139) Developing CHAPTER OVERVIEW

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Throughthe Life SpanDevelopingCHAPTER OVERVIEWDevelopmental 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 ChapterAlthough 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 dut11Xnting 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.social changes throughout the life cycle are called2. One of the major issues in developmental psvchoiogv concerns the relative importance of genesand experience in determining behavior; this iscalled the/issue.3. A second developmental issue,CHAPTER REVIEWFirst, 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 consistency of personality and whether development ischaracterized more byover time or by change.97

98Chapter 4 Developing Through the Life SpanPrenatal Development and the Newborn(pp. 1 i -144))Objectivand xpiai hon searinfant sern’ nd ejcr rObjective 2: Describe the union of sperm and egg atI cepti n1. Conception begins when a woman’sreleases a mature9,Anmrhansurtace3. 1 he egg and spermbecome one.all other spermFp.he’’ brerin tinbeIic’vfrom the man thatI h lenreac.h the egg release digestix esthat eat an av the egg’s protective cm ering. 3egg’stheeggthepenetratesSOC fl as one spermriiinicnFn e somehorn’ sci s r c4ualtacilitatc sfuse andObjective 3: Define ypote, ernbruo and fetus, andxplain hon teratogens can affect de eloprnent.4. Ferfihized human eggs are calledDuring the first week, thecc ils in this cluster begin to specialize in structureand function, that is, the’ begin toThe outer part of the fertilnail,ized egg attaches to theforming the.[-rom about 2 until 8 weeks of age the developinghuman, formed from the inner cells of the fertilized egg, is called a(n)I) mug the final stage of prenatal development,the developing human is called a(n)ith nutrients, a range of harmful subcan passst. ccs km wn as‘‘‘h the placenta.ic n10. (Ciose-Lp To sta’rmenta rcs aform of learrp ccwhich involi enip nitrcpcltedsIrproc clu eIcan di rimi heiinoderate consumption ot akohol during prepn(usually does notaft ‘ct can affect) the fetal brain, If a mothet5 at risk for the birthdrinks heai iti, her baby idt’tet and mental retardation thatacc npanInfancy and Childhoodit-.o’ do no kr’or incdthinonx into pam I 2-t- ��1t‘“Lii’’1

Infancy and ChildhoodObjective 5 l)ecribc some developmental changesin a child brain, d explain n hv matur itionac unts tra i o u simila itles9910, Memories of the preschool years are ery fewbecause infants’memories donot easily translate into their later1. the dcxelouingb amm ci undur nroducc’ neuron,. with the numberpeaking attuhatAtbirth the human i rx ous systemVage?c‘is hs not) fully mature2 Betu ecrandyears of ge the brain is devehonineV most ranidix in thelobes, u hich unable,Objective 8: State Piaget’s understanding of how tuemind develops, and discuss the importance of ascimilation and accommodation in this process.11. the first researcher to shon that the thoughtprocesses of adults and hildren are veryVVdii terent was12. Toorganizeand interpret his or her experiences,Vthe developing child constructs cognitive3 After puberty, a process ofconcepts calledandshuts do i n some neural connections13. The interpretation of new experiences in terms ofstrengthens othc rs4. Biologicalexisting ideas is calledgronth orocesses that enable orderlychange in behar ior are called—infants,-pass,-Vdevelopment at aitterent rates, but the basicVVVo stages is fi\ed I hey sitbefore they6. (henes p]av--(rnafor minor)VVVIc e01drVt n r pid develop-stage children experience theworld through their motor and sensori interacwith objects. This stage occurs betweentions-V-16. The awareness that things continue to exist us ennhcn the are remus ed thom s iess is calledan areness begins to des elop at abouta,-etect15. In Piaget’s first stage of development, theVVenccVhaassociatedand knoxvin isOevciopnient.7 Lnti] th necessars nuscuar and neural matura1oactivitiesinfancy and nearly age,-oie ifl motoror14. The term for all the mentaland n alk beforeVVObjective 9: Outline Piaget’s four main stages of cognitive development, and comment on how children’sthinking changes during these four stages.with thin ki iig, remembering, communicating,the mIlestones OfVadaptation of existmg ideas to fit new experiencesis calledObjectie 6: )utli L four events in the motor developmcnt seouence from birth to toddlerhood, andes aluate the effects )f maturation and experience onthat sequence.I heVVmonths of age.VocOavIor.VV17. Developmental researchers have found thatObjective Explain ‘s ht is e has e few mernorie ofe rienc s during ur irst three sears of life,8)ur arli st mci ones ge ierall do not occurbetorc ageVflNV000nVIneonVca1[ICcPiaget and his followers(os erestimatedVii nderestim a ted)youngchildren’s competence. For instance, babies havean understanding of,askinn ‘A vnndemonstrated.

