Chapter 10: LIFE SPAN DEVELOPMENT II

Chapter 10: LIFE SPAN DEVELOPMENT II

Testing your knowledge of idioms and other vocabulary

How familiar are you with American idioms? Match each item in column A with the appropriate meaning given in column B. If you are unsure, look at the sentence context given below. Answers are given on pages 77-79.

COLUMN A / COLUMN B
a. to cohabit / 1. to be nervous or agitated
b. in the eye of the beholder / 2. to begin again from the beginning
c. to get together / 3.to make use of
d. to catch up with / 4. hesitant
e. to do one's duty / 5. to live together
f. to talk a good game / 6. or there will be negative consequences
g. or else / 7.from the observer's point of view
h. to fuss and fret / 8. to find, overtake
i. slow-to-warm-up / 9. to experience; to pass through
j. send off / 10. to do what one thinks is expected or correct
k. to start over / 11. going-away party; farewell
l. to draw on / 12. to collect, gather, accumulate
m. to go through / 13. to say something that sounds correct but is empty or meaningless

Sentence context

a.Your chances for a successful marriage increase if you were engaged before getting married and did not cohabit. (p. 367)

b.Is morality in the eye of the beholder, and everyone simply argues for his or her own self-interest? Or are there universal truths and principles? (p. 353)

c.The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000, which is half of what the drug cost. (p. 353)

d.If you do get away, your conscience would bother you thinking how the police will catch up with you at any minute. (p. 355)

e.Thus, doing one's duty and respecting law and order are highly valued. (p. 356)

f.Are the people who achieve higher stages on Kohlberg's scale really more moral than others, or do they just talk a good game? (p. 356)

g.Don’t ask questions. Just do it my way or else. (p. 338)

h.Did you respond warmly to people, or did you fuss, fret, and withdraw. (p. 358)

i.Slow-to-warm-up children, who show mild responses, were somewhat shy and withdrawn. (p. 359)

j.Irish Americans are likely to believe the dead deserve a good send-offa "wake” with food, drink and jokes. (p. 373)

k.Those who resolved their earlier crises in a negative way or who lived fruitless, self-centered lives may deeply regret lost opportunities or become despondent because they realize it is too late to start over. (p. 361)

l.Sheehy drew on the theories of Daniel Levinson (1977, 1996) and psychiatrist Roger Gould (1975), as well as her own interviews, and reported a "predictable crisis" at about age 35 for women and 40 for men. (p. 362)

m.Kubler-Ross proposed that most people go through five sequential stages when facing death. (p. 374)

Reviewing your knowledge of English grammar

As you have no doubt learned, conditional statements can be used to discuss both present and future hypothetical situations. These types of statements are often used to reflect the possibility of an event or situation as the result of a specified action. Note that in the construction of this type of statement, the dependent clause, or condition, contains an if- statement using the present tense. The result clause can be expressed in either the present tense or the future tense. Study the examples below:

CONDITION / RESULT
If strong bonds between parent and child are made, / a feeling of intimacy develops.
If expansion and effort do not occur, / the individual becomes self-centered.
If Heinz steals the drug and gets caught, / he will go to jail.
If these beginning attempts are handled with patience and good humor, / the toddler will develop a sense of autonomy.

Note that the condition and result clauses can be transposed, with slight modification in the punctuation of the sentence:

Stage 1 individuals are concerned with avoiding punishment if they get caught committing a crime or moral infraction.

See how well you can construct conditional sentences using the information in the chart below. Try to vary the sequence of the two clauses, so that you practice with both forms. When you are finished, you may check your answers in the answer key section.

CONDITION / RESULT
an individual masters Kohlberg's Stage 4 / have respect for authority
the infant receives erratic care early on / develop a lifetime sense of mistrust
the child's successes are praised by those adults around him / create feelings of competency and industriousness
young people from remote cultures come in contact with Western society / often lose contact with traditional ways
you help me recover from this illness / dedicate my life to good deeds

1.______

______

2.______

______

3.______

______

4.______

______

5.______

______

Finding key information

In this chapter, the authors present crucial information about stages in personality and social development. To do this, they often explain positive results if the conditions of the particular developmental stage are met and the negative results if the conditions are not met. In addition to employing conditional sentences, the authors tend to use parallel structures and contrasting vocabulary to fully exemplify each stage.

Look at the paragraph beginning on page 359 describing Erikson's first stage. Notice how both the positive and negative results are similarly structured and provide clear examples of the developmental stage. Study the organizational chart below:

Stage 1: Trust versus Mistrust

condition / result
positive / caregivers respond with affection and regularity / infant develops feelings of trust toward world
negative / caregivers are erratic, impatient, or hostile / infant develops a lifetime sense of mistrust

Look over the paragraphs describing Erikson's Stages 2-8 on pages 359-362. Use the information to fill in the chart below. Check your answers in the answer key when you are finished.

Stage 2: