PYC2603 Tut Letter

PYC2603/101/3/2013

Tutorial letter 101/3/2013 Adulthood and Maturity

PYC2603 Semesters 1 and 2 Department of Psychology

IMPORTANT INFORMATION: This tutorial letter contains important information about your module.

CONTENTS

1

INTRODUCTION ............................................................................................................................ 4

1.1

Tutorial matter ................................................................................................................................. 5

1.1.1

Inventory letter ................................................................................................................................ 5

1.1.2

The Study Guide ............................................................................................................................. 5

2

PURPOSE OF AND OUTCOMES FOR THE MODULE ...................... ......................... ................ 5

2.1

Purpose .......................................................................................................................................... 5

2.2

Outcomes ....................................................................................................................................... 6

3

LECTURERS AND CONTACT DETAILS ...................................................................................... 6

3.1

Lecturers ......................................................................................................................................... 6

3.2

Department ..................................................................................................................................... 8

3.3

University ........................................................................................................................................ 8

4

MODULE-RELATED RESOURCES .............................................................................................. 9

4.1

Prescribed books ............................................................................................................................ 9

4.2

Recommended books ................................................................................................................... 10

4.3

Electronic Reserves (e-Reserves) ................................................................................................ 10

4.4

The Study Guide ........................................................................................................................... 10

5

STUDENT SUPPORT SERVICES FOR THE MODULE .......................... ........................... ......... 10

5.1

Contact with fellow students ......................................................................................................... 10

5.1.1

Study groups ................................................................................................................................. 10

5.1.2

myUnisa ........................................................................................................................................ 10

5.2

Tutorial classes ............................................................................................................................. 10

5.3

Discussion classes ....................................................................................................................... 10

5.4

Repeat students..................... ........................... ........................ .......................... .......................... 10

6

MODULE-SPECIFIC STUDY PLAN............................................................................................. PLAN............................................................................................. 11

7

MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .......................... ......... 11

8

ASSESSMENT ............................................................................................................................. 11

8.1

Assessment plan ........................................... .......................... ........................... .......................... 11

8.2

General assignment numbers ........................... ......................... ........................... ........................ 11

8.2.1

Unique assignment numbers numbers ......................... ........................ ........................... ........................ .... 12

8.2.2

Due dates for assignments ........................................................................................................... 12

8.3

Submission of assignments .......................................................................................................... 12

8.4

General remarks ........................ .......................... ......................... .......................... ...................... 12

2

CONTENTS

1

INTRODUCTION ............................................................................................................................ 4

1.1

Tutorial matter ................................................................................................................................. 5

1.1.1

Inventory letter ................................................................................................................................ 5

1.1.2

The Study Guide ............................................................................................................................. 5

2

PURPOSE OF AND OUTCOMES FOR THE MODULE ...................... ......................... ................ 5

2.1

Purpose .......................................................................................................................................... 5

2.2

Outcomes ....................................................................................................................................... 6

3

LECTURERS AND CONTACT DETAILS ...................................................................................... 6

3.1

Lecturers ......................................................................................................................................... 6

3.2

Department ..................................................................................................................................... 8

3.3

University ........................................................................................................................................ 8

4

MODULE-RELATED RESOURCES .............................................................................................. 9

4.1

Prescribed books ............................................................................................................................ 9

4.2

Recommended books ................................................................................................................... 10

4.3

Electronic Reserves (e-Reserves) ................................................................................................ 10

4.4

The Study Guide ........................................................................................................................... 10

5

STUDENT SUPPORT SERVICES FOR THE MODULE .......................... ........................... ......... 10

5.1

Contact with fellow students ......................................................................................................... 10

5.1.1

Study groups ................................................................................................................................. 10

5.1.2

myUnisa ........................................................................................................................................ 10

5.2

Tutorial classes ............................................................................................................................. 10

5.3

Discussion classes ....................................................................................................................... 10

5.4

Repeat students..................... ........................... ........................ .......................... .......................... 10

6

MODULE-SPECIFIC STUDY PLAN............................................................................................. PLAN............................................................................................. 11

7

MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .......................... ......... 11

8

ASSESSMENT ............................................................................................................................. 11

8.1

Assessment plan ........................................... .......................... ........................... .......................... 11

8.2

General assignment numbers ........................... ......................... ........................... ........................ 11

8.2.1

Unique assignment numbers numbers ......................... ........................ ........................... ........................ .... 12

8.2.2

Due dates for assignments ........................................................................................................... 12

8.3

Submission of assignments .......................................................................................................... 12

8.4

General remarks ........................ .......................... ......................... .......................... ...................... 12

2

PYC2603/101 8.5

Commentaries and feedback on assignments........................ ....................... ......................... ...... 13

8.6

The assignments ........................ .......................... ......................... .......................... ..................... 13

8.6.1

General guidelines ........................................................................................................................ 14

8.6.2

Extension of time for submitting the assignments......................................................................... 15

8.7

Assignments ....................... ............................ ......................... ........................... .......................... 15

9

OTHER ASSESSMENT METHODS............................................................................................. METHODS............................................................................................. 30

10

EXAMINATION ............................................................................................................................ 30

10.1

Examination admission ................................................................................................................. 30

10.2

Format of the examination paper ........................ ........................ .......................... ........................ 30

10.3

Preparation for the examination......................... ........................ ........................... ........................ 31

10.4

Examination period ....................................................................................................................... 31

10.5

Supplementary examination ......................................................................................................... 31

10.6

Previous examination papers ....................................................................................................... 31

11

FREQUENTLY ASKED QUESTIONS ........................... ........................ ........................... ........... 31

Please note / important notes: Formal tuition in this course will be conducted in English English only. Where capacity exists, and upon request, request, individual discussions will be conducted in any preferred South Af rican language. Formele onderrig in hierdie kursus word slegs in Engels aangebied. aangebied. Waar die kapasiteit bestaan, en op versoek, sal individuele besprekings met studente gevoer word in enige verkose Suid-Afrikaanse taal. Eksamenvraestelle kan steeds in Afrikaans beantwoord word.

