Adult Development and Aging 7th Edition Cavanaugh Test Bank Full Chapter PDF

Adult Development and Aging 7th
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1. Experts and laypeople were found to have extremely high agreement on the factors that constitute intelligence.
Which of the following was not one of those factors?
a. social competence b. problem-solving abilities
c. verbal ability d. spatial ability
ANSWER: d
REFERENCES: Defining Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
KEYWORDS: Factual
2. The fact that some aspects of intelligence seem to decline while other aspects show increases with age is reflected
in which component of the life-span perspective?
a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.02 - What are the major components of the life-span approach?
KEYWORDS: Conceptual
3. Which of the following is not a basic concept of the life-span view?

a. plasticity b. multidirectionality
c. interindividual variability d. intraindividual consistency
ANSWER: d
KEYWORDS: Factual
4. In Schaie's (2008) sequential research, the finding that, within a given cohort, some people show longitudinal decline
in certain abilities, some people show stability, and yet others show increases in these same abilities speaks to the
concept of
a. acquisition of symbolic knowledge.
b. plasticity.
c. interindividual variability.
d. modification of underlying fluid intelligence abilities.
ANSWER: c
5. In the dual-component model, pragmatic intelligence dominates during
a. childhood. b. adolescence.
c. adulthood. d. throughout the life span.
ANSWER: c
6. According to the dual-component model, adulthood is predominantly concerned with the growth of
a. fluid intelligence. b. crystallized intelligence.
c. intercohort similarity. d. multidiversity trends.
ANSWER: b
KEYWORDS: Applied
7. Which approach to intelligence emphasizes scores on standardized tests?

a. psychometric b. neofunctionalist
c. cognitive d. applied
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.03 - What are the major research approaches for studying
intelligence?
KEYWORDS: Factual
8. Testing problem-solving and verbal abilities by using measures specifically designed to assess these components is
characteristic of which approach?
a. Piaget's cognitive developmental approach b. the cognitive structural approach
c. the psychometric approach d. the information-processing approach
ANSWER: c
intelligence?
9. The approach to intelligence that focuses on developmental changes in the way people conceptualize problems and
styles of thinking is known as the
a. psychometric approach. b. dual-component model.
c. cognitive structural approach. d. practical intelligence.
ANSWER: c
intelligence?
KEYWORDS: Factual
10. The hierarchy of intelligence from the lowest to highest levels is
a. test questions, tests, primary mental abilities, secondary mental abilities, third-order
mental abilities, general intelligence
b. primary mental abilities, secondary mental abilities, third-order mental abilities, general intelligence, test
questions, tests
c. primary mental abilities, secondary mental abilities, test questions, tests, third-order mental abilities, general
intelligence
d. primary mental abilities, test questions, tests, general intelligence, secondary mental abilities, third-order
mental abilities
ANSWER: a
REFERENCES: Developmental Trends in Psychometric Intelligence
LEARNING OBJECTIVES: ADaA.CAVA.15.07.04 - What is intelligence in adulthood?
KEYWORDS: Factual
11. If one's performance on a test is highly related to one's performance on another test, then the abilities measured by
the two tests are interrelated and are called a
a. collection. b. trait.
c. factor. d. correlation.
ANSWER: c
KEYWORDS: Factual
12. Which of the following is not a primary mental ability?

a. verbal meaning b. inductive reasoning
c. word fluency d. fluid intelligence
ANSWER: d
LEARNING OBJECTIVES: ADaA.CAVA.15.07.05 - What are primary and secondary mental abilities? How do
they change?
KEYWORDS: Factual
13. Because it is difficult to study all the primary mental abilities, researchers have focused on five representative
ones. These are number, word fluency, verbal meaning, inductive reasoning, and
a. deductive reasoning. b. reflective judgment.
c. spatial orientation. d. crystallized intelligence.
ANSWER: c
they change?
KEYWORDS: Factual
14. Popular television shows such as Jeopardy! are based on contestants' accumulated
c. unexercised abilities. d. multidirectionality of thinking.
ANSWER: b
they change?
KEYWORDS: Factual
15. Individual differences in crystallized intelligence increase with age because maintaining crystallized intelligence
depends on
a. one's IQ level. b. normative biological aging of the brain.
c. lifestyle factors such as diet and exercise. d. being in situations that require its use.
ANSWER: d
they change?
KEYWORDS: Factual
16. The question "Which comes next in this series of letters: d f i m r x e?" is a test of
a. auditory organization. b. visual organization.
c. crystallized intelligence. d. fluid intelligence.
ANSWER: d
they change?
17. An individual’s innate abilities independent of acquired knowledge and experience constitute
c. primary intelligence. d. tertiary intelligence.
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.06 - What are fluid and crystallized intelligence? How do they
change?
KEYWORDS: Factual
18. Knowledge acquired through experience and education constitutes

c. primary intelligence. d. tertiary intelligence.
ANSWER: b
change?
KEYWORDS: Factual
19. Which of the following tests would not measure crystallized intelligence?
a. vocabulary b. intentional learning
c. comprehension d. inductive reasoning
ANSWER: d
change?
20. Knowing all the names of each president and vice president of the United States of America draws on which
intelligence?
a. fluid intelligence b. crystallized intelligence
c. primary intelligence d. tertiary intelligence
ANSWER: b
change?
KEYWORDS: Applied
21. On the television show Who Wants to Be a Millionaire, many of the big winners have been in their 40s and 50s.
This is likely due to their superiority in which type of intelligence?
a. fluid b. emotional
c. crystallized d. inductive reasoning
ANSWER: c
change?
KEYWORDS: Applied
22. In general, crystallized and fluid intelligence show

a. opposite developmental trends. b. identical developmental trends.
c. no developmental trends. d. unknown developmental trends.
ANSWER: a
change?
23. Based on the developmental changes in fluid and crystallized intelligence, on which type of test would you expect
an older person to receive a high score?
a. vocabulary b. perceptual speed
c. spatial relations d. inductive reasoning
ANSWER: a
change?
24. Based on the research on fluid and crystallized intelligence, we know that
a. learning continues through adulthood.
b. learning gets easier through adulthood.
c. you can’t teach an old dog new tricks.
d. learning in adulthood is tedious and should be avoided.
ANSWER: a
change?
25. From the research on intelligence, we know that, with increasing age,
a. there are gains in information-processing abilities.
b. there are losses in information-processing abilities.
c. there are declines in experience-based processes.
d. information-processing abilities and experience-based processes remain stable.
ANSWER: b
change?
26. Evidence concerning crystallized and fluid intelligence shows that

a. all abilities change at the same rate. b. all abilities decline.
c. intellectual development is constant. d. intellectual development is diverse.
ANSWER: d
change?
27. On the basis of 37 studies using various brain imaging techniques, Jung and Haier (2007) proposed the
a. P-FIT.
b. cognitive structural approach.
c. concepts of assimilation and accomodation.
d. statistical technique known as factor analysis.
ANSWER: a
LEARNING OBJECTIVES: ADaA.CAVA.15.07.07 - How has neuroscience research furthered our
understanding of intelligence in adulthood?
KEYWORDS: Factual
28. The P-FIT model examines the interrelations between the parietal lobe, located , and the frontal lobe,
located ___________.
a. behind the forehead; at the top of the head
b. at the top of the head; behind the forehead
c. at the base of the skull; behind the forehead
d. at the center of the brain; behind the forehead
ANSWER: b
KEYWORDS: Factual
29. The hypothesis states that intelligent people show weaker neural activations in a smaller number
of areas than less intelligent people.
a. biological
b. neurophysiological
c. neural efficiency
d. neural activation
ANSWER: c
KEYWORDS: Factual
30. Which of the following is not a moderator of intellectual change?

