Lecture 5: Introduction to the Lifespan Perspective and Socioeconomical Processing in Older Age Flashcards
What are the common perceptions vs reality of ageing?
-People (aged 16-64) expect aspects of life, such as memory loss, loneliness and being a burden to be prominent in later life (65+)
- Whereas people aged 65+ ranked their experience with these aspects at a much lower rate than expected
What is the stereotype effect? Lamont et al., 2015 Psychology and Aging
an ironic effect of underperformance on a stereotype-relevant task due to the anxiety that an individual feels about confirming negative stereotypes
e.g. it is widely assumed intellectual performance declines with age
——-> task performance d= 0.52
What did they measure for the Baltimore Longitudinal Study of Aging (BLSA)? Levy et al. (2009, 2015)
- Measured hippocampal volume
- Measured number of cardiovascular events (angina attacks, congestive heart failures, myocardial infarctions, strokes, and transient ischemic attacks)
- Measured many other possible factors to control for: age, BMI, depression, education, elevated blood pressure, family history of cardiovascular death, gender, marital status, number of chronic conditions, race, self-rated health, serum total cholesterol, smoking history
- All participants were physical healthy (i.e., no CNS disease, severe cardiovascular or pulmonary disease, or metastatic cancer) and free of dementia at first test
Internalizing effects of stereotypes have long-term consequences
What were participants asked to do in the Baltimore Longitudinal Study of Aging (BLSA)? Levy et al. (2009, 2015)
complete an attitudes towards old people survey
- including “Old people are absent minded” YES/NO
- “Old people are helpless” YES/NO
What were the results of the Baltimore Longitudinal Study of Aging (BLSA)? Levy et al. (2009, 2015)
Internalizing effects of stereotypes have long-term consequences
- participants who viewed ageing in a negative way (had negative age stereotypes) were more likely to experience a cardiovascular event (earlier)
- + more likely to lose hippocampal volume
What is the current global share of old people? (How many old people are there?)
- The global share of older people (>60 years) has increased from 9.2% (1990) to 11.7% (2013) and is projected to reach 21.1% (2050).
2 billion people will be aged 60 and older by 2050.
Why do we study ageing?
- Understanding the full picture of development
○ How does ageing impact on people’s lives?
○ What psychological and physical changes occur with age?- Consider methods that sustain/improve autonomy and wellbeing
○ How can different environments be adjusted to accommodate changes in physical and cognitive ability?
○ What tools can be developed to assist older people and accentuate the positive sides of getting older?
- Consider methods that sustain/improve autonomy and wellbeing
Development is a lifelong process – a full picture of lifespan development provides a more comprehensive understanding of human psychology and prepares us individually and societally for age-related changes.
Lifespan Perspective
Paul Baltes (1939-2006)
Development + Ontogenesis definition
- Development as change that lasts a lifetime
- Ontogenesis: individual development is the continuum in which changes are observed
an individual from birth to full maturity and death—and all the changes that come with that process
- Ontogenesis: individual development is the continuum in which changes are observed
What are the 7 theoretical propositions that characterise the Lifespan Perspective Paul Baltes (1939-2006)
- Development as a life-long
process- Multidirectionality
- Development as gain/loss
- Plasticity
- Historical embeddedness
- Contextualism as paradigm
- Multidisciplinary
Lifespan Perspective Paul Baltes (1939-2006) DEVELOPMENT AS A LIFE-LONG PROCESS
○ No age period holds supremacy in regulating the nature of development
§ e.g., child development
○ All stages of the lifespan, both continuous (cumulative) and discontinuous (innovative) processes are at work during development
EXTRA
- Life-long development may involve processes of change that do not originate at birth but lie in later periods of the life span (e.g., reminiscence and life review are examples of late-life phenomena/behaviours).
Life-long development is a system of diverse change patterns that differ in timing (onset, duration, termination), direction, and order.
Lifespan Perspective Paul Baltes (1939-2006) MULTIDIRECTIONALITY description
○ Even within the same domain, diversity or pluralism are evident in the directionality of ontogenetic change
○ The direction of change depends on the behavior
Even within the same developmental period, some systems of behavior show increases while others show decreases in functioning
Lifespan Perspective Paul Baltes (1939-2006) MULTIDIRECTIONALITY- basic information processing vs acquired knowledge
BASIC INFORMATION PROCESSING
- content poor
- universal, biological
- genetically predisposed
ACQUIRED KNOWLEDGE
- content rich
- culture dependent
- experience based
Lifespan Perspective Paul Baltes (1939-2006) MULTIDIRECTIONALITY- mechanics vs pragmatics of intelligence
MECHANICS OF INTELLIGENCE
- The basic architecture of information processing and problem solving.
- It deals with the basic cognitive operations and cognitive structures associated with such tasks as perceiving and classification.
PRAGMATICS OF INTELLIGENCE
- The content- and knowledge-related application of the mechanics of intelligence:
- fairly general systems of factual and procedural knowledge, such as crystalized intelligence,
- specialized systems of factual and procedural knowledge, such as occupational expertise, and
knowledge about factors of performance or skills relevant for the activation of intelligence in specific contexts requiring intelligent action.
