The document discusses development through adolescence and adulthood. It covers physical, cognitive, and social development at each life stage from adolescence through late adulthood. During adolescence, individuals experience puberty and physical maturation. Cognitively, they develop formal operational thought and the ability to think abstractly. Socially, peers become increasingly important and gender roles are strongly influenced. Development continues into early, middle, and late adulthood with changes in physical and cognitive abilities as well as social roles.
This document discusses development through adolescence and adulthood. It covers physical, cognitive, and social development at each stage. In adolescence, it describes the physical changes of puberty like growth spurts and secondary sex characteristics. Cognitively, adolescents reach formal operations allowing abstract thought. Socially, peers become important and gender roles narrow. Development continues into early, middle, and late adulthood with changes in each domain.
1 Understanding Human DevelopmentApproaches and TheoriesAbbyWhyte974
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
Adolescence spans ages 10 to 19 and is a time of rapid physical, cognitive, and psychological changes. It can be divided into three stages: early adolescence from 11-14, middle adolescence from 15-17, and late adolescence from 18-19. During this time, adolescents experience physical growth and development through puberty. They also experience intellectual development as their thinking becomes less concrete and more able to consider consequences and multiple perspectives. Emotionally, adolescents crave independence from parents while also feeling conflicted about distancing. Their social circles expand to include same and opposite sex peers as well as adults. Food preferences change during adolescence as young teens prefer bland familiar foods while older teens learn to appreciate new
Changes and challenges faced by adolescence and early adults in the modern timeNjorBenedict1
Cognitive, social, physical, spiritual/moral and emotional characteristics are described for adolescence and early adulthood. Cognitive development in adolescence involves abstract thinking, reasoning from principles, considering multiple viewpoints, and thinking about thinking processes. Socially, adolescents search for identity, seek independence and responsibility, take risks, develop values and sexuality. Physically, puberty causes changes in both girls and boys. Spiritually, attachment security relates to stable religiosity over time while insecure attachment may involve substituting God. Modern adolescents and early adults face challenges like identity formation, skill development, and shifting relationships while navigating peer pressure and finding purpose.
Adolescence involves major physical, psychological, and social changes occurring between the ages of 10-19 as individuals transition from childhood to adulthood. Puberty is characterized by hormonal changes that trigger physical maturation. During this stage, adolescents seek independence from parents and form strong peer relationships as they develop their identity and experience new emotions. Their brains are still developing skills for emotional regulation and complex decision making. Conflicts with family are common as adolescents push boundaries. Overall development is shaped by genes, environment, culture and experiences.
High school students experience significant cognitive, physical, social and emotional development. Their brains mature to allow for more abstract thinking and improved problem solving skills. Physically, puberty is completed and sexual maturity is reached. Socially, teens develop a stronger sense of identity and form closer relationships with peers and romantic partners. They also engage in more advanced decision making but still demonstrate impulsive behavior at times due to the later development of the prefrontal cortex.
Adolescence Essay
Essay On Adolescence
Middle Adolescence
Adolescence Essay
Adolescence Essay
Looking Back at Adolescence Essay examples
Adolescence Development Essay
This document discusses development through adolescence and adulthood. It covers physical, cognitive, and social development at each stage. In adolescence, it describes the physical changes of puberty like growth spurts and secondary sex characteristics. Cognitively, adolescents reach formal operations allowing abstract thought. Socially, peers become important and gender roles narrow. Development continues into early, middle, and late adulthood with changes in each domain.
1 Understanding Human DevelopmentApproaches and TheoriesAbbyWhyte974
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
1 Understanding Human Development:
Approaches and Theories
29
markferguson2/Alamy
Learning Objectives
1.1 Outline five principles of the lifespan developmental perspective.
1.2 Discuss three theoretical controversies about human development.
1.3 Summarize five theoretical perspectives on human development.
1.4 Describe the methods used in studying human development,
including types of data and designs.
1.5 Discuss the responsibility of researchers to their participants and
how they may protect them.
Digital Resources
Resilience: It Takes a Village
Poverty and Brain Development
Second Couplehood in Late Adulthood
Nature and Nurture
Educational Aspirations
Sociocultural Influences on Development: Desegregation
Children of Katrina: Longitudinal Research
Childhood Exposure to Lead
Voluntary Participation in HIV Research
Master these learning objectives with multimedia resources available at
edge.sagepub.com/kuthertopical and Lives in Context video cases
available in the interactive eBook.
30
Think back over your lifetime. How have you grown and changed through
the years? Do your parents describe you as a happy baby? Were you
fussy? Do you remember your first day of kindergarten? What are some of
your most vivid childhood memories? Did you begin puberty early, late, or
was your development similar to others your age? Were your adolescent
years a stressful time? What types of changes do you expect to undergo in
your adult years? Where will you live? Will you have a spouse? Will you
have children? What career will you choose? How might these life choices
and circumstances influence how you age and your perspective in older
adulthood? Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
What is Lifespan Human Development?
This is a book about lifespan human development—the ways in which
people grow, change, and stay the same throughout their lives, from
conception to death. When people use the term development, they often
mean the transformation from infant to adult. However, development does
not end with adulthood. We continue to change in predictable ways
throughout our lifetime, even into old age. Developmental scientists study
human development. They seek to understand lifetime patterns of change.
lifespan human development An approach to studying human
development that examines ways in which individuals grow,
change, and stay the same throughout their lives, from conception
to death.
