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Aging, Emotion, and Evolution
The Bigger Picture
Department of Psychology, Stanford University, Stanford, California 94305, USA
Address for correspondence: Laura L. Carstensen, Department of Psychology, Stanford University, Jordan Hall, Building 420, 450 Serra Mall, Stanford, CA 94305. Voice: 650-723-3102; 650-725-5699. llc{at}psych.stanford.edu Ann. N.Y. Acad. Sci. 1000: 152-179 (2003).
Ample empirical evidence shows that basic cognitive processes integral to learning and memory suffer with age. Explanations for age-related loss typically cite the absence of evolutionary selection pressures during the postreproductive years, which consequently failed to optimize functioning during old age. In this paper, we suggest that evolutionary pressures did operate at older ages and that an evolutionary account is entirely consistent with the pattern of findings currently available in the psychological literature on aging. Cognitive loss is limited primarily to new learning, yet integrated world knowledge increases with age. In addition, socioemotional regulation improves with age, which is associated with increased investment in emotionally meaningful others (most notably kin). In this chapter, we argue that this profile of late-life characteristics contributes to the reproductive success of kin. We consider how the uniquely human ability to monitor place in the life cycle and the consequent motivational shifts that occur when boundaries in time are perceived contribute to the adaptive value of long life. Finally, we suggest that joint consideration of evolutionary theory and life-span psychology can lead to fruitful advances in the understanding of human aging.
Key Words: aging • evolutionary theory • cognitive loss • socioemotional regulation • socioemotional selectivity theory This article has been cited by other articles:
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