Age and gender differences in cardiac reactivity and subjective emotion responses to emotional autobiographical memories.

This research reports age and gender differences in cardiac reactivity and subjective responses to the induction of autobiographical memories related to anger, fear, sadness, and happiness. Heart rate (HR) and subjective state were assessed at baseline and after the induction of each emotion in 113 individuals (61 men, 52 women; 66% European American, 34% African American) ranging in age from 15 to 88 years (M = 50.0; SD = 20.2). Cardiac reactivity was lower in older individuals; however, for anger and fear, these age effects were significantly more pronounced for the women than the men. There were no gender differences in subjective responses, however, suggesting that the lower cardiac reactivity found among older people is dependent on gender and the specific emotion assessed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affect optimization and affect complexity: Modes and styles of regulation in adulthood.

In this research, the authors hypothesize that affect regulation involves 2 independent strategies: affect optimization, the tendency to constrain affect to positive values, and affect complexity, the amplification of affect in the search for differentiation and objectivity. Community residents age 15 to 86 were assessed by using 2 convergent measurement domains: 1 based on measures of positive-negative affect and cognitive-affective complexity and 1 based on measures of coping and defense. Both domains yielded the hypothesized affect optimization and affect complexity dimensions. As predicted, the affect optimization dimensions are primarily related to relationship quality variables, and the affect complexity dimensions to socioeconomic status and education. Hence, positive affect and its maximization have different significance in the context of high- or low-affect complexity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptualizations of sex roles: A life span developmental study.

Investigated the proposition that sex role development is a life span process. It was predicted that late adolescence and adulthood would be characterized by a relative degree of relaxation of sex role specialization. At each of 3 age levels (7th grade, 12th grade, and adult) 40 male and 40 female Ss indicated on the Attitude Check List which traits they considered desirable in a male or female target ideal. Two major results were found: (a) Male and female Ss gave stereotyped responses primarily when rating an opposite-sex target, but responses were less stereotyped when judging a same-sex target figure. (b) The expected stereotype relaxation was not observed; instead, the age-related patterns primarily reflected an increased endorsement of socially desirable traits. The latter finding is in disagreement with previous research, and possible reasons for this discrepancy are explored. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive complexity and cognitive-affective integration: Related or separate domains of adult development?

This study used a latent variable approach to describe two broad domains of adult development and their interrelations. One domain was cognitive complexity, defined by crystallized intelligence, fluid intelligence, and reflective cognition; the other domain was cognitive-affective integration, operationalized in terms of integrated and defensive coping. It was hypothesized that these 2 domains are related to each other and that they imply different developmental correlates. Structural relations among the latent variables supported a model in which integrated coping showed positive relations with crystallized intelligence and reflective cognition, whereas defensive coping showed negative relations to these cognitive factors. Age and education were significant predictors of the cognitive complexity factors, whereas evaluations of the climate in one's current family and family of origin were related to the factors of cognitive-affective integration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Representations of self across the life span.

This research extends a cognitive-developmental approach to examining age differences in self-representation from adolescence to mature adulthood and later life. The authors suggest that mature adults move from representations of self that are relatively poorly differentiated from others or social conventions to ones that involve emphasis on process, context, and individuality. Participants (n men?=?73, n women?=?76), ranging in age from 11 to 85 years, provided spontaneous accounts of their self-representations and responded to measures assessing cognitive and emotional functioning and broad dimensions of personality. On average, self-representation scores peaked in middle-aged adults and were lowest in the preadolescent and older adult age groups. Level of self-representation was related to cognitive and personality variables, but there was some evidence that the pattern of correlates shifted from younger (ages 15–45) to older (ages 46–85) age segments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance in Auditory and Visual Emotional Stroop Tasks: A Comparison of Older and Younger Adults.

Research has shown age-related declines in the cognitive ability to inhibit irrelevant information. Thirty-six younger adults (mean age = 22 years) and 36 older adults (mean age = 74 years) performed 2 versions of an emotional Stroop task. In one, they made lexical decisions to emotion words spoken in 1 of several tones of voice. Latencies were longer for test words spoken in an incongruent tone of voice, but only for older adults. In another, words were displayed on a computer screen in a colored font, and participants quickly named the font color. Latencies were longer for test words high on arousal, but only for older adults. Results are discussed in terms of inhibitory cognitive processes, attention, and theories of emotional development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult attachment styles: Their relations to family context and personality.

This study used a sample of 304 adults to examine mean differences in family climate and personality variables on the basis of individuals' attachment styles. Also examined was whether mean differences varied by age group. Findings showed significant main effects of attachment style, but no Attachment Style X Age Group interactions. Compared with adults with an insecure attachment style, persons with a secure attachment style described their family of origin and their current family more positively and scored higher on personality variables indicative of self-confidence, psychological well-being, and functioning in the social world. When the family climate and personality variables were included in a discriminant function analysis, 2 significant functions were obtained. The 1st function discriminated adults with a positive self-model from those with a negative self-model. The 2nd function contrasted participants with a positive other-model from those with a negative other-model. Thus, this study provided evidence in support of the self- and other-models as the fundamental dimensions of adults' attachment system. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The relationship between selected cognitive abilities and learning: A second look.

Examined the relationship between learning strategies and cognitive abilities in 3 experiments using a total of 420 3rd-12th graders from rural school as Ss. Ability tests given to Ss included Raven's Progressive Matrices and a digit span test. Based on the argument that such relationships ought to follow predictable and differentiated patterns, different strategy manipulations were used in an attempt to moderate the relationship between reasoning and memory abilities and free recall and paired associate learning. Results suggest that meaningful differential interrelations can be demonstrated as long as the processes and strategies forming the link between learning and ability test performance are both potent and well understood. Implications for future research into the cross-linkages between intelligence and learning tasks are discussed. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-relevance of person characteristics: Persons' beliefs about developmental change across the lifespan.

The authors investigated normative beliefs about personality development. Young, middle-aged, and older adults indicated the age-relevance of 835 French adjectives by specifying person characteristics as typical for any age decade from 0 to 99 years. With this paradigm, the authors determined age-relevance (How typical is a characteristic for a given age decade?). Most characteristics were ascribed to young adulthood. The pattern differed across the lifespan, however, for positive and negative person characteristics as well as for physical, cognitive, and personal/expressive characteristics. Whereas the total number of ascribed positive characteristics peaked in young adulthood and declined thereafter, the number of ascribed negative person characteristics peaked during adolescence, remained fairly low during middle adulthood, and increased slightly in old age (70+ years). As a consequence, the most positive profile was ascribed to young olds (60 to 69 years), whereas the most negative personality profiles were ascribed to the oldest age groups (70+ years) and to adolescence (10 to 19 years). The negative profiles are primarily due to more negative physical characteristics ascribed to older adults and more negative cognitive characteristics ascribed to adolescence. (PsycINFO Database Record (c) 2011 APA, all rights reserved)