observation. Step 2: Develop a hypothesis, which is a specific prediction that can be tested through

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• Describe each of the five steps of the scientific method.

ANSWER: Step 1: Begin with curiosity. Pose a question based on a theory, prior research, or personal observation. Step 2: Develop a hypothesis, which is a specific prediction that can be tested through research. Step 3: Test the hypothesis. Design and conduct research to gather empirical evidence (data). Step 4: Analyze the evidence gathered in the research. Draw conclusions. Using the evidence gathered in the research, conclude whether the hypothesis is supported or refuted. Step 5: Report the results by sharing the data, conclusions, and alternative explanations with other scientists.

Good (5 pts) Fair (3 pts) Weak (1–0 pts) Lists steps of scientific method in order States five of the steps in order States three of the steps in order States fewer than three steps or does not state the steps in order Explains each step Describes the five steps Describes three steps Describes fewer than three steps or does not describe steps accurately

• Explain the nature–nurture debate within developmental psychology and provide an example of both nature

and nurture.ANSWER: Nature refers to the influence of genes on a person, and nurture refers to environmental influences on a person. Environmental influences include the health and diet of the embryo's mother and continue lifelong, including experiences in the family, school, community, and society. An example of nature would be inheriting a gene that predisposes one to addiction. An example of nurture would be having a predisposition to addiction but being raised in a warm, stimulating environment in which parents do not abuse drugs or alcohol, reducing the individual's risk for addiction as a result of not being exposed to abuse or parental addictions. The debate concerns how many of any person's characteristics, behaviors, or emotions are the result of genes and how many are the result of the person's experiences.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Defines nature and nurture Accurately defines both terms and gives an example of both Accurately defines one term and gives at least one accurate example Does not accurately define both terms or supply accurate examples Describes the debate Accurately describes both sides of the debate Accurately describes one side of the debate Does not accurately describe the debate

• Explain differential susceptibility and provide an example.

ANSWER: Differential susceptibility refers to the idea that people vary in how sensitive they are to particular experiences. These differences are often genetic. Examples provided may vary. One may be asthma.Some people begin wheezing when they are near a cat, but others never do. Asthma is also an example of differential susceptibility because of past experience. Because of their parents' reactions in their early years, some older children are terrified at the first signs of an attack; others aren't.Another example involves dogs as well as cats. If a person lives in a rural area, fur-bearing pets (The Developing Person Through the Life Span, 12e Kathleen Stassen Berger) (Test Bank all Chapters) 1 / 4

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reduce the rate of asthma; but in urban areas, such animals increase the incidence. That is differential susceptibility.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Defines differential susceptibility Accurately defines the term Partially defines the term Does not accurately define the term Provides an example Provides an example Provides a partial example Does not provide an example

• Define what intersectionality means and how it can impact development.

ANSWER: Intersectionality is the idea that the various identities that we have need to be combined.Developmental psychologists highlight that this idea is important in determining if discrimination has occurred. Intersectionality focuses attention on power differences between groups and can highlight discrimination in many institutions. For instance, research has found that multiple identities are related to the prison sentences that are given to those convicted of committing crimes, such as age, gender, and race, placing young African American males at risk of receiving harsher sentences compared to others.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Intersectionality defined Provides a clear definition Provides a vague definition Provides an incorrect definition Developmental impact Provides a clear example of how this impacts development Provides a vague example of how this impacts development Does not provide an example of how this impacts development

• Define a critical period and a sensitive period. Explain the difference between the two, and give an example

of each.ANSWER: A critical period is a time when something must occur to ensure normal development, and a sensitive period is a time when a specific developmental task occurs most easily. An example of a critical period would be the fetus growing arms and legs and hands and feet—this can occur only at a specific time in utero. Language development is an example of a sensitive period. It occurs most easily at a young age but can still develop at a later age as well.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Defines and differentiates Defines both periods and differentiates between them Defines just one period or is vague about differentiation Fails to define both periods or fails to differentiate Gives examples Gives a correct example for both periods Gives a correct example of either period Does not give any examples

