400529224-Perry’s Theory of Adult Development

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1 Perry’s Theory of Adult Development Student’s name Institution affiliation Course Name and Number Instructor’s name Assignment Due Date

2 Perry’s Theory of Adult Development Orona, G. A., Eccles, J. S., Zitzmann, S., Fischer, C., & Arum, R. (2023). Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation. Contemporary Educational Psychology , 74 , 102206. https://doi.org/10.1016/j.cedpsych.2023.102206 The article by Orona et al. (2023) explores how emerging adults' cognitive development occurs in a university context, with a particular emphasis on how the variety of courses taken affects the development of cognitive abilities. The study's theoretical foundation is that differences in emerging adults' capacity for complex thinking may be attributed to age-related and environmental impacts. It highlights the need to be exposed to various viewpoints and ideas ingrained in university programs' general education and elective requirements. The authors utilize cognitive tests that evaluate several cognitive domains and longitudinal data from students at prominent public institutions to look into this. Applying this research to social work emphasizes how crucial it is for developing adult learners to have a diverse educational background since it may help them enhance their cognitive abilities. Students exposed to various ideas and viewpoints may find it beneficial while studying social work, which often requires complicated problem-solving and critical thinking. It highlights how important the learning environment is for emerging adults' cognitive development. This study also acknowledges that the advantages of intellectual breadth are inconsistent across all aspects of cognition, which is relevant to various demographics. Education programs should be made to take into account the different learning demands and styles of students since additional cognitive capabilities may be impacted to differing degrees. This emphasizes how

3 crucial it is to facilitate students' cognitive growth via inclusive and flexible educational methods, regardless of their origins or hobbies. Mayer, R. E., Parong, J., & Bainbridge, K. (2019). Young adults learn executive function skills by playing focused video games. Cognitive Development , 49 , 43-50. https://doi.org/10.1016/j.cogdev.2018.11.002 The article by Mayer et al. (2019) investigates the possibility of employing video games to improve young adults' executive function abilities. One example of administrative function competence is switching focus between tasks quickly and effectively. The research evaluates how well-suited specific game genres are to foster these abilities. The study results show little evidence to support the claim that commercially available video games, which are made mainly for recreational purposes, help children improve their executive function. Comparably, the data on the effects of prolonged play of brain-training games, like Lumosity, on executive function tests that aren't games is inconsistent. The research emphasizes the possible advantages of using focused, well-made video games to improve young adults' executive function abilities by applying these results to social work. Time management, problem-solving, and balancing multiple client demands are just a few of the executive function activities that social workers often have to do. Well-designed video games may be a fun and valuable tool to support young people in developing these abilities, especially when included in social work teaching or treatments. As a core tenet of social work practice, it also highlights how crucial it is to customize treatments to the unique cognitive development requirements of the population being treated. Furthermore, by recommending that the development of cognitive skills via video games should be context-specific and based on cognitive theories of learning, this study speaks to

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4 various diverse populations. By considering individual variances and cultural backgrounds, this strategy may be tailored to the particular requirements and difficulties experienced by multiple groups. In social work, where clients come from different locations and have a range of cognitive skill profiles, it emphasizes the significance of a flexible and personalized approach in fostering mental growth. Lövdén, M., Fratiglioni, L., Glymour, M. M., Lindenberger, U., & Tucker-Drob, E. M. (2020). Education and cognitive functioning across the life span. Psychological Science in the Public Interest , 21 (1), 6-41. https://doi.org/10.1177/1529100620920576 The article by Lövdén et al. (2020) investigates the connection between lifelong learning and cognitive performance. It emphasizes how crucial cognitive skills are for forecasting life outcomes, including lifespan, socioeconomic achievement, school and workplace success, and health. The research highlights the relationship between decreases in cognitive ability and difficulties in older persons' day-to-day functioning. It also points out that there are notable individual variations in the rates of mental deterioration with aging, which begs the issue of whether safeguards are available against reduced cognition in later life. Lövdén et al. (2020) tracked down a positive relationship between the length of formal education and cognitive function in people over their adult lives. Besides, a higher degree of education is connected with a decreased risk of getting dementia in the later phases of life. This article inspects the connection between schooling and cognitive maturing by comprehensively examining longitudinal cohort studies and meta-analytical findings. Inside the field of social work, this research features the primary connection between schooling and cognitive development and the drawn-out impacts of this relationship on individuals' mental health. Equipped with this comprehension, social workers might expect an

5 essential job in advancing and empowering their clients' access to education, particularly those from oppressed backgrounds who might have had restricted access to formal education. This study may help social workers better understand how to support lifelong learning and cognitive growth in people and communities. Furthermore, this examination has implications for different populations by underscoring how education is a barrier against dementia and mental deterioration. Nevertheless, it is significant to comprehend that not all demographic groups might have access to high-quality education and its benefits. Social work might help advocate for educational opportunities, particularly for disadvantaged groups, in the fight against educational disparity. This research emphasizes the importance of considering how education, socioeconomic position, and cognitive development interact when dealing with different communities since these variables significantly impact life paths and cognitive outcomes.

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