Psychology
Physical Development in Adulthood
Physical development in adulthood refers to the changes and transitions that occur in the body as individuals age. This includes changes in muscle mass, bone density, and sensory abilities. In adulthood, physical development is influenced by lifestyle choices, genetics, and environmental factors. Maintaining a healthy lifestyle through exercise, proper nutrition, and regular medical check-ups can support optimal physical development in adulthood.
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6 Key excerpts on "Physical Development in Adulthood"
eBook - ePub- Tonette S. Rocco, M Cecil Smith, Robert C. Mizzi, Lisa R. Merriweather, Joshua D. Hawley, Tonette S. Rocco, M Cecil Smith, Robert C. Mizzi, Lisa R. Merriweather, Joshua D. Hawley(Authors)
- 2023(Publication Date)
- Routledge(Publisher)
Baltes’s (1987) metatheory will be the overarching theoretical lens where development is theorized to be lifelong and consisting of the joint occurrence of gain and loss, multidirectionality and plasticity in development, and in which development is viewed as multidisciplinary, historically embedded, and contextual. Baltes’s metatheory draws heavily upon sociology, anthropology, and the humanities (e.g., art history, social images of the life course). It was developed as a response to demographic pressures where there were proportionally more older adults than any time in history, as well as the need to integrate extant theory and research into a meaningful framework for understanding adult development. Thus, his contribution was to pull together diverse perspectives from varied disciplines into a framework for guiding developmental research. Baltes stressed that the goal of adult development is to increase one’s adaptation to the environment, realized through learning. Further, he stated that adult development is characterized by gains and losses, depending on one’s age and contextual influences. Context is important in that development is a function of the outcomes of the interactions of three systems of influences: age-graded (e.g., menopause, retirement), history-graded (e.g., obesity epidemic, economic depression), and nonnormative (e.g., traumatic brain injury, death of parent at an early age), each of which is subject to change over time.Physical development is presented first because it is the foundation of optimal human functioning that includes learning. Normative declines in sensory, hormonal, and reproductive systems—particularly after middle adulthood—can impact how adults think, feel, and learn (Cashman, 2007 ; Kunzman, 2008 ). Physical activity and being fit are thus explored as means to combat the normative effects of aging. Through providing health education activities, for instance, adult educators can promote fitness and physical development (Jiannine & Reio, 2018 ). Curiosity, defined as the desire for new information and sensory experience that results in exploratory behavior (Reio et al., 2006 ), and its link to adult development and learning will be examined as well. Finally, emerging adult developmental theory will be presented to provide new directions for thinking about adult educational practice.Physical Development
Physical development refers to the physical gains and losses that occur across the life span (Baltes, 1987 ). Declines in visual and auditory acuity can greatly influence learning, as anyone who strains to see and hear can attest. Engaging in moderate exercise to remain physically fit cannot be emphasized enough. Being physically active and fit has been shown to be protective against the onset of cardiovascular disease, Type 2 diabetes, osteoporosis, obesity, depression, loss of cognitive functioning, and dementia (Ogden et al., 2012
eBook - PDF- Karen R. Huffman, Alastair Younger, Claire Vanston(Authors)
- 2013(Publication Date)
- Wiley(Publisher)
9 Lifespan Development I: Physical and Cognitive Development I f you have ever spent time at a daycare centre, you were probably struck by the sight of many exuber- ant children laughing, shrieking, and jostling for atten- tion from those entrusted with their care. Yet amid this barely controlled chaos, babies learn to crawl, toddlers learn not to bite one another, and preschoolers learn their ABCs. Day by day, every child grows a little stron- ger, a little more independent. Over a lifetime, every person undergoes many physical changes. These changes are most striking in early childhood because they happen so rapidly and are so visible. But everyone is in a state of constant change and development throughout his or her entire life. The typical person will be many different people in his or her lifetime—infant, child, teenager, adult, and senior. Would you like to know more about yourself at each of these ages? In the next two chapters, we will explore research in developmental psychology. We will begin this chapter by studying how developmen- tal psychologists conduct their research. Then we will look at changes in our physical and cognitive develop- ment from conception to death. In Chapter 10, we will examine important aspects of our social, moral, and personality development across the lifespan. To empha- size that development is an ongoing, lifelong process, throughout the next two chapters we will trace physical, cognitive, social, moral, and personality development— one at a time—from conception to death. This topical approach will allow us to see how development affects an individual over the entire lifespan.
- Michele Hoffnung, Robert J. Hoffnung, Kelvin L. Seifert, Abi Brooker, Sonja Ellis, Damien Riggs, Wayne Warburton, Elyse Warner(Authors)
- 2022(Publication Date)
- Wiley(Publisher)
And, as children grow up and parents die, family relationships change as well. In part 7 we examine physical, cognitive and social development during middle adulthood. 14 Physical and cognitive development in middle adulthood 664 15 Psychosocial development in middle adulthood 727 Pdf_Folio:663 CHAPTER 14 Physical and cognitive development in middle adulthood LEARNING OUTCOMES After studying this chapter, you should be able to: 14.1 describe the age-related changes in appearance and physical functioning that are expected during middle adulthood 14.2 outline the factors that put middle-aged adults at risk for pathological ageing or illness 14.3 describe how male and female reproductive systems change during middle adulthood, and how these changes affect functioning, feelings and sexuality 14.4 consider the evidence for a decline in intelligence as individuals age 14.5 discuss why middle-aged and older adults tend to hold most of society’s leadership positions 14.6 explain why midlife adults are motivated to engage in learning projects, participate in adult education and/or return to study 14.7 describe what issues of work become important during the mid and late-career stages. OPENING SCENARIO If you look at family photo albums and are able to compare how your great-grandparents looked and dressed with how your grandparents did at the same ages, you might notice that your great-grandparents looked much older. A generation or two ago, women and men were more likely to dress and wear their hair in ‘old-looking’ styles. As frst the baby boomers (individuals born between 1946 and 1965) and then Generation X (those born between 1965 and 1985) reached middle adulthood (ages forty to sixty), they brought with them more youthful styles compared to the dress adopted by their parents. They also brought their expectations for a healthier and more youthful middle age.
