Question 1

Which of the following is NOT a central feature of life-course theory of human development?

Accepted Answer

A)   Social reciprocity
B)   Age-related role transitions
C)   Intergenerational linkages
D)   Generational or birth cohort differences A

Question 2

As conceptual splits, what is the difference between continuity-discontinuity and stability-instability?

Accepted Answer

Behaviors that are represented in the same way at different points in the life span reflect continuity, whereas behaviors that cannot be represented in the same way reflect discontinuity. Instability refers to changes in a person's position relative to his or her reference group with development, whereas a lack of change refers to stability. The former involves making intraindividual comparisons over time and the latter involves making both intraindividual and interindividual comparisons over time.

Question 3

According to Lerner, Lewin-Bizan, and Warren, _____ represents the broadest level of the person-context system encompassing all other levels of organization in human development:

Accepted Answer

A)   History
B)   Biology
C)   Culture
D)   Evolution A

Question 4

Explanations of discontinuity in development involves:

Accepted Answer

A)   Either quantitative or qualitative change
B)   Quantitative change
C)   Qualitative change
D)   Comparing qualitative and quantitative change

Question 5

Which of the following developmental systems theories is most closely identified with a conceptual approach that combines ideas from biology, psychology, physics, and mathematics?

Accepted Answer

A)   Esther Thelen and Linda Smith's Dynamic Systems Theory
B)   Jochen Brandtstädter's Action Theory
C)   Paul Baltes' Life-Span Theory
D)   Urie Bronfenbrenner's Bioecological Theory

Question 6

By emphasizing a person-centered view of development, David Magnusson's Holistic Person-Context Interaction Theory challenges conventional approaches to human development that:

Accepted Answer

A)   Rely on the operationalization and measurement of discrete variables
B)   Seek to combine biological and social contexts for development
C)   Stress continuity over discontinuity in developmental processes
D)   Argue for the fundamental role of context in human development

Question 7

Compare and contrast the role of relationism in two of the developmental systems theories discussed by Lerner, Lewin-Bizan, and Warren.

Accepted Answer

The answer of Compare and contrast the role of relationism...

Question 8

Who among the following developmental systems theorists is most closely identified with a conceptual approach that emphasizes multiple levels of context that influence individual development?

Accepted Answer

A)   Urie Bronfenbrenner
B)   Paul Baltes
C)   Richard Lerner
D)   Esther Thelen

Question 9

According to Lerner, Lewin-Bizan, and Warren, what two characteristics distinguish development and change?

Accepted Answer

The answer of According to Lerner, Lewin-Bizan, and Warren, what...

Question 10

The primary unit of analysis for developmental systems theories is typically:

Accepted Answer

A)   Relational
B)   Individual
C)   Biological
D)   Historical

Question 11

Which of the following is NOT a conceptual split characterizing traditional developmental theories?

Accepted Answer

A)   Brain and behavior
B)   Nature and nurture
C)   Basic science and application
D)   Stability and change

Question 12

Who among the following developmental systems theorists is most closely identified with a conceptual approach that stresses individual development from conception to old age?

Accepted Answer

A)   Paul Baltes
B)   Richard Lerner
C)   Esther Thelen
D)   Urie Bronfenbrenner

Question 13

Which of the following developmental systems theories stresses the dynamic regulation of person-context relations?

Accepted Answer

A)   Jochen Brandtstädter's Action Theory
B)   Paul Baltes' Life-Span Theory
C)   Urie Bronfenbrenner's Bioecological Theory
D)   Glen Elder's Life-Course Theory

Exam 2: Concepts and Theories of Human Development