Older Adult Development Interview And Reflection

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An abstract is required and  a conclusion supporting abstract!!!

Resources: To prepare for this assignment review the following theories of aging listed in Chapter 13, 14, and 15 of the textbook.

  1. The Five Factor Trait Model
  2. Rate-of-Living Theories
  3. Cellular Theories
  4. Programmed-Cell-Death Theories
  5. Information Processing Theory
  6. Continuity Theory
  7. Competence and Environmental Press Theory
  8. Erik Erickson’s Integrity vs. Despair

Part 1: Older Adult Interview

Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:

  1. Cognitive, physical, and psychosocial development during the interviewee’s Maturity stage of adulthood (age 65 or older).
  2. How peers influenced the interviewee during his or her adolescent/young adult stage.
  3. What people and/or events influenced the interviewee’s development of morals such as faith, ethics, and culture?
  4. How the interviewee’s experiences, positive or negative, have formulated who he or she is as a mature adult.

Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.

Pick one of the theories reviewed in Chapters 14 and 15 of the text.

Part 2: Reflection

Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:

  1. A description of the selected theory.
  2. A description of your interviewee (gender, age, ethnicity, etc.).
  3. How the interviewee’s responses illustrate the selected theory. Support your response with examples.
  4. Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults.
  5. Include at least three scholarly references in addition to a personal communication reference for the interviewee.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Psychology Paper- Sex, Gender, And Sexuality APA FORMAT

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-Things to include(needs to be written deep )

1)How does biology make us male or female?

2)Why do we act masculine or feminine? (include intersexuality(transgender))

3) How do we vary in sexual orientation?

4) What motivates us to have sexual relations (or not to)?

5) Problem-   Gender Dysphoria

–At least 3 sources!; no more than one online source- No Kendra Cherry.

(One source could be the textbook attached (chapter 10), only one online and another from some other book)

– 2 pages, no line space, times new roman, size 12

Scoring Rubric for Term Papers

Term Paper Rubric

Dimension

 

 Sophisticated A Competent B Needs Work C
Introduction Position and exceptions, if any, are clearly stated. Organization of the argument is completely and clearly outlined and implemented. Position is clearly stated. Organization of argument is clear in parts or only partially described and mostly implemented. Position is vague. Organization of argument is missing, vague, or not consistently maintained.

 
Research Research selected is highly relevant to the argument, is presented accurately and completely – the method, results, and implications are all presented accurately; Theory is relevant, accurately described and all relevant components are included; relationship between research and theory is clearly articulated and accurate. Research is relevant to the argument and is mostly accurate and complete – there are some unclear components or some minor errors in the method, results or implications. Theory is relevant and accurately described, some components may not be present or are unclear. Connection to theory is mostly clear and complete or has some minor errors. Research selected is not relevant to the argument or is vague and incomplete – components are missing or inaccurate or unclear. Theory is not relevant or only relevant for some aspects; theory is not clearly articulated and/or has incorrect or incomplete components. Relationship between theory and research is unclear or inaccurate, major errors in the logic are present.

 
Conclusions Conclusion is clearly stated and connections to the research and position are clear and relevant. The underlying logic is explicit.

 

 Conclusion is clearly stated and connections to research and position are mostly clear, some aspects may not be connected or minor errors in logic are present. Conclusion may not be clear and the connections to the research are incorrect or unclear or just a repetition of the findings without explanation. Underlying logic has major flaws; connection to position is not clear.
Writing Paper is coherently organized, and the logic is easy to follow. There are no spelling or grammatical errors and terminology is clearly defined. Writing is clear and concise and persuasive.

APA Format

 Paper is generally well organized and most of the argument is easy to follow. There are only a few minor spelling or grammatical errors, or terms are not clearly defined. Writing is mostly clear but may lack conciseness.

APA Format

 Paper is poorly organized and difficult to read – does not flow logically from one part to another. There are several spelling and/or grammatical errors; technical terms may not be defined or are poorly defined. Writing lacks clarity and conciseness.

APA Format

Eberly Center for Teaching Excellence, Carnegie Mellon University

Effects Of Aging On Cognitive Development

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Create a news release for your community to discuss the effects of aging on cognitive development. Your article should be 750 to 1,000 words. Address the following:

  • Evaluate the effects of aging on cognitive development.
  • Provide two examples of scholarly research that support the points in your news release.