Table 1.1 illustrates the many phases of life that we progress through from
conception to death. Each phase of life may have a different label and set
of developmental tasks, but all have value. The changes that we undergo
during infancy influence how we experience later changes, such as those
during adolescence and beyond. This is true for all ages in life. Each phase
of life is important and accompanied by its own demands and
opportunities.
Change is the most obv ...
Adolescence spans ages 10 to 19 and is a time of rapid physical, cognitive, and psychological changes. It can be divided into three stages: early adolescence from 11-14, middle adolescence from 15-17, and late adolescence from 18-19. During this time, adolescents experience physical growth and development through puberty. They also experience intellectual development as their thinking becomes less concrete and more able to consider consequences and multiple perspectives. Emotionally, adolescents crave independence from parents while also feeling conflicted about distancing. Their social circles expand to include same and opposite sex peers as well as adults. Food preferences change during adolescence as young teens prefer bland familiar foods while older teens learn to appreciate new
Changes and challenges faced by adolescence and early adults in the modern timeNjorBenedict1
Cognitive, social, physical, spiritual/moral and emotional characteristics are described for adolescence and early adulthood. Cognitive development in adolescence involves abstract thinking, reasoning from principles, considering multiple viewpoints, and thinking about thinking processes. Socially, adolescents search for identity, seek independence and responsibility, take risks, develop values and sexuality. Physically, puberty causes changes in both girls and boys. Spiritually, attachment security relates to stable religiosity over time while insecure attachment may involve substituting God. Modern adolescents and early adults face challenges like identity formation, skill development, and shifting relationships while navigating peer pressure and finding purpose.
Adolescence involves major physical, psychological, and social changes occurring between the ages of 10-19 as individuals transition from childhood to adulthood. Puberty is characterized by hormonal changes that trigger physical maturation. During this stage, adolescents seek independence from parents and form strong peer relationships as they develop their identity and experience new emotions. Their brains are still developing skills for emotional regulation and complex decision making. Conflicts with family are common as adolescents push boundaries. Overall development is shaped by genes, environment, culture and experiences.
High school students experience significant cognitive, physical, social and emotional development. Their brains mature to allow for more abstract thinking and improved problem solving skills. Physically, puberty is completed and sexual maturity is reached. Socially, teens develop a stronger sense of identity and form closer relationships with peers and romantic partners. They also engage in more advanced decision making but still demonstrate impulsive behavior at times due to the later development of the prefrontal cortex.
Adolescence Essay
Essay On Adolescence
Middle Adolescence
Adolescence Essay
Adolescence Essay
Looking Back at Adolescence Essay examples
Adolescence Development Essay
Adolescence Essay
Essay On Adolescence
Middle Adolescence
Adolescence Essay
Adolescence Essay
Looking Back at Adolescence Essay examples
Adolescence Development Essay
Development Milestones of Children.pptxsarahfauzna
Physical, emotional, cognitive, social, and personality changes occur during adolescence. Physically, teens reach sexual and physical maturity. Emotionally, emotions become unstable due to hormonal and brain changes. Cognitively, teens develop formal operational thinking and can think abstractly. Socially, peers become more important and teens develop same and opposite-sex relationships. In terms of personality, teens develop their identity and moral reasoning. Adolescence involves transitioning to adulthood and preparing for independent roles.
1 adolescence period of tremendous physical and cognitive growthRijosJohn
Adolescence is a transitional period between childhood and adulthood where individuals experience tremendous physical and cognitive growth. During this time, adolescents develop abstract thinking abilities, become more future-oriented, and engage in risk-taking behaviors which can have long-lasting consequences. Peer relationships and influences also impact adolescent development through social learning and pressure to conform. Adolescence is a diverse phase, and supporting healthy development through risk reduction and empowerment can help individuals make a successful transition to adulthood.
Adolescence involves significant physical, intellectual, social, and emotional development according to the document. Physically, adolescents experience rapid growth and development of secondary sexual characteristics. Cognitively, they develop abilities like abstract reasoning and problem solving. Socially, adolescents form their identity and experience greater independence. They also develop morally as their concepts become more generalized and internalized. Peer groups take on increased importance as adolescents experience identity crises and seek autonomy.
The document discusses the physical, cognitive, psychosocial, and emotional development of adolescents. During adolescence, teens experience rapid physical development including growth spurts and development of secondary sex characteristics. Cognitively, teens develop advanced reasoning, abstract thinking, and meta-cognition skills. Psychosocially, teens establish their identity, autonomy, intimacy, sexuality, and achievement. Emotional development involves learning to perceive, assess, and manage emotions. Support from family and understanding adolescent development are important for healthy development.
Adolescence is a period of transition from childhood to adulthood. It involves rapid physical and psychological changes that demand new social roles. The document discusses the nature of adolescence and its challenges. It describes adolescence as a biological and social process involving physical maturation and assuming adult social roles. It outlines Robert Havinghurst's 10 developmental tasks of adolescence, which include achieving emotional independence and selecting an occupation. The document also discusses factors influencing the transition to adulthood, physical changes in adolescence like growth spurts and sexual development, and challenges with gender roles.
conception from birth life stages .pptxMalaiyaDanesh
Forceps or vacuum extraction: Used to help deliver baby if needed.
Cesarean section: Surgical delivery through incision in abdomen and uterus. Done if vaginal
delivery poses risks to mother or baby.
Water birth: Woman labors and delivers baby in warm water. May reduce pain.
Home birth: Delivery at home with midwife rather than hospital.
Birthing center birth: Delivery at freestanding facility staffed by midwives.
