3 Flashcards
a)Age related changes in attention:
information processing model
cognitive processing is related to computer processing:information enters the system and is transformed, coded, and stored for later retrieval and use
Information processing model
1st step: incoming information (any information from sight,sound,touch,smell,or taste)
2nd step: sensory memory :information is detected it is perceived by brain
held in sensory memory for a short period of time (limited information stored very briefly)
~Unattended information is lost
3rd step: attention
4th step: when we attend to that information it has possibility to enter short term memory
Information in short term memory may be rehearsed
It can be unconsciously rehearsed if you are constantly reminded of it or it can be conscious
Unrehearsed information is lost
Rehearsal leads to consolidation and encodes the information from short term memory into long term memory
diffeent types of attention
sustained attention
selective attention
divided attention
Sustained attention
Mackworth clock task: find when the red dot has been skipped
with age:reduced/preserved/improved performance (not much changes bc the task is easy)
Selective attention
Stroop task (name the color of the word)
with age:Reduced performance(More difficulty with removing distracting information with aging)
Divided attention
Dual task-paradigm(doing two tasks at once)
with age:Reduced performance
Short term memory as a function of age:
primary memory:Passive store that holds information in the form in which it was received
working memory:Active store that allows for the processing and manipulation of information
primary memory
Preserved performance with age
ie:Repeating a string of digits in the order in which they were presented
working memory
Reduced performance with age(capacity to hold and manipulate info declines)
ie:Repeating a string of digits in reverse order, subtracting 2 from each digit
Long term memory as function of age
procedural memory
semantic memory
episodic memory
prospective memory
Procedural memory
Implicit store that allows for the acquisition and performance of skills and action
Preserved performance
Semantic memory
Explicit store that contains general knowledge
preserved/improved performance
Episodic memory
Explicit store that contains experiences and events that are linked to a specific time and place
Reduced performance
Prospective memory
Explicit store that contains intentions for the future
reduced/preserved/improved performance
dual component model of intelligence
distinguishes between fluid intelligence and crystallized intelligence
1)fluid intelligence:
“mechanics” of intelligence
Biologically determined
crystallized intelligence:
“pragmatics” of intelligence
Culturally determined
Fluid intelligence (“mechanics” of intelligence/”hardware”)
Mental operations related to deliberate and controlled problem solving; biologically determined
example:What comes next in the series d f i m r x
Reduced performance with age
Crystallized intelligence (pragmatics of intelligence/”software”
Breadth, depth and application of language, information, concepts, and conventions acquired through experience, education, acculturation; includes language based and procedural knowledge; culturally determined
example:why do people put money in banks
preserved/improved performance
Developmental trajectories for fluid and crystallized intelligence
Increase in fluid intelligence from childhood to 30, after 30 fluid intelligence declines and continues to decline across adulthood
Increase in crystallized intelligence from childhood to 30, shows slight increase after 30
Cattel-horn-carroll (CHC) model of intelligence
Examined existing data on cognitive abilities, looked at cognitive abilities across 460 data sets
cattel horn carroll :10 factor model of analysis
gf)fluid reasoning
gc)comprehensive knowledge/crystallized intelligence
Gsm)short term memory
Gv)visual processing
~~Spatial awareness, ability to hold and manipulate mental images
Ga)auditory processing
~~Ability to auditory stimuli
Glm)Long term storage and retrieval
Gs)Cognitive processing speed
Gt)Decision and reaction speed
Grw)Reading and writing
GQ)Quantitative knowledge
~~Comprehend quantitative information and manipulate numerical symbols
Vulnerable abilities (decrease ability with age)
fluid reasoning, short term memory, cognitive processing speed
Expertise abilities (increase ability with age)
comprehensive knowledge/crystallized intelligence
long term storage and retrieval
quantitative knowledge
Sensory-perceptual abilities
visual processing
auditory processing
types of intelligence
practical, emotional, creative
Practical intelligence/tacit knowledge
Capacity to solve problems that are poorly defined; are of personal interest and relevant to everyday experience; lack specific information; have multiple correct solutions, each with strengths and weaknesses; and can be solved using various methods
Improved performance with age
Workplace vignette; your goals are to become one of the top people in your field and get tenure
Emotional intelligence
Capacity to understand one’s own emotions, regulate one’s own emotions, perceive others’ emotions, and use emotions to enhance performance
Improved performance ; with age we gain experience with emotions
Measured using rating scales; ie: i have a good sense of why i have certain feelings; i am able to control my temper and handle difficulties rationally
Creative intelligence
1)creative potential: capacity to engage in divergent thinking (to think in different directions of topic of interest), generate many answers for a question and find novel solutions to a problem
2)creative accomplishment: productivity in generating creative contributions to a discipline
1)creative potential: preserved/improved performance
2)creative accomplishment: varies by discipline
Sciences and arts declines with age
Humanities slightly increases and peaks at 60-70
examples:
1)creative potential: how many uses can you think of for a brick?
