Chapter 5 The Life Course. Memory and Intelligence The process of remembering as a series of steps: –Perception of information –Acting on information

Chapter 5

The Life Course

Memory and Intelligence

• The process of remembering as a series of steps:– Perception of information– Acting on information and transforming it in

some way– Storage of information

© 2012 Pearson Education, Inc. All rights reserved.


• Most testing done in laboratory– Allows researcher to control for variables– Usually cross-sectional

• When different parts of IP model are studied– Little age difference in sensory or primary

memory



• Much age-related memory decline due to decreased processing speed– Earlier tasks slow later activity– Information from earlier tasks lost as more

recent tasks performed– More message “travel time” needed due to

changes in neural network



• The Psychometric Perspective– Lab comparisons of older and younger people– Until 1960s, used cross-sectional

• Showed peak intelligence around age 30, then decline

– Later, longitudinal studies found much slower decline



• Fluid intelligence– Begins decline around age 14

• Crystallized intelligence– Increases through adulthood– Declines after about age 70



• Cross Sectional– Compare young and old at one point in time– Confounds age and cohort

• Longitudinal– Compares results for same study participants

over time


New Models of Mental Ability in Later Life : Baltes and Others• The Study of Wisdom in Later Life• Paul Baltes

– Cognition in later life more complex than age differences in overall decline

• Berlin Wisdom Project • Found in several wisdom studies


New Models: Developmental Intelligence• Cohen (2005)• Developmental Intelligence

– An advanced style of cognition characterized by

• Relativistic thinking• Dualistic thinking• Systematic thinking


New Models: Developmental Intelligence• Plasticity and Cognitive Reserve• Stimulating the Brain for Growth in Later

Life• An Effective Training Program• Physical Exercise and the Brain• Summary of Findings on Aging and Mental

Potential


Creativity

• Creativity as Measured by Great Works• Creativity as Personal Expression• Older people often lack the opportunity to

express themselves creatively• Creativity can take place at any age• The most creative people learn throughout

life


Personality Development: Stage Models• Erikson’s Life Course Model

– A fixed set of stages for the life course– Stages unfold over time– Each stage has a challenge with a positive

and negative pole– Healthy personalities achieve the positive

pole and have resources to tackle challenge


Personality Development: Self-Development in Later Life• Challenges to the Self in Later Life

– Societal attitudes toward older people– Physical decline– Loss of social roles– Ageism


Personality Development: Self-Development in Later Life• Personal Growth Despite Challenges

– Friends and family– High quality of life despite physical change– Subjective well-being despite health– Growth potential in face of loss– New roles


Spirituality: The Search for Meaning in Later Life• Strong connection to religious

communities– Continuity– Collective and individual memories

• Attendance may decline, but spirituality stays strong– A unique time for inner growth and discovery


Social Psychological Change: Disengagement Theory• Decreased interaction is mutually

beneficial to society and older person• Origin

– Allows older people to withdraw as strength declines

• Critique– Supports negative stereotypes of older people


Social Psychological Change: Activity Theory• Older people have same needs as middle-

aged• Disengagement happens against older

person’s will• Origin

– Kansas City Studies of Adult Life – 1960s


Social Psychological Change: Continuity Theory• Continuity over the life course

– Viewing later life change within existing pattern of thought or behavior

• Origin– Gerontologist, Robert Atchley

• Critique– No specific critique


Social Psychological Change: The Life Course Perspective• A grand view of the life cycle• The individual is linked to the social

environment• Growth through

– Social roles; Stages; Social institutions; History

• More complex than singular theories


Figure 5.1 Life Span Development


The Structure of the Life Course: Life Events• The challenge of change• Transition between stages• Cultural guideposts

– Nonnormative can strain resources– Normative History-Graded– Normative Age-Graded


Abnormal Aging Organic Disorders: Cognitive Impairment in Later Life• Some symptoms

– Confusion– Forgetfulness– Anti-social behavior– Wandering– Striking out– Resisting help from caregivers


Abnormal Aging Organic Disorders: Cognitive Impairment in Later Life• Alzheimer’s Disease• Difficult to diagnose as AD• No clear cause• No current treatment• Much research being done to find cause,

treatment, cure


Abnormal Aging Functional Disorders: Loneliness• Loneliness is

– Dissatisfaction with the quantity or quality of social relationships

• Not the same as social isolation• Is risk for health or other problems• Personal may feel lonely, even with social

contacts


Abnormal Aging Functional Disorders: Loneliness• What can reduce feelings of loneliness?

– Social occasions and gatherings– Regular activities, such as attending meal

programs– Children– Pets– Technology


Abnormal Aging Functional Disorders: Depression and Suicide• Suicide among older people

– Decreased by ½ 1950-2007• But highest suicide rate is among older

people• Highest rate in the United States• Rate probably underestimated


Figure 5.2 Death Rates for Suicide, Age 65 and over, 2006


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Chapter 5 The Life Course. Memory and Intelligence The process of remembering as a series of steps: –Perception of information –Acting on information