Chapter 1 Themes and Issues in Adult Development and Aging As the opening chapter to the book, the material covered here provides the orientation to the course. There is enough material in this chapter to cover two to three lectures. During the first lecture, it is particularly important to provide students with a sense of excitement about the field. Reflect on your own enthusiasm for teaching this topic and, if appropriate, relate personal experiences that have led you to want to become involved in adult development and aging. It would also be useful to find out why students have chosen to taken the course, as it is quite likely that many of them are there for personal reasons as well. Ask students to watch for news, advertisements, newspaper, and magazine items that focus on older adults and associated issues related course material to discuss in class.
LECTURE GUIDELINES There is a logical break between the theoretical issues in the first part of the chapter and the demographic material presented at the end. The lecture on demography can begin with a discussion of current issues relevant to aging, such as the effect on the population of the "graying of America". A discussion of the "Baby Boomers" would also be interesting, as many of the students have parents, or possibly grandparents, in this generation. You can also encourage students to contrast their views about Baby Boomers with “Millennials,” “Gen-X’ers,” and the like. Ask them if they believe that generational labels are helpful in understanding the behavior of individuals. Check the website for the Canadian Association of Retired Persons (CARP), www.carp.com, for articles and profiles of older adults, centenarians, life expectancy, and numerous age-related issues in Canada. Zoomer magazine, published in conjunction with CARP, is an relevant source of Canadian perspectives on aging and ageism.
VIDEOS AND FILMS There are many potentially relevant materials to include in the lectures based on this chapter. Keep your eyes open for news items that concern aging in Canada, the U.S., and the world relevant to the economy, social trends, and population dynamics. Non-stereotypic older adults can also be shown to counter negative representations that students may have such as older persons engaging in activities that would not normally be associated with aging. There are two excellent films by PBS: “The Way We Get By” (http://www.pbs.org/pov/waywegetby/) and Frontline “Living Old” (http://www.pbs.org/wgbh/pages/frontline/livingold/view/). Because there are many statistics to summarize in the demography section, it is helpful to provide anything that will put a human face to the numbers. There is an excellent series available on YouTube divided into five parts, called “The World’s Oldest People”: http://www.youtube.com/watch?v=Bjd8_9dtLHo
DISCUSSION QUESTIONS THE BIOPSYCHOSOCIAL PERSPECTIVE • •
Why is the biopsychosocial perspective important? How does the material in this course relate to other courses that you have taken which employ an interdisciplinary perspective?
IM-2 |1
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
FOUR PRINCIPLES OF ADULT DEVELOPMENT AND AGING • • • • • • •
Do you feel that you are a different person than you were when you were younger? Do you know of individuals who illustrate the principle of individual differences in development? What are the important intraindividual dimensions that psychologists should study? What are the implications for the field when you consider that the only people we can study in old age are those who survived? How can you be a survivor? Name some changes that you think are age-related and see if they are in fact age- or disease-related. Ask students to complete one of the Canadian on-line life expectancy surveys e.g., “Will you live to be 100”? What factors are amenable to change/modifiable and which are not?
THE MEANING OF AGE • • • •
How would you define a person as an "adult"? Do you feel that you qualify as an adult? What are appropriate criteria to use for this distinction other than or in addition to age? What are the pros and cons of using these age-based divisions? How could the alternative indices of age be implemented in a practical sense so that they would replace chronological age? Can you come up with examples of influences on development that have affected you?
KEY SOCIAL FACTORS IN ADULT DEVELOPMENT AND AGING • • •
• • • • •
How is your identity affected by your gender? Why is ethnicity an important factor in adult development and aging? Consider some of the implications of Canada’s multicultural policy for its diverse population. How does Statistics Canada measure the multicultural background of the population? Consider some of the difficulties with use of the grouping: Canadian-born, immigrant, visible minority, and Aboriginal populations. How has your social class affected your own life so far? How do you think social class will affect your life in the future? What sorts of influences do you think that social class has on people's lives and why is it important in development? How has your religion affected your own development? Why do you think religion has not been examined in previous research on adult development and aging?
