Aging and Cognitive Abilities, Study Guides, Projects, Research of Psychology

Various aspects of cognitive aging, including memory processes, intelligence, problem-solving abilities, and social cognition. It covers topics such as the differences between automatic and effortful memory, the components of working memory, the dual-process model of memory, strategies for maintaining memory, the distinction between fluid and crystallized intelligence, problem-solving skills, social judgments and impression formation, conformity and stereotypes, and how these abilities change with age. A comprehensive overview of how cognitive functions evolve throughout the lifespan, highlighting both the challenges and the adaptations that older adults experience. With a focus on understanding the nuances of age-related changes in cognition, this document could be valuable for students, researchers, and professionals interested in the psychology of aging.

Typology: Study Guides, Projects, Research

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Exam 2 Psychology of Aging Study Guide
/comprehensive /latest
1.Competence: upper limit of functioning in 5 domains (physical
health, senso-
ry-perceptual skills, motor skills, cognitive skills, and ego strength what it
that person bringing to the table in terms of their belief system on their
abilities)
2.Environmental Press: physical, interpersonal, or social demands of
an environ- ment
3.Zone of Maximum Performance: top of your capacity (something
is a little hard but you can do it)
4.Zone of Maximum Comfort: you are not being challenged
5.congruence model: (Kahana)- people search for environments that
meet their needs best
Most important when personal or environmental options are limited
6.Reasons for environmental limitations: Restricted
environments Limits on individual freedom
Self-perception of limited freedom
7.lack of congruence: (Mars et al., 2008) 80% of dependent
behaviors demon- strated by nursing home residents were the result of
residents being compliant with instructions from staff, not because they
were actually dependent
8.Langer study: perceptions of competence and control among
nursing home residents were key factors in promoting positive person-
environment interactions in nursing homes
Traditional nursing homes often fail to make residents feel competent in
many ways
9.Factors to consider when selecting a nursing home: Quality
of life for resi- dents
Quality of
care Safety
Funding
Licensed facility? Trained
staff? Education level and
staff turnover
10.person centered planning: Personal control or autonomy
produces much bet- ter outcomes, (choices: decorate room, bring stuff
from home, menu, activities, resident determined schedule)
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Exam 2 Psychology of Aging Study Guide

