption to birth. ip. 141)
F’n e ‘p.4I etal alt h syndrome I AS) refers to the phi %iC.iI i..d tt’cruti”e ibnornulitie% that heati drink“g Lw a urtgnant s’’n’un xn-iv taue in the devel—
(ft 1l2
I
1rniti‘‘ s to a
0 C iniatituationi i at. that t
17. Conservation i th., pi;nc’rl,’ ni. t r, ‘r’i i”
a’ number. o1umt’ ha ii a.— icr iH” “i’-t •.
deptc l”ange% in bum si’s.
acqiir c i trig ‘1 1 ,t
p118 InT a.c sf1 on e 0 sm ws,t
cultv t a pit operat huIrt 1!’ C
erinct a’.othcr ‘se..’p’:. I f..i . .i,
anti . ce.’ttr’%m’ indicate% “In tS. :‘
ttk. ‘.r%—
operitio ; child u ec tcntert.d i I19. Our ide.is at-out our cntr an1 .1+’,.’ thvi:t,s
feelmg% md ptrceptit ‘is mud -‘a, J, r V a ‘.,‘
might p tdct unst ut thec mmmd151
20.Autismi p
and in’ rkdb I esu un¶14)t lb)1 iiittidttiOii dr I I 114 a. it
21. [hiring tlmt’ concrete operational stige. atn..,Irom about age. (‘ t’: 7 tj) 1! ‘..flkt4’. 5,,; 1 t1j11j%
Iogicalh about corn re’e et ‘nt— ‘r.. t)jt..t’ ip.13)
149. Maturation refer. t’ the biological growth pro
tesce. that enable orderis changes in beham iorand art’ relati’ d uninthenced hi experience orot.mer en; iroiLniental tack rs p. 143i
i’ii1 ihity tc i a k depends on a certain‘1 .. id r i,. i maturation icr thisc t Icr oth is phsical1y
mdvt k attic Ikng”hashttlec.tfect.0 Ii I’iag theon of cgnitivt dci elopment,
‘chemas . t. mental t oncept or tramen orks that.)rizani?e end mte-rpret information. p 147)
11. Tn I’Laget’.. theon, assimilation refers to interri .‘ting . new eperitnce in terms of an exi.tingcchtm’. IS)
formal ope- 12 [
ii
ionil staplii’ t
it
Mu, ‘ Jo hc Entilt ‘ sttiemembcu that “ope a’’ ce i t asborn’iations. P1’operdtionl 5,hidrt’n. .‘‘e i.ick tieability to perform traa-roumath.’s n
thi% dci elopmtntdl Wllt’sto’ . (‘k .et-’ oj erutional cFildren can ‘lFeratt ‘n u.n :1’ , crob)ett’. F rival ups-rat ‘aai i’J’ n i
logicl t a i formati ibstia’ ‘ts
at
ognitlc rcats-cl t’ it1 .1’
t’n: (p. 13t
14. In I’ii:c r t iePi ‘ft ..‘gnmotor %tage ‘a.S from
“i’. t’i —‘- m ze ll.flt’,
oil I h hit i b(
ii ) A
5’ ‘pI ecp r rct
24. Attachment us an vim t c. d it i pci‘.nn. -.honn in ‘ou’, ,,,‘ ‘ .
.., •‘,,‘,• ( r
‘losc’ne”s t” a carti., e” ant) .h. . •j, .:.‘
epauation. (p FR’
25. ‘. critical
birth a rto cc I
period4, ShilL1
peruc
lb. It I’:, ::r’- “con. tl. preoperational stage la.t“‘m ar.rt 2 ts. Li or — icars of age. Dunng thisti:.,. , I,t:,Li gc derelnpmenr i rapid hut theI,:’ci ‘ .u te’c to under—t .nd the merits! opera—
“1 j’., . — , ,j ic ,‘i1_ i
at’u nin’
‘s
‘ c’ —
I ,., riU
27. Accordin: to Fnksor basi’ trust ; . ‘r. ‘1.
the isofid is puedk’tahlc r, tm” ,e.:t”. c “i
tept fl it mnf.mt’ forn— m.:t ‘. l Y’ fl’e’?
