Journey of Adulthood 8th Edition By Bjorklund - Test Bank
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Journey of Adulthood 8th Edition By Bjorklund - Test Bank

Journey of Adulthood 8th Edition By Bjorklund - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   *d. any of the above.1-44. (applied-27) Dr. Schwebel combined data from 30 studies to examine the link betweenoptimism and health. This is an example of a(n):*a. meta-analysisb. quasi-experimental …

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Journey of Adulthood 8th Edition By Bjorklund – Test Bank

 

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Sample Questions Are Posted Below

 

*d. any of the above.
1-44. (applied-27) Dr. Schwebel combined data from 30 studies to examine the link between
optimism and health. This is an example of a(n):
*a. meta-analysis
b. quasi-experimental design
c. experiment
d. survey
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
19
SHORT ANSWER QUESTIONS
1-45. What is a meta-analysis and why would a researcher choose to do it?
1-46. A researcher reports that adults in their forties have fewer close friends than do adults in
their twenties. List briefly at least two (three if you can manage it) broad types of explanations for
this finding.
1-47. Describe and discuss at least two categories of shared, age-graded experiences that can
shape adult development.
1-48. Briefly describe two of the significant problems with longitudinal design.
1-49. There are at least three factors or processes that produce age-graded changes. Briefly list
and describe them.
ESSAY QUESTIONS
1-50. Explain briefly why differences in the average level of education between older and
younger adults might affect our interpretation of age differences in such variables as intellectual
performance or work satisfaction.
1-51. Compare the advantages and disadvantages of cross-sectional and longitudinal research
designs.
1-52. Suppose you wanted to know whether adults become more religious in their forties and
fifties than they were at earlier adult ages. Briefly describe a study you would design to answer
this question.
1-53. Describe two different types of sequential research designs and give an example of each—
either an example of an actual study, or one you make up.
1-54. Design an experiment to test the proposition that older adults gain less (learn less in a given
amount of time) from training in some new skill than do younger adults.
1-55. What are the advantages of a sequential study compared to a cross-sectional study?
1-56. How can we tell the difference between a cohort effect and a genuine developmental
pattern? What kind of evidence do we need to make the distinction?
1-57. Describe the major adult age strata present in U.S. culture, and describe the major
expectations and responsibilities associated with each stratum.
1-58. Describe the difference between shared and non-shared events. Include examples of each.
1-59. Explore the concepts of individual difference in terms of stability and change, using either
an example from your family or one that you make up from imagination, providing definitions in
your own words and applied examples.
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
20
1-60. Give an example of a research question that you think would lend itself best to a qualitative
approach. Explain why you might want to use this type of analysis rather than a quantitative
analysis.
1-61. Evaluate the impact of stability and change during your developmental process. Explain,
with at least one example each, how the concept of change and stability manifest in your life, and
whether you envision a stable theme throughout your life.
1-62. Explain in what ways a person’s social age will impact his or her activity level in public
places if his or her chronological age is between 60–70 years old. Provide an example that
illustrates this impact.
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
21
CHAPTER 2
PHYSICAL CHANGES
CHAPTER OUTLINE
• Theories of Primary Aging
o Oxidative Damage
ƒ Free Radicals
ƒ Antioxidants
o Genetic Limits
ƒ Replicative Senescence
ƒ Hayflick Limit
ƒ Telomeres
o Caloric Restriction
o A Word on Theories of Primary Aging
• Physical Changes during Adulthood
o Outward Appearance
ƒ Weigh and Body Composition
ƒ Skin and Hair
o The Senses
ƒ Vision
ƒ Hearing
ƒ Taste and Smell
o Bones and Muscles
ƒ Osteoporosis
ƒ Osteoarthritis
o Cardiovascular and Respiratory Systems
o Brain and Nervous System
ƒ Neurogenesis
o Immune System
ƒ B Cells
ƒ T Cells
o Hormonal System
ƒ Climacteric
• Changes in Physical Behavior
o Athletic Abilities
o Stamina, Dexterity, and Balance
o Sleep
ƒ Sleep Apnea
ƒ Insomnia
o Sexual Activity
ƒ Erectile Dysfunction
ƒ Sexual Desire
• Individual Differences in Primary Aging
o Genetics
o Lifestyle
o Race, Ethnicity, and Socioeconomic Group
ƒ Food Deserts
• Can We “Turn Back the Clock” of Primary Aging?
• An Overview of Physical Changes in Adulthood
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
22
• Summary
• Key Terms
• Suggested Reading
Suggested Reading
BOOKSHELF
Doll, G. A. (2011). Sexuality & long-term care : Understanding and supporting the needs of
older adults. Baltimore, MD: Health Professions Press.
This book addresses the very real need for information about how to
respect the sexuality of elderly residents of long-term care facilities.
Edelman, S. (2010). Change your age: Using your body and brain to feel younger, stronger, and
more fit. Cambridge, MA: De Capo Press.
Dr. Edelman is a psychologist who uses CBT as a self-help tool, and in
this book encourages movement and exercise of the brain as a means to
feel forever young.
Markides, K. S. & Miranda, M. (Eds.). (2007). Minorities, aging, and health. Thousand Oaks,
CA: SAGE Publications.
This text examines the needs of special populations among the elderly.
TOPICS FOR DISCUSSION OR REVIEW
™ Oxidative Damage and Aging. We cannot turn on the television or go to a grocery store
without being bombarded with claims of “powerful antioxidant” properties. But do our