a. cohort b. educational level
c. occupation d. gender
ANSWER: d
KEYWORDS: Factual
31. The fact that younger generations generally do better on primary mental abilities than older generations is an
example of
a. a cohort effect.
b. changes in the information-processing system.
c. better health care improving mental functioning.
d. all of these.
ANSWER: a
KEYWORDS: Applied
32. Which of the following is not a social demographic variable implicated in reducing rates of intellectual decline?
a. having a complex job
b. exposure to stimulating environments
c. utilization of cultural and educational resources
d. low educational level
ANSWER: d
KEYWORDS: Factual
33. High levels of has/have been associated with lower rates of dementia.
a. white matter hyperintensities
b. B vitamins in one's diet
c. education
d. egocentrism in one's personality
ANSWER: c
KEYWORDS: Factual
34. Individuals with which personality characteristic at midlife tended to experience fewer declines in intellectual
competence?
a. egocentricism b. personal control
c. flexible attitude d. introversion
ANSWER: c
KEYWORDS: Factual
35. The effects of age on cognition and intelligence are related, at least in part, to vascular disease that selectively
affects the
a. visual cortex.
b. level of the neurotransmitter serotonin.
c. density of brain white matter.
d. prefrontal brain.
ANSWER: d
36. are the intellectual abilities most likely to decline with age.
a. The primary mental abilities that compose crystallized intelligence
b. The primary mental abilities that compose fluid intelligence
c. The ability to classify objects into groups and to mentally reverse actions
d. Metamemory and memory monitoring
ANSWER: b
37. The purpose of Project ACTIVE was to study

a. inductive reasoning. b. older persons' use of mnemonic devices.
c. training of primary mental abilities. d. vocabulary changes over the life span.
ANSWER: c
38. Project ACTIVE examined whether primary mental abilities could be trained. Which second-order ability is related
to the abilities trained in ACTIVE?
a. fluid intelligence b. crystallized intelligence
c. short-term memory d. long-term memory
ANSWER: a
39. Research on the long-term effects of cognitive training on fluid abilities shows that
a. effects can last as long as seven years.
b. effects do not last longer than one year.
c. effects are strong in the beginning and then diminish.
d. effects are present only in women.
ANSWER: a
KEYWORDS: Factual
40. In Project ACTIVE, which group did not benefit from memory training?
a. those with cardiovascular disease
b. those with a mild cognitive impairment
c. those with depression
d. those living in nursing homes
ANSWER: b
KEYWORDS: Factual
41. The results from Project ACTIVE indicate that declines in fluid abilities are
a. inevitable. b. undefined.
c. reversible. d. permanent.
ANSWER: c
42. Which theorist(s) proposed that the development of intelligence stems from the emergence of increasingly complex
cognitive structures?
a. Piaget b. Blanchard-Fields
c. Jung and Haier d. Baltes
ANSWER: a
REFERENCES: Qualitative Differences in Adults' Thinking
LEARNING OBJECTIVES: ADaA.CAVA.15.07.08 - What are the main points in Piaget's theory of cognitive
development?
KEYWORDS: Factual
43. According to Piaget, what is responsible for cognitive development?
a. changes in cognitive structures b. changes in function
c. changes in assimilation processes d. changes in behavior
ANSWER: a
development?
44. According to Piaget’s theory, interpreting the world in terms of existing cognitive structures is called
a. organization. b. operations.
c. accommodation. d. assimilation.
ANSWER: d
development?
KEYWORDS: Factual
45. Using what you know about fast food restaurants to order lunch at a new burger place is an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation
ANSWER: d
development?
KEYWORDS: Applied
46. According to Piaget’s theory, changing one’s thoughts to make a better approximation of the world is called
a. organization. b. operations.
c. accommodation. d. assimilation.
ANSWER: c
development?
KEYWORDS: Factual
47. Changing how you study for algebra exams as compared with history exams would be an example of in
Piaget’s theory.
a. organization b. operations
c. accommodation d. assimilation
ANSWER: c
development?
KEYWORDS: Applied
48. Traditional scientific reasoning is an example of which aspect of formal operations?

a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. multiple solutions
ANSWER: a
development?
49. Which of the following is the correct sequence of Piaget’s stages?

a. concrete operations, sensorimotor, formal operations, preoperational
b. sensorimotor, preoperational, concrete operations, formal operations
c. formal operations, concrete operations, preoperational, sensorimotor
d. preoperational, formal operations, sensorimotor, concrete operations
ANSWER: b
development?
KEYWORDS: Factual
50. Mary is frustrated because her psychology professor will not tell her which theory of intelligence is the “correct”
one. Mary is demonstrating which aspect of formal operations?
a. hypothetico-deductive thought b. multiple frameworks
c. reality constraints d. single solution
ANSWER: d
development?
KEYWORDS: Applied
51. Which of the following statements is an example of unconstrained thought?
a. “There is only one answer to this problem.”
b. “Let’s assume the United States disarms unilaterally.”
c. “If A > B, and B > C, then A > C.”
d. “If you do not agree that standing on your head is silly, then you are wrong.”
ANSWER: b
development?
KEYWORDS: Applied
52. Which of the following is not a characteristic of formal operations?

