You to make some comments in the following peers, the comments should be a minimum of one short paragraph. Whether you agree or disagree, explain why with supporting evidence and concepts from the readings or a related experience. Include a reference, link, or citation when appropriate.
Question: Cognition
You learned about how one's cognitive functioning changes as one ages. Thinking about memory, Intelligence, problem solving, and moral reasoning, in particular, what factors, besides age, do you think also affects these cognitive functions? Think about such factors as individual, cultural, environmental, socio-economic... factors. Explain and support your suppositions.
Bellow is what my peers wrote based on the above question
Peer-1
I think that individual and environmental factors can affect different types of memory. Procedural memories that are strong in one stage of life because they are used often will probably start to fade if they stop being used. For example, if a person works at a job where they type a lot then their procedural memory for typing will stay strong (Mason, 2011), but should they start a new job that requires no typing then after time their retrieval of those procedural memories will probably get more difficult. I also think that procedural memories can be strengthened again, so that if for example this same person years later started typing again they would probably start to improve again as the retrieval for those procedural memories improved. Semantic memories might be strong when a person is in a school setting and therefore retrieving them on a daily basis, but those memories will probably start to fade once a person is out of a school setting. If they're in a work setting, different semantic memories might then become more easily retrievable (Mason, 2011). I think that semantic memories are more easily lost than procedural memories because they are not generally associated with a specific physical task that can help to trigger them.
According to Sternberg's triarchic theory of intelligence there are three areas of intelligence: analytical, creative and practical (Mason, 2011). Gardner's theory included eight very specific kinds of intelligence, including logical-mathematical, spatial, musical and intrapersonal (Mason, 2011). I believe that different kinds of intelligence are affected by a person's upbringing and their environment as a child. For example, a child who grows up in a financially comfortable environment might be given opportunities that a child from a poorer socio-economic background is not given. If they are given music lessons, art lessons, or private tutoring they may develop creative intelligence or analytical intelligence that is fostered by their lessons and tutoring, whereas a child without those opportunities might have a much more difficult time developing those same levels of intelligence. Another example might be the occupation of a person's parent. If a person is a mathematician they might emphasize that from an early age with their child, fostering that kind of intelligence, or the child of a psychologist might develop strong intrapersonal intelligence. A child might develop a specific kind of sense of humor (which I think involves analytical, creative and practical intelligence) because he is surrounded by funny family members growing up. I also think that these last two examples might include genetic factors as well.
I think that moral reasoning is affected by environmental, societal and cultural factors. For example, as an Orthodox Jew I was taught specific ethical laws and values by my parents from a very young age based on the Torah which were then developed and increased with 13 years of formal Judaic and religious studies. My moral reasoning, therefore, would be different from someone with a different cultural or religious upbringing. From my own personal experience, I do think that the biggest differences in that area might be in the thought process of how a person arrives at a particular moral decision, and not necessarily the decision itself. That also affects whether a person might decide to consult a religious or spiritual leader regarding a dilemma. I think societal norms affect a person's moral reasoning as well. The more something becomes normal and commonplace, the more likely people are to believe it is okay. For example, if underage drinking is common in a society than I think that people will be more likely to believe it's okay or not too harmful, as compared to if they were living in a society where it was seldom done. Laws affect moral reasoning as well. People often use the law to define what is wrong and right, and as laws vary by country the definition of right and wrong will therefore likely vary as well.
Reference: Mason, M.G. (2011). Adulthood and Aging. Boston, MA: Allyn & Bacon
Peer-2
We are all susceptible to memory lapses at any age whether it be a block in our memory or absentmindedness (Mason, 2011). However, as we age our cognitive functions change. Memory deficits are common to all aging adults but memory deterioration varies among them. Common memory deficits as we age are forgetting verbal information, spatial location and episodic memory (Mason, 2011) since our brains have plasticity we can improve these memories with practice and effort by exercising our brains. A healthy diet and good physical health are also strategies for improving memory. The article about brain games was extremely interesting to me as well as the learning about the cognitive exercises that have been proven to improve memory function (Mason, 2011). My grandmother has always been fond of word searches, crossword puzzles and Sudoku. At 86 years old her memory is still quite sharp and I have always wondered if her love of these games has helped her exercise her brain for memory retention.
In the reading this week we learned about how memory declines with age. I also think that socio-economic factors play a role in memory decline. According to Mason, individuals with higher levels of education perform better on memory tasks (Mason, 2011). People living in low socio-economic standing may not have the ability to obtain a higher education due to monetary reasons. Without this education they cannot learn and increase their brains plasticity. They also may be unaware of what tasks improve memory without the proper education. Many people living in a low socio-economic environment may also do routine robotic jobs that are not challenging or stimulating them mentally. Studies also support that those who have a higher rate of intelligence have less off a cognitive decline with age then those that do not (Mason, 2011). People from a more wealthy background may be able to increase their memory skills by learning new tasks. They may then develop multiple levels of intelligence by learning skills such as dance, art or to play an instrument, unfortunately someone from a lower socio-economic environment would not be able to have this enriching opportunity.
I also think that Moral reasoning is affected by cultural factors. We are shaped by our culture and what may be immoral to one culture may be a societal norm in another. One example that I can think about from my life is the consumption of red wine at dinner. Coming from an Italian family there has always been red wine on the table with dinner every evening. Growing up as kids, maybe 11-12 years of age, we were allowed minor sips at dinner and by the age of 15-16 a small glass. One day a friend of my aunts was over the house for dinner and she freaked out when I had some wine. ( I must have been 15 years old at the time). In my family it was no big deal, but she went on and on about how letting children drink is creating alcoholism at a young age. Her moral reasoning was definitely different than those of my family.
References: Mason, M.G. (2011). Adulthood and aging. Boston, MA: Pearson Education, Inc.
PEER-3
One of the biggest factors that affects cognitive decline in aging is education. Studies have shown that people who have attained a higher level of education tended to have lower rates of cognitive decline in general than those who have less academic achievements (Mason, 2011, p. 234). Another factor closely related to education: intelligence level has also been shown to have an effect on cognitive decline. Several studies support the fact that those that have a higher rate of intelligence, also seem to be relatively steady in regards to cognitive function- meaning that their cognitive abilities tend to decline less with age (Mason, 2011, p. 232).
A possible confounding variable related to education and cognitive decline might be the fact that a higher socio-economic status is usually associated with those that achieve higher levels of education. For example, someone who may come from a poorer family may want to pursue a university degree but may not be able to do so based on financial restrictions. In addition to having less access to education, poor diet and a general lack of resources have been shown to produce circumstances which lead to less than optimal aging in general (Mason, 2011, p. 84-85). Another factor which may prevent others from pursuing education is the environment in which someone lives. If a person lives in a less developed country for, example, they are less likely to have access to educational resources.
The idea of optimal aging is also very much based on the habits of the individual (i.e. a person decides to exercise so that they can age with less physical disabiliities). Research has recently showed that one possible way to improve cognitive function is to "train your brain" by engaging in stimulating cognitive activities (Doraiswamy & Agronin, 2009). Research is still ongoing as to what, precisely, these activities might do to help prevent decline. However, it is refreshing to look at age-related cognitive decline through a lens of plasticity and prevention rather than one of fatalism and inevitability.
References:
Doraiswamy, M. & Agronin, M.E. (2009). Brain games: Do they really work? Scientific American.
Mason, M.G. (2011). Adulthood and aging. Boston, MA: Pearson Education, Inc.