Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYCH 329: Adult Development and Aging > Ch.4: Cognitive Changes, Intelligence and Wisdom > Flashcards

Ch.4: Cognitive Changes, Intelligence and Wisdom Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Cognition is thinking and mental processes. These processes include: (6)

A
  • Attention
  • Memory (remembering)
  • Language processing
  • Decision making
  • Problem solving
  • Intelligence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Cognition

A

Information processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Social cognition

A

Attitudes, attributions, group dynamics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The information processing model is based on three assumptions:

A
  1. People are active participants in the process
  2. Both quantitative and qualitative aspects of performance can be examined
  3. Information is processed through a series of hypothetical stages or stores
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Information Processing framework

A

Sensory store –> Working memory –> Long-term memory (Episodic memory, Semantic memory, Procedural memory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Sensory store

A
  • Sensory store is where new, incoming information is first registered
  • Memory details are dependent on how much attention is given to the stimuli
  • If attention is given, then the info is passed to the next stage of memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Working memory

A
  • Working memory plays an active, critical, and central role in encoding, storage, and retrieval
  • Limited capacity, about seven chunks
  • storage and processing functions
  • coordinating function
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Example of a working memory task

A

Computational span

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Long term memory

A
  • the ability to remember extensive amounts of information from 20 seconds to a few hours to decades
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Examples of long term memory (categories) (4)

A
  • Explicit and implicit memory
  • Episodic memory
  • Semantic memory
  • Procedural memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Explicit memory

A

deliberately going into your memory and pulling out that information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Implicit memory

A

memory without awareness

not digging in

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Episodic memory

A
  • recalling information from a specific event or time
  • like a personal diary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Semantic memory

A
  • learning and remembering the meaning of words and concepts
  • internal encyclopedia or dictionary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Procedural memory

A
  • memory used unconsciously, motor memory, memory for processes
  • it just comes to you; don’t have to think about it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Remote memory

A
  • information that must be kept for a very long time
  • also called tertiary memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Autobiographical memory

A
  • remembering information and events form one’s own life
  • flashbulb memories
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Flashbulb memories

A
  • episodic because it happened in a moment in time
  • also autobiographical because it happened to you
  • they are also remote: from a long time ago
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

We see ___________ and ____________ differences in cognition when we compare older and younger adults

A

quantitative and qualitative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Positivity effect

A
  • refers to a relative preference in older adults (compared to younger adults) for positive over negative material in cognitive processing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

TRUE or FALSE

Older people are processing emotional info. differently than younger people

A

TRUE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Working memory capacity hypothesis

A
  • cognitive basis of age differences in memory and language processing
  • decline in working memory capacity is what’s making older people do worse in cognitive tasks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Age-variance can be accounted for by taking into account ____________ in working memory capacity

A

age differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Digit span backwards have more working memory component than _____________

A

digit span forward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Older adults, presented with multiple tasks, do poorly compared to younger

TRUE or FALSE

A

TRUE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Evidence of age-related decline in working memory is not entirely clear, but there is evidence these differences relate to performance on _______________________

A

more complex cognitive tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Baddeley’s model of working memory

A
  • is one of the most influential in the field
  • Central executive, Phonological loop, Episodic buffer, Visuospatial sketchpad
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

These two concepts of the Baddeley’s model are modality-specific “slave systems”

A

Phonological loop and visuospatial sketchpad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Phonological loop

A

from what you hear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Visuospatial sketchpad

A

from what you see

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Episodic buffer

A

holds information from phonological loop and visuospatial sketchpad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Central executive

A
  • controls and coordinates the other three components of working memory (phonological loop, episodic buffer, visuospatial sketchpad)
  • research suggests that the central executive is the aspect of working memory most vulnerable to age-related declines
  • biggest problem for older people
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Why is working memory decreasing?

A

Because of reduced speed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Speed Deficit Hypothesis

A
  • decline in processing speed
  • speed matters
  • age-variance can be accounted for by taking into account decline in processing speed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Psychomotor speed

A
  • amount of time taken to:
    process a signal
    prepare a response
    execute that response

Ex: reaction time studies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Reaction time _____________(increases/decreases) with age

A

increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Why is reaction time increasing with age?

