To see the other types of publications on this topic, follow the link: Adult age differences.
Books on the topic 'Adult age differences'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 books for your research on the topic 'Adult age differences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse books on a wide variety of disciplines and organise your bibliography correctly.
1
Kray, Jutta. Adult age differences in task switching: Components, generalizability, and modifiability. Lengerich: Pabst Science Publishers, 2000.
Find full text
2
Andrew, Patricia. The social construction of age: Adult foreign language learners. Bristol: Multilingual Matters, 2012.
Find full text
3
Gardner, Erica. Washington earnings and male-female differences in earnings, 1989-1999: Total earnings for adults aged 18 to 64 in 1999. [Olympia, Wash.]: Washington State Office of Financial Management, 2004.
Find full text
4
Woods, Cummings Rhoda, and Nielsen Nancy J, eds. The Survival guide for kids with LD* (Learning differences): By Gary L. Fisher and Rhoda Woods Cummings, edited by Nancy J. Nielsen, illustrated by Jackie Urbanovic. Minneapolis, MN: Free Spirit, 1990.
Find full text
5
Morris, Richard Jack. Age-related differences in articulatory physiology among adult females. 1986.
Find full text
6
MacKenzie, Alison M. Adult Age Differences in Memory (Adults: Psychological and Educational Perspectives. New Seri). Hyperion Books, 1991.
Find full text
7
Brown, Scott Charles. Adult age differences in memory: The roles of facilitation and interference. 2000.
Find full text
8
(US), National Research Council. Critical Perspectives on Racial and Ethnic Differences in Health in Late Life. National Academies Press, 2004.
Find full text
9
Alles, Anastasia Louise. Gender differences in bereavement outcomes for older widowed adults. 1995.
Find full text
10
Chen, Tong. Gender differences in leisure: A survey of middle-aged Chinese and the United States adults. 1995.
Find full text
11
S, Guzelian Philip, Henry Carol J, and Olin Stephen S, eds. Similarities and differences between children and adults: Implications for risk assessment. Washington, D.C: ILSI Press/International Life Sciences Institute, 1992.
Find full text
12
De Pauw, Sarah. Childhood Personality and Temperament. Edited by Thomas A. Widiger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352487.013.21.
Full textAbstract:
This chapter discusses the blossoming research on childhood personality, addressing salient questions on its measurement, its foundational structure, and its convergence with child temperament. First, the discovery and contemporary measurement of FFM-antecedents in young age is reviewed, highlighting promises as well as pitfalls of the various approaches available today. Second, divergences between child and adult taxonomies are delineated, as accumulating research suggests that the structure of child personality is not identical to the established FFM-structure in adults. Finally, the issue of temperament-personality convergence is considered. Whereas influential narrative reviews proposed that temperament and personality appear to be “more alike than different,” empirical research suggests that a simple hierarchical mapping fails to capture the complexity of these relationships. We invite students of behavioral individuality in childhood and adolescence to take into account the salient differences between the various personality approaches, child and adult personality taxonomies, and child temperament and personality “vocabularies.”
13
Gottlieb, Erin A., Anthony Moores, Tom Pettigrew, and Alyson Walker. Anaesthesia for the infant and older child. Edited by Jonathan G. Hardman and Neil S. Morton. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0071.
Full textAbstract:
Anaesthesia for infants and older children is, in many respects, similar to the practice of anaesthesia in adults. However, there are important differences in physiology, pathology, and pharmacology between children and adults, and there are the additional overlays of childhood personality and parental involvement. This chapter considers anaesthesia for children beyond the neonatal stage. It deals with the important aspects of the pre-, intra-, and postoperative periods, and particularly details those aspects of paediatric anaesthesia where practice differs from that in adult patients.
14
Jackson, D. Simon. Emerging Adult Essay. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0017.
Full textAbstract:
I was 7 years old when I was lucky enough to discover my passion for bears and learned firsthand, through a lemonade stand and a couple of letters in support of protecting Alaska’s Kodiak bears, that all people—no matter their age—can make a difference for all life. By the age of 13, with my passion growing and my belief in the power of one fortified, I embarked on a journey that I thought would last a week, but has instead come to define my young life....
15
Willer, Jan. Could it be Adult ADHD? Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190256319.001.0001.
