Cognitive and Social Neuroscience of Aging / Angela Gutchess

Public ISBD Titre : Cognitive and Social Neuroscience of Aging Type de document : texte imprimé Auteurs : Angela Gutchess, Auteur Editeur : Cambridge University Press Année de publication : 2019 Collection : Cambridge Fundamentals of Neuroscience in Psychology Importance : 284 p Format : 24 cm ISBN/ISSN/EAN : 978-1-107-44655-7 Langues : Anglais (eng) Mots-clés : علــم النفــس Résumé : Cognitive and Social Neuroscience of Aging is an introduction to how aging affects the brain, intended for audiences with some knowledge of psychology, aging, or neuroscience. The book includes figures illustrating brain regions so that extensive familiarity with neuroanatomy is not a pre-requisite. The depth of coverage also makes this book appropriate for those with considerable knowledge about aging. This book adopts an integrative perspective, including topics such as memory, cognition, cognitive training, emotion, and social processes. Topics include consideration of individual differences and the impact of disorders (e.g. Alzheimer's disease) on brain function with age. Although many declines occur with age, cognitive neuroscience research reveals plasticity and adaptation in the brain as a function of normal aging. This book is written with this perspective in mind, emphasizing the ways in which neuroscience methods have enriched and changed thinking about aging. Cognitive and Social Neuroscience of Aging [texte imprimé] / Angela Gutchess, Auteur . - Cambridge University Press, 2019 . - 284 p ; 24 cm. - (Cambridge Fundamentals of Neuroscience in Psychology) . ISBN : 978-1-107-44655-7 Langues : Anglais (eng) Mots-clés : علــم النفــس Résumé : Cognitive and Social Neuroscience of Aging is an introduction to how aging affects the brain, intended for audiences with some knowledge of psychology, aging, or neuroscience. The book includes figures illustrating brain regions so that extensive familiarity with neuroanatomy is not a pre-requisite. The depth of coverage also makes this book appropriate for those with considerable knowledge about aging. This book adopts an integrative perspective, including topics such as memory, cognition, cognitive training, emotion, and social processes. Topics include consideration of individual differences and the impact of disorders (e.g. Alzheimer's disease) on brain function with age. Although many declines occur with age, cognitive neuroscience research reveals plasticity and adaptation in the brain as a function of normal aging. This book is written with this perspective in mind, emphasizing the ways in which neuroscience methods have enriched and changed thinking about aging.

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The Cambridge handbook of cognitive aging

Public ISBD Titre : The Cambridge handbook of cognitive aging : a life course perspective Type de document : texte imprimé Auteurs : Ayanna K. Thomas, Éditeur scientifique ; Angela Gutchess, Éditeur scientifique Editeur : New York (N.Y.) : Cambridge university press Collection : Cambridge handbooks in psychology Importance : 764 p Format : 25 cm ISBN/ISSN/EAN : 978-1-108-42834-7 Langues : Anglais (eng) Mots-clés : G Index. décimale : 155.6 Résumé : "Decades of research have demonstrated that normal aging accompanies cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal. Oft-found decrements in older adult performance may be moderated by experience, genetics, and environmental factors. To date, cognitive aging has largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. The goal of this book is to examine cognitive aging through the lens of a life course perspective. Understanding cognition within the context of both the life-span (aging) and the life-course (experience) is a relatively new approach to the field of cognitive aging. However, the approach has already pushed the field forward in theoretically and practically important ways. This edited volume will focus on fundamental principles that characterize a life course approach to cognitive aging by (1) presenting an overview of lifespan and life course models of cognitive aging; (2) presenting the recent state of domain-specific models; (3) considering older cognition in socioemotional contexts; (4) considering the influences of early life and biological predispositions (5) and ending with a review of later life interventions" The Cambridge handbook of cognitive aging : a life course perspective [texte imprimé] / Ayanna K. Thomas, Éditeur scientifique ; Angela Gutchess, Éditeur scientifique . - New York (N.Y.) : Cambridge university press, [s.d.] . - 764 p ; 25 cm. - (Cambridge handbooks in psychology) . ISBN : 978-1-108-42834-7 Langues : Anglais (eng) Mots-clés : G Index. décimale : 155.6 Résumé : "Decades of research have demonstrated that normal aging accompanies cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal. Oft-found decrements in older adult performance may be moderated by experience, genetics, and environmental factors. To date, cognitive aging has largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. The goal of this book is to examine cognitive aging through the lens of a life course perspective. Understanding cognition within the context of both the life-span (aging) and the life-course (experience) is a relatively new approach to the field of cognitive aging. However, the approach has already pushed the field forward in theoretically and practically important ways. This edited volume will focus on fundamental principles that characterize a life course approach to cognitive aging by (1) presenting an overview of lifespan and life course models of cognitive aging; (2) presenting the recent state of domain-specific models; (3) considering older cognition in socioemotional contexts; (4) considering the influences of early life and biological predispositions (5) and ending with a review of later life interventions"

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