Chapter
Study Guide
Chapter
1: Introduction
Chapter
2: Theories
Chapter
3: Heredity and Environment
Chapter
4: Prenatal Development and Birth
Chapter
5: The First Two Years: Biosocial Development
Chapter
6: The First Two Years: Cognitive Development
Chapter 7: The First Two Years: Psychosocial
Development
Chapter 8: The Play Years: Biosocial Development
Chapter 9: The Play Years: Cognitive Development
Chapter 10: The Play Years: Psychosocial Development
Chapter 11: The School Years: Biosocial Development
Chapter 12: The School Years: Cognitive Development
Chapter 13: The School Years: Psychosocial Development
Chapter 14: Adolescence: Biosocial Development
Chapter 15: Adolescence: Cognitive Development
Chapter 16: Adolescence: Psychosocial Development
Chapter 17: Early Adulthood: Biosocial
Development
Chapter 18: Early Adulthood: Cognitive Development
Chapter 19: Early Adulthood: Psychosocial Development
Chapter 20: Middle Adulthood: Biosocial Development
Chapter 21: Middle Adulthood: Cognitive Development
Chapter 22: Middle Adulthood: Psychosocial Development
Chapter 23: Late Adulthood: Biosocial Development
Chapter 24: Late Adulthood: Cognitive Development
Chapter 25: Late Adulthood: Psychosocial Development
Epilogue: Death and Dying
Chapter 1: Introduction
- Define the study of human
development, and identify five characteristics of the
lifespan perspective.
- Identify and describe the
three domains of human development.
- Describe the ecological model
of human development, and explain how this approach leads
to an understanding of the overlapping contexts of
development.
- Discuss the three broad
contexts that affect development throughout the lifespan.
- List and describe the basic
steps of the scientific method.
- Identify several controversies
that echo throughout the study of development.
- Describe scientific
observation and correlation as research strategies,
noting at least one advantage (or strength) and one
disadvantage (or weakness) of each.
- Describe experiments, surveys,
and case studies, noting at least one advantage (or
strength) and one disadvantage (or weakness) of each.
- Describe the three basic
research designs used by developmental psychologists.
- Briefly summarize some of the
ethical issues involved in conducting research with human
subjects.
Chapter 2: Theories
- Define developmental theory,
and describe how developmental theories help explain
human behavior and development, noting the differences
among grand theories, minitheories, and emergent
theories.
- Discuss the major focus of
psychoanalytic theories, and describe the conflicts that
occur during Freud's psychosexual stages.
- Describe the crises of
Erikson's theory of psychosocial development, and
contrast them with Freud's stages.
- Discuss the major focus of
learning theories, and explain the basic principles of
classical and operant conditioning.
- Discuss social learning theory
as an extension of learning theory.
- Identify the prime focus of
cognitive theory, and briefly describe Piaget's periods
of cognitive development.
- Discuss the process that,
according to Piaget, guides cognitive development.
- Identify the major criticisms
and contributions of each of the grand theories of
development.
- Discuss the basic ideas of
Vygotsky and the sociocultural theory of development.
- (Changing Policy) Explain the
nature-nurture controversy, particularly as it pertains
to homosexuality.
- Discuss the basic ideas of
epigenetic systems theory.
- Summarize the contributions
and criticisms of the major developmental theories, and
explain the eclectic perspective of most contemporary
developmentalists.
- (In Person) Discuss the
ethology of infant social instincts and adult caregiving
impulses.
Chapter 3: Heredity and Environment
- Describe the process of
conception and the first hours of development to the
zygote.
- Identify the mechanisms of
heredity, and explain how sex is determined.
- Discuss genetic continuity and
diversity, and distinguish between monozygotic and
dizygotic twins.
- (Changing Policy) Discuss
age-related changes in the sex-ration and whether there
should be a social policy to regulate sex selection of
children.
- Differentiate genotype from
phenotype, and explain the polygenetic and mutlifactorial
nature of human traits.
- Explain the additive and
nonadditive patterns of genetic interaction, and give
examples of the traits that result from each type of
interaction.
- Discuss X-linked genes in
terms of genotype and phenotype, and explain the concept
of genetic imprinting.