Full textAbstract:
One out of every 10 adult psychotherapy clients—or more—probably has attention deficit/hyperactivity disorder (ADHD). When psychotherapists miss the ADHD, treatment is frustrating and less effective. This book is for the general mental health professional who wishes to learn how to recognize, assess, and treat adult ADHD. Adults with ADHD are very different, developmentally and symptomatically, from children. ADHD affects adults of all races, gender identities, and backgrounds, and obvious hyperactivity is rarely part of the adult clinical picture. This book provides a full description of adult ADHD symptoms, based on the most current research, including executive functioning problems, emotional dysregulation, atypical reward sensitivity, and problems with time perception. Complete guidance to recognizing adult ADHD is provided, including behavior displayed during psychotherapy, developmental issues, educational challenges, and adaptive functioning problems. Depression, anxiety, self-image issues, and substance abuse are addressed, since these mental health problems are commonly associated with adult ADHD. Guidance is provided to help the mental health practitioner provide psychoeducation about cognitive differences in ADHD, which is essential for client self-acceptance and adaptive functioning. Common psychotherapy problems with ADHD clients are addressed, including chronic lateness to sessions, missed appointments, motivation problems, difficulties with homework, and tangentiality. The principles of cognitive-behavioral treatment of ADHD are provided, along with case examples to illustrate the implementation of these techniques. An overview of medications for ADHD is provided, including their benefits, contraindications, and side effects. Nontraditional treatments are reviewed for their effectiveness.
16
McManus, Alison M., and Neil Armstrong. Pulmonary function. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0010.
Full textAbstract:
The principles of pulmonary ventilation are the same for children and adults. Ventilation adjusts to alterations in metabolic demand in the child; but for a given exercise intensity there is a greater ventilation when expressed relative to body mass and a higher energetic cost of breathing in the child compared to the adult. Limited evidence suggests child-adult differences may be a result of immature chemoreception, a greater drive to breathe, differences in airway dimensions, and the mechanical work of breathing. There are few studies investigating the dynamic ventilatory response to moderate intensity exercise and none to heavy or very heavy intensity exercise in the child. Little attention has been devoted to the developmental pattern of ventilatory control, although there is evidence of altered chemoreceptive modulation of breathing in the child. Considerable research will be necessary before we have a full appreciation of pulmonary function during exercise in the child.
17
Dowker, Ann. Individual Differences in Arithmetical Abilities. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.034.
Full textAbstract:
This chapter discusses individual differences in arithmetic. It deals relatively briefly with the findings about the general large extent of such differences in both children and adults. It then discusses findings that indicate that it is inadequate to speak of arithmetical ability as a single characteristic. Rather, it is made up of many components, which may correlate, but also show significant functional independence. Discrepancies between any two such components, in both directions, can be frequently observed. There is evidence for this from many sources, including studies of patients with acquired dyscalculia, brain imaging studies, cross-cultural studies, and studies of both typically developing children and those with mathematical difficulties. The chapter then discusses questions about when such between- and within-individual differences begin, and whether numerical ability is componential from infancy or starts as a single ability and then differentiates. There is certainly evidence that it is already componential in preschoolers. The need for more longitudinal and intervention studies is emphasized, if we are to understand whether differences in specific components are consistent over time, and whether specific components at an early age have specific predictive relationships to specific components found later on.
18
LeFevre, Jo-Anne, Emma Wells, and Carla Sowinski. Individual Differences in Basic Arithmetical Processes in Children and Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.005.
Full textAbstract:
This chapter describes the four main sources of individual differences in arithmetic that have been identified through research with children and adults. Numerical quantitative knowledge invokes basic cognitive processes that are either numerically specific or are recruited to be used in quantitative tasks (e.g. subitizing, discrimination acuity for approximate quantities). Attentional skills, including executive attention and various aspects of working memory are important, especially for more complex procedures. Linguistic knowledge is used within arithmetic to learn number system rules and structures, specific number words, and in developing and executing counting processes. Strategic abilities, which may reflect general planning and awareness skills, are involved in selecting procedures and solving problems adaptively. Other important sources of individual differences include automaticity of knowledge related to practice, experiences outside school, and the specific language spoken. Suggestions are made for further research that would be helpful in establishing a full picture of individual differences in arithmetic.
19
Zamarian, L., and Margarete Delazer. Arithmetic Learning in Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.007.