a. hypothetico-deductive thought b. logical structure
c. reality constraints d. one solution
ANSWER: c
development?
53. Research on developmental trends in formal operations shows that

a. older adults outperform younger adults.
b. college-educated adults typically skip this stage.
c. all adults operate at this level.
d. some adults never attain this level.
ANSWER: d
development?
KEYWORDS: Factual
54. Which type of thought is characterized by the recognition that the correct answer varies from situation to situation,
solutions must be realistic, ambiguity is the rule rather than the exception, and emotion and subjective factors usually
play a role in thinking?
a. concrete operational thought b. formal operational thought
c. postformal thought d. reflective thought
ANSWER: c
LEARNING OBJECTIVES: ADaA.CAVA.15.07.09 - What evidence is there for continued cognitive development
beyond formal operations?
55. Postformal thought is characterized by all of the following except
a. the correct answer varies from situation to situation.
b. there is only one correct answer.
c. emotion and subjective factors usually play a role in thinking.
d. the recognition that the solutions must be realistic.
ANSWER: b
KEYWORDS: Factual
56. The statements "Each person is entitled to his or her own viewpoint." and "I cannot force my opinions on anyone
else." are characteristic of
a. postformal thought. b. quasi-reflective thinking.
c. absolutist thinking. d. none of these.
ANSWER: b
KEYWORDS: Factual
57. Kramer, Kahlbaugh, and Goldston (1992) identified three distinct styles of thinking: absolutist, relativistic, and
a. dialectical. b. diabolical.
c. diversified. d. demographical.
ANSWER: a
58. According to Kramer, Kahlbaugh, and Goldston (1992), reflective judgment progresses in the following order:
a. relativistic, absolutist, dialectical b. absolutist, relativistic, dialectical
c. dialectical, relativistic, absolutist d. absolutist, dialectical, relativistic
ANSWER: b
KEYWORDS: Factual
59. Realizing that there can be more than one right answer to a problem, and that the right answer depends on the
circumstances, demonstrates
a. absolutism. b. mechanism.
c. formalism. d. relativism.
ANSWER: d
60. One potential danger of relativistic thinking is that it can lead to

a. absolutist thinking.
b. cynicism.
c. preoperational thinking.
d. biased thinking.
ANSWER: b
KEYWORDS: Factual
61. Research on emotion and thought processes has concluded that

a. younger adults tended to think at higher developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
b. middle-aged adults tended to think at lower developmental levels when confronted with emotionally charged
problems, such as unethical behavior at work.
c. high school students tended to think at the highest developmental levels when confronted with emotionally
charged problems.
d. middle-aged adults tended to think at higher developmental levels when confronted with emotionally charged
problems.
ANSWER: d
LEARNING OBJECTIVES: ADaA.CAVA.15.07.10 - What is the role of both emotion and cognition in cognitive
maturity?
62. Reasoning about highly emotionally charged dilemmas

a. is easier for young adults. b. is easier for older adults.
c. is easier for adolescents. d. is easier for middle-aged adults.
ANSWER: d
maturity?
63. Implicit social beliefs are affected by the ways in which different cohorts or generations are socialized. For
example, one study found that the belief that "marriage is more important than career" tended to in
importance with age.
a. increase
b. decrease
c. show an inverted U-shape
d. remain stable
ANSWER: a
maturity?
64. Evidence from neuroimaging research indicates that emotion and logic are integrated in which area(s) of the brain?
a. prefrontal cortex
b. anterior insula
c. amygdala
d. all of the above
ANSWER: d
maturity?
KEYWORDS: Factual
65. Which of the following is not true of older adults’ decision making?
a. Older adults have difficulty in unfamiliar situations.
b. Older adults have difficulty when under time pressure.
c. Older adults have difficulty when decision making requires a lot of capacity.
d. Older adults’ quality of decisions is not as good as younger adults.
ANSWER: d
REFERENCES: Everyday Reasoning and Problem Solving
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
66. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit without
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability
ANSWER: c
LEARNING OBJECTIVES: ADaA.CAVA.15.07.12 - What are optimally exercised abilities and unexercised
abilities? What age differences have been found in problem solving?
67. Fluid intelligence is an example of
a. cognition as basic processes. b. interdependent third-order abilities.
c. unexercised ability. d. optimally exercised ability.
ANSWER: c
68. In Denney’s model, which of the following terms refers to the ability a normal healthy adult would exhibit with
practice or training?
a. optimally exercised ability b. pragmatic intelligence
c. unexercised ability d. interindividual variability
ANSWER: a
KEYWORDS: Factual
69. Crystallized intelligence is an example of

a. cognition as basic processes. b. interdependent third-order abilities.
c. untrained or unpracticed ability. d. optimally exercised ability.
ANSWER: d
70. Research on practical problem solving shows that

a. performance peaks in early adulthood and then declines.
b. performance increases from early adulthood to middle age.
c. performance increases most between middle and old age.
d. performance remains the same across adulthood.
ANSWER: b
KEYWORDS: Factual
71. The "triumph of knowledge over reasoning" is best documented by research on
a. wisdom. b. expertise.
c. postformal thought. d. unexercised abilities.
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.13 - What is expertise, and how does experience factor in?
72. Experts
a. use novel approaches to solve difficult problems.
b. have extensive knowledge about a particular topic.
c. are highly practiced.
d. use all of these.
ANSWER: d
73. Which of the following statements best describes expertise?

a. Expertise is due to a biological predisposition to excel in one area or another.
b. Expertise is negatively correlated with age.
c. People tend to become selective experts.
d. Someone who is an expert in one area is probably an expert in all areas of their life.
ANSWER: c
KEYWORDS: Applied
74. The Dalai Lama wisdom story at the beginning of the chapter highlighted all of the following characteristics of
wisdom except which of the following?
a. It involved practical knowledge. b. It was given at a price.
c. It was based on life experience. d. It involved psychological insights.
ANSWER: b
LEARNING OBJECTIVES: ADaA.CAVA.15.07.14 - What are creativity and wisdom, and how do they relate to
age and life experience?
75. Wisdom is viewed as involving the following cognitive processes except
a. practical and social intelligence.
b. insight into the deeper meanings underlying a given situation.
c. constrained thinking.
d. awareness of the relative, uncertain, and paradoxical nature of problems.
ANSWER: c
KEYWORDS: Factual
76. Wisdom is
a. the same thing as creativity.
b. the generation of a new solution to a problem.
c. different than creativity.
d. characterized by constrained reasoning processes.
ANSWER: c
77. Research on wisdom shows that it is most associated with

a. creativity. b. age.
c. fluid intelligence. d. life experience.
ANSWER: d
KEYWORDS: Factual
78. Research on age differences in wisdom shows that

a. there is little association between age and wisdom.
b. wisdom increases dramatically during old age.
c. there are few individual differences.
d. young adults cannot be wise.
ANSWER: a
KEYWORDS: Factual
79. Which of the following is not a specific factor identified by Baltes and Staudinger (2000) to help a person become
wise?
a. intraindividual variability b. general personal conditions
c. specific expertise conditions d. facilitating life contexts
ANSWER: a
KEYWORDS: Factual
80. theorists are interested in individual differences and plasticity in intelligence.
ANSWER: Life-span
KEYWORDS: Factual
81. are the distinct patterns of change in abilities over the life span, where some abilities
remain stable and others increase or decrease.
ANSWER: Multidirectional
KEYWORDS: Factual
82. The range of functioning within an individual and the conditions under which a person’s abilities can be modified
within a specific age range is .
ANSWER: plasticity
KEYWORDS: Factual
83. Theories of intelligence are , meaning that they specify many domains of intellectual
abilities.
ANSWER: multidimensional
KEYWORDS: Factual
84. In the dual-component model, the phrase is used to discuss the first cognitive process,
which concerns developmental changes in basic information-processing and problem-solving abilities.
ANSWER: cognition as basic processes

