ADULT DEVELOPMENT AND AGING
ADULT DEVELOPMENT AND AGING
Psychology 459
Study Guide
Unit I: Methods, Theories, Aging and Health
Lesson I-1: Explaining Development in Adulthood (CH.1, pp.5-11)
Objectives: a) Distinguish between descriptive and explanatory questions.
b) Describe three factors that might produce shared, age-graded changes.
c) Identify two reasons why the concept of cohort is important.
d) Describe Elder’s research on the psychological effects of the Great Depression.
e) Give two examples of cohort effects cited in your textbook.
f) Summarize Neugarten’s ideas about the timing of experience.
Key terms: biological clock
social clock
ageism
culture
cohort
cohort effect
Lesson I-2: Explaining Stability in Adulthood (CH.1, pp.11-15)
Objectives: a) Summarize the findings of the Swedish twin studies.
b) Compare the adult lives of men who were rated as “ill-tempered” and “even-tempered” in childhood.
c) Distinguish among the following: aging, maturation, development and change.
Key terms: stability
behavior genetics
twin studies
adulthood
Lesson I-3: Asking the Questions (CH.1, pp.15-21)
Objectives: a) Identify the advantages and disadvantages of cross-sectional designs.
b) Identify the advantages and disadvantages of longitudinal designs.
c) Describe five types of sequential designs.
Key terms: cross-sectional design
longitudinal design
selective attrition
time-of-measurement effect
sequential design
Lesson I-4: Finding the Answers (CH.1, pp.21-24)
Forming Conclusions (CH.1, pp. 24-26
Objectives: a) Identify the most important issue to consider when choosing subjects.
b) Describe four basic strategies for collecting data.
c) Compare the two most common ways of analyzing results and describe the situations in which each type of analysis would be used.
d) Distinguish among correlational, experimental and quasi-experimental studies.
Key terms: comparison of mean scores
correlational analysis
correlational study
experimental study
quasi-experimental study
Lesson I-5: Conceptual Organization of Theories (CH.2, pp.32-33)
Theories of Developmental Progress with Stages (CH.2, pp.33-40)
Objectives: a) Distinguish between developmental progress and developmental change.
b) Describe the four dilemmas of adulthood according to Erikson.
c) Summarize Gilligan’s argument about gender differences in development.
d) Identify each of Loevinger’s seven stages of ego development.
Key terms: stage theory
Lesson I-6: Theories of Developmental Progress without Stages (CH.2, pp.40-41)
Objectives: a) Summarize Vaillant’s theory of adaptation to life.
b) Describe the Defensive Functioning Scale.
Key terms: career consolidation
defense mechanism
PRACTICE TEST I-A
Lesson I-7: Theories of Developmental Changes with Stages (CH.2, pp.41-50)
Objectives: a) Summarize Levinson’s theory of seasons of adulthood.
b) Indicate whether or not research on women supports Levinson’s views.
c) Identify the function of social roles in life-course theory.
d) Distinguish between life trajectory and life transitions.
e) Identify four primary principles of life-course theory.
Key terms: life structure
mentor
roles
Lesson I-8: Theories of Developmental Changes without Stages (CH.2, pp.50-53)
Additional Theoretical Complexities (CH.2, pp.53-54)
Some Shared Flaws and Weaknesses (CH.2, p.54)
Objectives: a) Discuss the meaning of the three directional curves in Baltes’ life-span theory.
b) Give an example of selective optimization with compensation.
c) Describe the three components of Pearlin’s stress process framework.
d) Distinguish between primary and secondary stressors.
e) Identify four moderators in Pearlin’s framework.
f) Name two shared weaknesses of most theories of adult development.
Key terms: stressor
universality versus diversity
internal versus external influences
Lesson I-9: Theories of Primary Aging (CH.3, pp.60-64)
Objectives: a) Distinguish between primary and secondary aging.
b) Summarize the five theories of primary aging discussed in your textbook.
Key terms: free radical
lipofuscin
replicative senescence
telomere
Lesson I-10: Longevity, Life Expectancy and Life Span (CH.3, pp.64-66)
Objectives: a) Distinguish among the following: life span, longevity and life expectancy.
b) Name two factors that have contributed to increased life expectancy.
c) List six reasons why women live longer than men.
Key terms: life span
life expectancy
longevity
Lesson I-11: Physical Changes over Adulthood, Part 1 (CH.3, pp.66-75)
Objectives: a) Discuss changes in height and weight that occur in adulthood.
b) Explain why weight loss occurs when adults reach their 50s.
c) Identify the relationship of BMI and health.
d) Indicate the optimal range for BMI scores.
e) Identify the beneficial effects of Retin-A.
f) Describe changes in vision, hearing, smell and taste that occur with age.
g) Indicate whether or not loss of muscle mass is a function of primary aging.
h) Describe changes in the bones that occur with age.
i) Explain how a diagnosis of osteopenia or osteoporosis is made.
j) Identify the percentage of women over 50 and over 80 who have osteopenia or osteoporosis.
k) Name three ways to prevent bone loss.
l) Identify the populations that are most susceptible to osteoarthritis.
