Cognitive decline in speeded abilities, executive function, and memory is believed to typify normal aging. However, there is significant variability in cognitive function with advanced age and some reports of relatively intact cognitive function among a subset of older individuals. The present study consists of a cluster analysis to examine the patterns of cognitive function in middle-aged and older individuals. Analyses revealed 3 clusters of middle-aged adults, including an intact group, persons with poor motor speed, and a group with reduced executive function. Three clusters were also identified for older adults, including a group with poor executive function, persons with reduced speed performance (attention, executive function, motor), and a group with global cognitive decline. No evidence emerged for a cluster of older adults with intact performance in all domains or with isolated memory deficits. Findings generally support the frontal aging hypothesis and may provide important information about healthy cognitive aging.

No abstract

No abstract

222C. The Program Committee. This committee has not only studied the overall program of the association, but once a year plans one allinclusive meeting to bring major problems to all parents. Meetings in recent years have included college presidents orf problems of higher education, panels of young alumni on immediate needs of the young adult, etc.A recent successful activity has been a series of nine round table discussion meetings of parents of sophomore boys. The parents met by adviser room groups and at each meeting were present one father whose boys had graduated, one member of the school administration, and the sophomore boys' chairman and the group adviser. The parent of graduates introduced each meeting by a five-minute discussion on &dquo;What I would do differently if I had it to do over.&dquo; Then the sophomore boys' chairman skillfully drew out discussion of problems and needs of sophomore boys.Other opportunities for developing understanding of educational needs with parents have come through the following: 1. Adviser calls at every home. 2. Meeting of parents of all freshman girls with health and physical education staff. 3. Series of meeting of parents of all freshman girls by adviser rooms on problems immediate to freshman girls. 4. Meeting of all parents of juniors where problems immediate to all juniors have been discussed.IN discussing the topic, &dquo;How can the principal develop understanding of educational needs in the school community?&dquo;, most of us probably will think of it in terms of the school principal helping others to develop an understanding of educational needs. A second look at this topic might lead you to believe that it concerns how the principal himself might develop an understanding of the educational need$ in a community. Frankly, I feel both interpretations of the question deserve a great deal of consideration. Perhaps if we as principals had a greater understanding of the problem ourselves, we would be in a better position to offer leadership in developing it in laymen.It is also possible that the two are interdependent and thus can be treated as one if thought of as a sharing process. Study and experience have indicated some techniques that I would like to pass at UNIV CALIFORNIA SAN DIEGO on

No abstract