KEYWORDS: Factual
85. The to intelligence involves defining intelligence as right or wrong performance on
standardized tests.
ANSWER: psychometric approach

intelligence?
KEYWORDS: Factual
86. The to intelligence emphasizes the ways in which people conceptualize problems and
focuses on modes or styles of thinking.
ANSWER: cognitive-structural approach

intelligence?
KEYWORDS: Factual
87. are the interrelations among performance on similar tests of psychometric intelligence.
ANSWER: Factors
KEYWORDS: Factual
88. are independent abilities within psychometric intelligence based on different

combinations of standardized intelligence tests.
ANSWER: Primary mental abilities

they change?
KEYWORDS: Factual
89. Crystallized and fluid intelligence are examples of mental abilities.
ANSWER: secondary
change?
90. For the theorist , thought is governed by the principles of adaptation and organization.
ANSWER: Piaget
development?
KEYWORDS: Factual
91. In Piaget's stage, children can classify objects into groups based on logical principles
and can mentally reverse a series of events.
ANSWER: concrete operational

development?
92. thought is similar to using the scientific method.
ANSWER: Hypothetico-deductive
REFERENCES: Qualitative Differences in Adult's Thinking
development?
93. Many adults are thought to possess , which is characterized by the recognition that truth
varies across situations, solutions to problems are realistic and reasonable, ambiguity and contradiction are the norm,
and emotional and subjective factors play a role in thinking.
ANSWER: postformal thought

KEYWORDS: Factual
94. Research studies indicate that contrary to popular perception, there is no relationship between age and
_____________.
ANSWER: wisdom
KEYWORDS: Factual
95. Do people's ideas of what intelligence is vary across the life span? In other words, do people conceptualize
intelligence differently at different ages?
ANSWER: In 1992, Berg and Sternberg set out to find the answer to this question. They wanted
to know whether conceptions of intelligence varied across the life span. Their subjects
were people ages 22 to 85. Subjects were asked to rate 55 behaviors they viewed as
characteristic of exceptionally intelligent 30-, 50-, or 70-year-olds. Factors such as
motivation, intellectual effort, and reading were rated important for each age group.
Other behaviors were rated important only for certain points in the life span. For
example, for 30-year-olds, people said being open-minded and concerned about the
future were important traits. Intelligent 50- and 70-year-olds were described as acting
responsibly and displaying wisdom.
LEARNING OBJECTIVES: ADaA.CAVA.15.07.01 - How do people define intelligence in everyday life?
96. What are normative age-related changes in fluid and crystallized intelligence?
ANSWER: Fluid intelligence refers to factors that make you an adaptive and flexible thinker.
Fluid intelligence allows you to make inferences and understand relations among
concepts. Crystallized intelligence is the knowledge you have acquired during your
lifetime due to education and experiences in a given culture. Across time, these two
types of intelligence follow very different paths. Fluid intelligence tends to decline
across adulthood, whereas crystallized intelligence tends to increase. Some have
speculated that underlying changes in the brain are responsible for the decline in fluid
intelligence. As for crystallized intelligence, it appears people continue adding to their
knowledge every day.
change?
97. What does the P-FIT theory propose regarding the origins of intelligence?
ANSWER: Jung and Haier originally proposed the P-FIT model in 2007. P-FIT stands for
Parieto-Frontal Integration Theory. This theory proposes that intelligence comes from
a distributed and integrated network of neurons in the parietal and frontal lobes of the
brain. Individual differences in intelligence are seen as individual differences in brain
structure and function. Neuroimaging studies provide support for the P-FIT model.
98. Do social and lifestyle variables have an impact on intellectual functioning? If so, in what way(s)?
ANSWER: Higher socioeconomic status, exposure to stimulating environments, taking advantage

