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Aging Psych Exam 1
Questions
| Question | Answer |
|---|---|
| Describe changes in the age structure of the United States over the past 100 years. How will the age structure of the U.S. change over the next 50 years? | In 1950, there were more children/ young adults than older adults. Now, there are more people over the age of 50 than 100 years ago. People over age of 65 are the fastest growing age group. Older adults are projected to outnumber children by 2034. |
| How is maximum lifespan defined? How is average life expectancy defined? | Average life expectancy: age at which half of individuals born a certain year will have died Maximum lifespan: max amount a human has lived |
| Be prepared to define the four basic forces in human development and recognize examples of each. | 1 - biological (puberty, menopause, etc) 2 - psychological (learning experiences, thoughts, emotions, overt behaviors) 3 - sociocultural (interpersonal, societal, cultural influences) 4 - life cycle (same event affects people differently) |
| define/ examples of: normative age graded factors (biological, psychological, sociocultural) | Normative age graded factors Biological: puberty, menopause Psychological: middle aged person’s concern with socializing the younger generation Sociocultural: marriage, retiremen |
| define/ examples of: normative history graded factors (biological, psychological, sociocultural) | Normative history graded factors Biological: epidemics, vaccinations Psychological: gender roles, stereotypes, cultural beliefs Sociocultural: economy crash, war, politics |
| define/ examples of: non normative influences (biological, psychological) | Nonnormative influences Biological: infection, injury Psychological: trauma, death of parent, scholarship |
| define and compare differences in stage models (discontinuity) vs. continuous models of development. | Discontinuity: abrupt shifts, change is qualitatively different Continuity: gradual changes, differences are quantitative |
| define primary aging and provide three examples | Primary: normal aging, universal grey hair wrinkles Slower reaction time |
| define secondary aging and provide three examples | Secondary aging: Change associated with disease, abuse, disuse Cancer Diabetes Strokes |
| define tertiary aging and provide three examples | Tertiary aging: rapid losses shortly before death loss of verbal ability Sudden memory loss Sudden personality changes |
| describe the characteristics of cross-sectional research and describe the advantages and limitations for determining aging (or developmental) effects | identifies developmental differences by testing people of different ages at the same time. Advantages: quick/easy Cons: internal validity issues, doesn’t control for cohort effects, differences between groups might reflect time of birth (cohort) effects |
| describe the characteristics of longitudinal research and describe the advantages and limitations for determining aging (or developmental) effects | study same individuals repeatedly at different points in lives pros: allows assessment of individual differences in developmental change Cons: IV issues, history effects, repeat testing could lead to memory/practice effects, selective drop out |
| describe a cohort sequential design and evaluate its advantages and limitations for identifying aging effects. | Combine cross sectional and longitudinal designs Advantages: assess age effects vs cohort effects, interactions between cohort and age Limitations: doesn’t control for time measurement/history effects, time consuming |
| Know the definition of a time of measurement effect? Why should a researcher be concerned with time of measurement effects when trying to identify developmental or aging effects? | an effect that is due to the social and historical influences present at the time a measurement is made. These effects are difficult to separate from age effects in longitudinal designs. |
| describe K. Warner Schaie’s “most efficient design”. Describe how it controls for cohort, time of measurement, and practice/memory effects. Within this design, what is the rationale for adding new participants from each cohort at each measurement point? | Combined 3 sequential designs. Controlled for these effects by adding new participants periodically. |
| Research has documented that aging is associated with an overall decrease in the number of new neurons. Does the level of decrease differ across regions of the brain? If yes, how does it differ? | Yes, structural changes include decreases in the size and number of dendrites, the development of tangles in the fibers that make up the axon, and increases in the deposit of certain proteins. The number of potential connections also declines |
| Be prepared to describe the age-related changes that occur in a) neurons, b) neurotransmitters, and c) brain structures. Can humans compensate for age-related brain changes? | Neurons decline. Changes occur in dopaminergic system (memory). Abnormal processing of serotonin. Thinning and shrinkage of volume and density, declining health of brain’s white matter. |
| Can brain cells regenerate in late life? Describe evidence that supports your answer. | Yes, neurogenesis occurs in the hippocampus, striatum, amygdala, hypothalamus, olfactory bulb, and possibly the cerebral cortex. |
| how does aerobic exercise influence brain changes and cognitive aging? | Aerobic exercise may slow progression of age related neural changes and reduce cognitive impairment. Enhances brain plasticity |
| How does nutrition influence brain changes and cognitive activity? describe biomarker patterns associated with better cognitive functioning and greater brain volume vs. patterns associated with less cognitive functioning and less cerebral brain volume. | Nutrition can improve cognitive functioning and prevent memory impairment. Biomarkers associated with better functioning: high levels of vitamin B, C, D, and E High levels of omega 3-fatty acids Less favorable biomarker: High transfat |
| in grocery stores and on television, there is a trend toward marketing “brain foods” to the general public. What do these foods have in common? | Antioxidants |
| Can exercise actually improve one’s cognitive skills? Cite an example from research to support your answer. | Yes - Erickson and colleagues (2009) discovered aerobic exercise improved older participants ability on spatial memory tasks |
| Describe how age-related brain deterioration may be slowed or even reversed. | Through good nutrition and ample aerobic exercise. |
| Be prepared to describe and recognize examples of metabolic theories of aging. Also, be prepared to describe implications of these theories for extending the maximum life span. | limiting energy expenditure/reducing metabolism will lengthen lifespan. (Insect lifespan can be extended by preventing it from flying) Caloric reduction associated with longer lifespan. Issue: Quality of life on extreme caloric deficit |
