Summarize your observations by generally describing the overall level of physical, cognitive, and social/emotional development.

Project Description: For this project, you will apply the concepts and theories you have been learning in this course to an observation of an adult in their natural environment. The Who:You are to observe and interact with an individual from one of the following age groups:Middle Adulthood (40 – 65 years of age)Late Adulthood (65 years – death)Under no circumstances are you allowed to observe members of your immediate family (i.e. your spouse, parents, siblings).The What: You are to assess the physical, cognitive, social, and emotional development of the individual you are observing and connect your observations to the theories discussed in your text. To focus your observation, address each of the following terms for the appropriate age group to which your participant belongs. Middle Adulthood (Ages 40-65)Late Adulthood (65+)1. Physical changes (vision,hearing, skin etc.)1. Activities of Daily Living2. Chronic illnesses2. Instrumental Activities of Daily Living3.Crystallized/Fluid Intelligence3. Sensory systems changes (vision and/or hearing)4. Marriage/Divorce4. Marriage/Windowhood5. Generativity v Stagnation6. Sandwich Generation5. Ego Integrity v Despair7. Stress/Coping6. Positivity Effect8. Relationship with siblings & Friends7. Continuity theory or Socioemotional selectivity theory9. “Big Five” Personality Traits8. Leisure or Volunteer activities10. Grandparenthood10. Relationship with Adult children9. explicit memory or prospective memory or selective optimization with compensation While you may include additional information, you are only required to include a discussion of each of the terms listed. Terms that you are unable to cover in your observations, interviews, and interactions are to be included within the appropriate section (i.e. physical, social). Define the term and provide an example to illustrate it. These examples may come from your personal experiences. These should be kept to a minimum. The majority of terms should come from your observations, interactions, and interviews. Preparing for your observation:Before you begin your observation, read the textbook chapters that apply to the age group to which your subject belongs and develop an observation plan. You can supplement your text with additional sources of information, but the only required source is your text. Decide what kinds of information you want to answer your research question. Determine the setting(s) in which you will observe. The ideal setting will allow you to make observations, ask questions, and interact with the individual to arrive at the answers to your research question.Secure the individual’s consent by using the attached forms. (Do not submit this form with your observation study. Keep it for your files.) Explain that you are doing this research for a course in developmental psychology and that the main purpose of the report is to help you see the relationship between textbook knowledge and real adults. Tell your respondents that their information will remain anonymous and that you will make up a name for them (called a pseudonym). This allows you to protect their privacy. Also explain that you are not making a psychological evaluation of the individual – you are not qualified to do so. Let them know that you will not be sharing the written report with them, but that you would be willing to talk with them informally about the results. Most people are pleased to help students and enjoy the opportunity to talk about their lives.The How:How you conduct this study will depend on the age of the individual you choose to observe, the behaviors you are interested in learning more about, and the setting and may include any or all of the following methods: Naturalistic Observation – participant observation may be more appropriate with adults. Ask the individual if you can spend some time with them and/or their family and let them know you will be taking some notes so that you can remember what happened. Informal Interaction – Interact with the individual. Your goal is to observe the individual’s personality and abilities in a relaxed setting. The particular activities you engage in will depend on the individual’s age and character. You might want to go out for coffee.Interviews –There are two kinds of questions: restricted and open-ended. Restricted questions are ones like “Are you married, divorced, or single?” Open-ended questions include questions where the respondents answer in their own words, such as “Tell me how your life is different now that you are retired.” Most interviews include both kinds of questions. You might want to begin your interview with broad, open-ended questions (“Tell me a little about yourself”) and then start narrowing down to specific, restricted ones to get more information.Keep these points in mind when you design the questions you will ask your respondents:make questions clear and unambiguous;keep the vocabulary appropriate to the age and education of your subject;don’t ask embarrassing information, such as why people get divorced, if dating includes having sex, etc, unless you know your respondent well enough to ask these questions; andfocus on what you want to know, keep your goals in mind.Don’t begin to ask specific questions right away. Get to know each other a little first. Begin talking about why you are conducting the interview, what your goals are. As you warm up to each other, you can ask more specific questions.It’s hard to write down everything someone says. Using a tape recorder helps, but some respondents may feel awkward or embarrassed to think their answers are being recorded. It helps to have your questions typed out ahead of time with lots of blank space after each question so you can record your respondent’s answers right away. Remember that additional questions will come up in the interview that are not on your sheet. Leave lots of room so you can jot these down, too. Don’t forget to thank your respondent for taking the time to help you.Testing – Assess the individual’s perceptual, motor, language, and intellectual abilities by using specific test items you have planned in advance. The actual test items will depend on the age of the individual and the terms being assessed. You can assess formal logic and reasoning in adults by asking them to solve specific problems.Writing Your PaperYour paper should be typed and double-spaced 3-4 pages long and include the following:Title Page: your name, date, instructor, PSY 2237 and time class meets (e.g., Online), and a title.Introduction: Begin by reporting relevant background information, tell me who you interviewed (no real names, just describe them), their age, how you found them, how much time you spent with them, how and where you interviewed them (e.g., by telephone, tape-recorded, in person, over coffee, etc.), economic and ethnic background, educational and marital status, employment history and any additional background information you feel is relevant. What were your goals conducting this project? What did you think you would find out?Physical Development – Give a general overview of physical development for this age group. Use the terms identified in the list above to describe the physical development of the individual. Be sure to highlight the term in bold and define it in your own words. Provide an example of the individual’s observed behavior to illustrate the term, concept, and/or developmental stage. When appropriate, assess how the behavior of the individual you observed fits the developmental stage described. Was their behavior age appropriate? Why or why not?Cognitive Development – Give a general overview of cognitive development for this age group. Use the terms identified in the list above to describe the cognitive development of the individual. Be sure to highlight the term in bold and define it in your own words. Provide an example of the individual’s observed behavior to illustrate the term, concept, and/or developmental stage. When appropriate, assess how the behavior of the individual you observed fits the developmental stage described. Was their behavior age appropriate? Why or why not?Social and Emotional Development –< /span>Provide a general overview of social and emotional development for this age group. Use the terms identified in the list above to describe the social and emotional development of the individual. Be sure to highlight the term in bold and define it in your own words. Provide an example of the individual’s observed behavior to illustrate the term, concept, and/or developmental stage. When appropriate, assess how the behavior of the individual you observed fits the developmental stage described. Was their behavior age appropriate? Why or why not?Conclusion: Summarize your observations by generally describing the overall level of physical, cognitive, and social/emotional development.