3

1

INTRODUCTION

We welcome you as a student of the Adulthood and Maturity module, particularly as a person in his or her adult years of life. We trust you will find the subject and the tutorial matter not only interesting and informative but that it will contribute towards your own personal growth during adulthood. Therefore, our goals for this module are, amongst others, to make you aware of the fact that psychological development is a life-long process and that the focus of development during adulthood should be on the attainment of cognitive, social, emotional and psychological maturity. Furthermore, we want to emphasise the development of a mature way of thinking, responsible social and moral behavior, development of emotional control, a realistic perception of life, meaningful interpersonal relationships and a mature philosophy of life in this module. We trust that the knowledge and experience you will gain will enrich your personal relationships and be of great benefit to you in your life in general. Please note that Adulthood and Maturity is a semester module. A module runs over ± four months (12-15 weeks). Please make sure whether you are registered for Semester 1 or for Semester 2. All the details regarding the assignments and examination for each semester are provided further-on in this tutorial letter. You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment. All tutorial letters are available on my Unisa. Regular access to the internet and my Unisa is therefore very important and will keep you informed of all you need to know about your studies. These ICT tools make it much easier to communicate with the university, your lecturers, and with other students about their learning and challenges. In addition, you will need to have registered on my Unisa in order to submit assignments, access library resources, download your study material and so forth. But the most important thing to remember is that my Unisa gives you additional opportunities to participate in activities, tasks and discussions around your module topics, your assignments, your marks and your examinations. This tutorial letter (101/2013) contains information about the scheme of work, resources and assignments for this module. We have also included general and administrative information about this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing for submission of assignments, preparing for the examination and addressing enquiries to your lecturers. Please study this information carefully. Also make sure that you obtain the prescribed book as soon as possible. Right from the start we would therefore like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and sometimes, urgent information. Best wishes for an enriching time of study.

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PYC2603/101

1.1

Tutorial matter

The tutorial matter for this module consists of a study guide and tutorial letters. 1.1.1 Inventory letter At the time of registration, you will receive an inventory letter that will tell you what you have received in your study package and also show items that are still outstanding. Some of the tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on my Unisa. The Department of Despatch should supply you with the following study material for this module:

• Study Guide • Tutorial Letter 101 - General information and assignments Please note that your lecturers cannot provide you with missing study material. You can access study guides and tutorial letters for all modules on my Unisa at http://my.unisa.ac.za. All tutorial material is loaded onto this website as soon as it leaves the department – it will therefore be available on my Unisa long before you can possibly receive it by post. We suggest that you check the site on a regular basis. Later during the semester, you will also receive Tutorial Letters 201/2013 and any other correspondence which may become necessary. In other words, these tutorial materials will not be available at the time of registration. Tutorial letters will be dispatched to you as soon as they are available or needed (for instance, for feedback on assignments). If you need to enquire about study material that you did not receive, please consult the publication my Studies @ Unisa. 1.1.2 The Study Guide The study guide leads you systematically through the prescribed book (chapters 1 to 7). Follow the study guide carefully and complete all the questions and tasks to help you to master the study material. The study guide also indicates clearly the sections of the prescribed book that should be studied for the examination (ie all the sections indicated as ‘Study’).

2

PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1

Purpose

This module aims to: 1. introduce the learner to the study of adult development and maturity 2. equip learners with knowledge in order to consider the characteristics of adult behaviour and functioning and what it means to be a mature adult. 5

2.2

Outcomes

On the basis of reflections on what it means to be adult and mature, this module has a number of envisaged outcomes, namely the achievement of: •

•

•

•

• • • • • •

an informed approach in counteracting developmental decline and in optimizing potential growth, particularly in terms of continuing education and lifelong learning, plus the commitment to reach higher levels of psychological maturity. a highly responsible approach to the life tasks of a career, marriage and parenthood; the leading of a healthy lifestyle; the commitment to community service, especially during the years of retirement. an informed commitment to the fostering of the development of others, both in helping others to counteract decline and optimise their potential for growth and the achievement of psychological maturity. a developed sense of morality and a profound respect for the dignity and worth of the individual person and in safeguarding the developmental rights of others, especially those in need of upliftment and care. the maintenance of social standards that ensures the welfare of, and opportunities for, development for everyone. a developed world conscience and worldview that seeks the good of humanity as a whole. the ability to identify the normal developmental characteristics of the adult and the factors that influence the adult’s development and his or her level of life satisfaction. the ability to identify the developmental needs of adults in various contexts. the ability to plan and design interventions directed to addressing developmental lags or problems which adults may be experiencing. the ability to apply the acquired knowledge of adult development not only to everyday life situations, but also in work and professional environments.

3

LECTURERS AND CONTACT DETAILS

3.1

Lecturers

By telephone or e-mail For academic enquiries you may phone a particular lecturer or address the enquiries to his or her e-mail address.

