Effect of age and emotion on reasoning
Blanchard-Fields showed that little difference existed in reasoning ability (probed reasoning) between adolescents and adults when there was an absence of emotional content. However, when the dilemma was emotionally charged, adults showed more cognitive sophistication.
Source: Blanchard-Fields, F. (1986). Reasoning on social dilemmas varying in emotional saliency. Psychology and Aging, 1, 325– 333. Copyright 1986 by the American Psychological Association. Reprinted with permission.
Schaie’s Stage Theory of Cognitive Development Based on his work in the Seattle Longitudental Study, K. Warner Schaie specified an alterna- tive stage model (see Figure 7.6) (Schaie, 1977–78). Rather than changes in the way adults understand information, Schaie used empirical data from thousands of tests to focus on how adults’ use of information changes. Before adulthood, he notes that the main task is acquisi- tion of knowledge, hence the acquisitive stage. We learn and store information to prepare for the future.
© 2016 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Early adulthood is a time of transition, necessarily marked by increased efficiency. In practi- cal terms, a focused field of study replaces a liberal education. There is also a drive toward independence because there is less parental and societal protection from errors in judgment. Adults must be fully competent to use their acquired knowledge. Therefore, the achieving stage begins in the late teens or 20s and is concerned with finding orientations toward goals of independence. These include social goals such as finding a romantic partner and the right career.
The foundation for cognition occurs during acquisition and achieving, but during middle age cognitive function is transformed. It matures into being more organized, integrated, and inter- pretive to meet increasing levels of personal and community demands. During the responsi- ble stage (30s to early 60s) and executive stage (30s to 40s), individuals become involved in community activities and care for the world beyond themselves. Adults care for the needs of their families (responsible) and may become more interested and involved with larger soci- etal and political systems (executive). Not everyone experiences the executive stage (Schaie, Willis, & Caskie, 2004).
The last stage begins in late adulthood. Older people tend to focus on activities that have particular interest. There is a transition from acquiring information to using information to streamlining information. If there is no immediate use for information, it becomes less impor- tant; acquired knowledge that has meaning is integrated into adult tasks. Schaie called this final phase the reintegrative stage.
Figure 7.6: Schaie’s stages of cognitive development
K. Warner Schaie suggested a stage theory of adult thinking that expands Piaget’s model beyond formal operations.
Source: From Schaie, K. W. (1977–78). Toward a stage theory of adult cognitive development. The International Journal of Aging and Human Development, 8(2), 129–138. Copyright © 1978, © SAGE Publications. Reprinted by Permission of SAGE Publications, Inc.