Full textAbstract:
Neuroimaging has significantly contributed to our understanding of human learning by tracking the neural correlates underlying the acquisition of new expertise. Studies using functional magnetic resonance imaging (fMRI) suggest that the acquisition of arithmetic competence is reflected in a decrease of activation in frontal brain regions and a relative increase of activation in parietal brain regions that are important for arithmetic processing. Activation of the angular gyrus (AG) is related to fact learning, skilled retrieval, and level of automatization. fMRI investigations extend the findings of cognitive studies showing that behavioural differences between trained and untrained sets of items, between different arithmetic operations, and between different training strategies are reflected by specific activation patterns. fMRI studies also reveal inter-individual differences related to arithmetic competence, with low performing individuals showing lower AG activation when answering calculation problems. Importantly, training attenuates inter-individual differences in AG activation. Studies with calculation experts suggest that different strategies may be used to achieve extraordinary performance. While some experts recruit a more extended cerebral network compared with the average population, others use the same frontoparietal network, but more efficiently. In conclusion, brain imaging studies on arithmetic learning and expertise offer a promising view on the adaptivity of the human brain. Although evidence on functional or structural modifications following intervention in dyscalculic patients is still scarce, future studies may contribute to the development of more efficient and targeted rehabilitation programmes after brain damage or in cases of atypical numerical development.
20
Falk, Bareket, and Raffy Dotan. Temperature regulation. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199232482.003.0023.
Full textAbstract:
This chapter outlines the physical and physiological changes that occur during growth and maturation and the possible effects these changes can have on the nature and effectiveness of thermoregulation. The physiological responses to heat stress are discussed in terms of metabolic, circulatory, hormonal, and sweating responses, changes in body temperature, and in terms of heat tolerance. Also discussed is hydration status, which can affect thermoregulatory effectiveness in the heat. The physiological response to cold stress is considered in terms of the metabolic and circulatory responses and their possible influence on the effectiveness of thermoregulation. The discussion does not outline the thermoregulatory response per se, but rather emphasizes the differences in that response between children and adults. Finally, child–adult differences in the acclimatization- and training-induced adaptations to thermal stress are discussed.
21
Vihman, Marilyn May. Phonological Templates in Development. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198793564.001.0001.
Full textAbstract:
Based on cross-linguistic data from several children each learning one of eight languages and grounded in the theoretical frameworks of usage-based phonology, exemplar theory, and Dynamic Systems Theory, this book explores the patterns or phonological templates children develop once they are producing 20–50 words or more. The children are found to begin with ‘selected’ words, which match some of the vocal forms they have practised in babbling; this is followed by the production of more challenging adult word forms, adapted—differently by different children and with some shaping by the particular adult language—to fit that child’s existing word forms. Early accuracy is replaced by later recourse to an ‘inner model’ of what a word can sound like; this is a template, or fixed output pattern to which a high proportion of the children’s forms adhere for a short time, before being replaced by ‘ordinary’ (more adult-like) forms with regular substitutions and omissions. The idea of templates developed in adult theorizing about phonology and morphology; in adult language it is most productive in colloquial forms and pet names or hypocoristics, found in informal settings or ‘language at play’. These are illustrated in some detail for over 200 English rhyming compounds, 100 Estonian and 500 French short forms. The issues of emergent systematicity, the roles of articulatory and memory challenges for children, and the similarities and differences in the function of templates for adults as compared with children are central concerns.
22
Pisapia, Jared M., Zarina S. Ali, Gregory G. Heuer, and Eric L. Zager. Adult Upper Trunk Brachial Plexus Injury. Edited by Meghan E. Lark, Nasa Fujihara, and Kevin C. Chung. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190617127.003.0022.
Full textAbstract:
This chapter takes a case-based approach to the diagnosis and management of adult brachial plexus injury involving the upper trunk. The clinical presentation and differential diagnosis associated with this injury pattern are reviewed, as well as the findings of electrodiagnostic and imaging studies. Preoperative considerations include the timing from initial injury and the difference between pre- and postganglionic injury. Options for nerve reconstruction include nerve grafting, nerve transfer, or a combination of both. The options are compared, and a detailed description of each surgical procedure is provided, along with related complications, alternative repair strategies, and outcomes.
23
Appraisal of the quality and intensity of pain following abdominal surgery: Differences between older and middle-aged adults. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.
Find full text
24
Bullock, Ian, Jill Macleod Clark, and Joanne Rycroft-Malone, eds. Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.001.0001.
