PSY2004 SEMESTER 1 - WEEK 1 Flashcards

socioemotional - psychology of ageing

1
Q

define gerontology

A

scientific study of ageing from maturity through old age

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2
Q

define primary ageing

A

normal, disease-free development during adulthood including change in biological, psychological, socio-cultural, life-cycle processes

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3
Q

define secondary ageing

A

developmental change related to disease, lifestyle, environmentally induced change which isn’t inevitable (pollution)

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4
Q

define tertiary ageing

A

rapid loss occurring before death eg: dementia

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5
Q

whats psychological age

A

functional level of psychological abilities used to adapt to changing environmental demands (memory, intelligence, feelings, motivation)

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6
Q

whats sociocultural age

A

specific set of roles individuals adopt in relation to other members of societies

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7
Q

what is stereotype threat effect

A

ironic effect of underperformance on stereotype-relevant task due to anxiety that individual feels about confirming negative stereotypes

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8
Q

give example of stereotype threat in intellectual abilities

A

assumption that intellectual ability declines with age - task performance in this group was expected to perform 1/2 worse than a control group (cohen’s d = 0.52)

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9
Q

explain the Baltimore longitudinal study of ageing (BLSA) - stereotype threats

A

asked on peoples stereotypes (older people are absent minded. yes/no)

measured hippocampal volume (memory), cardiovascular events, controlled possible factor(age, depression, BMI, education, BP, family history, smoking, self-rated health)
- all ppts were physically healthy, free of dementia during first test

RESULTS: internalising effects of stereotypes have long-term consequences

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10
Q

why study ageing?

A
  • understand full picture of development (impact, change)
  • consider methods to sustain/improve autonomy (accommodation in workplace, assisting positives of being older)
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11
Q

define lifespan perspective

A

development as change that lasts a lifetime (Baltes)

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12
Q

what 2 phases is lifespan perspective divided into, and describe what they are

A

early (childhood and adolescence) - rapid age-related increases in size and ability
later (young adulthood, middle age, OA) - slower change in size, but ability continues to develop as continue adapting to environments

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13
Q

define ontogenesis

A

individual development is continuum in which changes are observed (from birth to full maturity and death)

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14
Q

name the 7 theoretical propositions included in lifespan perspective

A

development as life-long process
multidirectionality
development as gain/loss
plasticity
historical embeddedness
contextualism
multidisciplinary

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15
Q

outline theoretical perspective of development as life-long process (lifespan perspective)

A

no age period holds supremacy in regulating nature of development, all stages of lifespan (continuous/cumulative and discontinuous/innovative) processes are at work during development

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16
Q

briefly outline continuous (cumulative) development

A

adds up across lifetime

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17
Q

outline theoretical perspective of multidirectionality (lifespan perspective)

A

development involves both growth and decline, may grow in one area and decline in another area. even within same domain, diversity and plurism are evident in directionality of ontogenetic change
-direction of changes depend on behaviour
-some systems increase and others decrease in functioning

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18
Q

outline mechanics of intelligence (theoretical proposition of multidirectionality lifespan perspective)

A

basic architecture of info processing and problem solving dealing with basic cognitive operations and cognitive structures (eg; perceiving and classification)

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19
Q

outline pragmatics of intelligence (theoretical proposition of multidirectionality lifespan perspective)

A

content and knowledge-related application of mechanics of intelligence
general systems of factual and procedural knowledge

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20
Q

why is pragmatics of intelligence referred to as crystallised

A

“crystallised” - get stronger and more hardened, and less flexible over time (improve)
often specialised due to expertise, knowledge about factors of performance relevant to using intelligence in specific context

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21
Q

explain theoretical proposition of development as a gain/loss (lifespan perspective)

A

joint occurrence of gains (growth), loss (decline) changes across lifetime
how we deal with loss may be a gain itself
SOC approach

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22
Q

explain what selective optimisation with compensation (SOC) approach (lifespan perspective theoretical perspective of gains/losses)

