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Understanding Human Development: Approaches and Theories
Multiple Choice
1. The ways in which people grow, change, and stay the same throughout their lives, from birth to death,
is known as _________ development.
a. child
b. lifespan human
c. normative human
d. contemporary
Ans: b
Learning Objective: 1.1
Cognitive Domain: Knowledge
Answer Location: What Is Lifespan Human Development?
Question Type: MC
2. ____ is the most obvious indicator of development.

a. Change
b. Stability
c. Adulthood
d. Brain lateralization
Ans: a
Cognitive Domain: Comprehension
Answer Location: What is Lifespan Human Development?
Question Type: MC
3. Throughout the lifespan, we change physically, cognitively, and psychosocially. This illustrates the
notion that development is _____.
a. static
b. multidisciplinary
c. plastic
d. multidimensional
Ans: d

Answer Location: Development Is Multidimensional
Question Type: MC
4. Dr. Yang studies cross-cultural differences in body maturation and growth, including differences in
body size, proportion, appearance, health, and perceptual abilities. Dr. Yang is interested in _____
development.
a. physical
b. cognitive
c. psychosocial
d. interdisciplinary
Ans: a
Cognitive Domain: Application
Question Type: MC
5. _____ development includes the maturation of our thought processes and the tools that we use to
obtain knowledge, become aware of the world around us, and solve problems.
a. Physical
b. Cognitive
c. Psychosocial
d. Lifespan
Ans: b
Question Type: MC
6. Changes in personality, emotions, views of oneself, social skills, and interpersonal relationships with
family and friends are called _____ development.
a. physical
b. cognitive
c. psychosocial
d. lifespan
Ans: c
Question Type: MC
7. As baby Sanjay’s physical development improves, he is able to crawl around and explore his
environment. This advances his cognitive development, as he learns about the size and shape of objects,
as well as how they function. His newfound crawling skills also contribute to changes in Sanjay’s
psychosocial development. For example, he may experience anger when he picks up a breakable object,
only to have one of his parents take it away. In addition, Sanjay experiences happiness when his parents
encourage his motor efforts and frustration when they remove him from an unsafe area, such as the
stairs. This example shows that the three areas of development ________.
a. confuse the infant
b. are independent
c. follow a single course
d. overlap and interact
Ans: d

Question Type: MC
8. Research illustrates that development consists of both gains and losses, as well as growth and decline,
throughout the lifespan. This means that development is _____.
a. multidimensional
b. plastic
c. multidisciplinary
d. multidirectional
Ans: d
Answer Location: Development Is Multidirectional
Question Type: MC
9. Allison is approaching her 60th birthday. She realizes that her eyesight and hearing are not as good as
they used to be, and when visiting her daughter in graduate school, climbing the stairs to the fourth floor
has become more difficult. However, Allison has also become more patient over the years, is better at
solving difficult problems, and has a more confident and favorable view of herself than she had in her 20s
and 30s. This example shows that development is _____.
a. multidimensional
b. multidisciplinary
c. multidirectional
d. plastic
Ans: c
Question Type: MC
10. Because development is multidirectional, at all ages, individuals can compensate for losses by:
a. accepting the inevitability of growing older.
b. improving existing skills and developing new ones.
c. seeking out developmentally supportive contexts.
d. avoiding talking about them.
Ans: b
Question Type: MC
11. The malleability or changeability of development is called ______.

a. plasticity
b. neuroscience
c. lateralization
d. specialization
Ans: a
Answer Location: Development Is Plastic
Question Type: MC
12. Following a stroke that affected his balance and muscle strength, Jose participated in three months of
physical therapy. Today, Jose feels as strong as he did before the stroke and walks at least ten miles a
week for exercise. Jose’s ability to overcome his physical limitations after his stroke is an example of:
a. lateralization.
b. plasticity.
c. neuroscience.
d. specialization.
Ans: b
Question Type: MC
13. According to research, which individual will likely show the greatest amount of plasticity following a
brain injury?
a. Janessa, who is 6
b. Derick, who is 25
c. Barb, who is 48
d. Able, who is 70
Ans: a
Question Type: MC
14. _____ refers to where and when a person develops.

a. Plasticity
b. Exosystem
c. Microsystem
d. Context
Ans: d
Answer Location: Development Is Influenced by Multiple Contexts
Question Type: MC
15. Millennials, or young people reaching adulthood around the year 2000, are a generation born around
the same time. Millennials are an example of a _______.
a. subculture
b. developmental domain
c. cultural group
d. cohort
Ans: d
Question Type: MC
16. Experts and professionals with a diverse range of expertise contribute to our understanding of
lifespan human development. This indicates that developmental science is:
a. plastic.
b. multidisciplinary.
c. multidirectional.
d. multidimensional.
Ans: b

Answer Location: Development Is Multidisciplinary
Question Type: MC
17. Bailey is a graduate student in clinical psychology. As part of her training, Bailey works with children
and families affected by autism. Each week, Bailey participates in a team meeting that consists of a
school psychologist, social worker, speech and language therapist, and nursing students. The group
discusses the various families with whom they work, as well as progress with individual clients. This
example illustrates the importance of a ______ approach to understanding how people grow, think, and
interact with their world.
a. multidisciplinary
b. contextual
c. cultural
d. multidirectional
Ans: a
Answer Location: Development Is Multidisciplinary
Question Type: MC
18. _____ development is characterized by slow and gradual change, whereas _____ development is
characterized by abrupt change.
a. Continuous; discontinuous
b. Discontinuous; continuous
c. Multidimensional; multidirectional
d. Multidirectional; multidimensional
Ans: a
Answer Location: Continuities and Discontinuities in Development
Question Type: MC
19. Contemporary developmental scientists agree that development:

a. cannot be characterized by either continuity or discontinuity.
b. is primarily characterized by discontinuity.
c. is primarily characterized by continuity.
d. includes both continuity and discontinuity.
Ans: d
Question Type: MC
20. Baby Li is participating in a research study in which his physical growth is measured once a day. Li’s
parents were surprised to find out that monthly measurements of height showed gradual increases, but
daily measurements revealed growth spurts that sometimes lasted up to 24 hours. This example supports
the assertion that physical growth is:
a. primarily characterized by continuity.
b. primarily characterized by discontinuity.
c. both continuous and discontinuous.
d. characterized neither by continuity nor discontinuity.
Ans: c

Question Type: MC
21. Today, most developmental scientists believe that people are __________ their own development.
a. active contributors to
b. unaware of
c. often confused by
d. indifferent toward
Ans: a
Answer Location: Individuals Are Active in Development
Question Type: MC
22. Neva believes that most people are mainly products of their environment. For example, if a child
grows up in a warm, stimulating home, he or she will become a successful adult. If the same child grows
up in poverty and experiences ineffective child-rearing, he or she will likely repeat those patterns in
adulthood. Is Neva’s belief correct?
a. Yes. Most researchers believe that children are passive recipients of their environment and rarely
contribute to their own development.
b. Yes. Parenting and socioeconomic status play a greater role in development than children’s attempts
to engage the world around them.
c. No. Although people are influenced by the physical and psychosocial contexts in which they live, they
also take an active role in shaping who they become.
d. No. Physical and psychosocial contexts play only a minor role in long-term developmental outcomes.
Ans: c
Answer Location: Individuals Are Active in Development
Question Type: MC
23. At the beginning of her first human development course in college, Vi wondered, “Am I the person I
am today because of heredity, or did I become who I am because of my environment?” Vi’s question
reflects the ________ issue in lifespan development.
a. psychoanalytic-behaviorist
b. active-passive
c. continuities-discontinuities
d. nature-nurture
Ans: d
Answer Location: Nature and Nurture Influence Development
Question Type: MC
24. Explanations that rely on ______ indicate that inborn genetic endowments or heredity, maturational
processes, and evolution are causes of developmental change. In contrast, explanations that point to
______ suggest that individuals are molded by the physical and social environment in which they are
raised.
a. nurture; nature
b. nature; nurture
c. continuities; discontinuities
d. discontinuities; continuities
Ans: b