Lecturer

Telephone number

E-mail address

Prof I Ferns (Module leader)

012 4298210

[email protected]

Dr EM Cronjé

012 4298081

[email protected]

Mr BR Palakatsela

012 4293778

[email protected]

You may contact your lecturers personally. They are available to assist you with any academic enquiries that you may have. Lecturers may be contacted telephonically, by e-mail, via my Unisa, by fax, via mail or personally when you visit the campus. We like to meet our 6

PYC2603/101

students, but it is essential to make an appointment beforehand. Also note that lecturers are seldom available between middle December and early January. We earnestly request that you sort out your academic problems before that time. Lecturers are available on weekdays from 08:00 to 16:00 for telephonic academic enquiries. Sometimes, however, lecturers have to attend meetings, conferences, etcetera. The lecturers’ phones are also equipped with a voice message system. Please feel free to leave them a message if you are not able to get hold of them and they will attend to your query at their soonest. If you experience difficulty reaching a particular lecturer at his/her personal number, please contact the secretary (Ms Thandeka Thwala) responsible for the second level Psychology modules. If she is not available, phone the general number for the Department of Psychology. The departmental telephone is staffed by administrative personnel who will put you in contact with your lecturers. Via my Unisa If you want to contact a lecturer proceed as follows: Using your browser go to the Unisa web page, which is located at the Internet address http://www.unisa.ac.za. On this web page, select the option my Unisa. If you are a first time user, you must now click on the option ‘Register as my Unisa user’ which will enable you to register online (this does not cost anything). Type in your name, student number and a password (the password must be at least 6 characters long). By ordinary mail Letters should be sent to: The Module Leader (PYC2603) Department of Psychology PO Box 392 UNISA 0003 Please note: Letters to lecturers are not to be included with or inserted into assignments.

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3.2

Department

By telephone and e-mail The following telephone numbers are provided for your convenience: Contact persons for general information about this module:

Contact person

Telephone number

E-mail address

Ms Thandeka Thwala (assistant administrator)

012 4298216

[email protected]

Mrs Maryna de Kock (secretary, Department of Psychology)

012 4298088

[email protected]

By fax Our departmental fax number is 012 4293414. When you send a fax, please remember to clearly indicate the module code and name of a specific lecturer. Please note that no study material can be faxed to students. Physical address Theo van Wijk Building, 5 th Floor, Room 5-49, Main Campus, Muckleneuk Ridge, Pretoria. 3.3

University

By letter, telephone or e-mail If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unisa which you received with your study material. In this document you will find the contact details of various administrative departments. If you did not receive this document and have access to the Internet, you can find it on my Unisa under the ‘Resources’ option. Remember to always have your student number ready when making an enquiry. Please ensure that you contact the correct section or department for each enquiry as this will result in a speedy resolution of the enquiry. The contact details are: Postal address of Unisa:

Physical address of Unisa:

8

University of South Africa PO Box 392 UNISA 0003 University of South Africa Preller Street Mucleneuk Ridge Pretoria City of Tshwane

PYC2603/101

Telephone number Online address:

012 429 3111 http://my.unisa.ac.za

Unisa website:

http://www.unisa.ac.za

E-mail address:

[email protected]

Fax number (RSA only):

012 4294150

Fax number (International):

+27 12 4294150

Examinations:

[email protected]

Aegrotat and special examinations: [email protected] Via my Unisa The following functions have been implemented in my Unisa (http://www.myunisa.ac.za): you can contact your lecturers via e-mail. you can join a discussion forum (eg to discuss your course with other students doing the same course). you can order books from the library, and search for books on the library database. you can download study material placed on my Unisa. you can check whether your assignments have been received and marked. you can submit written as well as multiple-choice assignments via my Unisa. you can look up your assignment or exam marks as soon as they are released.

• •

• • • • •

To make use of my Unisa, you will need a computer with a modem and an Internet connection, as well as a browser such as Netscape or Internet Explorer.

4

MODULE-RELATED RESOURCES

4.1

Prescribed books

The prescribed book for the module in Adulthood and Maturity is: Louw, D., & Louw, A. (2009). Adult Development and Ageng . Bloemfontein: Psychology Publications. (ISBN-13: 978-0-86886-755-7) Buy or order the prescribed book immediately. If you wait too long you may have difficulty in obtaining it, and may be unable to keep up with the work program. Please consult the list of official booksellers and their addresses in my Studies @ Unisa. If you have any difficulty obtaining books from these booksellers, please contact the Prescribed Book Section as soon as possible at telephone number 012 4294152 or e-mail address [email protected].

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4.2

Recommended books

There are no recommended books for this module. 4.3

Electronic Reserves (e-Reserves)

There are no e-Reserves for this module. 4.4

The Study Guide

The study guide leads you by means of orientations, activities, practical exercises and selfreflective and enrichment tasks systematically through the relevant chapters in the prescribed book. The information in your prescribed book you should study for the module Adulthood and Maturity is, therefore, indicated in the study guide.