rc”pon’-i c ,rt,.’i, II’,,. ‘,‘ k
124 Chapter 4 Developing Through the life Span
28. Self-concept is a percon’s sense of identity andpersonal worth. ua. In i
29. Adolescence refers to the life stage from pubertyto independent adulthood denoted phbslcally bya gross th spurt and maturation of primary andsecondar; ex rharacteristics, cognitiveh by theonset of tormal operational thought, and sociallyby the torniation of identity, (p. 164)
30. Puberty is the card adc tcscent period of se\ualmaturation during which a person bet omes capable of reproduction. (p 165)
31. The primary sex characteristics are the hodistructures (OX aries, testts, anti external genitalia)that enable reproduction. (p. 1t’ri
32. the secondary sex characteristics are the nonreproductis e sexual characteristics, for examplefemale breasts, male voice quality, and hod hair
p. 165)
33. Menarche is the tirst menstrual period. (p. 1b6)
34, In Frikson’s theory, establishing an identity, orone’s sense of self, is the primary task of adolescence (p. 171)
35. Tn Erikson’s theory, intimacy, or the ability toestablish close, loving relationships, is the primarv task or late adolescence and early adulthood.
(p. 172)
36. Menopause is the cessation of menstruation andtypicalh occurs in the earls fifties. It also refers tothe biological and psychological changes experienced during a woman’s years of declining abilityto reproduce. Ip 176)
37. Alzheimer’s disease is a progressive and irres ersihie brain disorder caused hi deterioration ofneurons that produce aets lcholine. It is characterized by a gradual loss of memory, reasoning,language and finalls phvskal functioning. (p.I 80i
38. in a cross-sectional study. people of difterentages are compared with one another. ip. i83i
39. In a longitudinal study the same people are tested and retested oxcr a period of sears. (p 183)
40. Crystallized intelligence refers to those aspectsof intellectual ability, scich as ; ocahulary andgeneral knowledge. that reflect a con ula tedlearning. Crv’,talhzed intelligence tends to increase ii ith age p 184)
41. Fluid intelligence refers to a person’s ability toreason speedily and ahstracth. fluid intelligencetends to de..line with age. (p. 1841
32. The social clock refers to the culturally preferred
timing of social events, such as leak ing home,
marrying, having children and retiring. (p. 187)
Cross-Check
DOW\2. crystallized3. autism4. assimilation5. fetus6. Lonservation8. cross-sectional9. zygote
11. teratogen13. habituation
FOCUS ON VOCIBULARYAND L4\’GUAGE
Edge 139: As e 101,1 non through life—from ronmi’ totc’m”—when how and ishy do ixe dci elop? In theprocess I bccom ra nfl ire ire and as sic traicl
i i/ hr i g6 ifc conception 0 death(or 6 ( hj sic chankc and mature pl ysicaikpsx chologdoih, and ociaIix. (Another humorousexpression describing the life span or lite cycle is
from ‘ sperln. to ix orm.
