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Speaker 2: And welcome back folks.

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Speaker 1: Today we're going to be talking about cognitive development across

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the lifespan. So we'll be looking at information processing, how

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it changes, how our attention, our memory systems, processing speed,

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and executive functioning change as we get older. Theory of

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mind develops through early childhood. We've talked about that several

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times around the three to four age range, and it

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underpins social understanding.

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Speaker 2: Will also look up metacognition.

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Speaker 1: Thinking about how we think, which emerges in middle childhood

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and also shapes our learning strategies and academic performance intelligence.

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We'll look a little bit at that genetics, environment, stability,

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and change for the E triple P.

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Speaker 2: Now, for what we hear out there.

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Speaker 1: Clinical practice requires interpreting cognitive data based on age and ORMs,

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identifying learning disorders and so forth.

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Speaker 2: And cognitive development is not linear. It curves, it accelerates, it.

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Speaker 1: Slows down, sometimes could even decline. So the first thing

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is looking at how some people look at the brain

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like a computer.

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Speaker 2: So cognition from infancy.

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Speaker 1: To light late life can be viewed through the information

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processing model. Information processing model which likens the mind. Again,

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it takes into a system that takes in stores and

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manages information, so our attention is one of the facets.

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Infants show orienting attention that can turn towards stimuli, but

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are easily distracted. Toddlerhood, sustained attention begins improving, especially with

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joint activities. In middle childhood, though selective and divided attention

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become more refined. Adolescents and adults manage more complex attentional demands,

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and late adulthood, divided attention and the ability to shift

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focus off in decline, especially under cognitive loads.

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Speaker 2: There's several studies.

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Speaker 1: That have measured that memory systems, like the sensory system

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stable across the lifespan doesn't change very much. Short term

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and working memory, though does it increases throughout childhood, peaking

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in your young adulthood, and then again declines in midlife.

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Long term memory like semantic memory, very facts and knowledge

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that means remains relatively stable through most of your life.

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Episodic memory, though, is more vulnerable to age related declient,

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so remembering events that becomes a little bit more compromise

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as you get older. Procedural memory like skills remain stable,

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so riding bike, writing down, just writing in general remains

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stable unless impacted by disease like a Parkinson's. What about

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the processing speed speeds up dramatically from infancy through adolescence

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right peaks of the twenties, though, and gradually declines. Yeah,

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affecting time dependentastics, mental math, and quick decisions. Slower speed

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and older adults may mean not less intelligence, just longer

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to reach the same answer. Executive functioning as well a

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gets compromised, includes planning, inhibition, mental flexibility, and gold directed behavior.

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Speaker 2: Actually, I should have said compromised.

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Speaker 1: It also develops rudimentary forms begin in toddlerhood. Think about

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impulse control, which is associated with executive functioning, as well

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as emotional regulation, moral judgments, anticipating consequences.

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Speaker 2: That's all in that pre funnel cortex.

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Speaker 1: It also significantly matures during adolescens as pre funnel cortex develops, especially.

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Speaker 2: The myelination and aging.

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Speaker 1: Though it declines as contributes to reduce adaptability even with

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basic knowledge remains intact. Executive functioning is a key target

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in therapy for ADHD, TBI, and Fretolow related disorders.

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Speaker 2: We'll go back again to theory of mind.

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Speaker 1: We talked about every first ability to understand that others

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have mental states. Thoughts desires and beliefs that differ.

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Speaker 2: From our own.

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Speaker 1: Develops between ages three and five, marked by understanding of

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false belief, knowing that someone can hold a belief that's

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different from reality. So remember the classic sally An task.

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A child who understands theory of mind knows that Sally

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would look where she last saw her movel, not where

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it was moved without her knowledge. Theory of mind underlies empathy, deception, cooperation,

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and moral reasoning, and a lot of that is located

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in the pre funnel cortex, again associated with executive functioning

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impairedive delay. Theory of mine as a hallmark of autism,

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affecting social reciprocity and communication, and adolescens and adulthood. Theory

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of mine becomes more nuanced, recognizing sarcasm, white lies, or

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complex complex emotional intentions.