5

STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (eg student counselling, tutorial classes, language support, peer help programmes) please consult the publication my Studies @ Unisa that you received with your study material. 5.1

Contact with fellow students

5.1.1 Study groups It is advisable to have contact with your fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from my Studies @ Unisa. 5.1.2 my Unisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The my Unisa learning management system is Unisa’s online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet. Please consult the publication my Studies @ Unisa that you received with your study material for more information on my Unisa. 5.2

Tutorial classes

Please contact our Regional Centers for more information on tutorial classes. 5.3

Discussion classes

No discussion classes will take place for this module. 5.4

Repeat students

It is expected from a repeating student to submit all assignments again. Students will not obtain examination admission without the submission of assignments. 10

PYC2603/101

6

MODULE-SPECIFIC STUDY PLAN

Use your my Studies @ Unisa brochure for general time management and planning skills. In order to meet all the deadlines within a limited time (a semester), we advise you to draw up a study time-table as soon as possible. It should make provision for all your subjects, and also for unforeseen circumstances such as illness and work pressure, to enable you to work through the syllabus in good time.

7

MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING

There are no practicals for this module.

8

ASSESSMENT

8.1

Assessment plan

In this module the year mark counts 10% and the examination 90% of the final mark. Both Assignments 01 and 02 counts towards the year mark. Please note that you should obtain a sub-minimum of 40% in the examination for your year marks contribution to your exam mark. Our marking policy for multiple-choice questions for the assignments, as well as the exam paper , is as follows: We may adjust the marks to accommodate the effect of ‘blind guessing’ or ‘random guessing’ by subtracting a fraction of the marks for each incorrect answer. For questions with four alternatives the maximum that we will reduce is one mark for four incorrect answers (ie 0,25 marks for each wrong answer). For questions with three alternatives the maximum that we will reduce is one mark for three incorrect answers (ie 0,33 marks for each wrong answer). If we find, however, that a specific exam paper was difficult, we will reduce fewer marks for a wrong answer (eg only 0,25 or 0,12). We would advise you to attempt to answer all questions, and to leave only those out that you really do not know the answer of. ‘Intelligent guessing’, where you use your knowledge to eliminate some of the alternatives before guessing the answer from the remaining alternatives, is acceptable and even advisable. The chance of selecting the correct alternative with intelligent guessing is much bigger than with blind guessing. If you prefer not to respond to some questions rather than guessing the answer to these questions, you may do so. No marks will be subtracted for omitted items. Bear in mind, however, that it can be shown mathematically that intelligent guessing is always a good strategy when you do not know the correct answer and is preferable to simply omitting an item. 8.2

General assignment numbers

Assignments are numbered consecutively per module, starting from Assignment 01.

11

8.2.1 Unique assignment numbers SEMESTER 1

Assignment number

SEMESTER 2

Unique number

Assignment number

Unique number

Assignment 01

779072

Assignment 01

882770

Assignment 02

845251

Assignment 02

882365

8.2.2 Due dates for assignments ASSIGNMENT NUMBER

8.3

DUE DATE: SEMESTER 1

DUE DATE: SEMESTER 2

Assignment 01

8 March 2013

16 August 2013

Assignment 02

5 April 2013

13 September 2013

Submission of assignments

Assignments are seen as part of the learning material for this module. As you do the assignments, follow the study guide, consult the prescribed book, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. For students attending tutorial sessions, tutors may also set additional tasks and give feedback in class. Please note: Although students may work together when preparing assignments, each student must do and submit his or her own assignment. 8.4

General remarks

PLEASE NOTE: Enquiries about assignments (eg whether or not the University has received your assignment or the date on which assignments were returned to you) must be addressed to the Assignment Section. You can send an e-mail to [email protected]. You may also find information on my Unisa or consult the publication my Studies @ Unisa regarding contact details.

Assignments should be addressed to: Assignments PO Box 392 UNISA 0003 You may submit the multiple-choice assignments for this module on mark-reading sheets either by post or electronically via my Unisa. Assignments may not be submitted by fax or e-mail. 12

PYC2603/101

For detailed information and requirements as far as assignments are concerned, see my Studies @ Unisa, which you received with your tutorial matter. To submit an assignment via my Unisa:      

Go to my Unisa. Log in with your student number and password. Select the module. Click on assignments in the left-hand menu. Click on the assignment number you want to submit. Follow the instructions on the screen.

8.5

Commentaries and feedback on assignments

You will automatically receive the correct answers for multiple-choice questions. Commentaries and feedback on the two compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those who submitted the assignments. The tutorial letter number will be 201/2013. As soon as you have received the commentaries, please check your answers. The assignments and the commentaries on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 8.6

The assignments

There are two compulsory assignments in this module. By submitting both Assignments 01 and 02 on time, you gain examination admission (therefore, you do not have to pass the assignments to gain examination admission). • •

Your assignments should reach us by the closing dates – NO EXTENSIONS are granted. Please note that there are NO further opportunities to gain examination admission.

Once your assignments have been marked, you will have an idea of your knowledge and understanding of the study material. If you fail the assignments (receive less than 50%) this should alert you to the fact that your knowledge and understanding of the study material of this module is not up to standard and that you need to put extra effort into your preparation for the examination.