students understand the concept of what free radicals are and what they do? An in-class
review and discussion of the scholarly literature and scientific experimentation that
demonstrates oxidative damage would help make the point in a meaningful manner.
™ Theories of Primary Aging. The newer work on telomeres seems very exciting, as does the
research on free radicals. Both lines of work offer at least the eventual possibility of genetic
engineering to extend the life span still further. An interesting assignment is to have students
research the moral and practical ramifications of extending the life span by 20 or 30 percent,
in terms of overall health, socioeconomic status, support services, and relationships with
family members.
™ Sports and Aging. As our population ages and continues in relative good health, we are led to
consider the motivation that older adults have for remaining physically active at an extreme,
competitive level. Dionigi’s research (2006), published in the Journal of Aging and Physical
Activity, investigates the motivation of older athletes in masters age groups, which can begin
at age 30. The research focuses on those age 55 and older and calls attention to the need for
further inquiry in this area. A corollary assignment is to ask students to interview an older
adult who is physically active in some way – across a spectrum from daily walking to
something as challenging as ice climbing – and ask them firsthand their motivation for
engaging in their sport, and what the psychological benefits may be.
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
23
™ Eyesight and Aging. Trying to convince students of the fragile and deteriorating condition of
their own visual acuity is an amusing exercise. After all, aging is something affects the
elderly. Table 2.3 on page 46 of the text lists the risk factors for the three main conditions that
affect eyesight as we age.
Here’s a literal eye-opening exercise for your students: Have them pose two simple questions
to friends and relatives across the aging spectrum (perhaps someone in each decade starting
with the 30’s). The first question is: Has your eyesight worsened in the past ten years?
Second: Do you know anyone who has cataracts, glaucoma, or age-related macular
degeneration? The answers will surprise them, and can lead to honest and engaging class
discussion.
™ Changes in Sexual Activity. Delameter and Moorman (2007) used AARP’s Modern Maturity
Sexuality Survey to study the spectrum of sexual activity, and specifically looked at some of
the factors involved in varying levels of activity, namely physical ability, sexual desire, and
nontraditional ways of being sexually intimate. For younger college students, who don’t like
to think that anyone over the age of 30 experiences sexual desire, this is a necessary
conversation, though admittedly they will be resistant to engaging in sincere discussion about
adult sexuality. Press on; it’s worth it.
™ Socioeconomic Impact on Aging. As we concentrate more on issues of diversity, and attempt
to insert diversity discussions into every course we teach, please engage your students in the
important discussion about how different the aging process is for the population that is
economically disadvantaged. What factors contribute to this disadvantage, and how does
lower socioeconomic status affect health, lifestyle, and longevity?
SELECTED REFERENCES FOR CHAPTER TWO
American Academy of Orthopaedic Surgeons. (2011a). Retrieved May 5, 2012, from
http://orthoinfo.aaos.org/topic.cfm?topic=A00389
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
24
American Academy of Orthopaedic Surgeons. (2011b). Retrieved May 5, 2012, from
http://orthoinfo.aaos.org/topic.cfm?topic=A00377
DeLamater, J., & Moorman, S. M. (2007). Sexual behavior in later life. Journal of Aging and
Health, 19, 921–945.
Dionigi, R. (2006). Competitive Sport and Aging: The need for qualitative sociological research.
Journal of Aging and Physical Activity, 14, 365-379.
Klempin, F., & Kempermann, G. (2007). Adult hippocampus neurogenesis and aging. European
Archives of Psychiatry and Clinical Neuroscience, 257, 271–280.
Laumann, E. O., Das, A., & Waite, L. J. (2008). Sexual dysfunction among older adults:
Prevalence and risk factors from a nationally representative sample of men and women
57–85 years of age. Journal of Sexual Medicine, 5, 2300–2311.
SELECTED KEY TERMS AND DEFINITIONS FOR CHAPTER TWO
B cells: cells produced in bone marrow that make antibodies
Body mass index (BMI): an evaluation of body composition which compares height to weight at
a given age
Climacteric: the reduction of hormones that results in loss of reproductive ability
Cyclic GMP: a substance that is released by the brain during sexual arousal, allowing the penis to
become engorged and erect by acting to increase blood flow to the penis
Hayflick limit: number of divisions a species will undergo before reaching replicative senescence
Macular degeneration: an age-related disorder of the retina, causing central vision loss
Neurogenesis: growth of new neurons
Osteoarthritis: a condition that occurs when the soft cartilage that covers the ends of the bones
wears away with use and age
Osteoporosis: a condition marked by severe loss of bone mass
Presbyopia: reduced acuity and loss of near vision
Primary aging: the gradual, inevitable changes that will happen to most of us as we go through
adulthood
Replicative senescence: the point at which the body’s cells cease replication
Secondary aging: aging as a result of changes that happen more suddenly and that are usually the
result of disease, injury, or some environmental event
Sensorineural hearing loss: the type of hearing loss marked by the loss of loud-soft discrimination
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
25
T cells: cells produced in the thymus gland that reject and consume harmful or foreign cells, such
as bacteria and transplanted organs
Copyright © 2015, 2001, 2008 by Pearson Education, Inc. All rights reserved.
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