PYC2603 101 - 2016 - 3 - B
PYC2603 101 - 2016 - 3 - B
PYC2603
Semesters 1 and 2
Department of Psychology
IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
CONTENTS
INTRODUCTION.......................................................................................................................... 4
1.1
1.1.1
1.1.2
2.1
Purpose........................................................................................................................................ 5
2.2
Outcomes..................................................................................................................................... 6
3.1
Lecturers ...................................................................................................................................... 6
3.2
Department .................................................................................................................................. 7
3.3
University ..................................................................................................................................... 8
4.1
4.2
4.3
4.4
5.1
5.1.1
5.1.2
myUnisa ......................................................................................................................................10
5.2
5.3
5.4
ASSESSMENT ...........................................................................................................................11
8.1
8.2
8.2.1
8.2.2
8.3
PYC2603/101
8.4
8.5
8.6
8.6.1
8.6.2
8.7
Assignments ...............................................................................................................................15
10
EXAMINATION ..........................................................................................................................37
10.1
10.2
10.3
10.4
10.5
10.6
11
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, 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 in this module. 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. A tutorial letter 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. These 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 (101/2016) 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.
PYC2603/101
1.1
TUTORIAL MATTER
The tutorial matter for this module consists of a study guide and tutorial letters.
1.1.1 Inventory letter
At the time of registration, you will receive an inventory letter that will tell you what you have
received in your study package and also show items that are still outstanding. Some of the
tutorial matter may not be available when you register. Tutorial matter that is not available
when you register will be posted to you as soon as possible, but is also available on
myUnisa.
The Department of Despatch should supply you with the following study material for this
module:
Study Guide
Tutorial Letter 101 - General information and assignments
Please note that your lecturers cannot provide you with missing study material.
You can access study guides and tutorial letters for all modules on myUnisa at
http://my.unisa.ac.za. All tutorial material is loaded onto this website as soon as it leaves
the department it will therefore be available on myUnisa long before you can possibly
receive it by post. We suggest that you check the site on a regular basis.
Later during the semester, you will also receive Tutorial Letters 201/2016 and 202/2016 and
any further correspondence which may become necessary. Tutorial letters will be
dispatched to you as soon as they are available or needed (for instance, for feedback on
assignments).
If you need to enquire about study material that you did not receive, please consult the
publication my Studies @ Unisa.
1.1.2 The Study Guide
The study guide leads you systematically through the prescribed book (chapters 1 to 7).
Follow the study guide carefully and complete all the questions and tasks to help you to
master the study material. The study guide also indicates clearly the sections of the
prescribed book that should be studied for the examination (i.e. all the sections indicated as
Study).
2.1 Purpose
This module aims to:
1.
2.
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:
3.1 Lecturers
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
012 4298210
fernsi@unisa.ac.za
Mr BR Palakatsela
012 4293778
palakbr@unisa.ac.za
Mrs VM Nekhavhambe
012 4298513
nekhavm@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.
PYC2603/101
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 office number, please contact
the second level Psychology module administrator (Ms Tidie Sekhaulela: 012 4298088 /
sekhapt@unisa.ac.za). 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).
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 publication my Studies @ 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 under the Resources option. 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.
The contact details are:
Postal address of Unisa:
Telephone number
Online address:
Unisa website:
E-mail address:
study-info@unisa.ac.za
012 4294150
+27 12 4294150
Examinations:
exams@unisa.ac.za
aegrotats@unisa.ac.za
Via my Unisa
PYC2603/101
To make use of myUnisa, you will need a computer with a modem and an Internet
connection, as well as a browser such as Netscape or Internet Explorer.
MODULE-RELATED RESOURCES
For information on the various student support systems and services available at Unisa (e.g.
student counselling, tutorial classes, language support, peer help programmes) please
consult the publication my Studies @ Unisa that you received with your study material.
5.1 Contact with fellow students
5.1.1
Study groups
It is advisable to have contact with your fellow students. One way to do this is to form study
groups. The addresses of students in your area may be obtained from my Studies @ Unisa.