Hospital birth: Most common type of delivery in hospital labor and delivery room.
Multiple birth: Delivery of more than one baby at a time (twins, triplets, etc).
Breech birth: Baby is
Middle adolescence is defined as ages 14-16. It is a challenging period characterized by physical, psychological, and systemic changes. Teenagers face personal and social challenges as their perception of self and how they are perceived by others, especially peers, becomes more important. Many behaviors and thought patterns developed during this stage carry over into adulthood. It is a significant period for identity and personality formation. Teenagers experience greater awareness of their actions and the consequences during middle adolescence.
This document provides an overview of key concepts in developmental psychology. It defines development as changes that occur from conception through the lifespan. Development is studied through lifespan, multidimensional, multidirectional, plastic, and contextual lenses. The document outlines biological, cognitive and socioemotional processes in development and describes periods from prenatal to late adulthood. It discusses debates around nature vs nurture and continuity vs discontinuity in understanding human growth.
Adolescence is the period from puberty to legal adulthood that involves physical and psychological development. It can be divided into three stages: early adolescence from ages 11-14, middle adolescence from ages 15-17, and late adolescence from ages 18-21. During this time, adolescents experience physical, intellectual, emotional, and social development as they transition towards independence and adult identities. Their physical growth is largely complete, cognitive abilities are sharpened, they assert independence from parents, and social circles expand beyond family to include peers.
Adolescence spans from ages 10-12 to 19-early 20s. This period is characterized by puberty and physical changes, cognitive development including advanced reasoning skills, evolving social relationships as independence from parents is sought, and identity formation. Emotionally, adolescents experience instability and intense emotions as they adjust to changes and pressures. Overall, adolescence is a transition from childhood to adulthood involving significant development across multiple domains.
Transition into Secondary Parent Information Night (#1). The presentation focuses on the adolescent development, puberty, and the purpose of a transition program.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Adolescence Essay
Essay On Adolescence
Middle Adolescence
Adolescence Essay
Adolescence Essay
Looking Back at Adolescence Essay examples
Adolescence Development Essay
Development Milestones of Children.pptxsarahfauzna
Physical, emotional, cognitive, social, and personality changes occur during adolescence. Physically, teens reach sexual and physical maturity. Emotionally, emotions become unstable due to hormonal and brain changes. Cognitively, teens develop formal operational thinking and can think abstractly. Socially, peers become more important and teens develop same and opposite-sex relationships. In terms of personality, teens develop their identity and moral reasoning. Adolescence involves transitioning to adulthood and preparing for independent roles.
1 adolescence period of tremendous physical and cognitive growthRijosJohn
Adolescence is a transitional period between childhood and adulthood where individuals experience tremendous physical and cognitive growth. During this time, adolescents develop abstract thinking abilities, become more future-oriented, and engage in risk-taking behaviors which can have long-lasting consequences. Peer relationships and influences also impact adolescent development through social learning and pressure to conform. Adolescence is a diverse phase, and supporting healthy development through risk reduction and empowerment can help individuals make a successful transition to adulthood.
Adolescence involves significant physical, intellectual, social, and emotional development according to the document. Physically, adolescents experience rapid growth and development of secondary sexual characteristics. Cognitively, they develop abilities like abstract reasoning and problem solving. Socially, adolescents form their identity and experience greater independence. They also develop morally as their concepts become more generalized and internalized. Peer groups take on increased importance as adolescents experience identity crises and seek autonomy.
The document discusses the physical, cognitive, psychosocial, and emotional development of adolescents. During adolescence, teens experience rapid physical development including growth spurts and development of secondary sex characteristics. Cognitively, teens develop advanced reasoning, abstract thinking, and meta-cognition skills. Psychosocially, teens establish their identity, autonomy, intimacy, sexuality, and achievement. Emotional development involves learning to perceive, assess, and manage emotions. Support from family and understanding adolescent development are important for healthy development.
Adolescence is a period of transition from childhood to adulthood. It involves rapid physical and psychological changes that demand new social roles. The document discusses the nature of adolescence and its challenges. It describes adolescence as a biological and social process involving physical maturation and assuming adult social roles. It outlines Robert Havinghurst's 10 developmental tasks of adolescence, which include achieving emotional independence and selecting an occupation. The document also discusses factors influencing the transition to adulthood, physical changes in adolescence like growth spurts and sexual development, and challenges with gender roles.
conception from birth life stages .pptxMalaiyaDanesh
Forceps or vacuum extraction: Used to help deliver baby if needed.
Cesarean section: Surgical delivery through incision in abdomen and uterus. Done if vaginal
delivery poses risks to mother or baby.
Water birth: Woman labors and delivers baby in warm water. May reduce pain.
Home birth: Delivery at home with midwife rather than hospital.
Birthing center birth: Delivery at freestanding facility staffed by midwives.
Hospital birth: Most common type of delivery in hospital labor and delivery room.
Multiple birth: Delivery of more than one baby at a time (twins, triplets, etc).
Breech birth: Baby is
Middle adolescence is defined as ages 14-16. It is a challenging period characterized by physical, psychological, and systemic changes. Teenagers face personal and social challenges as their perception of self and how they are perceived by others, especially peers, becomes more important. Many behaviors and thought patterns developed during this stage carry over into adulthood. It is a significant period for identity and personality formation. Teenagers experience greater awareness of their actions and the consequences during middle adolescence.
