{"id":234,"date":"2021-04-05T18:12:09","date_gmt":"2021-04-05T18:12:09","guid":{"rendered":"https:\/\/allalignedhealing.com\/unisapsych\/?page_id=234"},"modified":"2021-04-27T14:06:44","modified_gmt":"2021-04-27T14:06:44","slug":"pyc2603-adulthood-maturity","status":"publish","type":"page","link":"https:\/\/allalignedhealing.com\/unisapsych\/pyc2603-adulthood-maturity\/","title":{"rendered":"PYC2603 Adulthood & Maturity – Assignment 1"},"content":{"rendered":"\n

Unisa Study Aid 2021 PYC2605<\/h2>\n\n\n\n
Course – test<\/strong><\/td>Date<\/strong><\/td>% of total<\/strong><\/td>Test on<\/strong><\/td><\/tr>
PYC2603(Adulthood & Maturity)<\/strong><\/td><\/td><\/td><\/td><\/tr>
PYC2603 – Assignment 1<\/strong><\/td>21 May 2021<\/td>25<\/strong>%<\/td>Ch1& 2: Basics, physical, sexual<\/strong><\/td><\/tr>
PYC2603 – Assignment 2<\/td>22 June 2021<\/td>25%<\/td>Ch3&4: Cognitive, personality<\/td><\/tr>
PYC2603 – Assignment 3<\/td>23 July 2021<\/td>40%<\/td>Ch5,6 7: Aging well, Aging and mental health, death<\/td><\/tr>
PYC2603 – proof of classwork done<\/td>6 August 2021<\/td>10%<\/td>show you did the classwork online.<\/td><\/tr>
<\/td><\/td><\/td><\/td><\/tr><\/tbody><\/table>
You will need your unique number for the assignments. These are in the tutorial letter. Don’t get them wrong! If you submit your assignments early you have time to fix your disasters by redoing them. <\/figcaption><\/figure>\n\n\n\n

Notes taken from Adult Development and Aging<\/a><\/strong> Dap & Anet Louw. You can buy it new for about R500, or second hand on facebook<\/a>.<\/p>\n\n\n\n

Unisa Assignment 1–<\/a> PYC2603<\/h2>\n\n\n\n

Assignment 1 is on the first two chapters of the book, and due 21 May.<\/p>\n\n\n\n

It covers basic concepts of adult development <\/strong>and physical development and sexuality<\/strong>.<\/p>\n\n\n\n

Adulthood is divided into 3 substages because it can be over 50 years long.<\/p>\n\n\n\n

  • early (20 to 39)<\/li>
  • middle (40 to 59)<\/li>
  • late (60 to death)<\/li><\/ul>\n\n\n\n
    \"\"<\/figure>
    \n

    Many African societies define ages 50 to 59 as old age because it is the time of reduced productivity and the end of reproduction.<\/p>\n\n\n\n

    The World health organization also defines Africans over 50 as old because the struggle to survive is such a disadvantage. So people age faster.<\/p>\n<\/div><\/div>\n\n\n\n

    2020 Unisa Assignment Questions <\/h2>\n\n\n\n

    Guess first, then study to know the answers<\/h4>\n\n\n\n

    Question 01<\/u><\/strong><\/p>\n\n\n\n

    Reasons for dividing adulthood into substages include:<\/p>\n\n\n\n

    • (a) Adulthood may stretch over a period of 50 years or longer.<\/li>
    • (b) It is difficult to accurately define the stage of adulthood.<\/li>
    • (c) There is a gradual ageing of the world population.<\/li>
    • (d) Adulthood brings along continued changes in all areas of development.<\/li><\/ul>\n\n\n\n

      The correct answer is:<\/p>\n\n\n\n

      • (1) (a) & (d)                                                                                                                  <\/li>
      • (2) (a), (b) & (d)<\/li>
      • (3) (b), (c) & (d)<\/li>
      • (4) All of the above<\/li><\/ul>\n\n\n\n

        Question 02<\/u><\/strong><\/p>\n\n\n\n

        According to the \u2026 model that guides development, human behavior results from external forces upon which the individual passively reacts. Development is seen as \u2026 and \u2026 in nature.<\/p>\n\n\n\n

