An integrative framework, designed to organize the heterogeneous constructs related to "control", is based on 2 fundamental distinctions: (a) objective, subjective, and experiences of control; and (b) agents, means, and ends of control. The framework is used to analyze more than 100 terms, such as sense of control, proxy control, and primary control. It is argued that although many terms reflect aspects of perceived control (both distinct and overlapping), some are more usefully considered aspects of objective control conditions (e.g., contingency), potential antecedents of perceived control (e.g., choice), potential consequences (e.g., secondary control), sources of motivation for control (e.g., mastery), or other sources of motivation (e.g., autonomy). Implications for theory, measurement, research, and intervention are explored.

A guide to constructs of control.

Meta-analysis is used to synthesize findings from 286 empirical studies on the association of socioeconomic status (SES), social network, and competence with subjective well-being (SWB) in the elderly. All three aspects of life circumstances are positively associated with SWB. Income is correlated more strongly with well-being than is education. The quality of social contacts shows stronger associations with SWB than does the quantity of social contacts. Whereas having contact with friends is more strongly related to SWB than having contact with adult children, there are higher associations between life satisfaction and quality of contact with adult children when compared with quality of friendships. Moderating influences of gender and age on the effects of SES, social network, and competence on SWB are also investigated.

Influences of socioeconomic status, social network, and competence on subjective well-being in later life : A meta-analysis

In this monograph, we ask whether various kinds of intellectual, physical, and social activities produce cognitive enrichment effects-that is, whether they improve cognitive performance at different points of the adult life span, with a particular emphasis on old age. We begin with a theoretical framework that emphasizes the potential of behavior to influence levels of cognitive functioning. According to this framework, the undeniable presence of age-related decline in cognition does not invalidate the view that behavior can enhance cognitive functioning. Instead, the course of normal aging shapes a zone of possible functioning, which reflects person-specific endowments and age-related constraints. Individuals influence whether they function in the higher or lower ranges of this zone by engaging in or refraining from beneficial intellectual, physical, and social activities. From this point of view, the potential for positive change, or plasticity, is maintained in adult cognition. It is an argument that is supported by newer research in neuroscience showing neural plasticity in various aspects of central nervous system functioning, neurochemistry, and architecture. This view of human potential contrasts with static conceptions of cognition in old age, according to which decline in abilities is fixed and individuals cannot slow its course. Furthermore, any understanding of cognition as it occurs in everyday life must make a distinction between basic cognitive mechanisms and skills (such as working-memory capacity) and the functional use of cognition to achieve goals in specific situations. In practice, knowledge and expertise are critical for effective functioning, and the available evidence suggests that older adults effectively employ specific knowledge and expertise and can gain new knowledge when it is required. We conclude that, on balance, the available evidence favors the hypothesis that maintaining an intellectually engaged and physically active lifestyle promotes successful cognitive aging. First, cognitive-training studies have demonstrated that older adults can improve cognitive functioning when provided with intensive training in strategies that promote thinking and remembering. The early training literature suggested little transfer of function from specifically trained skills to new cognitive tasks; learning was highly specific to the cognitive processes targeted by training. Recently, however, a new generation of studies suggests that providing structured experience in situations demanding executive coordination of skills-such as complex video games, task-switching paradigms, and divided attention tasks-train strategic control over cognition that does show transfer to different task environments. These studies suggest that there is considerable reserve potential in older adults' cognition that can be enhanced through training. Second, a considerable number of studies indicate that maintaining a lifestyle that is intellectually stimulating predicts better maintenance of cognitive skills and is associated with a reduced risk of developing Alzheimer's disease in late life. Our review focuses on longitudinal evidence of a connection between an active lifestyle and enhanced cognition, because such evidence admits fewer rival explanations of observed effects (or lack of effects) than does cross-sectional evidence. The longitudinal evidence consistently shows that engaging in intellectually stimulating activities is associated with better cognitive functioning at later points in time. Other studies show that meaningful social engagement is also predictive of better maintenance of cognitive functioning in old age. These longitudinal findings are also open to important rival explanations, but overall, the available evidence suggests that activities can postpone decline, attenuate decline, or provide prosthetic benefit in the face of normative cognitive decline, while at the same time indicating that late-life cognitive changes can result in curtailment of activities. Given the complexity of the dynamic reciprocal relationships between stimulating activities and cognitive function in old age, additional research will be needed to address the extent to which observed effects validate a causal influence of an intellectually engaged lifestyle on cognition. Nevertheless, the hypothesis that an active lifestyle that requires cognitive effort has long-term benefits for older adults' cognition is at least consistent with the available data. Furthermore, new intervention research that involves multimodal interventions focusing on goal-directed action requiring cognition (such as reading to children) and social interaction will help to address whether an active lifestyle enhances cognitive function. Third, there is a parallel literature suggesting that physical activity, and aerobic exercise in particular, enhances older adults' cognitive function. Unlike the literature on an active lifestyle, there is already an impressive array of work with humans and animal populations showing that exercise interventions have substantial benefits for cognitive function, particularly for aspects of fluid intelligence and executive function. Recent neuroscience research on this topic indicates that exercise has substantial effects on brain morphology and function, representing a plausible brain substrate for the observed effects of aerobic exercise and other activities on cognition. Our review identifies a number of areas where additional research is needed to address critical questions. For example, there is considerable epidemiological evidence that stress and chronic psychological distress are negatively associated with changes in cognition. In contrast, less is known about how positive attributes, such as self-efficacy, a sense of control, and a sense of meaning in life, might contribute to preservation of cognitive function in old age. It is well known that certain personality characteristics such as conscientiousness predict adherence to an exercise regimen, but we do not know whether these attributes are also relevant to predicting maintenance of cognitive function or effective compensation for cognitive decline when it occurs. Likewise, more information is needed on the factors that encourage maintenance of an active lifestyle in old age in the face of elevated risk for physiological decline, mechanical wear and tear on the body, and incidence of diseases with disabling consequences, and whether efforts to maintain an active lifestyle are associated with successful aging, both in terms of cognitive function and psychological and emotional well-being. We also discuss briefly some interesting issues for society and public policy regarding cognitive-enrichment effects. For example, should efforts to enhance cognitive function be included as part of a general prevention model for enhancing health and vitality in old age? We also comment on the recent trend of business marketing interventions claimed to build brain power and prevent age-related cognitive decline, and the desirability of direct research evidence to back claims of effectiveness for specific products.