- Explain how scientists
distinguish the effects of genes and environment on
development.
- Identify some environmental
variables that affect genetic inheritance, and describe
how a particualr trait, such as shyness (inhibition),
might be affected.
- (A Lifespan View) Discuss the
interaction of genes and environment in the development
of alcoholism.
- (Research Report) Explain the
major methods of prenatal diagnosis, noting the
advantages of each.
- Describe the most common
chromosomal abnormalities, focusing on abnormalities
involving the sex chromosomes.
- Identify two common genetic
disorders, and discuss the relative incidence of dominant
and recessive genetic disorders.
- (In Person) Describe four
situations in which couples should seek genetic testing
and counseling.
Chapter 4: Prenatal Development and
Birth
- Describe the significant
developments that occur during the germinal period.
- Describe the significant
developments that occur during the period of the embryo.
- Describe the significant
developments that occur during the period of the fetus.
- (In Person) Describe the
fetus's various responses to its immediate environment
(the womb).
- Define teratology, and discuss
several factors that determine whether a specific
teratogen will be harmful.
- Identify several teratogens,
focusing on psychoactive drugs; describe their effects on
the developing embryo or fetus; and explain what can be
done to reduce the risks posed by these teratogens.
- (Changing Policy) Discuss
several protective steps that may moderate the risk of
drug damage.
- (text and A Lifespan View)
Distinguish among low-birthweight, preterm, and
small-for-gestational-age infants, and identify the
causes of low birthweight, focusing on the relationship
of poverty to low birthweight.
- Describe the normal process of
birth, specifying the events of each stage.
- Describe the test used to
assess the newborn's condition at birth.
- Discuss the importance of
medical attention and the question of medical
intervention.
- Explain the causes of cerebral
palsy, and discuss the special needs of high-risk
infants.
- (text and Research Report)
Explain the concept of parent-newborn bonding and what
extensive research has shown regarding boding in humans.
Chapter 5: The First Two Years:
Biosocial Development
- Describe the size and
proportions of an infant's body, including how they
change during the first 2 years and how they compare with
those of an adult.
- Identify risk factors and
possible explanations for sudden infant death syndrome.
- (text and A Life-Span View)
Discuss the major reason for improvement in the survival
rates of young children today.
- Describe the ways in which the
brain changes or matures during infancy.
- Discuss the role of experience
in brain development.
- Describe the basic reflexes of
the newborn, and distinguish between gross motor skills
and fine motor skills.
- Describe the basic pattern of
motor-skill development, and discuss variations in the
timing of motor-skill acquisition.
- Distinguish between sensation
and perception, and describe how and why habituation is
used in research on infant perception.
- Describe the extent and
development of an infant's perceptual abilities in terms
of the senses of vision and hearing.
- (text and Research Report)
Identify the cause of most mild hearing losses in
infants, and discuss chronic otis media, focusing on its
potential development consequences and treatment.
- Describe the extent and
development of an infant's perceptual abilities in terms
of the senses of taste, smell, and touch.
- Describe the nutritional needs
of infants.
- (text and Changing Policy)
Discuss the causes and results of malnutrition and
undernutrition in the first years, and describe measures
for preventing undernutrition.
Chapter 6: The First Two Years: Cognitive
Development
- Explain the Gibsons'
contextual view of perception, and discuss the idea of
affordances, giving examples of affordances perceived by
infants.
- Explain how the infant's focus
on movement and change enhances sensory and perceptual
skills and thus overall cognitive growth.
- (text and Research Report)
Explain what object permanence is, how it is tested in
infancy, and what these tests revealed.
- Explain what habituation
research has revealed about the infant's ability to
categorize.
- (text and A Life-Span View)
Discuss research findings on infant long-term memory and
deferred imitation as well as infants' understanding of
causal relationships.
- Identify and describe Piaget's
first two stages of sensorimotor intelligence.
- Identify and describe stages 3
through 6 of Piaget's theory of sensorimotor
intelligence.
- Describe language development
during infancy, and identify its major hallmarks.
- Contrast the theories of
Skinner and Chomsky regarding early language development,
and explain current views on language learning.
- (text and Changing Policy)
Explain the importance of baby talk, and identify its
main features.
