PYC2603 - EXAM PREPARATION
Adulthood and maturity
This document is a compilation of past UNISA exam papers and their answers
The answers are motivated by a combination of:
• Page references to the prescribed book: Adult Development and Ageing
• Page references to the UNISA Study Guide: Adulthood & Maturity • Feedback
in past UNISA Tutorial Letters
Past exams covered are:
PYC2603
, Exam
# Question Ans Page Comments
1 Primary ageing refers to ........, secondary ageing refers 4 6,7 Development potential during the adult life stage has been ignored by psychologists for
to ............ and tertiary ageing refers to ........ many years but it is receiving more attention currently. It is, however, important to realise
(1) cognitive deterioration, social deterioration, Ass1 that adulthood also consists of various substages and that adults experience ageing on
physical deterioration 2012 different levels.
(2) physical deterioration accelerated by disease, Q1
typical ageing, especially gradual physical deterioration, Primary ageing refers to typical ageing, especially gradual physical deterioration
cognitive and emotional deterioration Secondary ageing refers to physical deterioration accelerated by disease or an unhealthy
(3) terminal decline that occurs in the period shortly lifestyle
before death, cognitive and emotional deterioration, Tertiary ageing refers to terminal decline that occurs in the period shortly before death
typical ageing, especially gradual physical deterioration
(4) typical ageing, especially gradual physical
deterioration, physical deterioration accelerated by
disease or an unhealthy lifestyle, terminal decline that
occurs in the period shortly before death
2 The reason why the cut-off point for old age is set for 1 5 Recently the WHO used the cut-off point if 50 to define people in Africa as old, rather than
western societies at 60 and for African societies at 50 is the frequently used cut-off of 60 in Western societies. The argument for using this definition
because is that in most poor economies the burden of sheer survival puts people at a greater
(1) In poor economies the burden of sheer survival disadvantage than rich countries, leading them to age prematurely. In this sense, this
puts people at greater risk to age prematurely than people period is regarded as a period of high vulnerability in which negative events can undermine
in rich economies the prospects for successful ageing.
(2) people in African societies age slower
(3) people in western societies age quicker
(4) certain schools of thought are of the opinion that
welldefined cut-off points for specific developmental
stages are Impossible
,3 The way in which a person experiences her or her own 2 6,7 Personal age is how a person perceives and experiences his or her own age. Usually
age, refers to the person's .......... and adults’ experience adults experience the personal age much younger than the chronological age. This
that the core of their personality remains the same experience by adults that the self (the 'core' of the personality) remains the same,
regardless of biological and chronological age, is referred regardless of biological and chronological ageing, is referred to as the ageless self.
to as ..........
(1) secondary age, primary age Chronological age: number of years that have passed since birth
(2) personal age, the ageless self Psychological age: ability of a person to adjust to the environment and cope with the
(3) the ageless self, internalised age associate challenges, as compared to individuals of the same age
(4) personal age, secondary age Social age (Cultural age): determined by the degree in which the person's role in a
society meets the expectations and perceptions of that society
Biological age: the physical condition of a person, in comparison with his/her peer group
(eg. health and fitness conditions)
Functional age: a combination of psychological age, social age and biological age. It is
the total ability of an individual to function effectively in his or her environment
4 Complete the following sentence 3 16,17 Since we view development as a life-long process which starts before birth and ends with
.........., a leader in the field of the life-span death. a major perspective in this book is the life-span development psychology approach.
