Psychology of Aging

Janet Davidson

A ssociate Professor

Office: 240 Bio-Psych Building

(503) 768-7649

email: davidson@lclark.edu

Office Hours (Autumn 2002):

M-W-F 11:30-12:30

Tue 9-10:30

Thur 3:30-5:00

I have discovered that there is a crucial difference between society's image of old people and "us" as we know and feel ourselves to be. There are truly fearful realities reflected - and imposed - by that image. To break through that image, we must first understand why, how, and by whom it is perpetrated. We must also glimpse some new possibilities and new directions, both as individuals and as a society, that belie that image. I have found the answers to many of the questions that motivated my quest to distinguish the truth from the lies, the realities from the myths, about age. I have also found that there are choices we make along the journey we all, sooner or later, must take that truly open surprising new possibilities.

--- Betty Friedan

The Fountain of Aging, 1993

 

 

COURSE DESCRIPTION. Adulthood is the longest segment of the human life cycle. This course is a survey of the physiological, cognitive, and social development that occurs throughout adulthood. You will gain a broad background in the field of aging, including methodological issues, research findings, and theories. Consequences of these empirical findings and theories for individuals within different societies are also covered. There are three segments to the course: (1) Foundations and Physiological Changes, (2) Psychological and Social Dimensions, and (3) Special Issues Related to Aging. Basic and applied research will be presented for each segment. You will be expected to read a considerable amount in preparation for each class, participate in class discussions, and critically evaluate the research and theories.

COURSE OBJECTIVES. The goals of this course are to (a) provide you with a broad overview of current issues in adult development and (b) teach you how to evaluate information on adult development and the effects of aging. Because adult development is a growing field that rapidly accumulates new knowledge, some of what I teach you will be out of date in a few years. Therefore, my overarching objective is for you to acquire necessary background and skills so that you will always be able to evaluate empirical, practical, and theoretical information on adult development and aging. By the end of the term, you should be able to:

• Identify physiological, psychological, and social characteristics of aging.

• Think scientifically about issues related to lifespan development and understand the research methods used for examining adult development.

• Demonstrate awareness of the complex nature of adulthood, including the genetic and environmental factors that influence adult development and aging.

• Evaluate empirical research, theories, practical programs and policies related to adult development and aging.

 

READING MATERIAL. There will be at least 2-3 hours of reading and preparation for every hour we spend in class. The reading listed for a given topic should be done prior to each class. The required text, written by two of the leading researchers in the field, is a general review of adult development and aging: Schulz, R., & Salthouse, T. (1999). Adult Development and Aging: Myths and Emerging Realities. Prentice Hall.

Additional required reading will be given to you in a course packet or put on reserve at the library. You are responsible for all of the information in the assigned readings, even if the material is not covered in the lectures and class discussions.

ASSIGNMENTS AND GRADING. Grades will be based on three exams, one paper, quizzes/assignments, and a group project.

Exams: There will be three in-class exams. Each one consists of short essays and multiple choice questions that cover material from both the lectures and the readings. Each exam counts as 20% of your grade. The exams focus on conceptual and applied understanding of the material, rather than on the rote memorization of facts; they are unforgiving to anyone who is unprepared. Exams will be returned within one week after they are taken.

Paper: You are required to complete a written assignment that will count as 20% of your grade. The paper will be due in class on April 14. In fairness to individuals who turn their papers in on time, late papers will lose 5 points for each overdue day. (No papers will be accepted after April 20.) You may choose one of four options:

Option 1: Interview Report. In the first part of this assignment, interview at least two adults about the physical, cognitive, personality and social changes they have noticed over time. One of your interviews should be with an individual 65 years of age or older . The other should be with an individual either in the 20-30 age group or the 35-55 age group. Sample interview questions will be provided in class. In the second part of this assignment, write a 8-10 page paper in which you summarize your findings and compare them with the information provided in our lectures and readings.