| Be prepared to describe and recognize examples of cellular theories of aging. Be prepared to describe implications of these theories for extending the maximum life span. | Limited times a cell can divide. Shorter telomeres associated with shorter lives. Cross-linking: certain proteins in human cells interact randomly and produce molecules that are linked in such a way as to make the body stiffer Free radical cell damage |
| Be prepared to define the Hayflick limit. | Limited number of times a cell can divide. Number of divisions a cell undergoes is associated with the age of the organism from which it originated |
| What are telomeres? What is the hypothesized role of telomeres in: a) cell division, and b) aging? | Telomeres are the tips of chromosomes. Telomerase is needed in DNA to help regulate cell division. In aging, they adjust the cell’s response to stress and growth stimulation. Longer telomeres are associated with longevity. |
| Be prepared to describe how the function of telomeres is related to the Hayflick limit. | Hayflick limit sets an upper bound on the number of cell divisions possible even in the absence of other factors, such as telomere damage. |
| Be prepared to describe how lifestyle and stress impact the length of telomeres and cellular aging. What are the implications of findings regarding the impact of long-term stress on telomere length for understanding healthy aging? | Chronic stress can change telomeres and shorten lifespan. Moderate exercise can prevent shortening of telomeres/slow down the process. |
| Be prepared to define free radical. What is the rationale for ingesting antioxidants in order to slow physical aging? | Free radicals are unstable molecules that cause cell damage. Antioxidants prevent negative effects from free radicals. |
| Describe findings from research on the relationship between restricted caloric intake and longevity. What are the ethical and practical barriers to conducting restricted caloric research with humans? | Intermittent fasting and reduced caloric intake lead to longevity, prevent age related pathologies in organ systems. Barriers: quality of life on restricted diet could be poor, could delay important processes such as puberty. |
| Be prepared to describe primary and secondary age changes that affect the appearance of skin. | Primary: loss of elasticity, leads to wrinkling. Secondary: UV exposure can increase wrinkling, sun damage, even lead to skin cancer |
| What primary aging changes occur within the skeletal system? How can lifestyle affect bone health across the lifespan? | Bone loss begins by the late 30s. The spine compresses over time. Strengthen bones by consuming calcium and Vitamin D, weight-bearing exercise also helps. |
| Be prepared to describe age-associated changes in the reproductive system of men and women. How do these changes affect the sexual functioning of adults in late life? | Women: (peri) menopause (end menstruation, no longer get pregnant) No physiological reason why women can’t continue sexual activity Men: over 70% of older men experience erectile disfunction (treatable). Testosterone and sperm count declines into age. |
| What are the main predictors of sexual activity in late life? | Greatest predictor: sexual activity earlier in life, access to partner |
| Be prepared to describe common age-associated changes in vision. You should also be prepared to describe the specific causes of the vision changes that occur over the lifespan. | Presbyopia “old eyes” hard to see close objects clearly Iris becomes smaller, dim lighting is issue Decrease amount of light passing through the eye (more light needed to read/see) Lens becomes more yellow, causes poor color discrimination |
| Be prepared to describe environmental features that should be incorporated in settings designed for older adults in order to prevent problems associated with changes in vision. | Flat latex paint, avoid glare and highly glossy floors. High contrast between things. |
| Be prepared to define noise induced hearing loss (NIHL). What factors are contributing to the epidemic of NIHL in adolescents and young adults? Why is NIHL considered a secondary aging effect? | Most common occupational disease. Due to loud music through earbuds, concerts. It’s preventable and comes from damaging the ear with loud music repeatedly. |
| What interventions have been developed to prevent problems associated with changes in hearing? | Ear protection devices, safer equipment and practices |
| Be prepared to describe steps that promote communication in persons with hearing loss. | Face them so they can see your face when speaking, make sure lighting is in front of you, turn off background noise, speak louder but don’t shout |
| What age-related sensory changes increase the risk of driving accidents? | Peripheral vision, hearing, reaction time |
| Be prepared to describe age-associated changes in muscle and bone tissue. What specific lifestyle factors can impact muscle and bone health across the lifespan? | Muscle mass and bone mass decrease. Nutrition and exercise can help both. |
| Be prepared to describe home modifications one could make in order to reduce the risk of falls. | Regular exercise program (build up balance), remove tripping hazards, use grab bars and rails, have vision checked, avoid drug interactions that increase dizziness |
| Be prepared to describe age-related changes in taste and smell. Describe evidence that declines in taste and smell might be a secondary aging effect. | Ability to taste sour and bitter changes the most. Being able to differentiate smell slightly changes. Many of these changes tend to be due to disease or medication, making it secondary. |
| Describe age-associated changes in sleep. Is sleep disturbance a normative age-graded factor? Explain your answer. How does the sleep-wake cycle change across the lifespan? | Older adults take longer to fall asleep, spend more time awake, wake up easier. Is normative, but extent could be non normative due to secondary effects such as sleep apnea. Move from 2-phase pattern to multiphase rhythm like an infant. |
| What interventions have been found to improve sleep? What commonly used interventions have been found to be ineffective? | Effective: exercise, reduce caffeine, avoid naps, ensure environment is quiet and dark and good temperature Ineffective: Sleeping pills and daytime naps |
| Recall the Ted Talk titled How to Live to 101. Be prepared to describe the methodology and findings of the “Blue Zone” study. | His team studied the regions where people live the longest. They observed how they lived, socialized, ate, etc. Findings: move naturally, right outlook (purpose, downshift), eat wisely (plant based, 80% rule), connect (loved ones first, belong, tribe) |
Created by:
kc311
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