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Journal articles on the topic '380106 Developmental psychology and ageing'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Doyle, Colleen, Mary Luszcz, and Peter Rendell. "Real and Perceived Effects of Ageing on Cognition." Australian Educational and Developmental Psychologist 9, no. 2 (November 1992): 18–23. http://dx.doi.org/10.1017/s081651220002664x.

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ABSTRACTA symposium on ageing research was held at the 7th Australian Developmental Conference in July 1992. The theme of the symposium was the effect of ageing on cognition. Empirical and theoretical papers presented evidence for cognitive decline in late adulthood. However, discussion of the modifiability of cognition tempered the pessimistic view of cognitive ability in old age. Interdisciplinary studies such as the Berlin Aging Study provide hope for the discovery of factors affecting successful ageing by examining the interaction between health, personality, social factors, and cognition.

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2

Hess, Thomas M. "Ageing-related influences on personal need for structure." International Journal of Behavioral Development 25, no. 6 (November 2001): 482–90. http://dx.doi.org/10.1080/01650250042000429.

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The need for structure construct was examined in relation to adult age using the Personal Need for Structure scale (PNS; M.M. Thompson, M.E. Naccarato, & K. Parker, 1989). The results of a series of confirmatory factor analyses indicated that the two intercorrelated-factor structure of the PNS scale held up well across individuals aged 21 to 85, validating its use for the examination of ageing effects. Structural equation modelling analyses found that ageing was associated with lower levels of physical health and cognitive skill, which in turn were related to higher PNS scores. It was also found, however, that the impact of reductions in these resources on need for structure were counteracted by high levels of social activity and emotional health. The argument is made that ageing-related changes in personal resources impact everyday behaviour through changes in motivation, such as need for structure.

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3

Ryff, Carol D. "Beyond Ponce de Leon and Life Satisfaction: New Directions in Quest of Successful Ageing." International Journal of Behavioral Development 12, no. 1 (March 1989): 35–55. http://dx.doi.org/10.1177/016502548901200102.

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Previous approaches to the study of successful ageing are reviewed. It is argued that there has been an absence of theory guiding this research; an implicit negativism in the proposed conceptions of well-being; a neglect of the possibility for continued growth and development in old age; and a failure to see conceptions of positive ageing as human constructions that are open to cultural variations and historical change. An alternative approach that draws on the convergence in life-span developmental theories, clinical theories of personal growth, and mental health perspectives is presented. Six criteria of well-being result from this integration: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. These dimensions are defined and their relevance for the study of adulthood and ageing is discussed. New avenues for investigating successful ageing as a human construction are presented with emphasis given to the complementarity between quantitative and qualitative research strategies.

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4

Gariépy, Jean-Louis. "Gilbert Gottlieb's Contributions to Developmental Thinking in Developmental Psychology." International Journal of Developmental Science 1, no. 2 (2007): 184–93. http://dx.doi.org/10.3233/dev-2007-1211.

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5

Colonia-Willner, Regina. "Investing in Practical Intelligence: Ageing and Cognitive Efficiency among Executives." International Journal of Behavioral Development 23, no. 3 (September 1999): 591–614. http://dx.doi.org/10.1080/016502599383711.

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This paper has two objectives. (1) To review in part empirical evidence obtained in a recent study on practical intelligence in bank managers (Colonia-Willner, 1998). (2) To discuss the implications of these findings for the study of practical intelligence, expertise, and compensatory abilities. The first goal of the initial study was to determine whether managerial practical intelligence is preserved in older bank managers whereas differences in psychometric measures of reasoning are associated with age. The second was to verify whether practical intelligence measures better predict managerial job performance than traditional psychometric tests. Two hundred bank managers (43 experts and 157 nonexperts) participated in the initial study. Increased age appeared to be associated with lower performance in the Raven’s Advanced Progressive Matrices (Raven’s) and the Verbal Reasoning subtest of the Differential Aptitude Test (DAT), but less so with the Tacit Knowledge Inventory for Managers (TKIM). Although scoring lower on psychometric reasoning measures, the best performing older managers, on average, exhibited high levels of tacit knowledge, an instantiation of practical knowledge acquired in situations where information is not openly expressed. TKIM predicted managerial skill; DAT and Raven’s did not. These findings suggest: (1) that stabilisation of some aspects of intelligence may occur in old age; and (2) that domain-specific knowledge may contribute to compensation for age-related losses in functioning.

