Tutorial Letter 101/3/2018: Adulthood and Maturity

PYC2603/101/3/2018
Tutorial Letter 101/3/2018
Adulthood and Maturity

PYC2603
Semesters 1 and 2
Department of Psychology
This tutorial letter contains important information about your module.
BARCODE
CONTENTS
Page
1 INTRODUCTION .......................................................................................................................... 3
2 PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 4
3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5
3.1 Lecturer(s) .................................................................................................................................... 5
3.2 Department ................................................................................................................................... 6
3.3 University ...................................................................................................................................... 6
4 RESOURCES ............................................................................................................................... 8
4.1 Prescribed books .......................................................................................................................... 8
4.2 Recommended books ................................................................................................................... 8
4.3 Electronic reserves (e-reserves) ................................................................................................... 8
4.4 Library services and resources information ................................................................................... 8
5 STUDENT SUPPORT SERVICES ................................................................................................ 8
6 STUDY PLAN ............................................................................................................................... 9
7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING ..................................................... 9
8 ASSESSMENT ............................................................................................................................. 9
8.1 Assessment criteria....................................................................................................................... 9
8.2 Assessment plan .......................................................................................................................... 9
8.3 Assignment numbers .................................................................................................................. 10
8.3.1 General assignment numbers ..................................................................................................... 10
8.3.2 Unique assignment numbers ...................................................................................................... 10
8.4 Assignment due dates………………………………………………………………………….10
8.5 Submission of assignments ........................................................................................................ 10
8.6 General remarks ......................................................................................................................... 10
8.7 The assignments ........................................................................................................................ 11
8.8 Other assessment methods ........................................................................................... 34
8.9 The examination ......................................................................................................................... 34
8.9.1 Examination admission ...............................................................................................…34
8.9.2 Format of the examination .......................................................................................................... 35
8.9.3 Preparation for the examination .................................................................................................. 35
8.9.4 Examination ............................................................................................................................... 35
8.9.5 Supplementary examination ........................................................................................................ 35
8.9.6 Previous examination paper …………………………………………………………………..35
9 FREQUENTLY ASKED QUESTIONS ............................................................................. 35
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1. INTRODUCTION
Dear Student
We welcome you as a student of the Adulthood and Maturity module, particularly as a person in
his or her adult years of life. We trust you will find the subject and the tutorial matter not only
interesting and informative but that it will contribute towards your own personal growth during
adulthood. Our goals for this module are, amongst others, to make you aware of the fact that
psychological development is a life-long process and that the focus of development during
adulthood should be on the attainment of cognitive, social, emotional and psychological
maturity. Furthermore, in this module we want to emphasise the development of a mature way
of thinking, responsible social and moral behavior, development of emotional control, a realistic
perception of life, meaningful interpersonal relationships and a mature philosophy of life. We
trust that the knowledge you will gain will enrich your personal relationships and be of great
benefit to you in your life in general.
You will receive a number of tutorial letters during the semester. Tutorial letters is our way of
communicating with you about teaching, learning and assessment. All tutorial letters are
available on myUnisa. Regular access to myUnisa is therefore essential and will keep you
informed of all you need to know about your studies. This ICT tool makes it much easier to
communicate with the university, your lecturers, and with other students about their learning and
their challenges. In addition, you will need to have registered on myUnisa in order to submit
assignments online, access library resources, download your study material and so forth. But
the most important thing to remember is that myUnisa may give you additional opportunities to
participate in activities, tasks and discussions around your module topics, your assignments,
your marks and your examinations.
This tutorial letter (101/2018) contains information about the scheme of work, resources and
assignments for this module. We have also included general and administrative information
about this module. We urge you to read it carefully and to keep it at hand when working through
the study material, preparing for submission of assignments, preparing for the examination and
addressing enquiries to your lecturers. Also make sure that you obtain the prescribed book for
this module as soon as possible.
Right from the start we would like to point out that you must read all the tutorial letters you
receive during the semester immediately and carefully, as they always contain important and
sometimes, urgent information.
Please note that Adulthood and Maturity is a semester module. A module runs over ± four
months (12-15 weeks). Please make sure whether you are registered for Semester 1 or for
Semester 2. All the details regarding the assignments and examination for each semester are
provided further-on in this tutorial letter.
Best wishes for an enriching time of study.
Your lecturers for Adulthood and Maturity
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2. PURPOSE AND OUTCOMES
2.1 Purpose
This module aims to:
1. introduce the learner to the study of adult development and maturity;

2. equip learners with knowledge in order to consider the characteristics of adult behaviour and
functioning and what it means to be a mature adult.
2.2 Outcomes
On the basis of reflections on what it means to be adult and mature, this module has a number
of envisaged outcomes, namely the achievement of:
• an informed approach in counteracting developmental decline and in optimising potential

growth, particularly in terms of continued education and lifelong learning, plus the
commitment to reach higher levels of psychological maturity.
• a highly responsible approach to the life tasks of a career, marriage and parenthood; the
leading of a healthy lifestyle; the commitment to community service, especially during the
years of retirement.
• an informed commitment to the fostering of the development of others, both in helping
others to counteract decline and optimise their potential for growth and the achievement of
psychological maturity.
• a developed sense of morality and a profound respect for the dignity and worth of the
individual person and in safeguarding the developmental rights of others, especially those in
need of upliftment and care.
• the maintenance of social standards that ensures the welfare of, and opportunities for,
development for everyone.
• a developed world conscience and worldview that seeks the good of humanity as a whole.
• the ability to identify the normal developmental characteristics of the adult and the factors
that influence the adult’s development and his or her level of life satisfaction.
• the ability to identify the developmental needs of adults in various contexts.
• the ability to plan and design interventions directed to addressing developmental lags or
problems which adults may be experiencing.
• the ability to apply the acquired knowledge of adult development not only to everyday life
situations, but also in work and professional environments.
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3. LECTURER(S) AND CONTACT DETAILS
3.1 Lecturer(s)
By telephone or e-mail
For academic enquiries you may phone a particular lecturer or address the enquiries to his or
her e-mail address.
Lecturer Telephone number E-mail address

