Analyze cognitive development throughout adulthood

THIS IS A TWO-PART ASSIGNMENT WITH TWO DIFFERENT DUE DATES AND THE PRICE PAID IS FOR BOTH ASSIGNMENTS NOT ONE. THESE ARE THE INSTRUCTIONS, READING REQUIREMENTS, AND ALL OTHER NECESSARY MATERIALS FOR THE DISCUSSION POST AND THE ASSIGNMENT.

 

 

This week, you will analyze the nature of cognitive development within the context of adulthood. You will also be introduced to the Seattle Longitudinal Study, a dataset that has tracked cognitive development since 1956. You will gain experience reviewing an article based on data from this dataset.

Learning Objectives

Students will:

· Analyze cognitive development throughout adulthood

· Evaluate an article related to the Seattle Longitudinal Study research literature

· Identify concepts, principles, and processes related to cognitive development throughout the different phases of adulthood

 

Learning Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Arnett, J. J., & Jensen, L. A. (2019). Human development: A cultural approach (3rd ed.). Upper Saddle River, NJ: Pearson.

· Chapter 10, “Young Adulthood”

· Section 2, “Cognitive Development” (pp. 446-450)

· Chapter 11, “Middle Adulthood”

· Section 2, “Cognitive Development” (pp. 491- 495; 499–500)

· Chapter 12, “Late Adulthood”

· Section 2, “Cognitive Development” (pp. 545–555)

 

Park, D. C., & Bischof, G. N. (2013). The aging mind: Neuroplasticity in response to cognitive training. Dialogues in Clinical Neuroscience, 15(1), 109–119. Retreived from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3622463/

 

 

Park, D. C., Lodi-Smith, J., Drew, L., Haber, S., Hebrank, A., Bischof, G. N., & Aamodt, W. (2014). The impact of sustained engagement on cognitive function in older adults: The Synapse project. Psychological Science, 25(1), 103–112. doi: 10.1177/0956797613499592

 

 

Schaie, K. W., & Willis, S. L. (2010). The Seattle Longitudinal Study of Adult Cognitive Development. ISSBD Bulletin, 57(1), 24–29. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3607395/

 

Harmon, K. (2011). Background noise: Elderly drivers might have a brain region to blame for declining driving skills. Retrieved from https://blogs.scientificamerican.com/observations/background-noise-elderly-drivers-might-have-a-brain-region-to-blame-for-declining-driving-skills/

 

Purdue University. (n.d.). Purdue OWL: APA formatting and style guide. Retrieved from https://owl.english.purdue.edu/owl/resource/560/06/

 

EBSCO Host. (n.d.). Resources related to Seattle Longitudinal Study (SLS) by Schaie. Retrieved from EBSCOhost Research Databases.

 

Document: Document: Seattle Longitudinal Study Article Review Template (Word Document)

 

Optional Resources

Schaie, K. W., & Willis, S. L. (2000). A stage theory model of adult cognitive development revisited. In R. L. Rubenstein, M. Moss, & M. H. Kleban (Eds.), The many dimensions of aging (pp. 175–193). New York, NY: Springer.

 

 

THIS DISCUSSION IS DUE BY TUESDAY 10/20

Main Discussion

Arnett (2019) examines many aspects of cognitive development throughout the process of adulthood, including expertise, creativity (p. 448), intelligence (p. 446), processing speed (p. 498), attention, memory (p. 499), and wisdom (p. 551). Each of these aspects represents different kinds of cognitive development, with unique impacts on an individual’s ability to function and thrive. While there can be certain milestones or benchmarks for cognitive development, individuals may exhibit traits that are higher than average in some respects (such as musical prodigies) or lower in others (such as the mentally disabled). It is important to understand the whole picture of cognitive development and each individual as a complex system of capabilities.

To prepare, consider the different aspects of cognitive development (e.g., memory, attention, intelligence, etc.) described in the Arnett (2019) course text, and review the resources from Park and Bischof (2013), Park et al. (2014), and Harmon (2011). Consider how these aspects can change throughout the different stages of adulthood. Be sure to also consider what influence these changes to cognitive development may have on the overall process of adulthood. You will choose one of these aspects and use the Walden Library to locate scholarly evidence to support the idea that this aspect of cognitive ability changes throughout adult development.