Infancq and Childhood
Pa0c 144: . . foddEr . Shis describes a child uho isbeginning to learn to xx alk and xx ho walks withshort, tines en ctpL,
- 1 Ia: \‘ter birth the neural networks that cx en
tu en I cd i na’ k, ai emembcr had
a cild 4n’zr’fh p’mtrf. Myers points out that xx lien s ou
were born, you had all the brain cells that you wiltever have. l3ut after birth there i a x cry rapid dcx elopmcnt (a I ye” A son; ‘n the umher of connections bctssecn neu us
Pay 1a6. Ir ing to access memories of those hrsttour i ears :s (lOt fn’i’.g is 1,7,1; Li, ‘OI’ic’it r,’; om,m(ft’d (‘I’
;n an :,; no;o a ‘.‘;‘n’nf ‘0’ n’t(o3 -m,uu;:. I hic
reterence is to the sminilarits between. the brain and acomputer. If computer sotare used f r creating adocument x,ac prrra med n fisd) on an earlierx ersion of a computer then it xvill not he eass toread the doumnent on a n.ewer yerion. Earlspreschool memorie max not have been erased, hutbecause thex ss crc programmed on a different, orear icr yst r (fin A’ Ii, thex ire Ii rd to a ccss orrctncsr I c wcrsf’trn El m ‘I
ACROSS1. accommodation
5. fluid7. imprinting
10. embryo12. schema14. menarche15. longitudinal
Fcca% on ocabu1an and L dngua;c 125
147 tru?’ 11w, word r eons to be3 Cn liL a t’v tha1 dx.o not
cc rt Ti i o )Intles ( s I according topet’. i C v, to tn t” teach a child isho s m the
:“-.“pcnt iii ‘stage of de elopnient how to use
aL’.rract Logic to “.olve a complex problem (formalOJxr.i’ionai rea”oning’.
11) w of tests Piagct would show an* lijv a1’dth.’4’I
lit. to tearc icdfor the t When,€ t t objec permancr cc he %howc d the
c,aiid an aft atth e toi and thin’ a’ ered it i ith hi.‘h round hat ‘h i’ppa1 lii” ye;e ifl! it). Ven
.ung bab’es dl) not earth for the hidden to —
ikn the n’t .ee it. the don’t appear to thinkUt it( bout s c,ht iso tof iii;iM
I Then ichfedthc ncr theiifantsictimc I a .1 t 14 take staring lo i,e when
‘-‘ow ii a ; ‘ong nunjxr of oblect.%. In tIm. eperirncnt tith 3-month-old infants, Karen lVvnn.hond that the%e ‘cn- young children were capable
onuiptal thinking She did this by n’ea’.uringi r.. ict ‘ime to expected and unexpected out
) an mp ssiblc outt.om”, mian s stareda b’tzkt’)anlthcvalsodemon
ited a r tal cap it> br detecting changes orcn1tt-n1ces .n the trequenc 01 evenS ithu fla’e a,,r, 3 • ,
• L;: When Little Red Riding Hood realizes heri dii n ‘ is real! volt, she swiftli re he. her
aD t ct-ca u c s rntenuons and races aivazadu 1’, egin to understind that
c pe ha c n ental capacities, ntcntions,! ‘-‘t’a1’or,. fetling%. etc Lhildi:n finn; -i tiito’u ot
‘,n, Thi’-. is illu--.trated ‘s hen the vounsz girl in thet.wd’ t-n’. ‘-.tor’ taIled Lttle Red Rzdinç Hood reog—
‘.- l-.t f:” hiç hid volt (di’gui’ed a% her grand-• hej Ft r ba tentions U ard ha rnd ‘he
I J un’ 1 ‘iir a’.’
f 1.1%.! .iarl T iaget s thcc’n fla• Ut.’ :flttt - r%lal. hs ing both ‘-.upportcr% and tnt.
(‘c...-. a ‘Jft’ral r”-.earth --.upport% the ba.ic --.tagesr’ p. “.ed ‘ s nIL” ‘n.”k-. but mo—t re—.earchers
. th d -wlo mcnt i-. morc continu )u thantO (hctlwcmocconcptuilabil
nods hi his th on su.estcd
• ‘‘‘ o tr’e i le’h 4 mik%tone is an‘it ..a’-it: ante or tniportante. (Originall, a
ri j.t:’Ii( .‘a’ a IJflt’ stout ht the roadside
L I’
tr •
i’.i: .1 .:- L.,2%.r.”-. ‘t’WJ ..c’ :-.,“r,r t. !. •“: what•-o.,, ‘tin i. o’ It’hiId—. t ...lii I%”L).