Question Type: MC
25. Regarding the nature-nurture issue, today’s developmental scientists agree that _______.
a. nature is more influential than nurture
b. nurture is more influential than nature
c. both nature and nurture are important
d. neither nature nor nurture are significant
Ans: c
Question Type: MC
26. A _____ is a way of organizing a set of observations or facts into comprehensive explanations of how
something works.
a. theory
b. hypothesis
c. cohort
d. research question
Ans: a
Answer Location: Theoretical Perspectives on Human Development
Question Type: MC
27. Scientists generate _____, or proposed explanations for a given phenomenon, that can be tested by
research.
a. theories
b. hypotheses
c. cohorts
d. subjective opinions
Ans: b
Question Type: MC
28. Professor Deloney is teaching a research methods class. In his lecture on how theories are
generated, he points out that a good theory is ______ and can potentially be refuted.
a. flawless
b. similar to a hypothesis
c. subjective
d. falsifiable
Ans: d
Question Type: MC
29. _____ theories describe development and behavior as a result of the interplay of inner drives,
memories, and conflicts of which we are unaware and cannot control.
a. Psychoanalytic
b. Behaviorist
c. Social learning
d. Information processing
Ans: a
Answer Location: Psychoanalytic Theories
Question Type: MC
30. Which of the following theorists is credited as the father of the psychoanalytic perspective?
a. Lev Vygotsky
b. Erik Erikson
c. Sigmund Freud
d. Charles Darwin
Ans: c
Question Type: MC
31. According to Freud’s theory, humans progress through a series of ______, or periods in which
unconscious drives are focused on different parts of the body, making stimulation to those parts a source
of pleasure.
a. emotional conflicts
b. psychosexual stages
c. social crises
d. personal dilemmas
Ans: b
Question Type: MC
32. One of the most important criticisms of Freud’s theory is that it:
a. overlooks the importance of the early parent-child relationship.
b. emphasizes nature over nurture.
c. focuses primarily on early child development.
d. cannot be directly tested.
Ans: d
Question Type: MC
33. In contrast to Freud’s theory, Erikson focused on the role of ___________ in shaping development.
a. the nuclear and extended family
b. the social world, society, and culture
c. unconscious motivations and drives
d. gender and sexuality
Ans: b
Question Type: MC
34. Erikson expanded upon Freud’s theory and proposed ____ stages of psychosocial development that
include changes in how people understand and interact with others, as well as changes in how they
understand themselves and their roles as members of society.
a. 4
b. 6
c. 8
d. 10
Ans: c
Question Type: MC
35. In each of Erikson’s psychosocial stages, an individual faces a(n) ______ that must be resolved.
a. crisis or conflict
b. unconscious obstacle
c. significant life stressor
d. moral dilemma
Ans: a
Question Type: MC
36. _______ theory is regarded as one of the first lifespan views of development.
a. Freud’s
b. Erikson’s
c. Skinner’s
d. Vygotsky’s
Ans: b
Question Type: MC
37. Tara is a four-year-old girl who is very polite. Ever since she was able to talk, her mother expected her
to say please and thank you. When Tara would behave politely, her mother would praise her. Tara’s
behavior was shaped through:
a. Operant conditioning.
b. Classical conditioning.
c. Genetics.
d. Modeling.
Ans: a
Learning Objective: 1.4.
Answer Location: Operant Conditioning
Question Type: MC
38. According to _____, observational learning is one of the most powerful ways in which we learn.
a. Operant conditioning.
b. Social learning theory.
c. The bioecological model.
d. Evolutionary theory.
Ans: b

Answer Location: Social Learning Theory
Question Type: MC
39. ______, which emerged as an alternative to psychoanalytic theories, focuses only on behavior that
can be observed and objectively verified.
a. Behaviorism
b. Cognitive-developmental theory
c. Sociocultural theory
d. Ethology
Ans: a
Answer Location: Behaviorist and Social Learning Theories
Question Type: MC
40. Behaviorist theory is also known as ______ theory.

a. sociocultural
b. cognitive-developmental
c. evolutionary developmental
d. learning
Ans: d
Question Type: MC
41. Each time Isabella sits down to feed her baby a bottle, she gently strokes the baby’s head. One day,
Isabella began stroking her daughter’s head and noticed that the baby started sucking, even though it
wasn’t feeding time. The baby’s association between having her head stroked and the presentation of
food is an example of _______.
a. operant conditioning
b. classical conditioning
c. reinforcement
d. social learning
Ans: b
Question Type: MC
42. ______ applies to physiological and emotional responses only.

a. Classical conditioning
b. Operant conditioning
c. Reinforcement
d. Punishment
Ans: a
Question Type: MC
43. According to the concept of ________, behavior is more likely to recur in the future if it is reinforced
but less likely to recur if it is punished.
a. classical conditioning
b. operant conditioning
c. social learning
d. ethology
Ans: b
Question Type: MC
44. Each time 3-year-old Maddy uses her potty chair, her father puts a sticker on a chart. After earning
five stickers, Maddy gets to pick out a small toy at the store. Maddy’s father is using ______ to increase
the likelihood that Maddy will continue to use the potty chair.
a. bribery
b. classical conditioning
c. reinforcement
d. social learning
Ans: c
Question Type: MC
45. According to ______ theory, people actively process information and their thoughts and feelings
influence their behavior.
a. psychoanalytic
b. behaviorist
c. evolutionary developmental
d. social learning
Ans: d
Question Type: MC
46. At preschool, Jace frequently watches Keagan hit other children and take their toys. Jace notices that
each time Keagan engages in this behavior, the teacher makes him give the toy back and sit in a time
out. Because Jace does not want to get in trouble with his teacher, he patiently waits his turn for toys.
Jace is demonstrating the concept of:
a. observational learning.
b. operant conditioning.
c. negative reinforcement.
d. reciprocal determinism.
Ans: a
Question Type: MC
47. Ten-month-old Tauji is a happy, laid-back baby. He often smiles and laughs and is rarely cranky
unless he is hungry or tired. Due to his easy temperament, Tauji’s parents and other adults enjoy
interacting with him. He receives frequent hugs and kisses which, in turn, results in more positive
interactions. The interaction between Tauji’s behavior and the supportive environment in which he is
being raised is an example of:
a. reciprocal determinism.
b. operant conditioning.
c. classical conditioning.
d. reinforcement.
Ans: a
Question Type: MC
48. ______ founded the cognitive-developmental perspective on child development.

a. Albert Bandura
b. Jean Piaget
c. B.F. Skinner
d. Lev Vygotsky
Ans: b
Answer Location: Cognitive Theories
Question Type: MC
49. According to Piaget, children and adults learn by interacting with their environments and organizing
what they learn into _________.
a. stages
b. conceptual webs
c. cognitive schemas
d. categorical dimensions
Ans: c
Question Type: MC
50. ______ theory was the first to consider how infants and children think, as well as their active
contributions to their own development.
a. Bandura’s
b. Piaget’s
c. Vygotsky’s
d. Bronfenbrenner’s
Ans: b
Question Type: MC
51. Which of the following is a criticism of Piaget’s cognitive-developmental theory?

a. Piaget underestimated children’s contributions to their own development.
b. Piaget assumed that all cognitive-developmental stages are universal.
c. Piaget focused too much on unconscious drives and motivations.
d. Piaget focused too heavily on emotional and social factors that influence development.
Ans: b
Question Type: MC
52. According to ________ theory, the mind works in ways similar to a computer.
a. psychoanalytic
b. sociocultural
c. information processing
d. bioecological
Ans: C
Answer Location: Information Processing Theory
Question Type: MC
53. From an information processing perspective, development is ______ and entails changes in the
efficiency and speed with which we think.
a. continuous
b. discontinuous
c. abrupt
d. irregular
Ans: A
Question Type: MC
54. Which of the following is a criticism of the information processing perspective ?

a. It fails to explain age-related changes in thinking.
b. It does not take into consideration maturation of the brain and nervous system.
c. Computer models cannot capture the complexity of the human mind.
d. There is little empirical support for this theory.
Ans: C
Question Type: MC
55. _______ sociocultural theory focuses on how culture is transmitted from one generation to the next
through social interaction.
a. Piaget’s
b. Vygotsky’s
c. Bronfenbrenner’s
d. Darwin’s
Ans: b
Answer Location: Sociocultural Systems Theory
Question Type: MC
56. The beliefs, values, customs, and skills of a group are referred to as ______.
a. microsystems
b. socialization
c. schemas
d. culture
Ans: D
Answer Location: Vygotsky’s Sociocultural Theory
Question Type: MC
57. Professor Norris is interested in how children from different cultures acquire the cognitive skills
necessary to be productive members of society. His research focuses on how adults and peers
communicate culturally relevant knowledge, as well as the emphasis different cultures place on play and
work. Professor Norris’s research is consistent with ______ theory.
a. Bronfenbrenner’s
b. Bandura’s
c. Piaget’s
d. Vygtosky’s
Ans: d
Question Type: MC
58. Both Piaget and Vygotsky emphasized that children:

a. primarily learn through reinforcement and punishment.
b. are active in their own development.
c. face crises or conflicts at each stage of development.
d. process information much like a computer.
Ans: b
Question Type: MC
59. Critics have argued that Vygotsky’s theory places too little emphasis on:
a. the role of context.
b. cultural factors.
c. genetic and biological factors.
d. early socialization.
Ans: c
Question Type: MC
60. According to ________ theory, development results from the ongoing interactions among biological,
cognitive, and psychological changes within the individual and his or her changing context.
a. Piaget’s cognitive-developmental
b. Bronfenbrenner’s bioecological
c. information processing
d. evolutionary developmental
Ans: b
Answer Location: Bronfenbrenner’s Bioecological Theory
Question Type: MC
61. At the center of the bioecological model is the _____.

