Aging And Adulthood Exam 2 Part 1

Front 1

What does Baltes and Schaie

Back 1

“general intellectual decline is largely a myth"

Front 2

What does Botwinick believe about intellectual ability?

Back 2

"decline in intellectual ability is clearly a part of the aging picture"

Front 3

What is the Spearman g factor?

Back 3

Intelligence as <b>one broad general ability factor</b> referred to as g.

g factor underlies more specific (s) factors that represent the abilities needed for <B>particular tasks</b>.

Front 4

What is Thurstone’s 7 Components of Intelligence?

Back 4

Verbal meaning

Number (arithmetic)

Spatial orientation

Word fluency

Inductive reasoning

Memory

Perceptual speed

Front 5

What are Gardner's 8 intelligences?

Back 5

<B>Linguistic intelligence</b> – reading, writing, vocabulary

<B>Logical-mathematical intelligence</b> – abstract thinking

<B>Spatial intelligence</B> – relationship between objects

<B>Musical intelligence</b> – sensitivity to sound patterns

<B>Bodily-kinesthetic intelligence</b> – eye/hand coordinat

<B>Interpersonal intelligence</b> – social skills, emotions

<B>Intrapersonal intelligence</b> – self-understanding

<B>Naturalistic intelligence</b> – patterns in natural world

Front 6

What are Sternberg's components of intelligence?

Back 6

Contextual

Experiential

Information Processing

Front 7

What is contextual intelligence?

Back 7

Intelligence that depends on<B> culture</B> and period of <b>history</b> or stage of the <B>lifespan</b>

Front 8

What is experimental intelligence?

Back 8

Intelligence that takes <B>prior experience</b> into account -> familiarity with specific tasks

Front 9

What is information processing?

Back 9

Ability to <B>identify a problem </b>and figure out how to <B>solve it</b>. How efficiently I solved a problem and what strategy I used.

Front 10

What is fluid intelligence (Gf)?

Back 10

<b>“raw” intelligence</b>, dependent on the integrity of the central nervous system and it’s genetically and biologically based

Relatively <b>independent of social and cultural influences</b>

Reflected in <b>numerical reasoning, logic, & speed of processing</b>

Usually shows age-related decline

you'll use it slightly differently each time you're in a new situation, so it's flexible and adaptive - like water in its fluid form.

Front 11

What is crystallized intelligence (Gc)?

Back 11

Function of <b>education, experience, culture environment</b>

Reflected in <b>verbal abilities</b> learned/acquired over time

Is maintained or increases with age

Crystallized intelligence is like water as it turns into ice, or a solid form. Over time it gets more and more stable, like a crystal.

Front 12

What is the dual-process model of intelligence?

Back 12

<b>Mechanics of intelligence</b>

<b>Pragmatics of intelligence</b>

Front 13

What is mechanics of intelligence?

Back 13

Similar to fluid intelligence (Gf); genetically/biologic based
Perceptual processing, categorizing/comparing info, memory
Likened to the hardware of the mind
Gradual age-related decline

Front 14

What are pragmatics of intelligence?

Back 14

Similar to crystallized intelligence (Gc)
Culturally based factual and procedural knowledge
Likened to the software of the mind
Maintained or improves with age

Front 15

What is the Psychometric Approach to Intelligence

Back 15

Tests with <B>quantitative scores</b> that are used to measure intelligence

Test norms are established based on scores earned by a <B>standardization sample</b>

<B>Intelligence Quotient (IQ) </b>reflects the comparison of a test taker’s score with scores earned by the <I>standardardization</i> sample in his/her age group

Front 16

What are the Five Primary Mental Abilities Factors?

Back 16

<B>Verbal Meaning</b> (V) - considered crystallized

<B>Number</b> (N) - considered crystallized

<B>Word Fluency</b> (W) - considered partly crystallized

<B>Inductive Reasoning </b>(R) – fluid ability

<B>Spatial Orientation</b> (S) – fluid ability

Front 17

Weschler Adult Intelligence Scale (WAIS) - What are verbal subtests?

Back 17

Vocabulary
Information
Comprehension
Similarities
Arithmetic
Digit span

Front 18

Weschler Adult Intelligence Scale (WAIS) - What are performance subtests?