- Stephen F. Davis, William Buskist, Stephen F. Davis, William F. Buskist(Authors)
- 2007(Publication Date)
- SAGE Publications, Inc(Publisher)
A researcher using this design type and again testing intelligence might start off with people who are 0, 40, and 60 years of age, testing them at the same time (cross-sectional) and then in 1 year, years, or more test the same groups again (longitudinal). This approach has all the advantages and disadvantages of cross-sectional and longitudinal approaches, but it will provide informa-tion that neither of these can gather alone. It is only with these research approaches, as along with the traditional use of experimental and descriptive research methods, that researchers can obtain answers concerning adult development. These approaches have yielded valu-able information concerning the developmental issue of stability versus change, different theoretical perspectives and theorists, as well as the impact of adulthood and aging on physical, cognitive, and social development. APPLICATION AND COMPARISON Many theories of aging have described successful aging in terms of avoidance of disease, being actively involved in society, and being able to function well both cognitively and physically (Kinsella & Phillips, 005). Thus, research findings can be divided into three main areas within adult development: physical, cognitive, and social. Physical Changes Many physical changes take place as a person ages. Some of these changes are readily apparent whereas oth-ers are not so easily seen. Examples include research on bodily changes, sleep patterns/disturbances in sleep, eating habits, exercise, substance use and abuse, as well as health and disease. Bodily Changes Many researchers believe that humans cannot live more than approximately 10 years. This figure seems to be the upper limit of the human life span. Currently, the average life expectancy is far below that number. The average life expectancy in the United States is 77.9 years; women and men born in 004 have a life expectancy of 80.4 and 75.
eBook - PDFAdult Development and Aging
Biopsychosocial Perspectives
- Susan K. Whitbourne, Stacey B. Whitbourne(Authors)
- 2020(Publication Date)
- Wiley(Publisher)
Figure 1.1 captures this complex biopsychosocial inter- action. Biological processes refer to how the body’s func- tions and structures change throughout the aging process. We cover these changes in the chapters on normal aging and health. Psychological processes include the individ- ual’s thoughts, feelings, and behaviors related to growing older. We examine these changes in the chapters on FIGURE 1.1 The Biopsychosocial Model Psychological Biological Sociocultural Physical changes Genetics Social context History Culture Cognition Personality Emotions According to the biopsychosocial perspective, adult development and aging are understood as involving biological, psychological, and sociocultural influences. 4 Themes and Issues in Adult Development and Aging cognition, personality, and emotions. The social processes of aging reflect the cultural, historical, and interpersonal influences on the individual. We cover these in chapters about relationships, family, work, and institutionalization. In Chapter 2, we will explore how life-span development theories grapple with explaining how these complex pro- cesses all interrelate. You’ll find that there’s a great deal more to aging than you probably imagined when you first started reading this chapter. As you can see from the biopsychosocial model, we intend to go beyond ‘‘psychology’’ in teaching you about the processes involved in adult development and aging. In fact, gerontology, the scientific study of the aging process, is an interdisciplinary field. People who devote their professional lives to the study of gerontology come from many different academic and applied areas—biology, medicine, nursing, sociology, history, and even the arts and literature. It’s almost impossible to be a gerontologist without applying this integrative view to your work. Knowledge, theories, and perspectives from all disciplines contribute importantly to the study of the individual over time.
eBook - PDF- Spencer Rathus(Author)
- 2019(Publication Date)
- Cengage Learning EMEA(Publisher)
254 PART FOUR: Adolescence and Early Adulthood Mint Images Limited/Alamy Stock Photo 13 Early Adulthood: Physical and Cognitive Development LEARNING OUTCOMES After studying this chapter, you will be able to. . . 13-1 Discuss the (theoretical) stage of emerging adulthood 13-2 Describe trends in physical development in early adulthood 13-3 Discuss health in early adulthood, focusing on causes of death, diet, exercise, and substance use and abuse 13-4 Discuss sexuality in early adulthood, focusing on sexually transmitted infections, menstrual problems, and sexual coercion 13-5 Discuss cognitive development in early adulthood, focusing on “postformal” developments and effects of college life 13-6 Describe career choice and development 255 CHAPTER 13: Early Adulthood: Physical and Cognitive Development 13-1 EMERGING ADULTHOOD When our mothers were our age, they were en-gaged. They at least had some idea what they were going to do with their lives. I, on the other hand, will have a dual degree in majors that are ambigu-ous at best and impractical at worst (English and political science), no ring on my finger and no idea who I am, much less what I want to do. Under du-ress, I will admit that this is a pretty exciting time. Sometimes, when I look out across the wide ex-panse that is my future, I can see beyond the void. I realize that having nothing ahead to count on means I now have to count on myself; that having no direction means forging one of my own. —Kristen, age 22, in Arnett (2000) Well, Kristen has some work to do: She needs to forge her own direction. Kristen is accumulating information about herself and the world outside. In earlier days, adolescents made a transition directly into adulthood. Now many of them in affluent nations with abundant opportunities spend time in what some theorists consider a new period of development roughly spanning the ages of 18 to 25: emerging adulthood .
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