Option 2: Research Proposal. Design an experiment to test some aspect of adult development and present your research proposal in a 8-10 page paper. This option involves using APA format to (a) discuss existing research on your topic, present your hypothesis, and describe how your experiment would extend previous work; (b) describe your methodology (how you would select subjects, what materials and procedures you would use); (c) describe how you would analyze your results and what you think you would find; and (d) discuss the implications of your expected results and the potential weaknesses of your experiment.

Option 3: Cognitive Training Program. Design an educational program aimed at fostering the cognitive abilities of adults who are 65 years of age or older. This option involves developing a lesson plan, course materials, and instructors' guidelines for a specific area of cognitive functioning. For example, you might develop a memory training program, a workshop on how to use computers, or a course aimed at improving spatial ability. Present your educational program in a 8-10 page paper that describes (a) the rationale behind your program, (b) your pedagogical procedures, and (c) how your program is similar to and different from the existing programs covered in our lectures and readings.

Option 4: Case Study of King Lear. Write a 8-10 page paper analyzing Shakespeare's character King Lear in terms of the theories and empirical data covered in this course. Does King Lear fit normative patterns of physical, cognitive, personality and social development? Does he have Alzheimer's disease? How have his family and friends influenced his aging process? Which theories of adult development, if any, best explain King Lear's behavior?

Reading quizzes and assignments. In order to (a) ensure that the assigned reading is done prior to each class and (b) foster critical discussion during class, I will frequently give you brief essay questions at the beginning of class or prior to a class. These questions will be based on the assigned reading and will require approximately 5-10 minutes to complete. These quizzes and assignments will count as 10% of your grade.

Group Project. You will work in small groups to redesign the Lewis & Clark campus to accommodate an older population. You may either redesign the entire campus or focus in-depth on one specific area, such as the dining hall or gym. Your renovations should be based on the physical, cognitive, and social abilities and needs of older adults. Group projects will be presented in class during the eighth week of the term and you will be asked to provide a written outline of your presentation, including references. The group project will count as 10% of your grade. Details will be provided during the third week of class.

Grading Scale. The following scale will be used to determine your grade on the exams, paper, and your final grade (which is a weighted average of your other grades). Class participation will influence borderline grades.

A 92-100 B + 87-89 C + 77-79 D + 67-69

A - 90-91 B 82-86 C 72-76 D 62-66

B - 80-81 C - 70-71 F 0-61

MAKE-UP EXAMS AND PAPERS. Make-up exams and paper extensions will be given only under extenuating circumstances and arrangements should be made in advance. In agreement with campus policy, the final exam will be given only on the scheduled date.

POLICY ON ACADEMIC HONESTY. Academic integrity is an essential part of learning. Plagiarism, cheating, or the deliberate misrepresentation of information will result in a failing grade in this course. If you have any questions or concerns about academic honesty, please come see me or refer to your copy of Academic Integrity Policy and Procedures.

OFFICE HOURS. I hope you will visit me in my office throughout the term, especially if you would like assistance in understanding the course material. I would like to talk with you at length and have the opportunity to get to know you better. No appointment is necessary to see me during my office hours; simply stop by room 239 of the Bio-Psych building. If you would like to make appointments for other times, please call me at x7648 or make arrangements after class.

CRITICAL DATES:

2/04 Exam 1

2/28-3/03 Group Presentations

3/15 Exam 2

4/14 Paper Due

4/22 Exam 3 (8:30-11:30 a.m.)

Note: Exam 3 is on Saturday, April 22 from 8:30-11:30

COURSE SCHEDULE (Subject to modification)

   
     

WEEK

DATE

TOPIC & READING

     

Foundations and Physiological Changes

   
     

1

1/10

What does it mean to age?