a. individual
b. family
c. community
d. cultural context
Ans: a

Question Type: MC
62. According to Bronfenbrenner’s bioecological model, your family, peers, and school represent your:
a. microsystem.
b. mesosystem.
c. macrosystem.
d. exosystem.
Ans: a
Question Type: MC
63. The _______ consists of relations and interactions among microsystems.

a. macrosystem
b. mesosystem
c. exosystem
d. chronosystem
Ans: b
Question Type: MC
64. Travis has worked for the same company for almost ten years. He dislikes his boss, often works
overtime without pay, and sees little opportunity for advancement. Travis’s work stress has started to
affect his personal life. He frequently argues with his wife and has little patience for his 2-year-old son.
Travis is easily irritated when his son whines or makes a mess, which creates even more stress in the
household. According to Bronfenbrenner’s theory, the influence of Travis’s work stress on his son’s
development falls within the _____.
a. microsystem
b. macrosystem
c. exosystem
d. chronosystem
Ans: c
Question Type: MC
65. In Bronfenbrenner’s bioecological model, cultural values, legal and political practices, and other
elements of the society at large fall within the ______.
a. microsystem
b. macrosystem
c. exosystem
d. mesosystem
Ans: b
Question Type: MC
66. The timing of important life events—such as marriage, birth of a child, starting a career, and
retirement—fall within the ______.
a. microsystem
b. mesosystem
c. macrosystem
d. chronosystem
Ans: d
Question Type: MC
67. “What is the purpose or adaptive value of infant-parent attachment?” would best be answered by:
a. Piaget’s cognitive-developmental theory.
b. behaviorism.
c. evolutionary developmental theory.
d. the information processing perspective.
Ans: c
Answer Location: Ethology and Evolutionary Developmental Theory
Question Type: MC
68. The fact that humans, like many animal species, display biologically preprogrammed behaviors that
have survival value and promote development provides support for _____ theory.
a. sociocultural
b. bioecological
c. ethological
d. social learning
Ans: c
Question Type: MC
69. Dr. Stein is an expert in human development. When conducting research, Dr. Stein will utilize:
a. subjective observation techniques.
b. the scientific method.
c. tools and resources that have never been used before.
d. hypothetical models of human behavior.
Ans: b
Answer Location: The Scientific Method
Question Type: MC
70. The second step of the scientific method is:

a. identifying the research question.
b. formulating a hypothesis.
c. gathering information to address the research question.
d. interpreting and summarizing information.
Ans: c

Question Type: MC
71. Scientists use the term ______ to refer to the information that they collect when they conduct
research.
a. data
b. IRB
c. hypothesis
d. theory
Ans: a
Answer Location: Methods of Data Collection
Question Type: MC
72. D.J. is working on a research team that is gathering information on how freshmen students view their
first year of college. D.J.’s team wants to use a flexible conversational style that allows for follow-up
questions in order to gather as much information as possible. Which technique is best suited for this type
of study?
a. Structured observations
b. A structured interview
c. An open-ended interview
d. Naturalistic observations
Ans: c
Question Type: MC
73. When using _______interviews, all participants are given the same set of questions in the exact same
order.
a. open-ended
b. clinical
c. structured
d. quasi
Ans: c
Question Type: MC
74. _______, or surveys, are sets of questions, typically multiple choice, that scientists compile and use
to collect data from large samples of people.
a. Structured interviews
b. Open-ended interviews
c. Rating scales
d. Questionnaires
Ans: d
Question Type: MC
75. Vernessa is working on her master’s degree in behavioral health. She is interested in adolescents
who are most likely to engage in risky behaviors, such as unprotected sex and alcohol and drug use. She
plans to conduct a study of 20,000 teenagers across the country to identify trends in high-risk behaviors.
Which method of data collection would be best suited for this type of study?
a. Questionnaires
b. Clinical interviews
c. Naturalistic observations
d. Structured observations
Ans: a
Question Type: MC
76. Which of the following is a limitation associated with self-report data?

a. It is very expensive and time consuming.
b. Answers may not reflect participants’ true attitudes and behavior.
c. It is difficult to ensure anonymity of participant responses.
d. They can only be used for small samples of people.
Ans: b
Question Type: MC
77. Farrah is taking a child development course in which she must practice conducting naturalistic
observations. Which of the following is an example of a naturalistic observation?
a. Playing a card game with her cousins and writing down who has the most points at the end of each
hand.
b. Interviewing a parent about her beliefs on corporal punishment.
c. Watching a television program about children with autism.
d. Observing preschoolers during recess and writing down instances of peer aggression.
Ans: d
Question Type: MC
78. When conducting a naturalistic observation, one must first decide on:
a. which participants will be easiest to observe.
b. an operational definition of the behavior of interest.
c. a coding system to use during the observation.
d. which statistical program to use to analyze the data.
Ans: b
Question Type: MC
79. In some instances, the presence of an observer can cause the person to behave in unnatural ways or
ways that are not typical for him or her. This is known as ________.
a. observation bias
b. bidirectional influence
c. a cohort effect
d. participant reactivity
Ans: d

Question Type: MC
80. An important strength of naturalistic observation is that it allows researchers to:

a. implement their own coding system.
b. draw conclusions about behavior without analyzing data.
c. observe behaviors in real-world settings.
d. exercise control over the environment.
Ans: c
Question Type: MC
81. _____ involve observing and recording behaviors that are displayed in a controlled environment.
a. Naturalistic observations
b. Structured observations
c. Clinical interviews
d. Questionnaires
Ans: b
Question Type: MC
82. Researchers have found that reading to infants and toddlers leads to gains in language development,
as well as enhanced school readiness skills. The relationship between reading to infants and toddlers and
favorable developmental outcomes is:
a. correlational.
b. causal.
c. experimental.
d. observational.
Ans: a
Answer Location: Research Methodology
Question Type: MC
83. ______ research permits researchers to examine relations among measured characteristics,
behaviors, and events.
a. Experimental
b. Correlational
c. Cross-sectional
d. Quasi-experimental
Ans: b
Question Type: MC
84. Causal relationships between variables can only be determined through ______ research.
a. correlational
b. experimental
c. longitudinal
d. cross-sectional
Ans: b
Question Type: MC
85. In experimental research, the ____ variable is manipulated or varied systematically by the researcher
during the experiment, whereas the _____ variable is the behavior under study.
a. dependent; independent
b. independent; dependent
c. control; extraneous
d. extraneous; control
Ans: b
Question Type: MC
86. When conducting experimental research, the _____ group is treated in every way like the
experimental group but does not receive the independent variable in order to compare the effect of the
manipulation.
a. control
b. treatment
c. dependent
d. cohort
Ans: a
Question Type: MC
87. ______ is the procedure in which every participant has an equal chance of being assigned to the
experimental or control group and is essential for ensuring that the groups are equal in all preexisting
characteristics, such as age, ethnicity, and gender.
a. Manipulation of the dependent variable
b. Correlational assignment
c. Standardization
d. Random assignment
Ans: d
Question Type: MC
88. The _______ research design compares groups of people at different ages, at one time.
a. correlational
b. experimental
c. cross-sectional
d. longitudinal
Ans: c
Answer Location: Developmental Research Designs
Question Type: MC
89. Professor Ming studies the effects of trauma on mental health across the lifespan. She plans to
conduct a study that includes participants from the following age ranges: 6–12, 13–19, 20–40, and 50–70.
All of her participants will be from an area that experienced a natural disaster, such as a deadly hurricane
or earthquake. Professor Ming will then look at symptoms of depression and anxiety in each of the age
groups to draw conclusions about age-related differences in the processing of traumatic events. Which
research design is best suited for this study?
a. Experimental
b. Cross-sectional
c. Longitudinal
d. Sequential
Ans: b
Question Type: MC
90. Investigators use the _______ research design when studying the same group of participants at many
points in time.
a. cross-sectional
b. longitudinal
c. sequential
d. experimental
Ans: b
Question Type: MC
91. An important strength of longitudinal research is that it provides information about ______ over time.
a. non-age-related changes
b. cohort effects
c. age-related changes
d. control groups
Ans: c
Question Type: MC
92. A weakness associated with longitudinal research is that experiences or events affecting one
generation of participants may be very different than those affecting another generation. This is known as:
a. cohort effects.
b. research bias.
c. participant reactivity.
d. longitudinal variability.
Ans: a
Question Type: MC
93. Sequential research designs combine the best features of _______ and ______ research.
a. correlational; experimental
b. observational; laboratory
c. naturalistic observation; experimental

d. cross-sectional; longitudinal
Ans: d
Question Type: MC
94. The sequential research design provides information about _____.

