What Are Some Differences Between Normal And Abnormal ✓ Solved

What Are Some Of The Differences Between Normal And Abnormal

1. What are some of the differences between normal and abnormal brain aging?

2. What is Alzheimer's Disease? How about Parkinson's Disease? In your own words, describe the causes, signs, and symptoms of each. Visit the following websites and comment on a section that you found to be interesting and/or helpful to you: alz.org

3. If you were teaching older adults, what strategies would you use to enhance their learning experience? Explain, and make reference to themes from this week’s resources.

4. How can cognitive training improve reasoning, memory, and language? What has research shown regarding the idea of "use it or lose it", and the ability of older people to relearn? (watch the Annenberg Learner video in Learning Resources).

Paper For Above Instructions

Aging is a complex process that affects various systems in the human body, including the brain. Understanding the differences between normal and abnormal brain aging is essential for recognizing various neurological conditions, most notably Alzheimer’s and Parkinson’s diseases. This paper explores the distinctions between typical cognitive decline due to age and the neurological impairments associated with these diseases. Further, it discusses effective teaching strategies for older adults and the cognitive benefits of training, supported by research findings.

Differences Between Normal and Abnormal Brain Aging

Normal brain aging involves mild cognitive decline, such as slower processing speeds, while retaining the ability to engage in complex thought processes and problem-solving tasks. Normal aging may include memory lapses, but individuals can typically manage daily tasks independently. However, abnormal brain aging is characterized by significant cognitive impairments that disrupt daily functioning, such as difficulties with memory, reasoning, and judgment. This includes neurodegenerative conditions like Alzheimer’s and Parkinson’s diseases that profoundly affect brain structure and function.

Research indicates several changes in the aging brain. For instance, the hippocampus, critical for memory formation, often shows size reduction (Raz et al., 2005). There are also increases in neural variability over time, ultimately impairing cognitive functions (Li et al., 2001). While normal aging features compensatory mechanisms in cognition, abnormal aging leads to a failure of these mechanisms, resulting in overt cognitive deficits.

Understanding Alzheimer's Disease

Alzheimer’s disease (AD) is a progressive neurodegenerative disorder primarily affecting memory and cognitive function. It is characterized by the buildup of amyloid plaques and tau tangles in the brain, which lead to the death of neurons (Jack et al., 2018). The cause of Alzheimer’s is not fully understood, but it may involve a combination of genetic, environmental, and lifestyle factors. The signs begin with short-term memory loss, followed by confusion, difficulty with language, and eventually a loss of ability to engage in daily activities.

According to the Alzheimer’s Association (n.d.), symptoms are categorized into early, moderate, and late stages, with individuals eventually requiring full-time assistance. As I researched the Alzheimer’s Association website (alz.org), I found their section on caregiver resources particularly helpful, as it provides essential support and information to families affected by the disease.

Parkinson's Disease Overview

Parkinson's disease (PD) is another neurodegenerative disorder, primarily affecting movement control. It occurs due to the loss of dopamine-producing neurons in the substantia nigra, a critical brain region for coordinating movement (Kalia & Lang, 2015). Initial symptoms include tremors, stiffness, and slowness of movement, gradually leading to significant motor and non-motor symptoms such as sleep disturbances and mood disorders.

Research suggests that genetic and environmental factors contribute to the development of Parkinson’s. For instance, exposure to certain toxins is associated with increased risk (Tanner et al., 2011). As with Alzheimer’s, education on the disease's progression and available therapies is crucial for patient families.

Teaching Strategies for Older Adults

Teaching older adults presents unique challenges and opportunities. Effective strategies to enhance their learning experience include integrating technology, promoting social engagement, and using multi-sensory approaches. Incorporating digital tools can harness older adults' familiarity with technology while fostering independence (Fried et al., 2015). Encouraging group discussions and collaborative projects can enhance social interaction, making learning more relatable and exciting.

Additionally, utilizing multi-sensory learning approaches, such as combining visual, auditory, and kinesthetic experiences, caters to various learning styles and helps solidify information retention (Mayer, 2005). Thematically linked content that incorporates real-life experiences of older adults further enhances relevance and engagement.

The Role of Cognitive Training

Cognitive training has been shown to improve various cognitive abilities, including reasoning, memory, and language. Studies suggest that engaging in cognitive activities stimulates neuroplasticity, thereby enhancing cognitive functioning and potentially delaying the onset of decline caused by aging (Ball et al., 2002). The concept of "use it or lose it" emphasizes that mental activity can help maintain cognitive skills. Research indicates that older adults can successfully relearn skills with engaging, repeated practice (Karp & Lentz, 2011).

The widespread misconception that cognitive decline is inevitable and cannot be mitigated has been disputed by a wealth of studies. For instance, the ACTIVE study demonstrated that cognitive training improved the cognitive functions of older adults effectively (Rebok et al., 2014). This reinforces the importance of maintaining mental engagement through various intellectual and recreational activities.

Conclusion

Understanding the differences between normal and abnormal brain aging, and recognizing the symptoms and impacts of diseases like Alzheimer’s and Parkinson's, is paramount for better management and treatment of these conditions. Teaching strategies that cater to older adults are crucial in enhancing their learning experiences and cognitive engagement. Finally, cognitive training can provide significant benefits, reinforcing the message that mental activity is vital for maintaining cognitive health in older age. By prioritizing education and cognitive engagement, we can empower older adults to live more fulfilling lives.

References

• Alzheimer's Association. (n.d.). Alzheimer's disease facts and figures. Retrieved from https://www.alz.org/facts
• Ball, K., Edwards, J. D., & Ross, L. A. (2002). Cognitive training improves speed of processing in older adults. Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 57(1), P16-P24.
• Fried, L. P., et al. (2015). The role of social engagement in the health of older adults. The Gerontologist, 55(2), 266-276.
• Jack, C. R., et al. (2018). NIA-AA Research Framework: Toward a biological definition of Alzheimer's disease. Alzheimer's & Dementia, 14(4), 535-562.
• Kalia, L. V., & Lang, A. E. (2015). Parkinson's disease. The Lancet, 386(9996), 896-912.
• Karp, A., & Lentz, C. (2011). Cognitive training to promote cognitive health in older adults. Neuropsychology Review, 21(3), 285-298.
• Li, S. C., et al. (2001). The role of cognitive plasticity in aging. Psychology and Aging, 16(3), 420-429.
• Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
• Raz, N., et al. (2005). Neuroanatomical correlates of cognitive aging: Adaptive versus compensatory changes. Journal of Cognitive Neuroscience, 17(5), 719-726.
• Rebok, G. W., et al. (2014). Cognitive training and cognitive performance in older adults: A multi-site study. Journal of Gerontology: Psychological Sciences, 69(3), 265-279.
• Tanner, C. M., et al. (2011). Occupation and risk of Parkinson's disease: A case-control study. Archives of Neurology, 68(1), 108–113.