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Assignment 01 Closing Extension Unique assignment COMPULSORY date date number ------------------------------------------------------------------------------------------------------------------------------(You will find this Semester One: assignment on pages 8 March 2013 NO EXTENSION 779072 14-22) Semester Two: 16 August 2013 NO EXTENSION 882770 ______________________________________________________________________ Assignment 02 Closing Extension Unique assignment COMPULSORY date date number ------------------------------------------------------------------------------------------------------------------------------(You will find this assignment on pages 23-30)

Semester One: 5 April 2013

NO EXTENSION

845251

Semester Two: 13 September 2013

NO EXTENSION

882365

8.6.1 General guidelines Always keep a copy of your assignment answers, in case your assignment does not reach the University. Please submit the original copy. Please remember to number the assignments correctly (Assignment 01 or Assignment 02) and to give it the applicable unique number as above and as given on pages 15 and 23 of this tutorial letter. . Both assignments involve the use of a mark-reading sheet and you should read the section ‘INSTRUCTIONS FOR THE USE OF MARK-READING SHEETS’ in my Studies @ Unisa. Those students who do not have access to a word processor must complete their assignments on the mark-reading sheet provided with your study material. Take note of the following important information: -

Use only an HB pencil (not a “pacer”) and mark your answers clearly and distinctly. Mark as follows [-] If you mark a block incorrectly, make sure that the mark is erased properly. Do not staple your mark reading sheet to any document.

You may submit your multiple choice and written assignments through the Internet by using my Unisa instead of using a mark-reading sheet. Please adhere strictly to the requirements applicable to the completion and submission of assignments in my Studies @ Unisa. One of the great advantages that my Unisa offers is that your assignment is immediately delivered to the Assignment Section at UNISA so that you do not have to agonise as to whether your assignment has arrived safely, and you also no longer have to worry about postal delays. 14

PYC2603/101

8.6.2 Extension of time for submitting the assignments You will note that a closing date but NO EXTENSION DATE is given for each assignment. (See previous page for summary of assignments for the whole year. Specific information on Assignment 01 is lower down on this page whilst specific information for Assignment 02 can be found on page 23). Do not phone us to ask for an extension. Note that assignments received after the closing date will not be marked, and that you will forfeit your examination admission if BOTH assignments do not reach us before the closing dates. 8.7

Assignments

ASSIGNMENT 01 (Compulsory multiple-choice assignment)

Please note: Although students may work together when preparing assignments, each student must submit his or her own individual assignment. Assignment 01 consists of 20 multiple-choice questions covering chapters one to four in the study guide for Adulthood and Maturity. FIRST SEMESTER Closing date

8 March 2013

Unique assignment number

779072

SECOND SEMESTER Closing date

16 August 2013


882770

Please note:  

Submission of this assignment on time is compulsory. You will receive two kinds of feedback on your assignments: • A computer printout showing your own answers, the correct answers, and the mark you obtained. • A tutorial letter with detailed feedback on each question.

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Question 01 Primary ageing refers to …………………………………….; secondary aging ………………………. and tertiary aging refers to …………………………………. . (1)

(2) (3) (4)

refers

to

typical ageing, especially gradual physical deterioration; physical deterioration accelerated by disease or an unhealthy lifestyle; terminal decline that occurs in the period shortly before death. physical deterioration accelerated by disease; typical ageing, especially gradual physical deterioration; cognitive and emotional deterioration. terminal decline that occurs in the period shortly before death; cognitive and emotional deterioration; typical ageing, especially gradual physical deterioration. cognitive deterioration; social deterioration; physical deterioration.

Question 02 Which of the following principles reflect the assumption of the life-span developmental perspective? (a) (b) (c) (d)

Development is multidisciplinary. Development is embedded in history and context. Development is multidimensional and multidirectional. Development is a combination of gains and losses.

The correct answer is: (1) (2) (3) (4)

(a) & (c) (b) & (d) (a), (B) & (d) All of the above

Question 03 Which one of the following experiences represents a normative age-graded influence? (1) (2) (3) (4)

A woman in middle adulthood experiencing menopause. A man in his middle years who manages to learn to use the computer in order to adjust to the information and communication technology of the 21 st century. A 20 year-old woman who develops breast cancer. A 30 year old-man who is a victim of the AIDS epidemic in South-Africa.

Question 04 According to the ........................ perspective, the individual’s behaviour is determined by complex interactions between the person’s genetics and environment. Development is regarded as ............................. and ................................. . (1) (2) (3) (4)

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organismic; discontinuous; qualitative. interactionist; multidirectional; multidimensional. mechanistic; continuous; quantitative. interactionist; organismic; mechanistic.

PYC2603/101

Question 05 In a .................. research design, the same sample of people is studied at different ages over a long period of time whilst in a …………………. research design, persons of different age groups are studied together on a single occasion and the results of the different age groups are then compared. (1) (2) (3) (4)

sequential; correlational cross-sectional; sequential longitudinal; cross-sectional experimental; cross-sectional

Question 06 Most theories of ageing are .................. based, because the most popular assumption is that ageing has a ................... basis and that .................... ageing is also more prominent than other forms of ageing. (1) (2) (3) (4)

psychologically; emotional; psychological cognitively; intellectual; intellectual socially; cultural; social biologically; biological; physical

Question 07 The programmed ageing theories propose the following viewpoints regarding the ageing process: (a) (b) (c) (d)

The length of life is determined by environmental factors and the loss of neurons in the brain causes ageing. Ageing is programmed to start just before the reproductive ability ends. Cells lose their ability to divide and reproduce, causing ageing. Changes occur in the hypothalamus, which cause changes in the hormones that eventually result in ageing in the organism.