a. age-related changes only
b. age and gender
c. age, cohort, and age-related change
d. cause and effect
Ans: c
Question Type: MC
95. When conducting research, investigators are bound by _____, or the determination of what is right
and wrong.
a. ethics
b. previous theories
c. morals
d. sentiment
Ans: a
Answer Location: Ethical Issues in Research
Question Type: MC
96. Beneficence and ______ are the dual responsibilities to do good and not do harm when conducting
research.
a. responsibility
b. integrity
c. justice
d. nonmaleficence
Ans: d
Question Type: MC
97. The ethical principle of _____ requires scientists to be accurate, honest, and truthful in their work.
a. integrity
b. responsibility
c. justice
d. beneficence
Ans: a
Question Type: MC
98. Prior to beginning any study, Professor Cleutter’s research team carefully explains the research to
potential participants, answers questions, and helps them to determine if the study is right for them.
Professor Cleutter and his team are showing respect for participants’ ______.
a. integrity
b. autonomy
c. beneficence
d. justice
Ans: b
Question Type: MC
99. When conducting research, scientists must balance ______ against the ______.
a. time; resources available
b. goals of the IRB; desired results from the research
c. the benefits; possible harm
d. rights of participants; rights of the researchers
Ans: c
Answer Location: Responsibilities to Participants
Question Type: MC
100. Ethical codes of conduct state that researchers must obtain ______ consent from each participant,
which states their informed, rational, and voluntary agreement to participate.
a. informal
b. informed
c. IRB
d. verbal but not written
Ans: b
Question Type: MC
101. When conducting research with younger children, Dr. Willard seeks ____, which is the child’s
agreement to participate.
a. parental approval
b. IRB approval
c. informal consent
d. assent
Ans: d
Question Type: MC
True/False
1. Researchers agree that development ends in adulthood.
Ans: False
Answer Location: What is Lifespan Human Development?

Question Type: TF
2. The physical and social environment, including family, neighborhood, country, culture, and historical
time period, is referred to as context.
Ans: True
Answer Location: Development is Multidimensional
Question Type: TF
3. Many existing theories and research on human development are based on Western samples.
Ans: True
Answer Location: Development is Influenced by Multiple Contexts
Question Type: TF
4. A continuous view of development emphasizes gradual and steady changes.

Ans: True
Question Type: TF
5. A researcher who believes that heredity, maturational processes, and evolution are primarily
responsible for development emphasizes nurture over nature.
Ans: False
Question Type: TF
6. One reason that Freud’s theory has declined in popularity is that certain concepts, such as
unconscious drives, cannot be directly tested.
Ans: True
Question Type: TF
7. Unlike Freud, Erikson believed that personality development occurs throughout the lifespan.
Ans: True
Question Type: TF
8. Bandura’s social learning theory maintains that children are passive learners and are primarily shaped
by the environments in which they grow and develop.
Ans: False
Question Type: TF
9. Piaget believed that children and adults actively learn about their environments by interacting with the
world around them.
Ans: True
Question Type: TF
10. In contrast to information processing theory, Piaget believed that the mind works in ways similar to a
computer.
Ans: False
Learning Objective: 1.5:
Question Type: TF
11. Unlike Piaget, Vygotsky believed that children are active in their development by engaging with the
world around them.
Ans: False
Question Type: TF
12. Vygotsky’s theory emphasizes the importance of culture in children’s cognitive development.
Ans: True
Question Type: TF
13. According to Bronfenbrenner’s theory, one’s family, peers, and school are part of the microsystem.
Ans: True
Question Type: TF
14. Ethological theory is the scientific study of the evolutionary basis of behavior and its survival value.
Ans: True
Question Type: TF
15. In scientific research, interviews and questionnaires are types of self-report measures.
Ans: True
Question Type: TF
16. A structured interview is using a flexible, conversational style of information gathering.

Ans: False

Question Type: TF
17. Watching school-age children play at recess and noting instances of aggressive behavior for later
analysis is called naturalistic observation.
Ans: True
Question Type: TF
18. An important strength of correlational research is that it allows researchers to determine if one
variable causes changes in another variable.
Ans: False
Question Type: TF
19. In experimental research, the independent variable is manipulated or varied systematically during the
study.
Ans: True
Question Type: TF
20. In the cross-sectional research design, information is gathered from people of several ages at one
time, which permits age comparisons.
Ans: True
Question Type: TF
21. A limitation of longitudinal research is that it does not permit inferences about age-related changes
over time.
Ans: False
Question Type: TF
22. The sequential research design combines both longitudinal and cross-sectional comparisons.
Ans: True
Question Type: TF
23. One ethical guideline that a researcher must adhere to is respect for his participants’ autonomy, or
ability to make and implement their own decisions.
Ans: True

Question Type: TF
24. The United States is the only country in the world that regulates the conduct of research through
institutional review boards (IRBs).
Ans: False
Question Type: TF
25. When conducting research, investigators are responsible only to their participants, not to society at
large.
Ans: False
Answer Location: Responsibilities to Society
Question Type: TF
Short Answer
1. List the nine life stages of human development.
Ans: Human development includes the following stages: prenatal, infancy and toddlerhood, early
childhood, middle childhood, adolescence, emerging adulthood, early adulthood, middle adulthood, and
late adulthood.
Answer Location: What Is Lifespan Human Development?
Question Type: SA
2. Provide an example of how your current cohort (or generation) differs from that of your parents or
grandparents.
Ans: Multiple answers will work for this question. Changes in access to college, changes in technology
and/or social media, and historical events are among the examples that students can provide for this
question.
Question Type: SA
3. Assume that you are conducting a study on the effectiveness of various weight loss methods. You
randomly assign 120 participants to one of the following groups: (1) Weight Watchers, (2) a six-week
exercise and nutrition camp, or (3) a free subscription to an online application that tracks calories,
exercise, and provides daily feedback about nutrition and physical activity. What is the independent
variable? What is a possible dependent variable?
Ans: Independent variable: Group or group assignment. Dependent variable: Weight loss or changes in
weight
Question Type: SA
4. Decades of research show a relationship between viewing media violence and aggressive behavior in
children. Why can we not say that viewing media violence causes aggression in children?
Ans: Research on media violence and aggression is correlational. That is, it tells us there is a relationship
between the variables. However, we cannot say that this relationship is causal because there may be
other factors that contribute to this relationship. In addition, we can only determine causal relationships
through carefully controlled experimental research.
Question Type: SA
5. List five ethical principles that guide developmental scientists’ work.

Ans: Developmental scientists’ work is guided by the following ethical principles: (1) beneficence and
nonmaleficence; (2) responsibility; (3) integrity; (4) justice; and (5) respect for autonomy.
Question Type: SA
Essay
1. Researchers in lifespan development recognize that development is multidimensional. List three areas
of development that illustrate this concept. How do these areas relate to one another?
Ans: Development is multidimensional and entails changes in many areas of development. For example,
physical development refers to body maturation and growth, including body size, proportion, appearance,
health, and perceptual abilities. Cognitive development refers to the maturation of thought processes and
the tools that we use to obtain knowledge, become aware of the world around us, and solve problems.
Psychosocial development includes changes in personality, emotions, views of oneself, social skills, and
interpersonal relationships with family and friends. Each of these areas of development overlap and
interact with one another.
Question Type: ESS
2. Each time Marissa takes her 3-year-old son, Javier, to the grocery store, he asks for candy or a toy.
When Marissa tells Javier “no,” he throws a tantrum until she gives in and lets him have the requested
item. Using the concept of operant conditioning, explain why Marissa is actually increasing the likelihood
that Javier will continue to throw tantrums on future trips to the store.
Ans: (May vary slightly): Although she likely does not realize it, Marissa is actually rewarding Javier’s
behavior through both positive and negative reinforcement. Javier has learned that tantrums are a
method of getting what he wants. Each time Marissa gives in, she is positively reinforcing the tantrum. At
the same time, the desired item stops the tantrum, which is negatively reinforcing to Javier. As a result,
Marissa is increasing the likelihood that Javier will continue to throw tantrums at the store when told that
he cannot have candy or a toy.
Question Type: ESS
3. Your textbook provides an overview of the most influential theories of human development. Think about
your own developmental experiences to this point. Which theory or theories do you most agree with, and
why? Which theory or theories do you find less appealing, and why? Provide several examples from your
own development to explain why you selected one theory (or several theories) over the others.
Ans: Answers to this question will vary. To adequately address this question, students must list and
describe a theory or several theories to which they relate, as well as a theory or several theories that they
find less useful. They should list some of the strengths and limitations, as well as provide several clear
examples from their own developmental experiences.
Learning Objective: Multiple objectives may apply, depending on which theories students select: 1.3, 1.4,
1.5, 1.6
Cognitive Domain: Application; Analysis
Question Type: ESS
4. Describe the four steps used in the scientific method.