Full textAbstract:
Adult Nursing Practice: Using evidence in care enables today's students and newly qualified nurses develop the knowledge and skills they need to deliver, and lead care tomorrow. Reflecting the principles of evidence-based care in line with the current NMC competencies, this textbook helps students learn to manage patients with common conditions and fundamental health needs so they can provide the best possible evidence-based care. Written, and edited by leading nurses from practice, education and research, it focuses on common diseases, fundamental health needs, and symptoms that nurses' encounter in daily practice. Conditions are clearly explained so that the causes of ill health are easily understood. Every chapter covers pathophysiology, indicates the key priorities for nursing assessment, and discusses 'what the evidence says', before considering nursing management options. Throughout the authors' clear signposts to trustworthy evidence mean that students can effortlessly select the best nursing interventions for their patients using the current available evidence-base. The ideal guide for students preparing for registration and newly qualified staff going through preceptorship, it is packed with over 115 illustrations and lots of features to bring the subject to life and make learning easier: BLNursing assessment illustrations outline challenges caused by common diseases in a helpful and memorable way, highlighting issues that need assessment BLRed flag icons indicate the warning signs of deterioration and urgent questions are listed that can be used for assessment and monitoring BLCase studies of effective evidence-based interventions show the difference that high quality nursing care makes BLCross references between common conditions' causes and managing related health needs and symptoms develop understanding by clearly linking pathophysiology with nursing management options BLTheory into practice boxes further enhance learning through suggested activities, such as exploring key evidence, considering major practice issues or applying core knowledge while out on placement BLOnline resource centre at www.oxfordtextbooks.co.uk/orc/bullock http://www.oxfordtextbooks.co.uk/orc/bullock. Filled with interactive and useful e-learning resources to help students test their learning, keep up-to-date with the latest evidence and further expand their knowledge, it features: BLClinical decision making scenarios BLQuiz questions BLUpdates to content BLHyperlinked references BLimages from the book BLLecturer resources
25
Berman, Elise. Talking Like Children. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190876975.001.0001.
Full textAbstract:
Presented as a series of captivating stories from a village in Oceania, Talking Like Children is an intimate analysis of interaction that shows how age comes to be. Children in the Marshall Islands do many things that adults do not: they walk around half naked, display food in public, and explicitly refuse to give. Although many see these behaviors as natural results of children’s immaturity, the author shows that children are socialized to be different from adults—to be rude and immature. She analyzes a variety of interactions all broadly based around exchange: adoption negotiations, efforts to ask for or avoid giving food, debates about supposed child abuse. In these dramas both large and small, age differences emerge through the decisions people make, the emotions they feel, and the asymmetries they produce. Age and the life course often appear less interesting, less important, or more biologically determined than gender, race, or class. But Berman shows that, like gender and race, age differences are culturally produced and socially influential. Age differences give Marshallese children and adults “aged agency,” or the ability to manipulate social life in distinct but complementary ways. These differences are also a central mechanism of language socialization. Talking Like Children reestablishes age as a foundational concern of anthropological and linguistic research and as a variable that transforms our views of socialization, cultural reproduction, agency, giving, and culture.
26
Hertzog, Christopher. Aging and Metacognitive Control. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.31.
Full textAbstract:
This chapter reviews age differences in metacognitive control, defined as behaviors based on the monitoring of cognitive systems and states with the goal of improving the quality of cognition, especially the likelihood of successful remembering. Metacognitive monitoring and control are promising means of improving older adults’ cognition and can compensate for age-related cognitive decline. A prototypical type of metacognitive control studied in aging research involves the self-testing procedure to guide allocation of study time and strategic effort. Older adults often fail to use this strategy even though it can be highly effective for them. Evidence regarding age differences in metacognitive control using more complicated multitrial learning tasks is mixed. The literature is still in its formative stages and age differences in observed metacognitive control should not be taken as signifying irremediable aging-related deficits. Issues with the existing body of evidence and suggestions for future research questions are highlighted.
27
Capp, Bernard. James Yonge and John Cannon. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823384.003.0011.
Full textAbstract:
James Yonge was a successful Plymouth surgeon, John Cannon a minor excise official and teacher with a scrappy and unsuccessful career. Both men lived to a good age, and both narratives reflect lifelong anger at what they saw as their parents’ discrimination, and their bitter resentment at the favours enjoyed by their brothers and sisters. Both cases show vividly how childhood sibling rivalries and resentments could survive for a lifetime and blight adult lives and relationships. In Yonge’s case, sibling rivalries became entangled with political differences. In Cannon’s case, resentment and emotional turbulence were exacerbated by the fact that his younger sibling enjoyed greater success in life. As the elder brother, Cannon always believed he should enjoy a superior status, but circumstances made this impossible to achieve.