Key terms: body mass index (BMI)
visual acuity
presbyopia
dark adaptation
cataracts
glaucoma
presbycusis
bone mass density (BMD)
osteopenia
osteoporosis
osteoarthritis
Lesson I-12: Physical Changes over Adulthood, Part 2 (CH.3, pp.75-83)
Objectives: a) Describe changes in VO2 max that occur with age.
b) Identify four recent discoveries about the effects of aging on neurons.
c) Cite evidence that the nervous system is characterized by lifelong plasticity.
d) Name two factors that can stimulate dendrite growth in adults.
e) Describe the effect of primary aging on the synapses.
f) Discuss changes in B cells and T cells that occur with age.
g) Identify two factors other than primary aging that can decrease immune function.
h) Name a way to increase immune function.
i) Describe the changes associated with the climacteric in men and in women.
j) Identify the factors other than aging that can lower testosterone levels.
k) Discuss the frequency and possible mechanism of erectile dysfunction.
l) Identify the ages at which menopause occurs.
m) Indicate whether or not there is a connection between menopause and mental health.
n) Describe the most widely used form of HRT.
o) Explain why research on the beneficial effects of HRT may not be valid.
p) Discuss the research findings on the use of DHEA and hGH.
Key terms: maximum oxygen uptake (VO2 max)
plasticity
pruning
dendrites
synapses
B cells
antibodies
T cells
climacteric
testosterone
erectile dysfunction
cyclic GMP
menopause
estrogen
progesterone
hot flash
hormone replacement therapy (HRT)
dehydroepiandrosterone (DHEA)
human growth hormone (hGH)
PRACTICE TEST I-B
Lesson I-13: The Effects of Physical Aging on Behavior (CH.3, pp.83-88)
Objectives: a) Describe changes in speed, stamina, dexterity and balance that occur with age.
b) Identify the factors that contribute to sleep problems in older adults.
c) Discuss the changes in sexual activity associated with aging.
d) List four limitations of surveys as a tool to study sexual activity.
e) Discuss the four factors that may limit sexual activity in older adults.
Key terms: insomnia
Lesson I-14: Pulling Threads Together (CH.3, p.88)
Some Recurring Themes and Remaining Questions (CH.3, pp.89-94)
Objectives: a) Summarize the findings in Table 3.4.
b) Explain why age is a poor predictor of performance or health.
c) Describe the specific effects of exercise on the rate of aging.
d) Discuss the effects of economics on the health of older adults.
e) Calculate your longevity using the survey in Table 3.5.
Key terms: training effect.
Lesson I-15: Age-Related Patterns in Health and Disease (CH.4, pp.101-107)
Objectives: a) Name the five major causes of death for adults over 65 (Table 4.1).
b) Compare the rates of acute and chronic illness in younger and older adults.
c) Describe two measures of disability.
d) Identify the populations that are most likely to receive nursing home care.
e) Identify the living arrangements most and least preferred by older adults.
f) Distinguish among the different types of living facilities available to older adults.
Key terms: secondary aging
mortality rate
morbidity rate
acute illness
chronic illness
activities of daily living (ADLs)
instrumental activities of daily living (IADLs)
aging in place
retirement community
congregate living facility
assisted-living facility
skilled-nursing facility
continuing-care retirement community
Lesson I-16: Age Changes in Specific Diseases (CH.4, pp.107-113)
Objectives: a) Compare the effects of a first heart attack on women.
b) Describe the current trend in the incidence and death rate from cancer.
c) Identify the most frequent cause of cancer death for younger and older adults.
d) Explain why older adults are more likely to develop cancer than younger adults.
e) Discuss the incidence of Alzheimer’s disease in older adults.
f) Identify causes of dementia other than Alzheimer’s disease.
g) Discuss recent changes in the diagnosis of Alzheimer’s disease.
h) Describe two brain abnormalities associated Alzheimer’s disease.
i) Distinguish between the brain of an Alzheimer’s patient and a normal brain.
j) Indicate the average and maximum life expectancy of an Alzheimer’s patient.
Key terms: mutations
Alzheimer’s disease
dementia
senile plaques
neurofibrillary tangles
beta-amyloids
Lesson I-17: Age Changes in Mental Health (CH.4, pp.113-118)
Objectives: a) Compare the incidence of mental disorders in older and younger adults.
b) Describe two ways of measuring depression.
c) Identify the incidence of major depression and of depressive symptoms in older adults.
d) Compare the incidence of depression in younger, middle-aged and older adults.
e) Compare the depressive symptoms of middle-aged and older adults.
f) Identify the trends in suicide rates among older adults.
g) Offer possible explanations for the high suicide rate among older white males.
h) List four types of anxiety disorders.
i) Identify the most common phobia among older adults.
j) Discuss a possible genetic cause of anxiety and depression.
k) Compare the circumstances that may give rise to anxiety and depression.
