Test bank lifespan development 5th edition boyd PDF

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Instructor’s Classroom Kit, Volume I for

Boyd and Bee

Lifespan Development Fifth Edition prepared by

Karen P. Saenz Houston Community College—Southeast College

Rod Fowers Highline Community College

Susan Carol Losh Florida State University

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Copyright © 2009 Pearson Education, Inc.

All rights reserved. The contents, or parts thereof, may be reproduced with Lifespan Development, Fifth Edition, by Denise Boyd and Helen Bee, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116 or fax your request to 617-671-2290.

ISBN-13: 978-0-205-64342-4 ISBN-10: 0-205-64342-6 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1

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Contents for Instructor’s Classroom Kit, Volume I MASTER LIST OF HELEN BEE’S STUDENT PROJECTS GUIDE TO THE INSTRUCTOR’S CLASSROOM KIT VOLUME I FOUNDATIONS Chapter 1 Test Bank PowerPoint Handout Chapter 2 Test Bank PowerPoint Handout Chapter 3 Test Bank PowerPoint Handout

Basic Concepts and Methods

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1 19 45 59 81 105

Prenatal Development and Birth

113 141 165

179

Physical, Sensory, and Perceptual Development in Infancy

181 203 227

Cognitive Development in Infancy

239 259 283

Social and Personality Development in Infancy

295 315 339

POLICY QUESTION II: ARE “SAFE HAVEN” POLICIES A GOOD IDEA?

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Theories of Development

POLICY QUESTION I: SHOULD PREGNANT WOMEN WHO USE DRUGS BE PROSECUTED? INFANCY Chapter 4 Test Bank PowerPoint Handout Chapter 5 Test Bank PowerPoint Handout Chapter 6 Test Bank PowerPoint Handout

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EARLY CHILDHOOD Chapter 7 Test Bank PowerPoint Handout Chapter 8 Test Bank PowerPoint Handout

Physical and Cognitive Development in Early Childhood

353 375 401

Social and Personality Development in Early Childhood

415 443 469

POLICY QUESTION III: "DEADBEAT" DADS: IRRESPONSIBLE PARENTS OR POLITICAL SCAPEGOATS? MIDDLE CHILDHOOD Chapter 9 Test Bank PowerPoint Handout Chapter 10 Test Bank PowerPoint Handout

Physical and Cognitive Development in Middle Childhood

485 509 533

Social and Personality Development in Middle Childhood

545 567 591

POLICY QUESTION IV: HAS TEST-BASED REFORM IMPROVED SCHOOLS IN THE UNITED STATES?

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Master List of Helen Bee’s Student Projects (Printed in the Grade Aid Student Workbook)

CHAPTER 1  Research Project 1: A First Observation of a Child: An Example of a Narrative Report  Research Project 2: Naturalistic Observation of a Nursing Home Resident  At-Home Project 3: Analysis of Research Presented in Popular Sources CHAPTER 2  No projects for this chapter. CHAPTER 3  Investigative Project 4: Available Prenatal Services  Investigative Project 5: Investigation of Birth Options CHAPTER 4  Research Project 6: Observation in a Newborn Nursery CHAPTER 5  Research Project 7: Development of the Object Concept CHAPTER 6  Research Project 8: Observation of Turn Taking  Research Project 9: Assessment of Day Care Centers  Investigative Project 10: Investigation of Day Care Options CHAPTER 7  Research Project 11: Assessing the Child’s Theory of Mind  Research Project 12: Beginning Two-Word Sentences  Research Project 13: Conversation between Mother and Child CHAPTER 8  Research Project 14: Observation of Altruistic Behavior CHAPTER 9  Research Project 15: The Game of Twenty Questions  Research Project 16: Conservation of Mass, Number, and Weight  Investigative Project 17: Investigation of IQ Testing in Local Schools CHAPTER 10  Research Project 18: Understanding of Friendship  At-Home Project 19: Television Aggression  At-Home Project 20: Sex Roles on TV

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Guide to the Instructor’s Classroom Kit, Volumes I & II The goal of the Instructor’s Classroom Kit Volume 1 and 2 to accompany Lifespan Development, Fifth Edition, by Denise Boyd and Helen Bee, is to deliver the complete supplements package (Instructor’s Manual, Test Bank, PowerPoint® Handouts) in a user-friendly, highly portable, and fully integrated format. Volume I covers Chapters 1-10 and Volume II includes the remaining Chapters 11-19. Instructor’s Manual Prepared by Karen P. Saenz, this Instructor’s Manual provides support for both seasoned instructors and ones who are new to teaching by incorporating questions for class discussion or short written assignments and suggested Allyn & Bacon resources into the Integrated Chapter Teaching Notes. The resources are designed to encourage instructors to use a variety of activities in the classroom to stimulate student interest and involvement. The curriculum lends itself to a learner-centered format rather than exclusively using traditional lectures. Each chapter begins with the Chapter Preview to provide a glimpse of the chapter as a whole. The Integrated Chapter Teaching Notes section presents information from the textbook as well as discussion launcher questions and activities. The Lecture Enhancer section provides additional information on selected topics that are appropriate for lecture or as a handout to the students. The Instructor Resources at the close of the chapter provide a summary of suggested materials to aid in preparing for class. The following resources are included within the Integrated Chapter Teaching Notes:

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Learning Objectives: Specific objectives for each section are included to focus on the essential information.

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Key Terms: Terms that are in bold in the text are indicated at the end of each section. In the teaching notes, they are printed in bold and italics.

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Critical Thinking Questions: Taken straight from the textbook at the end of each section, the critical-thinking questions provide opportunities for class discussion that involve critical-thinking skills. Many are also suitable for short written assignments or group work.

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Discussion Launchers: The discussion questions also provide a stimulus for discussion in class to increase student participation. Many are opinion questions, and I often tell my students that any intelligent answer will get them credit—the key word being “intelligent.” Students should support their opinions with sound arguments. Many are suitable for short written assignments or group discussions.

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Videos/DVDs: Many videos and DVDs of various lengths are listed, and there is obviously not time in one term to include them all.

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Helen Bee's Student Projects: Adapted from Helen Bee's first edition of Lifespan Development, the projects are printed in the Grade Aid. The list of suggested projects for each chapter is included in the Instructor's Resource section of each chapter. They can be used as part of the written assignment for the course or even as extra credit projects.

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Test Bank This portion of the Classroom Kit provides thoroughly reviewed questions, prepared by Rod Fowers, which target the key concepts from both the main content as well as the chapter features from textbook. There are approximately 2,000 questions total, ranging in type from multiple-choice, completion (fill-inthe-blank), short answer, and concise essay questions. All questions have the following metadata: correct answer, page reference from the main text, level of difficulty (scaled from 1-3, 3 being most challenging), skill type (factual, conceptual, applied), topic, and the corresponding Learning Objective number. New to this Edition! MyDevelopmentLab Connections This edition of the Test Bank also offers both multiple choice/completion and essay questions to test relevant MyDevelopmentLab assets from the Study Plan that closes each chapter. Each question has the asset type and title as well as the corresponding Learning Objective! The Instructor’s Classroom Kit Volume 2 CD-ROM has an electronic version of the test bank so you can easily build tests in Microsoft Word®. We also offer this same Test Bank in the TestGen Computerized Test Bank software, which can be downloaded from the Instructor’s Resource Center at http://www.pearsonhighered.com. PowerPoint® Presentations Each chapter has a lecture and art only PowerPoint Presentation prepared by Susan Carol Losh. Use the print-outs to plan your lectures, take notes, or distribute them as handouts for your students. The electronic version of the lecture outline and art only PowerPoint® Presentations are available on the CDROM packaged with Instructor’s Classroom Kit Volume 2 as well as on our Instructor’s Resource Center online at http://www.pearsonhighered.com. The lecture outline version contains all of the permissible figures from the text. As you plan the Syllabus for your term, consider the materials included in this Instructor’s Classroom Kit system and try something new: a debate, a new written assignment or project, or more classroom discussion. We also strongly urge you to review the GradeAid Student Workbook with Practice Tests as a required text for your course. This student supplement, also prepared by Karen P. Saenz, is an excellent study guide to help students get the most out of the material presented in the book. Lifespan is a course that is rich with opportunities for these activities, and we encourage you to incorporate additional perspectives into your instruction. The resources provided in the manual will enrich the course to provide an exciting and enjoyable class for your students. Thank you for choosing Lifespan Development, 5th Edition! We sincerely hope that you find these carefully integrated resources a valuable addition to your course materials. Karen P. Saenz, Houston Community College—Southeast College Rod Fowers, Highline Community College Susan Carol Losh, Florida State University