This document provides an overview of key concepts in developmental psychology. It defines development as changes that occur from conception through the lifespan. Development is studied through lifespan, multidimensional, multidirectional, plastic, and contextual lenses. The document outlines biological, cognitive and socioemotional processes in development and describes periods from prenatal to late adulthood. It discusses debates around nature vs nurture and continuity vs discontinuity in understanding human growth.
Adolescence is the period from puberty to legal adulthood that involves physical and psychological development. It can be divided into three stages: early adolescence from ages 11-14, middle adolescence from ages 15-17, and late adolescence from ages 18-21. During this time, adolescents experience physical, intellectual, emotional, and social development as they transition towards independence and adult identities. Their physical growth is largely complete, cognitive abilities are sharpened, they assert independence from parents, and social circles expand beyond family to include peers.
Adolescence spans from ages 10-12 to 19-early 20s. This period is characterized by puberty and physical changes, cognitive development including advanced reasoning skills, evolving social relationships as independence from parents is sought, and identity formation. Emotionally, adolescents experience instability and intense emotions as they adjust to changes and pressures. Overall, adolescence is a transition from childhood to adulthood involving significant development across multiple domains.
Transition into Secondary Parent Information Night (#1). The presentation focuses on the adolescent development, puberty, and the purpose of a transition program.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. INTRODUCTION
ADOLESCENCE
◦ Physical development
◦ Cognitive development
◦ Social and emotional development
EARLY ADULTHOOD
◦ Physical development
◦ Cognitive development
◦ Social and emotional development
MIDDLE ADULTHOOD
◦ Physical development
◦ Cognitive development
◦ Social and emotional development
LATE ADULTHOOD
◦ Physical development
◦ Cognitive development
◦ Social and emotional development
SUMMARY
3. Development is a lifelong affair, which does
not stop when we reach adulthood.
Try this thought experiment. Whatever your
current age, imagine yourself ten years from
now.
4. You in 10 years
Will you have changed physically?
Will you have attained any goals?
Will your cognitive and occupational skills
have changed?
Will you be richer or poorer?
Will you have gained/retained/replaced a
partner?
Will you have had children/seen existing
children grow up and leave home?
Would you expect other people to regard
and treat you differently from the ways they
do now?
5. Consider You in 20 years …
Or 30 years …
It soon becomes clear when we contemplate
our own futures that change is inevitable.
6. But to what extent is development in
adulthood due to intrinsic, fundamental
changes in the organism, to accumulating
experiences in complex environments or to
social and community pressures to adapt?
Is change continuous and gradual, or is it
marked by major transitions?
You will notice that these are similar issues to
those questions we considered with regard to
childhood development.
7. We here follow developments beyond
childhood, beginning with adolescence and
then moving into the phases of adulthood –
early, middle and late.
Although there are many aspects to
development during adolescence and
adulthood, and wide individual variation in
circumstances and achievements, the core
issues again concern development from the
physical, cognitive and social perspectives.
8. Adolescence
It is difficult to decide exactly when
adolescence begins or ends, as both
boundaries are subject to individual variation.
Is a person an adolescent when he or she
reaches a particular age – say, the teens?
And when is adolescence complete – at the
end of the teens, at 21, or later?
9. For these reasons, psychologists working on
adolescence tend to define the period
broadly, as a time of transition between
childhood and adulthood, acknowledging that
the timing and pace of development is
subject to considerable variation.
10. Physical development
Through most of childhood, people grow at a
fairly steady pace – about 5–10 cm and 2–3 kg
per annum.
But with the beginnings of adolescence, most
individuals undergo another radical change,
often called a growth spurt.
In girls, this typically occurs at around age 10 to
13; in boys, it occurs between 12 and 15.
Growth is quite rapid compared to earlier in the
lifespan – a girl may add around 9 kg in a year,
and boys around 11 kg.
11. Secondary sexual characteristics
A particularly important physical change during
puberty is the emergence of secondary sexual
characteristics.
Young people are now heading towards their
mature size and form, but the pace of
development varies markedly across individuals.
12. During puberty, secondary sexual characteristics, such
as facial hair in males, begin to emerge. (Fig. 10.1)
13. These developmental changes are important
from a psychological perspective, because they
affect the young person’s sense of self and
relations with others.
14. The effects of individual variation
Variations in the pace of development lead to
complex outcomes.
In some respects, those who mature early tend
to have an advantage in that they are seen –
and treated – as more adult-like.
Some young people, especially males, gain from
this, developing greater popularity and
confidence that can endure into adult life.
15. In contrast, late maturers may experience
some insecurities as they compare
themselves with their peers who are ahead of
them in the prized achievement of growing
up.
But there can be drawbacks to early
maturation, too.
16. Cognitive development
Less immediately visible is an intellectual growth
spurt during this period.
The young person is becoming capable of
thinking about the world, and dealing with the
challenges it presents in new and more powerful
ways.
17. The period of formal operations
This is the last of Piaget’s stages of intellectual
development, when thought is no longer
considered to be dependent on concrete
operations tied to immediately present objects
and actions, but is based on reasoning about
abstract propositions and the evaluation of
alternative possible outcomes.
18. In one of Piaget’s tasks, participants were
presented with a set of pendulums, with objects
of different weights suspended from strings of
different lengths.
The task was to determine what influences the
speed with which the pendulum swings: is it the
weight of the object, the length of the string, the
height from which the object is dropped, the
speed with which it is pushed, or some
combination of factors?
20. Children still in the concrete operational stage
set about the task rather haphazardly.
They tried guessing and random
combinations of actions but were unable to
isolate the effects of a single factor.