THE BABY BOOMERS GROW UP: CHANGES IN THE MIDDLE-AGED AND OLDER POPULATION IN CANADA AND THE WORLD • • •
What are the implications of an aging population? Will the aging Baby Boomers change the way that we think about aging, or have they done so already? Who are famous aging Baby Boomers you can think of in the media who defy traditional stereotypes? What are the implications of changes in the racial and ethnic distribution of the aging population?
Test Bank IM & TB -1 |2
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
Multiple Choice Questions 1. Research on adaptation to aging suggests that the most important factor determining your health, happiness, and longevity may very well be your ______ age. a) chronological b) subjective c) biological d) sociological Answer: b Section Reference: The Biopsychosocial Perspective
2. The term __________ captures the concept that aging involves an interaction among processes such as physical changes, cognition, and social context: a) biopsychosocial b) physiocultural c) multidirectional d) transformational Answer: a Section Reference: The Biopsychosocial Perspective
3. Of the following areas of aging, which would be considered a “biological” component of the biopsychosocial model? a) Changes in muscle mass. b) Loss of a spouse. c) Retirement from a job. d) Gains in vocabulary skills. Answer: a Section Reference: The Biopsychosocial Perspective
4. Which of the following would be considered a “social” age-related factor in the biopsychosocial perspective? a) Improving in wisdom. b) Losing muscle strength. c) Becoming a grandparent. d) Increasing in conscientiousness. Answer: c Section Reference: The Biopsychosocial Perspective
IM & TB -1 |3
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
5. The changes that individuals experience in income and residence when they retire and move out of the home where they spent their working lives would fall into the ____________ domain of the biopsychosocial model. a) psychological b) sociocultural c) biological d) cognitive Answer: b Section Reference: The Biopsychosocial Perspective
6. Changes over time in an individual’s thoughts, feelings, and behaviors as they cope with the physical changes involved in aging fall into which domain of the biopsychosocial perspective toward aging? a) Sociocultural b) Biological c) Gerontological d) Psychological Answer: d Section Reference: The Biopsychosocial Perspective
7. According to the continuity principle of adult development and aging, the experiences you have as a young adult will play what role in your development? a) Young people are able to make up for any damage they do their bodies when they get older. b) The friends people have in their college years will most likely be the same ones they have later in life. c) People retain their identities about as they get older, even though their appearance changes. d) Older adults would prefer to be treated as “old” rather than as the people they were when younger. Answer: c Section Reference: Four Principles of Adult Development and Aging
8. The ________________ principle of adult development and aging proposes that changes build on themselves over life in a cumulative fashion. a) selection b) continuity c) individuality d) normative Answer: b Section Reference: Four Principles of Adult Development and Aging
IM & TB -1 |4
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
9. Because the _____________ are the individuals we study in later life, researchers caution that the findings may not be true for everyone born in a given period of time. a) institutionalized b) less able c) young-old d) survivors Answer: d Section Reference: Four Principles of Adult Development and Aging
10. Which of the following might account for the fact that the people who live to old age are the “survivors”? a) They ate foods that are rich in dietary cholesterol. b) Their families provided a strong support network. C) They have lived a life in which they took high risks. d) They avoided exercising or being too physically active. Answer: b Section Reference: Four Principles of Adult Development and Aging
11. How does the fact that older adults are survivors influence research on aging? a) Researchers must adapt their test instruments to accommodate them. b) Healthy older adults tend to be the exception rather than the rule. c) Psychological studies have less validity than studies on biology of aging. d) The available samples are positively selected on important characteristics. Answer: d Section Reference: Four Principles of Adult Development and Aging
12. Which of the following is not characteristic of older adult survivors? a) Good health and physical funtioning b) Cognitive and intellectual functioning c) Opportunistic risk taking d) Personality Answer: c Section Reference: Four Principles of Adult Development and Aging
