University Conjoint 411: Psychology of Aging

Introduction

Psychology of Aging examines age-related changes, both normal and pathological, that people experience in their learning, memory, and intellectual skills, their personalities, their social relationships, and their interaction with the physical environment. Research evidence for change as well as stability in multiple psychological domains will be examined in the context of changing paradigms of aging. You'll learn to distinguish between changes that occur with normal adult development (otherwise known as primary aging) and those that might occur secondary to systemic disease and mental disorders (secondary aging).

We will take a critical approach to the literature on psychological aging. We will also look at which research methods are most appropriate for understanding psychological processes with aging, and why these methods are not always employed by researchers in this field.

As you read the textbook and watch the videos, you will develop a better, more realistic understanding of the psychological processes of aging. You will be able to distinguish stereotypes from reality regarding cognitive, personality, interpersonal, and environmental functioning with aging. You will also learn to recognize risk factors and symptoms of the major psychiatric disorders of aging, especially depression and dementia. Be sure to complete the exercises described for each lesson, even if specific exercises for some of the lessons are not to be turned in.

UCONJ 411 is part of the five core courses in aging, which include UCONJ 440 (Biological Aspects of Aging), UCONJ 412 (The Family in Later Life), and UCONJ 442 (Social and Cultural Aspects of Aging), and UCONJ 413 (Current Issues in Aging). Jointly sponsored by the Institute on Aging and UW Educational Outreach in distance learning format, these courses are designed to provide students with a basic grounding in the processes of aging.

Prerequisites

This course assumes that you have some background in psychology, biology, or physiology. In order to understand how aging may result in changes in memory, learning, and personality, for example, you must understand what these basic processes are, and how they develop in our earlier years. For this reason, an introductory course in psychology, biology, or physiology is required. If it has been a long time since you took one of these courses, or if you feel the need to brush up your knowledge, read an introductory textbook in psychology, biology, or physiology as background.

About the Online Environment

Your online course offers several advantages to the traditional classroom, including the comprehensive Online Student Handbook, the ability to communicate electronically with students and with your instructor, and links to a rich array of online resources.

Online Student Handbook

This handbook answers questions about your online learning course, such as how to purchase your text, schedule an exam, obtain a transcript, and get technical help if you need it. The handbook also provides additional resources, such as how to order books or journals from the library and how to study for an online course.

Communication with Your Instructor and Student Peers

• Online Discussion Forums, designed by the University of Washington award winning Catalyst team, allow you to communicate with other currently enrolled students and with your instructor. We encourage you to use the discussion forum to exchange ideas, resources, and comments about your course work with other students in this course. This unstructured forum is monitored by your instructor.
• You can use e-mail to ask me a question or preferably post your question on the discussion forum. I will reply to all discussion forum questions on the forum, and to e-mail questions via e-mail.

Online Resources

As an online student, you have access to a wealth of Web resources compiled to provide fast, easy access to information that supports your online learning experience. Organized by subjects, Online Resources link you to sites with help for writing and research, study skills, language learning, and library reference materials. All links have been assessed for credibility and reliability, and they are regularly monitored to ensure their usability.

Course Objectives

After completing this course, you will be able to

• identify primary (normal) age-related changes in cognitive functions, personality, and interpersonal relationships;
• distinguish primary from secondary aging in cognition and personality;
• explain the impact of normal, age-related physiological changes on the older person's psychosocial functioning;
• evaluate new developments in diagnosing and treating depression and dementia in older adults;
• describe how formal and informal support services and the physical environment enhance or suppress the psychological well-being of older persons;
• explain how societal and individual behavior changes will influence future cohorts of older adults;
• analyze an older person's competence vis-a-vis environmental press;
• apply the concept of "successful aging" to your own life, and work to achieve successful aging when you reach age 65 and beyond.
• explain psychological processes involved in dying and grieving.

About the Textbook

Adult Development and Aging (5th ed.), by John C. Cavanaugh and Fredda Blanchard-Fields covers a wider age range than we will address in this course. Their focus is on adult development in general; we will address development in the "third age," age 65 and beyond. Nevertheless, the research cited and concepts discussed in this book regarding psychological development in middle age provide a useful background to the changes associated with aging. It is one of the most current textbooks in the area of psychological processes in aging; this is important, since so much research is emerging in gerontology that our understanding of what is "normal" as opposed to "pathological" in aging is expanding exponentially. While there are many references to research conducted before 1990, in many cases these studies are still valid today.

