This study was conducted to investigate the sources of meaningful events across the lifespan. Both a quantitative approach and a qualitative approach were used to examine whether or not different measures reflected different domains of meaning and purpose. Subjects were 215 men and women, were classified in five developmental groupings: young…

Examined the internal consistency and construct validity of an expanded version of the Inventory of Psychosocial Development (E-IPD), which included the generativity and ego integrity scales creatd by Boylin et al. Total E-IPD scores from 79 adults were found to have high internal consistency, but many individual stage scales did not. (Author)

A cross-sectional study of educated men and women showed that cautiousness, as measured by perceived problem-solving ability, does not increase with age. Sex differences were nonsignificant. The results are discussed in terms of R. Schultz and J. Heckhausen's Life Span Model of Successful Aging. (Contains 28 references and 1 table.) (Author)

The quality and stability of sibling relationships during adulthood were assessed by comparing Thematic Apperception Test (TAT) themes of sibling affiliation, conflict, and separation at the periods of active child-rearing (CP) and the empty nest (EN). Thirty men and 30 women, equally divided between the two life stages, were randomly selected…

Discusses two experiments in which middle-aged, elderly, professional, and non-professional males and females were given the Conceptual Styles Test. An analysis of variance on the percentage of complementary responses revealed significant effects for age, occupation, and th interaction between age and sex. (ED)

To understand the change and development of people's attitudes toward death over the life span, a 62-item attitude questionnaire on death and dying was administered to 90 adults. Participants included five females and five males in each of nine age categories: 18-20, 20-24, 25-29, 30-34, 35-39, 40-49, 50-59, 60-64, and 65 or older. Participants…

Discusses Robert Havighurst's study of developmental tasks for stages of life from infancy to older adulthood. Discusses the relevance of the findings in relation to adult education. (JOW)

Community-dwelling older adults (N=364) described their own sex roles using the Bem Sex Role Inventory and were tested with additional measures of mental and physical health and current life situation. Most elderly persons described androgynous roles. Perceived sex roles related to several dimensions of life situation and well-being. (Author)

Formal and familiar materials were used to test Piagetian classification and formal operational abilities in two groups of educated adults: one group aged 30-38 and the other aged 57-82 years. Subjects did not show mastery of the tasks. Results suggest a new model of cognitive lifespan development. (Author/MS)

Explored the roles chronological age and gender play in subjective time experience (STE). Found STE to vary widely among individuals, some being "accurate,""retarded," or "advanced." Suggests males were more retarded in STE, and chronological age plays a key role in transitions in STE. (Author/RC)

Examined role of age and education in adult moral reasoning. Interviewed 195 adults between ages of 19 and 82 using standard Kohlberg moral dilemmas. Subjects' education levels ranged from 3 to 25 years. Found no overall significant effect for age, no significant effect for gender, and significant effect for education. (Author/NB)

Evaluated the psychosocial functioning of recently separated men and women (N=310) ranging in age from 20 to the 70s. Results indicated older respondents exhibited more psychosocial distress than did the younger, whereas sex differences suggested that men and women have different vulnerabilities. (Author/RC)

Education, not age per se, is related to conservation ability during the adult years. Age differences should not be interpreted as age changes without using the more appropriate designs which separate age and cohort effects. Results emphasize the relationship between education and cognitive abilities among the elderly. (Author)

The effects of age, sex, and curriculum upon the cognitive performance of 20 college students and 20 college-educated elderly individuals were examined. Young adult participants (M=20.55) and elderly participants (M=67.85) were given a battery of formal operational tasks, a measure of field independence/field dependence, a short-term memory…

Reports on the results of applying a multivariate regression model of living arrangement choices to census data on the 1970 U.S. population of nonmarried, nonparenting adults. The central finding was that no special role for the elderly in living arrangement choices existed. (Author)