28
Chenault, Kristin. Pediatric Renal Transplantation. Edited by Kirk Lalwani, Ira Todd Cohen, Ellen Y. Choi, and Vidya T. Raman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190685157.003.0043.
Full textAbstract:
Approximately 700 pediatric kidney transplants were performed in 2014, with roughly one-third of those being living-related kidney transplantations. There are distinct differences between renal disease and transplantation in children compared to adults. Overall, end-stage renal disease (ESRD) is less common in the pediatric population than in adults. While the most common etiology for ESRD in adults is diabetes mellitus, the most common etiologies of ESRD in the pediatric population are congenital, such as dysplastic kidney or obstructive uropathy. Surgical technique can also vary depending on the age and size of the recipient, as well as the donor kidney size.
29
Boswell, James F., Michael J. Constantino, and Lisa M. Anderson. Potential Obstacles to Treatment Success in Adults. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.17.
Full textAbstract:
Identifying client characteristics that influence negative psychotherapy outcomes is vitally important. This chapter reviews baseline client characteristics that have demonstrated direct relationships with unsuccessful treatment outcomes, as well as client traits that have functioned as moderators of specific treatment effects and process-outcome associations. Throughout this chapter client characteristics are defined as preexisting individual differences or traits that clients bring into the therapy context. Identifying client baseline characteristics that influence, directly or indirectlyc, negative outcomes is vitally important. This review divides such client characteristics into the following categories: demographic variables, expectancies, mental health variables, intra-psychic traits, and interpersonal traits. Implications of reviewed research findings for psychotherapy practice are discussed.
30
Taber-Thomas, Bradley, and Koraly Pérez-Edgar. Emerging Adulthood Brain Development. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.15.
Full textAbstract:
Emerging adulthood (EA) is marked by a prolonged developmental transition to adulthood, dynamic personal and environmental circumstances, and unique patterns of vulnerability to psychological dysfunction. Neurodevelopment in childhood and adolescence has been studied extensively, but EA has not yet received its due attention from developmental cognitive neuroscience. The existing evidence shows that neurodevelopment continues throughout EA in support of emerging adult roles. The data suggest a frontolimbic fine-tuning model of brain development in EA that holds that adult functions are promoted through the strengthening of prefrontal regulation of limbic function and a newly emerging balance between prefrontal subregions involved in modulating approach and avoidance. Considering the overlap between these neurodevelopmental processes and the peak incidence of numerous psychological disorders in EA, it seems that individual differences in the dynamics of emerging adulthood neurodevelopment may not only underlie differences in functioning, but also risk for psychological disorder.
31
Murphy, Claire Louise, Yiannis Ioannou, and Nicola Ambrose. Juvenile systemic lupus erythematosus. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198739180.003.0008.
Full textAbstract:
Juvenile-onset systemic lupus erythematosus (JSLE) is similar to adult-onset SLE, but there are distinct differences in clinical features, serology, and management requirements. It is more aggressive than adult-onset SLE with frequent renal and haematological manifestations and higher mortality rates. The cause of JSLE is unknown but appears to be multifactorial with genetic, immunological, hormonal, and environmental influences. Macrophage activation syndrome is a potentially life-threatening complication, and may mimic the underlying disease or be confused with sepsis. Transferring care from paediatric to adult care can be a difficult milestone and should be tailored to the individual patient. Management requires a multisystemic, holistic approach with recognition of psychosocial factors that occur during normal childhood and adolescence. International collaboration and further research is needed to optimize care for these patients.
32
Cassidy, Jim, Donald Bissett, Roy A. J. Spence OBE, Miranda Payne, and Gareth Morris-Stiff. Spinal cord compression and bone marrow suppression. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199689842.003.0030.
Full textAbstract:
Childhood cancer in adults outlines the uncommon challenge presented by the occurrence of these pathologies in young adults, and the need for shared expertise in their successful management. The embryonal tumours, medulloblastoma, retinoblastoma, neuroblastoma, and Wilms’ tumour are considered first, emphasising similarities and differences in the pathology and management of each when adults are compared with children. The soft tissue sarcoma, rhabdomyosarcoma, is frequently best managed with chemotherapy and surgery. The important role of specialist cytogenetics in all these tumours is emphasised.
