Changes and advancements in technology have the potential to benefit older adults by promoting independence and increasing the ability to age in place. However, older adults are less likely to adopt new technology unless they see benefits to themselves. This study assessed the perceptions of 30 older adults in the Midwest concerning technology via three separate focus groups (i.e., independent apartment complex, a rural community, exercise program participants), which addressed a need in the literature (i.e., inclusion of oldest-old and rural individuals). The focus group questions included items such as what technology older adults currently used, desired improvements in technology, and the greatest challenges participants were facing or would face in the future. Overall, older adults were enthusiastic about learning new forms of technology that could help them maintain their independence and quality of life. Five themes emerged from all three focus groups: (a) Frustrations, Limitations, and Usability Concerns; (b) Transportation; (c) Help and Assistance; (d) Self-Monitoring; and (e) Gaming. The themes have important implications for future technology developed for older adults; in particular, older adults were willing and eager to adopt new technology when usefulness and usability outweighed feelings of inadequacy.
The findings suggest a relatively simple manipulation may circumvent the use of decision-making heuristics in patients.
Collaborative cognition research has demonstrated that social partners can positively impact individuals' thinking and problem-solving performance. Research in adulthood and aging has been less clear about dyadic effects, such as partner gender, on collaborative cognition. The current study examined the objective and subjective experiences of older men and women's collaboration on three everyday problems. Tasks included comprehension of everyday printed materials, a social dilemma task, and an errand-planning task. A sample of 98 older married couples (N = 196) worked both collaboratively and individually with either their spouse (N = 52 dyads) or a stranger of the other gender (N = 46 dyads). Analyses conducted using the actor-partner methodology (e.g., Gonzalez & Griffin, 1997; Kenny, 1996) suggest that men tended to be more influential during dyadic problem solving, particularly on more ambiguous tasks. Subjective appraisals of collaboration also varied between male and female partners, with familiarity of partner playing a large role in expectations of collaboration. Most notably, women assigned to work with an unfamiliar male partner tended to rate their satisfaction with collaborative teamwork less positively. Both self and partner-rated subjective appraisals, particularly expectations of competitiveness, were predictive of collaborative performance.
Regarding the purpose of this study, the researchers analyzed the roles that both life events (life-time positive events and life-time negative events) and personality (Neuroticism, Extraversion, Trust, Competence, and Ideas) played in participants of the Georgia Centenarian Study. The researchers analyzed these variables to determine whether they predicted loneliness. Analyses indicated that life-time negative events significantly predicted loneliness. In essence, the higher was the number of life-time negative life events, the higher was the loneliness score. Moreover, Neuroticism, Competence, and Ideas were all significant predictors of loneliness. The higher was the level of Neuroticism and intellectual curiosity, the higher was the level of loneliness, whereas the lower was the level of Competence, the higher was the level of loneliness. In addition, both life-time positive and life-time negative life events were significant predictors of Neuroticism. The higher was the number of life-time positive events, the lower was the level of Neuroticism, and the higher was the number of life-time negative events, the greater was the level of Neuroticism. These results indicated that life-time negative events indirectly affect loneliness via Neuroticism. Last, our results indicated that the Competence facet mediated the relationship between lifetime negative life events and loneliness. Life-time negative life events significantly affected centenarians' perceived competence, and Competence in turn significantly affected the centenarians' loneliness. These results as a whole not only add to our understanding of the link between personality and loneliness, but also provide new insight into how life events predict loneliness.
Research has demonstrated that older adults' cognitive performance can be enhanced via formal intervention, as well as more informal intervention including collaboration or working with a partner. The current study investigated the effects of an inductive reasoning training program adapted for in-home use among older adults assigned to individual training (n = 30), collaborative training (n = 34), or a no-treatment control group (n = 34). The training consisted of 10 sessions, and all participants completed a pretest followed by a post-test 6 weeks later. Findings suggest that older adults could effectively "train themselves" without the guidance of a formal instructor. The results, however, did not indicate immediate added benefit in reasoning performance for collaborative versus individual training using the current reasoning program.
The purpose of this study was to evaluate the relationship between physical health and psychological well-being among oldest-old adults. Structural equation modeling was performed to examine health influences on psychological well-being among 306 octogenarians and centenarians from the Georgia Centenarian Study. Latent variables were created to reflect subjective health, as measured by self-ratings of health and objective health, as measured by physical health impairment (i.e., health problems, past and present diseases, hospitalization) and biomarkers (i.e., hemoglobin and albumin). Psychological well-being was measured by positive and negative affect. There were significant direct effects of subjective health on affect and significant indirect effects of objective health through subjective health on positive affect and negative affect. Subjective health took the role of a mediator between objective health and psychological well-being. These results highlight the status and perceptions of health as a critical indicator for well-being in extreme old age.
We drew from developmental theory regarding the timing of historical events in individuals' lives to examine age-related differences in self-reported masculine, feminine, and androgynous personality traits in a cross-sectional sample of American men (N=357) and women (N=404) representing six age groups (adolescents [12-17 years], younger [18-29 years], middle-aged [40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59], young-old [60-69], old-old [70][71][72][73][74][75][76][77][78][79], and oldest-old [80 and older] adults). Oldest-old women were less likely than younger and middle-aged women to endorse masculine and androgynous traits. Men in their 70s (old-old) were more likely than adolescents and younger men to endorse androgynous traits. Discussion of the results emphasizes the implications of the second wave of the women's movement for understanding life-span gender development.
While it is understood that longevity and health are influenced by complex interactions among biological, psychological, and sociological factors, there is a general lack of understanding on how psychosocial factors impact longevity, health, and quality of life among the oldest old. One of the reasons for this paradox is that the amount of funded research on aging in the US is significantly larger in the biomedical compared to psychosocial domains. The goals of this paper are to highlight recent data to demonstrate the impact of four pertinent psychosocial domains on health and quality of life of the oldest old and supplement recommendations of the 2001 NIA Panel on Longevity for future research. The four domains highlighted in this paper are (1) demographics, life events, and personal history, (2) personality, (3) cognition, and (4) socioeconomic resources and support systems.
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