Adolescents (aged 14–15) who had reached
formal operations worked in a much more
systematic fashion.
21. In these (and many other) tasks, formal
operational thinkers demonstrate not simply
that they are systematic and able to keep
track of their attempts, but that they are able
to formulate abstract hypotheses about
possible outcomes.
They are able to conceive of different
propositions about the same set of factors,
and to work out means of testing them to
achieve a resolution.
22. Piaget challenged
These findings lead many researchers to favour
domain specific models of cognitive
development in adolescence.
According to such models, developmental
progress depends at least in part on the
cognitive opportunities, tasks and challenges to
which adolescents are exposed.
23. Alternative accounts of adolescent reasoning
have been advanced more recently, drawing
upon information-processing theories, and
arguing that what really underpins
development in adolescence is not so much
changes in formal logical skills as changes in
processing capacity or efficiency – such as
improved memory skills or attention span.
These capacities may also be linked to
ongoing neural developments.
24. Social development
The adolescent’s social world is changing fast.
The changes reflect biological and cognitive
developments, as well as new opportunities
and the impact of other people’s expectations.
25. Gender and sexual development
During adolescence, gender becomes of much
more central importance for most individuals.
Biological changes occurring during
adolescence make gender all the more salient –
to the adolescent and to others.
26. During childhood, cross-sex interests are
tolerated to some extent.
But in adolescence, parents and peers tend
to provide stronger messages about
acceptable and unacceptable behaviour.
A number of factors bear on young people’s
sexual development during adolescence; e.g.
increased hormonal levels are associated
with heightened interest in sex in both boys
and girls.
27. Adolescents become
interested in adult
appearance. There is a
narrowing of gender
‘pathways’ and an
increased interest in
sex. (Fig. 10.3)
28. The importance of peers
There is no doubt that peers are very important
to adolescents.
During this phase of the lifespan, people spend
increasing amounts of time in the company of
their peers and increasingly focus on peer
relations as crucial to their sense of identity.
29. Adolescents choose their friends, and they
themselves report that, although they are
subjected to peer pressures sometimes, they
do not generally experience this as a major
influence on their behaviour or as something
that they find particularly difficult to handle.
Furthermore, perceived peer influence tends
to vary across different domains of life.
30. Rather than peers providing the antithesis of
parental influences, research suggests that
the relationship is more complex.
In early adolescence, some patterns of
adolescent behaviour (such as drug use)
tend to show a greater association with
parental than peer practices.
Whereas older adolescents perceive peer
influence in matters of drug use as greater
than parental influence.
31. Parents are often the earliest models for smoking and, more
surprisingly, they are often the first to offer adolescents the
opportunity to try cigarettes for themselves. (Fig. 10.4)
32. However, evidence suggests that an
adolescent’s choice of peers is itself
influenced by his parents (i.e. the parents
encourage or discourage particular
friendships).
So peers are important, but not omnipotent.
‘Common sense’ does not always provide a
reliable foundation for evidence-based
psychological analysis (see table 10.1).
33. Myths and realities of adolescence. (Table 10.1)
Myth
Adolescence is a
period of storm and
stress
There is a huge
‘generation gap’
between adolescents
and their parents
Adolescents are
dominated by peer
pressure
Reality
Only a minority of adolescents
experience serious psychological
disturbances
Most adolescents continue to value their
parents as companions and as sources of
advice
Adolescents tend not to rate peer pressure
as a major problem and feel able to resist
it
34. Myths and realities of adolescence (continued).
(Table 10.1)
Myth
Adolescents are
dominated by
television viewing
Adolescents are
irresponsible
Reality
Adolescents spend less time in front of
the television than other age groups
Many adolescents undertake substantial
responsibilities at home, at school and at
work
35. Myths and realities of adolescence (continued).
(Table 10.1)
Myth
Adolescents are
reckless drug takers
Adolescents are all
the same
Reality
Most adolescents experiment with legal
and illegal drugs, but for the majority this
is a short-lived experimentation that does
not lead to dependency
This is patently not true: adolescence
covers a large developmental period, and
there are enormous individual differences
among people in this age group as in
others
36. Early adulthood
It makes sense to divide adulthood into three
broad phases: early (from approximately 18 to 40
years of age), middle (41–65), and late (66+).
By the time we reach early adulthood, we have
spent a long time developing.
Just as it is difficult to determine precisely when
adolescence begins and ends, determining
exactly when adulthood commences proves
elusive.
37. Physical development
Early adulthood is, for most people, the time
of peak physical capacity.
The body reaches full height by the late
teens, and physical strength increases into
the late 20s and early 30s.
Manual agility and coordination, and
sensory capacities such as vision and
hearing, are also at their peak.
38. But change is imminent, even in these basic
capacities.
Some decline in the perception of high-
pitched tones is found by the late 20s
(Whitbourne, 2001), and manual dexterity
begins to reduce in the mid 30s.
But in general, people in early adulthood feel
robust and energetic.
39. On the other hand, people in this age group
are also legally able to use damaging
substances, such as alcohol and tobacco,
and many can obtain access to illegal
stimulants or narcotics.
And young adults have increasing
responsibility for organizing their own eating
habits and exercise regimes.
Not surprisingly, the health status and
prospects of young adults are dependent
more than ever before on their own
behavioural choices…
40. Cognitive development
Although there are wide individual differences
in attainment, most young adults are able to
deal with cognitive tasks in a more abstract
way than before, and to attain solutions to
problems by comparing possible
explanations.
Does this mean that cognitive development
has reached a plateau? Many investigators of
adult cognition think not.