01ukthc IfeSpat1o P. get dunng the preschool yearstchildren arer3 ‘ç 1 .a,.tagetITh.‘rJ.r.,itL.tscfisibstmcen the aape ot ts conI.c .‘nen iv—.:“a r t .rç.’. i-’.i ailed4 r: .it prest “toolers .r’ t lOt” etne ‘tot det elopedii’ac‘in ‘ri-.20.4 3 c h. e ditfitulb pcrcen ingc Li ‘t.lr:s t’nthmt’s it ‘till c!t’tliei persi”n”. point of VILIW. rsperhi ‘-acqumng a‘Betss cciii and 4, childrent”fl hers rna5 hold.conea’ ied’i‘vndh.ugh tan.rete.idre icsu t Ii426 Piigetbclic.seitnd a cm tabilities n eded o omtransformations and on’,eri ation hi ‘trouti’t%irs of ace. t this tuv—they enter thesta’c.27 In Piaget s final stage. mc.stage. TCctst)flfl’J expand-.from the purely concrete to encompassthinking l’iaget behuiedthis.,F abqntocntc.mostchildrenc n ‘hat self produced22. K ‘o’. Ur i llic disorder characteneed bi deftandie:’tmipa cdmdnisThis disorder is related to4l of Dr.in areas that erahleto others. I he’ high tunctionordc. stallel-tth“ft2325. Russian psi choh’gistnoted that h agechild ‘‘ii sop hint’ ‘ lOLIdtandinsteidrc oiretnt.%lparc.itords, thei ptt’i ‘dt actr ding to this then. ‘-4upon .i1ikb ‘hi chnI canbuild higher-in 4 thrnkivObjective 10: Discuss ps. thnlogi’.ts’ current ite’s s onPiaget’s theory of cognitive developmentFxplam bnefh how cnterçcnry a cantPiaget s theory.‘tntn dicon propoce. that autismtrenw‘-pi. %‘nz%jfl,to this thton’. grls tend ‘ti be‘‘ii”!3i&trebcftithanbovsatlrs.&sd,ms )undc tandr’c ftins,. I.,.at. \‘-‘Ia.s;, Lçn—24. ‘t-tr-.‘“In‘hndin2s, re%earthers haveatth biliti lopericrc.t , thinxand to t’ke another sJv’vt’lops‘at”’iptI cracluaIl ‘dunngObjectivell Defineia:’“28. Soon afteremer.,es .tltlbecome mobile. ant’itrear, .alh’dcmerge29.tisf’aer ca,1id enwv

Infancy and ChildhoodObjective 12: Discuss the etfects of nourishment,body contact, and tamiliarib on infant sociala ttarhment.101Discuss the impact of responsire parenting on infantattachment,30. 1 he dex elopment of a ‘-trong emotional bondhetxxeen infant and parent is called31. 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 ofAnotherkex to attachment is32. human attachmentmi olves one person provid—mg another with auhen distressed and awhich to explore,33. In some animals, attachment will occur only during a restricted time called aKonrad I oreni disc ox ered that young birdsn ould follon almost any object if it were the firstmm Ing thing they observed. fhis phenomenon iscalled34, 1 luman infants(do/do not)hex c a precise critical period for becomingattached.Objective 13: Contrast secure and insecure attachment, and disuiss the roles of parents and infants inthe development of attachment and an infant’s feelings of basic trust.35. Placed n a research setting called the,childrenci tix o patterns of attadinent:aft x hment orattachmei t,( ontrast the espoase of secured and insecureliattm led nfan ts to trange situations.36. \ father’s love and acceptance for hi-j children are(comparable to/less important than) a mother’s lo e in predicting theirchildren’s health and xx eli being.37. Separation anxiety peaks in intants aroundmonths, then(gradually declines/remainsconstant for about a ear). This is true of children(in North America throughout the world).38. According to Frikson, securely attached infantsapproach life with a sense ofObjective 14: Assess the impact ot parental neglect.family disruption, and day care on attachment patterns and development.39. 1 larlon found that x hen monket s reared in social isolation are placcd with othcr monkeys, thcreacted with either tear or30. Most abused children(do ‘do not later become abusive parents.41, Although mo t child n who ,g indcradx ersiti areand becomenormal adults, card abuse and excesix exposure toma} alter the development of the brain’ chemical-

