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The adaptive and strategic use of memory by older adults: Evaluative processing and value-directed remembering
- In
, 2007
"... Why do we remember some events and not others, and how does this change in old age? Although there are a variety of ways to address this question, the present perspective emphasizes how value can have a profound eVect on how we use our memory to remember certain information. The ability to select an ..."
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Cited by 16 (8 self)
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Why do we remember some events and not others, and how does this change in old age? Although there are a variety of ways to address this question, the present perspective emphasizes how value can have a profound eVect on how we use our memory to remember certain information. The ability to select and prioritize what information is important to remember, relative to less salient or peripheral information, is an essential skill for the eYcient use of memory. For example, university students seek to memorize information they think is important for a later test, while grandparents may focus on being able to remember information about children and grandchildren, as well as important life events. In both cases, value is used to direct resources toward information that is deemed to be important to remember. The role that value plays in memory performance is critical to develop a comprehensive understanding of how memory is used across the adult life span. The present summary focuses on how older adults use evaluative processing (a critical process that will be defined and discussed throughout this chapter) to guide encoding and retrieval operations, and how older adults then use value to make decisions about what information is important to remember. In light of the many memory impairments that typically
Does age make a difference? Predicting physical activity of South Koreans. Psychol Aging
"... Social cognition models of health behavior are commonly understood as being universal, which implies that they are applicable to groups varying in age or cultural background, for example. Cultural uniqueness and characteristics of life-span development, however, necessitate the study of differential ..."
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Social cognition models of health behavior are commonly understood as being universal, which implies that they are applicable to groups varying in age or cultural background, for example. Cultural uniqueness and characteristics of life-span development, however, necessitate the study of differential effects. Accordingly, the health action process approach (HAPA) was examined in younger and middle-aged/ older adults from South Korea (N � 697) who participated in a longitudinal health screening study with a 6-month time lag. The HAPA model had a good fit within the middle-aged/older adult sample. Physical activity was predicted by planning, coping self-efficacy, and intention, which were, in turn, predicted by action self-efficacy, outcome expectancies, and risk perceptions. Conversely, the results indicated a poor model fit in the younger adult sample. The results suggest a different motivation for the involvement in physical activity as a function of age.
O: Goal engagement during the school– work transition: beneficial for all, particularly for girls
- J Res Adolesc
"... The school-to-work transition presents a substantial regulatory challenge for youth in modern societies. Based on the action-phase model of developmen-tal regulation, we investigated the effects of goal engagement on transition outcomes in a high-density longitudinal study of noncollege-bound German ..."
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Cited by 6 (0 self)
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The school-to-work transition presents a substantial regulatory challenge for youth in modern societies. Based on the action-phase model of developmen-tal regulation, we investigated the effects of goal engagement on transition outcomes in a high-density longitudinal study of noncollege-bound German adolescents (N5 362). Career-related goal engagement was important for attaining a desired career goal (i.e., apprenticeship) for girls who generally faced unfavorable employment opportunities. For boys, goal engagement did not predict the attainment of an apprenticeship. Goal engagement was nonetheless beneficial for well-being, predicting positive affect for both girls and boys. This effect was not mediated by attainment of an apprenticeship. The findings elucidate the role of goal engagement under structural and temporal constraints and suggest possible avenues for intervention. The school-to-work transition is a central milestone in the transition from adolescence to adulthood in many societies (e.g., Blustein, 1999; Lent &
Me against myself: Motivational conflicts and emotional development in adulthood
- Psychology and Aging
, 2008
"... Two studies investigated adult age differences in the frequency and emotional consequences of moti-vational conflicts (i.e., feeling that one wants to or should do something else in a given situation). Study 1 compared younger and older adults. Study 2 included a more age-heterogeneous sample rangin ..."
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Cited by 3 (1 self)
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Two studies investigated adult age differences in the frequency and emotional consequences of moti-vational conflicts (i.e., feeling that one wants to or should do something else in a given situation). Study 1 compared younger and older adults. Study 2 included a more age-heterogeneous sample ranging from 20 to 70 years. Data were obtained using diary and experience-sampling methods. Multilevel regression showed that motivational conflict was associated with lower emotional well-being. With age, the frequency of motivational conflict decreased, while emotional well-being increased. Importantly, the age-related decrease in motivational conflicts partly accounted for the age-related increase in emotional well-being. Findings were consistent across studies and robust after the authors controlled for age differences in a number of control variables including time use. The authors conclude that an age-related decrease in motivational conflicts in daily life may be among the factors underlying the positive development of emotional well-being into older adulthood.
Development: Conceptual Agenda and Illustration of Research Activities
"... Planck Institute for Human Development has helped to establish lifespan psychology as a distinct conceptual approach within developmental psychology. Since 2004, the Center has extended its research program into developmental behavioral neuroscience. Work at the Center is guided by three proposition ..."