13. 75-year-old Mrs. A. has difficulty with her vision due to cataracts but her friend Mrs. B., also 75, can see perfectly. However, Mrs. B.’s arthritis makes it difficult for her to walk while Mrs. A. recently ran a senior marathon. This example illustrates which principle of adult development and aging? a) Interindividual differences. b) Normal aging is different from disease. IM & TB -1 |5
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
c) Survivors are an increasingly select group. d) Changes are continuous over the life span. Answer: a Section Reference: Four Principles of Adult Development and Aging
14. A 77-year-old man has loved to jog for his entire life, and he is still able to keep up a pretty good pace. However, he is suffering hearing loss which makes it difficult for him to enjoy the music he likes to play while out on his run. In addition, he’s noticing that it’s getting harder for him to see the street signs unless the sun is brightly shining. This man illustrates which principle of aging? a) continuity b) multidirectionality c) survivor effects d) tertiary aging Answer: b Section Reference: Four Principles of Adult Development and Aging
15. Researchers studying the volume of the hippocampus within the brain showed the importance of examining individual differences in aging by finding that: a) most of the adults 70 and older had greater hippocampal volume than the younger adults. b) the overall direction of hippocampal volume change was slightly positive starting at age 30. c) at least some older adults studied had equal or higher brain volume than some young adults. d) the greatest variation in hippocampal volume occurred among adults who were in their late 20s. Answer: c Section Reference: Four Principles of Adult Development and Aging
16. The idea there are differences within the individual in the rate of aging is referred to as: a) interindividual variability. b) multidirectionality. c) personal aging. d) nonnormative influences. Answer: b Section Reference: Four Principles of Adult Development and Aging
17. The idea that people become more different from each other as they grow older is known as the principle that: a) changes are continuous. b) aging is interdisciplinary. c) individuality matters. d) only the survivors grow old. IM & TB -1 |6
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
Answer: c Section Reference: Four Principles of Adult Development and Aging
18. The rapid loss of functioning that individuals may experience at the very end of their lives is known as _________ aging: a) tertiary b) primary c) normal d) accelerated Answer: a Section Reference: Four Principles of Adult Development and Aging
19. Changes due to normal aging include which type of processes? a) Abnormal and disease-related b) Sudden and rapid c) Preventative and compensatory d) Universal and progressive Answer: d Section Reference: Four Principles of Adult Development and Aging
20. Which of the following would be considered an example of “normal” age-related psychological changes? a) lowering of self-esteem b) moderation of personal qualities c) development of sleep problems d) losing interest in hobbies Answer: b Section Reference: Four Principles of Adult Development and Aging
21.Which of the following is considered an example of secondary aging? a) Developing diabetes at the age of 67. b) Marrying for the third time at age 55. c) Working part-time at the age of 72. d) Moving to a retirement community at age 62. Answer: a Section Reference: Four Principles of Adult Development and Aging
IM & TB -1 |7
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
22. Due to the process of ______ aging, an older adult may develop a disease such as skin cancer after years of exposure to the sun. a) primary b) tertiary c) secondary d) normal Answer: c Section Reference: Four Principles of Adult Development and Aging
23. A term in gerontology used to refer to people who are in the age group of 65-74 is: a) oldest-old b) middle-old c) healthy-old d) young-old Answer: d Section Reference: The Meaning of Age
24. People referred to as “old-old” have which specific characteristic? a) Prematurely gray and wrinkled b) Between the ages of 75-84 c) Retire after the age of 65 d) Become grandparents in middle age Answer: b Section Reference: The Meaning of Age
25. A centenarian falls technically into the category of which division of the older adult population? a) young-old b) oldest old c) old-old d) super-old Answer: b Section Reference: The Meaning of Age
26. People now considered supercentenarians, such as Jeanne Louise Calment, live past the age of: a) 100. b) 90. c) 130. d) 110. IM & TB -1 |8
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
Answer: d Section Reference: The Meaning of Age
27. The index of age that represents a person's functioning on measures such as intelligence, memory, and learning ability is called ___________ age. a) Psychological b) Social c) Biological d) Secondary Answer: a Section Reference: The Meaning of Age
28. A world-class tennis player decides to end her career and retire at the age of 24. Her _____ age would be approximately 65 years old. a) psychological b) biological c) physiological d) social Answer: d Section The Meaning of Age
