PGS 427: PSYCHOLOGY OF AGING (28466)

Fall 1995

Morris A. Okun, Ph.D.

965-3225

216 Psychology Building and 116 West Hall

Office Hours

Tuesday and Thursday 2:00-4:00 p.m. in 216 Psych., Friday 9:30-11:30 AM. in 216 Psych., and by appointment

If you have any questions or comments regarding this syllabus, please contact Morris Okun at IACMAO@ASUVM.inre.asu.edu. Also, if these teaching materials are helpful to you, it would be appreciated if you could let the author know.  Thank you.

PGS 427 meets on Tuesdays from 4:40 to 7:30 p.m. in the Psychology Building, Room B141. The purpose of this three-credit course is to examine psychological aspects of the aging process. The course addresses the importance of aging to individuals and to society and why it is difficult to draw conclusions from research on aging. We will examine what happens to people as they age in several areas including psychomotor, memory, and intellectual functioning, personality and social relationships, physical and emotional health, and life transitions. Each class will involve a lecture and a cooperative learning exercise. An opportunity is provided to interact with an older person in order to understand aging from the perspective of an individual. Instructional objectives focus on (a) developing knowledge about the psychology of aging; (b) thinking critically about issues pertaining to aging; and (c) promoting positive attitudes toward aging and elders. This course is required for students in the Certificate in Gerontology program, can be used as a core or elective course in the Minor in Gerontology, and fulfills the level 2 literacy requirement for Psychology majors.

Session No. 1: (8/22) Why study the psychology of aging?

Session No. 2: (8/29) Research methods

Session No. 3: (9/5) Research methods (contd.) Statement of topic for term project is due.

Session No. 4: (9/12) Sensory processes, perception and speed of performance

Session No. 5: (9/19) Memory

Session No. 6: (9/26) Traditional and new looks in intelligence

Session No.7: (10/3) Test#1

Session No.8: (10/10) Personality and social interaction theories

Session No.9: (10/17) Intergenerational relationships and social ties

Session No. 10: (10/24) Physical Health and longevity

Session No. 11: (10/31) Subjective Well-being

Session No.12: (11/7) Test #2

Session No. 13: (11/14) Depression and dementia

Session No.14: (11/21) Life transitions; retirement

Session No. 15: (11/28) Living environments; death & dying (Draft of term project is due.)

Session No 16: (12/5) Attitudes toward and stereotypes about older people; aging in the future

SessionNo. 17: (12/12) Test #3

Cox, H. (1995). Annual editions: Aging (10th edition). Guilford, CT: The Duskin Publishing Group.

Reading Assignments

Session # : Articles: TOPIC

2: 38-40: Social policy & services

3: 12 & 22: Demographics

4: 5, 13, & 26: Education and competence

5: 8 & 18: Sexuality

6: 6 & 15-16: Attitudes & stereotypes

8: 11, 14, & 17: Social interaction

9: 20, 24, 32, & 41: Intergenerational relations

10: 1-4: Health & longevity

11: 7-9: Subjective well-being

13: 21, 23, & 37: Alcoholism & dementia

14: 10, 19, 25, & 27: Retirement & roles

15: 33-36: Living arrangements

16: 28-31: Death & dying

Instructional Approach

Each class period (except when there is a test) will have two parts. The first part will be a lecture. Each lecture will be accompanied by a study guide. After the lecture, we will take a 15 minute break. The second part of each class will be devoted to cooperative learning exercises, which will be tied to homework assignments.

Homework Assignments

For each reading, students will: (a) prepare a summary; (b) define key concepts (if applicable); (c) answer true-false and multiple choice questions; and (d) offer a critique. Students should make copies of their homework so that they can use them during the (in-class) cooperative learning exercises. Homework assignments must be turned in on their due date. Homework assignments will be graded as follows:

0 = not turned in on time.

1 = several incomplete/inaccurate answers.

2 = mostly complete/accurate answers.

3 = complete and accurate answers.

Principles for Cooperative Learning Exercises (from Cooper, 1991)

1. High levels of structure are needed for ad hoc groups.
2. Individual accountability is required with respect to grading.
3. Students should be assigned to groups by the teacher.
4. Three to five members per group is optimal.
5. Cooperative learning should be done during class time.

We are going to use a variation of a cooperative learning technique suggested by Johnson, Johnson, and Smith (1991) known as Simultaneous Explanation Quartets. Johnson et al. note that when each student has to explain his or her answer and reasoning to a classmate, all students are active and involved. One way of structuring simultaneous explaining is for individual students to formulate their answers to questions and then explaln their answers to the other group members.

Task. Four questions, based on the homework readings, will be handed out. Each student in a group formulates his or her answer to a different question. Students share their answers with their group. Students listen carefully to each group member's answer. The group creates a new answer to each question that is superior to each member's initial formulation through the process of association, building on each other's thoughts, and synthesizing.

Expected criteria for success. Each student must be able to write a complete and accurate answer to each of the four questions.

Expected group behavior. Explaining, listening, synthesizing by all members.

Individual accountability. Each group member will be asked to write an answer to one of the four questions.

Grading.

0 = not turned in at the end of the class

1 = incomplete, inaccurate answer

2 = moderately complete, accurate answer

3 = complete and accurate answer

Tests

There are three tests. Each test consists of short answer (1 paragraph) questions. The short answer questions assess the material related to in-class lectures. Study guides are provided for each topic covered in class. Whereas the first two examinations have a total of 100 points, the third examination will have a total of approximately 130 points. Dates for the examinations are noted in the course calendar.

Term Project

You must complete one of two types of term projects: (a) a literature review; or (b) a guided biographical study of an older person. The term projects are graded inadequate, passing, or passing with distinction. An inadequate grade on your term project will result in a penalty of five percentage points being subtracted from your percentage point total. A passing with distinction grade will result in a bonus of five points being added to your percentage point total. A passing grade has no impact on your percentage point total. (Last time this course was offered two students received bonuses and none received penalties.)

Term projects must address topics from the academic perspective provided by the psychology of aging. Term projects should be 12-