(a) & (b) (c) & (d) (a), (b) & (d) All of the above

Question 08 Each one of the following statements relates to a theory of biological ageing. Which one of the answers below gives the theories in the correct sequence? Statements: (a) Older peoples’ bodies become stiffer and their skin tissue becomes less flexible. (b) Cells can divide only a limited number of times. (c) The human species has a life expectancy of 120 years. (d) The DNA of cells is damaged when electrons leave the nucleus of the atom. 17

The correct sequence of theories is: (1) (2) (3) (4)

(a) The cross-linking theory; (b) The genetic programming theory; (c) The genetic programming theory; (d) The free radical theory. (a) The genetic programming theory; (b) The genetic-linking theory; (c) The wear and tear theory; (d) The telomeres theory. (a) The free radical theory; (b) The genetic programming theory; (c) The telomeres theory; (d) The cross-linking theory. (a) The radical programming theory; (b) The genetic programming theory; (c) The genetic programming theory; (d) The genetic-linking theory.

Question 09 Which of the following statements regarding the experience of the menopause by middle-aged women are true? (a) (b) (c) (d) (e)

Serious symptoms of menopause seem to occur more often in vulnerable women. Some women feel “liberated” by the cessation of the reproductive cycle. Cultural norms and socio-economic status may influence women’s experience of menopause. In South Africa there is a low level of awareness of the menopause among illiterate women.


(a) & (b) (c) & (d) (a), (c) & (d) All of the above

Question 10 Which of the following statement(s) reflect(s) research findings on the sexuality during middle age? (a) (b) (c) (d)

Sexual activity tends to be less genital and more psychologically intimate . Sexual relationships are often more complete and satisfying. Most middle-aged people are not interested in sex because of the cessation of their reproductive abilities . Sexual relationships are generally less satisfying and unimaginative.


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(c) (d) (a) & (b) None of the above

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Question 11 With the refinement of research methodologies regarding age-related cognitive changes, ... (a) (b) (c) (d)

the pessimistic view regarding general cognitive decline has largely been challenged. there are still no simple answers to the question whether cognitions generally decline with age. nearly all studies have indicated that most human abilities decline progressively after reaching a peak somewhere between ages 21 and 35. the controversy regarding whether there is a general decline or not, still continues.


(a) & (d) (b) & (c) (a), (b) & (d) All of the above

Question 12 Which of the following statements regarding individuals’ reaction time are true? (a) (b) (c) (d)

With simple tasks, older adults’ reaction time is better than that of younger adults. With complex tasks, the reaction time of both younger and older adults becomes slower. As tasks increase in complexity, older adults’ reaction time becomes slower. Complex tasks require more extensive processing at an attentional control system, also called the central level.


(a) & (d) (b) & (c) (b), (c) & (d) All of the above

Question 13 Which of the following statements regarding memory are true? (a) (b) (c) (d)

People’s sense of who they are, is often defined in terms of their memory. Especially younger people feel threatened when they experience lapses in memory. Memory is a homogeneous skill ― everything is memorised in the same way. Different types of memories are stored in different sections of the brain.



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Question 14 Which of the following statements concerning wisdom are true? (a) (b) (c) (d)

Wisdom may be linked to post-formal operational thinking rather than to Piaget’s concept of formal-operational thinking. A wise person integrates thinking, feeling and acting into a coherent approach to a problem. A process called ‘encapsulation’ explains why adults attain increasing wisdom despite the decline in their fluid abilities. Wisdom is found in adults of all ages. The key aspect is not age but specific life experience.


(a) & (b) (c) & (d) (a), (b) & (d) All of the above

Question 15 Which of the following statements regarding Piaget’s formal operational stage are true? (a) (b) (c)

(d)

Formal operational thought is a universal occurrence and is governed by biological maturational processes. Formal reasoning is often tested on psychometric tests that test fluid intelligence; therefore older adults will perform less well. The Piagetian conception of formal operational thinking may be inappropriate when applied to older adults because older adults have different concerns than younger adults and may therefore apply their cognitive skills differently. By the 1970s Piaget’s contention that formal operational thinking was the end point of cognitive development, had serious problems. The concept of formal operations was thought to be too limited.


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(a), (b) & (c) (b), (c) & (d) None of the above All of the above

PYC2603/101

Question 16 Which of the following are assumptions of Erik Erikson’s psychosocial theory of personality development? (a) (b) (c) (d) (e)

Personality development occurs throughout the lifespan in eight sequential stages. Each stage is characterised by a crisis during which the individual must attain certain tasks or adjustments. Each task has two opposing poles (positive versus negative) and the solution of each crisis lies in choosing the positive pole. The development from one stage to another is a complex interaction of biological, psychological and social forces. The earlier stages of development provide the foundation for the later stages.


(a), (b) and (c) (c), (d) & (e) (a), (b), (d) & (e) All of the above

Question 17 George Vaillant and his co-workers (cited in Louw & Louw, 2009) proposed an additional stage between Erikson’s sixth and seventh stages, which they call .............................................. . During this stage, adults focus on the establishment of a career and family life. They also proposed an additional stage between Erikson’s seventh and eighth stages, which they call ..................................... ... . During this stage, a decrease in questioning takes place as the individual becomes increasingly aware of socio-cultural values and the way in which these could be preserved. (1) (2) (3) (4)

generativity versus stagnation; ego transcendence versus ego preoccupation career consolidation versus self-absorption; keeping the meaning versus rigidity ego transcendence versus ego preoccupation; generativity versus stagnation keeping the meaning versus rigidity; emotional flexibility versus emotional impoverishment

Question 18 Which of the following interindividual personality changes have been suggested by findings from several cross-sectional and longitudinal studies? (a) (b) (c) (d) (e)

Extraversion tends to decline after age 30. Agreeableness increases with age. Neuroticism increases with age. Conscientiousness and openness to experiences increase in young adulthood but decline in later adulthood. Cross-cultural differences were noted in the patterns of change.

