The course will involve a number of instructional methods, such as the following:
- lectures
- small group discussions
- demonstrations
- presentations
- video content
Introduction to aging
Definitions of aging.
Changing age trends in Canada and globally.
Implications of demographic changes.
Theoretical shifts from decline models to optimal aging.
Ageism and discrimination.
Research methods
Descriptive research.
Correlational research.
Experimental research.
Cross-sectional, longitudinal, and sequential research.
Issues and debates in developmental psychology.
Changes in physiology
Physical appearance.
Circulation.
Endocrine system.
Brain.
Immune system.
Theorizing the causes of age-related change.
Sensory and perceptual abilities
Vision.
Hearing.
Taste, smell, and touch.
Cognition
Information processing.
Problem-solving.
Intelligence.
Expertise.
Wisdom.
Memory
Attention.
Short-term memory.
Long-term memory.
Problems with retrieval.
Life changes
Work and retirement.
Living arrangements.
Elder abuse.
Social interaction.
End-of –life
Death and dying.
Bereavement and loss.
Integrity vs. Despair.
Gerotranscendence.
At the conclusion of the course the successful student will be able to:
- Describe the research methods used by developmental psychologists, particularly in psychology of aging.
- Describe and explain physiological and health changes in adulthood and aging.
- Describe and explain how sensory and perceptual abilities change over adulthood.
- Describe and explain age-related changes in adult memory and cognition.
- Describe and explain how social relationships change and endure in adulthood and aging.
- Describe and explain age-related changes in adult social cognition.
- Describe and explain age-related changes and consistencies in adult personalities.
- Describe and explain mental health issues pertinent to aging.
- Analyze the implications of aging and attitudes toward aging and older individuals.
The course evaluation will be in accordance with Douglas College and Psychology Department policies. Evaluations will be based on the course objectives. The specific evaluation criteria will be provided by the instructor at the beginning of the semester.
An example of a possible evaluation scheme would be:
2 Midterm Exams 50%
Final Exam 20%
Presentation 15%
Written Essay 15%
Total 100%
Textbooks and Materials to be Purchased by Students:
Textbook(s) such as the following, the list to be updated periodically:
Cavanaugh, J. C., Blanchard-Fields, F., & Norris, J. E. (2008). Adult development and aging (Canadian
Ed.). Scarborough, Canada: Nelson Thompson Learning.