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6

Rabbitt, Patrick, and Christine Lowe. "Patterns of cognitive ageing." Psychological Research 63, no. 3-4 (August 18, 2000): 308–16. http://dx.doi.org/10.1007/s004269900009.

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7

Evenhuis, H., C. M. Henderson, H. Beange, N. Lennox, and B. Chicoine. "Healthy Ageing - Adults with Intellectual Disabilities: Physical Health Issues." Journal of Applied Research in Intellectual Disabilities 14, no. 3 (August 2001): 175–94. http://dx.doi.org/10.1046/j.1468-3148.2001.00068.x.

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8

Sauna‐aho, Oili, Nina Bjelogrlic‐Laakso, Päivi Rautava, and Maria Arvio. "Ageing and cognition in men with fragile X syndrome." Journal of Applied Research in Intellectual Disabilities 33, no. 5 (April 12, 2020): 1113–18. http://dx.doi.org/10.1111/jar.12733.

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9

Josephs, Ingrid E., and Jaan Valsiner. "Developmental Science Meets Culture: Cultural Developmental Psychology in the Making." International Journal of Developmental Science 1, no. 1 (2007): 47–64. http://dx.doi.org/10.3233/dev-2007-1105.

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10

Rendell, Peter G., Louise H. Phillips, Julie D. Henry, Tristan Brumby-Rendell, Xochitl de la Piedad Garcia, Mareike Altgassen, and Matthias Kliegel. "Prospective memory, emotional valence and ageing." Cognition & Emotion 25, no. 5 (August 2011): 916–25. http://dx.doi.org/10.1080/02699931.2010.508610.

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11

Keener, Emily. "Emphasize Aging: Teaching Lifespan Developmental Psychology From an Intersectional Perspective." International Journal of Aging and Human Development 91, no. 4 (May 15, 2020): 395–403. http://dx.doi.org/10.1177/0091415020923112.

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Instructors of lifespan developmental psychology courses are faced with the impossible task of covering the entire lifespan. As such, aging can get neglected. The current paper advocates for approaches that emphasize aging throughout the course. One way to emphasize aging in lifespan courses is to approach the course from an intersectional perspective. Intersectionality advocates for simultaneous consideration of multiply marginalized people. Encouraging intersectional discussions of developmental topics will enrich course discussions and students will develop the habit of critically evaluating the material. Indeed, intersectional perspectives are critical in nature. Simply examining the generalizability of concepts to intersecting subgroups leaves out examination of interlocking systems of oppression and topics of disadvantage and privilege. As such, the current paper provides suggestions for questioning whether developmental concepts and theories are complicit with forces of oppression and domination of older adults.

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12

Heckhausen, Jutta, Carsten Wrosch, and William Fleeson. "Developmental regulation before and after a developmental deadline: The sample case of "biological clock" for childbearing." Psychology and Aging 16, no. 3 (2001): 400–413. http://dx.doi.org/10.1037/0882-7974.16.3.400.

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13

Zanjari, Nasibeh, Maryam Sharifian Sani, Meimanat Hosseini Chavoshi, Hassan Rafiey, and Farahnaz Mohammadi Shahboulaghi. "Perceptions of Successful Ageing Among Iranian Elders." International Journal of Aging and Human Development 83, no. 4 (July 26, 2016): 381–401. http://dx.doi.org/10.1177/0091415016657559.

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14

Carr, Janet. "Patterns of Ageing in 30-35-Year-Olds with Down's Syndrome." Journal of Applied Research in Intellectual Disabilities 16, no. 1 (March 2003): 29–40. http://dx.doi.org/10.1046/j.1468-3148.2003.00129.x.

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15

Wark, Stuart, Rafat Hussain, and Helen Edwards. "The Training Needs of Staff Supporting Individuals Ageing with Intellectual Disability." Journal of Applied Research in Intellectual Disabilities 27, no. 3 (January 17, 2014): 273–88. http://dx.doi.org/10.1111/jar.12087.