41. Riegel’s theory of postformal
thought
Riegel (1975) proposed that adult experiences
expose us to a new level of cognitive challenge –
the discovery of dialectical (opposing) forces.
In other words, we find that many aspects of our
environment can manifest contradictory features.
This is especially so in the human environment;
for example, someone we love can be warm and
generous at times, but on other occasions the
same person can be self-centred and aloof. Are
they generous or selfish, affectionate or remote?
42. Riegel argued that achieving the intellectual
ability to deal with the contradictions that
confront us in our everyday life requires progress
to a fifth stage of reasoning – the stage of
dialectical operations, now more commonly
called postformal thought.
Postformal reasoning: a level of thought
beyond Piaget’s period of formal operations,
characterized by the understanding that there
may be multiple perspectives on a problem and
that the most appropriate solutions may be
context dependent.
43. Kramer’s three stages
Kramer (1983, 1989) proposed that people
progress through three broad stages, each with
their own distinctive functional characteristics:
◦ Absolutist
◦ Relativist
◦ Dialectical
44. Absolutist reasoning assumes there is
always a single, clear answer to a given
problem.
In dialectical reasoning, competing positions
are integrated and synthesis achieved.
In relativist reasoning, the individual has
becomes aware that there are often different
perspectives on any given issue, and that the
‘correct’ answer may depend on the context.
45. In early adulthood, many people are in the
absolutist phase: they are capable of
addressing many problems, but they tend to
believe that all problems have a correct
answer.
People in the relativist stage have become
aware that there are often different
perspectives on any given issue, and that the
‘correct’ answer may depend on the context.
46. Eventually, in the dialectical phase, people
become able to integrate competing positions
and achieve synthesis.
They can understand why there are diverse
views, and they can appreciate that the
overall progress and contributions of their
chosen discipline derives from efforts to
resolve its internal contradictions.
47. Measuring intelligence
Other approaches to the investigation of
intellectual development in adulthood are
grounded in the psychometric tradition.
By applying standardized IQ tests, researchers
have sought to discover whether there are age-
related differences in intelligence during
adulthood.
48. There are many different ways to measure
intelligence.
K. Warner Schaie and his colleagues have
conducted major longitudinal studies of the
evolution of primary mental abilities among
several thousand adult Americans (Schaie,
1995, 2000).
They focused on five primary abilities:
◦ numeric facility
◦ verbal recall
◦ verbal ability
◦ inductive reasoning
◦ spatial orientation
50. Social and emotional development
Young adults face some formidable
developmental tasks.
Studying, employment and unemployment each
presents its stresses.
At the same time, young adults tend to be
finding their way through the world of romance,
which can also lead to stress and anguish.
All of this happens alongside changes in
relationships with parents, and the increasing
expectation that the young person will take
responsibility for their own life.
51. A stage model for personal
development
Several different theories have been put
forward to account for personal development
during early adulthood.
From a psychoanalytic perspective, Erikson
(1997) sees the dominant focus of this stage as
the development of intimacy – the ability to love
and trust another person.
52. Levinson (1978) extended some of Erikson’s
ideas, but drew also on social psychological
theory to explain the relationship between the
developing individual and the demands of
society.
Levinson emphasized the social role
requirements at different life stages, and the
interaction between personal growth and
relationships.
53. Dream: Levinson’s term for an individual’s
vision of his life goals, formed around 17 to 22
years of age and contributing to the motivation
for subsequent personal development.
54. The next sub-stage is the period of entering the
adult world (22–28), and is organized around
forging a pathway at work and attaining a
special personal relationship.
This is followed by the ‘age 30’ transition (28–
33), in which people undergo a moderate
degree of self-questioning – reviewing their
Dream, the choices they have made and the
problems in their lives.
The rest of this decade (33–40) is the ‘settling
down’ period, when people have usually found
their niche in life and are striving to consolidate
their professional and domestic roles – they are
basically getting their lives in order.
55. The period of entering the adult world (22–28) is
partly organized around the world of work. (Fig.10.6)
56. Intimacy – are you secure, anxious
or avoidant?
According to developmental models such as
Erikson’s and Levinson’s, young adults are
developing a sense of personal identity along
with a need for closeness to others.
Interestingly, there are strong similarities in the
ways people develop early relationships with
caregivers during infancy and intimate adult
relationships later on.
57. Some social psychologists (Mickelson,
Kessler & Shaver, 1998; Shaver & Clark,
1996) have argued that the types of
attachments we form as adults can be
classified using the framework Ainsworth and
others developed to account for infant
attachments – namely, ‘secure’, ‘anxious/
ambivalent’ and ‘avoidant’.
58. ‘Securely’ attached lovers find intimate
relationships comfortable and rewarding; they
trust their partner and feel confident of his or
her commitment.
‘Anxious/ambivalent’ lovers experience
uncertainty in their relationships; sometimes,
they fret that their partner does not love them
enough and might leave, and they may
respond to this anxiety by putting pressure on
the partner, running the risk of causing the
very outcome they fear.
59. ‘Avoidant’ lovers find getting close to others
uncomfortable, find it difficult to trust others,
and are reluctant to commit themselves fully
to a relationship.
Shaver and colleagues found that the
proportions of adults who fall into these types
is very similar to those of infant attachments.
60. Middle adulthood
Once again, it is difficult to define this phase of
life precisely.
The variety of human life courses means that
individuals can be in very different stages of
their personal development at the age point (i.e.
turning 40) that we have taken as a rough
measure of entry to middle age.