21


(a), (b) & (d) (b), (d) & (e) (a), (c), (d) & (e) All of the above

Question 19 Which of the following statements regarding the possible selves are true? (a) (b) (c) (d)

Possible selves motivate people to set and achieve goals to fulfill their hoped-for possible selves and to avoid the feared possible selves. Possible selves tend to remain stable and are measurable with psychological tests. Possible selves may change in response to efforts at personal growth or to facilitate adaptation to new roles across the life span. Possible selves involve acceptance of own faults and limitations which contribute to a more humble and balanced view of the self.


(a) & (d) (a), (b) & (c) (b), (c) & (d) All of the above

Question 20 Personality in the African context is regarded as the product of ….. (a) (b) (c) (d)

cultural and social interaction. the interaction between a sense of self and ancestral contribution. the interaction between a sense of self through social bonds and a sense of self as a conscious being. life narratives and the differential role of culture.


(c) (b) & (d) (a) & (c) (b), (c) & (d)

END OF ASSIGNMENT 01

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ASSIGNMENT 02 (Compulsory multiple-choice assignment)

Please note: Although students may work together when preparing assignments, each student must submit his or her own individual assignment.

FIRST SEMESTER Closing date

5 April 2013


845251

SECOND SEMESTER Closing date

13 September 2013


882365

Assignment 02 consists of 20 multiple-choice questions covering chapters five to seven in the study guide for Adulthood and Maturity. Question 01 Which of the following statements regarding the lifecourse and lifecycle perspectives of adults’ social development are true? (a) (b) (c) (d)

The lifecycle perspective is a useful way of thinking about the sequence of role transitions. The lifecycle perspective is no longer representative of the contemporary patterns and divergent lifestyles of adults. The lifecourse perspective places people in historical and cultural context and is therefore much more relevant to conceptualise the social development of South Africans. The lifecourse perspective acknowledges divergent lifestyles.


(a) & (c) (b) & (d) None of the above All of the above

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Question 02 One characteristic of adult relationships is attachment. regarding attachment are true? (a) (b) (c) (d)

Which of the following statements

Attachment is defined as a strong affectional tie that binds people together. Attachment theory was initially developed by British psychiatrist John Bowlby and later extended by American psychologist Mary Ainsworth. It is assumed that attachment styles during infancy have far-reaching implications for relationships throughout the lifespan. Attachment develops through reciprocal self-disclosure.


(a) & (d) (b) & (c) (a), (b) & (c) All of the above

Question 03 According to the ...................... of social networks, people constantly evaluate their relationships based on the comparability of their support exchanges and according to the social exchange theory, people prefer balanced support in which they both provide and receive support. This balance is referred to as ……………….. . (1) (2) (3) (4)

socio-emotional selectivity theory; equity. social exchange theory; reciprocity. convoy model; selectivity. social capital theory; exchange.

Question 04 Which of the following were findings according to a HSRC report (cited in Louw & Louw, 2009) regarding the social networks of South Africans? (a) (b) (c) (d)

People living in rural communities have more opportunities for social capital than people living in urban areas. Women have more limited social networks than men. Blacks have stronger social networks than other population groups. The social support networks of poorer people are critical to their survival and development.


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(b) & (d) (a), (b) & (c) (b), (c) & (d) All of the above

PYC2603/101

Question 05 Which of the following factors could lead to a successful marriage? (a) (b) (c) (d) (e)

Marriage at a stage when there is more complete identity formation. Sharing of similar interests but also complementary characteristics. Perception of equality in the relationship. Absence of conflict. Self-confidence, maturity, ability to nurture, and mindfulness.


(a), (d) & (e) (b), (c) & (e) (a), (b) (c) & (e) All of the above

Question 06 According to the lifecycle perspective, the ......................... stage of family development is characterised by helping children in middle childhood to interpret information that they encounter from outside the family; establishing good communication with children; and maintaining realistic expectations of children, whilst the ............................. stage of family development is characterised by encouraging adolescents’ development towards an own identity and independence, and a re-evaluation of the parents’ own values and needs. (1) (2) (3) (4)

interpretive; independent authority; nurturing independent; interpretive nurturing; authority

Question 07 Retirement from work is one of the major life course transitions in late adult life. People who adjust well to retirement may ……. (a) (b) (c) (d)

Have resources such as the necessary finances, health care and a good marital relationship. Have made a voluntary decision to retire and may have made the necessary preparations. Not have a fear of retirement because of social contacts and other interests. Have based their identity on their work role.


(a) & (b) (c) & (d) (a), (b) & (c) All of the above

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Question 08 Which of the following statements regarding John Gibbs’ view (in Louw & Louw, 2009) on moral development are true? (a) (b) (c) (d)

He viewed moral development as a lifelong, ongoing process. Moral judgement develops in adulthood through the expansion of social perspectives as acquired through study and diverse work environments. Older adults’ level of perspective taking may be lower than that of younger or middle-aged adults. Resource variables may protect older adults against decline in moral level and stage.


(a) & (d) (b) & (c) (a), (b) & (d) All of the above

Question 09 Rowe and Kahn (cited in Louw & Louw, 2009) presented a definition of successful ageing which has been widely accepted. The components that form their definition are ... (a) (b) (c) (d)

Freedom from disease and disease-related disability. High mental and physical functioning. Active engagement in social and productive activities. Financial freedom and independence.


