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The download Test Bank for Experience Human Development 13th Edition by Papalia Martorell ISBN 0077861841 9780077861841 full chapter new 2024
The download Test Bank for Experience Human Development 13th Edition by Papalia Martorell ISBN 0077861841 9780077861841 full chapter new 2024
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Chapter 02 - Theory and Research
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Chapter 02
Theory and Research
1. (p. 21)
A.
Theories change to incorporate new findings.
2-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
B.
Theories are based on certain assumptions.
C.
Theories and research are interwoven.
D.
All of these.
2.
A.
logically related statements seeking to describe, explain, and predict development.
B.
facts derived from research.
C.
research results that can prove behaviors.
2-2
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
D.
opinions of a well-known authority in a field.
3.
A.
data
B.
hypotheses
C.
findings
D.
facts
2-3
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
Learning Objective: 2.1: Describe the purpose of a theory in research and two theoretical issues on which developmental scientists differ.
Topic: Basic theoretical issues
4.
A.
theories.
B.
hypotheses.
C.
research findings.
D.
conclusions.
5.
“If children learn aggression from models, then children who watch violent television shows should be more aggressive than
children who watch nonviolent shows.” This is an example of a
A.
2-4
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
theory.
B.
finding.
C.
hypothesis.
D.
conclusion.
6.
Which early philosopher described children as a tabula rasa on which society writes?
A.
John Locke
B.
Jean Piaget
C.
Jean-Jacques Rousseau
2-5
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
D.
Erik Erikson
7.
A set of logically related concepts that seek to organize, explain, and predict data is called a
A.
theory.
B.
hypothesis.
C.
law.
D.
rule.
2-6
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 21)
Bloom's Taxonomy: Remember Difficulty:
Medium
Learning Objective: 2.1: Describe the purpose of a theory in research and two theoretical issues on which developmental scientists differ.
Topic: Basic theoretical issues
2-7
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
8. 22)
Galton’s mom was surprised to hear her young son say the phrase “Holy cow!” when he saw his new toy. It is a phrase she
says often, but not directed toward her son. Her son’s actions are indicative of the
A.
reactive model of development.
B.
active model of development.
C.
presence of the language acquisition device.
D.
influence of siblings on young children’s vocabulary.
2-8
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
Learning Objective: 2.1: Describe the purpose of a theory in research and two theoretical issues on which developmental scientists differ.
Topic: Issue 1: Is development active or reactive?
9. 22)
A.
the influence of violent video games on aggression.
B.
the family history of a person with aggression problems.
C.
the neurotransmitters linked to aggression.
D.
All of these
2-9
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
Bloom's Taxonomy: Apply Difficulty:
Hard
Learning Objective: 2.1: Describe the purpose of a theory in research and two theoretical issues on which developmental scientists differ.
Topic: Issue 1: Is development active or reactive?
10. 22)
If Bill’s behavior is viewed as passive and reactive, he would be perceived as demonstrating the model of
behavior.
A.
naturalistic
B.
mechanistic
C.
organismic
D.
maturationistic
2-10
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
2-11
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
11. 22)
If Troy’s behavior is viewed as active and self-determining, he would be perceived as demonstrating the model
of behavior.
A.
naturalistic
B.
mechanistic
C.
organismic
D.
maturationistic
2-12
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 23)
12.
A.
quantitative; qualitative
B.
behavioral; developmental
C.
qualitative; quantitative
D.
mechanistic; organismic
2-13
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 23)
13.
The quantitative changes, such as documenting the number of words added to a child’s vocabulary, support which theory?
A.
Mechanistic
B.
Developmental
C.
Qualitative
D.
Organismic
2-14
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 23)
14.
Most of the early pioneers in psychology, such as Sigmund Freud, Erik Erikson, and Jean Piaget, favored the
perspective on human development, which views development as occurring in specific stages.
A.
organismic
B.
quantitative
C.
mechanistic
D.
behavioristic
2-15
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 23)
Learning Objective: 2.1: Describe the purpose of a theory in research and two theoretical issues on which developmental scientists differ.
Topic: Is development continuous or discontinuous?
15.
A.
Sigmund Freud.
B.
Ivan Pavlov.
C.
Albert Bandura.
D.
Erik Erikson.
2-16
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 23)
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Psychoanalytic
2-17
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
16. 24)
Stacy’s mother believes that most of Stacy’s acting out lately has been caused by unconscious forces within her that motivate
her behavior. Stacy’s mother follows the perspective.
A.
humanistic
B.
ethological
C.
psychoanalytic
D.
learning
2-18
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McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
17. 24)
A therapeutic approach aimed at giving patients insight into their unconscious conflicts is called
A.
repression analysis.
B.
psychoanalysis.
C.
psychosexual analysis.
D.
psychoconsciousness.
2-19
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
18. 25)
Freud’s theory on human development states that people develop in an unvarying sequence of maturationally determined
stages of development.