developmental perspective, identified a number of key Paul Baltes (1987), a leader in the study of life-span development psychology, identified
principles which provide a framework from which to study the following key principles which also provide a framework from which to study adult
adult development (1) Sigmund Freud development:
(2) Erik Erikson • Development is a life-long process
(3) Paul Baltes • Development is multidimensional and multidirectional
(4) Dan McAdams • Development is a combination of gains and losses
• Development shows plasticity
• Development is embedded in history and context
• Development occurs in context
• Development is multidisciplinary
, 5 Which of the following principles reflect the assumption of 3 16/17 Human development is a life-long process which starts even before birth and ends in
the life-span developmental perspective? death. Study pages 16-17 in the prescribed book (Louw & Louw, 2009) with regard to key
(a) Development is unidimensional and unidirectional Ass1 principles identified by Paul Baltes which are widely regarded as a framework according to
(b) Development is a combination of gains and losses 2012 which adult development can be studied. Read the explanation of plasticity on page 16 in
(c) Development shows plasticity Q2 the prescribed book – it is one of the key principles of the life span approach by Baltes. It
(d) Development is embedded in history and context is interesting to note that Baltes explained that many abilities such as memory could be
improved by training and practice (learning), but he added, that the potential for change
The correct answer is has limits. The potential for change and development, therefore, also involves maturation –
(1) (a) & (c) it has a biological basis such as the maturation of the brain and other physical or bodily
(2) (b) & (d) structures
(3) (b), (c) & (d) Key principles which also provide a framework from which to study adult development:
(4) All of the above • Development is a life-long process
• Development is multidimensional and multidirectional
• Development is a combination of gains and losses
• Development shows plasticity and flexibility
• Development is embedded in history and context
• Development occurs in context
• Development is multidisciplinary.
6 Developmental influences resulting from events which 4 19 You must realise that human development is shaped by various forces such as biological,
most people in a specific culture experience at the same psychological, sociocultural and life-cycle forces. These forces are interactive and
tame, are referred to as Ass1 interrelated. They play a role in each individual’s development either separately or in
(1) normative age-graded influences 2012 combination with each other.
(2) natural psychological forces Q3
(3) non-normative influences Biological, psychological and sociocultural forces were identified by Paul Baltes as
(4) normative history-graded influences ‘normative age-graded influences’ which are usually linked to a person’s chronological age.
Results from events that people in a specific culture experience at any given time are
referred to as ‘normative history-graded influences’. These influences can either be
biological (eg the AIDS epidemic), psychological (eg stereotypes based on political
ideologies) or sociocultural (eg changed in governmental policies).
Adulthood and maturity
This document is a compilation of past UNISA exam papers and their answers
The answers are motivated by a combination of:
• Page references to the prescribed book: Adult Development and Ageing
• Page references to the UNISA Study Guide: Adulthood & Maturity • Feedback
in past UNISA Tutorial Letters
Past exams covered are:
PYC2603
, Exam
# Question Ans Page Comments
1 Primary ageing refers to ........, secondary ageing refers 4 6,7 Development potential during the adult life stage has been ignored by psychologists for
to ............ and tertiary ageing refers to ........ many years but it is receiving more attention currently. It is, however, important to realise
(1) cognitive deterioration, social deterioration, Ass1 that adulthood also consists of various substages and that adults experience ageing on
physical deterioration 2012 different levels.
(2) physical deterioration accelerated by disease, Q1
typical ageing, especially gradual physical deterioration, Primary ageing refers to typical ageing, especially gradual physical deterioration
cognitive and emotional deterioration Secondary ageing refers to physical deterioration accelerated by disease or an unhealthy
(3) terminal decline that occurs in the period shortly lifestyle
before death, cognitive and emotional deterioration, Tertiary ageing refers to terminal decline that occurs in the period shortly before death
typical ageing, especially gradual physical deterioration
(4) typical ageing, especially gradual physical
deterioration, physical deterioration accelerated by
disease or an unhealthy lifestyle, terminal decline that
occurs in the period shortly before death
2 The reason why the cut-off point for old age is set for 1 5 Recently the WHO used the cut-off point if 50 to define people in Africa as old, rather than
western societies at 60 and for African societies at 50 is the frequently used cut-off of 60 in Western societies. The argument for using this definition
because is that in most poor economies the burden of sheer survival puts people at a greater
(1) In poor economies the burden of sheer survival disadvantage than rich countries, leading them to age prematurely. In this sense, this
puts people at greater risk to age prematurely than people period is regarded as a period of high vulnerability in which negative events can undermine
in rich economies the prospects for successful ageing.