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Planck Institute for Human Development has helped to establish lifespan psychology as a distinct conceptual approach within developmental psychology. Since 2004, the Center has extended its research program into developmental behavioral neuroscience. Work at the Center is guided by three propositions: (i) to study lifespan changes in behavior as interactions among maturation, learning, and senescence; (ii) to develop theories and methods that integrate empirical evidence across domains of functioning, timescales, as well as behavioral and neuronal levels of analysis; (iii) to identify mechanisms of development by exploring age-graded differences in plasticity. The Center continues to pay special attention to the age periods of late adulthood and old age, which offer unique opportunities for innovation, both in theory and practice. At the same time, it has intensified its interest in early periods of ontogeny including infancy and early childhood. In this article we report recent findings from four research projects focusing on sensory and cognitive development at behavioral and neural levels of analysis.
Hillary Frankel Harvard Medical School
"... In this functional magnetic resonance imaging (fMRI) study, we compared young and older adults ’ brain activity as they thought about motivationally self-relevant agendas (hopes and aspirations, duties and obligations) and concrete control items (e.g., shape of USA). Young adults ’ activity replicat ..."
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In this functional magnetic resonance imaging (fMRI) study, we compared young and older adults ’ brain activity as they thought about motivationally self-relevant agendas (hopes and aspirations, duties and obligations) and concrete control items (e.g., shape of USA). Young adults ’ activity replicated a double dissociation (M. K. Johnson et al., 2006): An area of medial frontal gyrus/anterior cingulate cortex was most active during hopes and aspirations trials, and an area of medial posterior cortex—primarily posterior cingulate—was most active during duties and obligations trials. Compared with young adults, older adults showed attenuated responses in medial cortex, especially in medial prefrontal cortex, with both less activity during self-relevant trials and less deactivation during control trials. The fMRI data, together with post-scan reports and the behavioral literature on age-group differences in motivational orientation, suggest that the differences in medial cortex seen in this study reflect young and older adults’ focus on different information during motivationally self-relevant thought. Differences also may be related to an age-associated deficit in controlled cognitive processes that are engaged by complex self-reflection and mediated by prefrontal cortex.
Lifelong Learning 1 Running Header: Lifelong Learning Lifelong Learning and Technology
"... Two changes in the 20th Century unwittingly and fundamentally reshaped 21st Century societies in the developed world: Average life expectancy increased by nearly 30 years and fertility rates fell by half. Individuals are living longer than ever before in human history. In the United States, the aver ..."
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Two changes in the 20th Century unwittingly and fundamentally reshaped 21st Century societies in the developed world: Average life expectancy increased by nearly 30 years and fertility rates fell by half. Individuals are living longer than ever before in human history. In the United States, the average life expectancy is nearly 78 years and steadily rising. Among Japanese women, life expectancy is already 85 years (Oeppen & Vaupel, 2002). Arguably even more profound than individual aging, populations are aging at unprecedented speeds. In the developed world, the number of people over 65 will soon outnumber the number of children under 15 (Hayutin, 2007). Policy makers and pundits are responding mostly to relatively short-term consequences of population aging for social programs like Social Security and Medicare, but life will change in myriad ways and demand new norms for work, family, finances, and education. Virtually all of the societal “problems ” associated with aging populations reflect a mismatch between societal practices and length of life where societal institutions and norms lag behind individual needs, a phenomenon that sociologists refer to as “structural lag. ” (Riley, Kahn, & Foner, 1994). Educational systems built around the needs and strengths of
unknown title
, 2011
"... THE question of how one’s own way of life and behavior influence cognitive development and how noncognitive aspects or environmental influences contribute to the devel-opment of cognitive performance has received increasing interest (e.g., Hertzog, 2009). A body of research, where mainly small to mo ..."
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THE question of how one’s own way of life and behavior influence cognitive development and how noncognitive aspects or environmental influences contribute to the devel-opment of cognitive performance has received increasing interest (e.g., Hertzog, 2009). A body of research, where mainly small to moderate effects are reported, exists on how intellectually demanding leisure activities, level of education, or complexity of occupation influence cognitive functioning
unknown title
, 2011
"... THE question of how one’s own way of life and behavior influence cognitive development and how noncognitive aspects or environmental influences contribute to the devel-opment of cognitive performance has received increasing interest (e.g., Hertzog, 2009). A body of research, where mainly small to mo ..."
Abstract
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THE question of how one’s own way of life and behavior influence cognitive development and how noncognitive aspects or environmental influences contribute to the devel-opment of cognitive performance has received increasing interest (e.g., Hertzog, 2009). A body of research, where mainly small to moderate effects are reported, exists on how intellectually demanding leisure activities, level of education, or complexity of occupation influence cognitive functioning