     
 

1/12

Factors influencing adult development

   

Adult Development and Aging, Chapter 1

     
   

Barer, B.M. (1994). Men and women aging differently. International Journal of Aging and Human Development, 38, 29-40. (Handout)

     
 

1/14

Theoretical considerations in life-span psychology

   

Baltes, B.P. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 3, 611-626. (In Course Packet)

     

2

1/17

Methodological issues in life-span research

   

Adult Development and Aging, Chapter 3

     
 

1/19

Methodological designs in life-span research

   

Schaie, K.W. (1994) The course of adult intellectual development. American Psychologist, 304-313. (In Course Packet)

     
 

1/21

How the body ages: Basic changes (Part 1)

   

Adult Development and Aging, Pages 43-64

     

3

1/24

How the body ages: Basic changes (Part 2)

   

Adult Development and Aging, Pages 64-79

     
   

Adler, N.E., Boyce, T., Chesney, M.A., Cohen, S., Folkman, S., Kahn, R.L., & Syme, S.L. (1994). Socioeconomic status and health. The challenge of the gradient. American Psychologist, 49, 15-24. (In Course Packet.)

     
 

1/26

Age-related changes in vision

   

Adult Development and Aging, pages 80-91

     
 

1/28

Audition and other sensory changes

   

Adult Development and Aging, pages 91-107

     

4

1/31

Memory

   

Adult Development and Aging, Chapter 5

     
 

2/02

More on memory

   

Shimamura et al. (1995). Memory and cognitive abilities in university professors. Psychological Science, 6, 271-277. (In Course Packet)

     
   

Hasher, L., Quig, M.B., & May, C.P.(1997). Inhibitory control over no-longer-relevant information: Adult age differences. Memory & Cognition, 25 (3), 286-295.

     
 

2/04

Exam 1

     

Psychological and Social Dimensions

   
     

5

2/07

Intellectual changes

   

Adult Development and Aging, Chapter 6

     
 

2/09

Intelligence and problem solving

   

The princess grows up: A satiric airy tale about intellectual development. In R.J. Sternberg& C.A. Berg (Eds.), Intellectual Development (pp. 381-394).Cambridge University Press. (In Course Packet)

     
   

Strough, J., Berg, C.A., & Sansone, C. (1996). Goals for solving everyday problems across the life span: Age and gender differences in the salience of interpersonal concerns. Developmental Psychology, 32, 1106-1115. (In Course Packet)

     
 

2/11

Wisdom and postformal thought

   

Labouvie-Vief, G. (1992). A neo-Piagetian perspective on adult cognitive development. In R.J. Sternberg & C.A. Berg (Eds.), Intellectual Development (pp. 197-228). Cambridge University Press. (In Course Packet)

     
     

6

2/14

Age and expertise

   

Bosman, E.A., & Charness, N. (1996). Age differences in skilled performance and skill acquisition. In T. Hess & F. Blanchard-Fields (Eds.) Perspectives on cognitive change in adulthood and aging (pp. 428-453). New York: McGraw-Hill. (On reserve.)

     
 

2/16

Fostering cognitive development in adulthood

   

Schaie, K.W. & Willis, S.L. (1986). Can decline in adult intellectual functioning be reversed? Developmental Psychology, 22, 223-232. (In course packet)

     
   

Baltes, P.B. & Kliegl, R. (1992). Further testing of limits of cognitive plasticity: Negative age differences in a mnemonic skill are robust. Developmental Psychology, 28, 121-125. (In Course Packet)

     
 

2/18

Stage theories of adult personality

   

Adult Development and Aging, Pages 160-169

     

7

2/21

Trait theories of adult personality

   

Adult Development and Aging, Pages 169-189

     
 

2/23

Friendships and partnerships in adulthood

   

Adult Development and Aging, Pages 190-191

     
 

2/25

Sexuality and aging

   

Adult Development and Aging, Pages 209-218

     
   

Gibson, H.B. (1996). Sexual functioning in later life. In R.T. Woods (Ed.), Handbook of the Clinical Psychology of Aging (pp. 141-157). New York: John Wiley & Sons, (In Course Packet)

     

