Development in Adulthood by Barbara Hansen Lemme

By Barbara Hansen Lemme

This finished multidisciplinary textual content provides an empowering view of maturity, via an exam of the impacts of age, gender, cohort, race/ethnicity, socio-economic prestige, and culture.

The fourth version of Development in maturity continues its dedication to being the most up-tp-date, accomplished, scholarly, and readable textual content on grownup improvement and getting older to be had. keeping its theoretical foundations within the life-span developmental viewpoint and the contextual version of improvement as represented via Bronfenbrenner’s Ecological structures idea, its multidisciplinary technique provides an empowering view of maturity via an exam of the character and resources of variety and the impacts of age, gender, cohort, race/ethnicity, socioeconomic prestige, and tradition on improvement. this article has been completely revised to bolster and varnish its pedagogy and association, while making room for the most up-tp-date study and pondering within the box and elevated therapy of rising scorching themes. scholars will locate this topically geared up textual content either an enticing and obtainable advent to the demanding situations and possibilities of grownup life.

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Slower reac­ tion time may not make much difference for most daily tasks ( such as home maintenance or balancing a checkbook), but may be very significant for tasks like driving; it may be irrelevant in many occupations (such as literary agent or museum curator), but critical in some, like air traffic controller. Additional research would help to clarify such issues. To borrow a phrase from Ferraro ( 1 990, p. 1 4), we may be "majoring on the minors. " These and other suggestions can help to minimize the problem of ageism in the study of adult behavior.

Drawbacks include the confounding of age and cohort differ­ ences. In other words, differences among the groups may be due to their historical experience, not development or age. The results are thus contaminated by genera­ tional differences. For example, let's say we compare the intelligence test scores of a group of 1 8-year-olds and a group of 78-year-olds. We find that the younger group scores higher than the older group. Does this mean that intelligence declines with age? ritical Thinking Question C What factors other than the age difference between the two groups might account for the differences in their scores?

A review of the literature on attitudes toward younger and older adults (Kite & Johnson, 1988) found age-related information to be very important in forming eval­ uations of people, especially in situations where personal knowledge of the individ­ ual is limited and comparisons are made between people of differing ages. Evaluations made in one-to-one situations are less affected by age and more affected by other personal characteristics. Research suggests that preschoolers have already begun to stereotype people based on age and that they hold more negative stereo­ types of older people (Chitwood & Bigner, 1980).

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