Instructor Manual
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
What’s New in This Chapter....................................................................................................................2
Chapter Outline.........................................................................................................................................3
Discussion Questions.................................................................................................................................4
Additional Activities and Assignments....................................................................................................4
Additional Resources.................................................................................................................................7
Internet Resources...................................................................................................................................7
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The chapter introduces students to the idea that aging is a lifelong process, which has already begun for
them. It is important for students to understand that adult development and aging is just one part of the
life span, and to truly understand this, we must consider not only a person’s chronological age but also
what life experiences a person has had. To this end, a discussion of research methods used in adult
development research can illustrate some of these points (e.g., age effects, cohort effects, and time-of-
measurement).
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1.1 Describe the life-span perspective and the characteristics of the adult population.
1.2 Identify the basic forces of human development and the concept of age.
1.3 Describe the scientific methods used to conduct research in adult development and aging.
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New Controversies feature on the importance of lenses in understanding issues related to gender,
ethnicity, and race.
Introduces the concept of intersectionality as an important concept in understanding how different
demographic categories interact in their influence on people.
New subsection on Tools for Doing Developmental Research that discusses online research skills
training, tools for constructing surveys, and various data libraries and repositories.
Reframed discussion on sociocultural forces now includes gender and biological sex as key
aspects.
Introduces COVID-19 as a major event that has had a pervasive influence on all aspects of adult
development and aging.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities and assessments (including any existing ones in the PowerPoint
or the textbook) by chapter (and therefore by topic), so that you can see how all the content relates to the
topics covered in the textbook. LO#.# refers to the objective related to the content.
I. Chapter Objectives
II. Perspectives on Adult Development and Aging (LO 1.1, PPT Slides 3–9)
a. The Life-Span Perspective
b. Characteristics of the Older Adult Population
i. Knowledge Check Activity 1: 1–2 minutes. (LO 1.1, PPT Slides 10–11)
,III. Issues in Studying Adult Development and Aging (LO 1.2, PPT Slides 12–19)
a. The Forces of Development
b. Interrelations Among the Forces: Developmental Influences
c. Cultural, Ethnic, Racial, Biological Sex, Gender, and Socioeconomic Factors
d. The Meaning of Age
e. Core Issues in Development
i. Knowledge Check Activity 2: 1–2 minutes. (LO 1.2, PPT Slides 20–21)
IV. Research Methods in Adult Development and Aging (LO 1.3, PPT Slides 22–29)
a. Measurement in Adult Development and Aging Research
b. General Designs for Research
c. Designs for Studying Development
d. Tools for Doing and Archiving Developmental Research
e. Integrating Findings from Different Studies
f. Conducting Research Ethically
i. Discussion Activity 1: 10–15 minutes. (LO 1.3, PPT Slide 30)
V. End of Chapter Book Activities (All objectives)
a. Self-Assessment: 5 minutes. (LO 1.1, 1.2, 1.3, PPT Slide 31)
b. Summary (PPT Slide 32)
[return to top]
DISCUSSION QUESTIONS
The following are additional discussion questions not included in the textbook or PPTs—they are for you
to use if you wish. LO#.# refers to the objective related to the content.
1. In what ways are people the products of interactions between heredity and environment? (LO 1.2)
2. What types of normative history-graded events are taking place today? How might you be
affected by these events? (LO 1.2)
3. Consider the COVID-19 pandemic. Would you consider that experience a normative history-
graded event? How has that experience impacted development? (LO 1.2)
4. Why are we interested, as a society, in continually increasing longevity, despite the strain this
causes on health and social services? Is increased longevity a worthwhile goal? Why or why not?
(LO 1.1)
5. What advantages are there to conceptualizing age in numerous ways? How might your
knowledge of the existence of these different types of age affect your response to the question
“What is your age?” (LO 1.2)
6. What makes people who age “successfully” different from those who do not? Students may find
it helpful to visit the New England Centenarian Study website (see “Suggested Websites”) for
some hints. (LO 1.2)
7. What are the implications for our society from the rapid increase in the number of older adults?
(LO 1.1)
8. How might the United States face the challenges of an aging population different from China?
Consider individual vs. collective cultural differences and similarities. (LO 1.2)
9. In what ways might elderly adults be taken advantage of by researchers, perhaps unwittingly?
Consider the ethical guidelines provided in the chapter when answering. (LO 1.3)
[return to top]
, ADDITIONAL ACTIVITIES AND ASSIGNMENTS
The following are additional activities and assignments not included in the textbook or PPTs—they are
for you to use if you wish. LO#.# refers to the objective related to the content.