I p p Ihrougl the Life Span1242,as noisi,L5’i)tina morn poiti e and stable em Polost infantsa no tacos c’ri mom disruptions inrint,,tlii cr noise(dx105 1101) constitute ader eiopment. I liglu.a a’carePc’PrOOs’sN 0149. Studies have shown that there tends to he a corrmlation betu eon high self-estc m on the part of thestr Ic of parentchild and themg. This mag he because this parenti ig sty Icgives cl’uldi en the greatest sc nse ot‘sarm, supportivein an enr ironment that isandvl a i uportant than timemcmg a child s dereloplitadniNPwith their children is the appioach taken hrpa rents.Oter their ih es.P xpiain wiir the correlation betu cen autnorttat;r eparenting and social competence Ions not necessarilyret cal causc and effectrOhectmxe 15; race the onset and development of‘ic 5 scit-non ‘pt,Uc I a I mm ement of childhood is,whichclopic ofaraostagechildren hrnN45. \hricc‘‘i s sc P image goner ally becomes stableands en the ages ofis hen hildren begin to describeis I ger der group memberSI lopa!cc m ml Lb uacteristics of children who havea in sit Sc %et;nlage.‘oh!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.Objective 17: Define adoles cute.1. Adolescenceisdefined as the transition periodandhc’tsveenC5hfrw e 16; 1r‘pc.y1Nc tUrn parentlng Uvies, andfor the link betweenleo npctence.q’ anp amso ruand expect obediences2. The “storm and stress” s ion ot adoinsce ice is)ne )f tIredited tc\merican psvchologi ts to dc scr’be do161!yI,,Cc ta’s denaands ot their children1‘Ito I c t children’s desires ared toparentsSUcc xcObjective 18: Identits the n’aor pbs ical changesduring adolescence.arc nt;.ig.4Tfirstiagsd irds after disc ussion3. Adolescence begins ss ith the hnresexual maturits knoiii)tdot elopingAasdriitr o gear aeriol if 1hybegins in girls at al )ut tile gc ofideIcfri ut

Adolescenceand in boy s at ab )ut the age of[his growth spurt is markedby thc dc c lop r ‘nt ol the reproduc tir e organsand extc mal geni aha, orcharacteristics, as nell ashythe duveiopnn’nt of trai P such as pubic hair andenlarged hrcats mu fenvales and facial hair innxales It c e nc regroductn e tr mits are known ascharacis10. Piaget’s final stage of cognitive dcv elopment isthe stage otIhe adolcsce tin this stigcis capable of thio king logically ab( nta’ xx eli as concrete propositions, Ehis enables them to detectinothers’ reasoning and tospot by pocrisvObjective 20: Discuss moral dcx elopmcnt troir thperspectives ot moral thinking, moral feeling, andmoral action.,tic.4. The first menstrual p.criod103calledIn box s, the first ejaculation11. The theorist xx ho proposed that nx1rai thoughtis called5, I’hepubertal m ing(tim ng sequence) ofis 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 atincreased risk forT’or girls(early/late) maturation can he stressful, especiahix when their bodiesare out of sync with theirThis reminds us thatandinteract7. The adolescent hra’ m undergoes a selectiveof unused connections Also,teens’ occasinna (impulsiveness and riskybehax iers may he due. in part. to the fact thatdcx cirtprogresses through stages islhese stage arc dividedinto three basic levels.and12. Tn the preconventional stages or moralitx, charac’teristic of children, the emphasis is 00 obeyingrules in order to avoidor gain13. C onv entional morality usualh emerges by earhThe emphasis is on gainingsocialor upholding the social14. 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.in t r biain’sss b ‘hnxd that of thcObjective 19: i 5”.rnhe rhc Lhangt-’ n reasoning abilities that Pagrt tailed tornal onerations.8. dolesccrthenisrc sdcxccpmgabiht’ to reason gives‘xc ofness andaxvarejudgment9. [.Ini mug tat’ “ark tecn cars, reasoning is oftentht’ii e\f’urit’nr Osa ad’ ilescents otten feelunque.15. The idea that moral teelings pre edc mor isoning is expressed in thercexplanation of morahtxResearch studies rising—npp u t the idc a that nir,ra l

