Part 3 - Development as a life-long, continuous multi-directional process

Adult development is viewed in both theories as a continuous life-long process, comprise gains and losses and that it involves some type of change (Merriam & Clark 2006, Pourchot & Smith, 2004). However, the mechanisms of change are seen quite differently.

According to life span psychologists (Baltes, 1987; Pourchot & Smith, 2004), intellectual changes relating to a person’s aging process are inevitable. Cattell and Horn’s work (ibid.) on psychometric intelligence mentions that intellectual function changes with age [plasticity]. Certain fluid intelligence abilities like memory, analysis and processing speeds can decline (ibid.). However these decreases can be compensated by increases in pragmatic or crystallised intelligences like experiential knowledge, expert skills, communication and social skills and judgement (ibid.). In addition, well-developed cognitive skills or high level expertise can compensate for these biologically-based decreases of intellectual function (ibid.). In fact, in certain domains, fluid intelligence may even be maintained (Pourchot & Smith, 2004). Given these ideas, reflective thinking can be said to support the intellectual continuity of an adult by stimulating renewed development to advance a person to higher levels of sophisticated thought processes. Creativity and wisdom are two aspects that appear to be a function of mature adult thinkers (ibid.). In contrast, Merriam and Clark point out other biological changes, for example, changes in the central nervous system, reduced abilities in sight and hearing can also affect an adult’s ability to develop as do environmental influences, health habits and diseases (Merriam & Clark, 2006, p. 29; Merriam & Caffarella, 1999, p. 90). Merriam and Clark (2006) add that there are also social role perspectives whereby transitions and life events are integrally related to learning. In this context, reflecting and giving new meanings to the various events and life transitions are useful especially for older adults, and can exorcise their fears of ‘losing’ their minds, and empower them in facing the rigours of daily life. In the process, one can learn to undo social clichés like ‘you can’t teach an old dog new tricks’ and appreciate that intelligence and development inevitably change but are not all negative.

References

Baltes, P.B. 1987, ‘Theoretical propositions of life-span developmental psychology: on the dynamics between growth and decline’, Developmental Psychology, American Psychological Association, Inc. Vol. 2.1, No. 5, pp. 611-626.

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Merriam, S. B. & Clark, M.C. 2006, ‘Learning and development: the connection in adulthood’, in H. Carol (ed), Handbook of adult development and learning, Oxford University Press, Oxford, New York, pp. 27-51.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.