Key terms: depression
major depressive disorder
depressive symptoms
anxiety disorders
panic disorders
phobias
generalized anxiety disorder
obsessive-compulsive disorder
agoraphobia
harm avoidance gene
serotonin
Lesson I-18: Individual Differences in Health and Disease (CH.4, pp.118-126)
Objectives: a) Compare the pattern of chronic problems and disability among men and women.
b) Offer three possible explanations why women have higher rates of depression than men.
c) Describe the relationship between socioeconomic level and health.
d) Compare the morbidity and mortality rates of different ethnic groups.
e) Identify two personality factors that have an effect on health.
f) List five health practices that are crucial for long-term health.
g) Summarize the findings of Vaillant’s longitudinal study.
h) List five specific effects of exercise on health.
Key terms: healthy immigrant effect
type A personality
PRACTICE TEST I-C
Unit II: Cognition, Roles, Relationships and Work
Lesson II-1: Intelligence (CH.5, pp.133-140)
Objectives: a) Compare the results of cross-sectional and longitudinal research looking at age-related changes in overall intelligence.
b) Explain why cross-sectional studies show age-related declines in intelligence.
c) Identify the age at which intellectual skills begin to decline, according to Schaie’s Seattle Longitudinal Study.
d) Explain how attrition can affect the results of longitudinal research.
e) Compare the effects of aging on crystallized and fluid intelligence.
f) Summarize the findings shown in Figure 5.3.
g) Identify three ways to reverse declines in intellectual abilities.
h) Summarize the findings of Schaie & Willis’ training study.
i) List two limitations associated with the use of standard IQ tests to study age-related changes in intelligence.
Key terms: intelligence
psychometrics
crystallized intelligence
fluid intelligence
Lesson II-2: Memory (CH.5, pp.140-146)
Objectives: a) Distinguish among the four components of memory described in your textbook.
b) Describe the age changes that occur in each of these four memory systems.
c) Indicate the relative effectiveness of internal and external memory aids.
Key terms: procedural memory
internal memory aid
external memory aid
Lesson II-3: Real-World Cognition (CH.5, pp.146-153)
Objectives: a) Compare older adults’ performance on traditional and practical problem-solving tasks.
b) Explain why traditional problem-solving tests are not valid.
c) Compare the choice-making process of younger and older adults.
d) Explain why older adults need less time to make choices than younger adults.
e) List the factors that contribute to medication non-adherence by older adults.
f) Identify the external aids that have been designed to address the problem of medication non-adherence.
g) Explain why traffic fatality rates are higher for older adults than for younger adults.
h) Identify three factors that predict the risk of traffic accidents for older drivers.
i) Describe the relationship between UFOV and accident risk.
j) Compare Internet usage among older and younger adults.
k) List the characteristics of age-appropriate instructions for computer use.
l) Describe the Telecommunications Act of 1996.
Key terms: human factors research
medication non-adherence
useful field of view (UFOV)
Lesson II-4: Individual Differences in Cognitive Change (CH.5, pp.153-160)
Objectives: a) Describe the relationship between vision, hearing, and IQ.
b) Summarize the common-cause hypothesis.
c) List the diseases that contribute to cognitive decline in older adults.
d) Identify medication-related problems that can contribute to cognitive decline.
e) Describe the relationship of heritability and age for cognitive ability.
f) Identify the effects of the following on cognitive decline: gender, military service, sociobiographical history, schooling, intellectual activity and exercise.
g) Describe the relationship between actual and perceived cognitive decline.
Key terms: terminal decline
heritability
sociobiographical history
Lesson II-5: Social Role Transitions (CH.6, pp.166-167)
Gender Roles and Gender Stereotypes (CH.6, pp.167-169)
Objectives: a) Compare the gender stereotypes found in different cultures.
b) Discuss three theories that explain the origin of gender roles.
Key terms: role transition
gender role
gender stereotype
instrumental qualities
communal qualities
learning-schema theory
social role theory
evolutionary psychology
Lesson II-6: Social Roles in Early Adulthood (CH.6, pp.169-180)
Objectives: a) Identify the percentage of young adults who live with their parents.
b) Describe how the process of leaving home has changed in the past 80 years.
c) Explain the growing trend that has produced a “boomerang generation.”
d) Compare the satisfaction levels of young adults living at home to that of their parents.
e) Describe current changes in the types of partnerships that young adults form.
f) Compare the rate of cohabitation among different ethnic groups.
g) Describe the roles that men and women play in fostering their relationships.
h) Describe the relationship between marriage and health.
i) Compare the effects of marriage on health for men and for women.
j) Distinguish between the self-construal of men and women.
k) Describe two current demographic trends in parenthood.
l) Explain how parenthood affects gender roles and marital happiness.
m) Identify the best predictor of marital happiness of women who are mothers.
Key terms: demographic density
cohabiting
self-construal
parental imperative
PRACTICE TEST II-A
Lesson II-7: Social Roles in Middle Adulthood (CH.6, pp.180-187)
Objectives: a) Give an overview of how roles change in middle adulthood.
b) Summarize the findings on parents’ adaptation to the “empty nest” stage.
c) Distinguish between the ideas of crossover and expansion of gender roles.
d) Indicate the ages at which adults in the U.S. become grandparents.
e) Compare the roles played by grandmothers and grandfathers.
f) Identify the factors that predict grandparents’ level of involvement in their grandchildren’s lives.
g) Distinguish among the three most common grandparenting styles.
h) Explain why some grandparents become surrogate parents.
i) Describe the challenges facing grandparents who become surrogate parents.
j) Identify the family members who are most likely to care for elderly relatives.
k) Describe the symptoms of caregiver burden.
l) Identify the factors that contribute to caregiver burden.
m) Compare role strain theory and role enhancement theory.
