learning happens to the crystallized intelligence as one goes from young adulthood to middle adulthood.
learning happens to the crystallized intelligence as one goes from young adulthood to middle adulthood.
what happens to the crystallized intelligence as one goes from young adulthood to middle adulthood?
learning
fluid intelligence, like reaction time, typically peaks in young adulthood and then steadily declines. this decline may be related to local atrophy of the brain in the right cerebellum. other researchers have suggested that a lack of practice, along with age-related changes in the brain may contribute to the decline. crystallized intelligence typically increases gradually, stays relatively stable across most of adulthood, and then begins to decline after age 65. the exact peak age of cognitive skills remains elusive, depending on the skill measurement as well as on the survey design. cross-sectional data shows typically an earlier onset of cognitive decline in comparison with longitudinal data. the former may be confounded due to cohort effects while the latter may be biased due to prior test experiences.
fluid and crystallized intelligence
this field stems originally from several threads of work within psychology. for example, erik erikson (1978) proposed a number of adult periods. daniel levinson (1978) had described a number of "seasons of life." abraham maslow proposed an adult needs hierarchy. jean piaget (vuyk, 1980) came to agree that there were adult postformal stages beyond the stage of formal operations; his earlier theory had located an endpoint to the development of cognitive structures in the adolescent's acquisition of formal operations. john l. horn (1970, 1979) found that crystallized intelligence, represented by such things as vocabulary size, increased in adulthood. robert kegan (1982) combined a piagetian and an existential-phenomenological approach to create what he called constructive-developmental psychology. lawrence kohlberg (1984) found that in early adulthood, some people come to think of moral, ethical and societal issues in multivariate terms (systematic stage 11, the first postformal stage). they use multiple relations. during middle adulthood some people become principled reasoners about moral issues; for instance, they used abstract principles to relate systems of rights to systems of duties (metasystematic stage 12, the second postformal stage). likewise, cheryl armon (1984) found that by middle adulthood, some people could reason about interpersonal relationships at an order of complexity similar to that described by lawrence kohlberg.
positive adult development