Developmental psychology/Chapter 14 & 15/Information Processing After Age 65

Some brains are different. Some brains mature while some brains don't provide much and are affected by illnesses. What causes this variability? In order to get a good insight into it, we need to process the information-processing approach: input (sensing), memory (storage), control processes (programming), and output. "The fundamental ecological issue for developmentalists is what should be assessed—pure, abstract thinking or practical, contextual thought; depersonalized abilities or everyday actions? Traditional tests of cognition emphasize fluid abilities, but problem solving and emotional sensitivity may be more crucial. Those practical abilities are not measured by traditional cognitive tests."
 * Input - For information to be perceived it has to cross the bridge of the sensory threshold (what is sensed/not sensed). Small sensory losses decrease cognition, but they may not notice it because it's so small (and the brain compensates for the loss in sense/hearing). A decrease in sensory losses usually leads to a decrease in cognition.
 * Memory - After receiving information, that information must be stored and remembered. Explicit memory is harder to retain implicit memory (names vs. movements). Source amnesia is the forgetting about the origins of information. This is an issue because elders may believe whatever information they retained but they forgot about the bias source. Prospective memory, remembering what to do in the future, fades away with age and can possess detrimental effects (forgetting to turn off the stove after cooking dinner). Compensations exist in terms of alarms to remind them of appointments (an example). Vocabulary is still a relevant topic for adults as they can recall newly learned words, such as internet in today's world. But, they may not know what it means. This may be compensated with clues and allowing times. Experience also increases vocabulary as well.
 * Control Processes - Involves the executive functions of the brain, including attention and judgement. The elderly don't usually analyze situations, but they derive their actions from experience. Poor control processes may explain "tip-of-the-tongue" forgetfullness and spelling is poor but pronounciation isn't.
 * Output - This is usually tested by standardized tests testing mental ability. When adults know that they're being tested on memory, "stereotype threat" ensues, where "people are or feel themselves to be at risk of conforming to stereotypes about their social group" when being tested about a certain skill-level. On the other hand, a better test may be the ecological validity, a test of cognition in realistic, every-day tasks. Prospective memory paradox may occur when elders, who feel more motivated for something, may forget that certain thing/action. Unfortunately, even ecological validity is somewhat flawed as it is subjective and not totally objective.

Removing ageism, such as ignoring elders because they may be "confined to their own times", should be removed and all should be given the chance to be heard.