A.
psychosocial
B.
psychoanalytic
C.
psychoconscious
D.
psychosexual
2-20
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p.
Topic: Psychoanalytic
2-21
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
19.
A.
anal, phallic, oral, latency, genital.
B.
oral, anal, phallic, latency, genital.
C.
anal, oral, genital, latency, phallic.
D.
oral, latency, genital, anal, phallic.
2-22
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
20.
A.
Oral
B.
Anal
C.
Phallic
D.
Latency
2-23
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
21.
As an adult, Mary spends considerable time each day cleaning her apartment, arranging her socks in a drawer until they are
just right, and making schedules on a calendar. According to Freud, Mary is probably fixated in the stage.
A.
oral
B.
anal
C.
genital
D.
phallic
2-24
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
22.
According to Freud, during early childhood boys develop sexual attachment to their mothers. Freud called this development
A.
the Electra complex.
B.
the unconscious complex.
C.
the Oedipus complex.
D.
regressing.
2-25
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
23.
The stage of psychosexual development that occurs during middle childhood and is characterized by relative calm is called
the stage.
A.
oral
B.
childhood
C.
latency
D.
anal
2-26
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Topic: Psychoanalytic
24.
A.
Superego
B.
Libido
C.
Id
D.
Ego
2-27
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Topic: Psychoanalytic
25.
According to Freud, the part of the personality that operates on the “pleasure principle,” seeking the immediate gratification
of desires, is the
A.
Id.
B.
ego.
C.
superego.
D.
ego ideal.
2-28
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Psychoanalytic
26.
According to Freud, the part of the personality that operates on the “reality principle,” realistically finding ways to obtain
gratification, is the
A.
id.
B.
ego.
C.
superego.
D.
conscience.
2-29
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Difficulty: Easy
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Psychoanalytic
27.
Christa, a rather demonstrative 7-year-old, hits her brother for laughing at her and feels guilty about it afterward. According
to Freud, Christa’s guilty feelings reflect the operation of the
A.
id.
B.
ego.
C.
superego.
D.
defense mechanism.
2-30
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Bloom's Taxonomy: Apply
Difficulty: Hard
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Psychoanalytic
28.
Which one of the following personality entities would be most similar to what is called “conscience”?
A.
Id
B.
Ego
C.
Superego
D.
Libido
2-31
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Psychoanalytic
29.
Although parts of his theory have been heavily criticized, Freud’s contribution to the field of human growth included all of
the following EXCEPT
A.
the importance of unconscious thoughts, feelings, and motivations.
B.
the role of childhood experiences.
C.
the ambivalence of emotional responses.
D.
the importance of developing formal operational thought.
2-32
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty: Medium
Learning Objective: 2.2: Summarize the main theories of human development.
Topic: Perspective 1: Psychoanalytic
30.
A.
did not make us aware of the importance of unconscious thoughts.
B.
focused too little on childhood feelings and experiences in motivation.
C.
based his theories on patients and not the general population.
2-33
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 26)
Topic: Psychoanalytic
2-34
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 02 - Theory and Research
(p. 27)
31.
A.
sees society as a positive force.
B.
focuses on biological instincts.
C.
covers infancy and childhood but not adulthood.
D.
has much in common with behaviorism.
2-35
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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zeldzaamheid waren, mogen wij, op goede gronden, reeds
vermoeden en afleiden uit het voorkomen van metronymicale
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bevestigd, blijkens sommige andere benamingen, welke uit oude
oorkonden op die naamlijst zijn vermeld. In onze dagen wordt zulk
eene geboorte buiten huwelijk der ouders zooveel mogelijk
verbloemd, bemanteld en verzwegen; althans nooit zonder
dringende noodzaak vrijwillig openlijk erkend. Maar oudtijds dacht
men daar anders over; men was oprecht en ongekunsteld genoeg
om zulk eene zaak in eenen omschrijvenden toenaam te vermelden,
en zulken toenaam, ter verduidelijking, achter den eigenen
doopnaam te voeren of in geschrifte te stellen. Zoo vinden wij op
onze naamlijst eenen J a n v a n R i x t e l n a t u e r l y k e s o e n
J a n K e m e r l i n x (1421), dat is: van J a n K e m e r l i n k of
K a m e r l i n g . Ook eenen G h e r i t n a t u e r l i c s o e n h e e r e n
D a e m D u y s s c h e n (1420), en eene B e l e n a t u r l y k e
d o c h t e r A r n t s v a n R y p e l b e r c h (1441). Verder G o d e r t
natuerlyc soen Goderts wilen Aleiten soens van
S t i p h o u t (1389); hier was G o d e r t , de vader van den
eerstgenoemden G o d e r t , [187]waarschijnlijk ook, als zijn zoon, een
„natuurlijk” kind, omdat hij slechts een metronymicum, slechts den
naam van zijne moeder, van A l e i t v a n S t i p h o u t voert, en niet
zijn vadersnaam. Dan nog J a n v a n B e r l a e r n a t u e r l i k e
soen wilen Maes Shogen die hi hadde van
J u f f r o u w M a r g r i e t e n v a n B e r l a e r (1419), waar nevens
den naam van den vader ook nog dien van de moeder vermeld
wordt. Dit is ook het geval bij de benaming van J u t t e d o c h t e r
Meys van Herzel die dieselve natuerlic
g e w o n n e n h a d d e C o r s t i n e v a n d e G o e r (1446), enz.
