EXAM 1 (CHP 1,2,) Flashcards
(20 cards)
Describe/Differentiate between the Four Principles of Aging, + key terms
- Continuity
- Background early in life shapes who you are today
* Lifespan Perspective
a) early phase ( childhood/adolescence)
b) later phase (young adults/middle/old age)
influenced by the early phase
Features:
- Multidirectionality (growths & declines)
- Plasticity - capacity is not set at any age
- historical/cultural context
- multiple causation - (development impacts by many factors) - Individuality
- As people age, the difference between them magnifies
- personality, physical function, life experience, opportunity
E.g., scores on tests in different subjects will vary between different age of people - Growing Old = Survivors
- Growing old means survival
- Are common traits in 90-year-olds due to aging? - Aging does not = Illness
Primary Aging:
- happens for all/disease-free
E.g., muscle loss, hair whitens
Secondary Aging
- disease
- environmentally induced changes
E.g., diabetes, altzhiemers
Teritiary Aging:
- rapid loss; organ systems fail
Distinguish between the different ways age can be classified (e.g. chronological, biological,
psychological & social)
- Chronological Age:
- Actual age
E.g., 65 years old. - Biological Age:
- physical and physiological status, reflecting health
Example: Someone may be 60 chronologically but have the biological age of 50 due to good health. - Psychological Age:
- mental and emotional; cognitive functioning
- personality
E.g., measure processing speed - Social Age:
- related to work/ family roles, age groups described by society
- What’s happening in the world
Example: The typical retirement age in a society or the age at which one is considered “elderly” socially
Differentiate between personal and social forms of aging, including normative age-graded,
normative history graded and non-normative.
Personal Aging:
- an individual’s subjective experience of aging
- changes in health, cognition, and personal identity.
Social Aging:
- effects of a person’s exposure to a changing enviroment
- Blend gives people a unique experience
Types of Normative and Non-Normative Aging:
1. Normative Age-Graded:
- Changes predictably associated with aging
- social clock, when you should do what(e.g., retirement, menopause).
2. Normative History-Graded:
Changes influenced by historical events affecting particular cohorts (e.g., the Great Depression).
3. Non-Normative:
Unexpected or rare events impact one’s life suddenly
(e.g., sudden illness or trauma, or winning the lottery)
Social Factors in Aging, Disability, and Attraction (AD&A)
Higher SES = health outcomes and positive perceptions of aging
Social Support Networks = Strong support networks promote well-being and resilience
Cultural Attitudes and Norms
CH 2 Models in Development
- Programmed Aging Theories (BIOLOGICAL)
- ageing & death are encoded in our genes
- genetic timing mechanism that triggers a decline in body function
E.g., every species has a life span; like humans, MAX: 122
E.g., cell sensnecene
- irreversible change if cells grow or divide
How Telomeres Impact Aging through the Process of Cell Senescence
- senescence calls change the excretion of # of proteins:
- thickening artery walls, skin changes
- RESULTS in Telomere (end of chromosomes; protective covering) shortening
- with each division of cells, telomere gets shorter, entering senescence
Benefits of Senescence & impact of mutations
- Mutations can lead to premature shortening and permanent shortening
- tumour suppression and repair wounds/ heal
- Metabolic Theories (BIOLOGICAL)
- An organization have an infinite amount of energy to expend over a lifetime
- Metabolism is related to longevity
a) catabolism; break down food into smaller pieces
b) anabolism; synthesis; production of compounds - cannot restrict calories by 40%
Caloric Restriction Studies; Human & Animals (findings)
RATS:
- if restrict calories they can live longer
HUMANS:
- cannot restrict calories by 40%
- If you restrict calories, people may live longer due to less breakdown
- Identity Process Theory (Psychological)
- Identity continues to change in adulthood
- a set of schemas; how we think of ourselves
1. We like to see ourselves in a positive light
- THRESHOLD Experience
- (change; white hair) - Identity Assimilation
- may or may not change the way we see ourselves
- denial of healthy/or unhealthy
& - Identity Accommodation
- changes themselves
E.g., admits they need a driver
- needs a balance of both
Threshold Experiences
- Some cases of signs of ageing matter more than others
- appearance; is important
E.g., wrinkles matter more to models than to academics, to professors
- Selective Optimization with a Compensation model (Psychological)
- Identify which strategy is used
- As we age, gains decrease while losses increase
- adults preserve/maximize things they find most important and reduce effort to things of less importance
- conscious decisions on how to spend time
SOC Model
1. Selection:
Elective vs Loss-Based (Aging)
Elective-based:
- “School is the most important.”, function doesn’t change
Loss:
- aging, has to pick
- Optimization
- allocation/refinement
E.g., reserving energy to do what you want to prioritize - Compensation
- Change the way she socializes
- calling vs talking in real life
Bronfenbrenner’s model, Life Course Perspective, Continuity Theory, Activity Theory and Disengagement Theory (SOCIOCULTURAL THEORIES)…
- Disengagement Theory (First Generation)
- Adjustment to old age by voluntary withdrawal from activities
- mutually beneficial for society old person
- normative, universal, & inevitable
CRITICISM:
1. not necessarily voluntary, inevitable, or universal
E.g., if the workplace asks you to leave
2. Research is not focused on society
3. not falsifiable
4. The concept of disengagement is broad
5. ignores the thoughts and feelings of the individual
6. * justification for ageism * (IMPORTANT)
- Activity Theory (First Generation)
- Aging brings a decrease in life satisfaction
- retiring; replace with another
- social & psychological needs still need to be met
- find new activities to be happy
CRITICISM:
1. Role/activities carry different meanings for individuals
2. Needs don’t remain constant
3. Presumes people have control of their situation
4. can’t measure activity
- Continuity Theory (2nd Generation)
- People make adaptive choices to maintain internal & external ties to the past
E.g., still read, but not teach
too little: people are uncomfortable (have to move)
too much: nothing changes
*Optimal: everything else stays stable; change 1 thing
CRITICISM:
- ignores chronic illness (sickness)
- ignores social structures (having no choice)
- Life Course Perspective (2nd Generation)
- Development occurs with what happens to you and at what age
- at transitions between life events & social roles
- Individuals control their life course
Measures:
1. Lifetime: (how old)
2. Historical time (what’s happening in the world)
3. Social time ( are you on time)
- Bronfenbrenner’s model (2nd Generation)
- micro system (co-workers, family)
- Mesco-system - between micro & exo
- exo-system (school)
- macro-system (culture, politics)
- chrono-system (wars, covid)