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4dulthoudAdulthoodftolicnpp.2))tItireni%ofawcfthei oidrisesc pressio is in the.t ii t Ithh t.’e appear in tlic- teL referto P’2C’- l:’- 12s ror an ep1tnation: lflncOflLc7’P —‘- .‘!L’Lil ‘!. : :tiJCiiñl:ra’:: ‘eserh.,,1 :;: :;‘t çct ‘.ql.gl!L’; .:1:.i ;‘eopli41 ious’.It’ -secU’.t.i ‘os . ‘‘ t1.1‘t.may?Lw1t( ((I ci H,’nI Dunnj-edulthooiIC’’ii(iOlIk’l1,h affiv‘.ji’.eChear‘UnutQiLsi UIfptoplesircutse kytarsfor1the‘a S’i)aow6. 1 orldii ide. 1mw cptclanckca aObjective 25 ldentih the major ph %ical change-. thatt : m:ddle adulthood.OtiUandL’evondin2iV4rnlkoirenc Lir iso kItu rsinCarDuringiqorrerh and middle adulthood, phi sicalc stodc i ithtir31 ht“tilts, ‘iiofdep‘r.zebin).ncrIii”Wit. .‘tø.U t.c.iiitrio]cdsti,thetc1 \utuse sIc“.m.ti: L o i. ti.mpl. t.t’csCi C’s pupI(shrinks enlarges) anti ‘t’- iCii% L’rIts’(r1result, thca nurtaisi reasc ‘nt ’‘cr’Ii1.1(C9. Although older adult’ arclecs) su’.teptib!e to Ilk .tP.C?tefll, Umeats, the) ,u. fter from short-teurasflutinai.,cnno‘,ounçerthe menstrual .s 1e. knois n a’. occurs us ithi.n a few rear’. of Thi’- biological charge1evtuels t E honnnt5p cicduce.,itionS8. With age, thtibali sa7. 4ccording to one ci oIU’it,fl21V theage and uiear out het3usi-’ .‘flt” a.ourbi rahin? our nui‘areimore,3utitch TIrum 4w war-. in 19) tourts agair t cne’ tFlater life.andBecauseIObjective 26: C npare lilt xpc. timtwentiett tadLa3 ‘s%CY icusshaig isi aing trequ ‘an InaiLilde103adul stO. Aing(101%’-etheL (in) neuralpla.e’.—inAped. h,ird .Z” -4 s c z.oFlo’. ofJilts1 conerktintreacco5,iltlv’jgF1rnmciiL’r1 .p.‘itfl’Cfl’’“nt,lrulit12. The mental ert”-:”ii thdt ?o. -.jjjt%’d.’ e’pcrierte a more gradualci.fdlqui’aleiit C)iringnttheidsj. ed featife.da’iage Li) the hrair n13. lhcirreic. sit cdisrbrain dtenI tlti qlh’disea’.e a’bet’niiilcdcflPsITC)fl-c.’;tU’1that tMek‘- rjjntt:ri11(F .5it.’‘ii