One cautionary note: every textbook author has a certain style and areas of emphasis. This one tends to cover more specifics in the areas of cognition than others. While we will examine the key concepts in cognition and other topics, you should not focus on detailed descriptions or worry about each research finding described. In each chapter, focus on key findings and concepts. The "Key Terms" lists and "Study Questions" in these online course materials will guide you to the most important information in each chapter. Each lesson will also guide your reading.

Course Overview

Following the lessons in sequential order will help you understand each aspect of psychological development in aging as it affects the others. We start with the demographic and cultural framework for aging: who are the elderly, and what are some important changes we will see in future cohorts? Second, we address changes, both primary and secondary, that occur at the individual level. These include cognitive, personality, mental health, and sexual functioning. Third, we move to the influence of these individual changes on the older person's interpersonal and environmental interactions.

You should have a firm understanding of each of these processes before moving on to the next lesson. Make sure you have grasped the key terms and concepts presented in each lesson before you proceed to the next topic. Completing each reading, exercise, study question, and written assignment will help you do this. You will have a total of three written assignments to turn in, five exercises that will not be turned in, and a final exam for this course.

About Course Activities

Besides the lessons and assignments, which are detailed in their own sections, this course is comprised of several videos and self-study questions and exercises.

About the Videos

You will view six videos from the Annenberg/Corporation for Public Broadcasting series Growing Old in a New Age: "Myths and Realities of Aging"; "Learning, Memory, and Speed of Behavior"; "Intellect, Personality, and Mental Health"; "Love, Intimacy, and Sexuality"; "Family and Intergenerational Relationships"; and "Dying, Death and Bereavement." You have two options for viewing these videos. The videos can be viewed online at the Annenberg/CPB Web site. You will be required to register at the site, but registration is free. For more information on viewing the videos on the Anneberg/CPB Web site, including technical requirements, go to http://learner.org/view_programs/view.programs.html. You can also rent the videos from UWEO. See the Video Rental information in the Student Handbook for details.

These videos will enhance your understanding of the material for each lesson. Many older people and experts are presented in the videos; they bring to life the concepts discussed in the lessons and readings. The elders present real-world examples of what it means to grow old in the domains addressed in the videos. In addition, the experts give more detail on many of the concepts presented in your readings, because in some cases they are discussing their own research.

The videos will also help you complete your exercises and assignments and succeed on the final exam. As you watch the videos, highlight the key points raised by experts and illustrated by elders in the video.

Self-Study Questions and Exercises

The self-study questions and exercises at the end of each chapter are designed to summarize the key issues raised in that lesson and reading. They are not turned in for grading.

The best way to use the study questions is to scribble some answers and thoughts in a notebook or journal that you keep throughout the course. This will give you a chance to review earlier lessons and expand your thoughts on those lessons as you gain more insights into the topic. This cumulative journal will also help you keep track of key terms and concepts in preparation for the final exam. You need not turn in this journal at the end of your course.

The exercises will help you test your knowledge of the content of that lesson, as you will be integrating your learning and putting into practice the key terms and concepts introduced in the lessons. I highly recommend that you write your answers and thoughts for these exercises in your notebook or journal. These exercises will give you extremely beneficial practice for the final exam and are for your own benefit. Again, you need not turn in this journal at the end of your course.

About the Lessons

The online course materials will help you organize your reading. Read the lesson in the online course materials first, then the textbook chapter assigned for each lesson. If you can answer the study questions and correctly use the key terms presented throughout the online course materials, you have understood the main points of that lesson. You will also hear many of these concepts used in the videos, but the videos should be viewed at the end of each lesson, after you have read the lesson and textbook chapter for that lesson.

Gerontology is a field enriched by one's experiences with older adults. If you have had such interactions at work or in your family, keep these people in mind as you read the lessons and textbook and watch the videos. Ask yourself: "How do the characteristics portrayed in these course materials illustrate the types of older people I have met, worked with, or loved in my life?"