A
  • It reflects biological aging:
  • Our neuronal transmission is slowing
  • Loss of information between synapses
  • Increase noise of nervous system
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Speed Deficit hypothesis (Salthouse)

A
  • idea that because you’re getting slower, that’s why you’re doing worse on these cognitive tasks

Reduction in CNS capacity -> Limited energy for cognitive processes -> Decreased working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

There’s two mechanisms by which speed impacts our cognitive ability

A
  1. Limited time mechanism
  2. Simultaneity mechanism
40
Q

Limited time mechanism

A

your cognitive operations are not just happening fast enough and there’s a limited amount of time

If you have limited amount of time, and you’re slow, you’re not gonna finish your mental processing in time. You’re not gonna be able to encode it in your long-term memory

41
Q

Simultaneity mechanism

A

Lots of operations have to be happening at the same time.
And if some of them are happening too slowly, all of the information isn’t gonna be available at the same time.

42
Q

Your cognitive performance output is impacted by your speed when there’s a ___________

A

time limit.

When there’s no time limit, then it wouldn’t impact you so much

43
Q

Why else might reaction time increase and working memory decrease?

A
  • focus on attention

only the stuff that we pay attention to goes into our working memory

44
Q

Inhibitory deficit hypothesis

A

Cognitive basis:
- age variance can be accounted for by taking into account age differences in inhibition

  • another reason RT increases
45
Q

Attention requires both __________ and ___________

A

activation and inhibition

46
Q

If you have limited resources for inhibition or if you don’t inhibit very well, what happens to reaction time?

A

RT increases

47
Q

Memory requires both ___________________ and ___________________

A

inhibit relevant information and remove unnecessary information from your sight of consciousness

48
Q

Accumulation of “mental clutter” leads to

A

working memory deficits

49
Q

Older adults have sensory deficits which can limit what makes it into their ______________

A

sensory store

50
Q

Sensory deficit hypothesis

A

Cognitive basis:
- age variance can be accounted for by taking into account age differences in sensory processing

Increased need to allocate resources (attentional processing) to supplement decreased sensory signal. This then takes away from processing higher up

51
Q

Social cognitive basis

A

internalizing negative old age stereotypes compromises performance

52
Q

Age stereotypes are ________________, ______________, and _______________

A

multifaceted, positive, and negative

53
Q

Why do age stereotypes matter?

A
  • Age stereotypes impact longevity, cardiovascular health, hearing
  • also cognitive performance
54
Q

People with more positive stereotypes about aging years before had better cardiovascular health?
Explain

A

They are more likely to take care of themselves if they have positive belief about aging

55
Q

In childhood, stereotypes are known and define the self as “_______________”

A

not old

56
Q

In adulthood, age bias creates an interpersonal climate that reinforces age stereotyping.
Explain

A
  • we treat older people differently because they are old. And because of that, it becomes a self-fulfilling prophecy and that older person act even more old
57
Q

In older adulthood stereotype, there is internalization. What does internalization mean?

A

you become “boxed-in” by age stereotypes

You internalize them and then when you activate them, they impact your performance

58
Q

Piaget said that people think differently at different ________

A

ages

59
Q

We make appraisals or attributions of older adults’ competence when we observe them perform __________

A

tasks

60
Q

Age-based double standard

A

-operating when a person considers an older person’s failure in memory to be more serious than a memory failure observed in a young adult

61
Q

Elderspeak/Patronizing talk

A
  • includes slow speech, simple vocabulary, careful enunciation, a demeaning emotional tone, and superficial conversation
  • activates stereotypes
62
Q

Implicit stereotyping

A
  • activation of strong stereotypes considered to be automatic but also non-conscious, making it more likely that they will influence behavior without being aware of it.
63
Q

Stereotype threat

A
  • an evoked fear if being judged in accordance with a negative stereotype about a group of which you belong
64
Q

Stereotype lift

A
  • occurs when a privileged group is motivated to perform after exposure to an unflattering stereotype of a less advantaged group
65
Q

Levy (1996) examined the impact of internalizing age stereotypes on the memory performance of older adults. He used the _________________ technique

A

subliminal priming

Results: older adults exposed to negative primes did worse on the second memory test than on the first memory test

66
Q

In aging and long-term memory, there’s multidirectionality. What does this mean?