Chapter 4 Develop’ni, Ihrough the Life Span106Objectixe 27: Assess the impact of aging on recalland recognition in adulthood.19. The acLumulation of stored information thatcomes xi ith education and e\perience is calledintelligence, which tends to14. Studies ot deseiopmental haiwes in learning andicmorv shoxi that during adulthood there is adel nc in the abilitx to(recall ‘recognize) uexx information but not in thewith agc.20. The ability to reason abstrattly is referred to asintelligence, which tends towith age.(retail, recognize)ahilitx tocut intormation. One factor that influencesincmorx in the elderli is theObjective 29: Explain why the path ot adult dcx elopment need not he ti’htiv linked to one’s chronolocicalage.-or material,b,-memory remains\dultsstiong when ox ents help trigger recall,16. Cognitix e abilities among 70-vear-olds are(less/more) varied thanamong 20-y ear -olds.Objective 28: Summarize the contributions of crosssectional and longitudinal studies to our understandon adult intelhin” ot the normal etfects of aainc00gence.17. A research study in which people of various agesare Lompared with one another is called a-studr’. This kind of study found ox idence of intellectualduring adulthood.21. Contrary to oouular oninion job and marital disduring the torties, thussatisfaction do not surneC,suggestmg that a mtdufeneed not occur.22. The term used to reter to the culturally preferredtiming for leaxing home, getting a job marrying,and so on is the23. Today, the tuning ot such life events is becoming(nrore : less) predictable.-More important titan age areand chance encounters.Objective 30: Discuss the importance of lox e, marriage, and children in adulthood, and comment onthe contribution of one’s work to feelings of selfsatisfaction.18. A research study in which the same people areretested ox er a period of years is called astudy This kind of study24. According to Erikson, the two basic tasks ofh)und ox idence of intellectualduring adulthood.Explain u hr tudiec of intellectual decline and agthgielded contlicrinu results.andadulthood are achieving.heaithx adultis\ccording to Freud, theone xx he cananl25. Human societies have nearh ahi avs included abond Marriagerelatixclybonds uc usualafter agea’t nghen coup e’ rnarand are

Rcca raObj(ocp s itorcydno c isItekehcitticsiisic dIinia )c35iftmdoulb361eyortwell bemnsc c t r I sarc alonctcipcrmarcm r cWa4 thrisctC)a1W37\u Wolaosorbtmeana n rgvith hc ma iagc itselfm mcmcascs decreases). lhis isReflections nouldc r n )st of the burden2r m sIfics the hmtdrc a sleaxmghomciduoe tatnarr hccmctmcrcaseriarWIssuesanon’1tI 5atlsfac tic nst dic a I vonmen who ar oi arc notdIc Ind II t a a oman s satisfactionc c d on him3c iv0of herc r Ic hfesrotObjectivia ersns tdent K1 )es rib trends ir peoplc’s tile satisfacifesfaraSt Speopk h pmc ally,t camny sensc )frdaslact2.acdrcpt 1 c 55fcnuryetic r eehngsitflfl(inaHHid thema a m rcpamctar’,10 d byeIth c d to a udlirccmi a131c

1?ifcrRest art’ w F ethc a cloth or ix ire mother xx as presentix attered less than the presence or absence ofa tx showscdthu somt t a‘tatta e than otheis,irLtant,,d att chment m monkevc is based on imsuh as socialpnrtirgPROGRESS TEST7, 11 her pw chologicts discus maturation, thet arereferung to staces of growth that are rzet intluianestions andtnPucj ic ir ans”ec;tith5 axsnes L’uninniap on Dane 115.L01 ec i emCP a ow an—at er N OLUiFctt cead the e\p nation forii ‘ct ann then insult the appropriatepa at c I tnt text t’n p arenti’ sec ol [owing the corretencuci taxa. con—en ation.b. nature.tuihoxtuXlititziaIi -(1,01cc ()uectio;ic.nurture.d. continuitx8. thu dcx elopnxentai theorist who suggested thatsecureD attached children develop an attitude ofbasic trust is:a. i’iaget.c. \ vgotskr.d. brikson.b. F tarlow.9, Tleseawh tindings on infant motor dcx elopmentk’an coo,hnac Ii. Drhonnihpsx i—to]dcx elopnicntalax.i iia.are 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 skillsShe P most h[seixciwn4cs as people pet 0’D’nniemorab. ttignitixed2. lix Pragot s spence, thC‘cr mentalcitional intelhtheopera1LerDo1Ld1ng ofxx ill be slowed,pri rat ‘pieadtc”nb dc aiinertr pperman ice5wcha ‘at ‘ristic of10,drageihe:a. wnsorIS rb. preoperc.roncrete 01Cd. to’mal optiardevelopment do4. 1 ‘taring xx huh statchi,dieo atcifuire ohc1cens,”onuta.t’no:0b rtcnt raei xaence.,nncrc: ’ onerationala ‘raw epeiational‘5, T:xe rot.’eiu f[t\ uwur x,he,n’ttst’cL.Ja.h. ‘“,Lo mcci e ]COel1‘—c,d.‘xh’’rrx‘‘,xln’rx m ikttc.N-Pox’a.J.e—‘maerDL hisor hergoer-‘ePic ,,t6. PLc F a’twJ,newinmonkersa‘itPtto’: ortIi,0 —C.Pit1 n rn’Lt wsi‘wer10I ttsingle niostittatlxinent.utacnIx w thein humans the process of maturation may besignificantly altered by cultural tactors,\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,Ii, In preconxentmunal morality, the person: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 concreterexx ards.d. toiL’ a s the d P tates ot h, or her onsuence.12. lkhic[i of the tolion ing is torret ta. 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