of cultural and educational resources throughout one's life, and not being lonely have
all been associated with better cognitive functioning. Loneliness, for example, is
associated with greater cognitive decline and with mental health problems in later life.
Although social and lifestyle variables are associated with intellectual functioning, it is
still debatable whether these factors slow cognitive changes in late life. Research
evidence on these factors is mixed. For example, decreases in social engagement and
cognitive decline are related, but what is the directionality? Are declines in memory
the result of lower social engagement, or are memory declines the reason for lower
rates of social engagement? Correlational data cannot determine directionality of
effects.
99. What was Project ACTIVE? What was learned from this project?
ANSWER: Project ACTIVE was a longitudinal research study created by Sherry Willis. It was
designed to investigate the impact of training on primary mental abilities. Beginning in
the 1990s, ACTIVE was a randomized and controlled clinical research project.
Initially, six different centers enrolled more than 3,000 people in the study. Could
cognitive training enhance mental abilities (such as memory, reasoning, and attention)
and preserve IADLs (such as managing one's finances and taking medications)? To
summarize, the findings showed that cognitive training improved mental abilities and
daily functioning in older independent living adults. The training gains lasted several
years. There was one caveat. Those with a mild cognitive impairment did not benefit
from memory training, but they did benefit from training on reasoning and speed of
processing.
100. Briefly describe Piaget's four stages of cognitive development.
ANSWER: In the sensorimotor period, infants and very young children learn about the
environment by using their senses and motor skills. In the first two years of
development, they learn about object permanence (that an object out of sight still
exists). In the preoperational period, young children's thinking is egocentric—that is,
they believe everyone sees the world as they do. They may perceive events as causal
that are not (Dad shaving causes the water in the bathroom sink to turn on). Their
thinking is not yet governed by logic. In the concrete operational stage, children come
to understand classification, reversibility, and transivity. However, children in this
stage still do not understand abstract concepts. The last of Piaget's stages, formal
operations, is characterized by hypothesis testing and abstract reasoning.
development?
101. How does the relationship between emotion and logic change over the life span?
ANSWER: Across the life span, there is an increasing integration of emotion and logic in one's
thinking. Older adults tend to make decisions based on pragmatic and emotional
grounds, not simply on logical grounds. Roles and rules are viewed as relative, not
absolute. Older adults realize that thinking includes compromise with others and that
contradictions and ambiguity must be tolerated. One example of this is how young
adults differ from middle-aged adults when considering the topic of unethical behavior
in the workplace. Whereas younger adults would be more likely to view this behavior
as completely unacceptable, older adults would be more likely to take into account
contextual factors that may have caused the person to act in an unethical manner.
maturity?
102. Briefly describe the components and their developmental trajectory in Denney’s model of unexercised and optimally
exercised abilities.
ANSWER: According to Denney (1984), unexercised ability is the ability a normal healthy adult
would have without practice or training. Fluid intelligence is an example of an
untrained ability. Optimally exercised ability is what a normal healthy adult would
demonstrate under the best conditions of training or practice. Crystallized intelligence
is an example of an optimally exercised ability because the component skills (such as
verbal ability) are used daily. The developmental course of both abilities is similar.
They tend to increase until adolescence or young adulthood and then slowly decline
thereafter.
LEARNING OBJECTIVES: ADaA.CAVA.15.07.11 - What are the characteristics of older adults' decision
making?
103. Are there age-related differences in problem solving? Explain.
ANSWER: People tend to use different strategies in solving problems based on the context in
which they occur. However, there are some interesting age-related differences found
in the literature. For example, younger adults are more likely to use similar strategies
across situations. They use self-action to fix the problem. Older adults are more
likely to vary their strategy based on the problem-solving context. For example, in
dealing with interpersonal situations, such as family matters, they use more emotion
regulation. However, in more instrumental situations, such as deciding what to do
with defective merchandise, they use more self-action strategies, like returning the
product. Blanchard-Fields and colleagues (1997) argued that as we age and acquire
experience, we become more sensitive to problem-solving contexts and we act
accordingly.
104. Are adult learners different from their younger counterparts? If so, in what ways?
ANSWER: Lifelong learning is gaining acceptance as a way to remain cognitively active and
professionally current. But can the teaching of adults merely be an extension of the
teaching techniques used when instructing children? The answer is no. Adults
learners differ from child learners in some important ways. First, adults have a higher
need to understand why they should learn something before they learn it. Second,
adults enter a learning situation with more and different experience upon which to
build than do children. Third, adults are more willing to learn things that will help them
with real-world situations rather than hypothetical or abstract situations. Finally, most
adults are internally motivated to learn rather than externally motivated. For example,
an adult may be more likely to learn something new for reasons of personal
satisfaction rather than for a pay raise. It's important for educators to remember that
learning styles change as we age.
105. What is creativity, and how does it change across the life span?
ANSWER: Researchers have defined creativity as the ability to produce work that is novel, high
in demand, and task appropriate. The number of creative ideas one has varies across
the life span. Research indicates the number of creative contributions a person
makes increases through the 30s, peaks in the early 40s, and declines thereafter.
People do not stop being creative, rather, they just produce fewer creative ideas. In
fact, the average age at which people have made substantial creative contributions to
society, such as conducting research that resulted in winning the Nobel Prize,
increased across the 20th century.
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Inventors of gas apparatus should note that the municipal authorities
of Brussels have decided upon holding a competition, with a view to
ascertain the best means of using gas for heating and cooking
purposes. A large sum is to be offered in prizes to the successful
competitors. Apparatus for trial must be forwarded not later than
September next, and all particulars regarding the matter may be
obtained from the chief engineer, M. Wybauw, Rue de l’Etuve,
Brussels.
In the island of Skye, large deposits of the very useful mineral called
diatomite have recently been found. Under the German name of
kieselguhr, this absorbent earth has been extensively used in the
manufacture of dynamite, which consists of nitro-glycerine rendered
more safe for handling by admixture with this porous body. It is also
used as a non-conducting compound for coating the exterior of
steam-pipes and boilers, as a siliceous glaze for pottery, for the
manufacture of silicate paints, and for many minor purposes. In this
particular deposit the varieties of diatoms are singularly few, only
sixteen species of these wonderful microscopic organisms being
represented. The deposit is estimated to yield a total of between one
and two hundred tons.
At a recent meeting of the Royal Society of Edinburgh, Dr A. B.
Griffiths read a most instructive paper on ‘The Effect of Ferrous
Sulphate in destroying the Spores of Parasitic Fungi.’ The value of
this salt—the common ‘green vitriol’ of commerce—as a plant-food
has long ago been established; but Dr Griffiths points out the
important antiseptic property it possesses in destroying certain low
forms of plant-life. As a preventive of potato disease, it is most
effectual, although the spores of that fungus possess such vitality
that they may be kept as dry dust for eight months without losing
their power for mischief. Dr Griffiths also notes that in damp warm
weather, the potato disease is actually encouraged by the use of
potash manures. He advocates the treatment of manure with a weak
solution of the iron salt before its application to the land. Wheat when
treated with the sulphate is rendered proof against mildew.
A clever method of damascening metals by electrolysis is described
in a French technical journal. The process consists of two distinct
operations, and is based on the well-known fact, that when two
copper plates are hung in a bath of sulphate of copper and
connected with the opposite poles of a battery, a transfer of metal
from one to the other will take place. In the case before us, a copper
plate is covered with a thin layer of insulating material, as in the
etching process, and this is drawn upon with an etching needle so as
to lay bare the metal beneath. This is now submitted to the action of
the electric current, so that the metal is eaten away to a certain
depth in the exposed parts. The plate is next washed with acid, to
remove all traces of oxide of copper in the bitten-in lines, and is then
transferred to another bath by which metallic silver or nickel is
deposited in the etched parts, with the result that the sunk lines are
ultimately completely filled with the new metal. When the plate is
relieved of its waxy coating and is polished, it is impossible to say
whether or not the beautiful inlaid appearance has been produced by
a mechanical process or by skilled handiwork.
Two remarkable finds of old coins have lately occurred—one at
Milverton, a suburb of Leamington; and the other at Aberdeen. In the
first case, some labourers were digging foundations, when they
found a Roman amphora, which they immediately smashed to
ascertain its contents. It contained nearly three hundred coins in
silver and copper. These were of very early date, and in a state of
excellent preservation. The Aberdeen treasure trove came to light in
excavating Ross’s Court, one of the oldest parts of the city. Here the
labourers found a bronze urn filled with a large number of silver
coins. These coins also are well preserved. They are all English, and
are mostly of the reigns of Edward I. and Edward II. Some of these
