NYU Normative Age Related Changes in Crystallized Intelligence Response Select 2 of the following prompts What are normative age-related changes in fluid

NYU Normative Age Related Changes in Crystallized Intelligence Response Select 2 of the following prompts

What are normative age-related changes in fluid and crystallized intelligence?
What does the P-FIT theory propose regarding the origins of intelligence?
Do social and lifestyle variables have an impact on intellectual functioning? If so, in what way(s)?
What was Project ACTIVE? What was learned from this project?
Briefly describe Piaget’s four stages of cognitive
How does the relationship between emotion and logic change over the life span?
Briefly describe the components and their developmental trajectory in Denney’s model of unexercised and optimally exercised abilities.
Are there age-related differences in problem solving?
Are adult learners different from their younger counterparts? If so, in what ways?
What is creativity, and how does it change across the life span? CHAPTER SIX
Attention and Memory
Information Processing and Attention
• Learning Objectives
– What are the primary aspects of the informationprocessing model?
– What are the basic components of attention?
– How does speed of processing relate to cognitive
aging?
– What types of processing resources relate to
attention and memory?
– What is automatic and effortful processing?
Information Processing and Attention
• Information-Processing Model
– Uses a computer metaphor to explain how people
process stimuli
– The information-processing model is based on
three assumptions:
• People are active participants in the process.
• Both quantitative and qualitative aspects of
performance can be examined.
• Information is processed through a series of
hypothetical stages or stores.
Information Processing and Attention
• Sensory memory
– A brief and almost identical representation of the
stimuli that exists in the observable environment.
• Attention
– Functional Perspective: attention is composed of
separate dimensions serving different functions
– Attentional control is linked to the parieto-frontal
lobes
Information Processing and Attention
• Speed of Processing
– How quickly and efficiently the early steps in
information processing are completed
• Processing Resources
– The amount of attention one has to apply to a
particular situation
• Two possible reasons for decline in processing with age:
– Inhibitory loss: Older adults may have difficulty inhibiting the
processing of irrelevant information
– Attentional changes: But older adults are not worse than
younger adults at dividing attention, in general
Information Processing and Attention
• Automatic and Effortful Processing
– Automatic Processing:
• Places minimal demands on attentional capacity
• Gets information into the system largely without us
being aware of it
– Effortful Processing:
• Requires all of the available attentional capacity
Memory Processes
• Learning Objectives
– What is working memory? What age differences
have been found in working memory?
– How does implicit and explicit memory differ
across age?
– Within long-term memory, how does episodic and
semantic memory performance differ across age?
– What age differences have been found in the
autobiographical aspects of episodic memory?
Memory Processes
• Working Memory
– The active processes and structures involved in
holding information in mind
– Using that information to:
• Solve a problem
• Make a decision
• Learn new information
– Rehearsal: The process by which information is
held in working memory
Memory Processes
• Implicit versus Explicit Memory
– Implicit memory (procedural memory)
• Retrieval of information without conscious or
intentional recollection
• An example is a language task such as stem completion.
• Smaller age differences than explicit memory
– Explicit memory (declarative)
• Intentional and conscious remembering of information
that is learned at a specific point in time
• An example is remembering who wrote the Gettysburg
address.
Memory Processes
• Long Term Memory
– The ability to remember extensive amounts of
information from a few seconds, hours, or decades.
– Semantic Memory
• Learning and remembering the meaning of words and
concepts that are not tied to specific occurrences of events
in time
– Episodic Memory
• Conscious recollection of information from a specific event
or point in time
• Recall (remembering without hints) vs. recognition (choosing
from items)
Factors Affecting Age Differences in
Memory
• Age Differences in Encoding versus Retrieval
– Encoding
• A strategy is anything people do to make the task easier
and increase the efficiency of encoding or retrieval
– Retrieval
• Older adults tend to spontaneously use fewer retrieval