Progress Test 113. \ per on’s general ahiht to think abstractly iscalledi itelhgtncc. This ability generalwithigelyflnid increasesa.b. fluid, decreasesc, crr ,talhzed: decreasesd. crx staiized: 1ncrease14. 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:a. pube ty.c. nrenarclreh. nrenopaused. generativits15. 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:a. gcnc raPs itsc. isolation.b. intimacy.d. integrity.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 nitellgcnce17. Fhe cognitive ability that has been shown todecline during adulthood is the ability to:a. recall new mformation.b.recognize ness informationc. Icarn mcaninfful new material,d. usc ludgnrent in dealing with dads life problems18. Which of the toilowing statements concerning theelf etts of aging is true?a. Aging almost ines itahis leads to dementia ifthe ndhldua I yes long cnough.iii\g rr is susccptibdrts to short-termr cit si F a tielc Sinn art iases in life satisfa tion arcasseiat’d x in iging.d. The eging prose-s 5an he seitlantr attectedb.bx the indit ide-l’s actwts patterns.19. t ongit ad ral teta. 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 crosssectional teshd. unia!ir i1\ oh” a sinalici sample than dosicttit’iS,Ei’ ‘,.‘ts10920. The average age at is inch puberty beg usin boys; in girls, it isa. 14; 13c. 11; 10b. l3;lld. lO,9is—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 4s22. 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.b.c.d.strokebrain tumoralcoholismAll 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 somecultures than others.c. is true of women hut not nrend. is not supported by research studies.True-False ItemsIndicate whether each stater rent is t uc or alsplacing I or I in the blank rexttire tcbyii.hildrt’n later bee-tnc ihu1. Most abused 5sir c parents.2. At birth, the brain and ncrr (.1 iS s5’stt’fliot a healths child arc tulh dcr doped.3. Ihe sequence nr irhich Is Idren dcselopmotor skills s aries frosa out cturc toanother.4. Recent research chorys that vourg children are more capableder elopmc’ntis more coptinuous than Pi,get he-irer cd.