Key terms: kinkeepers
generational squeeze
Lesson II-8: Social Roles in Late Adulthood (CH.6, pp.187-189)
Social Roles in Atypical Families (CH.6, pp.189-192)
The Effect of Variations in Timing (CH.6, pp.192-193)
Objectives: a) Give an overview of how roles change in late adulthood.
b) Identify the percentage of older adults who live alone.
c) Describe the advantages and disadvantages of receiving care from family members.
d) Compare the health of lifelong singles to those who have chosen marriage.
e) Identify two factors that contribute to the well-being of single adults.
f) Describe the advantages and disadvantages of being childless.
g) Compare the happiness levels of older adults who are childless and who have families.
h) Identify the factors that affect the rate of remarriage.
i) Describe the economic effects of divorce.
j) Summarize Neugarten’s notion of a social clock.
Key terms: kin confidant
social timing
Lesson II-9: Development of Adult Relationships (CH.7, pp.200-205)
Objectives: a) List the three features of attachment behavior.
b) Compare the three types of adult attachment.
c) Summarize the following theorists’ views of love: Freud, Rubin, Hatfield, Sternberg.
d) Describe the convoy model of relationships.
e) Discuss the effects of age and gender on convoys.
Key terms: attachment
limerance
Lesson II-10: Intimate Partnerships in Adulthoods, Part 1 (CH.7, pp.205-211)
Objectives: a) Compare the filter theory and exchange theory view of mate selection.
b) Explain how the research findings support the evolutionary view of mate selection.
c) Identify two recent changes in cohabitation patterns.
d) Compare the stability of cohabiting relationships and marriages.
e) List the characteristics of people who cohabit.
f) Identify changes in attitude produced by the experience of cohabitation.
g) Indicate the percentage of adults showing each of the three attachment styles.
h) Discuss the effects of attachment style on relationships.
i) Describe the four attachment styles proposed by Bartholomew & Horwitz.
j) Compare the attachment styles of older and younger adults.
Key terms: cohabitation
Lesson II-11: Intimate Partnerships in Adulthoods, Part 2 (CH.7, pp.211-222)
Objectives: a) Describe the curvilinear pattern of marital satisfaction.
b) Summarize the findings of the Denver Family Project.
c) Summarize the findings of Huston’s longitudinal study.
d) Discuss the data in Figure 7.3.
e) Describe the effect of ethnicity on major conflicts and confrontational style.
f) Identify the factors that predict a satisfying marriage.
g) Describe the five types of marriages identified by Gottman.
h) Compare the relationships of lesbian and gay male couples.
i) Compare homosexual and heterosexual relationships.
Lesson II-12: Relationships with Other Family Members (CH.7, pp.222-228)
Objectives: a) Identify the six dimensions of intergenerational solidarity theory.
b) Explain how parent-child attachment changes in adolescence, according to Cecirelli.
c) Describe gender and ethnic differences in grandparenting style.
d) Explain why maternal grandparents tend to be emotionally closer to their grandchildren than paternal grandparents.
e) Discuss changes in sibling relationships that happen in the different stages of adulthood.
f) Identify the sibling relationship that tends to be closest.
g) Discuss the relationship between sibling closeness and depression.
PRACTICE TEST II-B
Lesson II-13: Friendships in Adulthood (CH.7, pp.228-230)
Review of Social Relationships in Adulthood (CH.7, pp.230-232)
Objectives: a) Summarize Carstensen’s socioemotional selectivity theory.
b) Compare the friendship patterns of men and women.
c) Identify the benefits men and women gain from friendships with members of the opposite sex.
d) Summarize the information in Table 7.6.
Key terms: active renegotiation
demilitarized zones
Lesson II-14: The Importance of Work in Adulthood (CH.8, pp.240-245)
Objectives: a) Summarize Super’s life-span/life-space theory.
b) List the three components of the cultural identity test.
c) Identify gender differences in career patterns.
d) Offer four reasons why these gender differences occur.
e) Compare the salaries of men and women.
Key terms: career
Lesson II-15: Selecting a Career (CH.8, pp. 245-250)
Objectives: a) Summarize Holland’s congruence theory.
b) Describe the notion of “niche-seeking.”
c) Compare the jobs that are occupied predominantly by men and by women.
d) Discuss the possible reasons why women’s career plans change in the five-year period following high-school.
e) Identify two ways that families can affect occupational choice.
f) Summarize the findings of the Swedish twin study on the relationship between career and genetics.
Key terms: congruence
occupational gender segregation
Lesson II-16: Age Trends in Work Experience (CH.8, pp.250-254)
Objectives: a) Offer at least three possible reasons why age-related changes in job performance have not been detected.
b) Summarize Salthouse’s findings about the effects of age on typing skill.
c) Compare the performance of older and younger managers.
d) Explain why older managers perform better in emergencies than in day-to-day decision making.
e) Compare the performance of older and younger workers in training situations.
f) Explain why older workers have greater job satisfaction than younger workers.