1. “Stages” of Life. (LO 1.1)
Identify “stages” of life (e.g., childhood, adolescence, mid-life, and old age) and discuss
how these fit with the lifespan perspective. How do the “stages” fit with the stability-
change and the continuity–discontinuity controversy?
2. Stereotypes. (LO 1.1)
Identify societal stereotypes and attitudes of aging. This can easily be achieved through
examining greeting cards, popular magazines, and television.
o Discuss the pros and cons of the attitudes/stereotypes.
o Discuss the accuracy of these attitudes/stereotypes and possible explanations for why
they exist.
3. Centenarian. (LO 1.1)
Have students review the website of the New England Centenarian Study and ask each
student to summarize a different aspect or finding of the study. The students can then
share the information they found with each other. Then ask them to discuss how this
activity put a human face on aging for them.
4. Myths about Aging. (LO 1.1)
Have students take Dr. Linda Woolf’s myths about aging quiz. This true–false quiz is a
great way to introduce students to the course and assess their preconceptions about aging.
5. Biological Age. (LO 1.2)
Have students take the “What is your real age?” quiz. This quiz allows students to
determine their estimated biological age and what factors make them older or younger.
6. Longer Life. (LO 1.2)
Have students read “Dr. Oz’s 24 Hours to a Longer Life” article and then discuss the
steps that seem feasible for them in their current lifestyles, the changes they might make
to make other steps more feasible, and whether they think these steps are possible for
most elderly adults to take.
7. Changing Demographics. (LO 1.1)
Examine maps that illustrate changes in the elderly population of the United States. How
are the demographics changing for the United States and other countries? Are there
particular areas that seem to be growing fastest? You can also examine longevity and
health status changes that accompany the increases in the elderly population. For many
students, this can help make the topic more understandable and meaningful.
8. Defining Age. (LO 1.2)
To explore various definitions of age, have students take a “What is the right age?” quiz.
This can include things like “What is the best age to get married?” “What is the right age
to have children or grandchildren?” “What is the right age to retire?” Do these for women
and for men. This can quickly illustrate sociocultural and social clock differences. You
can also point out that the questions asked are normative age-graded experiences. Further,
this activity can also be used to point out generational differences if your class includes
traditional and nontraditional students.
9. Emerging Adulthood. (LO 1.2)
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
What’s New in This Chapter....................................................................................................................2
Chapter Outline.........................................................................................................................................3
Discussion Questions.................................................................................................................................4
Additional Activities and Assignments....................................................................................................4
Additional Resources.................................................................................................................................7
Internet Resources...................................................................................................................................7
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The chapter introduces students to the idea that aging is a lifelong process, which has already begun for
them. It is important for students to understand that adult development and aging is just one part of the
life span, and to truly understand this, we must consider not only a person’s chronological age but also
what life experiences a person has had. To this end, a discussion of research methods used in adult
development research can illustrate some of these points (e.g., age effects, cohort effects, and time-of-
measurement).
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1.1 Describe the life-span perspective and the characteristics of the adult population.
1.2 Identify the basic forces of human development and the concept of age.
1.3 Describe the scientific methods used to conduct research in adult development and aging.
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New Controversies feature on the importance of lenses in understanding issues related to gender,
ethnicity, and race.
Introduces the concept of intersectionality as an important concept in understanding how different
demographic categories interact in their influence on people.
New subsection on Tools for Doing Developmental Research that discusses online research skills
training, tools for constructing surveys, and various data libraries and repositories.
Reframed discussion on sociocultural forces now includes gender and biological sex as key
aspects.
Introduces COVID-19 as a major event that has had a pervasive influence on all aspects of adult
development and aging.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities and assessments (including any existing ones in the PowerPoint
or the textbook) by chapter (and therefore by topic), so that you can see how all the content relates to the
topics covered in the textbook. LO#.# refers to the objective related to the content.