Ans: The scientific method includes the following steps:
1. Identify the research question or problem to be studied and formulate the hypothesis, or proposed
explanation, to be tested.
2. Gather information to address the research question.
3. Use statistical analysis to summarize the information gathered and determine whether the
hypothesis is refuted, or shown to be false.
4. Interpret the summarized information, consider the findings in light of prior research studies, and
share findings with the scientific community and world at large.
Question Type: ESS
5. Think about an interesting topic related to the study of lifespan human development. Assume that you
wanted to know more about this topic and were going to plan a research study. First, identify your topic.
Next, describe your method or methods of data collection. Be sure to mention the strengths and
limitations associated with the method(s) that you chose. Would your study fall under the category of
correlational or experimental research? If you’re looking at age or developmental differences, which
research design would best fit your proposed topic, and why? What ethical concerns would you need to
consider for your study?
Ans: Multiple answers will work for this question. Students must clearly identify a topic, describe their data
collection (including strengths and weaknesses of their chosen method(s)), and indicate whether or not
their study is correlational or experimental, and if they chose a developmental design, it should be clear
why their topic fits with that design. Ethical concerns should also be addressed in the answer.
Learning Objective: Multiple objectives may apply: 1.7, 1.8, 1.9, 1.10
Cognitive Domain: Application; Analysis
Answer Location: Research in Human Development; Ethical Issues in Research
Question Type: ESS
Another random document with
no related content on Scribd:
SHAFTESBURY
By the Rev. Thomas Perkins, M.A.
Shaston, the ancient British Palladour, was, and is, in
itself the city of a dream. Vague imaginings of its castle, its
three mints, its magnificent apsidal abbey, the chief glory
of South Wessex, its twelve churches, its shrines,
chantries, hospitals, its gabled free-stone mansions—all
now ruthlessly swept away—throw the visitor, even
against his will, into a pensive melancholy, which the
stimulating atmosphere and limitless landscape around
him can scarcely dispel. The spot was the burial-place of a
king and a queen, of abbots and abbesses, saints and
bishops, knights and squires. The bones of King Edward
“the Martyr,” carefully removed thither for holy
preservation, brought Shaston a renown which made it the
resort of pilgrims from every part of Europe, and enabled it
to maintain a reputation extending far beyond English
shores. To this fair creation of the great Middle-Ages the
Dissolution was, as historians tell us, the death-knell. With
the destruction of the enormous abbey the whole place
collapsed in a general ruin; the martyr’s bones met with
the fate of the sacred pile that held them, and not a stone
is now left to tell where they lie.
O does Thomas Hardy describe the ancient town of
Shaftesbury.[55] Truly, it is a town that appears to have
seen its best days. Its market-place is almost deserted,
save on market-days, and when some travelling wild
beast show visits the town. On fair days the round-
abouts with galloping horses do a lively business, and
their steam-driven organs emit energetic music that may be heard
far and wide; and when a good circus pitches its tent on Castle Hill,
vehicles of every description stream in by hundreds from all the
surrounding villages, for there is nothing that the country folk love
better than a circus. But at other times Shaftesbury would be
considered by a stranger passing through it, fresh from city life, as a
quiet if not sleepy town. It has little to boast of save its splendid site,
its pure health-giving breezes, and the magnificent views of the
surrounding hills and downs and valleys that may be obtained from
several points of vantage. Of its four remaining churches one only is
of mediæval date; the three others are all quite modern, entirely
destitute of architectural interest, and with little beauty to recommend
them. All the others which once stood here have disappeared,
leaving nothing to remind us of their former existence save, in some
few cases, the name of a street or lane. Of the glorious Abbey,
probably the wealthiest nunnery that ever existed in the kingdom,
nothing but the walls that once enclosed the precincts on the south-
east, and the foundations of the church, long entirely hidden from
sight by surface soil, now happily opened out by recent excavations,
remain.
Shaftesbury.
Left high and dry upon its hill-top it can watch the trailing steam of
the locomotives in the deep valley to the north as they hurry by,
taking no heed of the once royal burgh, the chief mint of Dorset in
the days of the West Saxon Kings, the burial-place of murdered
Eadward, and of Eadmund’s wife, Ealdgyth or Elgefu, the site of the
nunnery founded by Ælfred, and ruled at first by his “midmost
daughter” Æthelgede or Æthelgeofu. And yet this town has a real
history that can be traced back for more than 1,000 years, and a
legendary one that carries us back well-nigh to the days of King
Solomon, for we read in a British Brut or chronicle: “After Lleon came
Rhun of the Stout Spear, his son, and he built the Castle of Mount
Paladr, which is now called Caer Sefton, and there while he was
building this stronghold there was an Eryr that gave some
prophecies about this island.” In Powell’s History of Cambria it is
said:
... Concerning the word of Eryr at the building of Caer
Septon on Mt. Paladour in the year after the creation of
the world 3048 some think that an eagle did then speak
and prophesie; others are of opinion that it was a Brytaine
named Aquila (Eryr in British) that prophesied of these
things and of the recoverie of the whole ile again by the
Brytaines.[56]
The Brut quoted was evidently written after Dorset was occupied
by the Saxons, because it says that the town was called Septon (a
form of Shafton), and implies that it was not so called when Rhun
built it. It is pretty certain that Caer Paladr was the Celtic name, and
that the Saxon name Sceaftesbyrig is a translation of it, the modern
form of which is Shaftesbury. If it was called after the name of the
King who built it, it was after part of his surname Baladr or Paladr
(spear), Bras (stout). Others think the spear or shaft was suggested
by the long straight hill on the point of which the town was built. At a
later date the name was contracted into Shaston, but this has
become nearly obsolete, save in municipal and other formal
documents, where the various parishes are called Shaston St.
Peter’s, Shaston St. James’, etc. The name also appears on the
milestones, and the inhabitants of the town are called Shastonians.
No doubt the Romans captured this Celtic hill-stronghold, and as
proof of this, the finding of some Roman coins has been alleged; but
no written record of this period has come down to us. The real
history begins in Saxon times. Ælfred came to the West Saxon
throne in 871, and in 888 he founded a Benedictine Nunnery at
Shaftesbury, setting over it his “medemesta-dehter” as first Abbess.
This we learn from Asser, Ælfred’s friend, who tells us that he built
the Abbey near the eastern gate of the town. This shows that by this
time Shaftesbury was a walled town. An inscription on a stone in the
Abbey Chapterhouse, so William of Malmesbury tells us, recorded
the fact that the town was built by Ælfred in 880, by which he
probably means rebuilt after its partial or complete destruction by the
Danes.
Shaftesbury was counted as one of the four royal boroughs of
Dorset (Wareham, Dorchester, and Bridport being the other three),
and at the time of the Norman Conquest it was the largest of the
four. Æthelstan granted the town the right of coining, and several
scores of pennies struck here in his reign were found in excavating a
mediæval house near the Forum in 1884-5. In the reign of Eadward
the Confessor three coiners lived in the town, each paying 13s. 4d.
annually to the Crown, and a fine of £1 on the introduction of a new
coinage. The names, Gold Hill and Coppice (that is, Copper) Street
Lane, still speak of the old mints of Shaftesbury.
On March 18th, 978, as everyone knows, King Eadward was
treacherously slain at the house of, and by the order of, his
stepmother. The body of the murdered King was dragged some
distance by his horse, and when found was buried without any kingly
honour at Wareham. On February 20th, 980, Ælfere, Eadward’s
ealdorman, removed the body with all due state from Wareham to
Shaftesbury, and here it was buried, somewhere in the Abbey
Church. Doubtless the reason why Shaftesbury was chosen as the
place of his burial was because he was of Ælfred’s kin, and this
religious house had been founded by Ælfred.
Miracles soon began to be worked at his tomb. He appeared, so it
was said, to a lame woman who lived at some distant spot, and bade
her go to his grave at Shaftesbury, promising that if she went she
should be healed of her infirmity. She obeyed his injunction, and
received the due reward for her faith. The grave in which the King
was laid did not, however, please him as a permanent resting-place.
First he indicated his dissatisfaction by raising the tomb bodily, and
then when this did not lead to an immediate translation of his relics,
he appeared in visions and intimated his desire to have a fresh
grave. This was about twenty-one years after his burial in the Abbey.
The grave was opened, and, as was usual in such cases, a sweet
fragrance from it pervaded the church. His body was then laid in the
new tomb in a chapel specially dedicated to him. Possibly this chapel
stood over the crypt on the north side of the north choir aisle. The
day of his death, March 18th, and the days of the two translations of
his relics, February 20th and June 20th, were kept in honour of the
King, who, for what reason we cannot tell, was regarded as a saint
and martyr. His fame spread far and wide, and brought many
pilgrims and no small gain to the Abbey. At one time the town was in
danger of losing its old name, Shaftesbury, and being called
Eadwardstowe, but in course of time the new name died out and the
old name was revived. Pilgrims were numerous, and possibly
sometimes passed the whole night in the church. In order to make a
thorough cleansing of the floor after their visits more easy, a slight
slope towards the west was given to the choir pavement, so that it
might be well swilled. A similar arrangement may be seen in other
churches.
At Shaftesbury, too, was Eadmund Ironside’s wife buried; and on
November 12th, 1035, Knut the Dane died at Shaftesbury, but was
not buried in the Abbey, his body being carried to the royal city of
Winchester and laid to rest within the Cathedral Church there. Up to
the time of the Conquest the Abbesses bore English names; after
that time the names of their successors show that Shaftesbury
Abbey formed no exception to the rule that all the most valuable
church preferments were bestowed on those of Norman and French
birth. Through every change of dynasty the Abbey of Shaftesbury
continued to flourish, growing continually richer, and adding field to
field, until it was said that if the Abbot of Somerset Glaston could
marry the Abbess of Dorset Shaston they would together own more
land than the King himself. The Abbess held a barony, and ranked
with the mitred Abbots, who had the privilege of sitting in Parliament,
and it was said that her rank rendered her subject to be summoned
by the King, but that she was excused from serving on account of
her sex. At last the time came for the Abbey to be dissolved. More
prudent than Whiting, the last Abbot of Glastonbury—who refused to
surrender and was hanged on St. Michael’s Hill, overlooking his wide
domains—Elizabeth Zouche, the last Abbess of Shaftesbury, gave
up to Henry VIII., on March 23rd, 1539, the Abbey with all its
property, valued at £1,329 per annum, and received in lieu thereof
the handsome pension of £133 a year for her own use. At this time
there were fifty-four nuns within its walls, each of whom received a
pension varying from £7 down to £3 6s. 8d.; the total amount given
in pensions was £431.
From the day of the Dissolution the glory of Shaftesbury began to
pass away. In an incredibly short space of time the Abbey was
demolished, and when Leland visited the place a few years later the
church had entirely disappeared. There was much litigation between
the town and those to whom the Abbey lands had been granted—the
Earl of Southampton and Sir Thomas Arundel—and this dispute
continued for fifty years, greatly impoverishing the town.
Shaftesbury received its first municipal charter in the second year
of James I.; a second charter was granted in 1666 by Charles II.
From that time Shaftesbury led an uneventful life, broken at times by
the excitement of contested elections, which were fought with great
bitterness, and the consumption of much beer and the giving of
much gold. The town was originally represented by two members;
the two first of these sat in the Parliament of the twenty-fifth year of
Edward I. At the time of the Reform Bill of 1832 it lost one member,
and in 1885 it ceased to be a Parliamentary Borough, and was
merged in the Northern Division of Dorset. At the election of 1880 a
singular incident took place, which will show how high party feeling
ran in the ancient borough. The candidate who had represented the
constituency in the previous Parliament was defeated, and after the
declaration of the poll, about nine o’clock in the evening, his
disappointed partizans indulged in such violent and riotous conduct
that the successful candidate and his friends could not leave the
room in the Town Hall where the votes had been counted. Stones
were thrown at the windows, some of the police were injured, but the
besieged barricaded the doors of the building, closed the shutters,
and waited with patience, while the angry mob outside, for the space
of four or five hours, yelled like wild beasts disappointed of their prey.
At last, finding that they could not effect an entrance and make a
fresh vacancy in the constituency by killing the new member, the
crowd began to drop off one by one, and by two o’clock in the
morning the siege was practically raised, and the imprisoned
member and his friends were able to get out and reach their hotel
unmolested. Some of the rioters were tried, but evidence sufficiently
clear to identify the men who had wounded the police was not to be
obtained, and the accused were acquitted. This was the last time
Shaftesbury was called on to elect a member; and as the town
stands quite on the borders of the new district of North Dorset, the
poll is not now declared from the Town Hall window at Shaftesbury,
but at Sturminster Newton, a town more centrally situated.
At one time there were twelve churches or chapels in Shaftesbury
—St. Peter’s, St. Martin’s, St. Andrew’s, Holy Trinity, St. Lawrence’s,
St. Michael’s, St. James’, All Saints’, St. John the Baptist’s, St.
Mary’s, St. Edward’s, and last, but not least, the Abbey Church of St.
Mary and St. Edward. Beyond the borough boundary was the
Church of St. Rumbold,[57] now generally spoken of as Cann
Church. Why Shaftesbury, which was never a large town, should
have needed so many churches has always been a mystery. The
late William Barnes suggested a theory which may partially account
for it. He says that some of these churches may have been old
British ones, and that the Saxon Christians could not, or would not,
enter into communion with the British Christians, but built churches
of their own. This is probably true, although it still fails to account for
the number of churches which, on this supposition, the Saxons must
have built. It must be remembered, as explained in the Introduction,
that Dorset remained much longer free from the dominion of the
West Saxon Kings than Hampshire, and that when it was finally
conquered by the West Saxons, these men had already become
Christians, so that the conquest was not one of expulsion or
extermination. The Celtic inhabitants were allowed to remain in the
old homes, though in an inferior position. The laws of Ine, 688,
clearly show this. In Exeter there is a church dedicated to St. Petroc,
who was a Cornish, and therefore Celtic, saint. Mr. Barnes thinks
that the Shaftesbury churches dedicated to St. Michael, St. Martin,
St. Lawrence, and the smaller one dedicated to St. Mary, may have
been Celtic. St. Martin was a Gaulish saint, St. Lawrence may have
been a dedication due to the early missionaries, while the two hills in
Cornwall and Brittany dedicated to St. Michael show that he was a
saint held in honour by the Celts. The British Church differed in
certain points of observance from the Church founded by the
missionaries from Rome under St. Augustine, notably as to the date
of keeping Easter. Bæda says that when he was Abbot of
Malmesbury he wrote, by order of the Synod of his own Church, a
book against the errors of the British Church, and that by it he
persuaded many of the Celts, who were subjects of the West Saxon
King, to adopt the Roman date for the celebration of the
Resurrection. But even if we assume that there were four Celtic
churches, why should no less than eight fresh ones have been built
by the West Saxons? No explanation has been offered. Possibly,
however, some of the churches may have been only small chapels
or chantries.
Gold Hill, Shaftesbury.
Soon after the dissolution of the Abbey, as has been said

