MEMORY LOSS AMONG THE ELDERLY
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
MEMORY LOSS AMONG THE ELDERLY
Running head: MEMORY LOSS AMONG THE ELDERLY 1
MEMORY LOSS AMONG THE ELDERLY 2
Memory Loss among the Elderly
Institution Affiliation
Date
Memory Loss among the Elderly
A recent study from the University of Minnesota reported that the memory deficiency among the elderly is not as high as earlier thought. While it is true that the capability to remember the specific facts reduces with age, other types of memory are not affected in the same way. Koustaal (2015) reported that while the elderly have less ability to remember specific details than other groups, the retention of events and experiences is almost similar. This changes the highly widespread belief of the decrease in our ability to remember as we grow old. The changes in memory among people as they grow old are caused more by other health problems than age.
Most neuropsychologist agrees that cognitive loss starts at the age of 20 years. People fail to notice the loss because it is not significant enough to impede daily activities. However, between 45 and 49 years, people start to feel these effects while at 75 years, other people can see the impact (Clapp & Gazzaley, 2012). While it is normal to have changes in our ability to remember, it is necessary to identify those changes that are abnormal so that severe diseases cases are not ignored. It is a common problem, especially among low-income communities to confuse most memory challenges such as dementia and Alzheimer’s disease for aging and inevitable (Gard, Hölzel & Lazar, 2014). It is noteworthy that the brain is capable of producing new cells to stall information even at a very old age which makes memory loss with aging not inevitable.
The deterioration of memory with age is not uniform and does not affect all memory types at the same time in the lifespan of an individual. In fact, studies have shown that some types of memory such as semantic improves exponentially as one grows old (Clapp & Gazzaley, 2012). This means that unless an individual is having other health problems, their ability to remember general facts should remain perfect. Also, a procedural memory that helps recall how to do things remains the same throughout an individual’s life. Episodic memory that helps understand questions of what, where and when, and long-term memory are affected most by aging (Gard et al., 2014). Consequently, certain brain functions such as learning new things, information processing and ability to perform more than one toss deteriorate inevitably with age.
Several physiological and physical problems can result in glitches in memory. For example, depression, infections, substance abuse, depression, dehydration, medications, thyroid imbalance and poor nutrition have been reported to cause significant changes in an individual’s ability to remember. Alzheimer’s disease and dementia are the chief culprits for loss of memory with age (Clapp & Gazzaley, 2012). It is, therefore, necessary to attend to any challenges an individual or their loved ones face with memory rather than ignoring them and attributing them to age. In the hospital, a doctor should discuss all the possible causes of the problem with a patient and get a complete medical workup. To rule out psychological stresses such as anxiety and depression, a comprehensive neuropsychological evaluation should be done.
To keep up with age and ensure a healthy brain, an individual should take precautions to minimize age-related changes. One way of doing this is socializing and getting involved in community activities (Aizpurua Koutstaal 2015). Also, physical activities such as brisk walking help in boosting the brain functionality. One also ought to train their brain on learning and memorizing by challenging it every day with new tasks. It is also necessary to avoid ageist stereotypes as they may cause memory loss psychologically (Villeda et al., 2014). While age is a factor in memory loss, its effects will be felt most by the physical and physiological fitness of an individual.
References
Clapp, W. C., & Gazzaley, A. (2012). Distinct mechanisms for the impact of distraction and interruption on working memory in aging. Neurobiology of aging, 33(1), 134-148.
Aizpurua A., Koutstaal W. (2015). A matter of focus: Detailed memory in the intentional autobiographical recall of older and younger adults. Consciousness and Cognition, 2015; 33: 145 DOI: 10.1016/j.concog.2014.12.006
Villeda, S. A., Plambeck, K. E., Middeldorp, J., Castellano, J. M., Mosher, K. I., Luo, J., … & Wabl, R. (2014). Young blood reverses age-related impairments in cognitive function and synaptic plasticity in mice. Nature medicine, 20(6), 659-663.
Gard, T., Hölzel, B. K., & Lazar, S. W. (2014). The potential effects of meditation on age‐related cognitive decline: a systematic review. Annals of the New York Academy of Sciences, 1307(1), 89-103.
University of the Basque Country. (2015, June 5). Memory loss among the elderly is lower than what was originally thought. ScienceDaily. Retrieved January 17, 2018 from www.sciencedaily.com/releases/2015/06/150605081613.html
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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