10In,I)Inc roceso‘an6.1LifSVin,is mui Fsame throu,h Ut flit is odd.1impat of as tare on child d sdIheevent it i’. high qualiti. i-aopmtnt,ibecause:borriadiwill pass into tin.sal bs tile moth 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,rs4. cF ca. dwsnl.ain’-. ccntho’ er-4a17. During aduitho xi agu onls moder.icts.orrelatt--. it it-h Deople”-. trak.8. Intelligence detme’-. throughout aa:t—flOod.i 1L)st adults hav9. Bs the a,ze Oiisis’a’iientdtc shy lit MinnparCe ceuscdeiL Cun u ii-1-‘I St’-sc s’swç onire simpls rIcheimet’ ds ioi icd s er-.iormaL aging.PROGRESS TEST 2Progre*. Tc’-.t 2 chould lx- completed during a finalchapter rcv’ew. Answer the folloss irig 4LLP%t otis aftersou thoroughly understand the correct answers rorle’-.tl., lesiess%andPr’-ythe-.Spr rxiety ckselaicbclrtn i1m d.tidteo after:aoncptocc( ceptotobdirauiitntun cIcVTlitCrdt.otfa 1(arailgIntc)niicfUnK.3-t ntghout 1 ftI e corrett ordt r I stages of prenatal6. lVhic hc1e elorneiita. ivqote tern. embryob. 7vgote. emhn o, letu’-.c. embn o, ‘s gote, tetusd. enibr’ o retus, is gote7. 1 he tern ;hc.: pcr:ad refers to:a. par a 1 development.n I ‘hoursatter Fild s birth.btion,ilsa e.C tp Critttd. rf idbsHalois)WliSs-ed mc tdilficults ma ia. II yF os ed extreme fear ci aggressionb. Theis hen tir-4 seeing other morSe c. ihes ‘bossed abnorniai ph %ical des eloprice.omerit.d. The female’, were aL’u’.n c ,nothcis.9. \1.-s-.tt1PeOVeruence-. n ts.sage eailit-’-.ta.b.menk.ic’- do not predateC.d.I10Catornr )toL, rormal 01. Cc 1,imotn,, pit a,i.al. totinal Ft6tiC’I di. tflc rc te Op.’ a jot) 11C. fl aperatii ma I. ‘.en.o’. ‘not-i’:, t oncreti. opc.oti. ‘n-il. tul mal t)t’t rat:vnai1 ‘.peia—t(flfltJii ot’r1d. i. rt.L.rcitii)na; .CilM. rt.al,cn.rctt ap-at id!‘-.ilast’.-I ten lute rprc’ F4.i I alamore likely to t’c cs ‘2. 1k or J’iagc t pcopk isthata. the child”-. mind J% a miniature mod&I of theadult.b. children think about the sic’rld in , tdicallvdiftt rent was from adults.c. tL’t child mind de’ claps throutth a %t.rie% ofdstur-ti8. WiflIteas us hhen he-4.01:uchildhocr rho’a’ ,itothe” 4t is at heigh’L1 onai”.5. A dnAisaab eba0InCb.C.rDi.lcir iini n ‘urr uI. ren an ard1iJi,.,I15ittlt .‘tfl)fl’fl1et.un& nlidcntlv.1 )thtff’-. Oil tiltfttud.ItSiLl.sb tIflW.I

l1iPrersss Ies’a015dilco 1 as?a. lrikoi;h fHaccatIniitit19. Lndcrl ing A hcimcC.tni— to p mt too tat orabe a picture ot—iwo croupitI iod IttIre 1itc tanrc.Nbc1 ’. cis would moral rcatasifrights aertamhiimcxistence of fundamentalin Fron’scon,on dcr elopingilüIpnac 20\pccurs1scalltdrnc,st V srta.b.c.d.Iciteilia-oxe,5Port t21. In terms ot irudeiaillnessesrs h age and sosaiatn it\long-term ailment——a.decre ises’ nreasb. increases decr a cc,increases rrcreasca ‘ation— in rhoa.ith. each indit idual’s en neonoi and5c. each individual’— hi—torioutd. ice!0‘IP, Prahi-0a ror Iin :sa iiilb. 1sHH.it‘-e0—’c’cIi oHtoiisoPlicccti‘.il se’coat n.nH,csoonor t c kmiha. terser lirar 1? perhut nearir Jo nonehc-hrgof‘rthles—I Incestnreed’inn.a.ti”serncnts In iieids such asIltin rile hr ormger adults inec Itlirtirrsheniidsp ak.hi.Ct.alittts,iiting.‘0 err ii”rpb. the dirorcwitr‘itoxn onrinnoCCciH. aftberf(ttta 1.tIi .an,’rNc.ittfluid: decreasesfluid; increasescrvstaliiied cciccrystallized mcrca23. ResePusFtot 1r’t a, ipausea.Ieic’ii.d. all of the above.itttitisrtOiOflOcantlx aftected bmci’a. ictcntitv intrrnactb.nacvr titd.c.d22, Stage theories bat e been ritc ted bc0fail to onsider that do lognc I mardir iduals generally focusduring adolescence andduring r ciung adulthood.-ad. decreases: oecrcaca. pro our entional n’oraitrh. 0001 enironal inoralrtrc. go tconve tional ii or

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 at I 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 theegg egg’s

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