Chapter 7: The First
Two Years: Psychosocial Development
- Describe the basic emotions expressed by
infants during the first days and months.
- Describe the main developments in the emotional
life of the child between 6 months and 2 years.
- Discuss the concept of social referencing,
including its development and role in shaping later emotions.
- Discuss the links between the infant's emerging
self-awareness and its continuing emotional development.
- Describe the evolution of learning theory
regarding personality development.
- Describe Freud's psychosexual stages of infant
development.
- (Changing Policy) Discuss concerns regarding
day care, and identify the factors that define high-quality daycare.
- Describe Erikson's psychosocial stages of
infant development.
- (text and Research Report) Discuss the origins
and development of temperament as an interaction of nature and nurture, and
describe the findings of research on the dimensions of temperament.
- Define attachment, explain how it is measured
and how it is influenced by context, and discuss the long-term consequences
of secure and insecure attachment.
- (Research Report) Describe four categories of
adult attachment, and discuss how each affects the child's attachment to the
parent.
Chapter 8: The
Play Years: Biosocial Development
- Describe normal physical growth during the play
years, and explain variations in height and weight.
- (Research Report) Describe changes in eating
habits during the preschool years.
- Discuss brain growth and development and its
effect on development during the play years.
- Identify several factors that contribute to
variation in the risk of accidental injury among children.
- (Changing Policy) Explain what is meant by
"injury control," and describe some measures that have
significantly reduced accidental death rates for children.
- Explain how the maturation of the visual
pathways and cerebral hemisphere enhances eye-hand coordination at age 4 and
allows for formal education to begin at about age 6.
- Distinguish between gross and fine motor
skills, and discuss the development of each during the play years.
- (In Person) Discuss the significance of drawing
during the play years.
- Identify the various categories of child
maltreatment, and discuss several factors that contribute to its occurrence.
- (text and A Life-Span View) Discuss the
consequences of child maltreatment and the inevitability of
intergenerational transmission of maltreatment.
- Discuss foster care, kinship care, and adoption
as intervention options in cases of child maltreatment.
- Compare and contrast three approaches to the
prevention of child maltreatment.
Chapter 9: The
Play Years: Cognitive Development
- Describe and discuss the major characteristics
of preoperational thought, according to Piaget.
- Contrast Vygotsky's views on cognitive
development with those of Piaget, focusing on Vygotsky's concept of guided
participation.
- Explain the significance of scaffolding and the
zone of proximal development in promoting cognitive growth.
- Describe Vygotsky's view of the role of
language in cognitive growth.
- (Research Report) Compare and contrast the
theories of Piaget and Vygotsky, and explain why findings have led to
qualification or revision of Piaget's description of cognition during the
play years.
- Discuss young children's memory abilities and
limitations, noting the role of meaning in their ability to recall events.
- Discuss the reliability of children's
eyewitness testimony.
- Explain the typical preschool child's theory of
mind, notion how it is affected by culture and context.
- (text and A Life-Span View) Explain the role of
fast mapping in children's acquisition of language.
- Discuss the development of grammar during the
play years, and discuss limitations in the young child's language abilities
- (text and In Person) Identify the
characteristics of a high-quality preschool program, and discuss the
long-term benefits of preschool education for the child and his or her
family.
Chapter 10: The Play
Years: Psychosocial Development
- Discuss the relationship between the child's
developing sense of self and social awareness.
- (Changing Policy) Discuss the impact of being
an only child on cognitive and social development.
- Discuss emotional development during early
childhood, focusing on emotional regulation.
- Differentiate four types of aggression during
the play years, and explain why certain types are more troubling to develop mentalists
than others.
- (A Life-Span View) Discuss how watching
television contributes to the development of aggression and other antisocial
behaviors.
- Discuss the nature and significance of
rough-and-tumble and sociodramatic play during the play years.
- Compare and contrast three classic patterns of
parenting and their effect on children.
- Discuss the pros and cons of punishment, and describe
the most effective method for disciplining a child.
- (Research Report) Discuss the relationship
between punishment at home and aggression at school.
- Describe the developmental progression of
gender awareness in young children.
- Summarize five theories of gender role
development during the play years, noting important contributions of each.