coins are of extreme rarity, and the discovery has great antiquarian
interest.
The largest installation of the electric light, worked from a central
point, which this country has yet seen has been recently completed
at the Paddington terminus of the Great Western Railway. The lights,
which are equivalent to thirty thousand ordinary gas jets, are
distributed between the Paddington passenger and goods stations,
the ‘Royal Oak,’ and Westbourne Park Stations, the terminus hotel,
and all the various offices, yards, and approaches to the railway
Company’s premises. The district covers no fewer than sixty-seven
acres of ground, and is one mile and a half long. The two Gordon
dynamos which are used to generate the current weigh forty-five
tons each, and give sufficient power to serve four thousand one
hundred and fifteen Swan glow lamps, each of twenty-five candle-
power; ninety-eight arc lamps, each of three thousand five hundred
candle-power; and two of twelve thousand candle-power each. The
current is kept on day and night, except for a few hours on Sunday
morning, and each individual lamp is under separate control by a
switch, so that it can be turned off and on just like a gas jet. Every
detail has been well thought out, and the vast scheme is a success
in every way. We understand that the contractors, the Telegraph
Maintenance and Construction Company, have undertaken to supply
the light at the same price as would have been charged for gas
lamps giving the same light-value.
From a paper read by Mr C. Harding before the Royal Meteorological
Society on ‘The Severe Weather of the Past Winter,’ we learn that
the cold lately experienced has been of the most exceptional
character. The persistency with which frost continued for long
periods was quite remarkable. In south-west England, there was not
a single week from October to the end of March in which the
temperature did not fall below the freezing-point; and in one town in
Hertfordshire, frost occurred on the grass on seventy-three
consecutive nights. Since the formation of the London Skating Club,
nearly sixty years ago, the past season has been the only one in
which skating has been possible in each of the four months
December to March. We therefore must note that we have just
passed through an unusually severe season.
Fresh fruit from the antipodes, of which two large consignments have
recently reached London, is now being daily sold to eager
purchasers in the Australian fruit-market at the Indian and Colonial
Exhibition. Grapes, apples, pears, and other fruits, in splendid
condition, and with their flavour unaltered by their long separation
from their parent stems, can now be conveyed by the shipload,
packed in cool chambers, in the same way that meat is imported
from the same distant lands. The success of the enterprise opens up
a wide field of promise to those in temperate lands who have been
dazzled by the reports of travellers as to the luscious nature of
foreign fruits, which hitherto have been quite out of reach of stay-at-
home Britons. We seem to be fast coming to the time when fairy
tales will be considered tame and uninteresting, from being so far
eclipsed by current events.
A correspondent of the Times notes a most important means of
escape from suffocation by smoke, a fatality by which many lives are
lost annually. He points out that if a handkerchief be placed beneath
the pillow on retiring to rest so as to be within easy reach of the
hand, it can, in case of an alarm of fire, be readily dipped in water
and tied over the mouth and nostrils. As an amateur fireman, he has
gone through the densest smoke protected in that manner, and he
alleges that such a respirator will enable its wearer to breathe freely
in an otherwise irrespirable atmosphere.
Professor Dewar lately exhibited at the Royal Institution, London, the
apparatus he employs for the production of solid oxygen. If we refer
to the physical text-books of only three or four years back, we find
oxygen, hydrogen, and nitrogen described as permanent gases, for
no one had ever produced either in any other form. At length all three
had to give way before scientific research, and they were by special
appliances reduced to the liquid state. Professor Dewar is the first
experimenter who has taken the further step of producing one of
these gases in a solid form. His method consists in allowing liquid
oxygen to expand into a partial vacuum, when the great absorption
of heat which accompanies the operation causes the liquid to
assume a solid state. It is said to resemble snow in appearance, with
a temperature greatly below the freezing-point of water. It is believed
that a means of producing such a degree of cold will be of great
service to experimental chemistry.
Mr W. Thomson, F.R.S.E., has devised a new process for
determining the calorific power of fuel by direct combustion in
oxygen, which promises to supersede, by reason of its greater
accuracy, the methods hitherto in use. The process consists in
placing a gramme of the coal or fuel to be tested in a platinum
crucible covered with an inverted glass vessel. The whole
arrangement is placed under water in a suitable receptacle; and the
fuel, burnt in oxygen, burns away in a very few minutes, giving off
much heated gas, which escapes through the water. The
temperature of the water, compared with its temperature before the
operation, gives the data upon which the heating power of the coal
can be calculated. The question of heat-value in fuel is of course one
of first importance to railway Companies and other large consumers
of coal. It is, too, in a minor way of importance to householders, who
often find, by painful experience, the little heat-value of the fuel
which has been shot into their cellars. If coal-merchants were to
furnish some guarantee based on a scientific test as above
described, they would find it to their own profit, as well as to the
advantage of their customers.
We do not hear very much in these days of mummy wheat and
barley, but many people firmly believe that the seeds of both plants
found with Egyptian mummies, and supposed to be three or four
thousand years old, will sprout if put in the ground. A few years ago,
such wheat was commonly sold as a curiosity; and we believe that
many purchasers succeeded in raising a small crop from it.
Professor Bentley, who has recently commenced a series of lectures
on the Physiology of Plants, asserts most emphatically that no grains
which with certainty have been identified as contemporaneous with
the deposit of the mummified corpse, have ever come to life. In
cases where the so-called mummy wheat has germinated, it has
been introduced into the coffin shortly before, or at the time of
discovery of the body. Professor Bentley does not name a limit to the
time during which seeds retain their vitality, but he says that very few
will germinate after being three years old.
Dr Kosmann of Breslau has designed a safety cartridge for use in
fiery mines, but it has not yet passed the ordeal of practical
employment. It depends for its efficiency upon the sudden evolution
of a large volume of hydrogen gas, which is brought about by the
action of dilute acid upon finely divided zinc. The ‘cartridge’ consists
of a glass cylinder pinched into a narrow tube at the centre, so that
interiorly it is divided into two compartments. One of these contains
the powdered zinc, and the other the dilute acid, the passage
between them being closed by a rubber cork. The borehole into
which it is inserted is first of all made gas-tight by a lining of clay;
then the cartridge is put in position, with an iron rod in connection
with it so placed that, when struck with a hammer from the outside of
the hole, it will drive in the rubber cork, and so bring the acid into
contact with the zinc. We shall be interested to hear how the method
answers in practice.
JACK, THE BUSHRANGER.
AN AUSTRALIAN REMINISCENCE.
Reading in your Journal (writes a correspondent) an article headed,
‘A Bushranger Interviewed,’ recalls to my memory a strange incident
which occurred some years ago to my own brother, when on his way
from Sydney to the gold-fields, and for the accuracy of which I can
vouch.
At the time of his arrival in Australia, the country was in a state of
panic: a reign of terror existed, caused by the daring outrages
committed on parties on the journey to and from the diggings.
Robbery with violence, escorts shot down, and large consignments
of gold carried off, were of daily occurrence. The bush was infested
by a gang of desperate bushrangers, whose leader, under the
cognomen of ‘Jack,’ seemed to bear a charmed life. For years he
had evaded all the efforts made to capture him, though the military
scoured the bush. No sooner was an outrage perpetrated, than all
trace of the perpetrators was lost, as if the ground had swallowed
them. He had a perfect knowledge of the most secret movements of
the parties he attacked. He seemed ubiquitous, outrages occurring in
such rapid succession and far apart. Such an air of mystery hung
about him, that a superstitious feeling mingled with the moral terror
he inspired. He was represented by some persons who had seen
him, as a fine powerful-looking man, with nothing forbidding in his
appearance.
Even the mad thirst for gold could not induce the bravest persons to
undertake the journey alone. The gold-seekers travelled in large
cavalcades, well armed, and determined to fight for their lives and
property; one of these parties my brother joined. He was a fine
handsome young fellow, all fun and love of adventure, and he soon
became a general favourite. The ‘track’—for there were no roads at
that time—ran for the greater distance through the bush, some parts
of which were so dense as scarcely to admit daylight. Every man
was well armed. My brother had brought with him a first-class
revolver, purchased in London. This he kept with other valuables
carefully hidden on his person, his other belongings being stowed
away in one of the wagons. When they bivouacked for the night,
care was taken that it should be in an open space, where a good
look-out could be kept, to make sure against a sudden surprise. The
wagons were placed in the middle, sentries posted, and scouts
placed so that the flight of a bird or the fall of a leaf could not pass
unnoticed. All were on the qui vive. For some days all went well,
nothing unusual or alarming occurring. They were then well into the
bush, and consequently, if possible more vigilant, believing that even
a mouse could not intrude itself amongst them.
One morning it was found that, during the night, they had been, spite
of all their vigilance, mysteriously and unaccountably joined by a
stranger, who stood in their midst as if one of themselves. No one
could imagine how or whence he came, and utter astonishment
prevailed. He was a fine portly man, from thirty-five to forty years of
age, with an open, prepossessing countenance and good address—
one who, under other circumstances, would have been looked upon
as an acquisition to the party. Not in the least taken aback or
abashed by the scant welcome he received or the undisguised