Back 18

Picture completion
Digit symbol
Block design
Picture arrangement
Object assembly

Front 19

Perspectives in the Study of Intelligence “Does Intelligence decline with age?”

Back 19

<B>Phase I</b>
Mapping an inevitable age-related decline in intellig (cross-section st.)

<B>Phase II</b>
Identifying the components of intelligence that remain stable and those that decline (longitudinal st.). Debate “age deficit” VS “myth of decline”.
Increased awareness that cohort can play a role (cross-sectional studies)

<B>Phase III</b>
Focus on intra-individual variability
Interest in experience, training, and practice can modify intellect abilities

<B>Phase IV</b>
Interest in new ways to define & measure intelligence
Qualitative aspect of functioning are included with quantitative aspects

Front 20

What is positive cohort trend?

Back 20

Present-day young adult cohort has greater ability than an older cohort had when young (<B>sometimes called the Flynn Effect</b>)
With a positive cohort trend, even if member of a older cohort have not experienced any age-related decline, they still perform at a lower level compare to the young cohort.

Front 21

What is negative cohort trend?

Back 21

Present-day young adult cohort has less ability than an older cohort had when young

Front 22

What are limitations of Cross sectional research method for studying age and intelligence abilities

Back 22

- difficulty to evaluating possible positive or negative cohort.
- no indications about the developmental course of intellectual abilities within individuals.

Front 23

What are advantages of Cross sectional research method for studying age and intelligence abilities?

Back 23

- cross sectional studies are useful for assessing age-related differences in intell. abilities here and now.

Front 24

What is the classic aging pattern?

Back 24

<B>Verbal abilities remain stable with age</b>
On the WAIS, scores on verbal subtests are age-insensitive
Vocabulary, information, and comprehension hold up best
These are the abilities learned through formal education and culture exposure –crystallized/pragmatic intelligence- SW

<B>Nonverbal abilities decline with age </b>
On the WAIS, scores on the performance subtests are age-sensitive
Digit symbol, picture arrangement, and block design show the greatest age-related decline
These abilities reflect the integrity of central nervous system functioning –fluid/mechanics intelligence- HW

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Front 25

What is the Dedifferentiation Hypothesis?

Back 25

-increasing degree of association between
crystallized and fluid abilities
-decline in fluid abilities ultimately limits the
acquisition, expression, and maintenance of
crystallized abilities and drive their decline

Front 26

What is the Life-Span Developmental Perspective on Intelligence

Back 26

Intellectual development occurs over the <B>entire life span</b>

..is embedded in <B>historical and sociocultural context</b> unique to each cohort group, and to each individual

..is multidimensional, multidirectional, and multicausal

..is best studied using a multidisciplinary approach

..includes both gains and losses, though the proportion of gains to losses can fluctuate over the adult year

..has<B> plasticity</b>, so it can be modified with practice or training

Front 27

How does one maximize intellectual learning?

Back 27

<B>Testing the limits</b>
Strategy used to investigate range and limit of cognitive capacity

<B>Intervention</b>
Training help to improve score on test of inductive reasoning and spatial abilities, both of which usually show age-related decline.

Front 28

What is the disuse hypothesis of cognitive aging?

Back 28

Idea that skills and abilities get rusty when not used on a regular basis. “Use it or lose it”

Front 29

What is engagement hypothesis?

Back 29

Idea that novel, challenging tasks, and mental exercise prevent decline in intellectual functioning

Front 30

Everyday Problems Test Includes Tasks in What Seven Categories?

Back 30

1. Managing medications - E.g.,complete a patient medical history form

2. Managing finances - E.g., complete an income tax form

3. Shopping for necessities - E.g., compare brands of a product

4.Using the telephone - E.g., determine emergency phone information

5.Meal preparation and nutrition - E.g., follow recipe instructions

6. Housekeeping - E.g., comprehend an appliance warrantee
7. Transportation - E.g., read a bus schedule

Front 31

What is legal conservatorship?

Back 31

Management by someone (conservator) of an incompetent individual’s estate and financial transactions

Front 32

What is the Stage Model of Cognitive/Intellectual Development (definition)?