Prof I Ferns (Module leader) 012 4298210 fernsi@unisa.ac.za
Mr BR Palakatsela 012 4293778 palakbr@unisa.ac.za
Mrs VM Nekhavhambe 012 4298513 nekhavm@unisa.ac.za
Ms FT Silinda 012 4298244 silinft@unisa.ac.za
You may contact your lecturers personally. They are available to assist you with any academic
enquiries that you may have. Lecturers may be contacted telephonically, by e-mail, via
myUnisa, by fax, via mail or personally when you visit the campus. We like to meet our
students, but it is essential to make an appointment beforehand. Also note that lecturers are
seldom available between middle December and early January. We earnestly request that you
sort out your academic problems before that time.
Lecturers are available on weekdays from 08:00 to 16:00 for telephonic academic enquiries.
Sometimes, however, lecturers have to attend meetings, conferences, etcetera. If you
experience difficulty reaching a particular lecturer at his/her personal number, please contact
the secretary (Ms Tidie Sekhaulela: 012 4298088 / sekhapt@unisa.ac.za) responsible for the
second level Psychology modules. If she is not available, phone the general number for the
Department of Psychology. The departmental telephone is staffed by administrative personnel
who will put you in contact with your lecturers.
Via myUnisa
If you want to contact a lecturer proceed as follows:
 Using your browser go to the Unisa web page, which is located at the Internet address
http://www.unisa.ac.za.
 On this web page, select the option myUnisa. If you are a first time user, you must now click
on the option ‘Register as myUnisa user’ which will enable you to register online (this does
not cost anything). Type in your name, student number and a password (the password must
be at least 6 characters long).
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By ordinary mail
Letters should be sent to:
The Module Leader (PYC2603)

Department of Psychology
PO Box 392
UNISA
0003
Please note: Letters to lecturers are not to be included with or inserted into assignments.
3.2 Department
By telephone and e-mail
The following telephone numbers are provided for your convenience:
Contact person for general information about this module:
Contact person Telephone number E-mail address
Ms Tidie Sekhaulela 012 4298088 sekhapt@unisa.ac.za

(administrative officer)
By fax
Our departmental fax number is 012 4293414. When you send a fax, please remember to
clearly indicate the module code and name of a specific lecturer. Please note that no study
material can be faxed to students.
Physical address
Theo van Wijk Building, 5th Floor, Room 5-98, Main Campus, Muckleneuk Ridge, Pretoria.
3.3 University
By letter, telephone or e-mail
If you need to contact the University about matters not related to the content of this module,
please consult the brochure STUDY @ UNISA which you received with your study material. In
this document you will find the contact details of various administrative departments. If you did
not receive this document and have access to the Internet, you can find it on myUnisa.
Remember to always have your student number ready when making an enquiry.
Please ensure that you contact the correct section or department for each enquiry as this
will result in a speedy resolution of the enquiry.
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Contact details are:
Postal address of Unisa: University of South Africa

PO Box 392
UNISA
0003
Physical address of Unisa: University of South Africa

Preller Street
Muckleneuk Ridge
Pretoria
City of Tshwane
Telephone number 012 429 3111
Online address: http://my.unisa.ac.za

Unisa website: http://www.unisa.ac.za
E-mail address: study-info@unisa.ac.za
Fax number (RSA only): 012 4294150
Fax number (International): +27 12 4294150
Examinations: exams@unisa.ac.za
Aegrotat and special examinations: aegrotats@unisa.ac.za
Via my Unisa
The following functions have been implemented in myUnisa (http://www.myunisa.ac.za):
 you can contact your lecturers via e-mail.

 you can join a discussion forum (e.g. to discuss your course with other students doing the
same course).
 you can order books from the library, and search for books on the library database.
 you can download study material placed on myUnisa.
 you can check whether your assignments have been received and marked.
 you can submit written as well as multiple-choice assignments via myUnisa.
 you can look up your assignment or exam marks as soon as they are released.
To make use of myUnisa, you will need a computer with a modem and an Internet
connection, as well as a browser such as Chrome or Internet Explorer.
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4. RESOURCES
4.1 Prescribed books
The prescribed book for the module in Adulthood and Maturity is:
Louw, D., & Louw, A. (2009). Adult Development and Ageing. Bloemfontein: Psychology
Publications. (ISBN-13: 978-0-86886-755-7)
It is essential that you buy or order the prescribed book immediately. If you wait too long you
may have difficulty in obtaining it, and may be unable to keep up with the work program.
Please consult the list of official booksellers and their addresses in STUDY @ UNISA.
If you have any difficulty obtaining books from these booksellers, please contact the Prescribed
Book Section as soon as possible at telephone number 012 4294152 or e-mail address
vospresc@unisa.ac.za.
4.2 Recommended books
There are no recommended books for this module.
4.3 Electronic reserves (e-reserves)
There are no e-Reserves for this module.
4.4 Library services and resources information
For brief information, go to www.unisa.ac.za/brochures/studies
For detailed information, go to http://www.unisa.ac.za/library. For research support and services