surprise his presence created, he came forward boldly, and told a
most plausible story, to the effect that he was a stranger making his
way to the gold-fields, that, notwithstanding the stories he had heard
in Sydney of ‘Jack’ and his comrades, he had ventured so far alone;
but as he got farther into the bush he lost heart, and determined to
join the first party he met.
It looked strange that he had no luggage of any kind, not even
provisions, or anything to indicate that he was bound for a long
journey. He made no attempt to account for his mysterious
appearance, entered into the arrangements of the cavalcade, and
made himself quite at home. Every man amongst them, with the
exception of my brother, believed that no one but ‘Jack’ himself could
have so taken them by surprise, the general belief being, that it could
only be from personal experience the terrible bushranger derived the
perfect knowledge he displayed when making his raids.
The party agreed that the wisest course would be to await the
progress of events, watch his every movement, and let him see that
they were prepared to sell their lives dearly, if driven to do so.
The stranger seemed to have an unlimited supply of money, and to
be generous about it, paying his way freely. He took at once to my
brother, and the liking was mutual; in diggers’ parlance, they became
mates, chummed, walked, and smoked together. My brother found
him a well-informed, agreeable companion, a vast improvement on
their rough associates; and he seemed thoroughly to enjoy the
society of the jovial young Irish gentleman. A sincere friendship
sprung up between them, notwithstanding the disparity in years.
The other members of the party became very anxious, fearing the
man would take advantage of my brother’s unsuspicious, trusting
nature to obtain information that would be useful to him when
forming his plans for the attack which was hourly expected, in fact
looked upon as imminent. Nor were their fears allayed when, after a
little, he would leave the beaten track and walk into the bush,
remaining away for hours, and returning at the most unexpected
times and places; showing a thorough knowledge of the bush and all
its intricacies and short-cuts, quite inconsistent with the story he had
told on joining.
One thing struck my brother as strange, but without exciting any
suspicion on his part. When walking together, he would suddenly
stand, become quite excited, and say: ‘Oh, it was here such an
outrage occurred.’ ‘It was on the spot on which we are standing that
the escort was shot down and a large consignment of gold carried
off. They did fight like demons.’ He seemed to take the greatest
pleasure in giving minute details of the different outrages as they had
occurred, and always spoke as if he had been an eye-witness. But
so thorough was my brother’s belief in his new friend, that even this
did not shake his faith.
When within a few days of the journey’s end, the stranger suddenly
and quite unexpectedly declared his intention of parting company.
He offered no explanation as to his reason for doing so, though all
through he had seemed anxious to impress it on them that he
intended to go the entire way to the diggings with them. No
questions were asked.
After a general and hearty leave-taking, which, however, did not
inspire much confidence, as they were still within range of a possible
attack, he asked my brother to take a last walk with him, and led the
way into the bush farther than he had ever brought him before, and a
long distance from the beaten track. The first words the stranger said
were: ‘Mate, don’t you carry a revolver?’
The answer was: ‘Yes, and a first-class one. Not such as is got out
here. I brought it from home.’
‘Show it to me,’ said the stranger; ‘I love a real good weapon;’ and
without the slightest hesitation, my brother handed him the revolver,
which he examined carefully, and saw that the chambers were
loaded. He remarked that it was the ‘prettiest weapon’ he had
handled for a long time.
He walked a few steps in advance, and turning round suddenly, he
presented the revolver at my brother’s head, calling out in a
commanding tone, ‘Stand!’ his countenance so changed as scarcely
to be recognised.
At last my brother felt that he stood face to face with the terrible
bushranger, but did not lose his presence of mind.
For a moment there was a profound silence, first broken by the
stranger saying: ‘Is there anything on earth to prevent my blowing
out your brains with your own weapon, placed in my hands of your
own free-will? The wild bush round us, I know its every twist and
turn. The man is not living who could track my footsteps through its
depths, where I alone am lord and master. Speak, man! What is
there to prevent me?’
With a throbbing heart and a quickened pulse my brother answered:
‘Nothing but your sense of honour.’
The man’s face brightened, and his voice resumed its friendly tone,
and handing back the revolver, he said; ‘We stand now on equal
footing. You hold my life in your hands, as I held yours a moment
ago. Yes, boy; and your own fortune too. But I trust you, as you
trusted me. I would not hurt a hair of your head, and I have spared
others for your sake. How, you will never know; but they owe you a
deep debt of gratitude. You are a noble-hearted fellow; and through
the rest of my stormy life, I will look back with pleasure on the time
we have passed together. But, mate, you are the greatest fool I ever
met. I brought you here to-day to give you a lesson, which I hope
you will bear in mind. You are going amongst a rough, lawless crew;
never, as long as you live, trust any man as you have trusted me to-
day. Where you are bound for, your revolver will be your only true
friend; never let it out of your own keeping, to friend or foe. You are
far too trusting. There was not a man but yourself amongst those
from whom I have just parted who did not believe from the moment I
joined that I was Jack the bushranger. Well, mate, I am not going to
tell you who or what I am, or how or why I came amongst you; but of
this rest assured, that you have no truer friend. You will never know
what I have done for your sake.—Now, mate, good-bye for ever. We
will never meet again in this world, and it is best for you it should be
so.’ Then leading him back to the track by which he could rejoin his
party, he wrung my brother’s hand, turned and walked quickly into
the bush, leaving no doubt upon my brother’s mind that the friend he
had so loved and trusted was indeed the dreaded bushranger.
They never did meet again. My brother came home to die; and
unless my memory deceives me, Jack was shot dead in a skirmish
with the military.
THE BIRDS AT SOUTH KENSINGTON.
South Kensington has of late years been so inseparably identified
with Art, that it will seem natural to the readers of this article for Art to
form its subject; but it will probably surprise the frequenters of these
buildings to be asked to bend their steps towards the Natural History
Department—which one naturally supposes devoted to scientific
objects—to examine works of art quite equal in their way to any to be
found in the building devoted ostensibly to that purpose.
Many must have been struck by the artistic and natural grouping of
the birds, with their nests and young, in imitation of the surroundings
they frequent while living. How much more one is impressed with the
beauty of the creatures, when one sees them arranged in the
positions they assume in a state of nature, than when placed in the
old-fashioned style, mounted on boards or badly imitated stumps of
trees! Justly, this admirable grouping calls forth exclamations of
delight from the beholder; yet there is a fact connected with this
artistic grouping that is as well worthy of the admiration of the visitor
as the scientific facts here intended to be represented.
The surrounding of each of these nests is a work of art in itself,
constructed, with the most painstaking regard to accuracy of detail,
by a lady, whose name, though not appearing in this connection, is
not unknown to fame. The sods—if the bird be a ground-builder—are
dug up with the nest and surroundings as they are found, and are
submitted at once for the modeller to copy the various weeds and
flowers exactly as they grow. The sods are then dried and cleaned,
and the modeller fixes into them the flowers and weeds she has
constructed, and paints up the grass, to restore it to its original
colour. They are then deposited in the places they are destined to
occupy in the Museum.
The material employed for making these artificial flowers and weeds
has been called by the inventor, who is also the modeller, the ‘New
Kensington Art Material.’ Boughs of trees, the minutest flowers and
weeds, even the hair-like filaments that many flower-stems possess
as a protection against the ravages of insects, are copied with such
scrupulous accuracy as to defy detection by ordinary means; and the
union between the real wood and its artificial representation is
concealed with the same regard to reality. The secret of the
manufacture of the material is strictly preserved.
At the International Exhibition of 1851, Mrs Mogridge—then Miss
Mintorn—in conjunction with others of her family, took the first prize
for models of wax-flowers; notably a model of ‘Victoria Regia’ lilies,
taken from the first to bloom in England, by permission of Her Grace
the Duchess of Northumberland. Of late years, Mrs Mogridge has
used the new Art Material in place of wax, on account of its superior
strength, and indestructibility, it being unaffected by heat, the great
enemy to all work in wax. Moreover, it admits of more perfect
colouring; no shade being unattainable in this composition, and
permitting of the most brilliant effects of pigmentation.
It is adaptable to all artistic decorations on account of its greater
strength; and flowers made in it can be mixed with living foliage so
as to be a perfect deception, when the real flowers are unattainable.
It may be interesting to notice that naturalists will find a ready means
of enhancing the value of their collections, not only of birds, as
before noticed, but of insects. Lord Walsingham, we are told, has a
large collection of butterflies and moths which are mounted in this
way, surrounded by the smallest weeds and plants on which they
feed.
Botanical specimens for all purposes, particularly in schools, &c.,
where botany is taught, may be made of this material with
advantage, as the natural specimens are so easily destroyed with
handling. Its value for designs for china-painting, where the choice
flowers, such as orchids, &c., cannot be procured in their natural
state, will be easily appreciated; and models made of it are, in fact,
already used by the artists at the Royal Porcelain Works at
Worcester for this purpose, as all the detail is faithfully carried out,
from the flower of the common nettle to the large oak-bough.
THE LINDSAY’S BRIDAL.
[The first marriage of Colin, Earl of Lindsay and Balcarres,
to Maurizia de Nassau, took place in extreme youth, at the
court of James II., under the circumstances and with the
result narrated.]
In blithe London Town