By Day 3

Post an analysis of how cognitive abilities develop and change throughout adulthood. Your analysis should include the following:

· Identify a specific area of cognitive development.

· Describe how this cognitive ability is typically measured in research and practice.

· Describe how this ability changes in each stage of adulthood (e.g., emerging, early, middle, and late), and during which stage the most change occurs.

· Provide an example from your personal or professional experience of an individual that demonstrates a higher or lower than average capability of your chosen cognitive ability. How does this person’s ability support the idea that this area of cognitive ability changes throughout adult development?

Response Instructions:

Support your reply to a colleague’s assignment post with at least one reference (textbook or other scholarly, empirical resources). You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence (including in-text citations) from the source and provide a reference. Be sure to choose a colleague that chosen a different cognitive ability than yourself.

 

 

 

 

THIS ASSIGNMENT IS DUE NO LATER THAN SATURDAY 10/31. EVERYTHING BELOW THIS HEADING IS NEEDED FOR THE ASSIGNMENT. ALL READINGS ARE LISTED BELOW

 

THIS IS THE ASSIGNMENT

Assignment: Seattle Longitudinal Study Article Review

In 1956, Dr. K. Warner Schaie began collecting longitudinal data on intelligence in adulthood in Washington state. Later, Dr. Sherry Willis joined him. Since the study began, they’ve collected data on more than 6,000 people, now three generations worth (sometimes within the same family). This is one of the biggest and most published datasets in the area of cognitive development at present. Other researchers can access the data (the answers to the questions Schaie and Willis have asked people) and do their own studies about what the data mean. Today, there are many published studies using this dataset, and this week you will be reviewing one of those studies in an article critique.

To prepare, first chose an article from this link. (This is a list of articles that have used data from the Schaie & Willis, 2010 Seattle Longitudinal Study). Select one article that will be the basis of your article review. Refer to the “Article Review Template” provided in the Week’s Resources for further instructions and requirements to complete this Assignment.

By Day 7

Submit your completed:

 

Document: Seattle Longitudinal Study Article Review Template

 

 

THIS IS THE LONGITUDINAL TEMPLATE DIRECTIONS FOR THE ASSIGNMENT POSTED BELOW.

 

 

PSYC 2003: Week 2 Assignment: Seattle Longitudinal Study Article Review

 

Directions: In reviewing the chosen article, follow the provided headings. Your responses to questions must be in your own words. There should be no quotes from the article included in your review . Refer to the guidelines from the Purdue OWL site for creating the APA-style reference.

 

Note: You will be providing all answers within this document and submitting the final paper to your Instructor by Day 7 of Week 2.

 

· APA-Style Reference:

 

· Hypotheses

 

What hypotheses were investigated in this study?

 

· Participants

 

Who were the participants in the sample? Describe their ages and other relevant demographics.

 

· Instruments

 

What tests or questionnaires were used in the study? Was any special equipment used?

 

· Procedures

 

How was the study conducted? What did the researchers do?

 

· Results

 

What did the author(s) of the study discover?

 

· Discussion

 

What does this study add to the larger SLS project literature?

 

· Strengths of the Research

 

What was interesting, revealing, or “good” about this article?

 

· Limitations of the Research

 

What was left unexplained by this research?

 

· Confusions

 

Discuss confusing aspects of the study; what was unclear or not easy to follow?

 

· Critique

 

What are your own thoughts about the results and conclusions of the article?

 

 

THESE ARE THE ARTICLES FROM THE LINK

Is subjective memory specific for memory performance or general across cognitive domains? Findings from the Seattle Longitudinal Study.