of personal librarians, click on "Research support".
The library has compiled a number of library guides:
 finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
 requesting material – http://libguides.unisa.ac.za/request/request
 postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
 finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research_Skills
 how to contact the library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask
5. STUDENT SUPPORT SERVICES
For information on the various student support systems and services available at Unisa (e.g.
student counselling, online tutoring, language support, peer help programmes) please consult
the brochure STUDY @ UNISA that you receive with your study material.
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6. STUDY PLAN
Use your STUDY @ UNISA brochure for general time management and planning skills.
7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING
There are no practicals for this module.
8. ASSESSMENT
8.1 Assessment criteria
Assessment for this module will be done by means of multiple choice questions.
8.2 Assessment plan
In this module the year mark counts 20% and the examination 80% of the final mark. Both
Assignments 01 and 02 count equally towards the year mark. Please note that you should
obtain a sub-minimum of 40% in the examination for your year mark contribution to your exam
mark.
Our marking policy for multiple-choice questions for the assignments, as well as the exam
paper, is as follows: We may adjust the marks to accommodate the effect of ‘blind guessing’ or
‘random guessing’ by subtracting a fraction of the marks for each incorrect answer. For
questions with four alternatives the maximum that we will reduce is one mark for four incorrect
answers (i.e. 0,25 marks for each wrong answer). For questions with three alternatives the
maximum that we will reduce is one mark for three incorrect answers (i.e. 0,33 marks for each
wrong answer). If we find, however, that a specific exam paper was difficult, we will reduce
fewer marks for a wrong answer (e.g. only 0,25 or 0,12). We would advise you to attempt to
answer all questions, and to leave only those that you really do not know the answer of.
‘Intelligent guessing’, where you use your knowledge to eliminate some of the alternatives
before guessing the answer from the remaining alternatives, is acceptable and even advisable.
The chance of selecting the correct alternative with intelligent guessing is much bigger than with
blind guessing.
If you prefer not to respond to some questions rather than guessing the answer to these
questions, you may do so. No marks will be subtracted for omitted items. Bear in mind,
however, that it can be shown mathematically that intelligent guessing is always a good strategy
when you do not know the correct answer and is preferable to simply omitting an item.
You will automatically receive the correct answers for multiple-choice questions. Commentaries
and feedback on the two compulsory assignments will be sent to all students registered for this
module in follow-up tutorial letters, and not only to those who submitted the assignments. The
tutorial letter numbers will be 201/2018 and 202/2018.
As soon as you have received the commentaries, please check your answers. The assignments
and the commentaries on these assignments constitute an important part of your learning and
should help you to be better prepared for the next assignment and the examination.
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8.3 Assignment numbers
8.3.1 General assignment numbers
Assignments are numbered consecutively per module, starting from Assignment 01.
8.3.2 Unique assignment numbers
SEMESTER 1 SEMESTER 2
Assignment number Unique number Assignment number Unique number
Assignment 01 885163 Assignment 01 728728
Assignment 02 835885 Assignment 02 776406
8.4 Assignment due dates
DUE DATE: DUE DATE:

ASSIGNMENT NUMBER SEMESTER 1 SEMESTER 2
Assignment 01 12 March 2018 22 August 2018
Assignment 02 12 April 2018 19 September 2018
8.5 Submission of assignments
Assignments are seen as part of the learning material for this module. When you do the
assignments, follow the study guide, consult the prescribed book, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning.
For students attending tutorial sessions, tutors may also set additional tasks and provide
feedback.
Please note: Although students may work together when preparing assignments, each
student must do and submit his or her own assignment.
8.6 General remarks
PLEASE NOTE: Enquiries about assignments (e.g. whether or not the University has received
your assignment or the date on which assignments were returned to you) must be addressed to
the Assignment Section. You can send an e-mail to assign@unisa.ac.za. You may also find
information on myUnisa or consult the publication STUDY @ UNISA regarding contact details.
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You may submit the multiple-choice assignments for this module on mark-reading sheets either
electronically via myUnisa, at the regional offices or by post. Assignments may, however, not be
submitted by fax or e-mail. If you prefer to submit the assignments in hard copy format it should
be addressed to:
Assignments
PO Box 392
UNISA
0003
For detailed information and requirements as far as assignments are concerned, see STUDY @
UNISA, which you received with your tutorial matter.
To submit an assignment via myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on assignments in the left-hand menu.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.
8.7 The assignments
There are two compulsory assignments in this module.
By submitting both Assignments 01 and 02 on time, you gain examination admission

(therefore, you do not have to pass the assignments to gain examination admission).
 Your assignments should reach us by the closing dates – NO EXTENSIONS are granted.
 Please note that there are NO further opportunities to gain examination admission.
Once your assignments have been marked, you will have an idea of your knowledge and
understanding of the study material. If you fail the assignments (receive less than 50%) this
should alert you to the fact that your knowledge and understanding of the study material of this
module is not up to standard and that you need to put extra effort into your preparation for the
examination.
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Assignment 01 Closing Extension Unique assignment
(COMPULSORY) date date number
____________________________________________________________________________
You will find this Semester One:
assignment on pages 12 March 2018 NO EXTENSION 885163
13-17
You will find this Semester Two:

assignment on pages 22 August 2018 NO EXTENSION 728728
18-22
____________________________________________________________________________
Assignment 02 Closing Extension Unique assignment
(COMPULSORY) date date number
___________________________________________________________________________
You will find this Semester One:
assignment on pages 12 April 2018 NO EXTENSION 835885
23-28
You will find this Semester Two:

assignment on pages 19 Sept 2018 NO EXTENSION 776406
29-34
General guidelines
 Always keep a copy of your assignment answers, in case your assignment does not reach
the University. Please submit the original copy.
 Please remember to number the assignments correctly (Assignment 01 or Assignment 02)

and to give it the applicable unique number as indicated on page 11 of this tutorial letter.
 Both assignments involve the use of a mark-reading sheet and you should read the
section ‘INSTRUCTIONS FOR THE USE OF MARK-READING SHEETS’ in STUDY @
UNISA. Those students who do not have access to a word processor must complete their
assignments on the mark-reading sheet provided with your study material. Take note of
the following important information:
- Use only an HB pencil (not a “pacer”) and mark your answers clearly and distinctly.
- Mark as follows [-]
- If you mark a block incorrectly, make sure that the mark is erased properly.
- Do not staple your mark reading sheet to any document.
 You may submit your multiple choice assignments through the Internet by using myUnisa
instead of using a mark-reading sheet. Please adhere strictly to the requirements
applicable to the completion and submission of assignments in STUDY @ UNISA.
 One of the advantages that myUnisa offers is that your assignment is immediately
delivered to the Assignment Section at UNISA so that you do not have to agonise as to
whether your assignment has arrived safely, and you also no longer have to worry about
postal delays.
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EXTENSION OF TIME FOR SUBMITTING THE ASSIGNMENTS
You will note that a closing date but NO EXTENSION DATE is given for each assignment (See
previous page for summary of assignments for the two semesters.)
Do not phone us to ask for an extension. Note that assignments received after the
closing date will not be marked, and that you will forfeit your examination admission if
BOTH assignments do not reach us before or on the closing dates.
Please note that separate assignments are given for the different semesters. Kindly
ensure that you do and submit the relevant assignment and use the correct unique
number.
ASSIGNMENT 01 – SEMESTER 1
(Compulsory multiple-choice assignment)
Please note: Although students may work together when preparing assignments, each student
must submit his or her own individual assignment.
Assignment 01 (for semester 1) consists of 15 multiple-choice questions covering chapters one

to four in the study guide for Adulthood and Maturity.
FIRST SEMESTER
 Closing date: 12 March 2018
 Unique assignment number: 885163
Please note:
 Submission of this assignment on time is compulsory.
 You will receive two kinds of feedback on your assignments:
• A computer printout showing your own answers, the correct answers, and the mark you
obtained.
• A tutorial letter with detailed feedback on each question.
Question 01
The total ability of an individual to function effectively in his or her environment refers to his or
her …age which is determined by his or her … age.
(1) social; psychological and biological