Lifespan Perspective Paul Baltes (1939-2006) GAINS AND LOSSES- definition
There is a joint occurrence of gain (growth) and loss (decline).
- Lifespan development is not just simple incremental increases efficacy and growth—traditionally the view in early development. Furthermore, it’s not just loss/decline in older age.
Lifespan Perspective Paul Baltes (1939-2006) GAINS AND LOSSES- Traditional view vs current view
TRADITIONAL VIEW
There has been a string push to define the essence of ageing as a decline (e.g. a unidirectional process of loss in adaptive capacity)
CURRENT VIEW
Behavioural scientists tend to reject this view of a unidirectional decline of ageing because of their findings and expectations of some gains in old age
Lifespan Perspective Paul Baltes (1939-2006) GAINS AND LOSSES- Gains vs losses
Development at all points of the lifespan is a joint expression of features of growth (gain) and decline (loss)
- Any developmental progression displays at the same time new adaptive capacity (e.g., crystalized knowledge) as well as the loss of previously existing capacity (e.g., fluid intelligence). No developmental change during the lifespan is pure gain. ○ This does not imply that throughout life gain and loss exist in equal strength. Systematic age-related changes in the gain/loss proportion are likely to be present. This is essentially the SOC (selective optimization and compensation) framework concerning the dynamics between gain and loss, especially in successful aging.
Lifespan Perspective Paul Baltes (1939-2006) PLASTICITY- definition
○ Intraindivudal plasticity (i.e., within-person modifiability) in psychological development
○ Depends on life conditions and experiences
What is the range of the plasticity and what are the constraints?
Lifespan Perspective Paul Baltes (1939-2006) PLASTICITY- A. Baseline Performance, B. Baseline Reserve Capacity, C. Developmental Reserve Capacity
a. Baseline performance: a person’s initial level of performance on a given task; what a person can do in a specified task without intervention or special treatment (e.g., how fast can you run a 5k?)
b. Baseline reserve capacity: the upper range of an individual’s performance potential, when, at a given point in time, all available resources are called on to optimize an individual’s performance (e.g., how fast can you run a 5k with special sneakers?)
c. Developmental reserve capacity: when conditions have been added that strengthen an individual’s baseline reserve capacity through intervention or development (e.g., how fast can you run a 5k after training with a personal trainer for many weeks?)
Lifespan Perspective Paul Baltes (1939-2006) HISTORICAL CONTEXT- definition
○ Ontogenetic development varies with historical-cultural contexts
Development is influenced by the sociocultural conditions in a given historical period, and how they evolve over time.
Lifespan Perspective Paul Baltes (1939-2006) HISTORICAL CONTEXT- explanation
- The historical context matters greatly for the way development proceeds
○ e.g., improvements in health care, increased access to education, etc. all affect development- Development does not exist in a vacuum.
○ Are the older adults we test in our current research in 2020 going to be the same older adults in 50 years’ time? - A strong argument from Baltes (1987):
“Depending on the prevailing cultural conditions, the level and course of intellectual aging can vary markedly. Any single cohort-specific observation does not tell the final story on the nature of intellectual aging.”
- Development does not exist in a vacuum.
Lifespan Perspective Paul Baltes (1939-2006) CONTEXTUALISM- definition
Individual development is affected by a complex interaction between age-graded, normative history-graded, and nonnormative factors.
Lifespan Perspective Paul Baltes (1939-2006) CONTEXTUALISM- Age-graded influences
Three categories of influences, which developing individuals need to deal with (i.e., process, react to, act on) as their lives progress. They operate throughout the life course and their effects accumulate with time. As a dynamic package, they are responsible for how lives develop.
a. Age-graded influences: Those biological and environmental determinants that (a) have a fairly strong relation with chronological age and are therefore predictable in their temporal sequence (onset, duration), and (b) are for the most part, similar in their direction among individuals. Biological maturation and age-graded socialization events are examples of age-graded influences. For example, puberty, menarche, and menopause are biological and represent major changes in the lives of most people, regardless of history/culture. They are not always biological but could include sociocultural forces like marriage and retirement.
Lifespan Perspective Paul Baltes (1939-2006) CONTEXTUALISM- Normative influences
c. Nonnormative influences:
Also include both biological and environmental determinants, whose occurrence, patterning, and sequencing are not applicable to many individuals, nor are they clearly tied to a dimension of developmental time, whether ontogenetic or historical. They do not follow a general and predictable course. For example, the war and conflict in Syria that has caused some people to become refugees will be a completely unique developmental trajectory that others have not experienced. Perhaps less tragic would be something like winning the lottery.
Lifespan Perspective Paul Baltes (1939-2006) CONTEXTUALISM- History-graded/”normative” influences
b. History-graded/”normative” influences:
Involve both biological and environmental determinants that are associated with historical time and define the larger evolutionary, biocultural context in which individuals develop. Two types exist: long-term change functions (e.g., toward modernity) and more time/period-specific (e.g., war, the coronavirus pandemic).