Chapter 11: The
School Years: Biosocial Development
- Describe normal physical growth and development
during middle childhood, and account for the usual variations among
children.
- Discuss the problems - both physical and
psychological - of obese children in middle childhood.
- (Research Report) Identify the major causes of
obesity, and outline the best approaches to treating obesity.
- (Changing Policy) Discuss the causes,
treatments, and impact asthma on development during the school years.
- Describe motor-skill development during the
school years, focusing on variations due to gender, culture, and genetics.
- Explain how achievement and aptitude tests are
used in evaluating individual differences in cognitive growth, and discuss
why use of such tests is controversial.
- (A Life Span View) Describe two theories of
multiple perspective, and discuss their implications for intelligence
testing.
- Explain the new developmental psychopathology
perspective, and discuss its value in treating children with special needs.
- Identify the symptoms of autism, and discuss
its possible causes.
- Describe how learning disabilities are
diagnosed, and identify some of the basic deficiencies.
- Describe the symptoms and possible causes of
attention-deficit hyperactivity disorder and attention deficit hyperactivity
disorder with aggression.
- Discuss the types of treatment available for
children with attention-deficit hyperactivity disorder.
- (In Person) Describe techniques that have been
tried in efforts to educate children with special needs.
Chapter 12: The School
Years: Cognitive Development
- Describe the components of the information
processing system, noting how they interact.
- (text and A Life-span View) Discuss advances in
selective attention, memory skills, and processing speed during middle
childhood.
- (text and A Life-span View) Discuss advances in
knowledge and metacognition during the school years.
- Identify and discuss the logical operations of
concrete operational thought, and give examples of how these operations are
demonstrated by schoolchildren.
- Outline Kohlberg's stage theory of moral
development.
- Identify and evaluate several criticisms of
Kohlberg's theory.
- (text and Changing Policy) Discuss variations
in the schooling of children, focusing on the developmental approach to
education.
- Describe the development of communication
skills during the school years, noting changing abilities in vocabulary and
code-switching.
- Identify several conditions that foster the
learning of a second language, and describe the best approaches to bilingual
education.
- Describe how cultural needs and standards
direct cognitive growth and have led to changes in how schoolchildren in the
United States spend their time.
Chapter 13: The School
Years: Psychosocial Development
- Identify the common themes or emphases of
different theoretical views of the psychosocial development of school-age
children.
- Define social cognition, and explain how
children's theory of mind and emotional understanding evolve during middle
childhood.
- (In Person) Describe the development of
self-understanding during middle childhood and its implications for
children's self-esteem.
- Discuss the importance of peer groups during
the school years, providing examples of how school-age children develop
their own subculture and explaining the importance of this development.
- Discuss how friendship circles change during
the school years.
- Discuss the plight of two types of rejected
children.
- (text and Research Report) Discuss the special
needs of bullies and their victims, and describe possible ways of helping
such children.
- Identify five essential ways that functional
families nurture school-age children, and contrast the styles of open and
closed families.
- (text and A Life-span View) Discuss the impact
of divorce on the psychosocial development of the school-age child.
- Identify the variables that influence the impact
of stresses on schoolchildren.
- (Changing Policy) Discuss the impact of poverty
and homelessness on the development of school-age children.
- Discuss several factors that seem especially
important in helping children to cope with stress.
Chapter 14:
Adolescence: Biosocial Development
- Outline the biological events of puberty.
- Discuss the emotional and psychosocial impact
of pubertal hormones.
- (text and A Lifespan View) Identify several
factors that influence the onset of puberty.
- Describe the growth spurt in both male and the
female adolescent, focusing on changes in body weight and height.
- Describe the changes in the body's internal
organ systems that accompany the growth spurt.
- Discuss the nutritional needs and problems of
adolescents.
- Discuss the development of the primary sex
characteristics in males and females during puberty.
- (In Person) Discuss how adolescents respond to
the sexual changes of puberty and how these reactions have changed over the
decades.
- Discuss the development of the secondary sex characteristics
in males and females during puberty.
- (Research Report) Discuss the adolescent's
preoccupation with body image and the problems that sometimes arise in the
development of a healthy body image.
- Discuss sexual abuse, noting its prevalence and
consequences for development.
