Test Bank for Aging and Older Adulthood 3rd Edition Joan T. Erber.docx
1. Compare the viewpoint of a behavioral scientist who approaches the study of
... [Show More] behavior with mechanistic metamodel and the viewpoint of a scientist who approaches the study of behavior with an organismic metamodel.
A behavioral scientist with a mechanistic metamodel focuses on external, environmental, factors that influence behavior, breaks down complex behavior and studies each part separately, and uses quantitative measures to study development. A behavioral scientist with an organismic metamodel views development as a series of stages directed toward some goal or endpoint. Organisms act upon the environment and their behavior is qualitatively different at each stage. The focus is on patterns of behavior and the structures underlying such patterns rather than on individual aspects of behavior.
2. What does the lifespan developmental perspective propose about gains and losses over the life span?
Over the life span, developmental processes can show both gains and losses. However, the proportion of gains and losses changes. The proportion of gains is greater than that of losses in early life through young adulthood. In older adulthood the proportion of losses outstrips the proportion of gains, but gains can be used to compensate for losses.
3. What are the three factors that must be considered when researchers conduct developmental studies?
The three factors that must be considered are age, cohort, and time of measurement. Age is the number of time units that have elapsed since birth. Cohort refers to a generation born in a particular year or during a circumscribed time period such as five years. Cohort members have certain common experiences throughout development. Time of measurement is related to conditions which prevail at the time the research is conducted. These conditions could be related to the health, marital, job status, or other characteristics of the research participants. They could also be related to the test instruments available, the research personnel, or the general societal attitudes or philosophies at the time the study is conducted.
4. Describe the cross-sectional research design. Which factors are confounded in this design and why is this design the most commonly used in developmental research?
In a cross-sectional research design, participants of all ages are tested within the same period of time. For this reason, such studies are efficient, which is one reason this design is used most commonly. However, the factors of age and cohort are confounded. This means that if age-related differences are found, it is not clear whether they are due to the age of the study participants or to their cohort membership.
5. Describe the longitudinal research design and state which factors are confounded. What is the advantage of this design and what is the role of selective attrition?
With a longitudinal research design, the same individuals are followed over time so are tested or interviewed on two or more occasions. All study participants are from the same cohort, but the factors of age and time of measurement are confounded. The advantage to the longitudinal design is that it can determine whether there are any age-related changes within the same individuals (intraindividual change). However, there is attrition because not all research participants come back to be re-tested. The ones who do return for re-testing may be positively selected and thus could be less representative of the population of interest.
6. Define what is meant by the reliability and the validity of a test that is used to measure intelligence.
Reliability refers to the dependability or consistency of the test measurement, or whether people earn the same score on more than one occasion. Validity has to do with whether the test is measuring what it purports to measure. That is, is the test really measuring intelligence?
7. Define what is meant by the ecological validity of a test that is given to young and older adults. Give an example.
Ecological validity is one type of external validity. It has to do with whether scores on a particular test instrument are an accurate reflection of real-world functioning or behavior. For example, does a test of intelligence really measure whether a person functions intelligently in the real world? A [Show Less]