/comprehensive /latest

  1. Competence: upper limit of functioning in 5 domains (physical health, senso- ry-perceptual skills, motor skills, cognitive skills, and ego strength what it that person bringing to the table in terms of their belief system on their abilities)
  2. Environmental Press: physical, interpersonal, or social demands of an environ- ment
  3. Zone of Maximum Performance: top of your capacity (something is a little hard but you can do it)
  4. Zone of Maximum Comfort: you are not being challenged
  5. congruence model: (Kahana)- people search for environments that meet their needs best Most important when personal or environmental options are limited
  6. Reasons for environmental limitations: Restricted environments Limits on individual freedom Self-perception of limited freedom
  7. lack of congruence: (Mars et al., 2008) 80% of dependent behaviors demon- strated by nursing home residents were the result of residents being compliant with instructions from staff, not because they were actually dependent
  8. Langer study: perceptions of competence and control among nursing home residents were key factors in promoting positive person- environment interactions in nursing homes Traditional nursing homes often fail to make residents feel competent in many ways
  9. Factors to consider when selecting a nursing home: Quality of life for resi- dents Quality of care Safety Funding Licensed facility? Trained staff? Education level and staff turnover
  10. person centered planning: Personal control or autonomy produces much bet- ter outcomes, (choices: decorate room, bring stuff from home, menu, activities, resident determined schedule)
  1. options for aging in place: Modifications to existing housing (adding hand rails, bringing in hospital bed, etc.) Granny Pods Beacon Hill Village(staying at home and bringing in services) Living with family: 75% of long-term care in US is provided by family members Adult Daycare
  2. Where do most people live?: At home/with family
  3. Cluster: expensive, have a level of care provided that you pay for
  4. Congregate: least expensive, apartment building that is geared to older adults and services are provided like cafeteria and staff that come and go, require that the people can be live mostly independent
  5. Assisted living: Provides support, assistance with personal care for adults who are not impaired enough to need 24 hour care No federal guidelines staff to patient ratio, what environment should look like, etc Physical environment is designed to be like a single family home Philosophy of care emphasizes autonomy, personal control, choice, and dignity Ability to meet residents' routine services and special needs Less costly than nursing homes
  6. Nursing home: Governed by state and federal regulations that establish mini- mum standards of care High cost (5K-10K per month) Provide around the clock care and also a higher level of care for those who have cognitive disabilities 5% of those 65 and older reside in nursing homes
  7. Typical nursing home resident: Over 85, female, European American, cogni- tively impaired, problems with IADLs, widowed or divorced, no siblings or children living nearby
  8. Special care unit: severe cognitive impairments For resident with dementia : security system Staff with special training (restraint and physical support) Physical design elements (purple hall, circular design )
  9. Elder speak: unwarranted use of a person's first name, terms of endearment, simplified expressions, assumption that the person has no memory, cajoling as a way to demand compliance
  1. automatic: information gets into the memory system without awareness (no significant age differences)
  2. effortful: requires attentional capacity (age differences)
  3. LTM: Not a single entity but several distinct systems: bunch of different kinds, semantic-stable, episodic-, recall/recognition *recognition easier , more difficult than younger
  4. Memory process: Encoding: getting information into the memory (elaborating, rehearsing, repeating, flashcards) Storage: representing information in the system (representation of all the stuff you have acquired, some is useful and some is not) Retrieval: getting information out of the memory system
  5. Working memory: active processes and structures involved inholding informa- tion in the mind, using that information, and retrieval; relies on the hippocampus and prefrontal cortex. Limited capacity- age related declines (Juggler can only hold so many pieces)
  6. 4 components of working memory: Phonological loop (auditory memory) Visual memory Retrieves information from LTM (long term memory) Central executive: allocates cognitive resources
  7. Implicit: retrieval of information without conscious or intentional recollection (procedural memory) (not as much decline) o Riding a bike, tying your shoe
  • Smaller age-related differences with implicit memory (Automatic processing)
  1. Explicit: intentional and conscious remembering of information that is learned and remembered at specific point in time and for a specific purpose so you can recall it later (some decline depending on task) o tests, car accidents, overhearing a conversation (effortful processing)
  2. Semantic: learning and remembering the meaning of words and concepts not tied to any specific point in time (remains relatively intact with agebecause it doesn't require a lot of effort)
  3. Episodic: conscious recollection of information from a specific event or point in time Tested with recall (essay) or recognition (pick relevant info from not relevant; multiple choice
  4. Memory bump: Most people remember things from age 10 to

30 (new and distinct memories)

  1. Autobiographical memory: remembering information and events from one's own life
  2. Source memory: ability to remember the source of a familiar event as well as the ability to determine whether event was imagined or real (who said what)
  3. False memory: remembering events that didn't occur Older adults are more vulnerable (scams, eye witness testimony, retelling stories)
  4. Prospective: remembering to do things in the future (performance depends on type of task, and whether task is time or event based) [older adults remember something better it is event based]
  5. **Dual process model to explain why (Jacoby and Rhodes,
  1. the more you tell the story the stronger it gets:** the recall piece usually comes in that you have told the story but it doesn't for older people
  1. Things you can do to maintain memory: Exercising memory Multilingualism people who know 4 or more languages typically show less decline in their cognitive capacities Stereotypes if you tell older people they are going to take a memory task, they will do worse than if you told them they were taking a test
  2. Metamemory: knowledge about how memory works and what we believe to be true about it (stereotypes
  3. Memory monitoring: awareness of what we are doing with our memory right now
  4. EIEIO: combines explicit and implicit memory with 2 types of memory aids- internal and external
  5. External: notes, calendars, sticky notes, hanging keys on hook
  6. Internal: imagery, pneumonic devices, jingles
  7. Mechanical: stuff you learn in school (book smarts)
  8. Pragmatic: everyday problem solving (street smarts)
  9. Psychometric approach: standardized tests, IQ (compare to others, selves, etc.)
  10. Cognitive structural approach: how people approach problems
  11. Primary mental abilities: some improvements, some declines (verbal com- prehension, spatial orientation, inductive reasoning, number facility, word fluency, associative memory, perceptual speed)
  12. IQ over time (longitudinal): increases up to age 50, with declines