Key terms: recycling
non-traditional student
Lesson II-17: Work and Personal Life (CH.8, pp.254-262)
Objectives: a) Identify three factors that distinguish job strain and job stress.
b) Compare the unemployment rates of black and white workers.
c) List the problems encountered by older workers in the job market.
d) Discuss the repercussions of WARN in the workplace.
e) Describe the effects of marriage on work life.
f) Compare the attitudes towards work of married and single adults.
g) Discuss the relationship between women’s work and marital stability.
h) Explain how shift work affects marriages.
i) Identify the effect of fatherhood on men’s work schedules and job commitment.
j) Compare the effect of family size on the work life of mothers and fathers.
k) Summarize the findings in Table 8.4.
l) Describe the effects of maternal employment on children.
m) Discuss the impact of care-giving on employed women.
n) Describe the Family and Medical Leave Act.
o) Identify two findings of research on housework.
p) Compare the household responsibilities of men and women.
q) Describe the factors that determine the division of household labor.
r) Discuss the three models that explain how housework is divided.
Key terms: job alienation
job burnout
Lesson II-18: Retirement (CH.8, pp.262-273)
Objectives: a) Identify the most common age of retirement in the U.S.
b) Describe recent changes in social security benefits.
c) Discuss six reasons why people retire.
d) Compare the retirement process for men and women.
e) Describe the effects of retirement on income, residence, and health.
f) Identify three types of moves that older adults are likely to make.
g) Explain why some older adults shun retirement or start second careers.
h) Describe the effects of volunteer service on older adults.
i) List the three options given to Japanese workers at retirement age.
Key terms: gendering of poverty
phased retirement
PRACTICE TEST II-C
Unit III: Personality, Meaning, Stress and Dying
Lesson III-1: Personality Trait Structures (CH.9, pp.280-290)
Objectives: a) List the five factors of personality in Costa & McCrae’s Big Five theory.
b) Summarize the findings of research on mean-level stability.
c) Compare these findings to the stereotypes of older adults.
d) Summarize the findings of research on rank-order stability.
e) Explain why openness is related to psychiatric usage.
f) Summarize the findings of research on the personality of twins.
g) Distinguish among four types of person-environment transactions.
Key terms: personality
personality trait
state
factor
mean-level stability
rank-order stability
self-report technique
other-report technique
person-environment transaction
Lesson III-2: Personality Development, Part 1 (CH.9, pp.290-297)
Objectives: a) Summarize the findings of longitudinal studies of personality development.
b) Describe Sheldon & Kasser’s study, including the researchers’ conclusions.
c) Discuss the relationship between parenthood and generativity.
d) Identify the correlates of generativity in African-American and white-American adults.
e) Cite evidence for and against the notion of gender crossover.
Key terms: gender crossover
Lesson III-3: Personality Development, Part 2 (CH.9, pp.297-302)
Personality Stability or Change? (CH.9, pp.302-303)
Objectives: a) Distinguish between D-motives and B-motives.
b) Describe the field of positive psychology.
c) Identify the three basic needs in self-determination theory.
d) Explain how the six dimensions of positive psychological functioning are related to age.
e) Summarize McAdams’ view of personality stability and change.
Key terms: self-actualization
positive psychological functioning
Lesson III-4: How Can We Study Possible Age Changes in Meaning (CH.10, pp.311-312)
Religious Participation over Adulthood (CH.10, pp.312-313)
Objectives: a) Discuss the relationship between spiritual involvement and health.
b) Indicate how religious participation is related to age, gender and ethnicity.
c) Identify an effect of age on self-concept.
Key terms: worldview
Lesson III-5: The Development of Meaning Systems over Adulthood (CH.10, pp.313-323)
Objectives: a) Discuss Kohlberg’s three levels and six stages of moral development.
b) Cite evidence supporting Kohlberg’s theory.
c) Describe a possible Stage 7 of moral development.
d) Identify the key point in Gilligan’s criticism of Kohlberg’s theory.
e) Discuss the four stages of faith proposed by Fowler.
f) Identify Reker’s four levels of meaning.
Key terms: decentering
faith
Lesson III-6: Integrating Meaning and Personality (CH.10, pp.323-326)
The Process of Transition (CH.10, pp.326-328)
Objectives: a) Compare the four theories shown in Table 10.2.
b) Summarize Kegan’s synthesizing idea.
c) Identify Underhill’s three stages of mystical experience.
Key terms: fundamental alternation
mysticism
transition
PRACTICE TEST III-A
Lesson III-7: A Few Theories of Stress (CH.11, pp.336-340)
Objectives: a) Identify the three stages of the general adaptation syndrome (GAS).
b) Describe the Social Readjustment Rating Scale (SRRS).
c) Summarize the key points of interactionist theories of stress.
Key terms: stress
Lesson III-8: Effects of Stress on Adult Functioning (CH.11, pp.340-343)
Objectives: a) Discuss the relationship between stress and physical illness.
b) Describe the physical effects of high cortisol levels.
c) Identify the percentage of health variance predicted by stress.
d) List the symptoms of posttraumatic stress disorder (PTSD).
e) Identify the predisposing factors in PTSD.
f) Discuss the potentially positive effects of stress.