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16

Levin, Fedor, Susann Fiedler, and Bernd Weber. "Positivity effect and decision making in ageing." Cognition and Emotion 35, no. 4 (February 16, 2021): 790–804. http://dx.doi.org/10.1080/02699931.2021.1884533.

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17

Lin, Jin-Ding, Chia-Ling Wu, Pei-Ying Lin, Lan-Ping Lin, and Cordia M. Chu. "Early onset ageing and service preparation in people with intellectual disabilities: Institutional managers’ perspective." Research in Developmental Disabilities 32, no. 1 (January 2011): 188–93. http://dx.doi.org/10.1016/j.ridd.2010.09.018.

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18

Morra, Sergio, Gabriella Vigliocco, and Bianca Penello. "M capacity as a lifespan construct: A study of its decrease in ageing subjects." International Journal of Behavioral Development 25, no. 1 (January 2001): 78–87. http://dx.doi.org/10.1080/01650250042000050.

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The performance of 93 ageing subjects (age range, 59-96) was studied in tests that had been proved to measure M capacity in children (Morra, 1994), (i.e. the Backward Digit Span, the Counting Span, and the Mr Cucumber Test). For the sake of comparison, the Forward Digit Span was also administered. Preliminary analyses showed that Backward Digit Span, Counting Span, and Mr Cucumber have a similar rate of decline with age, and are significantly correlated with one another. The goodness of ” t of three different linear structural equation models suggests that, also in the elderly, the scores in these three tests reflect the same latent construct (i.e. M capacity), which in turn is negatively affected by age and positively affected by education. In addition, the variance within each subject of these three scores is usually small. It is concluded that these three tests can also be used as measures of M capacity in ageing subjects.

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19

van der Velde, Mandy E. G., Jan A. Feij, and Hetty van Emmerik. "Change in Work Values and Norms among Dutch Young Adults: Ageing or Societal Trends?" International Journal of Behavioral Development 22, no. 1 (March 1998): 55–76. http://dx.doi.org/10.1080/016502598384513.

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In the present study, data were analysed longitudinally on the basis of lifespan developmental psychology to determine if work values and norms change as a result of ageing/maturation or societal trends (i.e. period effects between two measurement waves). Moreover, data were collected to determine if the younger participants showed more change than the older participants. Participants were three age groups, 18, 22, and 26 years old, respectively, in 1987 ( N 806). The participants completed a questionnaire in 1987 and 1991. Measures of work values and norms included Absolute Work Centrality, Relative Importance of Work, Obligation Work Norm, Emancipation Norm and Spare Time Norm, and Intrinsic, Extrinsic and Social Work Values. Using tests of differences in over time correlation coefficients, paired t-tests and analyses of variance, the results show that work, and especially intrinsic work values become more important by ageing than by societal trends and that younger participants indeed changed more than the older participants. These results underscore the plea of Schulenberg, Vondracek, and Kim (1993) for a combination of a developmental and individual difference perspective of work value change in career theory and practice.

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20

Shane, Jacob, Erika Y. Niwa, and Jutta Heckhausen. "Prosociality across adulthood: A developmental and motivational perspective." Psychology and Aging 36, no. 1 (February 2021): 22–35. http://dx.doi.org/10.1037/pag0000514.

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21

Liebal, Katja, and Daniel B. M. Haun. "The Importance of Comparative Psychology for Developmental Science." International Journal of Developmental Science 6, no. 1-2 (2012): 21–23. http://dx.doi.org/10.3233/dev-2012-11088.

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22

Janicki, Matthew P. "Toward a Rationale Strategy for Promoting Healthy Ageing amongst People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 14, no. 3 (August 2001): 171–74. http://dx.doi.org/10.1046/j.13602322.2001.00076.x.

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23

Minnes, Patricia, Lynn Woodford, and Jennifer Passey. "Mediators of Well-being in Ageing Family Carers of Adults with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 20, no. 6 (November 2007): 539–52. http://dx.doi.org/10.1111/j.1468-3148.2007.00364.x.