Retrieval deficits in spelling Simpler sentences in speech and writing

  1. language preservation: Brain recruits other areas to compensate (right hemi- sphere and frontal areas)
  2. Piaget's Theory: thought is governed by adaptation and organization (Assimi- lation and Accommodation [thinking a kitty is a dog, and then being told it is a cat and fitting that into your knowledge])
  3. Formal Operational Period: like hypothesis testing, use of scientific method- goal is to come up with one correct answer o Happens is adolescence o Problems- thinks that there is only one right answer
  4. Post formal thought: recognition that the truth varies from situation to situation, that solutions must be realistic, understanding of ambiguity/contradiction, apprecia- tion of the role of emotion in thinking
  5. relativism: realizing that more than one explanation of a set of facts could be right, depending on one's point of view
  6. Attraction effect: Taking the thing that was initially rejected when there is a 3rd option presented (older adults often avoid this)
  7. Problem solving abilities: assessment, determining an end product, solution, evaluation of effectiveness Experience seems to enhance problem solving (older adults have an advantage over younger adults) Tend to arrive at a solution more quickly (better at picking out the relevant informa- tion)
  8. issues with problem solving abilities: Rely on past solution that doesn't work, need to generate novel, new
  9. Decision making: Difficulty in laboratory decision making... When under time pressure Working memory involved (a lot of pieces to juggle) Unfamiliar situation In real life... Speed of decision making depends on experience Search for less information/rely on what is accessible No difference in quality of decision making ultimately
  10. Wisdom: associated with experience A form of expert knowledge in the pragmatics of life
  1. social judgements: evaluations of others and/or social situations
  2. Impression formation: way people form and revise impressions
  3. Negativity bias: tendency for older adults to let their initial (negative) first impressions stand because negative information effected them more strongly than subsequent positive information
  4. Social knowledge: previous experiences stored in memory
  5. Schemas: related concepts or qualities (schemas about professors, zoo, etc.)
  6. Scripts: knowledge of behavior in particular situations Reliance on what is most accessible (heuristics = mental shortcuts)
  7. Causal attribution: social judgments people make to explain behavior
  8. Dispositional attribution: behavior is explained in terms of factors within an individual (something about personality or what they did)
  9. Situational attribution: behavior is explained in terms of environmental factors (something's going on that caused this)
  10. Correspondence bias: tendency to rely more on dispositional information in explaining behavior of others and ignore situational information o Both young and older adults are dispositionally biased; more likely to happen for older adults in negative relationship situations
  11. Personal goals: goals change to match our needs and abilities (achievement/in- formation seeking v. emotional connection/balance
  12. Selective optimization with compensation (SOC) (Baltes and Baltes): We choose goals we can manage based on interest and abilities ex: pianist- smaller number of pieces than when younger (optimized performance by practicing a lot, *declines demonstrated by slower speed, compensated by slowing speed prior to speed that would typically need to be played fast that he wouldn't be able to play at "required" speed, so that he would appear to be playing fast when resumed faster speed
  13. Conformity: Change in behavior/belief as a result of real or imagined group pressure
  14. Asch studies: 37% gave a clearly wrong answer as a result of group pressure (simple perceptual test, which proved conformity exists)
  15. Normative influence: Because we want people to like us, don't want to be ostracized by going against grain
  16. Informational influence: When in new environment, Going to
  1. Priming with stereotypes: Sometimes can prime with positive stereotypes and work in positive ways, and vice versa Same with mobility (triggering implicit memory)
  2. Self-reports of bias: older white Americans are more likely than younger white Americans to endorse negative racial stereotypes, oppose racial equality, and reject social contact with minorities
  3. Why do older people tend to be more racially prejudices than younger people?: Cohort differences- reflect societal/historical differences Less ability to inhibit automatically activated stereotypes (young people know it isn't politically correct to express bias, and inhibit reporting)
  4. Personal control: degree to which one believes one's performance in a situa- tion depends on something that one personally does (self-efficacy)
  5. negative perceptions of personal control: Declines in sense of control over health are associated with advanced age Health (variable, cant control due to aging)
  6. Assimilative activities: increase use of adaptive techniques to maintain im- portant abilities (get an assistant, get good hiking poles)
  7. Accommodations: readjust goals and aspirations as a way to deal with changes in abilities (instead of Everest, climb lower mountains)
  8. Immunizing mechanism: deny the evidence or look for other explanations of failure (pants are too tight, the dryer shrunk the pants)
  9. Collaborative cognition: 2 or more people work together to solve a cognition task (Generally fill in gaps in each other's knowledge (older married couples) Enhances older adult performance on a variety of memory/problem solving tasks When you put strangers together, better but not near as good. Less likely to criticize (inhibited) (too many niceties, don't want to step on toes) )
  10. Social context matters: memorizing for test vs. to tell story to kids