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Adult Development > week 9 > Flashcards

week 9 Flashcards

1
Q

Defining Intelligence

A

Intelligence involves more than just a particular fixed set of characteristics

Three clusters of intelligence:

  • Problem-solving ability
  • Verbal ability
  • Social competence

Life-span intelligence:

  • Multidimensional
  • Multidirectionality
  • Plasticity
  • Interindividual variablity
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2
Q

Dual component model of intellectual functioning

A

Mechanics of intelligence (neurophysiological architecture)

Pragmatics of intelligence (acquired bodies of knowledge embedded in culture)

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3
Q

Measuring Intelligence

A

Primary mental abilities: hypothetical constructs into which related skills are organized

Secondary mental abilities: related groups of primary mental abilities
Primary mental abilities:
Number , Word fluency, Verbal meaning, Inductive reasoning, Spatial orientation

Measuring intelligence we take a psychometric approach

General Intelligence
Spearman (1927) g –

General Capacity
Binet (1906) Intelligence Quotient (IQ

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4
Q

Measuring Intelligence

fluid/crystalised

A

Fluid Intelligence:
Make you a flexible and adaptive thinker
Allow you to make inferences
Enable you to understand the relations among concepts

Crystallised Intelligence:
The knowledge you have gained through life experiences and education.
Fluid intelligence declines through adulthood.
Crystallized intelligence improves through adulthood.

They seem to go together (Ghisletta et al., 2012)
At least 50% shared variance
66% shared variance in change

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5
Q

Is intelligence important?

A

Academic ability -> Higher wages (Murnane et al., 2001)
Low IQ -> More antisocial behavior (Koenan et al., 2006)
Low IQ -> Higher risk of mental disorder (Zammit et al, 2004)
But not…
Related to life satisfaction
Related to marital happiness

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6
Q

Moderators of Intellectual Change

A 
Cohort differences
Information processing
Social and Life Style variables
Personality
Health
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7
Q

Differences in Thinking

A

Piaget – Adaption through activity

  • Assimilation
  • -Use of currently available information to make sense out of incoming information
  • Accommodation
  • -Changing one’s thought to make a better approximation of the world of experience
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8
Q

Beyond Piaget

A

Postformal thought:

  • Truth may vary from situation to situation
  • Solutions must be realistic to be reasonable
  • Ambiguity and contradiction are the rule
  • Emotion and subjective factors usually play a role in thinking

Reflective judgment: a way adults reason through dilemmas

  • Prereflective Reasoning
  • Quasi-reflective reasoning
  • Reflective reasoning
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9
Q

Beyond Piaget

kramer,kahlberg, goldston

A

Kramer, Kahlberg, Goldston
Absolutist: Firmly believing there is only one correct solution
–Adolescents and young adult

Relativistic: The right answer depends on the circumstances

Dialectical: See the merits in various viewpoints but synthesize them into a workable solution

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10
Q

Everyday Reasoning

Unexercised ability

Optimally exercised ability

A

Decision Making
Younger adults make decisions quicker than older adults.

Older adults

  • Search for less information to arrive at a decision
  • Require less information to arrive at a decision

Problem Solving
Denny’s Model of Unexercised ability and Optimally exercised ability

Practical Problem Solving – Observed Activities of Daily Living

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11
Q

Wisdom

A

Integrated and distilled understanding associated with the accumulation of life experience

Expertise in the fundamental pragmatics of life

Deals with important matters of life

Is truly “superior” knowledge, judgment and advice

Has extraordinary scope, depth and balance

Is well intended and combines mind and virtue

wisdom tends to be
Pragmatic
Epistemic

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12
Q

What is wisdom? Bluck & Gluck (2004)

A

Adolescents: Empathy and Perspective Taking

Young Adults: Assertion and Self-Determination

Older Adults: Balance and Flexibility

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13
Q

But are older people wiser?

A

There is no association between age and wisdom

General personal conditions, specific expertise and facilitative life contexts create wisdom

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14
Q

Personality - levels of analysis

A

Dispositional traits
-Consist of aspects of personality that are consistent across different contexts and can be compared across a group along a continuum representing high and low degrees of the characteristic

Personal concerns
-Consist of things that are important to people, their goals, and their major concerns in life

Life narrative
-Consists of the aspects of personality that pull everything together, those integrative aspects that give a person an identity or sense of self

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15
Q

Dispositional Traits

five factor model (as one ages?)

A

The Five-Factor Model (Costa and McCrae, 1994, 2011)
Neuroticism – slight decrease especially in women
Extraversion – slight decrease
Openness to experience – slight decrease
Agreeableness – slight increase
Conscientiousness – increase then decrease 60+

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16
Q

Dispositional Traits

adjustment and growth

A

Other studies have shown increasing evidence for personality changes as we grow older:

Personality Adjustment
Developmental changes in terms of their adaptive value and functionality.