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24

Carr, Janet, and Suzanne Collins. "Ageing and Dementia in a Longitudinal Study of a Cohort with Down Syndrome." Journal of Applied Research in Intellectual Disabilities 27, no. 6 (March 29, 2014): 555–63. http://dx.doi.org/10.1111/jar.12093.

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25

Denney, Nancy Wadsworth, and Kathy A. Pearce. "A developmental study of practical problem solving in adults." Psychology and Aging 4, no. 4 (1989): 438–42. http://dx.doi.org/10.1037/0882-7974.4.4.438.

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26

Wark, Stuart, Rafat Hussain, and Helen Edwards. "Assisting individuals ageing with learning disability: support worker perspectives." Tizard Learning Disability Review 20, no. 4 (October 5, 2015): 213–22. http://dx.doi.org/10.1108/tldr-02-2015-0008.

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Purpose – While ageing with an intellectual (learning) disability has been subject to increased research in recent years, there remains little knowledge regarding the daily practice issues that disability workers struggle most to support in this cohort. The purpose of this paper is to gain feedback directly from staff regarding the problems they experience in daily work, and to evaluate whether any changes to legislation or practice could potentially alleviate identified areas of concern. Design/methodology/approach – A Delphi project was conducted over three rounds with participants from rural areas of New South Wales (NSW). The panel was composed of support workers who assist people ageing with a learning disability. Participants were asked their perceptions of the main practice issues facing them while they provide support. Findings – The panel identified 29 issues that were considered problematic in the provision of support to people ageing with a learning disability. A thematic analysis indicated three main themes of access to services; time constraints; and funding. Research limitations/implications – The participants in this study were all disability workers employed by non-government organisations in rural NSW, and as such, many of the issues identified may be specific to this population cohort and geographic setting. Any generalisation of these results to other locations or populations must be considered within these limitations. Originality/value – Identification of the issues facing disability staff may facilitate government, health care providers and disability organisations to proactively plan to address current and future problem areas. The consequent effect of improving practices can assist individuals to receive better support and lead to a corresponding improvement in their quality of life. The current implementation of the National Disability Insurance Scheme in Australia is an ideal opportunity for cross-sectoral collaboration to change practice to facilitate better support for a highly vulnerable group of the community.

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27

Harley, Trevor A., Tracey M. Oliver, Lesley J. Jessiman, and Siobhan B. G. MacAndrew. "Ageing makes us dyslexic." Aphasiology 27, no. 4 (April 2013): 490–505. http://dx.doi.org/10.1080/02687038.2013.775564.

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28

Agnew, Hannah C., Louise H. Phillips, and Karin S. Pilz. "Visual attention, biological motion perception, and healthy ageing." Psychological Research 84, no. 3 (August 7, 2018): 625–42. http://dx.doi.org/10.1007/s00426-018-1068-6.

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29

Spinnler, H., S. Della Sala, R. Bandera, and Alan Baddeley. "Dementia, ageing, and the structure of human memory." Cognitive Neuropsychology 5, no. 2 (March 1988): 193–211. http://dx.doi.org/10.1080/02643298808252933.

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30

Helmes, Edward, and Susan Doble. "Measurement Issues in Ageing, Education and Disability." International Journal of Disability, Development and Education 57, no. 2 (May 26, 2010): 127–29. http://dx.doi.org/10.1080/10349121003750240.

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31

Thornton, James E. "Life-Span Learning: A Developmental Perspective." International Journal of Aging and Human Development 57, no. 1 (July 2003): 55–76. http://dx.doi.org/10.2190/r4ek-u2v5-2c35-28p0.

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The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.

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32

Jones, Constance J., and William Meredith. "Developmental paths of psychological health from early adolescence to later adulthood." Psychology and Aging 15, no. 2 (June 2000): 351–60. http://dx.doi.org/10.1037/0882-7974.15.2.351.

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33

Pruchno, Rachel A. "Enmeshed Lives: Adult Children With Developmental Disabilities and Their Aging Mothers." Psychology and Aging 18, no. 4 (December 2003): 851–57. http://dx.doi.org/10.1037/0882-7974.18.4.851.