A

Some things are declining, staying the same, or improving

67
Q

Abilities that decline with age (in terms of long-term memory)

A
  1. Episodic memory- where you park your car
  2. Source memory
  3. False memory- old people have more false memory
  4. Tip-of-the-tongue (names)- older adults have more tip of the tongue
  5. Prospective memory- checking cookies in the oven every few minutes
68
Q

Abilities that do not decline with age (in terms of long-term memory)

A
  1. Flashbulb memory- vivid
  2. Semantic memory- internal encyclopedia
  3. Procedural memory- people with dementia can sing “happy birthday”
  4. Implicit memory
  5. Autobiographical memory (“reminiscence bump”)- memory about your own life
69
Q

Memory is also related to health-related behaviors in middle and later adulthood such as:

A
  1. Cigarette smoking- poorer memory among smokers and former smokers
  2. Consumption of fish- lower rate of cognitive decline in fish eaters
  3. Exercise- positive benefits of aerobic exercise and strength training
  4. Metabolic factors- lower levels of IGF-1 associated with poorer memory
  5. Dietary intake of vitamins B12, B6, and folate homocysteine, flavonoids including chocolate (+ve), or meat(-ve)
  6. Emotions- stress and depression can interfere with memory performance
  7. Sleep is related to better memory but only in young adults
  8. No benefits of gingko biloba
70
Q

Vocabulary tends to maintain or accumulate over the lifespan, due to increased ____________ knowledge

A

semantic

71
Q

There are some age related declines in language ability such as: (3)

A
  • Word-finding difficulty- also known as “tip-of-the-tongue”, is one of the most common age-related changes
  • Complexity of sentences- also seems to decline, which is believed to be related to a decline in working memory
  • Elderspeak- is a stereotyped way of speaking to older adults, akin to “baby talk”, which involves slow speaking, exaggerated intonation, simplified vocabulary and grammar, and a higher pitch
72
Q

Factors that contribute to decline in language and aging

A
  1. Slower reading rate- gonna impact your comprehension
  2. Changes in hearing and speech perception- mishearing something
  3. Slowing of cognitive functions- impact reading comprehension
  4. Retrieval deficits
  5. Simpler grammatical structures
  6. Working memory deficits- you might lose track what people are talking about
  7. Poorer inhibition
73
Q

Factors that contribute to preservation in language and aging

A
  1. Semantic memory is retained or greater
  2. Able to get the “gist” of a story
  3. No problem with paralinguistic elements of speech- pitch, volume, intonation
  4. Activate the right hemisphere more- able to use it more and compensate
  5. Greater experience with language
  6. More cognitive complexity- more experience
74
Q

Social elements of language involve the Communication Predicament Model

A

Age-related changes-> Elderspeak -> Further declines

Appearance and physical changes that lead young to treat person as “old” (age-related changes)

Infantilizing and patronizing speech (“honey”, “dear”, “cute”) (Elderspeak)

Lack of stimulation from being treated as dependent child (Further declines)

75
Q

Communication with older adults to avoid stereotypes

A
  • Pay attention to “individual” clues
  • Be aware of your stereotypes
  • Do not let stereotypes guide your communication with older interlocutors
76
Q

This model of intelligence has had tremendous influence over the study of intelligence.
Many psychologists today believe that this model of intelligence is the most comprehensive and empirically supported psychometric theory of the structure of cognitive abilities to date

A

Cattell-Horn-Carroll (CHC) Model of Intelligence

77
Q

Cattell-Horn-Carroll (CHC) Model of Intelligence

A
  • In the first striatum, Carroll identified narrow abilities (roughly 70 in number) including Verbal Comprehension, Verbal Fluency, Number, Spatial Visualization, Inductive Reasoning, Memory, and Perceptual Speed
  • The middle striatum included broad abilities (about 8 in number) such as Learning, Retrieval Ability, Seediness, Visual Perception, Fluid Intelligence, Crystallized Intelligence, and the Production of Ideas
  • The third striatum consisted of ‘General Factor’ (g) as identified by Spearman
78
Q

