PSYC10004 Developmental Psychology practice questions PDF

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MBB2 Developmental Psychology Practice MCQ (answers are on the final page) Lecture 7 1. Which of the following is an example of developmental continuity? Measuring the level of sophistication of a person’s cognitive skills, because these can increase or decrease over time. b. Measuring the type of cognitive skill that a person uses to solve a problem, because different skills can indicate different levels of development. c. Measuring multiple cognitive skills at once, because skills develop at different rates. d. Measuring how long a person’s cognitive skills persist, given that their development is continuous. 2. What does “enduring themes of development” mean? a. They are crucial questions that have endured through history. b. They offer theories of how a person develops. c. They are important issues that need resolving in developmental psychology. They offer relevant perspectives regarding issues of development . 3. Which of the following is not an enduring theme of developmental psychology? a. Nature and nurture. b. Mechanisms for change. Cognitive development. d. Universality & context specificity. 4. A study that investigates the safest way to conduct research with infants and children is an example of which enduring theme of development? Research and children’s welfare. b. Research and all people’s welfare. c. Ethical responsibility. d. Universality & context specificity. 5. What does “the active child” mean? a. Children have a lot of energy. b. Children shape their own development. It is a theme that explores the extent to which children shape their own lives and the extent to which they are passive respondents to their surroundings. d. It is a theme that explores how parents can harness their children’s energy and help them make meaningful decisions about their lives. Lecture 8 6. How do psychologists define “Wellbeing”? a. The individual differences in experience that drive people’s desire to purchase new products and stay healthy. b. A person’s happiness and comfort, relative to their success in life. c. A person’s success in life. None of the above.

7. You come across a paper that investigates wellbeing. The measure used the PERMA to measure wellbeing. Because of this, you know: a. They are using an invalid measure of wellbeing. They are using a multi-dimensional measure of wellbeing. c. They are using an overly complicated measure of wellbeing. d. They are using the best measure of wellbeing. 8. Baik et al. (2019) asked students how the university could support their wellbeing. What did they find? a. The majority of students thought that academic teachers could support student wellbeing. The most common response was that academic teachers could support student wellbeing. c. The majority of students thought that university could not support student wellbeing. d. The most common response was that university could not support student wellbeing. 9. Brooker et al. (2017) asked teachers about how they support student wellbeing. What was the most common response? Teachers support wellbeing by responding to students’ needs during time of distress. b. Teachers support wellbeing by building relationships between students, teachers, and services. c. Teachers support wellbeing by promoting students’ mental health literacy. d. It was not part of the teaching role to support student wellbeing. 10. Vu and Brooker (2019) investigated the relationship between student’s positive narratives and their wellbeing. What did they find? a. Students narratives were focused on non-academic experiences and did not include academic experiences. b. Feeling confident is a good way to strengthen wellbeing. Not all positive experiences indicate stronger wellbeing. d. Only those who were achieving high scores felt they had strong wellbeing. Lecture 9 11. What is intelligence? a. An abstract concept that refers to a person’s capacity to adapt to experiences and learn from their environment. An abstract concept that refers to a person’s capacity to learn from experience and adapt to their environment. c. A stable trait (like personality) that does not change over time. d. A stable trait (like temperament) that describes a person’s likelihood of success. 12. What is the difference between IQ and Intelligence? IQ is a standardised score, whereas intelligence is an overarching concept. b. IQ correlates with measures of success, whereas intelligence measures cannot be correlated with anything. c. IQ contributes to intelligence, but intelligence does not contribute to IQ. d. IQ tests measure IQ, but Intelligence tests do not measure intelligence.