A

concerns dynamics between gains and loss in successful ageing
life-span development consist of dynamic interactions between growth, maintenance + loss regulation. 3 critical factors:
1. as people age they focus on abilities essential for their functioning
2. then optomise behaviour and focus
3. learn to compensate for decline using workaround strategies

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23
Q

explain theoretical perspective of plasticity (lifespan perspective)

A

capacity not predetermined, many skill can be trained later in life. intraindividual plasticity in psychological development depends on life conditions and experiences

24
Q

state 3 factors that plasticity depends on

A
  1. baseline performance: initial performance level on given task without interventions (how fast running 5k)
  2. baseline reserve capacity: upper range of individuals performance potential when given all available resources to optomise performance (speed of 5km with special trainers)
  3. developmental reserve capacity: when conditions added strengthening baseline reserve through intervention or development (speed of 5km run after training)
25
Q

what does distinguishing between 3 aspects (baseline performance, baseline reserve capacity, developmental reserve capacity) allow in studying plastivity

A

allows study of constraint/norm of reaction, intended to index biological and sociocultural limits restricting formation of given behaviours, and its open development

26
Q

explain theoretical perspective of historical embeddedness (lifespan perspective)

A

ontogenetic development varies with historical-cultural contexts with development being influenced by sociocultural conditions and their evolution
eg: improving health care, educations

27
Q

how does historical embeddedness apply to research, and what does Baltes state for it

A

are OA that are tested in 2024 same as OA tested in 2074?
depending on prevailing cultural conditions, level and course of intellectual ageing can vary markedly. any single cohort-specific observation doesn’t tell final story on nature of intellectual ageing

28
Q

explain theoretical perspective of contextualism (lifespan perspective)

A

individual development is affected by complex interaction between age-graded, normative history-graded and non-normative factors
OA growing up in WW2 develops differently

29
Q

define normative age-graded influence (theoretical proposition of contextualism lifespan perspective)

A

biological, psychological, environmental determinants having fairly strong relation with chronological age and so predictable in temporal sequence (onset and duration), so are similar in direction among individuals
eg; biological maturation representing major change regardless of culture, environments like marriage and retirement

30
Q

define normative history-graded influences (theoretical proposition of contextualism lifespan perspective)

A

biological and environmental determinants associated with historical time and define larger evolutionary, biocultural context where individual develops
1. long-term change (eg, toward modernity)
2, time-specific (eg, WW2)

31
Q

explain non-normative influences (theoretical proposition of contextualism lifespan perspective)

A

biological and environmental determinants whose occurrence, patterning and sequencing are not applicable to many individuals and not tied to dimensions of developmental time, not following general or predictable course eg; refugees, or a one off like winning the lottery

32
Q

explain life-cycle forces and their implications on understanding age-related difference

A

normative history-graded influence might produce generational differences and conflict, has implication on understanding why differences may be age-related

33
Q

why is cultures important in gerontology

A

how we define concepts like person, age and life-courses differ across cultures and has different meanings

34
Q

explain theoretical proposition of multidisciplinary (theoretical proposition of contextualism lifespan perspective)

A

biopsychosocial framework with 4 interactive forces
biological (menopause)
psychological (perceptions, cognitive, emotional, personality)
socio-cultural
life-cycle

35
Q

outline interdisciplinary context

A

anthropology, biological, sociology, psychology is concerned with human development
“purist” view giving incomplete picture of behavioural development from birth to death

36
Q

explain socio-cultural “interactive force” of biopsychosocial framework (multidisciplinary life-span perspective)

A

interpersonal, societal, cultural, ethnic providing overall development context

37
Q

explain life-cycle “interactive force” of biopsychosocial framework (multidisciplinary in lifespan perspective)

A

differences in how same event/combination of biological, psychological, sociocultural forces affects people at different points in life

38
Q

briefly outline change in social network

A

decrease in size, social pruning 30-40, preference for familiar, emotionally close partners

39
Q

what does social pruning result in

A

interpersonal conflict reduce, less problematic relationships and interpersonal stressors, when conflict arises view partners emotions favourably with less negative emotions

40
Q

give some values of positive social networks

A

better cognitive functioning, recovery from stroke, reduced signs of dementia, morbidity, mortality