tier a•n aPr
thu rehecc n k’pe it ‘hl’iad ‘-.‘.lpr- t tb—r t:,tt r— i.rnszih!e .-‘--‘rnpi... . ‘;‘
I, •a,..! .7!’
iliiild. :‘ tha t ‘ ;inç: fit - k-dc--’
— I’ - ‘.- - at’ t4,’J t,’
lv ‘‘ “ ‘.‘, L,_ ‘ J -
U 0 5 1k) 415
de-.ih’l to te e hcr itt n hrtten sos -
more l’tu: the -‘f1qt a -.ott tern -
cloth Thu% ‘ihen : t fc%tt’.a tia .rtrac:ion ‘pith-.! ‘lie -
1Ira1iin; p’” ‘;j .tt ,he- 31t1’c1a’ ‘n- ‘thin ti ho %uppliedtood tMm-t the , -it tni ion or the te” Jo’h moth—er(o t tts’ lw’s ipnst. tthcc pcferrcdtc—k t r t ‘-, icba’. r isl’ d plc ( Flilt’.? rchiin bent c ed . ‘sinus.
Pazt’ .1 ‘t’ [he tirst rl:,i ;r.., -‘Na t -- ‘-.:i”z in. ,.un..r I:scI ,iet”. Jurir: f-hi- lIc’.U% %I’j( rth arter 4.-t.lnn-: i
di’ ) 11ccobje setthe ec’.heli- 1imprinting.
and at citni it ,
tarn.-i u’- hletd% o’ tti-t
- - ‘-.‘ •pt -id .ttg—- -. - %t. tJCtt’ (,•-
insc c. vit hi to c It
etc ii.‘,fl,%f ‘1 of . ft1t’
t-il oidt-. (‘I ‘-eCu ‘‘CC ID I
let 5tF ‘n tr de’ elop n
.J’ t”e’-c .b-Lt--. appear.
.‘ Lh I lii f:01 ii
i’ C
•,‘l, I,
-.p. jfk tm
trait utilize -
Rig
normally :t— u-c.- n. -‘
duck! our xk a
WI- ci, ft
I iv
-,- vrin: oo’-e’ a -
bi’a u’tgcWkti
- r i csngft - in
‘1. ph.tt—” --. called
t-, t---’o’ It 2[’ Ihint:.,. t.,._l’t-’ :1 )t i
r‘l t1ie it?
ii ii - itS.
0
Pa.- !n ‘‘!--
tt’r—’ I •‘it.- (.,
)Sc’
C’
hut ri’l ‘I C 1, i)I’
old -.avnt, ten.--’Ii.’ F’rr’1-I at •fliifl’t. -
tenti” i ffher ‘-orr
, \% her— put t,
I - - - - - ii- t’i
lathe
a -
IT dr 1
3 t a
;‘.r’i I sF ._ten- u’-td ;- 7tit _-af ii ‘-•t’li -
re.’.yr ‘I —fit-’- 1-”
7- ‘%f’-ifl I -itt! tint lit
- !- T’- •il’,.j Ps-fl’
- i -t •.:, ; .L’b, tnt -
1’ 3 cc iS
S
0 S.c Tics h. uldue ing
is in ‘L13 S ariahItTcuntri’i— and pLn
- 11 -1OtOt’ls tans LilliA U
t cli 1; a
t d& denL 5
tln’sc pan nt’rRin a-nd 0 “0 t’rt I
d r [i14 ,‘-i in
-idolast C!iiO
s ‘est
55 130 inn lTit C di nun ;‘taadc -c
t ‘nothuns“
innant. Rather, os idenccv are iahli c ‘iris she ay inter
ft S. t ( cso
Icaice’ipt’! ic’3cOs thatin sin n et tot I
at’’ iN 5
or 15
I ii’1,-
moot canm tar’aoi
si (
ott If brainoccur rary in doS chip
on brain tunottonu unc i npr5Unons tt at
luja it n 1 trans
t S I ‘ t 1(3 S lycss\1 1 used hidrer
time (caIii izat:t tnt/on), it ss ill be much less stressfulnr bovs than tor girls. In general, for boos in theirearly teen cars, bcmg stronger and more athlc ticcads to nc re self assurance, greater popularih, andgreatcr lode cnde cc t t eys ci ‘u/ends).
