These striking results suggest that on speeded tasks requiring central executive involvement, higher education may be associated with the equivalent of being 10 years younger in terms of performance (Tun & Lachman, 2008).
Consequently, in evaluating the perspectives of biological development, understanding how the biological development of the brain influences the collaborative link to personalities and behaviors as it relates to the psychological perspectives became observant. Upon studying the two most prominent psychosocial development models (Erickson, 1963; Levinson & Levinson, 1996; Levinson et al., 1978), I seem to relate with Levinson’s age-graded model to a certain degree. For example, Levinson & Levinson (1996) Age-Graded Model postulates that, an adult’s life structure has the propensity to be formed and maintained during stable periods and then doubted, examined, and lastly changed during transitional periods (Merriam, Caffarella, & Baumgartner, 2007, p. 307). Because my personal development has followed this life structure (marriage, family, occupation, friendships, religion, ethnicity, and community), while relating these central components to specific age periods, it is suggested that I am currently experiencing the era of late adulthood (p. …show more content…
210). Due to the internal experiences and positive influences faced throughout these life stages, the ability to adjust attitudes, behaviors and circumstances (Howell & Beth, 2002) successfully during midlife realities has definitely influenced newfound values (p. 311). Subsequently, my learning profile has been enriched through each transition of life’s structure and experiences and is positively linked to the influence of sociocultural