(2) functional; psychological, biological and social
(3) psychological; social and biological
(4) emotional; social, psychological and biological
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Question 02
Developmental influences resulting from biological, psychological and socio-cultural forces and
which are usually associated with chronological age, are referred to as … . An example of such
an influence is … .
(1) normative history-graded influences; a man who is a victim of violence in South-Africa

(2) non-normative influences; a young boy who loses his leg in a car accident
(3) life-cycle forces; a man in his middle years who manages to learn to use the computer to
adjust to the information and communication technology of the modern era
(4) normative age-graded influences; a woman in middle adulthood experiencing menopause
Question 03
The nature-nurture issue in human development refers to … while the stability-change issue
refers to …
(1) the relative contribution of genetics and the environment to development; the question
whether people change or remain the same over time
(2) the question whether the environment contribute the most to development; the view that
people are actively involved in their development
(3) behaviour genetics; quantitative differences
(4) the question whether genetics contribute the most to development; the view that people
are the products of their environments
Question 04
Which research designs are particularly well-suited to determine the factors that may influence
adult development?
(1) Longitudinal, cross-sectional and sequential designs

(2) Sequential and correlational designs
(3) Experimental and correlational designs
(4) Longitudinal and cross-sectional designs
Question 05
The genetic programming theory of ageing proposes that ageing is the result of …
(a) the ageing of body cells in accordance with a master genetic programme innate to every
specific species.
(b) unplanned changes in the organism over time.
(c) a decrease in the ability of cells to divide – cells deteriorate until the person dies.
(d) human tissue becoming less flexible and therefore less functional.
The correct answer is:
(1) All of the above

(2) (a) & (c)
(3) (b) & (d)
(4) (a), (c) & (d)
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Question 06
The transitional period during which a woman’s reproductive capacity ends and ovulation stops,
is referred to as the …, while … refers to the cessation of menstruation in women.
(1) midlife-crisis; estropause

(2) menopause; climacteric
(3) hormonal cycle; andropause
(4) climacteric; menopause
Question 07
The Pfizer Global Study of Sexual Attitudes and Behaviour (cited in Louw & Louw, 2009)
indicated that … while the Ipsos Markinor study (cited in Louw & Louw, 2009) revealed that …
(1) sex played a more important role in the lives of South Africans than for their peers in other
countries; most South Africans are not changing their sexual attitudes and behaviour
despite the HIV/AIDS pandemic.
(2) the incidence of premarital sexual intercourse has increased amongst young adults ;
double standards regarding the sexual activity of males and females have largely
disappeared.
(3) the percentage of females who engage in intercourse has increased much more than that
of males; South Africans tend to be untruthful about their sexual behaviour
(4) risky sexual behaviour is on the increase; males tend to have sexual intercourse more
frequently than males.
Question 08
Which of the following statements regarding memory are true?
(a) Memory is a non-essential capacity in people’s cognitive functioning.

(b) Different types of memories are stored in different sections of the brain.
(c) People’s sense of who they are, is often defined in terms of their memory.
(d) Memory refers to the acquisition and storage of information.
(1) (a) & (d)

(2) (b) & (c)
(3) (b), (c) & (d)
Question 09
The … memory system retains memory for a relatively long period of time and information can
…
(1) longitudinal; never be lost

(2) retrospective; be lost if it is no longer needed.
(3) long-term; be lost if it becomes less important and rehearsed infrequently
(4) longevity; never be distorted or embellished.
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Question 10
Age-related declines in short-term memory are moderate in … and … and significant in …
(1) working memory; primary memory; memory span

(2) primary memory; working memory; memory span
(3) memory span; working memory; primary memory
(4) primary memory; memory span; working memory
Question 11
Which of the following statements regarding the purpose of postformal thinking are true?
(a) Postformal thinking has focused the attention on the different thinking styles across
adulthood and has presented a different view to the stereotype of inevitable decline.
(b) It has been determined that postformal thinking constitutes a distinct stage in adult thinking
and that most adults engage in this type of thinking.
(c) It is recognised as a legitimate type of cognition that has very different qualities compared
to the qualities of formal operational thinking.
(d) As there is often more than one truth about an event or relationship, postformal thought is
considered to be a form of adaptive intelligence.
(1) (a) & (c)

(2) (b) & (d)
(3) (a), (c) & (d)
Question 12
According to Erikson’s theory of psychosocial development, the main challenge during middle
adulthood is to … and the main challenge during late adulthood is to …
(1) contribute to the younger generation through family or productive work; view one’s life as
satisfactory and worth living
(2) develop a willingness to try new things and to handle failure; develop an integrated sense
of self
(3) realise that one is an independent person who can make decisions; contribute to the
younger generation though family or productive work
(4) view one’s life as satisfactory and worth living; Realise that one is still an independent
person who can make his/her own decisions
Question 13
The stage approaches to personality development can be criticised because …
(a) they do not provide for individual differences regarding the ages at which important
transitions are reached.
(b) of methodological flaws and questionable generalisability.
(c) they describe human development in terms of stages without taking the life span context
into consideration.
(d) of the their view that the mid-life period is a period of personality instability.
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(1) (a) & (b)

(2) (c) & (d)
(4) None of the above
Question 14
It seems that the issue whether personality changes or remains stable has still not been
resolved. It may be a factor of theoretical perspective. For example, according to the contextual
perspectives, personality traits are …, and because of …., personality development is … .
(1) biologically determined; maturational processes; set in early adulthood

(2) multiply determined; plasticity; an ongoing process
(3) formed by cohort effects; interactional processes; never fully completed
(4) maturational; interactional processes; an ongoing process
Question 15
Which of the following statements are true about the self-concept and self-schemas?
(a) The self-concept consists of various areas or domains.

