Adult Aging, Cognition, Perception, & Sensation

Adult Aging, Cognition, Perception, & Sensation Presented by Gloria Perry & Debbie Barrineau EPY 8070

Cognition • Rybash, Roodin, & Hoyer ( 1995) define cognition as “ the collection of processes that serves to transform, organize, select, retain, and interpret information” (p. 92).

Perception • The authors define perception to be “the ability to detect structures and events in the environment” (Rybash,Roodin, & Hoyer, 1995, p. 93).

Perception influenced by Skill • For example, radiologists can identify tumors on x- rays that would appear as smudges to the untrained eye. • Perception is therefore our interpretation of sensory information. (Cavanaugh, 1990, p. 139).

Perceptual Changes in Aging • There is a decline in the ability to observe forms that have been embedded in patterns. • Researchers are interested in whether these perceptual changes could be due to experiential or biological causes. • Research shows that there are reduced rates of processing, due to changes in the nervous system.

Sensation • Cavanaugh (1990) defines sensation “as the reception of physical stimulation and its translation into neural impulses” (p. 139).

Absolute Threshold • Our absolute threshold refers to the smallest amount of stimulation required before we could detect that there was a stimulus present (Cavanaugh, 1990, p. 141). • It is difficult to determine age-related changes in the absolute threshold.

Age-Related Changes in Vision and Hearing • Age-related changes in the eye are of two forms: structural and retinal. • Structural changes occur in the 4th decade of life. • Retinal changes occur in the 6th decade of life. (Cavanaugh, 1990, p. 143)

Age-related Changes in Vision • Require higher levels of illumination • Respond with greater sensitivity to glare • Presbyopia • Color Sensitivity • Acuity • Adaptation

Age-Related Changes in Hearing • Presbycusis is a form of age-related hearing loss. • Change is a result of 1) Neural changes 2) Sensory changes 3) Metabolic changes 4) Mechanical changes

Information Processing • Research demonstrates that older adults go through the same types of processing as younger adults, but at a slower rate.

Attention • There are changes in attention, or the energy or capacity to support cognitive processing. (p. 98). • In addition, Rybash, Roodin, & Hoyer (1995) indicate that there are definite changes in “ arousal and alertness, the processes associated with information selection, and the ability to handle multiple sources of information”( p. 98).

Semantic Memory & Episodic Memory • Semantic memory refers to knowledge we have acquired about the world. • Episodic memory refers to the memories we have about events we have experienced in our lives. • For example, older adults may remember how to play a game they learned in childhood, but not remember when or even how they learned the game.

Our Working Memory • Rybash, Roodin, & Hoyer (1995) acknowledge that there are age-related changes in our working memory, which “refers to the processes and structures involved in simultaneously holding information and using that information” (p. 103).

Life-Events Model of Adaptation and Coping • A way to link stress and coping to the identification of life events that heighten hormonal and neurochemical reactions that may lead to illness.

The Cognitive Model of Adaptation & Coping • Emphasis is on the adult’s perception of potentially stressful events in life. While some people see events as a challenge and an opportunity for growth, others may see those same events as a source of tension, anxiety and dread (Cavanaugh, 1990, p. 339).

Transitions in adult life • Periods of change that tend to alternate with periods of stability • Levinson and colleagues refer to this as a person’s “life structure” or “the underlying pattern or design of a person’s life at any given time” (Levinson & Levinson, 1996, p.22) • Salient point – CHANGE is fundamental to adult life

Types of Transitions • Anticipated • Expected to occur in one’s life • Unanticipated • Unexpected and do not have a typical time when they are likely to occur • Nonevent • The ones an individual expects that do not occur • “Sleeper” • Occurs gradually, often unnoticed but eventually culminates in change

Relationship of Life Transitions to Learning and Development • For learning to occur, the experiences need to be: • Discomforting • Disquieting • Puzzling enough to not reject or ignore but to allow reflection • IT IS THEN THAT LEARNING TAKES PLACE!

Cultural and Contextual factors shape learning during transitions • It is the meaning we assign to an event that determines learning potential • Race, gender, socioeconomic status, education, and cultural context contribute to the meaning an individual assigns to an event • Example: consider divorce – • For some it is traumatic and painful whereas for others, in an abusive or non-caring relationship, it is liberating

Learning from a life event begins with attending and reflection • Boud, Keogh, and Walker (1985) define reflection as “those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations” (p. 19) • Outcomes include a new perspective on the experience, a change in behavior, or a commitment to action • Learning in this situation can be additive or developmental

Steps to cope with Transformative or developmental transitions • Accommodate the change • Solve the problem • Neutralize the stress • Actively engage with the event (even though it may be painful to do so) • Skar (2004) equates working through these critical life events to Complexity Theory – “disordered phases to more complex stages of order” that leads to a new self-organization (p. 259)

Characteristics of Developmental Transitions • Usually are sudden and dramatic, unplanned, and unanticipated • Experience is extremely vivid and can be described in great detail • Involve a profound change in the personal architecture of the identity • Experience is positive • Changes are permanent • From a study by White, W.L. (2004) dealing with 7 historical cases of profound change

Other research and interests into adult learning and development: • Kegan (1994) – interest in the structure of adult thinking and how to foster high levels of consciousness • Movement from concrete to abstract and then on to dialectical thinking, the “signature of adult thinking”.

Responding to adults in transition: • Educators sensitive to the fact that 83 % of adult learners are in transition could assist learners in the acquisition of new skills, attitudes,and behaviors that facilitate movement through the transition • Provide knowledge the learner in transition may not have (resources, support groups, etc.) • Provide a safe environment

Adult Aging, Cognition, Perception, & Sensation