PSY-358 – Adult Development and Aging Generativity Check List and Scoring Directions: At the end of “A Theory of Generativity and Its Assessment through Self-Report, Behavioral Acts, and Narrative Themes in Autobiography” you will find the Loyola Generativity Scale. For each of the statements, please indicate how often the statement applies to you, by marking either a "0," "1," "2," or "3”. Mark "0" if the statement never applies to you. Mark "1" if the statement only occasionally or seldom applies to you. Mark "2" if the statement applies to you fairly often. Mark "3" if the statement applies to you very often or nearly always. When you have read and marked all 20 items, score your scale. Add up the 20 items; note some are reversed so transpose those first: items 2, 5, 9, 13, 14 and 15 are reverse scored (i.e., 0 becomes 3; 1 becomes 2; 2 becomes 1; 3 becomes 0) The higher your score the greater your generativity is. * 0-60 score; range 20-55; average: 40-41 Adapted from: McAdams D., & de St Aubin E. (1992). A theory of generativity and its assessment through selfreport, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology. 62:1003–1015 PSY-358 – Adult Development and Aging Generativity Survey Directions: You will be evaluating a presentation on generativity. Please be thorough and honest in your answers. 1. I understand what generativity is and the theory behind it. strongly disagree disagree neutral agree strongly agree 1 2 3 4 5 2. I understand how personality and gender contribute to generativity. strongly disagree disagree neutral agree strongly agree 1 2 3 4 5 3. I understand how to increase my generativity strongly disagree disagree neutral agree strongly agree 1 2 3 4 5 4. The presentation and information on generativity was clear and well organized. strongly disagree disagree neutral agree strongly agree 1 2 3 4 5 5. Please provide feedback to the presenter. What went well during the presentation? What suggestions do you have for improvement? Benchmark - Generativity 1 Unsatisfactory 0.00% 70.0 %Content 25.0 % Discuss presentation before survey results are viewed. Discussion of presentation before survey results are viewed is missing. 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% Discussion of Discussion of presentation before presentation before survey results are survey results are viewed is vague and viewed is present and inconsistent. appropriate. 25.0 % Discuss Discussion of presentation after presentation after survey results are survey results are tabulated. tabulated is missing. Discussion of presentation after survey results are tabulated is vague and inconsistent. Discussion of presentation after survey results are tabulated is present and appropriate. 20.0 % Describe comfort level in answering questions during and/or after presentation. (Comp 2.6) Description of comfort level in answering questions during and/or after presentation is vague and inconsistent. Description of comfort level in answering questions during and/or after presentation is present and appropriate. Description of comfort level in answering questions during and/or after presentation is missing. 20.0 %Organization and Effectiveness 7.0 % Thesis Paper lacks any Development and discernible overall Purpose purpose or organizing claim. 20.0 %Organization and Effectiveness 8.0 % Argument Statement of Logic and purpose is not Construction justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. 20.0 %Organization and Effectiveness 4 Good 85.00% 5 Excellent 100.00% Discussion of presentation before survey results are viewed is present and clear. Discussion of presentation after survey results are tabulated is present and clear. Discussion of presentation before survey results are viewed is thoughtful and concise. Discussion of presentation after survey results are tabulated is thoughtful and concise. Description of comfort level in answering questions during and/or after presentation is concise and compelling. Description of comfort level in answering questions during and/or after presentation is present and thoughtful. Thesis is Thesis is apparent insufficiently and appropriate to developed or vague. purpose. Purpose is not clear. Thesis is clear and Thesis is forecasts the comprehensive development of the and contains the paper. Thesis is essence of the descriptive and paper. Thesis reflective of the statement makes arguments and the purpose of the appropriate to the paper clear. purpose. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument shows Clear and logical progression. convincing Techniques of argument argumentation are presents a evident. There is a persuasive claim smooth in a distinctive progression of and compelling claims from manner. All introduction to sources are conclusion. Most authoritative. sources are authoritative. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. 