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Speaker 2: Now going into the.

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Speaker 1: World of Koldberg's moral stages. If you remember that, there

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are some assessment tools that include false belief tasks and

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perspective taking stories to help. Metacognition, monetary and control. Medicognition

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is the awareness and regulation of one's own.

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Speaker 2: Cognitive processes thinking about thinking.

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Speaker 1: It emerges around EGE seven with increased soft reflection and

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strategic thinking. Children under six often overestimate what they know

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or remember. I know. Sometimes it sounds like the adolescens too,

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but not really. By middle childhood, students begin using strategies

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like rereading, summarizing, rehearsal, and self questioning. Adolescens develop deeper

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metacognitive awareness, influencing motivation, study habits, and academic resilience.

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Speaker 2: In adulthood.

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Speaker 1: Medicognition supports judgment, problem solving, lifelong learning. Medic Cognition is

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linked to academic performance and self regulated learning. Weaknesses here

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often seen in learning disorders, executive function, deficits, and depression.

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So rumination is as maladaptive metic cognition. So let's look

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at intelligence now. So the first thing is we'll look

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at structure of intelligence. Is we've got two types. We

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got fluid intelligence, which is problem solving, logic, novel reasoning.

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A lot of this is happening in the pre funnel cortex.

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Crystallize intelligence, which is accumulated knowledge.

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Speaker 2: And skills, kind of like experience, which.

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Speaker 1: Often improves with age, peaking amid to late adulthood.

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Speaker 2: Stability and change.

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Speaker 1: IQ is relatively stable from late childhood onward, especially when

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measured appropriately. Early childhood scores are less predictive due to

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rapid developmental variability. Measurement considerations, standardized tests. You've heard of

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a lot of these already, WPPSI for preschool, whisk WS,

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WISC for children, ways WAIS for adults, Less language to

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Penman is the KABC across ages. Developmental span of Stanford

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and Binet. Environmental influences, intelligences shape by genetic potential and

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environmental exposure. En Wrenching factors include parental education, early language exposure, nutrition,

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cognitive stimulation. We see this a lot with firstborns, right,

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they get a lot of early language exposure. Detracting factors poverty, trauma,

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chronic stress, under resource skills. Clinical interpretation of IQ must

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consider adaptive functioning, especially for diagnosis like intellectual disability. So

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how do we apply this well Cognitive assessment across age

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groups use developmentally appropriate tools and norms. So again, Stanford

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BENE across different age groups. Be cautious with early testing

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under age three focus on developmental milestone and functional behavior

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for older adults include processing, spreed, working memory, language fluency

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to screen for early cognitive decline.

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Speaker 2: How about learning disorders?

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Speaker 1: Well understand disorders like dyslexia, dysgraphia, and dyscalculia, which I'll

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link to specific cognitive processes. Assessments include achievement testing as

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well as cognitive profiles, so phonological processing, visual motor integration,

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executive dysfunction. These our learning disorders, which often complicates learning

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profiles and requires individualized strategies. Another thing is designing cognitive interventions.

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For children, You're going to use a lot of modeling, scaffolding,

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and multisensory instruction. For adolescents, you focus on metacognitive coaching

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and strategy instruction against how do you think?

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Speaker 2: What do you think about thinking?

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Speaker 1: And then for older adults, emphasize cognitive stimulation, routine building,

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and external memory supports, neuropsychological implications post injury or understanding,

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cognitive baseline support, rehab goals. Changes in processing speed, executive control,

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or memory can indicate frontal lobe, parietal, or hippocampal dysfunction, respectively.

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Speaker 2: So that's it for that.

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Speaker 1: What we're going to go into the next time is

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cultural and societal influences on human development. Hopefully i'll get

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another podcast in this week. I'm going to try to

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go to two to three a week again. I can

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see that's really growing and I appreciate it. Keep sharing

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with all your classmates and friends to help them with

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the E Triple P.

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Speaker 2: If you find this valuable,