2)creative accomplishment: quantity and quality of creative works produced in a discipline in a given period of time
Swang song phenomenon
The Swan song phenomenon refers to a resurgence in creative works toward the end of life, following a post-peak decline in the rate of creative productivity
Characteristics of old age style in artists
~Fewer fine details, reduced precision
~Increases emphasis on form, color, and “essence” of meaning
~On subjective experience vs objective rendering
characteristics in old age style in music/musicians
Shorter main themes
Simpler melodies
characteristics of old age style in
science/scientists
Increased emphasis on integration and synthesis (ie: historical analyses, integrative reviews)
What factors influence age-related changes in cognition?
stereotype threat
self-stereotyping
self-efficacy
perceived control
personality
intellectual engagement
education
occupational history
socioeconomic status
multilingualism
diet
physical activity
health conditions
Stereotype threat
anxiety from having a neg stereotype imposed
associated with lower performance
Stereotype threat adversely affects older adults (especially in memory performance, self-reported health, self-reported loneliness, help-seeking behavior)
2)self-stereotyping:
associated with lower performance
Self stereotype: tendency for members of a stereotyped group to adopt and assimilate to the stereotype of their group
~Involves explicit and implicit stereotype activation
Embodiment of stereotype can adversely affect cognitive domains including memory performance
3)Self-efficacy
the belief that one can successfully perform a task; associated with higher performance
Higher self-efficacy on memory task leads to higher actual performance
Belief system influences our performance on cognitive tasks
4)perceived control:
the belief that one can exert control to maximize performance on a task; associated with
Internal locus of control (belief you can control things in your life)-> higher performance on cognitive task
Internal locus of control-> implement strategies they believe will improve their performance (ie:more likely to engage in recall strategies )
personality
openness to experience reflects curiosity, imagination, and creativity; allows for greater “environmental enrichment”; associated with higher performance
High in openness in experience tend to exhibit stronger cognitive capacity across older adulthood
Roughly 50% in variance of openness in experience is due to environment (we can change our levels of openness in experience)
6)intellectual engagement
cognitively challenging mental activities, tasks, and leisure activities (puzzles,reading), engaged lifestyle(cultural participation), membership in professional association; associated with higher performance (engagement hypothesis)
7)education
above average education level; associated with higher performance
occupational history
high-complexity job history; associated with higher performance
socioeconomic status:
above average socio-economic status associated with better age related factors
multilingualism:
four or more languages, correlated with increased connectivity in parietal-frontal control network; associated with higher performance
diet:
flavonoids, iron, vitamins, mediterranean diet; associated with higher performance
physical activity
aerobic and strength training; correlated with increased neuroplasticity, increased grey matter volume in frontal, temporal, and parietal lobe, as well as hippocampus, thalamus, and basal ganglia; associated with higher performance
health conditions:
sensory impairment, coronary heart disease, vascular disease; associated with lower performance
