Author Question: Why do some individuals decline intellectually with age much earlier than others? What factors are ... (Read 55 times)

mckennatimberlake · **on:** Jun 22, 2018

Why do some individuals decline intellectually with age much earlier than others? What factors are linked to favorable cognitive development in adulthood?

What will be an ideal response?

Question 2

Helen, age 49, is returning to college. She is concerned that she will not be able to handle the class work and might have trouble juggling her school work and family obligations. Her family, friends, and co-workers want to help. What can they do?

What will be an ideal response?

mrphibs · **Reply #1 on:** Jun 22, 2018

Answer to Question 1

Answer: Some adults, because of illness or unfavorable environments, decline intellectually much earlier than others. And others sustain high functioning, even in fluid abilities, at advanced ages. Adults who use their intellectual skills seem to maintain them longer. In longitudinal research, declines were delayed for people with above-average education; complex, self-directed occupations; and stimulating leisure pursuits that included reading, traveling, attending cultural events, and participating in clubs and professional organizations. People with flexible personalities, lasting marriages (especially to a cognitively high-functioning partner), and absence of cardiovascular and other chronic diseases were also likely to maintain mental abilities well into late adulthood. And being economically well-off was linked to favorable cognitive development, undoubtedly because SES is associated with many of the factors just mentioned. Advances in education, technology, environmental stimulation, and health care account for generational improvements in verbal memory, inductive reasoning, and spatial orientation.

Answer to Question 2

Answer: Social supports for returning students can make the difference between continuing in school and dropping out. Adult students need family members and friends who encourage their educational efforts and enable them to find time for uninterrupted study. Helens family and friends can encourage her to rely on the services that her college offers for returning students. Personal relationships with faculty, peer networks with other nontraditional students, evening and Saturday classes, online courses, and financial aid will increase her chances of academic success. Although nontraditional students rarely require assistance in settling on career goals, they often desire assistance in choosing the most appropriate courses and for small, discussion-based classes that meet their learning and relationship needs. Academic advising and professional internship opportunities are vital. Helens workplace can offer her a flexible work schedule to make it possible for her to coordinate her work, school, and family responsibilities. When support systems are in place, most returning students reap great personal benefits and do well academically. Succeeding at coordinating education, family, and work demands leads to gains in self-efficacy and admiration from family members, friends, and co-workers. Nontraditional students especially value forming new relationships, sharing opinions and experiences, and relating subject matter to their own lives. Their greater ability to integrate knowledge results in an enhanced appreciation of classroom experiences and assignments. And their presence in college classes provides valuable intergenerational contact.