INTELLIGENCE AND AGEING

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  • Understanding the relationship between intelligence and ageing is often misrepresented.
  • There is a common belief in an inevitable decline in intelligence with age, but this belief is not supported by evidence.
  • Cross-sectional studies have shown that older adults perform poorly on intelligence tests compared to younger adults, but this can be attributed to differences in education and life experiences.
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INTELLIGENCE AND AGEING The same thing seems to happen with mental abilities too. For example, intelligence is often inaccurately cited as one of the areas which declines with age. For many years, people 'knew' that various abilities, including intelligence and physical strength, reached their peak in the early twenties, and then declined steadily from then on thoughout a person's life. This knowledge was based on a series of studies, resported by Miles in 1931, which involved measuring various human characteristics in people of different ages. When they plotted the results of these measurements on a graph, Miles found a steady decline: the older the person was, the less strong, or intelligent (as measured by IQtests) or able they were. Other reseachers found similar results, so for a great many years there was a strong belief in an inevitable decline with age. Indeed this belief is still held by a great many people, including some doctors and social workers, but when we look more carefully at the evidence, what we find is actually quite a different picture. Cross-sectional methods The problem was that all of these studies were done using cross-sectional methods. That is, the reseacher tested several different groups of people, or different ages. But someone who was 60 in 1930 had experienced quite a different upbringing and lifestyle from someone who was 20 at that time. Their schooling was quite different, their life experiences were quite different, and their standards of living were different too. The same thing applied to cross-sectional studies that were conducted later on in the education and health care which had taken place. It wasn't surprising, for example, that older people did badly on intelligence tests in the 1960s, when they had experienced an education which consisted, in the main, of leaning large chunks of infomation off by heart. Younger people, by contrast, had experienced a form of education which stressd reasoning and mental skills, and so they naturally performed much better on IQ tests.

noname#136221
noname#136221
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  • sayshe
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知能と老化 同じことは、精神的な能力にも起こるようです。 たとえば、知能は、年齢と共に落ちる領域の1つとしてしばしば不正確に引用されます。 長年、知能と体力を含む、いろいろな能力が、20代前半にそのピークに達し、そして、人の人生を通じてその時以来着実に衰えるということを、人々は『知っていました』。 この知識は、1931年にマイルスによって報告された、一連の研究に基づきました。そして、それは異なる年齢の人々のいろいろな人間的特徴の測定を含んでいました。 彼らがグラフにこれらの測定の結果を描いたとき、マイルスは着実な低下に気付きました:人は年をとるほど、より力がなくなり、知能が落ち(IQtestsでの測定)、あるいは、能力が低下するのでした。 他の研究者も類似した結果を見つけたので、かなり長年にわたって、年齢とともに回避不能な低下が起こると強く信じられていました。 実際、こういったことは、まだ一部の医者やソーシャル・ワーカーを含むかなり多くの人々によって、信じられています、しかし、我々がより慎重に証拠を見るとき、我々が見つけるものは実はかなり異なる状況です。 横断的方法 問題は、これらの研究の全てが横断的方法を使用してされたということでした。 つまり、研究者は、いくつかの異なるグループの人々や異なる年齢をテストしました。 しかし、1930年に60歳であった人は、その時、20歳であった人とは、とても異なる養育とライフスタイルを経験しました。 彼らの学校教育は全く異なりました、彼らの人生経験も全く異なりました、そして、彼らの生活水準も異なったのです。 行われていた教育や健康管理においても、後ほど実施された横断的研究において、同様のことが適用されました。 たとえば、老人が1960年代に知能検査で成績が悪かったことは、意外ではありませんでした、当時、彼らは、概して、情報のかなりの量を暗記することで成り立つ教育を経験していたのですから。 より若い人々は、対照的に、推理と知的技能を強調した教育の形を経験しました、それで、彼らは当然IQテストの成績がずっとよかったのです。

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