• Explain Bronfenbrenner's ecological-systems approach. Make sure to include all six systems, including the

last one he added to the model before his death. 2 / 4

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ANSWER: Bronfenbrenner's ecological-systems approach is a perspective on human development that considers all the influences from the various contexts of development. This approach recognizes three nested levels as well as two systems that affect these levels. Bronfenbrenner believed that each person is affected by their social context. Over the course of his career, he identified five systems.The first is the microsystem (e.g., one's family and peer group), the second is the exosystem (school, clubs, and church), and the third is the macrosystem (larger social setting, such as cultural values and economic policies). The fourth system, called the chronosystem, is the role of historical context, and the fifth system, called the mesosystem, is the interaction that occurs between all the other systems. Before he died, Bronfenbrenner added a sixth system, the bioecological system, which is the internal biology of the person.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Explains ecological- systems approach Clearly states what the approach is Gives a vague explanation of the approach Is unable to describe the approach Identifies the systems Identifies the six systems and gives an example of each Identifies three of the systems or gives examples of three of the systems Identifies fewer than three of the systems or gives fewer than three examples

• Define cohort, explain its effects, and give an example of one.

ANSWER: A cohort is a group of people born within a few years of each other who move through time together. Cohorts travel through life affected by the interaction of their chronological age with the values, events, technologies, and culture of the historical period. Cohort examples will vary but should show an understanding of a cohort. Examples include the names that parents give their babies, "Occupy Wall Street," "Black Lives Matter," the 9/11 terrorist attacks, the assassination of John F. Kennedy, and attitudes about marijuana. The baby-boom generation is the example given in the text. Other common examples include the Greatest Generation (people who lived through the Depression and WWII) and the Millennials (Generation Y, born between the early 1980s and the early 2000s). Another example would be Generation X, born between the early 1960s and the early 1980s.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Explains cohort Correctly defines cohort and explains its impact on members Defines cohort without explaining its effect on members Does not define cohort correctly Gives an example Gives an example of a cohort Gives a vague example of cohort Gives an incorrect example or does not give an example

• Explain the term SES, including four components of SES.

ANSWER: SES, or socioeconomic status, is a person's position in society and is determined by education, occupation, neighborhood, and income.

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Explains the term Correctly explains the term Partially explains the term Does not explain the term Provides the four components Includes the four components Includes two components of SES Does not include the four components or includes incorrect components

• Describe culture, and explain why researchers interested in human development study different cultures.

ANSWER: Culture is the system of shared beliefs, conventions, norms, behaviors, expectations, and symbolic representations that persist over time and prescribe social rules of conduct. Culture is a powerful social construction, or a concept created by a society. Such social constructions affect how people think and act—what they value, praise, ignore, and punish. Different cultures may view the same behaviors or phenomena as either assets or deficits. Therefore, by studying different cultures, researchers can identify which patterns are universal among humans and which occur only in certain cultures. This information provides insights into the effects of different environments.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Describes culture Clearly describes culture Gives a definition of culture without describing it Does not define culture Explains why researchers study different cultures Clearly explains why researchers study different cultures Is vague about why researchers study different cultures Does not explain why researchers study different cultures

• Irma is under the impression that culture, ethnicity, and race mean the same thing and are interchangeable.

Explain why Irma is mistaken and outline the differences between these terms.ANSWER: Ethnic groups often share a culture, but not necessarily. There are multiple intersecting and interacting dimensions to ethnic identity. People may share ethnicity but differ culturally. For example, people of Irish descent in Ireland, Australia, and North America may come from several ethnic groups. In another example, African-born people in North America typically consider themselves African, but African people in Africa identify with more specific ethnic groups. Race refers to people who are regarded by themselves or by others on the basis of their physical appearance, typically skin color. However, social scientists are convinced that race is a social construction and that color terms exaggerate minor differences. For instance, dark-skinned people with African ancestors have high levels of within-population genetic diversity, and many dark- skinned people whose ancestors were not African share neither culture nor ethnicity with Africans.

Good (5 pts.) Fair (3 pts.) Weak (1–0 pts.) Differentiates the three terms Explains how culture, ethnicity, and race differ Differentiates between two of the terms Does not differentiate the three terms Provides examples Illustrates by example how the three terms differ Partially illustrates by example differences between the three terms Does not provide examples or provides incorrect examples

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