Clickthe Assignment Files tab to submit your assignment

Running head: EFFECTS OF AGING ON COGNITIVE DEVELOPMENT 1

EFFECTS OF AGING ON COGNITIVE DEVELOPMENT 7

 

 

 

 

 

 

 

 

 

 

 

 

Effects of Aging on Cognitive Development

Mary Oliver

PSYCH / 640

Dr. Paulette Pitt

March 9, 2015

 

 

 

 

 

 

 

 

 

 

Effects of Aging on Cognitive Development

 

Aging is a natural process that occurs when individuals grow older. Many people have the misconception that aging mean disease, disability, deterioration, and degeneration (Jeste, 2010). Some common thoughts around aging are based largely around the burden on society, regarding health care. Along with aging, there come many different problems. For example, aging can have an effect on one’s cognitive development. When aging occurs, cognitive decline becomes the biggest threat to the aging. Cognitive decline has come forth as one of the greatest health threats of the aging, with nearly 50% of adults over the age of 85 being affected with Alzheimer’s disease (AD) (Bishop & Yankner, 2010). This paper will discuss the effects of aging on cognitive development as well as provide two examples of research to support this point.

Cognitive Decline of the Aging

Some of common cognitive issues that the aging face includes learning disabilities, problems with concentration, and changes in memory. These common issues are known as cognitive impairment. Cognitive impairments are a change or lack of cognitive abilities. This can occur in children as well as with adults. A person that suffers from cognitive impairments has difficulty functioning normally and effectively. This is due to issues that have occurred within the brain. These risks due to cognitive impairment increases as the individual starts to age. The individual’s physical health and some parts of cognitive functioning are altered with aging. As with aging working memory and psychomotor speed has also being shown to decline with aging.

As people get older, they often experience an increase in wisdom, effective decision making skills, and increased creativity as one matures (Jeste, 2012).

Cognitive decline has increased as the life expectancy of the elderly population has increased. For example, cognitive decline has increased and as a result more cases of Alzheimer’s disease around the world have risen. An estimated 50% of adults, over the age of 85, in the United States suffer from AD. AD is a brain disease that is a type of dementia that can create problems a loss of brain functioning. Individuals with AD suffer from memory, thinking, and behavior issues that gradually get worse over time. The most common of these risk factors of AD is aging (Bishop & Yankner, 2010). Studies of the human brain have allowed researchers to identify pertinent data about parts of the brain most affected by aging, which creates structural and neuro-physiological changes. For example, cognitive functioning weaken as one age, creating an increase in performance, lack of unification in neural activity in some regions of the brain and prefrontal cortex, causing the neural activity to become limited (Bishop & Yankner, 2010).

Brain’s Attention and Memory

Cognitive functioning most impacted by aging are attention and memory, differing from person to person (Naveh-Benjamin, Moscovitch, & Roediger, 2002). Attention is the process of noticing things around the person and involves every cognitive process. Attention that has start to decline alters an individual’s ability to function on a daily basis. Older adults experiencing impaired attention process, particularly when it comes to splitting or switching their attentional direction to multiple task (Naveh-Benjamin et al., 2002). These older adults tend to become distracted easily and unable to concentrate over a long period of time. As adults become older, they often tend to lack abilities in several areas such as focus, concentration, or remembering things clearly. These individuals often struggle to process information, make rational decisions, and rely heavily on more basic cognitive functioning to survive. For example, working memory becomes short-term memory that focuses on the conscious. It concentrates on the process of storing information as well as manipulating that information. The working memory ultimately becomes impaired due to changes in the prefrontal cortex. The prefrontal cortex however is involved in the manipulation process as well as updating information in working memory (Naveh-Benjamin et. al, 2002).

Moreover, aging is associated with disabilities and neuroscience research has analyzed the neuroplasticity for aging. It has demonstrated that brain growth and development can prosper as people age. The research posits that positive outcomes can be accomplished based on one’s behaviors, attitudes, and settings. Generally when older people maintain their health in regards to one’s body, their brains help them remain active tend to stay productive. Cognitive development into late years can be maintained and improved through healthy dieting and nutrition, remaining active, formulating a positive attitude, expanding learning of new skills, reducing stress, and taking up a motivating hobby. An example of a motivating hobby that can be used to acquire and maintain skills would be board games such as scrabble, beginners’ computer classes, and supervised beginners’ aerobics. An important factor to remember is even as we age it is never too late to increase our cognitive and emotional well-being (Jeste, 2012).