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Enrichment Effects on Adult Cognitive Development: Can the Functional Capacity of Older Adults Be Preserved and Enhanced?

A meta-analysis was conducted on 91 studies to derive a correlation matrix for adult age, speed of processing, primary-working memory, episodic memory, reasoning, and spatial ability. Structural equation modeling with a single latent common cognitive factor showed that all cognitive measures shared substantial portions of age-related variance. A mediational model revealed that speed of processing and primary-working memory appear to be important mediators of age-related differences in the other measures. However, not all of the age-related influences were mediated. An examination of quadratic age effects and correlational patterns for subsamples under and over 50 years of age revealed that (a) negative age-cognition relations were significant for the 18- to 50-year-old sample and (b) the age-related decline accelerated significantly over the adult life span for variables assessing speed, reasoning, and episodic memory.

Meta-analyses of age–cognition relations in adulthood: Estimates of linear and nonlinear age effects and structural models.

Self-Efficacy and Parenting Quality: Findings and Future Applications

This article is an integrative review of empirical studies of cognitive self-efficacy from childhood through old age. Issues of definition and measurement are addressed and the relation of self-efficacy to personal mastery is evaluated. Research on academic achievement in children and adolescents, complex decision-making in young adults, and memory and intellectual functioning in older adults supports a variety of theoretically driven hypotheses regarding the sources and effects of self-efficacy. Percepts of self-efficacy are based on a variety of sources of information, including personal mastery and perceived control beliefs. Self-efficacy has predictable effects on a variety of task engagement variables (e.g. persistence, effort, goal setting, strategy usage, chioce) that mediate the relationship between self-efficacy and performance. Generalisations regarding the applicability of self-efficacy to understanding cognitive development across the life span are discussed in terms of age-relevant domains an...

Cognitive self-efficacy in relation to personal mastery and goal setting across the life span.

Gerontologists have long been concerned with the impact of individual-difference factors on memory. This study used a large sample (N = 2,495) of adult volunteers aged 18 to 90 years to determine if a set of individual-difference variables--vocabulary, education, depression, gender, marital status, and employment status--mediates the effects of aging on a wide range of laboratory-analogue tests of everyday memory. The data indicated that age was consistently the most significant predictor of memory performance, followed by vocabulary and gender. Vocabulary totally mediated age effects on a prose memory measure, and partial mediation of aging effects--primarily by vocabulary and gender--was observed on 5 other memory tests. These data suggest that when health samples of volunteers serve as research subjects, these individual differences can affect some memory test scores, but age remains the best overall predictor of memory performance.

Everyday memory performance across the life span: effects of age and noncognitive individual differences.

Self-Efficacy and Mastery: Its Application to Issues of Environmental Control, Cognition, and Aging

Everyday name-recall tests were administered to 1205 adults ranging in age from 18 to 90 years. They were asked to recall sets of four, six, or 14 names of individuals who introduced themselves on videotape. Immediate recall, acquisition, and delayed retention were examined. The results showed consistent age-related declines in name recall. Declines in performance were more evident on sets of 14 names rather than four or six names. Age deficits remained across several acquisition trials within the set of 14 names. The largest declines were evident for the old-old (over 70), although there were also significant performance differences, on some analyses, between the young and middle-aged groups. Changes in performance were less apparent during the middle-aged years (40-60 years). Name recall was related to individual differences factors, reaction time and paired-associate memory for names. The value of assessment and intervention with name recall was stressed.

Name recall performance across the adult life-span.

To investigate the relationship between memory performance, self-assessment of memory, and affective status, 67 elderly females were administered a self-assessment memory questionnaire and multiple measures of affect and laboratory memory test performance. Canonical correlations indicated that the memory performance scores were not related to the affective measures nor to the scales of self-assessed memory ability. Affective status and self-assessment of memory skill were related, suggesting that investigations of memory performance which rely on self-assessment should also measure affective status.

Robin L. West

Papers

Cognitive self-efficacy in relation to personal mastery and goal setting across the life span.

Everyday memory performance across the life span: effects of age and noncognitive individual differences.

Self-Efficacy and Mastery: Its Application to Issues of Environmental Control, Cognition, and Aging

Name recall performance across the adult life-span.

The link between memory performance, self-assessment, and affective status