Personality Growth
Ideal end states such as increased self-transcendence, wisdom, and integrity

17
Q

Personal Concerns

A

One “has” personality traits, but “does” behaviours that are important in everyday life.

Personal concerns are explicitly contextual in contrast to dispositional traits

Are narrative descriptions that rely on life circumstances

Change over time

18
Q

Erikson’s Stages of Psychosocial Development

see slide 23

A

Erikson was the first theorist to develop a truly lifespan theory of personality development.

His eight stages represent the eight great struggles that he believed people must undergo.

Each struggle has a certain time of ascendancy.
-The epigenetic principle =
Each struggle must be resolved to continue development.

19
Q

Extensions of Erikson’s Theory

A

Logan - eight stages are really a cycle that repeats.
-trust >achievement>wholeness

Slater - central crisis of GENERATIVITY versus STAGNATION and includes struggles between:
Pride and embarrassment
Responsibility and ambivalence
Career productivity and inadequacy
Parenthood and self-absorption
20
Q

Extensions of Erikson’s Theory kotre and mcadam;’s

A

Kotre - adults experience many opportunities to express generativity that are not equivalent and do not lead to a general state of being

  • Biological and parental
  • Technical
  • Cultural
  • Agentic
  • Communal

McAdams’s model, generativity results from:

  • Complex interconnections between societal and inner forces
  • Creating a concern for the next generation and a belief in the goodness of the human enterprise
21
Q

Life Transitions

A

Based on the idea that adults go through a series of life transitions, or passages

Levinson (“Seasons of a Man’s Life“)– crises are followed by periods of relative stability.

A key idea in life transition theories is the midlife crisis.

  • -The idea that at middle age we take a good look at ourselves in the hopes of achieving a better understanding of who we are
  • –Many adults face difficult issues and make behavioral changes.

This transition may be better characterized as a midlife correction.
–Reevaluating ones’ roles and dreams and making the necessary corrections

22
Q

Problems with Stage Theories

A

Hard to verify through empirical work

  • -How do you measure a stage?
  • -Also, many do not reach certain stages

They focus on crises

  • -After which dramatic change is noted
  • -In reality, we often struggle (over and over) with certain stages, or conflicts

They assume that we understand ourselves

They are culturally bound

23
Q

McAdams’s Life-Story Model

A

People create a life story
-An internalized narrative with a beginning, middle, and an anticipated ending

There are seven essential features of a life story:

  1. Narrative tone
  2. Image
  3. Theme
  4. Ideological setting
  5. Nuclear episodes
  6. Character
  7. An ending
24
Q

McAdams’s Life-Story Model
goal of a story

two most common themese

A

Adults reformulate their life stories throughout adulthood both at the conscious and unconscious levels

  • The goal is to have a life story that is:
    • Coherent
    • Credible
    • Open to new possibilities
    • Richly differentiated
    • Reconciling of opposite aspects of oneself
    • Integrated within one’s sociocultural context

Two most common themes tend to be agency and communion.

25
Q

Whitbourne’s Identity Theory

A

People build conceptions of how their lives should proceed

They create a unified sense of their past, present, and future.
–The life-span construct

People’s identity changes over time via Piaget’s concepts of assimilation and accommodation.

The life-span construct has two parts:
A scenario
A life story

26
Q

Life Narratives

A

see slide 31

27
Q

Self-Concept and Well-Being

A

The organized, coherent, integrated pattern of self-perceptions that includes self-esteem and self-image

  • Mortimer, Finch, & Kumka (1982) - self-concept tends to be stable over time and influences the interpretation of life events.
  • Diehl, Jacobs, & Hastings (2006) – self – concept (specifically for family and partner) becomes less stable in older adulthood.

Kegen’s Theory of Self-Concept

  • Self-concepts across adulthood are related to the cognitive-developmental level.
  • Proposes six stages of development which correspond to levels of cognitive development – from needs and reflexes to needs and interests.
28
Q

life satisifaction

A

curvilinear/bimodal
peaks early adulthood, and over 61
bottoms out in midlife ~41

29
Q

Possible Selves

A

Created by projecting yourself into the future and thinking about what you would like to become, and what you are afraid of becoming

Age differences have been observed in both hoped-for and feared selves:

  • Young adults and middle-aged adults report family issues as most important.
  • Middle-aged and older adults report personal issues to be most important.
  • Young and middle-aged adults see themselves as improving in the future, while older adults do not.
30
Q

Learning Objectives

A

Describe the meaning of intelligence and how it changes over the life-span
Describe the dual-component model of intellectual functioning
Name the 2 mental abilities and the 2 types of intelligence
Understand theories of thought and processing over the life-span
Describe core components of Piaget’s theory and how it applies to adulthood and understand theories of thought beyond Piaget
Describe creativity and wisdom
Identify levels of personality analysis
Name the three major levels and key researchers/theories in each level

Adult Development (11 decks)

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