- (text and Changing Policy) Discuss drug use
among adolescents today, including its prevalence, its significance for
development, and the best methods of prevention.
Chapter 15: Adolescence: Cognitive Development
- Describe advances in thinking during adolescence.
- Describe evidence of formal operational
thinking during adolescence, and provide examples of adolescents' emerging
ability to reason deductively and inductively.
- Discuss adolescent egocentrism, and give three
examples of egocentric fantasies or fables.
- Evaluate the typical secondary school's ability
to meet the cognitive needs of the typical adolescent.
- Discuss the impact of competitive and
cooperative learning on the typical adolescent.
- Briefly discuss the typical adolescent's
inability to make major life decisions.
- (Changing Policy) Discuss whether part-time
employment is advisable for adolescents.
- Explain how adolescent thinking contributes to adolescent
pregnancy and sexually transmitted disease.
- (text and A Life Span View) Discuss the need
for better sex education in the schools and the role of parents as sex
educators.
Chapter 16: Adolescence:
Psychosocial Development
- Describe the development of identity
during adolescence.
- Describe the five major identity
statuses, and give examples of each.
- (text and In Person) Discuss the
problems of identity formation encountered by minority
adolescents.
- Discuss parental influences on
identity formation, including the effect of
parent-adolescent conflict and other aspects of family functioning.
- Discuss the constructive
functions of peer relationships and close friendships
during adolescence and the unique challenges faced by immigrants.
- (text and Research report)
Discuss the development of intimate relationships
during adolescence, including the challenges faced by gay and
lesbian adolescents.
- Discuss adolescent suicide,
noting its incidence and prevalence, gender and
national variations, and contributing factors.
- (text and Changing Policy)
Discuss delinquency among adolescents today, noting
its incidence and prevalence, significance for later development, and best
approaches for prevention or treatment.
- Discuss the theme of this text
as demonstrated by adolescent development.
Chapter 17: Early Adulthood: Biosocial Development
- Describe the changes in growth, strength, and overall health that occur
during early adulthood.
- Describe age-related changes in physical appearance that become noticeable
by the late 20s.
- Discuss changes in the efficiency of various body functions, focusing on
the significance of these changes for the individual.
- (text and A Life-Span View) Identify age-related trends in the sexual
responsiveness of both men and women during the decades from 20 to 40.
- Discuss the use of contraceptives during young adulthood.
- (text and In Person) Describe the main causes of infertility in men and
women, and list several techniques used to treat this problem, noting some
of the issues raised by the techniques.
- Discuss the causes and consequences of drub abuse during early adulthood.
- (text and Changing Policy) Identify the potentially harmful effects of
repeated dieting.
- Describe the typical victims of anorexia nervosa and bulimia nervosa, and
discuss possible explanations for these disorders.
- Explain how restrictive stereotypes of "masculine" behavior may
be related to the self-destructive behaviors of many young Americans.
- (text and Research Report) Discuss the factors that may determine whether
a young male adult will suffer a violent death.
Chapter 18: Early Adulthood: Cognitive Development
- Describe three approaches to the study of adult cognition.
- Identify the main characteristics of postformal thought, and tell how it
differs from formal operational thought.
- (text and Research Report) Explain how emotionally charged problems
differentiate adolescent and adult reasoning.
- Define dialectical thought, and give examples of its usefulness.
- Evaluate or draw a conclusion about whether postformal thought represents
a separate stage of development.
- Explain Carol Gilligan's view of how moral reasoning changes during
adulthood.
- (A Life-Span View) Briefly describe the six stages of faith outlined by
James Fowler.
- Explain how the Defining Issues Test helps relate moral development to
other aspects of adult cognition and life satisfaction.
- Discuss the relationship between cognitive growth and higher education.
- (text and Changing Policy) Compare college students today with their
counterparts of a decade or two ago, and explain how cheating reflects
students' value systems.
- (text and In Person) Discuss how life events may trigger new patterns of
thinking and result in cognitive growth.
Chapter 19: Early Adulthood: Psychosocial Development
- Identify the two basic tasks, or crises, of adulthood and explain how the
viewpoint of most developmentalists regarding adult stages has shifted.
- Explain how the social clock influences the timing of important events
during early adulthood.