Key terms: cortisol
Lesson III-9: Individual Differences in Stress Experience & Response (CH.11, pp.343-346)
Objectives: a) Explain why stress levels decrease with age.
b) Describe the interaction of stress and age.
c) Explain why Russian men die younger than American men.
d) Compare the stress levels of men in Cuba and the U.S.
e) Distinguish between men’s and women’s stress response, according to Taylor.
f) Cite evidence supporting Taylor’s claim.
g) Summarize the findings of research on racial discrimination and stress.
Lesson III-10: Resistance Resources (CH.11, pp.347-352)
Objectives: a) Discuss the effects of social support on well-being.
b) Cite evidence that social support can have a buffering effect on stress.
c) Give an example of a negative effect of social networks.
d) Describe the relationship between personal control and health.
e) Give an overview of the different types of coping styles.
f) Compare the coping strategies of younger and older adults.
Key terms: resistance resources
buffering effect
coping
Lesson III-11: Specific Types of Stressful Events in Adulthood (CH.11, pp.352-357)
Objectives: a) Compare the rate of widowhood among men and women over 65.
b) Describe the effects of widowhood on health.
c) Compare the experience of widowhood for men and for women.
d) Discuss the effects of social networks and personality on bereavement.
Key terms: parental bereavement
Lesson III-12: Young Adulthood (CH.12, pp.365-366)
Early Adulthood (CH.12, pp.366-368)
Middle Adulthood (CH.12, pp.368-372)
Objectives: a) Discuss the changes that associated with young adulthood.
b) Identify the most common symptoms of stress in young adults.
c) Explain the statement that the “earliest adulthood years are a time of maximal tribalization” (p.366).
d) Discuss the changes that associated with early adulthood.
e) Give two reasons why the conformist worldview begins to give way in early adulthood.
f) Discuss the changes associated with middle adulthood.
g) Indicate whether or not research evidence supports the notion of a midlife crisis.
Key terms: midlife crisis
PRACTICE TEST III-B
Lesson III-13: Late Adulthood (CH.12, pp.372-374)
Late-Late Adulthood (CH.12, pp.374-376)
Objectives: a) Discuss the changes associated with late adulthood.
b) Identify three features of disengagement, according to Cumming & Henry.
c) Describe the relationship between disengagement and well-being in late adulthood.
d) Discuss the changes associated with late-late adulthood.
Key terms: disengagement
life review
Lesson III-14: The Meaning of Death (CH.13, pp.381-382)
Fear and Anxiety about Death (CH.13, pp.382-384)
Preparation for Death (CH.13, p.384)
Objectives: a) Identify four meanings that death may have for adults.
b) Describe age-related changes in an individual’s fear of death.
c) Discuss the personal qualities other than age that predict fear of death.
Lesson III-15: The Process of Dying (CH.13, pp.384-389)
Objectives: a) Identify Kubler-Ross’s five stages of dying.
b) Describe three criticisms of Kubler-Ross’ theory.
c) Compare the five adaptation styles identified by Greer.
d) Discuss the relationship between adaptation style and immune response.
e) Describe the role of social support in the lives of dying individuals.
Lesson III-16: Where Death Occurs (CH.13, pp.389-391)
Objectives: a) Compare people’s preference of where they die to what actually happens.
b) Give brief history of the hospice movement.
c) Describe the philosophy of hospice care.
d) Identify the average length of hospice care.
Key terms: hospice care
palliative care
Lesson III-17: Physician-Assisted Suicide (CH.13, pp.392-393)
Objectives: a) Give a brief history of the right-to-die movement in the U.S.
b) Summarize the findings of research on terminally ill patients’ views of physician-assisted suicide.
Key terms: living will
physician-assisted suicide
Lesson III-18: After Death (CH.13, pp.393-397)
Objectives: a) Identify three functions that funeral serve.
b) Distinguish between the two approaches to the study of grieving.
c) Describe Bowlby’s four stages of grieving.
d) Discuss Wortman & Silver’s views, including their four patterns of grieving.
e) Summarize the findings of Wortman & Silver’s research.
PRACTICE TEST III-C
Practice Test I-A
1. Which of the following groups would be described as a “cohort”?
A. all adults presently with middle class jobs
B. all adults who graduated from the same high-school or college
C. all adults who exercise regularly
D. all adults born between 1970 and 1975
2. Which of the following is a common characteristic of adults who had been ill-tempered as children, according to Caspi & Elder’s research?