Classic aging pattern

A
  • sees a faster decline in fluid intelligence
  • increase & then levelling off in crystalized intelligence
79
Q

Fluid reasoning (Gf)

A
  • use of deliberate and controlled mental operations that can be performed automatically

How specific abilities are measured: deductive reasoning, inductive reasoning, Piagetian reasoning, speed of reasoning

80
Q

Comprehension knowledge (Gc) / Crystallized intelligence

A
  • knowledge of a culture that individuals gain through acculturation

How specific abilities are measured: language development, general information, vocabulary, foreign language knowledge

81
Q

What are the 5 Primary Mental Abilities tested in intelligence?

A
  • Verbal meaning: recognize and understand words
  • Number: apply numerical concepts
  • Word fluency: retrieve events from long-term memory (how fast your brain is working)
  • Inductive reasoning: identify regularities and infer rules (you have to figure out what the rule is)
  • Spatial orientation: reason about geometric forms
82
Q

Which primary mental abilities have least decrease with age? Have most decrease?

A

least decrease= verbal meaning
most decrease= word fluency

83
Q

Later-born cohorts had higher scores on all abilities except __________ and had lower rates of decline

A

number

84
Q

Factors that can affect intelligence scores in older adults

A
  • Lifestyle: smoking, no use of alcohol, lack of exercise, low fruits and vegetables related lower scores
  • Health conditions: arthritis, cancer, osteoporosis, cardiovascular disease, obesity, and stroke related to lower scores
    Terminal drop- there is a rapid decline in cognitive function immediately prior to death
  • Personality: better performance among those open to new experiences, thoughts, and feelings; less anxious
  • Gender: Men>Women on numerical skill, generalized knowledge, and spatial; Women decline earlier on fluid and men on crystallized
  • Brain activation: lower brain activation, especially in frontal lobe, related to more rapid decline in intelligence with age
  • SES: greater decline among lower SES, less stimulating jobs (brain is not stimulated enough)
85
Q

Is Wisdom creativity?

A

NO

86
Q

According to Paul Baltes, what is wisdom?

A

Wise people can solve real-life problems

87
Q

_________ is good judgment and advice in important but uncertain areas of life.

A

Wisdom

88
Q

According to Berlin Wisdom as expert knowledge. What does this mean?

A

Knowing things about life

89
Q

Berlin Wisdom Paradigm

A
  • Factual knowledge in fundamental pragmatics of life= wise people know stuff
  • Procedural knowledge in fundamental pragmatics of life= wise people know how things work, how to do things
  • Knowledge which considers relativism of values and goals= wise people appreciate that different people have different values and different goals
  • Knowledge which considers uncertainties of life= wise people have a backup plan
  • Knowledge in contexts of life and societal change= wise people understand the role of different cultures
90
Q

Does wisdom come with age?

A

Most research shows no association between age and wise answers
- evidence of wisdom in adults of all ages
- older adults among the top performers though= paradox of aging

Key predictor is having life experience with type of problem given

91
Q

Myth: Intelligence declines with age

A

Reality: there are a number of dimensions to intelligence. Fluid abilities decrease gradually throughout adulthood. Crystallized abilities increase through the 60s and show a decrease only after that point

92
Q

Myth: Wisdom comes with age

A

False

Reality: There is no strong association between age and wisdom. Wisdom ma be more strongly associated with experience than age

93
Q

TRUE or FALSE

Old people usually take longer to learn something new

A

TRUE

94
Q

TRUE or FALSE

Older people tend to react slower than younger people

A

TRUE

95
Q

Myth: My memory is going to go when I get older

A

Reality: more complex answer, depends on the kind/use of memory
- compensation
- training
- lots of things we can do to improve cognitive reserve

PSYCH 329: Adult Development and Aging (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions