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| Piaget's term for modifying an existing cognitive scheme or creating a new one; a strategy of successful cognitive aging whereby an older individual disengages from activities that stress cognitive limits and diverts energy to areas of expertise. |
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| A broad term referring to the collection of mental processes and activities used in perceiving, remembering, and thinking, and the act of using them. |
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| Subfield of psychology that studies mental activities and processes. |
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| In reference to strategies of successful cognitive aging, the maintenance of level of performance by changing the way a task is performed. |
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| In comparison to performance, what one is capable of achieving under optimal conditions. |
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Contextual Model of Development |
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Views behavior as the result of a complex, reciprocal interaction between the individual's biogenetic characteristics and the sociohistorical environment; acknowledges the influence of both nature and nurture. |
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| The idea that cognitive development continues throughout life, in oopposition to the decrementalist view. |
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| A kind of thinking in which the one true answer is sought. |
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| A cognitive process that is dependent on divergent thought and that leads to an extraordinary product or achievement that is novel, original, unique and relevant. |
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Crystallized Intelligence |
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| In opposition to the continued potential view, the idea that adult cognitive development is characterized by inevitable and universal decline. |
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| A kind of thinking in which alternative solutions or answers are sought. |
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The development of advanced skills and knowledge in a particularly well practiced activity. |
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Inherited ability to think and reason; basic information-processing capabilities. |
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| The final stage in Piaget's model of cognitive development, characterized by abstract thought and a hypothetico-deductive approach to problem solving. |
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The mental activity involved in successful adaptation to the changing demands of the environment. |
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The scientific study of age-related changes in behavior. |
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Mechanistic Model of Development |
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Views the individual as a tabula-rasa, passively reacting to environmental influences; takes the nurture side of the nature-nurture debate. |
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Organismic Model of Development |
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| A view that stresses the natural unfolding of behavior according to a genetic blueprint; stresses the nature side of the nature-nurture debate. |
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In comparison to competence, what one actually does in a given assesment situation. |
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| The finding that later-born individuals perform at a higher level than did earlier-born individuals at the same age. |
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A stage of thought hypothesized to develop after formal operations and that represents a qualitative change in adult cognition. |
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| An approach to the study of cognitive development that utilizes standardized tests to describe cognitive performance. |
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| The field that attempts to develop valid and reliable measures of psychological traits. |
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| Change in the form of structure of an attribute |
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| In reference to strategies of successful cognitive aging, intervention to restore abilities to a previous level. |
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| Simonton's term for the change in the nature of musical creations produced late in life by classical composers; also known as last-works effect. |
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| Expertise in the conduct and meaning of life. |
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