5.0 % Mechanics Surface errors are of Writing pervasive enough (includes spelling, that they impede punctuation, communication of grammar, meaning. language use) Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free Writer is clearly in of mechanical command of errors, although a standard, written, few may be academic English. present. The writer uses a variety of effective sentence structures and figures of speech. Template is not Appropriate used appropriately, template is used, or documentation but some elements format is rarely are missing or followed correctly. mistaken. A lack of control with formatting is apparent 5.0 % Sources are not Documentation of Documentation of documented. sources is Sources (citations, inconsistent or footnotes, incorrect, as references, appropriate to bibliography, etc., assignment and as appropriate to style, with assignment and numerous style) formatting errors. 100 % Total Weightage Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate All format template is fully elements are used. There are correct. virtually no errors in formatting style. 10.0 %Format 5.0 % Paper Format (use of appropriate style for the major and assignment) Sources are Sources are documented, as documented, as appropriate to appropriate to assignment and style, assignment and although some style, and format is formatting errors may mostly correct. be present. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Running head: CHANGES FROM ADOLESCENCE TO ADULTHOOD Changes from Adolescence to Adulthood Emily Pietro Grand Canyon University: PSY-358 February 3, 2017 1 CHANGES FROM ADOLESCENCE TO ADULTHOOD 2 Directions: In 50-100 words for each age range, describe the changing brain structure or development happening for each range. Place your resources under the justification heading in proper APA formatting. Age Range Early Adult Up to 40 Middle Adult 40-70 Late Adult 70-Death Brain Development The first two decades of an individual’s life involve a significant amount of development. The human brain is almost full size by age six. The motor and sensory cortices, which hold primary functions, develop and mature the earliest. The parietal and temporal cortices mature next, which are the centers for basic language and spatial attention. Cortical function is parallel to the cognitive milestones that a child will develop. The development of the prefrontal cortex is crucial for higher cognitive functions. Regions of the cortices that do not develop parallel to milestones and task performance will have a decrease in activity with the increase of age. Rather than beginning in older age, cognitive functioning begins to deteriorate in middle-age. Basic functions such as memory and reasoning speed begin to decrease. Depending on an individual’s genetics, some people’s brain age quicker than others. The biggest factor of deteriorating brain function lies with stress. Middle-age is the most stressful time of life. Cortisol is released in response to stress, and excess cortisol can prevent the brain from creating new memories and from accessing old ones. Excess cortisol also makes it more difficult for an individual to respond to stimuli. In aging individuals, gray matter volume decreases while cerebrospinal fluid volume increases. Changes with white matter are minimal. The loss of gray matter happens quickly throughout the first six decades, and after that it declines. This results in the slow deterioration of brain cortices, which can then result in a change of social behavior and personality. There is a found relationship between volume of gray matter Justification (How do you know) (Casey, Tottenham, Liston, & Durston, 2005). (‘The wonders of the middle-aged brain,’ 2013). (Kaasinen, Maguire, Kurki, Bruck, & Rinne, 2005). CHANGES FROM ADOLESCENCE TO ADULTHOOD and personality trait of self-transcendence, which reflects mature creativity and spiritualization. This trait can have adaptive advantages in situations where individuals are faced with suffering or death, which is now inevitable. 3 CHANGES FROM ADOLESCENCE TO ADULTHOOD References Casey, B.J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: what have we learned about cognitive development? Trends in Cognitive Science, 9(3), 104-110. http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.tics.2005.01.011 Kaasinen, V., Maguire, R.P., Kurki, T., Bruck, A., & Rinne, J.O. (2005). Mapping brain structure and personality in late adulthood. NeuroImage, 24(2), 315-322. http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.neuroimage.2004.09.017 ‘The wonders of the middle-aged brain’ (2013). On the Brain: The Harvard Mahoney Neuroscience Institute Letter. Retrieved from https://hms.harvard.edu/sites/default/files/OTB_Fall2013.pdf 4 PSY-358 – Adult Development and Aging Life-Span Perspectives Directions: In 150-200 words, for each question, answer the following questions regarding lifespan perspectives and successful aging. You must use one resources beside your textbook. Include in-text citations in your responses, with proper APA formatted reference list at the end of the questions. 