41
Q

in relation to younger adults, older adults experience what in social relationship

A

higher level of positive emotions and less intense negative emotions, greater support and better quality ties with family, positive marriage, greater satisfaction

42
Q

outline aging paradox

A

despite declines in physical and cognitive health, older adults report positive relationships/wellbeing

43
Q

what did Fung (1999) find in regard to social preferences

A

having more time to invest in new relationships still didn’t mean older adults wanted to stray from familiar relationships (eg: having 30min to speak to someone before a long solo trip… chose familiar friend over chatting with famous celeb)
expanded time horizon= prefer familiar social partner
limited time horizon= both preferred familiars

44
Q

outline socioemotional selectivity theory

A

consciously and subconsciously monitor time, play fundamental role in motivation and emotion for goals we set, pursue, evaluate
focus on optomising wellbeing, seeking similar goals partner, narrow horizon, reduce problematic partners

45
Q

what is role of environment in social selectivity theory

A

less social stressors (retirement, children, work problem) but new issues like caring and grief

46
Q

outline social input model (SIM)- social selectivity theory

A

OA typically act in way enhancing positive qualities of relationship, and social partner will reciprocate. eg: treat OA with kindness, creating kinder social environments

47
Q

name 2 primary trajectories of social motive throughout life, in social selectivity theory

A
  1. emotion trajectory: motives to achieve emotional satisfication and meaning
  2. knowledge trajectory: motives to acquire new info and achieve in domains that are relevant to successful adaptation in future
48
Q

how do social selectivity theory trajectories change as we age

A

YA motivated by knowledge, OA motivate emotion as time constrained, already has knowledges to prioritise emotional goals
1. increased attention to emotional regulation and goals (cognitive positivity bias), allocate more resources to emotional tasks
2. emotion regulation is more automatic, easier to engage in strategy that effort strategy of new info

49
Q

outline positivity bias

A

attend to positive and avoid negative experience

50
Q

what does research show about positivity in OA (Mroczek & Kolarz, 1998 emotion questionnaire measuring negative/positive affects)

A

positivity increase, negativity decrease
YA focus on social partner motivation, negative comment but OA less interest and has positive evaluations
due to social expertise, judge partners to avoid confrontation, unfavourable trait, use disengagement strategies (regulate own emotions, not confrontations)

51
Q

outline Mather & Cartensen (2003) research on dots studying emotion

A

ppt press key when dot appeared on side as screen
faces briefly appeared before dot, pos/neg/neutral
if biased to look at specific emotion, will have faster reactions (attentional bias)
YA less bias but OA stronger bias to positive face

52
Q

outline Luong & Charles study on SST and emotional regulation

A

limitied time so shift priority to emotional goals and less negative social experiences
a. steal antidote to save life
b. dont, but they will die
confederate argued back
in high stress confrontation, OA less reactive in self-rated and negative affect, pulse rate
appraised task and confed pos, endorsed goal to do well on solving tasks, less likely to endorse goal to change confed opinion

53
Q

name other things found in studies which OA differ to YA on

A

less negatively reactive to daily stressor
decision avoidant strategies for interpersonal conflict
less willing to take social risks

54
Q

name 3 issues in socioemotional ageing

A
  1. stability change issue
  2. continuity-discontinuity controversy
  3. universalVScontext specific development
55
Q

outline issue socioemotional ageing - stability change

A

degree to which people remain same over time - how specific characteristic are defined and measured

56
Q

outline issue socioemotional ageing - continuity-discontinuity controversy

A

whether particular developmental phenomenon represents smooth progression over time or series of abrupt shifts (discontinuity)
- continuity approach- amount of characteristic person has
- discontinuity approach: kinds of characteristics person has
- day-to-day behaviours look similar but over months can look discontinous

57
Q

outline issue socioemotional ageing - universal Vs context-specific development controversy

A

in Kung (south-west Africa), asking ‘how old are you?’ has no meaning. social roles are not differing due to age compared to western cultures. if development involves interaction with environment, then different development for differing environments