61. During mid-life, people experience a range of
external and internal physical changes.
External changes include the appearance of
grey hair and hair thinning, increases in facial
wrinkles, and a tendency to put on weight
around the waist or lower body.
Internal changes include reductions in the
efficiency of the cardiovascular, respiratory and
nervous systems.
There are changes to the sensory capacities,
too; e.g. the onset of presbyopia and loss of
hearing (particularly sensitivity to higher
frequency sounds).
62. Text as it appears
to a middle-aged
adult with
presbyopia. If
you notice an
adult at this stage
of life holding
printed matter
further away in
order to read it,
this is the most
likely explanation.
(Fig. 10.7)
63. This is the time when women experience the
menopause – the cessation of menstruation.
Many women suffer some level of physical
and psychological discomfort as a result,
such as hot flushes, mood changes, loss of
libido and insomnia.
But the intensity of these symptoms varies
considerably among individuals, and
menopausal status is not a strong predictor of
psychological distress.
64. As at other stages of the lifespan, physical
changes are closely interwoven with
psychological changes.
Signs of aging prompt many people to review
their lives and some begin to feel dissatisfied
with their bodies.
But menopausal women who take regular
aerobic exercise report more positive moods
and less somatic discomfort than non-
exercising peers.
65. Cognitive development
In terms of primary mental abilities, Schaie’s
(1995) data depict mid-life as a relatively stable
period.
In fact, on most measures, middle-aged adults
perform as well as or slightly better than
younger adults.
66. Life skills
On ‘real world’ tests related to practical
applications of reasoning, such as how to
deal with faulty purchases, flooding in the
basement, middle-aged people scored
significantly higher than young adults.
In other research, Denney and Pearce (1989)
found that the number of solutions people
generate in response to everyday practical
problems peaks in middle age.
67. Emotion and clear thinking
Some researchers argue that there is an
important reorganization of thinking in middle
adulthood, as people achieve an integration of
information-processing and emotional self-
regulation (Labouvie-Vief, 1999).
Younger participants tend to be swayed by their
own emotions in conflict situations, while middle-
aged participants appeared to integrate
emotional understanding with other problem-
solving skills.
68. Social and emotional
development
Each phase of life brings new challenges, and
for many people mid-life brings a multiplicity of
them – from all quarters.
By this time, people’s histories are very varied.
So can we pin down any particular patterns of
social and emotional development associated
with middle age?
69. The ‘mid-life crisis’…
Generativity: the feeling in mid-life that one
has made or is making a contribution to the
next generation.
A ‘link between the generations’, maintained
Erikson, is ‘as indispensable for the renewal of
the adult generation’s own life as it is for the
next generation’.
70. Erikson argued for the importance of a ‘link between the
generations’, enabling the older generation to contribute
skills and knowledge to younger people – a process known
as ‘generativity’. (Fig. 10.8)
71. Stagnation is the opposing feeling of having
achieved relatively little and of having little to
offer to the next generation.
Some people in mid-life, for example,
conclude that they have not met the family or
occupational goals that once motivated them.
Some respond to this sense of ‘standing still’
with a period of self-absorption, and an acute
awareness that time is limited.
72. Individuals are likely to experience both types
of feeling – generativity and stagnation – and
the core developmental process of mid-life,
according to Erikson, is the resolution of this
conflict.
Those who resolve it successfully attain a
sense of care (about both the present and
the future), and those who fail to do so
develop a sense of rejectivity (i.e. they turn
away from society and have little interest in
contributing to it).
73. Levinson (1978) also depicts mid-life as a
period of inner conflict.
Levinson found that most of his interviewees
next underwent a period of mid-life transition
(40–45).
These kinds of reassessment are popularly
associated with the notion of the ‘mid-life
crisis’.
74. But subsequent research shows that it is an
oversimplification to assume that everybody
undergoes a mid-life crisis. For example:
1. Periods of turbulence and self-doubt can
be experienced by adults of most ages,
and some individuals – especially those
who score highly on measures of
neuroticism – may be prone to develop
crises at any age.
75. 2. In larger samples than Levinson’s (1978),
only a minority of middle-aged people feel
they have experienced a crisis.
3. Substantial proportions of middle-aged
people report better mental health and self-
esteem during this phase of life than ever
before.
76. But there is no doubt that there are many
pressures on middle-aged people.
Some of these pressures relate to domestic
and family life, and others to the world of
work.
77. For some middle-aged people, usually
women, looking after both their own children
and their aging parents can cause ‘caregiving
pile-up’ – an experience of overload due to too
many competing demands.
As in earlier phases of life, the quality of a
person’s attachment to his or her partner has
important implications for adjustment, personal
satisfaction and dealing with life stresses.
78. Late adulthood
Late adulthood is perhaps the most difficult of
all to define precisely – mainly because there is
very wide individual variation in the physical,
cognitive and social processes of aging.
79. Physical development
In late adulthood, external physical changes
include changes in the skin (wrinkling, loss of
elasticity), loss of subcutaneous fat, thinning of
the hair, and changes in general posture due to
the loss of collagen between the spinal
vertebrae.
There are also many internal changes, less
apparent to the onlooker but important to the
functioning of the aging individual.
80. These include changes to the cardiovascular
system and loss of cardiac muscle strength,
decline in muscle mass and reductions in the
efficiency of the respiratory, digestive and
urinary systems.
But, although physical change is inevitable,
the timing and extent are highly variable (and,
to some degree, influenced by the
behavioural choices and lifestyle of the
individual).