Lesson One: Demographics—Myths and Stereotypes of Aging

• Read the required Cavanaugh material.
• Search the U.S. Census Bureau Web site for the latest census data on older population in the U.S.
• Video: "Myths and Realities of Aging"

Lesson Two: Research Methods in Aging

• Read the required Cavanaugh material.
• If you have not taken a course on biological changes with aging, read Cavanaugh, chapters 2 and 3 as background for this and subsequent lessons
• Lesson Two Assignment: Compare the research methods used in two articles

Lesson Three: Information Processing and Memory Changes with Aging

• Read the required Cavanaugh material.
• Video: "Learning, Memory, and Speed of Behavior"
• Self-study Exercise

Lesson Four: Intelligence and Aging

• Read the required Cavanaugh material.
• Video: "Intellect, Personality, and Mental Health" (review only sections on intellect)
• Lesson Four Assignment: Design a course on cognitive retraining for healthy older adults

Lesson Five: Personality in Aging; Optimal/Successful Aging; P-E Congruence

• Read the required Cavanaugh material.
• Video: "Intellect, Personality, and Mental Health" (review only sections on personality)

Lesson Six: Mental Health in Aging

• Read the required Cavanaugh material.
• Video: "Intellect, Personality, and Mental Health" (review only sections on mental health)
• Lesson Six Assignment: Interview an older adult who has achieved optimal aging

Lesson Seven: Relationships with Family and Friends; Sexuality in Old Age

• Read the required Cavanaugh material.
• Video: "Love, Intimacy, and Sexuality"
• Video: "Family and Intergenerational Relationships"
• Self-study Exercise

Lesson Eight: Living Arrangements; Trends in Long-term Care

• Read the required Cavanaugh material.
• Self-study Exercise

Lesson Nine: Dying and Bereavement

• Read the required Cavanaugh material.
• Video: "Dying, death and bereavement"
• Self-study Exercise

Lesson Ten: Chapter 14 and Preparing for the Final Examination

• Read Cavanaugh, chapter 14.
• Review your notes from each chapter and the syllabus

About the Assignments

You will be asked to complete three assignments that will ask you to apply what you learn in the lessons, videos, and readings. These assignments appear in Lessons Two, Four, and Six.

You'll complete the first written assignment after Lesson Two, after reading the section in chapter 1 on research methods in the psychology of aging, then reviewing the two 2005 research publications selected for your analysis. You will be asked to compare the research methods used in these two articles, and the extent to which each follows the principles laid out in chapter 1. This assignment is worth 20 points.

Your second written assignment will be completed after Lesson Four. You will test your creativity and ability to integrate your understanding of age-related changes in intelligence, learning, and memory by designing a course on cognitive retraining for healthy older adults. This assignment is worth 25 points.

Your third written assignment will be completed after Lesson Six. It will be an opportunity to interview an older person whom you consider to have achieved "optimal aging." You will need to understand the elements of optimal or successful aging, and how the elder whom you interview fits this definition. Your written summary of the interview and integration of your findings with the concept of optimal or successful aging is worth 25 points.

Your paper will be returned with a grade and comments from your instructor. In some cases, if your paper needs extensive revision to obtain a good grade, your instructor may contact you. Grading will be based on your ability to demonstrate that you have learned the concepts that are the focus of that assignment, your ability to present your ideas in a clear, succinct manner, your use of references from the textbook, and your ability to avoid misspellings and grammatical errors. See Criteria for Grading Assignment Papers below.

Obviously, you will spend as much time on each assignment as the assignment requires. However, you should review these assignments now, and start to budget your time so you can complete the course in the three-month timeframe. For example, for Assignment 3, start thinking of an ideal older person to interview.

Guidelines for Written Assignments

Format

• Use one-inch margins on all sides of your paper.
• Double-space throughout.
• Limit the number of pages to the number specified for each assignment.
• Footnote references at the bottom of the page on which they appear (or use endnotes at the end of your paper, and cite them throughout as "According to Jones [1995], aging is associated with. . .").
• Please wait to receive each assignment back from me before you send your next paper. Obtaining feedback regarding your content and style will help you avoid repeating any potential problems in writing and communication style.