A. divorce
B. large number of children
C. stable careers
D. late marriage
3. In a cross-sectional study, what is the major confounding element that restricts interpretation?
A. age is confounded with type of measurement
B. age is confounded with cohort
C. cohort is confounded with education
D. cohort is confounded with generation
4. Ethically, a study to measure the effect of smoking on the incidence of lung cancer can NOT employ ________.
A. an experimental design
B. a quasi-experimental design
C. a correlational design
D. surveys
5. Carol Gilligan argued that women’s identity development is
A. defined in terms of what they do.
B. generally separate from their relationships.
C. interdependent rather than dependent.
D. identical to men’s development.
6. What does Vaillant call the stage he has added to Erikson’s model of development?
A. occupational achievement vs. discouragement
B. work striving
C. early thirties transition
D. career consolidation
Practice Test I-B
1. Levinson divides adult life into several long periods, each of about 25 years. He calls these periods ________.
A. stages
B. phases
C. eras
D. culminations
2. “Any process of development entails an inherent dynamic between gains and losses.” Which theorist is most likely to have said this?
A. Levinson
B. Erikson
C. Loevinger
D. Baltes
3. Which of the following is the CLEAREST example of primary aging?
A. the decline in neuronal speed with age
B. the increase in the rate of heart disease with age
C. the reduction of VO2 max with age
D. the loss of muscle tissue with age
4. The average number of years a 30-year-old adult, born in a particular year, is likely to live is called ________.
A. longevity
B. life expectancy
C. life span
D. life time
5. In which of the following age ranges is the average weight at its peak?
A. 20-29
B. 40-49
C. 50-59
D. 60-69
6. The general term used to describe the loss of reproductive capacity among both sexes in middle and later life is ________.
A. climacteric
B. menopause
C. hormone loss
D. midlife crisis
Practice Test I-C
1. Older adults have more difficulty driving at night because
A. their eyes adapt less quickly to shifts in light levels.
B. their visual acuity is reduced.
C. their reaction times are slower.
D. all of the above
2. When sedentary adults increase their level of physical exercise, their VO2max typically rises. This is referred to as _________.
A. fitness
B. the aerobic effect
C. the training effect
D. oxygenation
3. The two LEAST preferred choices for older adults no longer to live independently are
A. nursing homes and retirement communities.
B. nursing homes and aging-in-place.
C. nursing homes and assisted-living facilities.
D. are nursing homes and the home of a child or relative.
4. Which are the two leading causes of death among adults in their 40s and 50s in the U.S.?
A. cancer and AIDS
B. heart disease and cancer
C. accidents and heart disease
D. AIDS and accidents
5. Which of the following groups shows the highest rates of suicide in the U.S.?
A. white men
B. black men
C. white women
D. black women
6. What poor health habit is more common among the poor than among the middle class—a factor that therefore contributes to higher disease rates and shorter life expectancies among the poor?
A. high-fat diets
B. insufficient sleep
C. smoking
D. skipping meals
Practice Test II-A
1. On which of the following types of tests do adults retain the most skill well into old age?
A. crystallized and speeded
B. crystallized and unspeeded
C. fluid and verbal
D. fluid and non-verbal
2. When you look up a phone number and say it over to yourself once so that you can dial the whole number without having to check it again, what memory system are you using?
A. short-term memory
B. long-term memory
C. sensory memory
D. procedural memory
3. You are actively involved in updating a web site used primarily by older adults. After reviewing the current site, which feature of the site do you decide to keep?
A. the green and yellow background
B. the help pop-up menu that appears every two minutes
C. the 14-point sans serif typeface
D. the high-speed animation
4. Educational attainment and cognitive declines with age are ________ correlated.
A. not significantly
B. positively
C. negatively
D. researchers can’t determine
5. A brief definition of a gender role is
A. a rigid stereotype of male and female behavior.
B. a typical position taken during sexual intercourse.
C. a job description for being a male or a female.
D. the degree of match between a gender stereotype and a behavior.
6. In the U.S. today, which ethnic group has the greatest percentage of cohabiting relationships?
A. Hispanic-Americans
B. Asian-Americans
C. Native Americans
D. African-Americans
Practice Test II-B
1. Which subgroup of adults is most likely to take on the role of regular care of an aging parent?
A. sons
B. daughters
C. daughters-in-law
D. sons and daughters equally
2. Compared to couples who have had families, childless couples in late adulthood
A. report lower levels of social support.
B. report lower levels of life satisfaction.
C. report high levels of regret about their lack of children.
D. report the same level of happiness.
3. Roger, at age 30, spends a lot of time talking with his wife and friends about his parents. Each time he speaks with his parents, he needs to analyze the conversations afterwards, trying to understand the whole dynamic. A lot of the time he is angry with them and thinks they are the cause of all his troubles. Which type of attachment is Roger displaying?
A. secure/autonomous
B. dismissing/detached
C. preoccupied/enmeshed
D. anxious/distressed
4. If you ask a group of young men which quality is most important to them in choosing a prospective wife, which of the following is most likely to be ranked first?
A. the woman’s level of education
B. the social class of the woman’s family
C. the woman’s attractiveness
D. the woman’s prospective earning power
5. How do homosexual couples compare to heterosexual couples in the degree of sex role stereotyping?
A. Egalitarian patterns are the norm in both groups.
B. Highly sex-role stereotyped patterns are the norm in both groups.
C. Heterosexual couples are more egalitarian.
D. Homosexual couples are more egalitarian.
6. Which sibling relationship is the closest?
A. two sisters
B. two brothers
C. a sister and a brother
D. there is no difference
Practice Test II-C
1. Studies in the U.S. suggest that men’s friendships with one another, compared with women’s friendships with one another, are
A. more intimate and more numerous.
B. more intimate and less numerous.
C. less intimate and more numerous.
D. less intimate and less numerous.
2. According to the U.S. Bureau of Labor, women earn salaries that average ________ percent of those earned by men.
A. 57
B. 67
C. 77
D. 87
3. The occupational choices of identical twins were more highly correlated than the occupational choices of fraternal twins. This finding indicates that career choice is influenced by ________ factors.