33
Lussier, Patrick, and Arjan A. J. Blokland. A developmental life-course perspective of juvenile and adult sexual offending. Edited by Teela Sanders. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190213633.013.12.
Full textAbstract:
This essay examines theoretical, methodological, and empirical knowledge about the activation, course, and desistance from sex offending. The authors discuss theoretical issues and controversies regarding the origins and development and sex offending. Methodological issues in the measurement of sex offending and sex offending careers are reviewed, and an organizing conceptual criminal career framework is proposed to study sex offending. The current state of knowledge is presented regarding the criminal careers of juvenile sex offenders and associated developmental correlates, as well as the criminal careers of adult sex offenders and associated developmental correlates. A comparative analysis is provided of juvenile and adult sex offending careers and the respective correlates, noting developmental similarities and differences. Finally, a developmentally informed integrated model of sex offending is presented to stimulate research and policy discussion regarding the prevention of sexual violence and abuse.
34
Uskul, Ayşe K., and Harriet Over. The Role of Economic Culture in Social Interdependence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190492908.003.0002.
Full textAbstract:
This chapter discusses economic group differences in responses to social exclusion in children and adults. It begins by outlining evidence that different economies give rise to different habits and social practices and that these habits and social practices lead to differences in the extent to which individuals perceive themselves to be independent from, or interdependent with, others. It then argues that differences in social interdependence are associated with differences in how individuals respond to social exclusion. Drawing on the authors’ own research with an interdependent farming community and a more independent herding community, the chapter describes cultural differences in how individuals perceive social exclusion, respond to being excluded, and morally evaluate those who exclude others.
35
Hout, Michael. The Employment Patterns of Young Adults, 1989–2014. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190685898.003.0002.
Full textAbstract:
A strong start in life includes includes getting started in the world of work. Age, race, and education all affect young people’s employability and labor force experiences. First, just a few years can make a big difference among the young. Twenty-four-year-olds are not nearly as raw as 18-year-olds; they may have more education as well. Second, gender matters. Young women have different employment patterns from young men. Third, black and Hispanic youth have more employment difficulties than white and Asian youth. Fourth, college graduates have much better employment prospects than people with less education. Evidence presented here indicates that credentials outweigh experience, partly because so much employment growth is limited to occupations that require a college degree; but this probably applies in other occupations as well. All of these broad patterns replicate year after year, but economic conditions at the time can make them larger or smaller.
36
Yuen, Eunice, and Michael H. Bloch. Meta-Analysis of the Dose–Response Relationship of SSRIs in Adult Patients with Obsessive-Compulsive Disorder. Edited by Ish P. Bhalla, Rajesh R. Tampi, Vinod H. Srihari, and Michael E. Hochman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190625085.003.0030.
Full textAbstract:
This chapter provides a summary of a landmark study on adult patients with obsessive-compulsive disorder (OCD). Discussion here is based on a meta-analysis from nine prominent clinical studies. Are there any differences in efficacy and tolerability among different doses of, selective serotonin reuptake inhibitor in the treatment of OCD? Starting with that question, it describes the basics of the study, including funding, study location, who was studied, how many patients, study design, study intervention, follow-up, endpoints, results, and criticism and limitations. The chapter briefly reviews other relevant studies and American Psychiatry Association (APA) guideline information, discusses implications, and concludes with a relevant clinical case.
37
Willoughby, Brian J., and Spencer L. James. Social Influences and Marriage. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190296650.003.0008.
Full textAbstract:
This chapter focuses on three social influences that make a difference in how emerging adults think about marriage and marital transitions: peers, religious institutions, and media, which together have some of the largest effects on the marital paradoxes of emerging adults. Friends are discussed first, with a specific focus on how peer interactions on social media influence the marriage dialogue among emerging adults. The decline in religiosity is then discussed, as well as other ways in which religious institutions influence how emerging adults approach marriage. Finally, the influence of media messages is discussed, with a particular focus on the effect that reality television and the celebrity culture that emerging adults have grown up with have soured their view of marriage.
38
Ratel, Sébastien, and Craig A. Williams. Neuromuscular fatigue. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0009.