iCy: if a oung girl’s hods is out t Inzc with herowa emotional maturits and her friends’ pit sisaldot clopnient ann experiences, she mas begin associati ig with lder adolescents or ma sntter teasing orscxua hirass nent Sync is an abbrexiation of synu in i in, uh’ch means to occur at the same time. Soit a girLs biological development is not proceedingat the sante rate ccitt OfsiiticJ with her emotional and
social developmenh she may start fraternizing (essa
101 n) st ih and imitating the behavior of oldergirls I hus early maturahon can be a problem forgills especially h tlic people around them react inan Inappropriate or suggestive mamier to their
physical development (sexua/ /lanissine,It) or maketun of them (tease tl1eni.
Pngc leT: Gradually, though, most achieve the intellectut I nrnnnt that Piaget called formal opera I ions. FheP rmnl operational stage is the highest let cliii Piaget’s
theory of cognitive development (otelleefnal sum -
tnitu Most adolescents reach this stage and are capable of logical and abstract reasoning. For example,
mant think about (pont/er) and discuss (debnte) such
issues as good and cx il, truth and justice, and otherabstract tc pics about human nature.
i ulso sIc (l
ss ha he5tsdy ag0tcssi e tenns aId- adults,
- it-,: h-i in a simple ‘nachon of tic- mirror proce
- d ri’, nsuon- t stirha lah’a I r 1-’,’ on cf ‘ldrctn s
1 1 b ii c tim trc the n ror nnrc t t if in ‘r I xrlopn’ot i
cli Id rca tim icr nut r image i° hr ‘ cIt and
not atiorS.: Llntd - re—oars hers ti’ a clot er tcohnicjue[-nob-truss eta I t ann nitbout the child’s
av aroness dIes ponds ruehed S. aonb somc redi ‘uf in) e ch’ld nose I efore al cxvi S.
c - r r,l clidrenhave the- c r cept c ‘If tI c n ill I & surpuscd at thc red spc I
and toush riteii no—c—. I his actualls happens around
- Id to Ia month— of age. ansi seir—concept begins to- gina Irons dc-ian
it’ to i S no parctls pal- son ac/al When I
pr fir in n’ntu y sto/es),at some parents use strict
punshtnunt st’a’:/r:nyl; (hjp1 Stems and, issues svith
n)’ nO c) s - I othersodo v 1 v santardriake
, litut r /as Myers denhficsc a— a: --:t: :n,:,’/an, h tar’iOri
in tch-” r’p”a ‘ in incins ‘ut th
Page InS: ‘P crucial task of childhood and adolescence is discerning right front wrong and develop-
log c/zan’ct r_t!!e cache/ego a/ in i,e/oc for centre/i/ny
11111 aRes, (hancte refers to the total qualihes a per
son possesses including attitudes, beliefs, interests,achons, and a philosophy of life. By developing char
- adolescents learn to has e the intellectualstrength tpsyeholeyical muse/es) to refrain front actingimmoraih t antro//t ‘ig /mpu/se’ i. Kohiherg proposed
a oi’tros cmsiol stage theory mt moral des clopmcntIs Is / 1’ 5 cf has re Ic Ols prccor nt or a convention
“s ia 3u c an mcd a i d S. ste ir s cut onal,
lb-in Rohihcrg s claim xsa— that the—i’ let els
from a tfl4’54 /adt/r’r Ihiguro 4 22:- in Kohihc’r’s x iexvhi(dren has u to go through each of the three stage—
‘pr cons entional, cons entional, and postcons-en
tic nat in successic n much as a person climbs a lad
der ne rung at a time, frc m bottom to top. Theloss est rung on this moral ladder invoh es self-interestand as odance oi puni5hment; the highest rung.