Conclusion

The aging process is natural and it takes places as individuals grow older. The risk for cognitive decline as well as impairments increase as one age. Some common cognitive issues that occur with aging include problems with concentration, memory, and learning disabilities. As part of aging working memory and psychomotor speeds have been proven to decline but psychosocial functioning can be improved as well. Cognitive declines over a lifespan has increased due to life expectancy of the aging has increased. Research on the human being has proven significantly towards information that may ultimately have an impact on the aging. Some cognitive functioning that has been impacted the most includes attention and memory and is often associated with some form of disability. Meanwhile, neuroscience research has interpret that neuroplasticity of aging to determine that brain growth and development can be prospers for those aging adults.

 

 

 

 

 

 

 

 

 

 

 

 

References

Bishop, N., Lu, T., & Yankner, B. (2010). Neural mechanisms of ageing and cognitive

decline.  Nature, 464(7288), 529-35. Retrieved from http://search.proquest.com/docview/204556298?accountid=458

Jeste, D. (2012). Successful cognitive and emotional aging. Psychiatric News, 47(5),

16-16, 30. Retrieved from http://search.proquest.com/docview/929391721?accountid=458

Naveh-Benjamin, M., Moscovitch, M. & Roediger, H. (2002). Perspectives on human memory and cognitive aging: Essays in honour of Fergus Craik. Psychology Press. Philadelphia, PA

Spurious Correlations And Extraneous Variables

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Correlational research describes relations among variables but cannot indicate that one variable causes something to occur to another variable. Rather, a statistically significant correlation coefficient simply indicates there is a relation among a predictor variable and an outcome variable.

In correlational research, if there is a statistically significant correlation coefficient between two variables, you want to know that the relation truly exists. This goal is challenging to achieve because other variables that you are not studying may complicate the study and the interpretation of the results.

You may find a spurious relation in which one common causal variable, sometimes referred to as a third variable, is responsible for the observed relation between the predictor variable and the outcome variable. Imagine seeing a news story reporting the findings of a study claiming that children under the age of 17 who viewed R-rated movies showed a greater likelihood of developing a smoking habit. A third variable that could explain both the predictor and outcome variables is permissive parenting. Permissive parents may allow children to view R-rated movies when they are under the age of 17. In addition, permissive parents may not attend to their children’s whereabouts enough to be aware of their smoking habit, or they may not discipline the children for smoking. Therefore, in effect, you cannot conclude that the movie viewing caused the smoking habit. The permissive parenting may have led to the children’s movie viewing habit and their smoking habit.

You may also identify extraneous variables that might influence the outcome variable but, unlike the spurious correlation described above, these variables do not relate to or influence the predictor variable. For example, consider a reported correlation that the number of books in a person’s home (predictor variable) is related to their college GPA (outcome). An extraneous variable could be, for example, a person’s IQ (intelligence quotient) score. The higher IQ might be related to higher college GPA but not necessarily related to the number of books found in a person’s home. There are additional examples of spurious relations and extraneous variables on pages 174–176 of your course text.

In this Discussion, you focus primarily on spurious relations and extraneous variables. After reviewing examples in the course text, you will find your own examples in the media and explain how they might affect the relations between the variables under consideration.

To prepare:

  • Review popular online newspapers and/or online magazines to look for articles on research studies. Look for examples of statements and claims that might reflect a spurious correlation or an extraneous variable.

    Note: This is not a library assignment, nor should you look for articles that already have reported a spurious relation or extraneous variable. You need to make this connection yourself. For instance, you might see a headline in a news magazine that states something like “Fast-Paced Children’s Television Programming Linked to ADHD.” Look for examples like this.

  • Identify one popular media example of a correlation that could be argued to be a spurious correlation or that illustrates a correlation that may have an extraneous variable.

With these thoughts in mind:

Post by Day 3:

  1. Briefly explain the example and the claim that has been made.
  2. Identify the predictor variable and the outcome variable.
  3. Identify the correlation. Is it a positive or negative correlation? How did you determine this to be the case?
  4. Identify your proposed spurious (third) variable or extraneous variable.
  5. Explain the connection you made among the spurious/extraneous variable and the outcome and predictor variables.
  6. Post the URLs for the media example at the end of your posting.

Note: Be sure to support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.