(b) The self-concept is dynamic and is constantly revised as we proceed from young to middle
to older adulthood.
(c) Self-schemas determine what information we consider as important and therefore
contributes to how we define ourselves.
(d) Self-schemas are working models which relate to our past, present and future behaviour.
(1) (a) & (c)

(2) (a), (b) & (d)
(3) (b), (c) & (d)
END OF ASSIGNMENT 01 FOR SEMESTER 1
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Assignment 01 (for semester 2) consists of 15 multiple-choice questions covering chapters one

to four in the study guide for Adulthood and Maturity.
SECONDSEMESTER
 Closing date: 22 August 2018
Please note:
obtained.
Question 01
Paul Baltes, a leader in the field of the life-span developmental perspective, identified a number
of key principles which provide a framework from which to study adult development. Which of
the following principles reflect the assumption of the life-span perspective?
(a) Development is not a life-long process.

(b) Development is a combination of gains and losses.
(c) Development occurs in context.
(d) Development is multidisciplinary.

(2) (a) & (d)
(3) (b) & (c)
(4) (b), (c) & (d)
Question 02
Developmental influences resulting from events which most people in a specific culture
experience at the same time, are referred to as … . An example of such an influence is … .
(1) normative age-graded influences; a man in late adulthood who experiences problems with
visual acuity
(2) socio-cultural forces; a woman experiencing discrimination in her workplace
(3) normative history-graded influences; a man who is victim of the HIV/AIDS epidemic in
South Africa
(4) non-normative influences; a 20 year old woman who develops breast cancer
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Question 03
The continuity-discontinuity issue in human development refers to … while the activity-passivity

issue refers to …
(a) occurs gradually or relatively abruptly; the assumption that people are the active recipients
of biological or environmental effects
(b) the perspective that all people reflect the same basic developmental processes; the
perspective that each environment has its own set of unique procedures that shapes
development
(c) continuously unfolds or occurs in distinct stages where the one stage differs markedly from
the next; the assumption that people create their own environments in which they can
function effectively
(d) the view that people are actively involved in their development; the question whether
people change or remain the same over time
(1) (c)
(2) (a) & (c)
(3) (b) & (d)
(4) (a), (b) & d)
Question 04
Which research designs are better suited to study age-related developmental changes in
adulthood?
(1) Longitudinal, cross-sectional and sequential designs

(2) Experimental and correlational designs
(3) Cross-sectional, correlational and experimental designs
(4) Cross-sectional, sequential and correlational designs
Question 05
The wear and tear theory of ageing proposes that …
(a) the human body becomes less able to repair damaged components and eventually dies.
(b) with age, many body tissues become less flexible and therefore less functional.
(c) the genetic code in the DNA becomes scrambles and the body’s repairing mechanism
cannot keep up with the reparation.
(d) years of illnesses, injuries and use cause damage to the cells, tissues and organs.

(2) (a) & (d)
(3) (b) & (c)
(4) (a), (b) & (d)
19
Question 06
Which of the following statements regarding the experience of the menopause by middle-aged
women are true?
(a) Cultural norms and socio-economic status do not influence women’s experience of
menopause.
(b) According to research done by Maharaj, Gangaram and Moodley (cited in Louw & Louw,
2009) serious symptoms of menopause seem to occur more often in vulnerable women.
(c) Some women do not regard menopause in a negative light and even feel liberated by the
cessation of the reproductive cycle.
(d) Almost all women between the ages of 55 and 60 experience some symptoms of
menopause including hot flushes and night sweating.
(1) (b) & (c)

(2) (a), (c) & (d)
Question 07
Which of the following statements regarding the sexual behaviour patterns and attitudes of
middle aged adults are true?
(1) Middle-aged people are sexless because of the cessation of their reproductive abilities.
(2) Sexual relationships are generally less satisfying and unimaginative.
(3) Sexual activity tends to be less genital and more psychologically intimate.
(4) Middle aged women tend to be more sexually active than middle aged men.
Question 08
Memory refers to the …
(1) length of time over which information is retained.

(2) active manipulation of information.
(3) self-evaluative system regarding one’s own memory competence.
(4) acquisition, storage and retrieval of information.
Question 09
Which of the following statements regarding the testing of memory is/are correct?
(a) Memory can be tested through recall and recognition.

(b) A recall task is considered to be easier than a recognition task because the memory load
is lighter.
(c) Recall and recognition are controlled by the different mechanisms.
(d) Memory can be tested through primary mental abilities.
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(1) (d)
(2) (a) & (c)
(3) (b) & (d)
Question 10
Age-related declines in the working memory may be attributed to … as suggested by the …

hypothesis.
(1) too much incoming information; word-finding deficit

(2) too little outgoing information; age-complexity
(3) failures in ignoring irrelevant information; inhibition deficit
(4) information overload; reduced attentional resources
Question 11
Which of the following statements regarding Piaget’s formal operational stage of cognitive
development are true?
(a) Formal operational thought is the second last stage of cognitive development, starting at
age 12 and extending to the end of early adulthood.
(b) It is governed by a logical structure that provides solutions to problems that people have
never seen and may never encounter.
(c) It is a way of generating abstract concepts and thinking about them in a very systematic,
step-by-step way.
(d) Formal operational thought is aimed at resolving ambiguity – one and only one answer is
the goal.
(1) (a) & (d)

(2) (b) & (c)
(3) (b), (c) & (d)
Question 12
According to the … principle in Erikson’s theory, each developmental crisis unfolds from the
previous stage according to a predetermined order, which means that all the opposing poles are
present throughout life. The resolution of the developmental crisis of late adulthood lies in the
synthesis of … .
(1) synthesis; wisdom

(2) epigenetic; care
(3) opposing pole; will-power
(4) epigenetic; wisdom
21
Question 13
The trait approach to personality development can be criticised because …
(a) trait approaches tend to ignore the socio-cultural context in which the individual operates,
as well as the variability across the life course.
(b) dispositional traits rarely provide enough information about people so that accurate
predictions can be made about their behaviour in a particular situation.
(c) the assessment of traits reduces a person to a set of scores which says very little about
their functioning.
(d) people are generally not able to take an objective view of their personality characteristics
which is presumed by trait approaches.