13. Crystallised and Fluid intelligence are examples of what? a. Two-dimensional models of intelligence. b. Carrols’ 3-stratum-model of intelligence. c. Developmental changes in intelligence. All of the above. 14. According to current developmental psychologists, how many dimensions of intelligence are there? a. One (e.g., g) b. Two (e.g., crystallised intelligence and fluid intelligence) c. Many (e.g., multiple cognitive primary abilities) All of the above. 15. Gardner developed a model of intelligence that included multiple domains. What features were necessary in order to identify each domain? The domain had to be associated with specific cognitive processes, neurological processes, evolutionary advantages, and b. The domain had to be associated with specific cognitive abilities, each distinct from each other but all representing intellectual performance. c. The domain had to clearly map onto both general intelligence (g) and IQ, and have evidence from cognitive, neurological, and social psychological theory. d. The domain had to show change (growth and reduction) over time and be represented by a current case study. Lecture 10 16. Which of the following cognitive abilities is not measured by the WISC? a. Block design b. Arithmetic c. Vocabulary Associative memory 17. Which of the following tests creates an IQ score? cal cul at ed g Stanford-Binet Intelligence Scale and WISC, but not British Ability Scale b. Stanford-Binet Intelligence Scale and British Ability Scale, but not WISC c. Stanford-Binet Intelligence Scale, WISC, and British Ability Scale d. WISC and British Ability Scale, but not Stanford-Binet Intelligence Scale What is correspondence analysis? a. An analytic technique developed to create IQ scores. b. An analytic technique that ranks people in order of how many items they each answered correctly, then uses that to discriminate between people. An analytic technique that ranks items in terms of how many people answered each item correctly, then uses that to identify easier and harder questions. d. An analytic technique developed to create Mental Age scores. 19. What does the Larry P vs Riles case highlight? a. WISC is an inappropriate measure of intelligence. b. Intelligence measures should not be associated with expectations about success. c. Intelligence measures that rely on fluid intelligence measures are culture-specific.

None of the above. The strength of Judith Kearin’s work was that it: a. Demonstrated that Indigenous children had the same IQ as European children. b. Demonstrated that removing cultural and other barriers from the test could improve children’s IQ scores. Opened discussions about the direct and indirect effects of culture on intelligence tests. d. Opened discussion about gamification of tests with small children (e.g., presenting tests as games). Lecture 11 21. According to Fiske, a culture is? a. Shared from person to person. b. Shaped by each person who is part of the culture. c. Unique from other cultures. All of the above. 22. To which enduring theme are questions of culture most related? Universality and context specificity. b. Research and child’s welfare. c. Nature and nurture. d. Continuity and discontinuity. 23. Chen et al. (2004) were studying the impact that cultural folk tales had on young people’s approach to solving problems. This is an example of: a. How problem solving can influence ideas developed within a culture. How ideas developed within a culture can influence problem solving. c. How people of different cultures approach problems in different ways. d. Poor research design. 24. Judith Kearin’s (1981) study with children from Indigenous and European backgrounds demonstrated that: a. Children in some cultures are more intelligent than others. b. Children in some cultures have better methods of conducting memory tests than others. c. Children of different cultures use the same types of cognitive strategies in memory tests. Children of different cultures use the different cognitive strategies in memory tests. According to Meadows, culture is: a. Not relevant to a child’s development. b. The contributions of other people to cognitive development. c. A Piagetian theory. cogni t i ve devel opment Important for a child’s development. Lecture 12 Which of the following is an example of a phenotype?

a. Hair colour. b. Temperament. c. Eye colour. All of the above. 2

Gregor Mendel’s studies with peas are a demonstration that …? a. The interaction between dominant and recessive information informs how genotypes are expressed b. A person’s phenotype is an expression of their genotype The information informs which d. Parents pass too much genetic information to their offspring

28. The purpose of heritability is.. a. To use simple equations to explore difficult concepts To indicate how much variability in a population is due to c. To indicate how much variability in a population is due to environmental variation. d. To indicate how much variability in a population is due to genetic determination. 29. Which of the following is not an example of the relationship between genes and environment? a. Parent’s genotype influencing child’s genotype. b. Child’s genotype influencing child’s phenotype. Child’s genotype influencing parent’s phenotype. d. Child’s phenotype influencing the environment. 30. Which of the following is considered an ethically inappropriate way to investigate geneenvironment interactions? a. b. . d.

Selective breeding with plants. Selective breeding with animals. Selective breeding with people. All of the above. (answers are on the next page)

MBB2 Developmental Psychology Practice MCQs: Answers Lecture 7: 1. 2. 3. 4. 5.

A D C A C

Lecture 8: 6. 7. 8. 9. 10.

D B B A C

Lecture 9: 11. 12. 13. 14. 15.

B A D D A

Lecture 10: 16. 17. 18. 19. 20.

D A C D C

Lecture 11: 21. 22. 23. 24. 25.

D A B D D

Lecture 12: 26. 27. 28. 29. 30.

D C B C C...