81. Physical and sensory capacities, so important
in our earliest encounters with the world in
infancy, also tend to decline with age.
If perceptual abilities were so vital at the outset
of life, what are the psychological
consequences of beginning to lose them?
There is a strong connection between sensory
functioning and intelligence in old age; and
gradual deficits in hearing can affect older
people’s ability to process speech in the
context of other noise, which in turn affects how
easily they interact with other people.
82. But, once again, the extent of the impact of
biological decline varies from person to
person, and is influenced by both the rate of
change and the individual’s coping skills
(which are, in turn, influenced by personality
and social circumstances).
83. Although physical change with age is inevitable,
physical strength and fitness decline less in people
who exercise regularly. (Fig. 10.9)
84. Does intellectual capacity
decrease with age?
Schaie’s and other research shows that while
there is variation between age groups on some
measures of intellectual performance, there is
also great variation within groups – and this
variation within groups increases with age
(figure 10.10).
Older people do tend to perform less well than
younger adults on tasks dependent upon
reaction time and processing speed.
86. Some researchers have also reported that
older adults perform less well on Piagetian-
type tasks measuring formal operations.
But these differences do not necessarily
support the conclusion that intellectual
capacity in the elderly is pervasively
inadequate: intelligent behaviour in everyday
life typically involves several capacities, and
people may be able to compensate for
reductions in one ability (such as processing
speed) by placing greater weight on another
(such as judgments based on experience).
87. Another myth debunked
Returning to figure 10.5 once more, it is
tempting to interpret the declining slope from
the 70s to 80s as confirming an inevitable
and irreversible decline in performance.
But suppose we intervened by providing
training to show (or remind) older people how
to perform the kinds of tasks being tested?
Schaie and Willis and their colleagues have
done exactly this – with impressive results.
88. In a number of studies, they have found that
older people’s performance can be
significantly improved by training, and that
these benefits endure.
Even reaction time can be improved in the
elderly, as Clark, Lamphear and Riddick
(1987) demonstrated by the imaginative
technique of training a group of older people
on video games.
89. Social and emotional
developments
Theorists such as Erikson (1997) and Levinson
(1978) regarded late adulthood as another major
stage of adult development.
Erikson again saw the individual as facing a
conflict – this time between integrity and despair.
He maintained that as people realize they are
coming towards the end of their life, they
reminisce about their past and review how they
feel about themselves.
90. Levinson saw the period from approximately
60 to 65 as the late adult transition, when the
individual has to deal with intrinsic changes in
capacity and performance, as well as changes
in relations with others and in society’s
expectations.
All of these changes pose challenges.
91. Relations with others
As in all other parts of the lifespan,
relationships are important to the older person’s
adjustment.
For some people, the marital relationship may
become more rewarding during old age.
Some research has found that satisfaction with
marriage tends to be rated higher in retired
people than in middle-aged adults.
92. This may be partly because older married
people tend to be those whose marriages
have been successful (i.e. they have stayed
together because they were satisfied with the
relationship).
But it could also be because partners now
provide each other with a degree of
companionship and support that may not
always have been so apparent or so
appreciated in busier earlier years, when
many other types of relationship were
competing with the person’s time.
93. Although there are
losses and declines
with age, many people
respond to them
adaptively; indeed,
many older people
adjust well to the
changes associated
with ageing, and report
high levels of
enjoyment of life in
their later years. (Fig.
10.11)
94. On the other hand, it may be that older
people of today grew up in times when
marriages were expected to last, and so
their more positive ratings may reflect a
more traditional determination to ‘see things
through’.
95. Relationships with grandchildren and siblings
can also be very important, as are relations
with friends.
Overall, when asked to identify the most
important considerations affecting quality of
life, older people consistently place personal
relationships and social networks high on
their lists.
96. Successful aging
Although there are losses and declines with
age, we have already seen that many people
respond to them adaptively – one of the
remarkable characteristics of human beings
throughout the lifespan is our resilience.
What factors promote successful aging?
97. Social support and social networks emerge as
primary considerations.
Paul and Mary Baltes and their colleagues
have investigated the processes of successful
aging among participants in the large-scale
Berlin Aging Study.
They have proposed a model of ‘selective
optimization with compensation’, according to
which people face problems associated with
aging by finding ways to handle cognitive tasks
that minimize their dependency on their
declining biological capacities.
98. Researchers have also found that older
people show evidence of increasingly
complex reasoning about interpersonal
issues, life planning and moral dilemmas, and
they perform better than younger adults with
respect to oral narrative production.
The good news for aspirant psychologists is
that a professional life involved in cognitively
challenging and stimulating work appears to
promote the prospects for successful aging.
99. Summary
The journey from adolescence through
adulthood involves many changes and
adjustments, and entails considerable individual
variation from one person to another.
Psychological development involves physical,
sensory, cognitive, social and emotional
processes, and the interactions among these.
For example, the age at which a person enters
puberty can have implications for their
personality which can extend all the way through
their lives.
100. Although adolescence is a time of new
discoveries and new attainments, it is by no
means the end of development. Indeed,
according to some theorists, there are stages of
potential adult psychological development
which some of us may never attain.
There is some evidence of broad patterns of
adult development (perhaps even stages), yet
there is also evidence of diversity and the
potential to affect our own development by the
life choices that we make.
101. Some abilities diminish with age, while others
increase; successful aging appears to involve
skilful re-balancing of the resources and
opportunities available to us, such that we
learn to make the most of our strengths at the
same time as coping with our limitations.