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ACKNOWLEDGEMENTS Unending thanks go to my family—both immediate and extended—for providing me with the lifespan perspective. My husband and I recently celebrated our fortieth wedding anniversary. Our daughter finished her Bachelor’s degree, started a career, and began work on her Master’s degree. Our son and daughter-in-law changed jobs and moved farther away. Our grandson started school, and our granddaughter turned three. My mother-in-law is 93 and my aunt is almost 99. Additionally, I’m blessed to be working with some amazing high school students attending an Early College High School on our college campus. Among us, we’ve got the chapters covered! Each has patiently “rearranged the world” to allow me time to write. Thank you! Karen P. Saenz Houston Community College—Southeast College Houston, Texas

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INSTRUCTOR'S MANUAL

CHAPTER 1 BASIC CONCEPTS AND METHODS RESOURCES-AT-A-GLANCE Detailed Outline Chapter Introduction p. 1-2 An Introduction to Human Development p. 2-6 Philosophical and Scientific Roots The Lifespan Perspective The Domains and Periods of Development

Instructor’s Resources

Lecture Enhancer Non-Western Philosophical views of Development PowerPoint Slides

Test Bank MC 1 FI 1 MC 2-21 FI 2-5 SA 1-5 ES 1-2 MDL Study Plan MC** 12 MC 22-46 FI 6-9 SA 6-11 ES 3-6 MDL Essay* 2

Key Issues in the Study of Human Development p. 6-10 Nature versus Nurture Continuity versus Discontinuity Three Kinds of Change Contexts of Development

PowerPoint Slides

Research Methods and Designs p. 11-19 The Goals of Developmental Science Descriptive Methods The Experimental Method Designs for Studying Age-Related Changes Cross-Cultural Research Research Ethics

Lecture Enhancer The Difference Between an Experiment and a Correlation PowerPoint Slides

MC 47-75 FI 10-15 SA 12-15 ES 7-10 MDL Essay 1

Student Projects #1 A First Observation of a Child: An Example of a Narrative Report #2 Naturalistic Observation of a Nursing Home Resident #3 Analysis of Research Presented in Popular Sources

MDL Study Plan MC 4-5

MyDevelopmentLab Connection

Explore Life Stages and Approximate Ages in Human Development Practice An Introduction to Human Development

Explore Key Issues in Developmental Psychology Listen Nature-Nurture Debate

MDL Study Plan MC 3 Explore Correlations Do Not Show Causation Cross-sectional and Longitudinal Research Interactive Correlation Watch Stanford Prison Experiment: Phil Zimbardo Naturalistic Observation

* MyDevelopmentLab Essay Questions correspond to italicized assets cited in the MyDevelopmentLab Connection **MyDevelopmentLab Study Plan Multiple Choice/Completion Questions test assets listed in the main text