hiS. often des eiop— during and attor adolescence,
is oncerncd with pemsonal etinral print iplcs and1’ s C d P in
‘ aj c’(rtic c II dth hctfccr hast su c i aId ge idcr biases
- I - tare a - I’ drctutr t n,;- ouch -
-: -: -! t-t-o,t rIse ,nc:’t_ 01 - -trittus parent’.ny str Ii —.
H0 P0i’in - ‘,,,t t’:’ The s-’ idenu is correIatt -nal amad
O sIr ea in an i rect. Thus, flu rc nay beth cc s it I cd g son’e
It.
r mci. ‘ugen0re it trust d ts a r ith t m their
Focus on Vocabulary and Ianguage 127
gage 1e9 tinaw a SiLitLJl this means to pull alex en Peopla’c moral reasoning and judgments areaffec ted b asic emotional reactions (gut level feelrgsL This phenomenon is e\ ident in the situation
requiring a choice hem een tis o unpleasant ahernaUi e (a i0en:ca c Either pulling a lei er (throa’iiii asevt. in or pushinm a person onto the tracks results inthe people hein saved and one person ding. hutthe latkr choke causes much more emotional tonrlict tk i i s un z arees h ‘it up
Page 170. Our moral thinking and feeling surehaffect our moral talk. But sometimes tilt is cheap andemotions are t1’eting. The expression talk jc lmeaimeans that it is ea’-v to say i ou beliei e something orto say that on are ,oing to do something; it costsyou nothing just to speak about it (talk is cheap).lion ci er action, or actualh carry ing out the correctbehax ior is also mx oh ed in moralitr,
Page 170. vmihococial task According toErikson, each stage of life involves a dilemma (crisis)that has to be resoix ed before xx e can move on to thenext stage. fhese tasks involi e interactions betweenourseli es, Our surroundings, and other people; thus,they are social in nature, The psychosocial assignment (psgchosoual t k) ot adolescence involves roleconfusion os, foroung in identity. (this is sometimescalled an identity crisis),
Pa’e 171: Erikson noticed that some adolescents f0re
I their identits early, simply hs taking on their parents’ values and expectations. Forge literally meancto form or shape by heating and hammering metal.Frikson obserx ed that some young people form(forge) their identities early, while others never quiteappear to acquire a strong feeling of who they arebie., ther don’t Uid thenncl1’cs).
Pue 17k As people mature in young adulthood,‘hczr cim’t,cute tier a’:5 p’arc;;ts :m’esel, During theircork fix enties mans still lean kin i1u m’ii their parents.Tni time r i d bLtn ec IS and the mid-tn enties is
r tin s c illcd t xc r crg’r g idulthood stageI) ring t i criod, ig adults have less need forbce emxxot, paI mtevt ith parents ‘ca U mel ticsat in ‘nun h”- : : ne s’rtheles maui still reix on
then parents for Hnan ia I and ocia I support bt!u5’mi
1 :7:’ a’ :‘mevtm,
P ‘ n” pg’ th year spnt nis’p ‘ ag fromcO d to du t k ad les ence. the time period (gap)bctween t u u d of childhood and the beginning ofadulthood mx oh es maui social and biologicalchanges’ the pc’rron 5 tmnsrormed nuc’[’ct d fromne ti pt of e’titx a JuIch to sonu timimmu quit dtlrcr’t bum ,,riv!t
Adulthood
Page 1 : I he abox e statements all false’ areamong the misconceptions about aging exploded byrecent research on the world’s most rapidly growingpopulation group. Li “explode misconceptions”means to dispel or get rid of erroneous beliefsthat hax e no foundation in fact. The false statementstnnsconteptwns) listed in the text have all beenrefuted b the results of new experiments and mx estigations.