(2) people in African societies age slower
(3) people in western societies age quicker
(4) certain schools of thought are of the opinion that
welldefined cut-off points for specific developmental
stages are Impossible
,3 The way in which a person experiences her or her own 2 6,7 Personal age is how a person perceives and experiences his or her own age. Usually
age, refers to the person's .......... and adults’ experience adults experience the personal age much younger than the chronological age. This
that the core of their personality remains the same experience by adults that the self (the 'core' of the personality) remains the same,
regardless of biological and chronological age, is referred regardless of biological and chronological ageing, is referred to as the ageless self.
to as ..........
(1) secondary age, primary age Chronological age: number of years that have passed since birth
(2) personal age, the ageless self Psychological age: ability of a person to adjust to the environment and cope with the
(3) the ageless self, internalised age associate challenges, as compared to individuals of the same age
(4) personal age, secondary age Social age (Cultural age): determined by the degree in which the person's role in a
society meets the expectations and perceptions of that society
Biological age: the physical condition of a person, in comparison with his/her peer group
(eg. health and fitness conditions)
Functional age: a combination of psychological age, social age and biological age. It is
the total ability of an individual to function effectively in his or her environment
4 Complete the following sentence 3 16,17 Since we view development as a life-long process which starts before birth and ends with
.........., a leader in the field of the life-span death. a major perspective in this book is the life-span development psychology approach.
developmental perspective, identified a number of key Paul Baltes (1987), a leader in the study of life-span development psychology, identified
principles which provide a framework from which to study the following key principles which also provide a framework from which to study adult
adult development (1) Sigmund Freud development:
(2) Erik Erikson • Development is a life-long process
(3) Paul Baltes • Development is multidimensional and multidirectional
(4) Dan McAdams • Development is a combination of gains and losses
• Development shows plasticity
• Development is embedded in history and context
• Development occurs in context
• Development is multidisciplinary
, 5 Which of the following principles reflect the assumption of 3 16/17 Human development is a life-long process which starts even before birth and ends in
the life-span developmental perspective? death. Study pages 16-17 in the prescribed book (Louw & Louw, 2009) with regard to key
(a) Development is unidimensional and unidirectional Ass1 principles identified by Paul Baltes which are widely regarded as a framework according to
(b) Development is a combination of gains and losses 2012 which adult development can be studied. Read the explanation of plasticity on page 16 in
(c) Development shows plasticity Q2 the prescribed book – it is one of the key principles of the life span approach by Baltes. It
(d) Development is embedded in history and context is interesting to note that Baltes explained that many abilities such as memory could be
improved by training and practice (learning), but he added, that the potential for change
The correct answer is has limits. The potential for change and development, therefore, also involves maturation –
(1) (a) & (c) it has a biological basis such as the maturation of the brain and other physical or bodily
(2) (b) & (d) structures
(3) (b), (c) & (d) Key principles which also provide a framework from which to study adult development:
(4) All of the above • Development is a life-long process
• Development is multidimensional and multidirectional
• Development is a combination of gains and losses
• Development shows plasticity and flexibility
• Development is embedded in history and context
• Development occurs in context
• Development is multidisciplinary.
6 Developmental influences resulting from events which 4 19 You must realise that human development is shaped by various forces such as biological,
most people in a specific culture experience at the same psychological, sociocultural and life-cycle forces. These forces are interactive and
tame, are referred to as Ass1 interrelated. They play a role in each individual’s development either separately or in
(1) normative age-graded influences 2012 combination with each other.
(2) natural psychological forces Q3
(3) non-normative influences Biological, psychological and sociocultural forces were identified by Paul Baltes as
(4) normative history-graded influences ‘normative age-graded influences’ which are usually linked to a person’s chronological age.
Results from events that people in a specific culture experience at any given time are
referred to as ‘normative history-graded influences’. These influences can either be
biological (eg the AIDS epidemic), psychological (eg stereotypes based on political
ideologies) or sociocultural (eg changed in governmental policies).