Criteria for Grading Assignment Papers

1. Use of literature and other content from readings, lesson, and video (60%)
   • Integration and application of concepts learned in course
   • Appropriateness of literature cited
   • Creativity
2. Organization (30%)
   • Clarity of main points
   • Support of main points through examples
   • Support of main points through literature citations
   • Coherent and logical flow of ideas
3. Technical detail (10%)
   • Spelling, grammar, syntax
   • Footnotes or endnotes clearly presented
   • Bibliography presented at end of paper

About the Exam

The final exam will cover all nine lessons (including the videos and readings for each one.). You will answer 40 multiple choice questions and two short essay questions (which you will select from among four) without the use of books or notes. The exam will be proctored. You will be allowed two hours; it should take you 45–90 minutes to complete the exam.

If you master the key terms and concepts, respond to the study questions, and complete the exercises for each lesson, you will do well on the final exam.

This exam is worth 30 points.

About Grading for the Course

First paper	20 points
Second paper	25 points
Third paper	25 points
Final exam	30 points
Total	100 points

To pass the course, you need to earn at least 60 points.

Grade points are distributed as follows:

90–100:	3.5–4.0
80–89:	3.0–3.4
70–79:	2.0–2.9
60–69:	1.0–1.9
under 60:	0.0 (fail)

Study Tips

• Use the Planning Calendar on the Syllabus to schedule your assignment due dates, working backward from your end date (You will find your start and end dates listed on your Transaction Summary.) This will help you organize your time during the course and successfully complete the work within the three-month timeframe.
• Follow the lessons in the online course materials in sequential order.
• Read the lesson in the online course materials first. Pay close attention to the key terms and the study questions.
• Then, read the chapter from the textbook and the any articles(s) assigned for that lesson.
• Next, if a video has been assigned to the lesson, watch it and note key concepts.
• Finally, complete the self-study questions and exercises, and/or written assignments presented at the end of the lesson.
• Self-Study questions and exercises are not turned in for grading. Write your answers in a notebook or journal; reviewing this journal will help you write your assignments and prepare for the final exam.
• Refer to "Study Tips and Procedures" in the Online Student Handbook for information on the logistics of course completion and tips on how to establish good study habits.

Budgeting Your Time

Make sure you understand what the course work entails.

• Use the Planning Calendar (on the Syllabus page) to determine how much time you will need for each lesson, based on your goals for completing the course within the three-month timeframe and the method you plan to use for submitting assignments.
• Write down your target dates for each assignment in the Planning Calendar.
• If you live in an area without an established proctor and you haven't found a proctor yet, do so as soon as possible. Setting up a proctor in advance will ensure quick delivery of your exam when you are ready to take it. A list of suggested proctors is included in the Online Student Handbook.

About the Course Developers

H. Asuman Kiyak

Also the instructor for this course, Asuman Kiyak is a professor in the School of Dentistry and an adjunct professor in the psychology and architecture departments at the University of Washington. She joined the UW faculty in 1977, just after completing her Ph.D. at Wayne State University. She obtained her B.A. from the University of Michigan in 1972 and her M.A. from Wayne State University in 1994, both in psychology. Her area of specialty for the Ph.D. was environmental psychology and gerontology, so she has long been interested in how older people interact with their environment, and the impact of aging on person-environment congruence. Since 1994, in addition to continuing her research and teaching activities in the health sciences, she has served as director of the campus-wide Institute on Aging, bringing together faculty and students from different parts of campus in interdisciplinary teaching and research activities.

She has taught The Psychology of Aging on campus through the Department of Psychology and through UW Extension since 1984, with a few years off between 1987 and 1993. This has been a valuable experience for her in writing her textbook, Social Gerontology: A Multidisciplinary Perspective, with Dr. Nancy Hooyman, also at the University of Washington. Appearing in 2004 in its 7th edition (published by Allyn & Bacon of Boston), this book examines social aspects of aging after providing a physiological, psychological, and environmental background. Asuman has always emphasized the multidisciplinary aspects of aging in the other courses she teaches at the UW, to students in psychology, architecture, and dentistry.

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