(3) (a) & (b)
(4) (c) & (d)
Question 14
It seems that the issue whether personality changes or remains stable has still not been
resolved. It may be a factor of theoretical perspective. For example, Costa and McCrae (cited in
Louw & Louw, 2009) believed that personality traits arise from biological causes and because of
… processes, people reach full maturity in … .
(1) multidimensional; late adulthood

(2) maturational; early adulthood
(3) interactional; middle adulthood
(4) biological; late adolescence
Question 15
The current viewpoint that identity development is a lifelong process resulted from …
(a) the prolonging of the adolescent period in the 21 Century.

(b) changes in the way people react to a longer life expectancy.
(c) changes in society and changes within the individual during middle and late adulthood.
(d) the adjustments that people have to make due to the growing number of events and
experiences during the course of life.

(2) (a) & (b)
(3) (c) & (d)
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Assignment 02 (for semester 1) consists of 15 multiple-choice questions covering chapters five

to seven in the study guide for Adulthood and Maturity.
FIRST SEMESTER
 Closing date: 12 April 2018
Please note:
obtained.
Question 01
Which of the following statements regarding the lifecourse and lifecycle perspectives of human
social development are true?
(a) The lifecourse perspective emphasises the interconnectedness of lives and also places
the development of people in historical and cultural context.
(b) The lifecycle perspective offers a useful way of thinking about the sequence of role
transitions
(c) The lifecourse perspective recognises that individuals play an active role in the
construction of their lives.
(d) The lifecycle perspective is particularly representative of the contemporary patterns and
divergent lifestyles of adults.
(1) (a) & (b)

(2) (c) & (d)
(3) (a), (b) & (c)
23
Question 02
Which of the following statements regarding Sternberg’s (cited in Louw & Louw, 2009) theory of
love are true?
(a) The ideal love relationship is the one in which the three components of love namely
passion, intimacy and commitment are present.
(b) Cross-cultural love relationships need an added component namely social balance.
(c) It is important that all three the components of love are equally strong during the life span.
(d) Love relationships based on only one or two of the three components of love are at risk
from the beginning.
(1) (a) & (d)

(2) (b) & (c)
(3) (a), (c) & (d)
Question 03
According to the socio-emotional selectivity theory of social network formation, the goals of …
and … is important during middle adulthood while the goal of … is most important during later
adulthood.
(1) attachment; intimacy; reciprocity

(2) cognition; emotions; information seeking
(3) reciprocity; social exchange; social exchange
(4) information seeking; emotion regulation; emotion regulation
Question 04
Marital satisfaction …
(a) shows both continuity and discontinuity as people grow older.

(b) in late adulthood is best predicted by the relationship in early adulthood.
(c) in older adulthood could remain at the same level of dissatisfaction than experienced in
younger adulthood, although the negative expression of emotions can be more controlled.
(d) could be challenged or negatively affected by care-giving to a chronically ill spouse.
(1) (b)
(2) (c)
(3) (a) & (d)
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Question 05
The phenomenon of cohabitation is increasing word-wide. Reasons for this increase may be …
(a) more legal rights due to legal reforms.

(b) to prepare couples for marriage.
(c) changed societal structures, such as extended periods of studying.
(d) decreased parental authority resulting in the crumbling of traditional norms.

(2) (b) & (c)
(3) (a), (c) & (d)
Question 06
Which of the following statements about adults’ friendships relationships are true?
(a) Young adults tend to have many friends and acquaintances.

(b) During middle adulthood friendship networks are smaller in quantity but larger in quality.
(c) In later adulthood, the focus of friendships is on companionship and support.
(d) There are no gender differences evident in adult friendship relationships.
(1) (a) & (c)

(2) (b) & (d)
(3) (a), (b) & (c)
Question 07
Retirement from work is one of the major life course transitions in late adult life. People who
adjust well to retirement may have…
(a) adequate resources such as the necessary finances and health care.
(b) reached the highest level in their career and therefore feel satisfied with their
achievements and believe they deserve retirement.
(c) made the necessary preparations and have a positive attitude towards retirement.
(d) been realistic in their planning for this stage of their life.

(2) (a)
(3) (b) & (c)
(4) (a), (c) & (d)
25
Question 08
Factors that may contribute to adults’ moral reasoning are …
(a) level of education

(b) perspective taking abilities
(c) identity development
(d) ability to evaluate more than one viewpoint
(1) (a) & (c)

(2) (b) & (d)
(3) (b), (c) & (d)
Question 09
Ageism is … and is often … and … .
(1) discrimination based on psychological age; direct; explicit

(2) discrimination based on chronological age; subtle; implicit
(3) discrimination based on social age; subtle; implicit
(4) discrimination based on cultural age; direct; explicit
Question 10
The activity theory regarding psychological well-being has been criticised for …
(a) assuming that a higher activity level leads to a better quality of life.
(b) not taking into account that perceptions of successful ageing are relative.
(c) assuming that older adults should replace old roles with new ones to achieve a sense of
well-being.
(d) not taking causal relationships between social activity and psychological well-being into
account.
(1) (a) & (c)

(2) (c) & (d)
(3) (a), (b) & (d)
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Question 11
Which of the following reflect the findings regarding life-satisfaction across the lifespan?
(1) Young adults experience greater life satisfaction because they peak in cognitive, physical
and emotional functioning.
(2) Life satisfaction is at a minimum in early adulthood, peaks in middle adulthood, and goes
down again in late adulthood.
(3) Research continuously fails to indicate any kind of correlation between age and life
satisfaction.
(4) Life satisfaction is a subjective experience and varies from person to person.
Question 12
Death anxiety is related to a fear of …
(a) being able to cope with the process of dying.