 Full Text Available

Academic Journal

Hülür, Gizem; Willis, Sherry L.; Hertzog, Christopher; Schaie, K. Warner; Gerstorf, Denis; Psychology and Aging, Vol 33(3), May, 2018 pp. 448-460. Publisher: American Psychological Association; [Journal Article], Database: APA PsycArticles

Subjects: Aging; Cognitive Ability; Forgetting; Memory; Adulthood (18 yrs & older); Thirties (30-39 yrs); Middle Age (40-64 yrs); Aged (65 yrs & older); Very Old (85 yrs & older); Male; Female

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· 2.

APOEε4 Genotype and Hypertension Modify 8-year Cortical Thinning: Five Occasion Evidence from the Seattle Longitudinal Study.

 Detail Only Available

Academic Journal

(English) ; Abstract available. By: Rast P; Kennedy KM; Rodrigue KM; Robinson PRAW; Gross AL; McLaren DG; Grabowski T; Schaie KW; Willis SL, Cerebral cortex (New York, N.Y. : 1991) [Cereb Cortex], ISSN: 1460-2199, 2018 Jun 01; Vol. 28 (6), pp. 1934-1945; Publisher: Oxford University Press; PMID: 28444388, Database: MEDLINE with Full Text

Subjects: Aging pathology; Apolipoprotein E4 genetics; Cerebral Cortex pathology; Hypertension complications; Aged: 65+ years; Aged, 80 and over; Middle Aged: 45-64 years; All Adult: 19+ years; Female; Male

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· 3.

Cognitive dedifferentiation with increasing age and proximity of death: Within-person evidence from the Seattle Longitudinal Study.

 Full Text Available

Academic Journal

Hülür, Gizem; Ram, Nilam; Willis, Sherry L.; Schaie, K. Warner; Gerstorf, Denis; Psychology and Aging, Vol 30(2), Jun, 2015 pp. 311-323. Publisher: American Psychological Association; [Journal Article], Database: APA PsycArticles

Subjects: Aging; Cognitive Ability; Developmental Psychology; Life Span; Adulthood (18 yrs & older); Young Adulthood (18-29 yrs); Thirties (30-39 yrs); Middle Age (40-64 yrs); Aged (65 yrs & older); Male; Female

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· 4.

Cohort differences in cognitive aging and terminal decline in the Seattle Longitudinal Study.

 Full Text Available

Academic Journal

Gerstorf, Denis; Ram, Nilam; Hoppmann, Christiane; Willis, Sherry L.; Schaie, K. Warner; Developmental Psychology, Vol 47(4), Jul, 2011 pp. 1026-1041. Publisher: American Psychological Association; [Journal Article], Database: APA PsycArticles

Subjects: Adult Development; Aging; Cognition; Intelligence; Adulthood (18 yrs & older); Middle Age (40-64 yrs); Aged (65 yrs & older); Male; Female

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· 5.

Spousal interrelations in happiness in the Seattle Longitudinal Study: Considerable similarities in levels and change over time.

 Full Text Available

Academic Journal

Hoppmann, Christiane A.; Gerstorf, Denis; Willis, Sherry L.; Schaie, K. Warner; Developmental Psychology, Vol 47(1), Jan, 2011 pp. 1-8. Publisher: American Psychological Association; [Journal Article], Database: APA PsycArticles

Subjects: Aging; Happiness; Spouses; Well Being; Interpersonal Relationships; Adulthood (18 yrs & older); Male; Female

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· 6.

Cohort differences in cognitive aging: The role of perceived work environment.

 Full Text Available

Academic Journal

Hülür, Gizem; Ram, Nilam; Willis, Sherry L.; Schaie, K. Warner; Gerstorf, Denis; Psychology and Aging, Vol 34(8), Dec, 2019 Special Issue: The Role of Historical Change for Adult Development and Aging. pp. 1040-1054. Publisher: American Psychological Association; [Journal Article], Database: APA PsycArticles

Subjects: Age Differences; Education; Working Conditions; Autonomy; Cognitive Aging; Adulthood (18 yrs & older); Young Adulthood (18-29 yrs); Thirties (30-39 yrs); Middle Age (40-64 yrs); Aged (65 yrs & older); Male; Female

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