previously, all the walls above the surface were pulled down, except
the one that skirts the steep lane known as Gold Hill. This wall
stands, strongly buttressed by gigantic masses of masonry on the
outside (some of them contemporaneous with the walls, others
added afterwards), for it has to bear up the earth of what was
formerly the Abbey garden. The foundations of the Abbey Church,
either purposely or naturally, in the course of time were covered with
soil, and so remained until 1861, when some excavations took place
and sundry relics were found, among them a stone coffin containing
a skeleton and an abbot’s staff and ring. The foundations were then
once more covered in, but recently the Corporation obtained a
twenty-one years’ lease of the ground for the purpose of more
thorough investigation. All the foundations that remain will be
uncovered, the ground laid out as an ornamental garden and thrown
open to the public. Considerable progress has been made with this
work; all except the extreme west end of the nave has been
excavated to the level of the floor, and some very interesting
discoveries have been made. Many fragments of delicately-carved
stonework, some of them bearing the original colour with which they
were decorated, were unearthed, and are preserved in the Town
Hall. The excavation began at the eastern end of the church, and
proceeded westward. It was found that the east end of the choir was
apsidal, the form usual in Norman times, but abandoned by English
builders in the thirteenth century, when many of the larger churches
were extended further to the east, though in France the apsidal
termination is almost universal. The form shows that the Abbey
Church was rebuilt during the Norman period of architecture, and
that the choir was not afterwards extended eastward, for in earlier
days, as well as in the thirteenth century and later, the rectangular
east end was common. The north choir aisle was apsidal internally
and square-ended externally; the south aisle was much wider than
the north, and was evidently extended in the fifteenth century. The
foundations of the high altar are complete, and on the north side of it
is a grave formed of faced stone, which probably contained the body
of the founder of the Norman Church. The crypt lies outside of the
north aisle, and this has been completely cleared out; its floor is
sixteen feet below the level of the ground. On this floor was found a
twisted Byzantine column, which probably supported a similar
column in the chapel above the crypt. This is the chapel which is
believed to have been the shrine of King Eadward the Martyr. A most
curious discovery was made in the crypt—namely, a number of
dolicho-cephalous skulls. The question arises: How did they get
there? For the shape of these skulls indicates that their owners were
men of the Neolithic Age! In various graves sundry ornaments and
articles of dress have been found—a gold ring in which a stone had
once been set, a leaden bulla bearing the name of Pope Martin V.
(1417-1431), and a number of bronze pins, probably used to fasten
the garment in which the body was buried. The clay used for
puddling the bottom of the graves acted much in the manner of
quicklime and destroyed the bodies. Several pieces of the pavement,
formed of heraldic and other tiles, remain in situ. It is supposed by
some that the Abbey Church once possessed a central tower and a
tall spire, though it is doubtful if the spire ever existed; if it did, the
church standing on its lofty isolated hill about 700 feet above the
sea-level must have been a conspicuous object from all the wide
Vale of Blackmore and its surrounding hills, as well as from the Vale
of Wardours to the north, along which the railway now runs.
St. Peter’s Church is the oldest building in the town, but it is late
Perpendicular in style. It is noteworthy that it has not, and apparently
never had, a chancel properly called so; no doubt a ritual chancel
may have been formed by a wooden screen. A holy-water stoup is to
be seen on the left hand as one goes into the entrance porch at the
west side of the tower. The richly-carved pierced parapet of the north
aisle bears the Tudor rose and the portcullis, and so shows that this
part of the church was built early in the sixteenth century.
Many of the houses in the town are old, but not of great antiquity.
Thatched cottages abound in the side lanes, and even the long main
street, which runs from east to west, has a picturesque irregularity on
the sky-line. The most interesting house is one in Bimport, marked in
a map dated 1615 as Mr. Groves’ house. It stands near the
gasworks and the chief entrance to Castle Hill. It is a good example
of a town house of the early sixteenth century, and contains some
well-carved mantelpieces of somewhat later date. This house has
served various purposes—at one time it was an inn, and some years
ago narrowly escaped destruction. It, however, did escape with only
the removal of its old stone-slabbed roof, in place of which one of red
tiling has been substituted. An additional interest has been given to
this old building by its introduction into Jude the Obscure as the
dwelling-place of the schoolmaster Phillotson, from a window of
which his wife Sue once jumped into the street. Beyond this house is
one known as St. John’s, standing as it does on St. John’s Hill, more
of which hereafter. It was, in great measure, built of material bought
at the sale of Beckford’s strange and whimsical erection known as
Fonthill Abbey, of which the story is told in the Memorials of Old
Wiltshire. In the garden of St. John’s Cottage is a curious cross, in
which are two carved alabaster panels, covered with glass to
preserve them from frost and rain.
Shaftesbury owes what distinction it possesses to its position, and
this is due to its geological formation. A long promontory [58] of Upper
Greensand runs from the east, and ends in a sharp point where the
steep escarpments facing the north-west and south meet. On the
triangle formed by these two the town is built. Looking out from the
end of this high ground we may see a conical, wooded hill known as
Duncliffe; this is an outlier of the same greensand formation; all the
rest of the greensand, which once occupied the space between, has
been gradually washed away, and the surface of the lower ground
consists of various members of the Jurassic series. Under the
greensand lies a bed of Gault, a blue-coloured clay impervious to
water; and, as the greensand rock is porous, the gault holds up the
water that percolates through the greensand, with the result that a
thickness of about twenty-five feet of the lowest bed of the
greensand is full of water, while the upper layers are dry. Hence, to
get water to supply the town, wells would have to be sunk to the
depth of 150 feet. Some such wells were, indeed, sunk in mediæval
times, but were not satisfactory. It is only in recent times that regular
water-works, with pumping-engines, reservoir, and mains, have been
constructed, and Shaftesbury had to depend for water until that time
on a supply obtained from springs at Enmore Green, a village
situated under the hill and to the north of the town. This gave rise to
a quaint and curious custom. On the Sunday next after the Festival
of the Invention of the Cross, May 3rd (the day was changed in 1663
to the Monday before Ascension Day), the Mayor and burgesses of
Shaftesbury went down to the springs at Enmore Green with mirth
and minstrelsy, and, chief of all, with a staff or bezant adorned with
feathers, pieces of gold, rings and jewels, and sundry dues—to wit, a
pair of gloves, a calf’s head, a gallon of ale, and two penny loaves of
fine wheaten bread: these were presented to the bailiff of the manor
of Gillingham, in which the village of Enmore Green was situated.
Moreover, the Mayor and burgesses, for one whole hour by the
clock, had to dance round the village green hand in hand. Should the
dues not be presented, or the dance fail, the penalty was that the
water should no longer be supplied to inhabitants of the borough of
Shaftesbury. The decoration of the bezant was a costly matter; the
original one, of gilded wood in the form of a palm-tree, was in the
possession of Lady Theodora Guest, and has been presented by her
ladyship to the Corporation of Shaftesbury. The water was brought
up in carts drawn by horses, and strong ones they must have been,
for the hill they had to climb is one of the steepest in the
neighbourhood. The fixed price for a bucketful of water was a
farthing. From the scanty supply of drinking-water it came to pass
that a saying got abroad that Shaftesbury was a town where “there
was more beer than water”; to which was added two lines describing
other noteworthy characteristics of the place—namely, that “here
there was a churchyard above the steeple,” and that the town
contained “more rogues than honest people.” Once during the
writer’s fifteen years’ sojourn in the town some accident happened to
the pumping apparatus at the water-works, and for several weeks
the inhabitants were thrown back upon the old source of water
supply. Day after day water-carts might be seen slowly passing
along the streets, while servants or housewives came out from every
doorway with empty pails or buckets, though they were not called
upon to pay their farthings for the filling of them, as the expense was
borne by the owners of the water-works.
In the old coaching days Shaftesbury was a livelier place than
now, since the London and Exeter coaches, with their splendid
teams and cheerful horns, passed through it daily, changing their
horses at the chief hostelry. When the Salisbury and Yeovil Railway
(afterwards absorbed by the London and South-Western) was
planned it was intended to bring the line, not indeed through the
town, but within a half-mile or so of it, with a station under the hill; but
the bill was here, as in many another place, opposed by the
landowners, with the result that the line was not allowed to come
within about three miles of Shaftesbury, and was carried through the
