PSY2004 W1 Ageing (life-span perspective)

Question 1

Why study ageing

Answer 1

Development is a lifelong process, al full picture of lifespan development provides a more comprehensive understanding of human psychology.

Question 2

What is th lifespan perspective?

Answer 2

The lifespan perspective emphasises a fuller view of an individual, from birth to maturity and death, and the changes that come with that process

Question 3

How does socioemotional processing change with age?

Answer 3

Older adults tend to report positive relationships with fewer close social partners and are disproportionately oriented toward positive stimuli compared to younger adults.

Question 4

What are some theoretical propositions that characterise the field?

Answer 4

Development as a life-long process, multidirectionality, development as gain loss, plasticity, hsitorical embeddedness, contextualism as paradigm and multidisciplinary

Question 5

Life-long process

Answer 5

Developmental psychology usually focus on childhood/adolescents however you still change and grow in your adulthood and in ageing

Question 6

Multidirectionality

Answer 6

The direction of change depends on the behaviour. Even within the same developmental period, some systems of behavior show increases while others show decreases in functioning

Question 7

Developemnt as gain/loss

Answer 7

The concept that you might loss certain skills when ageing but you also gain other aspects like wisdom

Question 8

Plasticity

Answer 8

Intraindivudal plasticity (i.e., within-person modifiability) in psychological development. Depends on life conditions and experiences.

Question 9

Historical embeddedness

Answer 9

The historical context matters greatly for the way development proceeds, e.g., improvements in health care, increased access to education, etc. all affect development

Question 10

Contextualism as paradigm

Answer 10

Individual developemnt is affected by complew interaction between agei-graded, normative history graded and nonnormative factors.

Question 11

Multidisciplinary

Answer 11

Focus on interdisciplinary context

Question 12

What was the study about perception vs reality of ageing reveal?

Answer 12

15-64 Expect to struggle more with ageing then actually they do. With the expectation of (memory loss, not able to drive, serious illness, loneliness ect.) being much higher than the experiences of over 65y.

Question 13

What does the study about experiences in social/community/financial and physical areas about ageing?

Answer 13

Younger people experience higher levels of struggle in these areas compared to older people.

Question 14

What is the impact of stereotypes on old people?

Answer 14

Stereotypes have an impact on older people, when reaching out for help, finances, ect. In studies the activation of stereotypes can affect the performance of older people because of stereotype threat.

Question 15

What is stereotype threat effect?

Answer 15

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

Question 16

What was the Baltimore Longitudinal study of aging about ? (BLSA)

Answer 16

Survey about attitudes towards old people, measured number of specific events, to see if there was a internalization off steoreotypes and their long term consequences. The participants were physically healthy and free of dementia at frist test.

Question 17

Results Baltimore study?

Answer 17

People with positive age stereotypes had less cardiovascular event decline compared to people who had neagtive age stereotype. As people got older the volumes does decline but peopele with positive age stereotype have more grey mater compared to the negative age stereotype.

Question 18

What events did baltimore study

Answer 18

Cardiovascular events (angina attacks, congestive heart failures, myocardial infarctions, strokes, and transient ischemic attacks). Hippocampal volume (memory),

Question 19

Ageing and Today

Answer 19

We are an aging world. Global share of older people has increased by 9.2% to 11.7% and is projected to reach 21.1%

Question 20

What are some possible consequences of an icnreasing ageing demographic?

Answer 20

stress on health care, retirement age increasing.

Question 21

Explain the view of Development as a life-long process

Answer 21

Life-long development may involve processes of change that do not originate at birth but lie in later periods of the life span Life-long development is a system of diverse change patterns that differ in timing (onset, duration, termination), direction, and order.

Question 22

Ontogenesis

Answer 22

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

Question 23

What processes are at work during development of all stages?

Answer 23

both continuous (cumulative) and discontinuous (innovative) processes are at work during development.

Question 24

Define mechanics of intelligences

Answer 24

basic architecture of information proceessing and problem solving. It deals with the basic cogntive operations and cognitive structure asscoaite with such tasks as perceiving and classifaction.

