Lecture 5 Flashcards
How does cognitive processing change across the lifespan in childhood?
Processing: Automatic and heavily dependent on the environment
Representations (concrete/low control): They use concrete representations, which means their thinking is very tied to real, physical things, and it’s quite simple. They have less control over their thoughts
How does cognitive processing change across the lifespan in middle adulthood?
Processing: More internally driven and goal-directed. Adults in middle age are better at controlling their thinking and directing it toward specific goals.
Representations: They use abstract representations, meaning their thinking is more complex and not limited to just physical things. They have higher control over their thoughts.
How does cognitive processing change across the lifespan in older adulthood?
In older adulthood, thinking is somewhat like childhood - automatic and influenced by the environment. They use more complex, abstract thinking, but it’s not as controlled as middle adulthood.
The Stage Model of Cognitive/Intellectual Development, proposed by Schaie
A theory that describes how cognitive abilities and intellectual functions change and develop across the lifespan.
What is the Stage Model of Cognitive/Intellectual Development according to Schaie in childhood/adolescence?
In childhood/adolescence, it’s the Acquisitive Stage, focused on gathering information.
What is the Stage Model of Cognitive/Intellectual Development according to Schaie in young adulthood?
In young adulthood, it’s the Achieving Stage, where knowledge is applied to the self (focusing on personal and career goals)
What is the Stage Model of Cognitive/Intellectual Development according to Schaie in middle adulthood?
In middle adulthood, it’s the Responsible/Executive Stage, focusing on applying knowledge to others (helping family, careers, etc)
What is the Stage Model of Cognitive/Intellectual Development according to Schaie in older adulthood?
In older adulthood, it’s the Reintegrative Stage, involving selective application of knowledge.
Revised Cognitive Stage Model (Schaie & Willis, 2000) (6)
cquisitive Stage: This is the stage of gathering knowledge and skills, often seen in childhood and adolescence.
Achieving Stage: In young adulthood, individuals apply the knowledge and skills they’ve acquired to achieve personal goals.
Responsible/Executive Stage: Middle adulthood involves using acquired knowledge to take on responsibilities and manage tasks for others.
Reorganizational Stage: As people transition to older adulthood, they apply their knowledge to plan for the future.
Reintegrative Stage: In older adulthood, individuals selectively apply their knowledge, focusing on what is most meaningful to them.
Legacy Creating Stage: This stage, often in late life, involves reviewing and re-evaluating one’s experiences and the knowledge they’ve accumulated.
What did poor frontal modulation result in for older adults in the study?
Poor frontal modulation led to ineffective suppression and inhibition of irrelevant stimuli in older adults.
How did older adults who could suppress scenes perform compared to those who couldn’t?
Older adults who could suppress scenes performed as well as young adults, while those unable to suppress performed poorly.
What was the link between older adults’ face accuracy and suppression abilities?
Older adults’ face accuracy was linked to their suppression abilities; those with strong suppression performed better.
How did older participants perform regarding scenes and faces in the study?
Older participants remembered scenes more, but they struggled with suppressing scenes when focusing on faces, similar to passive viewing. They had difficulty ignoring scenes.
What is the neural mechanism of executive functioning?
It’s how the brain directs its attention with a specific goal in mind, allowing it to focus on tasks or objectives over distractions.
What is the impact of aging on cognitive control in older adults?
Older adults experience a decrease in cognitive control, particularly in executive control. This relates to the difference between automatic (unconscious) and controlled (effortful) processes.