5.1.2
myUnisa
If you have access to a computer that is linked to the internet, you can quickly access
resources and information at the University. The myUnisa learning management system is
Unisas online campus that will help you to communicate with your lecturers, with other
students and with the administrative departments of Unisa all through the computer and
the internet.
Please consult the publication my Studies @ Unisa that you received with your study
material for more information on myUnisa.
5.2 Tutorial classes
Please contact our Regional Centers for more information on tutorial classes.
5.3 Discussion classes
No discussion classes will take place for this module.
5.4 Repeat students
It is expected from a repeating student to submit all assignments again. Students will not
obtain examination admission without the submission of assignments.
Use your my Studies @ Unisa brochure for general time management and planning skills.
In order to meet all the deadlines within a limited time (a semester), we advise you to draw
up a study time-table as soon as possible. It should make provision for all your subjects, and
also for unforeseen circumstances such as illness and work pressure, to enable you to work
through the syllabus in good time.
10
PYC2603/101
ASSESSMENT
SEMESTER 2
Assignment number
Unique number
Assignment number
Unique
number
Assignment 01
852368
Assignment 01
825060
Assignment 02
770685
Assignment 02
841098
11
8.2.2
ASSIGNMENT NUMBER
DUE DATE:
SEMESTER 1
DUE DATE:
SEMESTER 2
Assignment 01
11 March 2016
19 August 2016
Assignment 02
08 April 2016
16 September 2016
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 my Studies @ Unisa
regarding contact details.
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 my
Studies @ 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.
PYC2603/101
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.
Assignment 01
Assignment (COMPULSORY)
You will find this assignment on pages
15-20
You will find this assignment on pages
21-25
Closing
date
Semester one
11 March 2016
Semester two
19 August 2016
Extension
date
No extension
Unique
number
852368
No extension
825060
Assignment 02
Assignment (COMPULSORY)
You will find this assignment on pages
26-31
Closing
date
Semester one
08 April 2016
Extension
date
No extension
Unique
number
770685
Semester two
16 September 2016
No extension
841098
13
Always keep a copy of your assignment answers, in case your assignment does not
reach the University. Please submit the original copy.
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 my
Studies @ 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 and written 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 my
Studies @ 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.
14
PYC2603/101
8.7
Assignments
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.
Question 02
Developmental influences resulting from biological, psychological and socio-cultural forces
and which are usually associated with chronological age, are referred to as ;
developmental influences resulting from events most people in a specific culture experiences
at the same time, are referred to as ; and developmental influences resulting from random
or rare events that may influence a specific individual, but are not experienced by most
people, are referred to as .
(1)
(2)
(3)
(4)
Question 03
The viewpoint that the individuals behavior is determined by the complex interactions
between the persons genetics and his/her context, is referred to as the ; the viewpoint
that people develop to internally generated patterns of development, is referred to as the ;
the viewpoint that development results from biological or environmental forces upon which
the individual passively reacts, is referred to as the .
(1)
(2)
(3)
(4)
Question 04
The and research designs are particularly well-suited to determine the factors that
influence adult development; , and research designs are better suited to study agerelated developmental changes in adulthood.
(1)
(2)
(3)
(4)
Question 05
The programmed ageing theories propose the following viewpoints regarding the ageing
process:
(a)
(b)
(c)
(d)
Question 06
According to the cross-linking theory of ageing, certain interact and produce in such a
way that they make the body .
(1)
(2)
(3)
(4)
16
PYC2603/101
Question 07
In order to process information, the human cognitive system proceeds through the following
series of stages: the information is into the brain through the various sensory routes. It is
then and . The brain then uses the information immediately or stores it in .
(1)
(2)
(3)
(4)
Question 08
Primary memory refers to and working memory refers .
(1)
(2)
(3)
(4)
Question 09
Which of the following statements regarding age changes on implicit-explicit memory are
true?
(a)
(b)
(c)
(d)
17
Question 10
According to Paul Baltes (cited in Louw & Louw, 2009) the mechanics of intelligence while
the pragmatics of intelligence .
(a)
(b)
(c)
(d)
are similar to fluid intelligence; include culturally based factual and procedural
knowledge
include basic operations such as perceptual processing of sensory input; include skills
such as reading and writing, and comprehension of language
refer to the knowledge a person accumulated over his/her lifetime; refer to the ability to
solve problems for which there are no solutions derivable from formal education
could be equated to the hardware of the mind; could be equated to the software of the
mind
Question 11
Research on expertise
(a)
(b)
(c)
(d)
suggests that younger adults outperform older adults on many information processing
tasks and therefore gain more expertise than older adults.
indicates that expert performance tends to be maintained as people age, with only
slight declines in the older age groups.
suggests that expertise is strongly associated with crystallised abilities.
identified a process called encapsulation to explain why adults attain increasing
expertise despite the decline in fluid abilities.
Question 12
Which of the following statements are true regarding Piagets formal operational stage of
cognitive development?
(a)
(b)
(c)
(d)
18
PYC2603/101
(a)
(a), (b) & (c)
(b), (c) & (d)
All of the above
Question 13
Which of the following statements are assumptions of Erik Eriksons psychosocial theory of
personality development?
(a)
(b)
(c)
(d)
The earlier stages of personality development provide the foundation for the later
stages of development.
Each stage is characterised by a crisis during which the individual must attain certain
tasks or adjustments.
Each task has two opposing poles (positive versus negative) and the solution of each
crisis lies in choosing the positive pole.
The development from one stage to another requires a complex interaction of
biological, psychological and social forces.
Question 14
According to Robert Peck (cited in Louw & Louw, 2009), Eriksons theory did not adequately
address the physical, psychosocial and social changes during adulthood. He proposed the
following psychosocial crisis characteristics of late adulthood:
(a)
(b)
(c)
(d)
19
Question 15
Findings from several cross-sectional and longitudinal studies suggested interindividual
personality changes, such as
(a)
(b)
(c)
(d)
20
PYC2603/101
SECOND SEMESTER
Closing date: 19 August 2016
Unique assignment number:
825060
Question 01
The degree in which a persons role in society meets the expectations and perceptions of
that society is referred to his/her ; the total ability of an individual to function effectively in
his/her environment refers to his/her ; the ability to adjust to the environment and to cope
with the associated challenges is known as the persons .
(1)
(2)
(3)
(4)
Question 02
The stability-change issue in development refers to ...; whilst the activity-passivity issue
relates to....
(1)
(2)
(3)
(4)
Question 03
According to the perspective, human behavior results from biological or environmental
forces upon which the individual passively reacts. Development is seen as and in
nature.
(1) organismic; discontinuous; qualitative
(2) interactionist; multidirectional; multidimensional
(3) mechanistic; continuous; quantitative
(4) mechanistic; organismic; interactionist
21
Question 04
Bongani wants to determine whether the physical activity of elderly people is related to their
life satisfaction. She uses questionnaires to measure the activity level as well as the
satisfaction with life of a number of elderly people. Bongani uses a research design.
(1)
(2)
(3)
(4)
meta-analytical
case-study
correlational
experimental
Question 05
The genetic programming theory proposes that ageing is the result of
(a) the ageing of body cells in accordance with a master genetic program innate to every
specific species.
(b) a decrease in the ability of cells to divide; the cells deteriorate until the person dies.
(c) changes in the hypothalamus which cause changes in the hormones that eventually
bring about ageing in the organism.
(d) the shortening of telomeres with each cell division so that the telomeres eventually
become so short and contain so little telomeres that cell division cannot continue.
The correct answer is:
(1)
(2)
(3)
(4)
Question 06
According to the free radical theory of ageing, free radicals
(a)
(b)
(c)
(d)
22
(c)
(a), (b) & (d)
(b), (c) & (d)
All of the above
PYC2603/101
Question 7
Which of the following statements regarding older adults information processing abilities
is/are true?