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34

Snarey, John, and Lois Lydens. "Worker equality and adult development: The kibbutz as a developmental model." Psychology and Aging 5, no. 1 (1990): 86–93. http://dx.doi.org/10.1037/0882-7974.5.1.86.

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35

Hine, Rochelle. "In the Margins: The Impact of Sexualised Images on the Mental Health of Ageing Women." Sex Roles 65, no. 7-8 (April 15, 2011): 632–46. http://dx.doi.org/10.1007/s11199-011-9978-4.

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36

Lawrence, Rebecca K., Mark Edwards, and Stephanie C. Goodhew. "Changes in the spatial spread of attention with ageing." Acta Psychologica 188 (July 2018): 188–99. http://dx.doi.org/10.1016/j.actpsy.2018.06.009.

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37

Christensen, Helen, and Peter Birrell. "Explicit and implicit memory in dementia and normal ageing." Psychological Research 53, no. 2 (June 1991): 149–61. http://dx.doi.org/10.1007/bf01371823.

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38

Adams, Cynthia. "Qualitative age differences in memory for text: A life-span developmental perspective." Psychology and Aging 6, no. 3 (1991): 323–36. http://dx.doi.org/10.1037/0882-7974.6.3.323.

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39

Blanchard-Fields, Fredda. "Reasoning on social dilemmas varying in emotional saliency: An adult developmental perspective." Psychology and Aging 1, no. 4 (1986): 325–33. http://dx.doi.org/10.1037/0882-7974.1.4.325.

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40

Greve, Werner. "The Importance of Evolutionary Theory for Developmental Science – and Vice Versa: The Case of Developmental Psychology." International Journal of Developmental Science 6, no. 1-2 (2012): 17–19. http://dx.doi.org/10.3233/dev-2012-11085.

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41

Stevens, Martin. "Commentary on “Assisting individuals ageing with learning disability: support worker perspectives”." Tizard Learning Disability Review 20, no. 4 (October 5, 2015): 223–27. http://dx.doi.org/10.1108/tldr-07-2015-0029.

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Purpose – The purpose of this paper is to explore some of the themes identified by Wark et al.’s paper and to highlight commonalities and differences between the Australian and the UK social and health care regimes. It also points to evidence about other implications for policy and practice of the increasing numbers of people growing older who have learning disabilities. Design/methodology/approach – The commentary analyses some policy and practice documents and identifies a range of other research and commentary on this topic. Findings – Wark et al. have identified areas of importance for supporting older people with learning disabilities, particularly access to suitable and acceptable services and the importance of sufficient support worker time. They also identify gaps in the research on people’s needs and service responses. The commentary also highlights other factors for consideration in work with this group of people, particularly the implementation of personalisation policies in social care and integration between health and social care services. Research limitations/implications – There is a need for further research into developing policy and practice for health and social care for older people with learning disabilities. Some of the evidence supports the case for specialist involvement, particularly by nursing professionals. Originality/value – The paper and this commentary highlight the challenges associated with the increasing number of older people with learning disabilities in contemporary debates about the role of the state and professional specialists.

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42

Deary, Ian J. "Two Cheers for the Cognitive Irregulars: Intelligence’s Contributions to Ageing Well and Staying Alive." Journal of Intelligence 9, no. 3 (August 18, 2021): 41. http://dx.doi.org/10.3390/jintelligence9030041.

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Here, intelligence is taken to mean scores from psychometric tests of cognitive functions. This essay describes how cognitive tests offer assessments of brain functioning—an otherwise difficult-to-assess organ—that have proved enduringly useful in the field of health and medicine. The two “consequential world problems” (the phrase used by the inviters of this essay) addressed in this article are (i) the ageing of modern societies (and the resulting increase in the numbers of people with ageing-related cognitive decrements and dementias) and (ii) health inequalities, including mortality. Cognitive tests have an ubiquitous place in both of these topics, i.e., the important fields of cognitive ageing and cognitive epidemiology, respectively. The cognitive tests that have sprouted in these fields are often brief and not mainstream, large psychometric test batteries; I refer to them as ‘irregulars’. These two problems are not separate, because results found with mental/cognitive/intelligence tests have produced a growing understanding that intelligence and health have a reciprocal, life-long relationship. Intelligence tests contribute to the applied research that is trying to help people to stay sharp, stay healthy, and stay alive.