(b) the unknown and punishment.
(c) non-being.
(d) failing to achieve important life goals.
(1) (a)
(2) (c)
(3) (a) & (c)
(4) (b), (c) & (d)
Question 13
Which of the following personality characteristics have been found to be related to death
anxiety?
(a) Self-esteem
(b) A sense of purpose
(c) Extraversion
(d) Feelings of regret
(1) (d)
(2) (b) & (c)
(3) (a), (b) & (d)
Question 14
According to Kübler-Ross, people who experience grief or who are dying …
(a) proceed through various stages to deal with their reactions.

(b) proceed through these stages sequentially.
(c) do not necessarily experience all the stages of grief and dying.
(d) have to express even their most negative feelings in order to feel relief.
27
(1) (a)
(2) (d)
(3) (a) & (b)
(4) (a), (b) & (d)
Question 15
Grief …
(a) is a normal or common response to a loss.

(b) can refer to the response to social or symbolic losses, and can be experienced on a
psychological, social and physical level.
(c) consists usually of four phases or patterns.
(d) may seriously impair the psychological and social functioning of a person.

(2) (a)
(3) (b) & (d)
(4) (a) & (c)
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PYC2603/101
Assignment 02 (for semester 2) consists of 15 multiple-choice questions covering chapters five

to seven in the study guide for Adulthood and Maturity.
SECOND SEMESTER
 Closing date: 19 September 2018
Please note:
obtained.
Question 01
Which of the following statements regarding the life course and lifecycle perspectives of human
social development are true?
(a) The life course perspective recognises that human development is a lifelong process and
that earlier life stage experiences often influence later life stages.
(b) The lifecycle perspective locates people according to their life stage and historical context
with regard to their social development.
(c) The life course perspective does not take the timing of life transitions in relation to social
development in consideration.
(d) The lifecycle perspective is no longer representative of the contemporary patterns and
divergent lifestyles of adults.
(1) (b)
(2) (b) & (c)
(3) (a) & (d)
29
Question 02
Which of the following statements regarding Sternberg’s (cited in Louw & Louw, 2009) theory of
love are true?
(a) The three components that are present in ideal love relationships are infatuation,
attachment and companionship.
(b) In the love relationships where the three components of love as identified by Sternberg are
present, will stand the test of time and can survive developmental-related changes.
(c) Qualitative shifts regarding the three components of love will occur over time.
(d) Love relationships based on only one of two components have an equal chance of
success than those which all three components are present.
(1) (a) & (d)

(2) (b) & (c)
(3) (b), (c) & (d)
Question 03
According to the social exchange theory of social networks in adulthood …
(a) reciprocity is a factor in the continuation of a relationship.

(b) if support is not returned, the exchange of support may decline.
(c) the capacity to give emotional support may decline in old age, but older adults’ capacity to
give instrumental support is unaffected.
(d) younger adults seem to experience a balance in instrumental support given and received.
(1) (b)
(2) (c) & (d)
(3) (a), (b) & (d)
Question 04
Which of the following factors contribute towards a successful marriage?
(a) Absence of conflict.

(b) The extent to which both marriage partners feel that they make a useful contribution to the
relationship.
(c) Personality characteristics such as emotional stability, mindfulness and general life
satisfaction.
(d) Differences in backgrounds, interests and attitudes which all add extra ‘depth’ to the
relationship.
(1) (a) & (d)

(2) (b) & (c)
(3) (a), (b) & (c)
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PYC2603/101
Question 05
Which of the following statements regarding cohabitation are true?
(a) Marriages that involved cohabitation before the time have a greater likelihood of success.
(b) Cohabitating unions tend to be less stable than marriages.
(c) People who cohabit tend to be less conventional and have less traditional family and
religious values.
(d) People who cohabit tend to be very committed to a long-term relationship.

(2) (a)
(3) (d)
(4) (b) & (c)
Question 06
Different friendship styles have been identified in adulthood: adults who follow the … friendship
style enjoy interaction with others but do not have a close friendship with anyone; adults who
follow a … friendship style have a small circle of friends to whom they are attached and who
they regard as very important; adults who follow a … style form close friendships with many
people.
(1) independent; discerning; gregarious

(2) gregarious; independent; discerning
(3) discerning; gregarious; independent
(4) peripheral; independent; gregarious
Question 07
Retirement from work is one of the major life course transitions in late adult life. People who
adjust well to retirement may …
(a) have been forced to retire due to ill health.

(b) feel that he/she now has the opportunity to develop interests outside the work environment
after many years of being absorbed by the work milieu.
(c) did not regard planning for retirement as important because he/she wants it to be an
exciting and novel experience.
(d) not have a fear of retirement because of his/her social contacts and other interests which
was established even before retirement.
(1) (b)
(2) (d)
(3) (a), (b) & (c)
31
Question 08
Factors that may contribute to adults’ moral reasoning are …
(a) re-evaluation of what they regard as right and fair

(b) responsibility for the welfare of others
(c) the ability to consider a moral dilemma from various viewpoints
(d) identity development
(1) (a) & (d)

(2) (b) & (c)
(3) (a), (b) & (c)
Question 09
Which of the following factors are better indicators of successful ageing than the traditional
measures of health and wellness?
(a) Optimism
(b) Effective coping skills
(c) Strong sense of meaning
(d) Adjustability to change
(1) (b) & (d)

(2) (a), (b) & (c)
Question 10
The basic assumptions of the continuity theory regarding social activity and psychological well-
being are that …
(a) the uniqueness of an individual and his/her situation should be the focus and not the
activity per se.
(b) older adults would have more life satisfaction if they were more socially active.
(c) social activity leads to longevity and a better quality of life.
(d) any forced activity will lead to lower adjustment and self-esteem in older adults.
(1) (a) & (d)

(2) (b) & (c)
(3) (a), (b) & (d)
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Question 11
Which of the following personality factors have been indicated to play a role in people’s
experience of loneliness?
(a) Locus of control and a lack of self-confidence

(b) Depression and anxiety
(c) Stress and sleep disturbances
(d) Irritability and negativity

(2) (b)
(3) (c)
(4) (a) & (d)
Question 12
Death anxiety is related to a fear of …
(a) cowardice and humiliation.