(a)
(b)
(c)
(d)
(a)
(d)
(b) & (c)
(a), (c) & (d)
Question 08
The memory span of a human consists of which refers to the temporary storage of
information or events perceived recently and memory which retains memory for a
relatively long period of time.
(1)
(2)
(3)
(4)
primary; secondary
retrospective; prospective
primary; working
short-term; long-term
Question 09
Which of the following statements are true regarding the possible problems in assessing
remote and autobiographical memories?
(a)
(b)
(c)
(d)
Remote and autobiographical memories are usually accurate because they reflect the
individual persons experience.
Remote events are more likely to have been frequently rehearsed and recounted.
Remote memories may be subject to unconscious distortion and embellishment.
Methodological flaws and confounding variables may affect the reliability of
autobiographical memories.
23
Question 10
Which one of the following statements regarding the findings on age-related changes in
intelligence are true?
(a)
(b)
(c)
(d)
Abilities related to crystallised intelligence remain stable or rise until the 60s.
Abilities related to fluid intelligence begin to decline by early midlife.
Intellectual change is multidirectional: some abilities may increase while others may
decline.
The general curve seems to be: an increase until the middle age; a plateau is
experienced in middle age; a decline starts in old age.
Question 11
A person who considers multiple contexts for problems and dilemmas, exhibits the
characteristic of wisdom while a person who obtains information, gives timely advice and
analyses the impact of a decision on immediate and future consequences, exhibits the
characteristic of wisdom.
(1)
(2)
(3)
(4)
Question 12
Which of the following statements regarding postformal thought is/are true?
(a)
(b)
(c)
(d)
Postformal thought is characterised by a recognition that the truth varies from situation
to situation and that solutions must be realistic to be reasonable.
It proposes that emotion and subjective factors usually play a role in thinking.
Postformal thought is a universal occurrence and is governed by biological maturational
processes.
It proposes that ambiguity and contradiction are the rule rather than the exception.
24
PYC2603/101
Question 13
According to Erik Eriksons theory of personality development, the main challenge during
middle adulthood is to and the resolution of the crisis of generativity versus stagnation lies
in the synthesis of .
(1)
(2)
(3)
(4)
Question 14
George Vaillant and his co-workers (cited in Louw & Louw, 2009) proposed an additional
stage between Eriksons sixth and seventh stage, which they call . During this stage,
adults focus on the establishment of a career and family life.
(1)
(2)
(3)
(4)
Question 15
Findings from longitudinal data from several studies on Costa and McGraes Five Factor
Model indicated
(a)
(b)
(c)
(d)
remarkable consistency in all five personality dimensions of the Five Factor Model.
that the mid-life period was a period of personality instability due to the midlife crisis.
personality stability especially after age 30.
personality showed differential stability.
25
FIRST SEMESTER
Closing date: 08 April 2016
Unique assignment number: 770685
Question 01
The approaches to personality development in adulthood emphasise the perception or
interpretation of peoples experience. These approaches include models of and .
(1)
(2)
(3)
(4)
Question 02
Which of the following statements regarding the possible selves is/are true?
(a)
(b)
(c)
(d)
Possible selves tend to remain stable and are measurable with psychological tests.
Possible selves motivate people to set and achieve goals to fulfil their hoped-for
possible selves and to avoid the feared possible selves.
Young adults seem to be less accepting of their ideal and future selves than of their
present and past selves.
Because older adults have a more realistic view of themselves, the differences
between ideal self and the present self, diminish with age.
26
(d)
(a) & (b)
(c) & (d)
(a), (b) & (d)
PYC2603/101
Question 03
Research on the identity process theory indicated that .
(a)
(b)
(c)
(d)
identity assimilation and identity balance are higher in young adulthood, while
accommodation is higher in later adulthood
the ability to integrate age-related changes into ones identity and maintain a positive
view of oneself seems to be crucial for successful ageing
adults who use both identity balance and healthy identity assimilation seem to have
higher self-esteem than people who use identity accommodation
lack of identity assimilation and accommodation could lead to isolation and loneliness
(a)
(b) & (c)
(a), (c) & (d)
All of the above
Question 04
The social development of children and that of adults differ in the sense that
(a)
(b)
(c)
(d)
the social development of children takes place primarily within the context of the family
and that of adults in the context of significant others.
childrens social development is fairly predictable, while during adulthood the choices
regarding lifestyles become more divergent.
in childhood social contexts are limited, while during adulthood social contexts are
more extensive.
social and historical changes have to be incorporated increasingly by adults which may
not be the case during childhood.
Question 05
Which of the following statements regarding the convoy models of social networks are true?
(a)
(b)
(c)
(d)
Closer relationships are determined mostly by attachment, while more distant or casual
relationships are determined mostly by role requirements.
Role-guided relationships are usually more stable and include many types of support.
Closer relationships are usually limited in terms of the duration and nature of the
support provided.
Regardless of the loss of role-guided or causal relationships, older adults do not usually
feel a loss of social support and well-being.
27
Question 06
People have children for various reasons. According to the functional perspective, people
have children . and according to the social perspective, people have children .
(1)
(2)
(3)
(4)
Question 07
Which of the following statements about adults friendship relationships are true?
(a)
(b)
(c)
(d)
During young adulthood people typically have larger social networks but less intimate
acquaintances.
During middle adulthood friendship networks are often smaller in quantity but larger in
quality.
During older adulthood, the focus of friendship networks is on companionship and
support.
Friendship relationships are regarded of more importance by women than by men.
Question 08
During the period of the career cycle, workers are usually in the stage, where they
maximise their efficiency. They tend to obtain more autonomy, and tend to experience more
than during the earlier years.
(1)
(2)
(3)
(4)
28
PYC2603/101
Question 09
Which of the following statements regarding moral development in adulthood is/are true?
(a)
(b)
(c)
(d)
Factors that contribute to adults moral reasoning are amongst others their identity
development and their responsibility for the welfare of others.
Cognitive awareness of higher moral principles develops in adolescence, but people
only start committing themselves to those principles in adulthood.
Higher moral reasoning is attained by adults who experience a strong sense of
meaning and goal directedness.
Most adults reach the higher levels of moral reasoning because of their active
engagement in social and productive activities.
(b)
(a) & (b)
(c) & (d)
(a), (c) & (d)
Question 10
Which of the following components are included in a widely accepted definition of successful
ageing presented by Rowe and Kahn (cited in Louw & Louw, 2009):
(a)
(b)
(c)
(d)
(a)
(a), (b) & (c)
(b), (c) & (d)
All of the above
Question 11
The activity theory regarding psychological well-being has been criticised for
(a)
(b)
(c)
(d)
not taking casual relationships between social activity and psychological well-being into
account.
not taking into account that perceptions of successful ageing are relative.
assuming that social activity leads to longevity and psychological independence.
assuming that a higher activity level leads to a better quality of life.
29
Question 12
Which of the following reflect the findings regarding life-satisfaction across the life-span?
(a)
(b)
(c)
(d)
(a)
(d)
(b) & (c)
(a), (b) & (c)
Question 13
Death anxiety is related to the fear of
(a)
(b)
(c)
(d)
failing to achieve important goals and the impact of death on those who may outlive the
person.
cowardice and humiliation.
non-being, the unknown and punishment.
physical suffering, isolation and loneliness..
Question 14
According to Kbler-Ross, people who experience grief or who are dying
(a)
(b)
(c)
(d)
have to express even their most negative feelings in order to feel relief.
proceed through the five stages sequentially.
do not necessarily experience all five stages of grief and dying.
go through the stages of guilt, denial, numbness, depression and acceptance.
30
PYC2603/101
Question 15
Risk factors that may contribute to the development of complicated grief are
(a)
(b)
(c)
(d)
31
SECOND SEMESTER
Closing date: 16 September 2016
Unique assignment number: 841098
Question 01
Which of the following statements are true about the self-concept and self-schemas?