I. Chapter Objectives
II. Perspectives on Adult Development and Aging (LO 1.1, PPT Slides 3–9)
a. The Life-Span Perspective
b. Characteristics of the Older Adult Population
i. Knowledge Check Activity 1: 1–2 minutes. (LO 1.1, PPT Slides 10–11)
,III. Issues in Studying Adult Development and Aging (LO 1.2, PPT Slides 12–19)
a. The Forces of Development
b. Interrelations Among the Forces: Developmental Influences
c. Cultural, Ethnic, Racial, Biological Sex, Gender, and Socioeconomic Factors
d. The Meaning of Age
e. Core Issues in Development
i. Knowledge Check Activity 2: 1–2 minutes. (LO 1.2, PPT Slides 20–21)
IV. Research Methods in Adult Development and Aging (LO 1.3, PPT Slides 22–29)
a. Measurement in Adult Development and Aging Research
b. General Designs for Research
c. Designs for Studying Development
d. Tools for Doing and Archiving Developmental Research
e. Integrating Findings from Different Studies
f. Conducting Research Ethically
i. Discussion Activity 1: 10–15 minutes. (LO 1.3, PPT Slide 30)
V. End of Chapter Book Activities (All objectives)
a. Self-Assessment: 5 minutes. (LO 1.1, 1.2, 1.3, PPT Slide 31)
b. Summary (PPT Slide 32)
[return to top]
DISCUSSION QUESTIONS
The following are additional discussion questions not included in the textbook or PPTs—they are for you
to use if you wish. LO#.# refers to the objective related to the content.
1. In what ways are people the products of interactions between heredity and environment? (LO 1.2)
2. What types of normative history-graded events are taking place today? How might you be
affected by these events? (LO 1.2)
3. Consider the COVID-19 pandemic. Would you consider that experience a normative history-
graded event? How has that experience impacted development? (LO 1.2)
4. Why are we interested, as a society, in continually increasing longevity, despite the strain this
causes on health and social services? Is increased longevity a worthwhile goal? Why or why not?
(LO 1.1)
5. What advantages are there to conceptualizing age in numerous ways? How might your
knowledge of the existence of these different types of age affect your response to the question
“What is your age?” (LO 1.2)
6. What makes people who age “successfully” different from those who do not? Students may find
it helpful to visit the New England Centenarian Study website (see “Suggested Websites”) for
some hints. (LO 1.2)
7. What are the implications for our society from the rapid increase in the number of older adults?
(LO 1.1)
8. How might the United States face the challenges of an aging population different from China?
Consider individual vs. collective cultural differences and similarities. (LO 1.2)
9. In what ways might elderly adults be taken advantage of by researchers, perhaps unwittingly?
Consider the ethical guidelines provided in the chapter when answering. (LO 1.3)
[return to top]
, ADDITIONAL ACTIVITIES AND ASSIGNMENTS
The following are additional activities and assignments not included in the textbook or PPTs—they are
for you to use if you wish. LO#.# refers to the objective related to the content.
1. “Stages” of Life. (LO 1.1)
Identify “stages” of life (e.g., childhood, adolescence, mid-life, and old age) and discuss
how these fit with the lifespan perspective. How do the “stages” fit with the stability-
change and the continuity–discontinuity controversy?
2. Stereotypes. (LO 1.1)
Identify societal stereotypes and attitudes of aging. This can easily be achieved through
examining greeting cards, popular magazines, and television.
o Discuss the pros and cons of the attitudes/stereotypes.
o Discuss the accuracy of these attitudes/stereotypes and possible explanations for why
they exist.
3. Centenarian. (LO 1.1)
Have students review the website of the New England Centenarian Study and ask each
student to summarize a different aspect or finding of the study. The students can then
share the information they found with each other. Then ask them to discuss how this
activity put a human face on aging for them.
4. Myths about Aging. (LO 1.1)
Have students take Dr. Linda Woolf’s myths about aging quiz. This true–false quiz is a
great way to introduce students to the course and assess their preconceptions about aging.
5. Biological Age. (LO 1.2)
Have students take the “What is your real age?” quiz. This quiz allows students to
determine their estimated biological age and what factors make them older or younger.
6. Longer Life. (LO 1.2)
Have students read “Dr. Oz’s 24 Hours to a Longer Life” article and then discuss the
steps that seem feasible for them in their current lifestyles, the changes they might make
to make other steps more feasible, and whether they think these steps are possible for
most elderly adults to take.
7. Changing Demographics. (LO 1.1)
Examine maps that illustrate changes in the elderly population of the United States. How
are the demographics changing for the United States and other countries? Are there
particular areas that seem to be growing fastest? You can also examine longevity and
health status changes that accompany the increases in the elderly population. For many
students, this can help make the topic more understandable and meaningful.
8. Defining Age. (LO 1.2)
To explore various definitions of age, have students take a “What is the right age?” quiz.
This can include things like “What is the best age to get married?” “What is the right age
to have children or grandchildren?” “What is the right age to retire?” Do these for women
and for men. This can quickly illustrate sociocultural and social clock differences. You
can also point out that the questions asked are normative age-graded experiences. Further,
this activity can also be used to point out generational differences if your class includes
traditional and nontraditional students.
9. Emerging Adulthood. (LO 1.2)