Back 32

We use our cognitive/intellectual capabilities for whatever purposes are most<B> meaningful</b>, or <B>relevant</b>, for our particular stage of life.

Front 33

What is the Stage Model of Cognitive/Intellectual Development?

Back 33

<B>Childhood/adolescence</b>
Acquisitive Stage

<B>Young Adulthood</b>
Achieving Stage

<B>Middle Adulthood</b>
Responsible Stage
Executive Stage

<B>Older Adulthood</b>
Reorganizational . Young Old
Reintegrative Stage . Old-old & Old-oldest
Legacy-Creating Stage. Old-oldest

Front 34

What are Piaget's stages?

Back 34

1- Sensorimotor stage (ages 0-2)

2- Preoperational stage (ages 2-7)

3- Concrete Operational stage (ages 7-11)

4- Formal Operational stage (ages 11-adulthood)

5- Postformal stage (adulthood)

Front 35

What is formal thinking (ages 11-adulthood)?

Back 35

Reasoning logically to solve abstract problems

Taking a scientific deductive approach

Beneficial for psychometric tests of fluid abilities

In real-life situations people often use formal operations in some domains but not in others.

Front 36

What is postformal thinking (adulthood)?

Back 36

Tolerating ambiguity
Remaining flexible/open to more than one solution to a problem
Relativistic/dialectical
Characterized by perspective-taking
Difficult to measure with quantitative tests

Front 37

What are characteristics of wisdom?

Back 37

Expert factual and procedural knowledge

Knowing what you do not know

Capability of “problem finding”

Insight that human nature has limitations

Balance between reflection and action

Balance between cognition and emotion

Appreciation that truth is not absolute

Ability to integrate opposite points of view

Front 38

What is widsom?

Back 38

<B>High score</b> in Cognitive, Reflective and Emotional Wisdom is related to
<B>high rate</b> of life satisfaction.

Front 39

What is Sternberg’s Triarchic Theory of Intelligence

Back 39

<B>Analytic intelligence </b>– “book smart”
Often measured by psychometric tests
Closely related to academic intelligence, formal knowledge

<B>Practical intelligence</B> – “street smart”
Usually requires tacit knowledge
Useful for attaining goals in the real world

<B>Creative intelligence</b>
Involves divergent thinking
Difficult to measure

Front 40

What is practical intelligence?

Back 40

Useful for solving problems that:

include tacit knowledge
are unformulated and poorly defined
are relevant to everyday experience
lack specific information needed for solution
have multiple “correct” solutions
can be solved using various methods

Tacit knowledge scores do not correlate highly with score on psychometric intelligence test

Tacit knowledge often increase with both age and experience

Tacit knowledge can play a role in successful aging

Front 41

What is creative intelligence?

Back 41

Divergent rather than convergent thinking

Generating many answers to a question

Finding novel insightful solutions to problems

Front 42

What is age and creative intelligence?

Back 42

Creative output peaks in the decade of the 30s, followed by steady decline (Lehman 1953)
Peak of productivity in creative output in the arts, sciences, and humanities depends upon the specific field of achievement (Dennis 1966)

Front 43

What is Constant-probability-of-success model?

Back 43

The point of <B>maximum creativity </B>in a career coincides with point of <b>maximum productivity</B> (Simonton 1990)

Front 44

What is the swan-song phenomenon?

Back 44

A resurgence in creative output following a post-peak decline in rate of creative productivity

Front 45

What is positivity effect?

Back 45

Older adults review and recall more positive than negative information before making a choice.

Front 46

What is bottom-up processing strategy?

Back 46

Collecting and integrating new information.

Front 47

What is Top-down processing strategy (old adult tendency)?

Back 47

Relying on prior knowledge and experience. Less cognitively demanding. Effective strategy if the info in storage is accurate and relevant to the decision in hand.

Front 48

What is Noncompensatory decision rules (old adult tendency)?

Back 48

Eliminating solution alternatives prior to a complete search.

Front 49

What is Compensatory decision rules?

Back 49

Summing, weighing, and averaging all possible alternatives.