        • (1) organismic; discontinuous; qualitative<\/li>
        • (2) interactionist; multidirectional; multidimensional<\/li>
        • (3) mechanistic; organismic; interactionist<\/li>
        • (4) mechanistic; continuous; quantitative                                                                                              <\/li><\/ul>\n\n\n\n

          Question 03<\/u><\/strong><\/p>\n\n\n\n

          Theories that explain ageing as a result of external or environmental factors are known as \u2026. An example of these is \u2026, which states that unpaired electrons cause cellular damage that can result in dementia and heart disease.<\/p>\n\n\n\n

          • (1) programmed ageing theories; genetic programming theory<\/li>
          • (2) error theories; free radical theory<\/li>
          • (3) programmed ageing theories; cross-linking theory<\/li>
          • (4) error theories; wear and tear theory<\/li><\/ul>\n\n\n\n

            Question 04<\/u><\/strong><\/p>\n\n\n\n

            Most developmental psychology theories of ageing are … based, with the most popular assumption that that ageing occurs at a … level and that … ageing is also more prominent than other forms of ageing.<\/p>\n\n\n\n

            • (1) psychologically; molecular; emotional<\/li>
            • (2) socially; cultural; social<\/li>
            • (3) biologically; genetic; physical                                                                                                         <\/li>
            • (4) cognitively; cellular; cerebral<\/li><\/ul>\n\n\n\n

              4 perspectives on age<\/h2>\n\n\n\n
              1. Chronological<\/strong> – by year<\/li>
              2. Psychological<\/strong> – by ability of the person to adjust and cope as compared to others of the same age<\/em><\/li>
              3. Social <\/strong>– according to social norms and expectations<\/li>
              4. Biological<\/strong> – according to physical wellbeing as compared to others of the same age<\/em><\/li><\/ol>\n\n\n\n

                Additional concepts<\/h2>\n\n\n\n
                • Functional:<\/strong> The total ability of a person to function<\/li>
                • Personal age<\/strong>: How old you feel<\/li>
                • The ageless self<\/strong>: The self feels like it does not age<\/li><\/ul>\n\n\n\n

                  Gerontologists divide aging into:<\/h2>\n\n\n\n
                  1. Primary<\/strong>: typical, gradual ‘normal’ aging<\/li>
                  2. Secondary<\/strong>: due to disease, stressors<\/li>
                  3. Tertiary<\/strong>: end-stage aging before a person dies (at any chronological age)<\/li><\/ol>\n\n\n\n

                    4 definitions to know:<\/h2>\n\n\n\n
                    • Gerontology<\/strong>: Study of old age and the ageing process<\/li>
                    • Gerontologist<\/strong>: People that study gerontology<\/li>
                    • Geropsychology<\/strong>: study of the psychology of aging: ie normal and abnormal psychological changes that occur in later years of life <\/em><\/li>
                    • Geriatrics<\/strong>: Medical specialization for older people<\/li><\/ul>\n\n\n\n

                      Demographics<\/h2>\n\n\n\n

                      = statistical study of human populations <\/p>\n\n\n\n

                      Most important trends: <\/p>\n\n\n\n

                      • Aging population<\/li>
                      • Slowing population growth<\/li>
                      • Migration
                        1. rural to urban<\/li>
                        2. loss of skilled labour<\/li>
                        3. illegal immigration of poorer and less skilled people<\/li><\/ol><\/li><\/ul>\n\n\n\n

                          Life-span Developmental Psychology<\/h2>\n\n\n\n
                          • Book’s major perspective<\/li>
                          • Paul Baltes<\/strong> – major theorist<\/li>
                          • Key principles of lifespan developmental pychology<\/em><\/strong>:
                            • Lifelong<\/strong> development<\/li>
                            • multidimensional <\/strong>(eg personality, cognition, social functioning) <\/li>
                            • multidirectional <\/strong>– can get better or worse<\/li>
                            • a combination of gains and losses <\/strong>throughout life<\/li>
                            • Plasticity<\/strong> – people have the capacity to change<\/li>
                            • cultural-historical context<\/strong><\/li>
                            • contextual <\/strong>– biology, society, environment<\/li>
                            • multidisciplinary<\/strong> – medical, psychological, sociological etc<\/li><\/ul><\/li><\/ul>\n\n\n\n