- (text and In-Person) Review the developmental course of friendship during
adulthood, noting factors that promote friendship, gender differences in
friendship patterns, and the impact of marriage on friendships.
- (Research Report) Identify Sternberg's three components of love and
discuss the pattern by which they develop in relationships.
- Discuss the impact of cohabitation on relationships, and identify the
factors that influence marital success.
- Discuss the impact of social systems on divorce, the reasons for today's
rising divorce rate, and the usual impact of divorce on families.
- Discuss the adjustment problems that accompany divorce, especially those
of the custodial parent.
- (A Life-Span View) Discuss spouse abuse, focusing on its forms,
contributing factors, and prevention.
- Discuss the importance of work to the individual and whether the
traditional stages of the career cycle are pertinent to today's workers.
- Identify possible reasons for the variability in the job cycle today and
the developmental implications for adults just entering the work force.
- Discuss the myths, challenges, and opportunities of dual-earner family
life.
- Focusing on broad themes, describe the stages of the family life cycle,
noting the rewards and challenges of each stage.
- Discuss the special challenges facing stepparents, adoptive parents, and
foster parents.
Chapter 20: Middle Adulthood: Biosocial Development
- Identify the typical physical changes of middle adulthood, and discuss
their impact.
- Describe how the functions of the sense organs and vital body systems
change during middle adulthood.
- (text and Research Report) Describe the relationship between certain
lifestyle factors - smoking, alcohol use, nutrition, weight, and exercise -
and health.
- Differentiate four measures of health, and expalin the concept of
quality-adjusted life years (QALYs).
- Explain how variations in health are related to ethnicity.
- (Changing Policy) Explain why group differences in health are often
misattributed to genes and ancestry.
- Cite sex differences in mortality and morbidity rates and several ways in
which these differences have been exacerbated by the medical community.
- Identify the typical changes that occur in the sexual-reproductive system
during middle adulthood, and describe the benefits of hormone replacement
therapy.
- (A Life Span View) Discuss historical changes in the psychological impact
of menopause.
- Identify age-related changes in sexual expression.
Chapter 21: Middle Adulthood: Cognitive Development
- Distinguish between fluid and crystallized intelligence and explain how
each is affected by age.
- Differentiate the three fundamental forms of intelligence described by
Robert Sternberg, and discuss how each tends to vary over the life span.
- (Research Report) Explain the concept of selective optimization with
compensation.
- Outline Howard Gardner's theory of intelligence, noting the impact of
genes, culture, and aging on the various dimensions of intelligence.
- Discuss the multidirectionality of intelligence.
- (A Life Span View and In Person) Briefly trace the history of the
controversy regarding adult intelligence, explain how Schaie's
cross-sequential research corrected for some of the problems of
cross-sectional and longitudinal research, and discuss his findings
regarding adult intelligence.
- Explain how and why context and cohort affect intellectual development
during adulthood.
- Discuss the plasticity of intelligence, and describe how the cognitive
processes of experts differ from those of novices.
Chapter 22: Middle Adulthood: Psychosocial
Development
- Discuss the changes that normally occur during middle age, including
whether midlife is inevitably a time of crisis.
- (A Life Span View) Explain why middle-aged adults are considered the
"sandwich generation".
- Describe the Big Five clusters of personality traits, and discuss reasons
for their relative stability during adulthood.
- (text and In Person) Explain how an ecological niche interacts with
personality.
- Explain the tendency toward gender role convergence during middle age.
- Characterize the relationship between middle-aged adults and the older and
younger generations.
- Differentiate three patterns of grandparent-grandchild relationships, and
discuss historical trends in their prevalence.
- Discuss how and why marital relationships tend to change during middle
adulthood.
- Discuss the impact of divorce and remarriage during middle adulthood,
including reasons for the high divorce rate among the remarried.
- Describe how the balance among work, family, and self often shifts during
middle adulthood.
Chapter 23: Late
Adulthood: Biosocial Development
- Define ageism, and discuss some of the factors
that contribute to ageism in our society.
- (A Lifespan View) Describe ongoing changes in
the age distribution of the American population
- (text and In Person) Differentiate between
primary and secondary aging, and list several characteristic effects of
aging on the individual's appearance.