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43

Baxley, DiAnn. "Ageing with a Lifelong Disability - A Guide to Practice, Program and Policy Issues for Human Services Professionals." Journal of Applied Research in Intellectual Disabilities 18, no. 4 (December 2005): 345–46. http://dx.doi.org/10.1111/j.1468-3148.2005.00258.x.

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44

Molenaar, Peter C. M. "Developmental Systems Theory contra Developmental Behavior Genetics Gilbert Gottlieb, in Memoriam." International Journal of Developmental Science 1, no. 2 (2007): 138–44. http://dx.doi.org/10.3233/dev-2007-1206.

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45

Zaal, Rianne J., Annemieke D. M. van der Kaaij, Heleen M. Evenhuis, and Patricia M. L. A. van den Bemt. "Prescription errors in older individuals with an intellectual disability: Prevalence and risk factors in the Healthy Ageing and Intellectual Disability Study." Research in Developmental Disabilities 34, no. 5 (May 2013): 1656–62. http://dx.doi.org/10.1016/j.ridd.2013.02.005.

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46

Adrover-Roig, Daniel, Albert Sesé, Francisco Barceló, and Alfonso Palmer. "A latent variable approach to executive control in healthy ageing." Brain and Cognition 78, no. 3 (April 2012): 284–99. http://dx.doi.org/10.1016/j.bandc.2012.01.005.

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47

Ellis, Shannon R., and Todd G. Morrison. "Stereotypes of Ageing: Messages Promoted by Age-Specific Paper Birthday Cards Available in Canada." International Journal of Aging and Human Development 61, no. 1 (July 2005): 57–73. http://dx.doi.org/10.2190/uluu-un83-8w18-ep70.

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Birthday cards are a ceremonial token that may purposefully or unintentionally transmit stereotypes about the ageing process. In the current study, the authors examined 150 age-specific paper birthday cards sold in retail outlets located in a small metropolitan area. Results suggest that a greater proportion of the cards' textual messages represented ageing in a negative manner (66.7%). Further, the negativity of these written messages did not appear to vary as a function of the intended recipient's chronological age or sex. The findings are compared to those of previous studies conducted in this area. As well, limitations and directions for future research are outlined.

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48

Stonnington, Henry H. "Brain Aging. Molecular Neurobiology, The Ageing Process and Neurodegenerative Disease." Brain Injury 5, no. 4 (January 1991): 425–26. http://dx.doi.org/10.3109/02699059109008116.

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49

Smith, Pamela A. "Ageing, auditory distraction, and grammaticality judgement." Aphasiology 24, no. 11 (April 27, 2010): 1342–53. http://dx.doi.org/10.1080/02687030903490533.

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50

Fruhauf, Christine A., and Nancy A. Orel. "Developmental Issues of Grandchildren Who Provide Care to Grandparents." International Journal of Aging and Human Development 67, no. 3 (October 2008): 209–30. http://dx.doi.org/10.2190/ag.67.3.b.

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This qualitative research examined the perceptions, beliefs, attitudes, and experiences of grandchildren caregivers who ranged in age from 7 to 29 years. Thirty-four caregiving grandchildren participated in face to-face semi-structured interviews lasting approximately 35 to 90 minutes. Interviews were audiotaped and transcribed verbatim. Analysis of the data revealed that caregiving grandchildren: a) experienced a wide range of emotions as providers of care to their grandparents; and b) developed specific coping strategies to deal with the stress of providing care. The intensity, type, and range of emotions experienced and the coping strategies used were a reflection of the developmental issues of the grandchildren. Although grandchildren caregivers experienced similar responsibilities, their developmental level and the context in which care was provided played a role on how they were best able to cope with caregiving responsibilities. Practitioners must consider grandchildren caregivers when developing programs and services for family caregivers.

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