Het kan niet anders—waar de onwettige geboorten zoo menigvuldig
voorkwamen, en waar die zaak zelfs vermeld werd en genoemd in
de benamingen die de kinderen, uit zulk eene geboorte
voortgesproten, te dragen hadden, daar moesten de lieden van
wettige geboorte er prijs op stellen dat ook deze zaak blijken kon uit
de benamingen die zij voerden. Zoo vinden wij dan ook in de
Helmondsche oorkonden met name genoemd eenen J a n v a n
den Grave wittige soen wilen Jans Comans van
H e l m o n t (1428). Bijzonderlijk, als een man zoo wel wettige
kinderen had als onwettige, zullen de eerstgenoemden de wettigheid
hunner geboorte gaarne opzettelijk bij hunnen naam vermeld
hebben, in onderscheiding van de namen hunner halve broeders en
zusters van onechten bedde. M a e s S h o g h e n (d.i. T h o m a s
d e s H o o g e n , de zoon van den man, die, om de eene of andere
reden den toenaam van d e H o o g e of H o o g gevoerd had)—
M a e s S h o g h e n verkeerde in dit geval; hij had eenen wettigen
en eenen natuurlijken zoon. De volle benaming van den laatsten,
van J a n v a n B e r l a e r , hebben wij reeds hierboven op deze
bladzijde medegedeeld. Die van den eerstvermelden, den wettigen
zoon, was A r t v a n G h e e l , w i t t i g e s o e n w i l e n M a e s
S h o e g h e n (1419).
G o s e w y n , voluit G o d e s w i n , beteekenende: G o d s v r i e n d .
Deze naam komt in verschillende vormen en verkortingen voor, als
G o e s w y n (G o e s w y n ) H e i l w i g h e n s o e n v a n
G h e r w e n (1389), en G o e s w y n S c h u e r m a n s (1419); als
G o s w y n (G o s w y n ) W e v e r s (1402); samengetrokken als
G o e s s e n , heden ten dage G o o s s e n : G o e s s e n S c o r t e n
(1460).
G h e v a r t , dat is G e v a r t of G e e v a e r t , Hoogduitsch
G e b h a r d .—G h e v a r t L u t e n s o e n (1401). [189]
Y s b o u t , I s b a l d .—Y s b o u t D i r x S n o e x s o e n v a n d e r
Z a n t v o e r t (1416).
R a b o u t , voluit R a d b o u t , R a d b o l d of R e d b a l d .—Met
eenige verwondering, maar tevens met veel genoegen vinden wij
dezen schoonen, tamelijk zeldzamen, Oud-Frieschen koningsnaam
nog in de 15e eeuw in Brabant (of in Limburg? Neder-Rijnland?) in
gebruik: R a b o u t h e e r e n R a b o u t s s o e n v a n
V l o e d o r p (1425). Dit V l o e d o r p is toch zeker het
hedendaagsche V l o d o r p of V l o d r o p in Limburg, bij Roermond,
op de grens van Neder-Rijnland.
L u y t g a r t of L u y t g a e r d e , L u t g a r d i s , een welluidende en
liefelijke naam, de naam van S i n t e - L u u t g a a r d e van Tongeren,
bij de Roomsch-Catholyken bijzonderlijk als Beschermheilige der
Nederlandsche (Dietsche, Vlaamsche) taal vereerd, wier gedenkdag
op den 16den Juni valt. L u y t g a e r t H o u b e n (1394), wier naam
in den jare 1400 als L u y t g a r t H u b e n d o c h t e r voorkomt.
W a n d e l , ook W e n d e l , W e n d e l a .—W a n d e l J a n
E m b r e c h t s d o c h t e r (1419).
H e i l w i g . —H e i l w i g d o c h t e r w i l e n H e r m a n s D i r c s
G u e d e l e n s o e n s (1443). De oude naam G u e d e l e ,
G o e d e l a , G u d u l a , in deze benaming voorkomende als eigen
aan de grootmoeder of overgrootmoeder van H e i l w i g , is mede
een Oud-Nederlandsche naam, te Brussel welbekend.
Het Friesche volk heeft zich, van ouds her en tot op den dag van
heden, door vele eigenaardigheden in taal, zeden, kleeding, enz.,
steeds bijzonder onderscheiden van andere, naburige en
stamverwante Germaansche volken. De bijzondere namen der
Friezen, zoowel hunne vóórnamen als hunne geslachts- en
plaatsnamen, die grootendeels van de vóórnamen zijn afgeleid,
nemen onder die eigenaardigheden almede eene eerste plaats in.