(a)
(b)
(c)
(d)
Question 02
Which of the following statements regarding the physical self are true?
(a)
(b)
(c)
(d)
32
(a) &(b)
(a), (b) & (c)
(b), (c) & (d)
All of the above
PYC2603/101
Question 03
When people accept the fact that they are ageing but do not become fatalistic or
preoccupied with any conditions or limitations they have already developed, but at the same
time do not live under the illusion that they will be young forever, they exhibit .
(1)
(2)
(3)
(4)
identity accommodation
identity assimilation
an identity threshold experience
identity balance
Question 04
Which of the following statements regarding intimacy and intimate adult relationships are
true?
(a)
(b)
(c)
(d)
Question 05
Which of the following statements regarding attachment style in adult relationships are true?
(a)
(b)
(c)
(d)
Securely attached adults are less likely to abuse their spouses, engage in unsafe
sexual practices, to be depressed and to divorce.
Adults attachment style may affect their capacity for care-giving for their own children.
Adults attachment style has no influence on their achievement motivation at work, their
enjoyment of work or their socialising with co-workers.
Elderly people often tend to exhibit a dismissive-avoidant attachment style.
33
Question 06
Changes have occurred in the influence of grandparents on their grandchildren during the
last century because of
(a)
(b)
(c)
(d)
(a)
(c) & (d)
(b), (c) & (d)
All of the above
Question 07
Different friendship styles have been identified in adulthood. Adults who follow the style
usually maintain a psychological distance from others while adults who follow the style
clearly distinguish between close friends and casual acquaintances.
(1)
(2)
(3)
(4)
independent; discerning
discerning; gregarious
gregarious; independent
peripheral; reciprocal
Question 08
Retirement from work is one of the major life course transitions in late adult life. People who
adjust well to retirement often
(a)
(b)
(c)
(d)
have access to sufficient resources such as finances and health services after
retirement.
reached a peak in their career shortly before retirement.
prepared well in advance by following a healthy lifestyle and having a positive attitude
towards retirement.
did not experience self-fulfillment in their career.
34
PYC2603/101
Question 09
Factors that may contribute to adults moral reasoning are:
(a)
(b)
(c)
(d)
Question 10
Which of the following components are better indicators of successful ageing than traditional
measures of wealth and wellness?
(a)
(b)
(c)
(d)
Optimism
Physical health
A positive outlook on life
Effective coping skills
Question 11
Which of the following could be considered the better indicator of mental and physical health
and well-being of a person?
(1)
(2)
(3)
(4)
Question 12
Some personality factors may play a role in peoples experience of loneliness. These are ...
(a)
(b)
(c)
(d)
35
(1)
(2)
(3)
(4)
Question 13
Which of the following statements regarding the experience of death anxiety have been
found to be true?
(a)
(b)
(c)
(d)
(a)
(b) & (d)
(a), (b) & (d)
(a), (c) & (d)
Question 14
Kbler-Rosss theory of the stages of dying has been criticised for
(a)
(b)
(c)
(d)
Question 15
Chronic grief syndrome is defined as
(1)
(2)
(3)
(4)
high levels of grief and depressive symptoms for two to four months.
intense and unresolved grief for more than a year.
high levels of grief and depressive symptoms that usually decrease over time.
moderate but continuous levels of grief and depression.
END OF ASSIGNMENT 02 FOR SEMESTER 2
36
PYC2603/101
EXAMINATION
For general information and requirements as far as examinations are concerned, see the
brochure my Studies @ Unisa which you received with your study material.
10.1
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.
10.2
10.4
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.
Examination period
This module is a semester module. This implies that you will write the examination in
May/June 2016, if you are enrolled for this module for the first semester and
October/November 2016 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.
37
10.5
Supplementary examination
Students who fail the examination in May/June 2016 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 2016. Students who fail the examination in October/November 2016 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 2017.
10.6
11
The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study
information.
38