8

2/28-3/03

Group Presentations of Campus Designs

     

9

3/6

Theories of adult relationships

   

Development and Aging, Pages 218-235

     
   

Carstensen, L.L., & Charles, S.T. (1998). Emotion in the second half of life. Current Directions in Psychological Science, October, 144-149. (In course packet)

     
 

3/08

Occupational development

   

Adult Development and Aging, Pages 236-250

     
 

3/10

Retirement

   

Adult Development and Aging, Pages 250-261

     
   

Bosse, R., Spiro, A, & Kressin, N.R. (1996). The psychology of retirement. In R.T. Woods (Ed.), Handbook of the Clinical Psychology of Ageing (pp. 141-157). New York: John Wiley & Sons. (In Course Packet)

     

10

3/13

The economics of retirement: Special guest

   

Adult Development and Aging, Pages 261-269

     
 

3/15

Exam 2

     
   

Special Issues Related to Aging

     
 

3/17

The effects of stress

   

Adult Development and Aging, Pages 270-289

     

11

3/20-3/24

Spring Break!

     

12

3/27

Coping with stress

   

Adult Development and Aging, Pages 289-295

     
   

Heckhausen, J. & Schulz, R. (1995). A life-span theory of control. Psychological Review, 102, 284-304.

     
 

3/29

The role of meaning systems

   

Jones, S.L. (1994). A constructive relationship for religion with the science and the profession of psychology. American Psychologist, 49, 184-189. (On reserve)

     
 

3/31

Diagnosing adult psychopathology

   

Adult Development and Aging, Pages 296-308

     
   

Kaye, J.A. (1998). Diagnostic challenges in dementia. Neurology, 51, S45-S52.

     

13

4/03

Alzheimer's Disease (Part 1)

   

Adult Development and Aging, Pages 308-314

     
 

4/05

Alzheimer's disease (Part 2): Dr. Jeri Janowski from OHSU Reading to be announced

     
 

4/07

Depression and Anxiety

   

Adult Development and Aging, Pages 314-326

     

14

4/10

Living environments of the elderly

   

Smyer, M.A., & Allen-Burge, R. (1999). Older adults' decision-making capacity: Institutional settings and individual choices. In J.C. Cavanaugh & S.K. Whitbourne (Eds.), Gerontology. An interdisciplinary approach (pp.391-413). New York: Oxford University Press. (In Course Packet)

     
 

4/12

Preparing for death: Dr. William G. Cole from U.W.Material on advanced directives will be provided

     
 

4/14

How we die

   

Adult Development and Aging, Pages 327-346

     
   

PAPER DUE

     

15

4/17

The grieving process

   

Adult Development and Aging, Pages 346-357

     
   

Leming, M.R., & Dickinson, G.E. (1994). The Grieving process. Excerpt from Understanding Dying, death, and bereavement, Third Edition (pp. 495-506). (In Course Packet)

     
 

4/19

The future of aging

   

Binstock, R.H. (1999). Public Policy Issues. In J.C. Cavanaugh & S.K. Whitbourne (Eds.), Gerontology. An interdisciplinary approach (pp. 414-447). New York: Oxford University Press. (In Course Packet)

     
 

4/22

Final Exam 8:30-11:30 a.m.

Week

Monday

Wednesday

Friday

1

1/10 Getting Started

1/12

1/14

2

1/17

1/19

1/21

3

1/24

1/26

1/28

4

1/31

2/2

2/4 EXAM 1

5

2/7

2/9

2/11

6

2/14

2/16

2/18

7

2/21

2/23

2/25

8

2/28

Group Presentations

3/1

Group Presentations

3/3

Group Presentations

9

3/6

3/8

3/10

10

3/13

3/15 EXAM 2

3/17

11

 

Spring Break

 

12

3/27

3/29

3/31

13

4/3

4/5

4/7

14

4/10

4/12

4/14 PAPER DUE

15

4/17

4/19 LAST CLASS