Question 25

Define mechanicism of intelligences

Answer 25

basic architecture of information proceessing and problem solving. It deals with the basic cogntive operations and cognitive structure asscoaite with such tasks as perceiving and classifaction.

Question 26

What are pragmatic of intelligence?

Answer 26

Content and knowledge related application of the mechnics of intelligence.

Question 27

Define Baseline performance

Answer 27

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?)

Question 28

Define baseline reserve capacity

Answer 28

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?)

Question 29

Define Developmental reserve capactiy?

Answer 29

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?)

Question 30

What are the three aspects of plasticity?

Answer 30

Developmental reserve capacity, Baseline reserve capacity and Baseline performance

Question 31

What do the plasisity aspects permit?

Answer 31

Permits the study of constraints/norms of reaction, which are intended to index those biological and socicultural limits that restrict the formation of a given behavior and it’s open development.

Question 32

What are the three categories of infleunce - contextualism

Answer 32

Individual developemnt is affected by complew interaction between agei-graded, normative history graded and nonnormative factors.

Question 33

Age garded influences

Answer 33

Biological and environmental determinants have strong relation with chronoligcal age (onset/duration) and are similar in the direction among individuals. Biological maturation and age-graded socialization events are examples of age-graded influences.

Question 34

History graded infleunces

Answer 34

Involve both biological and environmental determinants that are associated with historical time and define the larger evolutionary, biocultural context in which individuals develop.

Question 35

Non-normative influences

Answer 35

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.

Question 36

What is the change in social networks with age

Answer 36

They tend to decrease with age social pruning begins, older people tend to show preference for familiar and emotionally close partners quality over quantity.

Question 37

What are the two types of history graded infleunces

Answer 37

long-term change functions (e.g., toward modernity) and more time/period-specific (e.g., war, the coronavirus pandemic).

Question 38

What Is the ageing paradox?

Answer 38

Despite declines in physical and cogntive health older adults often report positive relationship and wellbeing

Question 39

What did the research of the socioemotional selectivity theory show (Carstensen, 1995)?

Answer 39

They reported age related improvements in emotional affect migth be due to improved emotional regulation of older adults which exhibit relative to younger adults.

Question 40

What is the socioemotional selectivity theory (Carstensen, 1995)?

Answer 40

we can consciously and subconsciously monitor time which plays a fundamental role in motivation and emotion in the sense of the goals that we set, pursue, and evaluate

Question 41

What are the two primary trajectories of social motives operate throughout life?

Answer 41

Emotion trajectory and knowledge trajectory

Question 42

Emotion trajectory

Answer 42

motives to achieve emotional satisfaction and meaning

Question 43

Knowledge trajectory

Answer 43

Motives to acquire new information and to achieve in domains that are relevant to successful adaptation in the future (e.g., educational and occupational domains).

Question 44

Why are young adults motivated

Answer 44

because they have much to learn and long futures to prepare for—time is seen as boundless and open-ended

Question 45

Positivity bias

Answer 45

age realted increase in attention to emotional regulation and goals should lead to more cogntive resources allocated to emotional tasks.

Question 46

Why are older adults motivated?

Answer 46

because time is perceived as constrained. They have already accrued considerable knowledge and thus prioritise emotional goals because they are realised in the moment of contact rather than banked for some nebulous future time.

Question 47

What did the positivity studies reveal? (Mroczek and Kolarz, 1998)

Answer 47

the frequency of positive relative to negative emotional experiences increases with age. The idea is that if you are biased to look at a specific emotion, then you will be faster to react to the dot, thus showing an attentional bias. Younger adults did not show much of a bias in either direction, but older adults were strongly biased toward positive faces and against negative faces relative to the neutral baseline.

Question 48

What did the research on emotional regulatin and age show (Luong and charles 2014)

Answer 48

limited time horizon  shifting priorities to emotional goals  less negative social experiences and better emotional regulation in older age. In these high-stress / high-confrontation situations, older adults were less reactive than younger adults in terms of both self-rated negative affect and physical pulse rate.

Question 49

Who is less willing to take social risks

Answer 49

Older people

Question 51

Who uses division avoidant strategies for interpersonal conflcit?

Answer 51

Older people

Question 52

Who is less negatively reactive to daily stressors?

Answer 52

Older people