                              Different forces shape Development<\/h2>\n\n\n\n
                              • Biological<\/strong> forces<\/li>
                              • psychological <\/strong>forces (cognitive, emotional and personality characteristics that may even improve over time)<\/li>
                              • sociocultural<\/strong>: interpersonal, societal & cultural<\/li>
                              • Lifecycle<\/strong> forces: May be any of the above that affect people at different stages and points in their lifecycles. May be positive or negative<\/li><\/ul>\n\n\n\n

                                Different influences shape development<\/h2>\n\n\n\n
                                \"\"<\/figure>
                                \n
                                • Normative age-graded <\/strong>influences: normative= in accord with statistical norms<\/em> So these experiences caused by the 4 forces above, according to when<\/strong> the culture usually expects the aging person to undergo them.
                                  • Biological eg: menopause, bad eyesight etc<\/li>
                                  • psychological eg: adjusting to retirement<\/li>
                                  • sociocultural eg: marriage<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                    The normative expectations of when<\/em> all these things can occur has become broader over time.<\/p>\n<\/div><\/div>\n\n\n\n

                                    \"\"<\/figure>
                                    \n

                                    Normative history-graded influences<\/strong>: This is a very fancy way of saying the effect of historical events that we expect to happen to everyone in your age group or social cohort.<\/p>\n\n\n\n

                                    • Biological: Covid 19 pandemic – 15% mortality age 80 and above<\/li>
                                    • Psychological: loneliness due to lockdown<\/li>
                                    • sociocultural: lockdown<\/li><\/ul>\n<\/div><\/div>\n\n\n\n
                                      \"\"<\/figure>
                                      \n

                                      Non-normative influences<\/strong>: random influences that affect people outside of a social context, as individuals, outside the norms of what statisticians expect to happen to someone in your age group.<\/p>\n\n\n\n

                                      • biological: getting struck by lightning<\/li>
                                      • psychological: winning the lottery<\/li>
                                      • sociocultural: accidentally becoming a famous meme<\/li><\/ul>\n<\/div><\/div>\n\n\n\n

                                        Recurring questions about development<\/h2>\n\n\n\n
                                        • Nature vs nurture: <\/strong>
                                          • Nature: genetics & biology<\/li>
                                          • Nurture: environment and experience<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                            These two interact and are very difficult to tease apart when studying humanity.<\/p>\n\n\n\n

                                            • Stability vs Change:<\/strong>
                                              • Do people change or stay the same over time?<\/li>
                                              • We all have a bit of both in varying degrees.<\/li><\/ul><\/li>
                                              • Continuity vs Discontinuity<\/strong>
                                                • Is change gradual or abrupt?<\/li><\/ul><\/li>
                                                • Quantitative vs Qualitative<\/strong>
                                                  • quantitative is about changes in degree (quantity) So it is associated with continuity. Walking more slowly<\/li>
                                                  • Qualitative is about changes in category – associated with discontinuity. Ending up in a wheelchair, and having to make many new adaptations to that.<\/li><\/ul><\/li>
                                                  • Activity vs Passivity<\/strong>
                                                    • Like all of these it is a mixture of varying levels of both (multidimensional), interactive and also a spectrum between the two (multidirectional)<\/li><\/ul><\/li>
                                                    • Universal vs context specific<\/strong><\/li>
                                                    • Mechanistic vs organismic vs interactionist<\/strong>
                                                      • Mechanistic: <\/strong>From biological<\/em> and environmental<\/em> forces acting on the person. The Person is passive<\/em>. Development is continuous<\/em> and quantitative<\/em>.<\/li>
                                                      • Organismic:<\/strong> People develop according to personally created patterns (internally generated<\/em>). They move from qualitative stage<\/em> to new qualitative stage. Stages are universal<\/em>. People do have some personal agency<\/em>.<\/li>
                                                      • Interactionist:<\/strong> Both<\/em> genetics & environment and context interact <\/em>in complex ways. People actively participate through reciprocal relations<\/em> with the environment. Development is multidirectional<\/em> and multidimensional<\/em>.<\/li><\/ul><\/li><\/ul>\n\n\n\n

                                                        Key vocab and concepts in chapters 1 & 2<\/h2>\n\n\n\n