1. Explain the premises of the life-span perspectives; as well as the basic forces in human development. The life span perspective is split into two parts: Early childhood, and later phase. The former phase is age-related increases in size and abilities, and the latter is about a slower change, but abilities continue to develop as people continue adapting to the environment (Baltes, Lindenberger, & Staudinger, 2006). There are four key features: Multidirectionality- where one area of life grows and another declines Plasticity- being able to grow and adapt further instead of being capstoned Historical context- development within our own time we were born in (i.e. time periodgeneration x, millennial, baby boomers, etc.) Multiple causation- how they developed from their environment (biological, physical, sociocultural, life-cycle forces) (Cavanaugh, 24). There are four basic forces that shape us: 1. Biological features: genetics and health factors that affect our development 2. Pyschological forces: perceptive, emotional, personality, and cognitive factors that play into how we notice one another's characteristics 3.Sociocultural:interpersonal, societal, ethnic, and cultural factors that provide us contexts into which we develop 4. Life-cycle forces: the differences in how a combination of the above can affect each of us at different points in our life. (Cavanaugh, 31). 2. Describe what successful aging is and the best method to study successful aging. Successful aging through key factors will contribute to being able to age successfully, without an emphasis on disease and medical/sociopsychological factors. Some include: Life expectancy, personal growth (being able to learn new things), cognitive function, leisure activities, goals, social networks, participation, activity, diet enjoyment, financial security, so on and so forth. Successful aging is the satisfaction of a person's past and their life as it is in the present. (Bowling, Dieppe, 2). It is the ability to adapt to what changes may come. The best method to study successful aging is the SOC model, which is adaptive- there is the selection of developing and choosing goals, the optimization of the goals through means and actions, and the compensation when the ones before are not available. It is the ability to persist even though there are losses and setbacks, and not to let those deter (Cavanaugh, 443). 3. Explain the different types of research design used in the study of the life span. An experimental design can be used and it involves manipulation of a key factor that could be responsible for another trait or behavior. A correlation design is examining behaviors that are pre-existing and examining the relationship naturally. (Cavanaugh, 39). Age effects are the reflection from underlying processes and are the changes from within, not through time, they are biological, physiological, or sociocultural changes. Cohort effects are caused by experiences and circumstances in which the participant belongs in, and are affected by the history of their own time (i.e. baby boomers due to WWII.) Time of Measurement effects- differences from environment, history, or sociocultural that impact the change. (Cavanaugh, 40). 4. Describe the main approaches used to measure behavior in adult development and aging research, include the strengths and weaknesses for each. Cross-sectional designs are used to test different people's ages at the same time to examine the change in age differences but not age change. They only test one point in a person's development, not over a lifetime period so they are not as accurate as can be, and cohorts and age effects are confounded in this research design. The strength for this research tactic however, is that it is quick and easy to conduct, and is inexpensive. Longitudinal designs are tested or observed over various points in their lives, and repeatedly done so. While cohorts are found and observed in this method, age and time measurement are confounded, and research from this design could be a result from an underlying process that was already pre-existing. They can also provide inaccurate results because many people could improve what is being tested over time, or dropout from the research, and lastly, the cohort is not broad enough therefore, does not provide a range that could apply to other groups. Sequential designs represent different combinations of cross-sectional or longitudinal studies. It involves two or more cohorts, and follows participants for the same length of time. The downside to this more informative and powerful study is that it is costly, and time consumingbut it does provide the most answers. (Cavanaugh, 41-46). References: Bowling, A., & Dieppe, P. (2005). What is successful ageing and who should define it? BMJ : British Medical Journal, 331(7531), 1548–1551. Cavanaugh, J. C., & Blanchard-Fields, F. (2015). Adult development and aging. Stamford, CT: Cengage Learning. 
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