29. Individuals who are in the period of emerging adulthood are likely to show which qualities? a) Early signs of the normal aging process. b) Transition to responsible family and work roles. c) Difficulties in interacting with older family members. d) Psychological but not physiological maturity. Answer: b Section Reference: The Meaning of Age
30. Genevieve is 27 years old, finishing graduate school and living with her parents. As she makes her transition into adulthood, psychologists would consider her an example of someone in the age period called _______ adulthood. a) emerging b) young-old c) psychological d) normative Answer: a IM & TB -1 |9
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
Section Reference: The Meaning of Age
31. The large impact of the COVID-19 pandemic makes it a ________________ influence on development. a) secondary aging b) normative history-graded c) personal aging d) normative age-graded Answer: b Section Reference: The Meaning of Age
32. The term "gender" refers to: a) biologically assigned characteristics. b) self-identification as male or female. c) treatment of women in society. d) orientation toward sexual partners. Answer: b Section Reference: Key Social Factors in Adult Development and Aging
33. The main focus of the large British study known as Whitehall II is on the role of ____________ as a factor in development. a) historical change b) racial disparities c) social class d) nationality Answer: c Section Reference: Key Social Factors in Adult Development and Aging
34. As indicated in the text, according to the 2016 Census, in Canada the largest visible minority group aged 65 and older is: a) Hispanic; Latin American b) Asian c) Black d) Aboriginal Answer: b Section Reference: Key Social Factors in Adult Development and Aging
35. Which of the following topics would be considered to provide evidence on the effect of sex in development? IM & TB -1 |10
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
a) Disparities in income b) Social role expectations c) Identification as a male or female d) Role of hormones in behavior Answer: d Section Reference: Key Social Factors in Adult Development and Aging
36. Highly developed countries that have nearly equal birth and death rates have an age-sex structure that resembles which shape? a) Trapezoid b) Circle C) Diamond d) Rectangle Answer: d Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
37. The term ____________ is used to refer to individuals who fought in World War II. a) Greatest Generation b) Baby Boom c) Millennials d) Gen Xers Answer: a Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
38. According to Statistics Canada, as of July 1, 2019 the percentage of people 65 and older in Canada is approximately _____percent. a) 15.5 b) 17.5 c)21.5 d) 28.5 Answer: b Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
39. The ____ for humans has never changed. a) life expectancy IM & TB -1 |11
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
b) life span c) compression of morbidity d) adjusted life expectancy Answer: b Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
40. The term life ______ refers to the maximum number of years that a species lives, reflecting its genetic inheritance. a) length/expectancy b) span c) limit d) potential Answer: b Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
41. The increased population of adults aged 65 and older in Canada can be attributed specifically to the higher life _______ being achieved by current generations. a) length b) expectancy c) growth d) span Answer: b Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
42. The number of years a person can expect to live with relatively little disability is known as: a) life span projection. b) morbidity-free span. c) functional age. d) health-adjusted life expectancy. Answer: d Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
43. The parents of people in the Baby Boom generation are known as: a) Gen B. IM & TB -1 |12
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
b) Senior Boom. c) Silent Generation. d) Pioneer Cohort. Answer: c Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
44. According to Statistics Canada (2019) the average life expectancy at birth Is ____ for women and _________ for men. a) 75; 72.5 b) 78; 75.9 c) 82; 78.7 d) 84; 79.9 Answer: d Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
45. According to Statistics Canada (2019) the health-adjusted life expectancy for Canadians is ______ years for women and ____for men. a) 65.5; 60.5 b) 66.5; 62.5 c) 69.5; 67 d) 70.5; 69 Answer: d Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
46. The highest percentage of Canadians aged 65 and older are located which province(s)? a) Newfoundland and Labrador b) Quebec c) Manitoba and Saskatchewan d) British Columbia Answer: a Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
47. According to Statistics Canada, as of July 1, 2019, the median age of the Canadian population is approximately ____years. IM & TB -1 |13
