Intergenerational potential: Effects of social interaction between older adults and adolescents.

Abstract

The present study aimed to investigate the potentially facilitative effect of the interaction between older adults and adolescents. For older adults, the interaction was expected to compensate for age-related deficits (e.g., cognitive performance, cognitive-affective complexity). In case of the adolescents, an optimization of development was expected (e.g., prosocial behavior, communion goals). Ninety older women (70-74 years) and 90 adolescent girls (14-15 years) were randomly assigned to 3 experimental conditions. In each of the conditions, nonfamiliar dyads collaborated on 1 task. The conditions varied according to the age composition and the type of contextual demand (high vs. low support of generativity [older adults] and identity formation [adolescents]). Individual performance measures were assessed immediately after the interaction. As expected, intergenerational settings characterized by high support of generativity and identity formation resulted in more prosocial behavior in adolescents. Furthermore, the results lent partial support to the hypothesis that in older adults, this setting facilitated higher complexity of emotion regulation as well as higher levels of performance in measures of speed and word fluency.

Situated learning through intergenerational play between older adults and undergraduates

“…Previous research has shown intergenerational interaction generates positive affect, self-esteem, and life satisfaction among older adults (Kessler & Staudinger, 2007), and improves older adults' memory and positive mood (Newman, Karip, & Faux, 1995). This is especially the case when older adults' role as teachers, advice givers, and conveyors of experience is supported and enhanced through meaningful intergenerational exchanges (Kessler & Staudinger, 2007). Participation in intergenerational programs can reduce adolescents' negative age stereotypes (Fox & Giles, 1993) and change their negative attitude towards older adults (Hernandez & Gonzalez, 2008).…”

Stichwort: Entwicklung im Erwachsenenalter

“…Außerdem hat sich gezeigt, dass Menschen jeden Alters, insbesondere aber ältere Menschen, selektiv kognitive ressourcen in Bereiche investieren, die vor dem hintergrund ihrer aktuellen und über-dauernden Ziele von hoher relevanz sind (hess 1999). So gibt es empirische hinweise darauf, dass kontexte, die ältere Menschen dazu anregen, erfahrungswissen an jüngere Menschen weiterzugeben, zu einer zumindest kurzfristigen Steigerung kognitiver Fähig-keiten führen (kessler & Staudinger 2007 (Staudinger et al 1997). Außerdem spielen die erfahrungskontexte, die man im Laufe des Lebens erworben, und die unterstützung oder Anleitung, die man im umgang mit Lebensproblemen erfahren hat, eine wichtige rolle (Überblick bei Staudinger et al 2006).…”

The Positive and Negative Impact of an Intergenerational Digital Technology Education Programme on Younger People’s Perceptions of Older Adults

“…For example, experimental research in which young adults collaborated with older adults on tasks at which older adults are stereotypically more proficient, resulted in those young adults being more pro-social in their attitudes and behaviours compared with young adults working on other tasks, or with younger partners [38].…”