DESCRIPTION OF ADULT INTELLECTUAL DEVELOPMENT

Introduction The purpose of this paper is to describe adult intellectual development as a field of discipline in the 21st century. The paper begins with an examination of the graying of the American population during this century and discusses the relevance of the discipline for the continuing shift in the age distribution as the 21st century progresses. Adult Intellectual Development is then defined as a field of inquiry and its foundational framework is briefly delineated. There is also some discussion of seminal work in the field. Finally, the paper discusses a few areas of research that are likely to become increasingly important as the century develops.

Baltes, Lindenberger and Staudinger (1998) report that projections for the year 2030 (the year when the last of the baby boomers turn 65), show dramatic changes in the age distribution of the United States. In this regard, the authors state that even the first decade of the 21st century is experiencing a growth of older adults as a major political and economic force which will only increase as the century unfolds. This increase will place major strains on social security, other pension systems, health care costs, and the costs of other human services. Indeed, the most rapidly growing segment of the American population, according to Baltes et. al is that of people 85 years of age or older which is expected to increase 400 percent from 1995

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dren to determine family similarity. It is the findings of the Seattle Longitudinal Study that have shaped most current theoretical thought on adult human development. These findings are, therefore, important to understanding the field and notions about Adult Intellectual Development as conceptualized in the 21st century. In brief, the findings of this seminal research (as currently made available) are as follows: 1. There is no uniform pattern of age-related change across intellectual ability. 2. There is at least partial support for the idea that abilities which are primarily genetically determined tend to decline earlier than abilities acquired through training; however, after age 70, abilities acquired through training decline more steeply. 3. Change in perceptual speed begins in young adulthood and declines in linear fashion. 4. The rate and magnitude of changes in intelligence in those entering into old age show a greater decline in the first three cycles while at the same time, younger members of the study are scoring lower on tests at the same age (possible generational difference). 5. Declines in psychometric abilities are not reliably observed before 60 years of age but are reliably observed by 74 years
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Some common words found in the essay are:
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Approximate Word count = 1703
Approximate Pages = 7 (250 words per page)

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