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
a) 32.8 b) 35.8 c) 40.8 d) 45.8 Answer: c Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
48. The number of people 65 and older projected to be alive around the world in 2050 is approximately: a) 106 million b) 2.37 billion c) 1.57 billion d) 670 million Answer: c Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
49. The world region with the highest percentage distribution of population aged 65 and older is: a) Africa. b) Asia. c) Europe. d) North America. Answer: b Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
50.as According to He and colleagues (2016) the greatest decline in world population aged 65 and older from 2015 to 2050 is expected for: a) Africa b) Asia c) Europe d) North America Answer: c Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
51. The effects of a changing environment including normative-graded, history-graded, and non-normative changes refer to: IM & TB -1 |14
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
a) Biological aging b) Psychological aging c) Social aging d) Personal aging Answer: c Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
Short Answer
52. Provide examples of concepts from the fields involved in the biopsychosocial perspective. Section Reference: The Biopsychosocial Perspective
53. Why is the biopsychosocial perspective important in understanding the processes of adult development and aging? Section Reference: The Biopsychosocial Perspective
54. What are the four principles underlying the study of adult development and aging? Section Reference: Four Principles of Adult Development and Aging
55. Why is it important to distinguish normal aging from disease? Section Reference: Four Principles of Adult Development and Aging
56. What are advantages and disadvantages of using a particular age to define "adult"? Section Reference: The Meaning of Age
57. Define and explain the purpose of using alternative indices of age. Section Reference: The Meaning of Age
IM & TB -1 |15
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
58. List the three influences on development and provide examples of each. Section Reference: The Meaning of Age
Essay 59. Why do researchers believe it is important to distinguish personal from social aging?
60. List and define the 5 major social categorizations used in describing the findings and theories in adult development and aging. Section Reference: Key Social Factors in Adult Development and Aging
61. What might be the reasons for so few studies on the role of religion and spirituality in aging? What might researchers be missing by failing to study this topic? Section Reference: Key Social Factors in Adult Development and Aging
62. What are the two main factors that have contributed to changes in life expectancy in the last 100 years? Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
63. What are the four main implications of changes in the age distribution of the population in Canada over the next 30 to 40 years? Section Reference: The Baby Boomers Grow Up: Changes in the Middle-Aged and Older Population in Canada and the World
64. What is the value of using age as a means of understanding development? Would alternative indices be more useful? Why or why not?
65. Why is it important to understand individual differences in the process of development in later life?
IM & TB -1 |16
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
66. How will changes in the age distribution of the population affect society as a whole? Provide specific examples.
IM & TB -1 |17
Chapter 2 Models of Development: Nature and Nurture in Adulthood LECTURE GUIDELINES This is a heavily theoretical chapter and can be tough going for students who are eager to move on to learning more concrete information about adult development and aging. Depending on the nature of the class and its size, the lecture can be oriented toward more or less theoretical aspects of the material by providing a conceptual orientation (more theoretical) or concrete examples (less theoretical). Because this material previews much of what is to come in later chapters, it is also possible to use this chapter as a way to plant the "seeds" for these later concepts and discussions. Depending on the length of the class, it is advisable to break this chapter into two or more lectures, dividing it along the lines of biological vs. psychosocial theories. Biological theories can occupy an entire class period, particularly when combined with videos (see below). Some students may need extensive background in concepts of genetics. These will be important for later chapters, particularly Chapter 5, in which the genetic contributions to Alzheimer's and other diseases are discussed. The psychosocial theories provide an opportunity to present some substantive material that may be of greater inherent interest to students in psychology and other social sciences as it previews concepts that will not appear until much later in the course, such as personality development and family issues.
