By John C. Cavanaugh, Fredda Blanchard-Fields
Written inside of a biopsychosocial framework, Cavanaugh and Blanchard-Fields' best-selling textual content covers the explicit ages-stages of grownup improvement and getting older. In its remarkable insurance of present learn and thought, the authors draw transparent connections among examine and alertness. The book's specialise in "positive aging" and the profits and losses humans event throughout maturity distinguish it from its rivals.
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Extra resources for Adult Development and Aging (6th Edition)
For example, one way to test older adults’ memory is to give them a Sampling Behavior with Tasks. grocery list to learn and remember. Likewise, police training includes putting the candidate in a building in which targets pop up that may be either criminals or innocent bystanders. This approach is popular with gerontological researchers because it is so convenient. The main question with this approach is its validity: Does the task provide a realistic sample of the behavior of interest? For example, asking people to learn grocery lists would have good validity to the extent it matched the kinds of lists they actually use.
Studying Adult Development and Aging Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. 25 span of days or weeks, typically with the aim of observing change directly as it occurs. For example, researchers might test children every week, starting when they are 12 months old and continuing until 18 months. Microgenetic studies are particularly useful when investigators have hypotheses about a specific period when developmental change should occur (Flynn, Pine, & Lewis, 2006).
These forces direct our development much as an artist’s hands direct the course of a painting or sculpture. Following from the forces that shape adult development and aging are questions such as: What is the relative importance of genetics and environment on people’s behavior? Do people change gradually, or do they change more abruptly? Do all people change in the same way? These questions reflect controversies that historically underlie the study of human development (Lerner, 2001): the nature–nurture controversy, the change–stability controversy, the continuity–discontinuity controversy, and the “universal versus context-specific development” controversy.