Page 1 S: In later life, the stairs get steeper, the printgets smaller, and people seem to ‘numl’ie more. Thisis not meant to he taken literally, Mr ers i5 pointingout that as we become older, our sensory and perceptual abilities change so that our reaction tin’ie andour ability to see and hear decline, Thus, the stairsappear steeper, the print seems smaller, and peopledo not appear to be speaking clearh (they mumble).
Page 179: Aging levies a tax on the brain by slowingour neural processing. Myers is pointing out thataging is accompanied by a decrease in some perceptual and cognitix e abilities. Just as von have lessn’ionev after taxes have been assessed (levied) onyour income, there ire some losses in the brain’sability to function optimally due to the agingprocess.
Page 1St): We are more likely to rust from disuse thanto wear out from oc’erse. “Use it or ioe it” is soundadvice. When adults remain active physically, sexually, and mentally (they “use it”), they are less likelyto become inactive later in life (“/ose it ). if we followsedentary life-styles, xx e will be like unused piecesof metal machinery that suffer from rust; on theother hand, keeping actixe will not do us any harm(zee won’t wear cut fnii overzuse): instead, rye may
benefit both mentails and phvsicallx’.
Page iS 3: According to this more optimistic view,the myth that intelligene’ sharpix declines with ageP laud to r f, fhc alce idea ( i itch that our intellectual abilitics decrease as x r get older has beendestroyed or buried (lund to st) h reccnt longitudinal research. lhi research tests the same group ofpeople ox er rnanr years ,mnd max give more accurate reuIts than testing mawr eroups of people(each group haring a difterent age —angel at oneperiod in time (cross-sectional research . Hon cx er,both rcsarch methods hare their own problemsbpitfalic).
Page 184. , . , hold thku’ ‘,e,z , , Older adults comparefax orabli xx tIc xounger aduit. them’ held Pue:” oe’non tests that O5C— tih tlx1ng’ a’- general x ocahuia:r, kunxviedgc’. abulits to Integrate information.
banter 4 Developing I hrough the lete Span
anti good judgment. As Mr ers notes, crystallizedintelligence ‘accumulated knowledge and x erhal
is ft r d to ii crease u ith age xi here as fluidigc ice ab I tsr to re won r xpidlx and abstra t sto ‘c , t ) te rds to dec rcase dur’n0 F t
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‘ft,t ‘0 — 0,?!’1’t’ii,I!?iF it 2 tnidt’nhii k of tJ’c hoot,’u:‘: 4 note’- anthropologist Helen Fisher il 90’’.
1 i’aii ‘ reters to the monogamous attachmen
I I r en orc person and ancther Sn h siv r age partner, md this atfihatior is char
itl StIr 7 [1 nc”tJa) of human beings.
h’gt ad Might to-hinting hto together in a “trialai—nagc’ minimize divorce risk’ floes premarital
boat or or a trial marriage (tcst In z’ig IiJcS ncreasc the probabiliti of a successful later
r iage a id reduce the likelihood of divorcc (nniti
,h:i” ri-Id The research suggests it does notI host u ho tue together before marriage are morebkeh to get divorced than those who don’t. t TheseI ings rc correlational and can’t be used to make
a I rfer nces)
Ifs. Some couples fight hut also shower one
,;nothe with attection. Other couples never raisetheir t oices set also seldom praise one another or
\h or notes that some couples have maui) n confhc s hot also treat each other with warmth
r I a c (s it ‘or onc another with affection 1 u Me othu ho eldom argue toudl (iio or raise their vOr es)
1Iai tail to he openly complimentary (praise one
,:‘uthe,) 01 to tend erh embrace or cuddle up together (‘ocher Although both styles can work, the bestpr die tor of marital success is a raho of at least i to I
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