neighbouring town of Gillingham, which from that time began to
increase, while Shaftesbury decreased. Periodically there has been
an agitation for a branch line or a loop or a light railway running from
Tisbury and passing near Shaftesbury, and joining, somewhere in
the neighbourhood of Wareham, the line to Weymouth. But all the
agitation has ended in nothing practical.
The beauty of its scenery and the clearness of its air have raised a
hope in the minds of some of its inhabitants that Shaftesbury may
become a summer health resort; but as long as the town is so
difficult of access these hopes do not seem likely to be fulfilled to any
great extent.
There are scarcely any historical events connected with
Shaftesbury besides those already mentioned; but it is worthy of
notice that once for a short time two royal ladies were held prisoners
at the Abbey. Robert the Bruce, when on one occasion things were
not going well with him, entrusted his second wife, Elizabeth, and her
step-daughter, Marjory (the only child of his first wife, Isabella of
Mar), to the care of his younger brother, Nigel Bruce, who was
holding the strong Castle of Kildrummie, near the source of the Don,
in Aberdeenshire. The castle was besieged by the English, under the
Earls of Lancaster and Hereford, but when the magazine was
treacherously burnt the garrison had to surrender. Nigel Bruce was
taken to Berwick, tried, condemned, and executed. Elizabeth and
Marjory were carried off across the border, and, with a view of
placing them far beyond all chance of rescue, were ultimately
handed over to the Abbess of Shaftesbury in 1313. King Edward II.
allowed them twenty shillings a week for their maintenance, a sum of
much greater value in those days than now. After the battle of
Bannockburn (June, 1314), the Earl of Hereford, who had been
taken prisoner by Bruce, was given up in exchange for the Queen,
who during all her married life, with the exception of two years, had
been in the hands of the English, for she had been married in 1304,
and had been taken prisoner in 1306.
It is needful, before finishing this chapter, to explain the old saying
about the churchyard being higher than the steeple. There was once
a church dedicated to St. John the Baptist that stood at the south-
west point of the hill on which Shaftesbury is built; this has long ago
passed away, but its graveyard still remains. Its parish was
amalgamated with that of St. James, whose church stands below the
hill, and for some time the old churchyard of St. John’s served as the
burial-ground for the united parishes. Hence arose the saying
quoted. Speaking of St. James leads us to notice the interesting fact
that part of this parish lies outside the municipal boundaries, and is
situated in the Liberty of Alcester,[59] so called because this land
belonged to a monastery at the town of Alcester, in Warwickshire,
and was free from the payment of local tithes. Some have supposed
that the word Alcester was the name of a Roman town, on the ruins
of which Shaftesbury was built; but this is not the case.
In the early part of the eighteenth century a free school was
founded by one William Lush, merchant, of Shaftesbury, for the
education of a small number of boys and girls. A new scheme was
drawn up about thirty years ago by the Charity Commissioners: new
buildings were erected to the east of the town close to Cann Church,
but within the boundaries of the parish of Shaston St. Peter, and in
1879 Shaftesbury Grammar School, as it is always called, was
opened, the writer of this chapter holding the office then, and for
fifteen years afterwards, of headmaster of the re-organised school,
which, though never likely to be a large one, has already done, and
is still doing, useful work in its own quiet and unobtrusive way.
Despite the fact that strangers may call Shaftesbury a sleepy
place, and far behind the times in enterprise; despite the fact that it
has fallen from its former importance, and may by some be looked
on as a mere derelict—yet those who have known it and dwelt upon
“The Rock” cannot but keep a tender spot in their memories for this
quaint Dorset town.
Beautiful it is under many atmospheric conditions. One who has
risen, and stood in the neighbourhood of the Grammar School,
before the dawn of a summer day, and has looked eastward at the
long ridge of the downs silhouetted against the sunlit sky, and then a
little later has turned to the south-west to look at the line of the
houses that run along the crest of the Rock, ending in the two towers
of St. Peter’s and Holy Trinity, flushed with the rose of morning, while
the soft blue shade holds the valleys below, has seen a sight of
surpassing loveliness. Sometimes the hollows are brimmed with
thick, white mist, from which the tops of the surrounding hills rise like
islets from the sea. Again, the view is splendid when, at noon on a
wild, gusty day, heavy masses of clouds are blown across the sky,
and their shadows and glints of sunshine chase each other over vale
and down. But possibly the most lovely view of all may be obtained
by going to Castle Hill on a summer evening when the sun is sinking
behind the Somerset hills to the north-west, for the sunsets are
“mostly beautiful here,” as Mr. Hardy makes Phillotson say, “owing to
the rays crossing the mist of the vale.”[60] But there are other
aspects of nature that may sometimes be observed in the hill town
and around it—grand and wild when the north-east blast roars over
the hill-top, driving before it frozen snow, sweeping up what has
already fallen on the fields, and filling the roads up to the level of the
hedge-tops, cutting the town off from all communication with the
outer world, until gangs of labourers succeed in cutting a narrow
passage through the drifts, along which a man may walk or ride on
horseback, with the walls of snow rising far above his head on the
right-hand and on the left, and nothing to be seen save the white
gleam of the sunlight on the snow, the tender grey of the shadows on
it, and the bright blue of the sky above—if, indeed, the snow has
ceased to fall and the winds to blow, and the marvellous calm of a
winter frost beneath a cloudless sky has fallen on the earth. Many
may think that such aspects of nature could never be met with in the
sunny southern county of Dorset; but the writer speaks of what he
has seen on several occasions, when snow has been piled up to the
cottage eaves, when the morning letters have not reached the town
till after sunset, when even a wagon and its team have been buried
for hours in a snow-drift, and the horses rescued with difficulty.
PIDDLETOWN AND ATHELHAMPTON
By Miss Wood Homer
HE parish of Piddletown, or Puddletown, is said by
Hutchins to take its name from the river Piddle, which
flows to the north of the village, though it is supposed to
have been formerly called Pydeletown after the Pydele
family, at one time owners of much property in the
neighbourhood.
It was once a large parish, and the capital of the hundred; but it
now numbers only about nine hundred inhabitants, having fallen
from fourteen hundred during the last forty years. About the year
1860 the village contained as many as twenty boot-makers, twelve
blacksmiths, twenty carpenters and wheelwrights, five pairs of
sawyers, two coopers, and some cabinet-makers. Gloves and
gaiters were tanned and made there, as were many of the articles in
common use. Beer was brewed in the public-houses; and there were
three malt-houses, about one of which we read in Thomas Hardy’s
Far from the Madding Crowd. Naturally, these trades employed
much labour, and a great decrease in the population resulted when
they were given up, after the introduction of the railway at
Dorchester, about the year 1848. Two business fairs were formerly
held in the village—one on Easter Tuesday, the other on October
29th—when cattle, materials, hats, etc., were sold. The October fair
still exists, but it has dwindled to a small pleasure fair only, though
pigs were sold as late as 1896.
Piddletown possesses a very fine church, dedicated to St. Mary. It
is a large and ancient building, consisting of a nave and a north aisle
of the same length, covered with leaden roofs, and a small south
aisle, called the Athelhampton aisle, the burial-place of the Martyns
of Athelhampton. This aisle is under the control of the vestry of
Athelhampton Church. The chancel has a tiled roof; it was built in
1576. The embattled tower contains six bells.
The chief features of this church are the monuments in the south
aisle, with some very fine brasses; the Norman font (some
authorities on fonts consider it to be of Saxon work); and the
beautiful roof of carved chestnut wood. This latter has been many
times supported and restored, and it will, indeed, be a loss to the
antiquary when it is found impossible any longer to keep it in repair.
The monuments are all much defaced. One of them, of the
fifteenth century, consists of a knight and lady in alabaster on an
altar-tomb, probably Sir Richard Martyn and Joan his wife; this has
traces of much gilding and painting, but no inscription. To the west of
this there is the figure of a knight, probably placed there about 1400.
West of this again, an unknown “crusader” and lady lie on the floor
under an altar-tomb, with a canopy upon four pillars, which was
erected to the memory of Nicholas Martyn; under the canopy there is
a fine brass, representing Nicholas Martyn, his wife, three sons, and
seven daughters, dated 1595, and bearing an inscription. There is
also a smaller brass, on which is a monkey holding a mirror—the
Martyn crest—while above the whole are three sculptured martins or
monkeys. To the north of the aisle there is a figure of a knight in
alabaster, his feet resting on a chained monkey, the whole supported
on an altar-tomb of Purbeck marble. On the west wall there is a large
tablet to the memory of the Brunes, who owned Athelhampton in the
seventeenth century.
Piddletown Church.
On the east of the aisle there is a brass to the memory of