Full textAbstract:
Scientific evidence supports the proposition that prepubertal children fatigue less than adults when performing whole-body dynamic activities like maximal cycling, running bouts, and maximal voluntary isometric/isokinetic muscle contractions. Although the mechanisms underpinning differences in fatigue between children and adults are not all fully understood, there is a consensus that children experience less peripheral fatigue (i.e. muscular fatigue) than their older counterparts. Central factors may also account for the lower fatigability in children. Some studies report a higher reduction of muscle voluntary activation during fatiguing exercise in prepubertal children compared to adults. This could reflect a strategy of the central nervous system aimed at limiting the recruitment of motor units, in order to prevent any extensive peripheral fatigue. Further studies are required to clarify this proposition.
39
Owen, Gareth, Sir Simon Wessely, and Sir Simon Wessely, eds. The psychiatric interview with children. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199661701.003.0003.
Full textAbstract:
The chapter outlines a comprehensive psychiatric interview for children. It outlines the differences from assessing adults and gives a scheme for the mental state examination. Suggestions are given on how to tailor the interview to children below the age of 6 ,for middle childhood, and for adolescence. Guidance is provided about the use of multiple informants (parents, teachers, and others) and how to synthesize or prioritize their accounts. The chapter also provides a framework for the asssessment of children with developmental disorders to ensure all relevant domains are covered.
40
McNamara Barry, Carolyn, and Mona M. Abo-Zena. The Experience of Meaning-Making. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.22.
Full textAbstract:
Emerging adults are on a journey of self-discovery. In a nation founded on religious liberty, it is not surprising that so many emerging adults in the United States are focused on self-exploration concerning their religiousness and spirituality. This chapter addresses how religiousness and spirituality develop over the third decade by noting similarities and differences from previous and coming decades, the nature of religious and spiritual beliefs, the intersection of religious and spiritual development with developmental domains, and the outcomes associated with religiousness and spirituality. The chapter goes on to discuss religious and spiritual socialization contexts of parents, peers, religious communities, universities, and the media, and it delineates the variations in religious and spiritual development concerning gender, sexuality, and culture, as well as the subgroup of nonreligious and atheist emerging adults. The authors note limitations and future research directions for the study of emerging adults’ religiousness and spirituality.
41
Cohen, Stacy A., Margaret M. Haglund, and Larissa J. Mooney. Treatment Options for Older Adults with Substance-Use Disorders. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199392063.003.0010.
Full textAbstract:
Due to co-occurring medical disorders, psychosocial differences, functional and cognitive limitations related to aging, and the potential for multiple medication interactions, unique considerations must be made when addressing the diagnosis and treatment of SUDs among the elderly. Better information is needed on all fronts, from initial screening and assessment, to triaging to appropriate levels of care, to behavioral therapies and pharmacological treatment. Guidelines should help direct providers, families, and patients identify appropriate and individualized treatment programs. Encouragingly, outcomes appear to be as good, if not better, in the older population than in younger adults treated for SUDs. As the “baby boomer” population ages, more older adults will need treatment for illicit drug use, alcoholism, and the misuse of prescription medications. Greater education and awareness of this growing problem will increase attention paid by clinicians and policymakers allocating resources to address the treatment of SUDs in the older population.
42
Devlin, Dennis I. Attitude toward physical activity and body image of more and less active older adults. 1990.
Find full text
43
Attitude toward physical activity and body image of more and less active older adults. 1990.
Find full text
44
Gfeller, Kate E. Music Therapy for Children and Adults who are Deaf or Hard of Hearing. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.31.
Full textAbstract:
This chapter focuses on music therapy for children and adults who are deaf or hard of hearing. Foundational information on acoustical properties of music and speech and the hearing mechanism is provided. Because this population is diverse on a number of factors, which influence therapeutic needs, this chapter describes differences among clients as a function of auditory profiles (e.g. onset or severity of loss), hearing devices, modes of communication, and cultural affiliation. These factors influence abilities in various functional domains. Music therapy goals and interventions are described in relation to speech and language, auditory training, social integration, and music engagement. Accommodations in the therapeutic environment that optimize hearing and communication guidelines essential to successful therapeutic interventions are discussed.
45
Tan, Tina Q., John P. Flaherty, and Melvin V. Gerbie. Routine Vaccines for Vaccine-Preventable Diseases. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190604776.003.0003.
