By Jason S. Lee
Abstraction is one side of highbrow functioning. The learn of abstraction permits super beneficial insights into human intelligence. whereas this monograph exhibits that the facility to imagine abstractly declines a little bit with age, there are various variables deciding upon summary pondering and its relation to intelligence over the life-span. This monograph defines abstraction from all angles of concept, contrasting it with high-order considering and stereotyped pondering; it discusses and evaluates checks of summary pondering; and it provides new findings in sociological and mental examine on abstraction.
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Extra resources for Abstraction and Aging: A Social Psychological Analysis
As mentioned above, this cross-sequential strategy provides the best available means for analyzing age, cohort, and period effects. Schaie used the Primary Mental Abilities test battery to measure intelligence. He further consolidated Thurstone's ll-factor structure into five major abilities: verbal meaning, reasoning, space, number, and word fluency. At times Schaie combines these to form two indices: Intellectual Ability (paralleling the conventional IQ test), and Educational Aptitude (a predictor of performance in educational settings).
Eighty percent of those who decline show primarily linear decline (Siegler, 1983, p. 151). 5. 5. What Longitudinal Research Suggests about the Relationship between Age and Abstraction Many conclusions drawn from the longitudinal studies described here support the view that general intelligence stays on an even keel well into adulthood and declines only late in life. On the basis of this generalization we might infer that a similar pattern of stability exists for abstraction . 1 is entirely a function of variation in cohortrelated factors.
94). The same trendintellectual decline with advancing age-is found in a number of cross-sectional studies of abstraction-related cognitive functions, for example, categorizing and conceptualizing (Cicirelli, 1976; Kogan, 1974), classifying (Denney, 1974; Reese & Rodeheaver, 1985), deductive reasoning (Arenberg, 1968; Hartley, 1981), generalizing (Botwanick, 1978), and others (Arbuckle, Gold, & Andres, 1986; Botawanick, 1977; Parks, Mitchell, & Perlmutter, 1986). 2. The Deficit Model Several decades ago, in a review article on adult intellectual development, Jones (1959, p.