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CHAPTER 1

CHAPTER OVERVIEW The goal of scientists who study human development is to produce observations and explanations that can be applied to as wide an age range of human beings and contexts as possible. To accomplish this goal, they study both change and stability. Additionally, they study cultural expectations; make predictions about development and use scientific methods to test them; and hope their findings can be used to positively influence development in individuals. The philosophical concepts of original sin, innate goodness, and the blank slate have influenced Western ideas about development. The concept of developmental stages comes, in part, from Darwin’s evolutionary theory. G. Stanley Hall identified norms at which developmental milestones happen. Gesell focused on genetically programmed sequential patterns of change. Important changes occur during every period of development across the lifespan, and these changes must be understood in the cultures and contexts in which they occur. There are three broad categories, called domains of development, to classify the changes—physical, cognitive, and social. In addition to domains, developmentalists use a system of age-related categories known as periods of development. Historically, developmentalists have looked at nature and nurture as an either-or debate. Modern developmentalists understand that developmental change is a product of both genetics and the environment. A key issue in the study of human development is the continuity-discontinuity issue. The question is whether age-related change is primarily a matter of amount or degree (continuity), or it involves changes in type or kind (discontinuity). Normative age-graded changes are universal; normative history-graded changes affect each generation differently; and nonnormative changes result from unique, unshared events. The context in which the child is growing is impacted by the factors such as the family, the neighborhood, and the larger society. Developmental psychology uses the scientific method to achieve its goals: to describe, explain, predict, and influence human development from conception to death. Descriptive research methods are used to study the relationship between variables. Case studies are in-depth examinations of single individuals. The laboratory observation method attempts to exert some degree of control over the environment. Surveys collect data about attitudes, interests, values, and various kinds of behavior. Correlational studies measure the relationship between variables. To test causal hypotheses, experimental designs in which subjects are assigned randomly to experimental or control groups are necessary. There are three choices for studying age-related change: a cross-sectional design to study different groups of people of different ages; a longitudinal design to study the same people over a period of time; and a sequential design to combine cross-sectional and longitudinal designs in some fashion. Cross-cultural research helps developmentalists identify specific variables that explain cultural differences. Ethical principles in human developmental research include the following: protection from harm, informed consent, confidentiality, knowledge of results, and protection from deception.

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INSTRUCTOR'S MANUAL

LEARNING OBJECTIVE QUESTIONS After completing Chapter 1, students should be able to answer the following questions: 1.1 What ideas about development were proposed by early philosophers and scientists? 1.2 What is the lifespan perspective? 1.3 What major domains and periods do developmental scientists use to organize their discussions of the human lifespan? 1.4 How do developmentalists view the two sides of the nature-nurture debate? 1.5 What is the continuity-discontinuity debate? 1.6 How do the three kinds of age-related change differ? 1.7 How does consideration of the contexts in which change occurs improve scientists understanding of human development? 1.8 What are the goals of scientists who study human development? 1.9 What descriptive methods are used by developmental scientists? 1.10 What is the primary advantage of the experimental method? 1.11 What are the pros and cons of cross-sectional, longitudinal, and sequential research designs? 1.12 Why is cross-cultural research important to the study of human development? 1.13 What are the ethical standards that developmental researchers must follow?

KEY TERMS ageism (p. 9) atypical development (p. 9) case study (p. 12) cognitive domain (p. 5) cohort effects (p. 15) control group (p. 14) correlation (p. 13) critical period (p. 9) cross-sectional design (p. 14) dependent variable (p. 14) ethnography (p. 17) experiment (p. 13) experimental group (p. 14)

human development (p. 2) independent variable (p. 14) laboratory observation (p. 12) lifespan perspective (p. 4) longitudinal design (p. 14) maturation (p. 4) naturalistic observation (p. 12) nature-nurture debate (p. 6) nonnormative changes (p. 9) normative age-graded changes (p. 7) normative history-graded changes (p. 9) norms (p. 4) physical domain (p. 5)

population (p. 13) qualitative change (p. 7) quantitative change (p. 7) research ethics (p. 18) sample (p. 13) sensitive period (p. 9) sequential design (p. 14) social clock (p. ...