Christopher Martyn, with the following inscription:—
Here lyethe the body of Xpofer Martyn Esquyer

Sone and heyre unto Syr Willym Martyn knyght
Pray for there Soules with harty desyre
That they bothe may be sure of Eternall lyght
Callyng to Remembraunce that every wyght
Most nedys dye, & therefor lett us pray
As other for us may do Another day.
Qui quidem Xpoferus obiit XXIIo die mens’ M’cii ano D’ni
millmo quingentesimo vicesimo quarto.
Above this there is the kneeling figure of a man in armour, and a

partial representation of the Trinity. The figure is holding a scroll, on
which the following inscription is much abbreviated: “Averte faciem
tuam a peccatis meis et omnes iniquitates meas dele”; while before
and behind the effigies are the Martyn arms. And on the floor of the
church, north of the pulpit, there is a brass to the memory of Roger
Cheverell.
A short staircase of thirteen steps opens out of the south aisle; this
formerly led to a rood loft.
A musicians’ gallery of the seventeenth century runs across the
west of the church, and there are porches on the north and south.
The south door has a ring attached to the outside, which is popularly
supposed to have been a sanctuary ring, though probably this
tradition has no foundation.
It is an interesting fact that the church clock, which was in the
tower till about 1865, was made by a village blacksmith, Lawrence
Boyce by name, about 1710. This clock had a three-cornered
wooden face on the north side of the tower, stone weights and one
(hour) hand. It struck the hours and quarters and chimed at 8, 12,
and 4, except on Sundays, when the chimes were silenced, so that
they might not disturb the worshippers. A clock made by the same

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Test Bank for Lifespan Development in

Chapter 01: Test Bank

2. ____ is the most obvious indicator of development.

Learning Objective: 1.1

Cognitive Domain: Application

11. The malleability or changeability of development is called ______.

14. _____ refers to where and when a person develops.

Learning Objective: 1.1

19. Contemporary developmental scientists agree that development:

Answer Location: Continuities and Discontinuities in Development

Answer Location: Nature and Nurture Influence Development

Cognitive Domain: Comprehension

40. Behaviorist theory is also known as ______ theory.

42. ______ applies to physiological and emotional responses only.

48. ______ founded the cognitive-developmental perspective on child development.

51. Which of the following is a criticism of Piaget’s cognitive-developmental theory?

54. Which of the following is a criticism of the information processing perspective ?

58. Both Piaget and Vygotsky emphasized that children:

61. At the center of the bioecological model is the _____.

Learning Objective: 1.6

63. The _______ consists of relations and interactions among microsystems.

70. The second step of the scientific method is:

Answer Location: The Scientific Method

76. Which of the following is a limitation associated with self-report data?

Cognitive Domain: Knowledge

80. An important strength of naturalistic observation is that it allows researchers to:

c. naturalistic observation; experimental

94. The sequential research design provides information about _____.

Answer Location: What is Lifespan Human Development?

4. A continuous view of development emphasizes gradual and steady changes.

16. A structured interview is using a flexible, conversational style of information gathering.

Learning Objective: 1.7

Learning Objective: 1.10

5. List five ethical principles that guide developmental scientists’ work.

4. Describe the four steps used in the scientific method.

Soon after the dissolution of the Abbey, as has been said

On the east of the aisle there is a brass to the memory of

Here lyethe the body of Xpofer Martyn Esquyer

Above this there is the kneeling figure of a man in armour, and a

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