(b) the impact of death on those who may outlive the person.
(c) physical suffering and loss of control.
(d) loosing a loved one and the experience of physical and psychological suffering.
(1) (c)
(2) (a) & (b)
(3) (c) & (d)
Question 13
Which of the following statements regarding the experience of death anxiety have been found to
be true?
(a) Middle-aged people experience more death anxiety than younger and older adults.
(b) Women experience less death anxiety than men.
(c) People who are not religious and those who are deeply religious report no to very little
death anxiety.
(d) There is no correlation between the experience of death anxiety and a person’s age or
religion.
(1) (d)
(2) (a) & (c)
(3) (b) & (d)
33
Question 14
According to Erikson, individuals have greater peace of mind concerning their own death when
they have mastered all their life crises. According to him, these people have attained …, and will
experience … death anxiety.
(1) ego identity; no

(2) despair; higher
(3) ego integrity; lower
(4) self-actualisation; no
Question 15
Kübler-Ross’s theory about the process involved in death and dying, has been criticised for …
(a) over-generalising the experience of death and dying.

(b) underestimating the role of hope.
(c) failing to include cultural differences.
(d) not taking the role of environmental factors into account.
(1) (c) & (d)

(2) (a), (b) & (c)
8.8 Other assessment methods
We will not use other assessment methods in this module.
8.9 The examination
For general information and requirements as far as examinations are concerned, see the
brochure STUDY @ UNISA which you received with your study material.
8.9.1 Examination admission
When submitting Assignments 01 and 02 on time, you gain examination admission (you do not
have to pass the assignments to gain examination admission).
Students who do not submit Assignment 01 and Assignment 02 will therefore not be
allowed to write the examination.
PLEASE NOTE THERE ARE NO FURTHER OPPORTUNITIES TO GAIN EXAMINATION

ADMISSION.
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PYC2603/101
8.9.2 Format of the examination paper
The examination paper in PYC2603 is a two-hour paper.
The examination paper will consist of one section with 70 multiple choice questions covering the
whole syllabus as outlined in the study guide for PYC2603. These multiple choice questions are
to be marked on a mark-reading sheet that will be provided along with the examination paper.
Please ensure that you do not mark your answers on the examination paper but directly on the
mark-reading sheet. Your total mark for the paper, therefore, your mark out of 70 will be
converted to a mark out of 80% and the final 20% of your final mark for this module will be
contributed by your year mark.
8.9.3 Preparation for the examination
The questions in the examination paper are based on:
► the sections which you have to study in the prescribed book, as indicated in the study
guide.
► questions and tasks in the study guide.
► the two multiple-choice assignments.
8.9.4 Examination period
This module is a semester module. This implies that you will write the examination in May/June
2018, if you are enrolled for this module for the first semester and October/November 2018 if
you are enrolled for the module in the second semester. The Examination Section will provide
you with information regarding the examination in general, examination venues, examination
dates and fees.
8.9.5 Supplementary examination
Students who fail the examination in May/June 2018 and who obtain 40% or more, or who could
not write because of medical reasons, have the opportunity to write the examination in
October/November 2018. Students who fail the examination in October/November 2018 and
who obtain 40% or more, or who could not write because of medical reasons, have the
opportunity to write the examination in May/June 2019.
8.9.6 Previous examination papers
Previous examination papers are available to students on myUnisa.
9. FREQUENTLY ASKED QUESTIONS

The brochure STUDY @ UNISA contains an A-Z guide of the most relevant study information.
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PYC2603/101/3/2018

Tutorial Letter 101/3/2018

Adulthood and Maturity

This tutorial letter contains important information about your module.

Best wishes for an enriching time of study.

Your lecturers for Adulthood and Maturity

This module aims to:

1. introduce the learner to the study of adult development and maturity;

• an informed approach in counteracting developmental decline and in optimising potential

3. LECTURER(S) AND CONTACT DETAILS

Lecturer Telephone number E-mail address

Mr BR Palakatsela 012 4293778 palakbr@unisa.ac.za

Mrs VM Nekhavhambe 012 4298513 nekhavm@unisa.ac.za

Ms FT Silinda 012 4298244 silinft@unisa.ac.za

If you want to contact a lecturer proceed as follows:

Letters should be sent to:

The Module Leader (PYC2603)

By telephone and e-mail

The following telephone numbers are provided for your convenience:

Contact person for general information about this module:

Contact person Telephone number E-mail address

Ms Tidie Sekhaulela 012 4298088 sekhapt@unisa.ac.za

Contact details are:

Postal address of Unisa: University of South Africa

Physical address of Unisa: University of South Africa

Telephone number 012 429 3111

Online address: http://my.unisa.ac.za

E-mail address: study-info@unisa.ac.za

Fax number (RSA only): 012 4294150

Fax number (International): +27 12 4294150

Aegrotat and special examinations: aegrotats@unisa.ac.za

The following functions have been implemented in myUnisa (http://www.myunisa.ac.za):

 you can contact your lecturers via e-mail.

4.1 Prescribed books

4.2 Recommended books

There are no recommended books for this module.

4.3 Electronic reserves (e-reserves)

There are no e-Reserves for this module.

4.4 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies

For detailed information, go to http://www.unisa.ac.za/library. For research support and services

The library has compiled a number of library guides:

 finding recommended reading in the print collection and e-reserves –

5. STUDENT SUPPORT SERVICES

7. PRACTICAL WORK AND WORK-INTEGRATED LEARNING

There are no practicals for this module.

8.1 Assessment criteria

8.2 Assessment plan

8.3.1 General assignment numbers

8.3.2 Unique assignment numbers

Assignment number Unique number Assignment number Unique number

Assignment 01 885163 Assignment 01 728728

Assignment 02 835885 Assignment 02 776406

8.4 Assignment due dates

DUE DATE: DUE DATE:

Assignment 01 12 March 2018 22 August 2018

Assignment 02 12 April 2018 19 September 2018

8.5 Submission of assignments

8.6 General remarks

To submit an assignment via myUnisa:

8.7 The assignments

There are two compulsory assignments in this module.

By submitting both Assignments 01 and 02 on time, you gain examination admission