stategies than younger adults
– Neuroscience evidence
• Pet scans show age differences in how the prefrontal
cortex and hippocampus work together.
Memory in Context
• Learning Objectives
– What age differences are there in prospective
memory?
– How does autobiographical memory change
across adulthood?
– How does source memory and processing of
misinformation change across adulthood?
– What are some factors that help preserve memory
as we grow older?
Memory in Context
• Prospective Memory
– Remembering to perform a planned action in the
future.
– Differences between event-based and time-based
future events.
• Time-based remembering is more age related.
Memory in Context
Memory Processes
• Autobiographical Memory
– Involves remembering information and events
from our own life
• It is a form of episodic memory.
– Flashbulb memories
• Vivid memories of very personal or emotional events,
but these are often inaccurate.
– Events experienced between 10 and 30 years of
age are reported more often than those occurring
in middle adulthood.
Memory in Context
Memory Processes
• Source Memory
– The ability to remember the source of a familiar
event and the ability to determine if an event was
imagined or actually experienced.
• Older adults are less accurate at many source-memory
tasks.
• The DRYAD model applies here.
• False Memory
– When one remembers items or events that did
not occur.
• Older adults tend to be more susceptible to false
memory issues than younger adults.
Memory in Context
• Factors That Preserve Memory
– Exercise
• Physical exercise improves cognitive performance.
– Multilingualism and Cognitive Functioning
• Research suggests that older adults who speak four or more
languages had the best cognitive state independent of
education.
– Semantic Memory in Service of Episodic Memory
• Older adults are better at memory of related as opposed to
unrelated word pairs.
– Negative Stereotypes and Memory Performance
• Older adults do worse on memory tasks if they believe that
age hampers memory ability.
Self-Evaluation of Memory Abilities
• Learning Objectives
– What are the major types of memory selfevaluations?
– What age differences have been found in
metamemory and memory monitoring?
Self-Evaluation of Memory Abilities
• Aspects of Memory Self-Evaluations
– Metamemory: knowledge about how memory works
and what we believe is true about it
– Memory Monitoring: awareness of what we are
doing with our memory right now
• Age Differences in Metamemory
– Older adults:
• Seem to know less about how memory works than younger
adults
• View memory as less stable
• Expect that memory will deteriorate
• Perceive they have less control over memory
Self-Evaluation of Memory Abilities
• The Role of Memory Self-Efficacy
– Memory self-efficacy: the belief that one will be
able to perform a specific task
• One may know a good deal about how memory works,
but still believe they possess low ability to perform a
specific memory task.
• Memory successes tend to bolster self-efficacy, and
failures reduce one’s belief of memory competence.
• Age Differences in Memory Monitoring
– The ability to monitor one’s memory does not
appear to decline with age.
Memory Training
• Learning Objectives
– What are the major ways that memory skills are
trained? How effective are these methods?
Memory Training
• Training Memory Skills
– E – I – E – I – O Strategy
• External aids
– Notebooks or calendars
• Internal aids
– Mental processes, rote rehearsal, method of loci, mnemonics
• Explicit (direct aids)
• Implicit (indirect aids)
• O! or Aha! (suddenly remembering)
– Memory Drugs
• Only modest, short term improvement
• No medical breakthroughs
• Many drugs cause memory side effects
Memory in Context
Clinical Issues and Memory Testing
• Learning Objectives
– What is the difference between normal and
abnormal memory aging?
– What is the connection between memory and
mental health?
– How is memory affected by nutrition?
Clinical Issues and Memory Testing
• Normal versus Abnormal Memory Aging
– Distinguish by asking if changes disrupt a person’s
ability to function in everyday life
• Such as, repeatedly forgetting to turn off the stove
• Forgets the way home
– Telling the difference is often difficult.
• Memory and Physical and Mental Health
– Damage to the brain can cause memory issues.
• e.g., concussion
– Temporary global amnesia (TGA):
• People temporarily experience a complete loss of memory
and are disoriented in time
• Cause is unknown
Clinical Issues and Memory Testing
• Memory and Nutrition
– Several components in healthy diets are essential
for well-functioning memory.
– Serious decrements in memory may be caused by
poor diet.

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