VIDEOS AND FILMS The topic of developmental models is an important one to break up with relevant videos and films because the concepts are inherently dry and theoretical for some students. There are ample resources on biological theories of aging. The best ones that I have found are on the PBS series called “NOVA Science Now”: http://www.pbs.org/wgbh/nova/sciencenow/ which aired several segments about the genetics of aging. A popular movie that contains interesting twists about age and time is “The Curious Case of Benjamin Button.” http://www.pbs.org/wgbh/nova/body/can-we-slow-aging.html Ageism can be illustrated by showing scenes from humorous portrayals of aging characters in a stereotyped fashion, such as the Simpson's, a classic cartoon series with a wealth of material on aging. There is also an excellent example in the Seinfeld episode called “The Old Man,” in which the characters each confront and older adult who is depicted in a funny but stereotypical fashion. Examples of identity assimilation and identity accommodation can also be provided from film or television shows in which characters either resist changing (identity assimilation) or change excessively (identity accommodation) in response to an event that challenges their identities. A good example of identity assimilation is "Driving Miss Daisy" which, in the first scene of the movie, shows the struggle she experiences as she is faced with accommodating to her loss of the ability to drive. Ask students to consider some of the contemporary tv shows such as “Grace and Frankie” and movies e.g., “The Book Club” that illustrate age-related issues. Consider the SOC model – how might older popular musicians maintain their career involvement (touring, producing new albums) despite age- related physical changes. Generate examples with older and younger individuals.
IM-2 |1
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
DISCUSSION QUESTIONS
MODELS OF INDIVIDUAL-ENVIRONMENT INTERACTIONS • • • • • •
How does the notion of contextual influences on development relate to concepts such as gender, race, and socioeconomic status? How do "nature" and "nurture" interact in development throughout life Which model do you feel is most appropriate for understanding development? Why is it important to an interactionist model to emphasize the concept of reciprocity? How has your life involved niche-picking? Can you think of examples from your life when an action you took or decision you made had an outcome on a later event?
SOCIOCULTURAL MODELS OF DEVELOPMENT • • • • • • • •
How does the life course perspective relate to the concepts of social clock and age-graded normative influences discussed in Chapter 1? How does the ecological perspective link models of development that focus on external processes to those that focus on processes within the individual? Why do you think disengagement theory was popular at one time? Do you know anyone who exemplifies disengagement theory? Activity theory? Continuity theory? What type of involvement in society would make you happiest when you get older? Why? How do older minority individuals (especially women) manage to cope with discrimination? What is your social clock? Do you think that the social clock is helpful or harmful when people think about themselves and their lives?
PSYCHOLOGICAL MODELS OF DEVELOPMENT IN ADULTHOOD • •
• • •
Do you feel that Erikson's theory provides a reasonable framework for understanding development throughout life? What are its weaknesses and what are its strengths? Some critics of Erikson's theory feel that the theory is narrowly focused on heterosexual relationships in adulthood. Others argue that Erikson made an unreasonable distinction between development in men and women in that he suggested that intimacy precedes identity for women. What do you think of these criticisms? Why is identity balance considered an optimal way of adapting to the aging process? Provide some examples of age-related thresholds either in your own life or in the life of other people you have known. How did the people involved adapt to these thresholds? Why are psychological models of development necessary? What do they add to biological theories?
BIOLOGICAL APPROACHES TO AGING IN ADULTHOOD • • •
What would the world (or universe) be like if there was no aging? What will be the implications of mapping the human genome? What would you like most to learn about the genome and how would this information be of relevance to you? IM & TB-2 |2
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
• • • •
Can aging be programmed by our genes? What if the process of replicative senescence could be stopped? Which is your favorite biological theory? Why? What products are being sold on the market based on these theories of aging? Are their claims legitimate or not, in your opinion, based on what you’re learning in the course?