- Describe age-related problems in vision and
hearing.
- (text and Research Report) Discuss the
adjustments older adults may have to make in various areas of life in order
to maintain optimal functioning.
- Identify several reasons that the incidence of
chronic and acute diseases increases significantly with age, and explain the
concept of compression of morbidity.
- Outline the wear-and-tear and cellular
accidents theories of aging.
- Explain how the immune system functions and
describe age-related changes in its functioning.
- Explain senescence from an epigenetic systems
theory perspective.
- Discuss the role of genetics in aging, and
explain what the Hayflick limit is and how it supports the idea of a genetic
clock.
- Identify lifestyle characteristics associated
with the healthy, long-lived adult.
- (Changing Policy) Discuss nutritional and
exercise needs during late adulthood, and suggest how these might best be
met.
Chapter 24: Late
Adulthood: Cognitive Development
- Summarize the laboratory findings regarding
changes in the sensitivity of the sensory register and the capacity of
working memory during late adulthood.
- Summarize the laboratory findings regarding
changes in teh older adult's ability to access the knowledge base and to use
control processes efficiently.
- (A Lifespan View) Discuss the difficulties in
assessing long-term memory, and describe research findings regarding older
adults' long-term memory.
- Suggest several reasons, other than the aging
process itself, that might contribute to age-related declines in cognitive
functioning.
- Describe age-related changes in the brain's
size, weight, number of cells, and speed of processing.
- (Research Report) Summarize and critique the
findings of studies showing that special training can reduce the
intellectual decrements associated with aging.
- Characterize and explain discrepancies between
how the elderly perform on memory and problem-solving tasks in the
laboratory, on the one hand, and in daily life, on the other.
- (text and Changing Policy) Discuss the impact
of nursing homes on the practical competencies of older adults and whether
age-related declines in memory and processing speed are inevitable.
- Identify the two most common forms of dementia,
and discuss the differences between them.
- Identify and describe the subcortical dementia,
and discuss the difference between them.
- Discuss the claims of developmentalists
regarding the possibility of positive cognitive development during late
adulthood, and cite several areas of life in which such development may
occur.
Chapter 25: Late
Adulthood: Psychosocial Development
- Explain the central promises of self theories
of psychosocial development during late adulthood.
- Discuss Erikson's stages of integrity versus
despair and the process of achieving integrity in old age.
- Identify and describe the stratification
theories of psychosocial development during late adulthood.
- Discuss the dynamic theories of late adulthood.
- Discuss the impact of retirement on the
individual and the factors that influence adjustment to this event.
- List and discuss several alternatives sources
of achievement during late adulthood.
- (Changing Policy) Explain how the economic
circumstances of the elderly have changed in recent years, and discuss the
issue of generational equity.
- Describe the components of the social convoy,
and explain this convoy's increasing importance during late adulthood.
- Discuss how, and why, marriage relationships
tend to change as people grow old.
- Discuss the impact of being old and single
(never-married, divorced, or widowed) on both women and men.
- (text and In Person) Discuss the relationship
between the generations and between siblings, and identify several reasons
for current patterns of detachment.
- Describe the frail elderly, and explain why
their number is growing.
- (text and A Lifespan View) Identify and discuss
four factors that may protect the elderly from frailty.
- Discuss alternative care arrangements for the
frail elderly, identifying some of the potential advantages and
disadvantages of each.
- (Research Report) Describe the typical case of
elder abuse.
Epilogue: Death and Dying
- Briefly describe Kubler-Ross's stages of dying,
and discuss those stages in light of more recent research.
- (A Lifespan View) Discuss age-related
differences in the conceptualization of death.
- Discuss the steps that patients, family
members, and medical personnel can take to plan for a swift, pain-free, and
dignified death.
- (text and Changing Policy) Explain the concept
of palliative care, focusing on the advantages and disadvantages of
hospices.
- (text and Research Report) Discuss issues
surrounding physician-assisted suicide and voluntary euthanasia.
- Describe some cultural and religious variations
in how death is viewed and treated.
- (text and In Person) Describe recent changes in
the mourning process, and suggest steps that can be taken in helping someone
to recover from bereavement.
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