(b) (a) & (d) (a), (b) & (c) All of the above

Question 10 Which personality characteristics are associated with successful ageing according to research cited in Louw and Louw (2009)? (a) (b) (c) (d)

A strong sense of meaning and goal directedness. A high degree of stubbornness and an external locus of control. Emotional stability, flexibility and extraversion. A low hostility level and resilience.

The correct answer is: (1) (a), (c) & (d) (2) (b), (c) & (d) (3) None of the above (4) All of the above

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Question 11 Which of the following could be considered the better indicator of mental and physical health and well-being of a person? (1) (2) (3) (4)

Coping with the death of a significant other after a long sickbed. Moving to a retirement home after some careful planning. The person’s reaction towards daily hassles. Acceptance of a situation where other people take decisions on your behalf.

Question 12 The activity theory regarding the psychological well-being of older people has been criticised for ... (a) (b) (c) (d)

Assuming that higher activity level leads to a better quality of life. Not taking individuals’ own unique needs and preferences into account. assuming a certain direction in the causal relationship between social activity and psychological well-being. Not taking into account that not all retired people want a life of excitement and activity.


(a) & (b) (c) & (d) (b), (c) & (d) All of the above

Question 13 The basic assumptions of the continuity theory regarding social activity and psychological wellbeing during late adulthood are ... (a) (b) (c) (d)

That older adults would have more life satisfaction if they are required to continue with all the social activities they had before retirement. That older adults should replace old roles with new ones to achieve a sense of well-being. That any forced activity will lead to lower adjustment and self-esteem in older adults. That the uniqueness of an individual and his or her situation should be the main focus, and not just activity per se.


(a) & (b) (c) & (d) (a) & (d) (b) & (c)

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Question 14 Which of the following reflect research findings with regard to life-satisfaction across the lifespan? (a) (b) (c) (d)

Older adults are not less satisfied with their lives than younger adults and many of them feel that their life is just as interesting as before. Life satisfaction reaches a minimum in early adulthood, reaches a peak during middle adulthood and is low again in later adulthood ― the so-called U-shaped pattern. Young adults experience greater life satisfaction because they peak in cognitive, physical and emotional functioning. Most older people feel satisfied when they think of the life behind them.


(a) & (b) (c) & (d) (a) & (d) (b) & (c)

Question 15 In the case of brain death ... (a) (b) (c) (d)

The condition is usually irreversible. The higher brain centres die first. A person can sometimes still breathe and can have a heart beat because the lower centres that control these functions die later. If the person is deprived of oxygen for more than 5 to 10 minutes, the person may never recover his or her mental abilities.



Question 16 Death anxiety is related to the fear of … (a) (b) (c) (d)

being able to cope with the process of dying. non-being, the unknown and punishment. cowardice and humiliation. physical suffering, isolation and loneliness.

The correct answer is: (1) (2) (3) (4) 28

(a) (a), (c) & (d) (b), (c) & (d) All of the above

PYC2603/101

Question 17 According to Erikson (cited in Louw & Louw, 2009), individuals have greater peace of mind concerning their own deaths when they have mastered all their life crises. According to him, these people have attained ............................. and will experience ...................... death anxiety. (1) (2) (3) (4)

ego identity; lower ego integrity; lower despair; higher self-actualisation; lower

Question 18 According to Kübler-Ross (cited in Louw & Louw, 2009), people who experience grief or who are dying ... (a) (b) (c) (d)

Proceed through various stages to deal with their reactions. Proceed through the stages sequentially. Do not necessarily experience all five stages of grief and dying. Have to express even their most negative feelings in order to feel relief.


(a) & (b) (a), (c) & (d) None of the above All of the above

Question 19 Kübler-Ross’s theory of the stages of dying has been criticised for ... (a) (b) (c) (d)

failing to include hope. failing to include cultural differences. over-generalising the experience of death. failing to identify measures to deal with the death of loved ones.


(a) & (c) (b) & (d) (a), (b) & (c) All of the above

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Question 20 Grief ... (a) (b) (c) (d)

Is a normal or common response to a loss. Usually refers to the response to the death of a loved one. Can refer to the response to social or symbolic losses, and can be experienced on a psychological, social and physical level. Is typically accompanied by excessive crying.


(a) & (d) (b) & (c) (a), (b) & (c) All of the above

END OF ASSIGNMENT 02

9

OTHER ASSESSMENT METHODS

We will not use other assessment methods in this module.

10

EXAMINATION

For general information and requirements as far as examinations are concerned, see the brochure my Studies @ Unisa which you received with your study material. 10.1

Examination admission

When submitting Assignments 01 and 02 on time, you gain examination admission (you do not have to pass the assignments to gain examination admission). Students who do not submit Assignment 01 and Assignment 02 will therefore not be allowed to write the examination. PLEASE NOTE THERE ARE NO FURTHER OPPORTUNITIES TO GAIN EXAMINATION ADMISSION. 10.2

Format of the examination paper

The examination paper in PYC2603 is a two-hour paper . The examination paper will consist of one section with 70 multiple choice questions covering the whole syllabus as outlined in the study guide for PYC2603. These multiple choice questions are to be marked on a mark-reading sheet that will be provided along with the examination paper. Please ensure that you do not mark your answers on the examination paper but directly on the mark-reading sheet. Your total mark for the paper, therefore, your mark out of 70 will be 30

PYC2603 Tut Letter

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