A. genetic
B. environmental
C. cultural
D. none of the above
4. Which of the following best describes the relationship between job satisfaction and age?
A. Job satisfaction rises steadily with age for men but not for women.
B. Job satisfaction rises steadily with age for women but not for men.
C. Job satisfaction declines steadily with age for both men and women.
D. Job satisfaction rises steadily with age for both men and women.
5. Which of the following groups of married men is likely to be the most involved in housework and childcare?
A. men whose wives work part-time
B. men with teenage children
C. men whose wives are full-time homemakers
D. men with egalitarian sex role attitudes
6. In the U.S., the most common retirement age for men is ________.
A. 55
B. 60
C. 65
D. 70
Practice Test III-A
1. Which of the following is NOT one of the five factors in Costa & McCrae’s Big Five theory?
A. neuroticism
B. extraversion
C. rigidity
D. openness
2. Increases in assertiveness and independence between early and middle adulthood occur
A. among both men and women.
B. only among men.
C. only among women.
D. very rarely in either men or women.
3. In Maslow’s theory of motives, which group of motives are said to be uniquely human?
A. deficiency motives
B. being motives
C. physiological motives
D. homeostatic motives
4. In late old age, such as among those 75 and older, participation in formal religious activities such as church attendance ________.
A. is at its peak
B. is lower than at any other age of adulthood
C. remains the same as it was at retirement age
D. declines slightly
5. The three levels of moral reasoning described by Kohlberg are
A. unconventional, conventional, post-conventional
B. pre-conventional, conformist, individualistic
C. pre-conventional, conventional, unconventional
D. pre-conventional, conventional, post-conventional
6. What stage in Kohlberg’s system of moral development corresponds most closely to Maslow’s “peak experiences”?
A. Stage 7
B. Stage 6
C. Stage 5
D. Stage 4
Practice Test III-B
1. The first phase of the general adaptation syndrome is
A. resistance
B. alarm reaction
C. mobilization of the immune system
D. exhaustion
2. ________ is the primary hormone released during stress reactions.
A. Androgen
B. Cortisol
C. DHEA
D. Human growth hormone
3. Men typically exhibit a ________ response to stress whereas women typically exhibit a ________ response.
A. fight or flight, tend and befriend
B. fight or flight, care and share
C. provoked, dismissive
D. provoked, avoidance
4. The observed beneficial effect of social support on disease rates is referred to as the
A. resistance effect.
B. general adaptation syndrome.
C. social coping mechanism.
D. buffering effect.
5. What is the effect of widowhood on the likelihood of depression?
A. Depression rises sharply and remains high for at least two years after the spouse’s death.
B. Depression shows a linear increase—higher rates for each succeeding six-month period—and this trend lasts for two years after the spouse’s death.
C. Depression rises somewhat for the first 6-12 months after the spouse’s death.
D. Depression does not rise at all after the spouse’s death.
6. In which are period are the following things likely to occur: high rate of job change and high marital satisfaction?
A. 18-25
B. 25-40
C. 40-65
D. 65-75
Practice Test III-C
1. What term did Cumming & Henry use to describe the shrinkage of social contacts and social roles in old age?
A. interiority
B. introversion
C. disengagement
D. role decline
2. Which of the following groups is likely to have the lowest fear of death?
A. adults high in neuroticism
B. middle-aged adults
C. adults with strong religious commitment
D. extraverted adults
3. According to Kubler-Ross, which of the following is the final stage of dying?
A. acceptance
B. denial
C. anger
D. depression
4. The average length of hospice care is ________.
A. one week
B. one month
C. three months
D. six months
5. During 2002, approximately how many individuals took advantage of Oregon’s law allowing physician-assisted suicide?
A. 20
B. 40
C. 100
D. 500
6. Which of the following is NOT one of Wortman & Silver’s four patterns of grieving?
A. catatonic grieving
B. chronic grieving
C. delayed grieving
D. normal grieving
Answer Key
Practice Test I-A
1. d
2. a
3. b
4. a
5. c
6. d
Practice Test I-B
1. c
2. d
3. a
4. b
5. b
6. a
Practice Test I-C
1. d
2. c
3. d
4. b
5. a
6. c
Practice Test II-A
1. b
2. a
3. c
4. b
5. c
6. d
Practice Test II-B
1. b
2. d
3. c
4. c
5. d
6. a
Practice Test II-C
1. c
2. c
3. a
4. d
5. d
6. b
Practice Test III-A
1. c
2. a
3. b
4. d
5. d
6. a
Practice Test III-B
1. b
2. b
3. a
4. d
5. c
6. a
Practice Test III-C
1. c
2. c
3. a
4. b
5. b
6. a
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