Test Bank Multiple Choice 1.According to Erikson’s model, someone who criticizes Millenials as “lazy, narcissistic, and self-absorbed” may be high on: a) mistrust b) guilt c) stagnation d) inferiority Answer: c Section Reference: Models of Individual-Environment Interactions
2. The life-span perspective in development emphasizes: a) decline in later adulthood due to biological changes. b) psychological rather than biological influences on the individual c) understanding development as continuous from childhood to old age. d) childhood as the most important period of an individual’s life. Answer: b Section Reference: Models of Individual-Environment Interactions 3. The view that development is best viewed as continuous throughout life is referred to as the __________ perspective. a) gerontological b) life span c) contextual d) sociocultural Answer: b Section Reference: Models of Individual-Environment Interactions 4. To indicate a broadening of our understanding of changes in individuals over time, the term developmental _____________ is increasingly becoming used in the field. a) psychology b) sociology c) science IM & TB-2 |3
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
d) programming Answer: c Section Reference: Models of Individual-Environment Interactions
5. A research lab that focuses on studying the aging process is attempting to find the specific set of genes that control aging at the cellular level. It is likely that the researchers in this lab are operating from the ____________ model of development. a) psychosocial b) organismic c) existential d) mechanistic Answer: b Section Reference: Models of Individual Environment Interactions 6. Organismic models of development are most likely to include which types of aging theories? a) Sociological b) Behavioral c) Social-psychological d) Biological Answer: d Section Reference: Models of Individual Environment Interactions 7. According to the plasticity principle in development, individuals can alter the course of their own development by: a) seeking genetic therapy. b) accelerating the rate of the social clock. c) describing the changes that occur in their bodies. d) engaging in physical and mental exercise. Answer: d Section Reference: Models of Individual Environment Interactions 8. The greatest emphasis on the environment is associated with which model of development? a) Mechanistic. b) Organismic. c) Reciprocal. d) Interactionist. Answer: a Section Reference: Models of Individual Environment Interactions 9. A young woman joins her university’s intramural tennis team because it’s a sport she always wanted to try but had no opportunities to do so. It turns out that she’s virtually a natural and soon advances to the top of the varsity team’s roster. This example illustrates which process in individual-environment interactions? a) multidimensionality IM & TB-2 |4
Instructor’s Manual and Test Bank for Adult Development and Aging: Biopsychosocial Perspectives, Second Canadian Edition Whitbourne, Whitbourne, and Konnert
b) epigenesis c) niche-picking d) accommodation Answer: c Section Reference: Models of Individual Environment Interactions 10. The idea that older adults are much more satisfied with their lives when they are able to leave behind their former social roles and involvements is consistent with which role adjustment theory? a) Activity b) Disengagement c) Mechanistic d) Ecological Answer: b Section Reference: Sociocultural Models of Development 11. Which model of development emphasizes the influence you have on the other people in your home, school, and community? a) Reciprocal b) Mechanistic c) Organismic d) Contextual Answer: a Section Reference: Models of Individual Environment Interactions 12. In the Bronfenbrenner ecological model of development, which type of system has the most direct impact on the individual? a) mesosystem b) exosystem c) macrosystem d) microsystem Answer: d Section Reference: Sociocultural Models of Development 13. In Bronfenbrenner's ecological model of development, the macrosystem includes: a) friends, family, and others who the individual knows. b) culture, nationality, and the economic structure. c) the community and healthcare agencies. d) changes that occur in systems over time. Answer: b Section Reference: Sociocultural Models of Development 14. In the Bronfenbrenner ecological model of development, which type of systemincludes the workplace and social environment as well as neighbours, political and mass media ? IM & TB-2 |5