Ne’er such bridal was known
As this of Earl Colin the Lindsay so gay:
O’er the Border, in sooth,
Never came bonnier youth,
And the king’s self shall give the fair lady away.
The bridemaids and bride

Are here in their pride,
But why ere the rite this long pause and delay?
’Tis for Colin they wait—
The ‘Light Lindsay’ is late:
The bridegroom forgetteth his own marriage-day!
The envoy was meet,

And the bridegroom is fleet,
He stands at the altar in bridal array:
But what lacks he now?
Why this cloud on his brow?—
The ring that should make her his countess for aye!
Oh, a ring’s easy found

’Mid the guests standing round!
And a borrowed ring served on that strange marriage-day:
But when spoke was the oath
That united them both,
She looked on the ring, and she fainted away.
’Twas a ring with a tomb
And a legend of gloom,
And she wist that to death she was wedded that day.
They cheered her amain;
But, alas, ’twas in vain!
And she drooped and she died ere a year was away.
Jetty Vogel.
The Conductor of Chambers’s Journal begs to direct the attention

of Contributors to the following notice:
1st. All communications should be addressed to the ‘Editor, 339 High
Street, Edinburgh.’
2d. For its return in case of ineligibility, postage-stamps should
accompany every manuscript.
3d. To secure their safe return if ineligible, All Manuscripts,
whether accompanied by a letter of advice or otherwise, should
have the writer’s Name and Address written upon them in full.
4th. Offerings of Verse should invariably be accompanied by a
stamped and directed envelope.
If the above rules are complied with, the Editor will do his best to
insure the safe return of ineligible papers.
Printed and Published by W. & R. Chambers, 47 Paternoster Row,

London, and 339 High Street, Edinburgh.
All Rights Reserved.
*** END OF THE PROJECT GUTENBERG EBOOK CHAMBERS'S
JOURNAL OF POPULAR LITERATURE, SCIENCE, AND ART,
FIFTH SERIES, NO. 130, VOL. III, JUNE 26, 1886 ***
Updated editions will replace the previous one—the old editions

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Adult Development and Aging 7th Edition Cavanaugh Test Bank Full Chapter PDF

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Adult Development and Aging 7th

Edition Cavanaugh Test Bank

3. Which of the following is not a basic concept of the life-span view?

7. Which approach to intelligence emphasizes scores on standardized tests?

12. Which of the following is not a primary mental ability?

18. Knowledge acquired through experience and education constitutes

22. In general, crystallized and fluid intelligence show

26. Evidence concerning crystallized and fluid intelligence shows that

30. Which of the following is not a moderator of intellectual change?

37. The purpose of Project ACTIVE was to study

48. Traditional scientific reasoning is an example of which aspect of formal operations?

49. Which of the following is the correct sequence of Piaget’s stages?

52. Which of the following is not a characteristic of formal operations?

53. Research on developmental trends in formal operations shows that

60. One potential danger of relativistic thinking is that it can lead to

61. Research on emotion and thought processes has concluded that

62. Reasoning about highly emotionally charged dilemmas

69. Crystallized intelligence is an example of

70. Research on practical problem solving shows that

73. Which of the following statements best describes expertise?

77. Research on wisdom shows that it is most associated with

78. Research on age differences in wisdom shows that

80. theorists are interested in individual differences and plasticity in intelligence.

ANSWER: cognition as basic processes

ANSWER: psychometric approach

ANSWER: cognitive-structural approach

88. are independent abilities within psychometric intelligence based on different

ANSWER: Primary mental abilities

89. Crystallized and fluid intelligence are examples of mental abilities.

ANSWER: concrete operational

92. thought is similar to using the scientific method.

ANSWER: postformal thought

ANSWER: Higher socioeconomic status, exposure to stimulating environments, taking advantage

100. Briefly describe Piaget's four stages of cognitive development.

103. Are there age-related differences in problem solving? Explain.

In blithe London Town

The bridemaids and bride

The envoy was meet,

Oh, a ring’s easy found

The Conductor of Chambers’s Journal begs to direct the attention

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