Full textAbstract:
The natural history, signs and symptoms, prevention, and treatment of common vaccine preventable infectious diseases are introduced. Dosing, immunization schedules, contraindications, precautions, and administration of vaccines are discussed for patients of all ages. Frequently asked question sections at the end of each chapter summarize issues that clinicians commonly encounter in their practices. This chapter details each of the diseases and specific vaccines that are recommended throughout life. The clinical presentations, clinical courses, complications, and post-exposure and pre-exposure managements are detailed. Differences in the disease in childhood and adult ages are noted. International variations of the diseases and vaccine requirements of individual countries are noted. The transmissions, incubation periods of the diseases, natural, and vaccine-induced durations of immunity are discussed. FAQs offer helpful answers to many of the questions that this wide variety of conditions present.
46
De Fruyt, Filip, Barbara De Clercq, and Marleen De Bolle. The Five Factor Model of Personality and Consequential Outcomes in Childhood and Adolescence. Edited by Thomas A. Widiger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352487.013.6.
Full textAbstract:
The validity of the Five Factor Model (FFM) to describe personality differences in childhood and adolescence is well established. Personality differences can be reliably assessed in children and adolescents, and available research converges on the validity of the FFM as the predominant model to provide a comprehensive and manageable account of these notable differences. In addition, there is strong agreement that personality traits in childhood/adolescence are related to a broad range of short- and long-term consequential outcomes, underscoring their utility in research and assessment. The aims of the present chapter are threefold: first, to review FFM measures developed for children and adolescents; second, to discuss parallels and dissimilarities obtained with adults; and finally to summarize the significance and validity of the model in gaining an understanding of a broad series of outcomes, including interpersonal relationships, psychopathology, health and well-being, learning and learning outcomes, and long-term outcomes manifested in adulthood.
47
Harrington, Lesley, and Benjamin Osipov. The Developing Forager. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.23.
Full textAbstract:
Studies of regional and chronological variation in skeletal markers of physical activity in past hunter-gatherer populations typically focus on adults, however, patterns of bone strength develop predominantly during childhood and adolescence. Ethnographic studies suggest that differences in environment and subsistence strategy would have brought about variation in how children grew up to be productive foragers capable of procuring food for themselves and others. Different foraging activities require varying degrees of physical strength and skills development. These factors would have influenced the age at which individuals began to participate in different foraging activities and lead to regional and chronological differences in the ontogeny of limb robusticity. This process is culturally-mediated in terms of the degree to which children are ‘trained’ in subsistence activities. Consequently, this study compares ontogenetic patterns in the development of bone strength with the aim of reconstructing physical activity patterns among the children of two Holocene hunter-gatherer populations.
48
Yaffe, Gideon. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803324.003.0010.
Full textAbstract:
The science of child development—especially psychological and neural development—is helping us to see just how different kids are from adults in ways that matter directly to their culpability for crime. Not every difference matters, of course, but many do. For instance: What risks one was aware of when one acted in a way that harmed another matters, directly, to one’s culpability. The greater the risks of which one was aware when acting, the greater the culpability. If kids are different from adults in the way they perceive risks, then this matters to their culpability; and, in fact, there is evidence suggesting that they are. Using empirical discoveries in this way is extremely important if we are to give kids their due....
49
Brugha, Traolach S. Autism as a lived experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.003.0004.
Full textAbstract:
In this chapter use is made of the perspectives patients have shared on their lifetime experience, and of what can be learnt from the intelligent adult man and woman on the autism spectrum, drawn and summarized from, and inspired by personal accounts in the clinic, and from published accounts, including those found through online support communities. Consideration is given to empathy that is not reciprocated and to difference versus disorder. Also considered are choices of action to follow—the yearning for logical problem solving—consideration of what would help and where to obtain help, including the possible value of an assessment.
50
Kropf, Nancy P., and Sherry M. Cummings. Psychoeducational and Social Support Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190214623.003.0009.
Full textAbstract:
In Chapter 9, “Psychoeducational and Social Support Interventions: Theory and Practice,” the history, theory, and application of both of these therapeutic approaches with caregivers and older adults are provided. While differences in structure and context exist, the underlying theoretical perspectives of these approaches are comparable, with goals and outcomes of enhanced coping, increased competence, and decreased stress. The chapter describes the use and practice of psychosocial education to increase knowledge, impart information, and foster skill development among older adults. Likewise, the methods employed in social support interventions to provide opportunities for older individuals to share experiences, foster connections with others in similar life circumstances, and enhance receipt of needed emotional and instrumental support are explained. Case studies demonstrating the use of both approaches with older care providers are included. Finally, the chapter outlines the range of environmental settings in which psychoeducational and social support interventions are commonly employed.