Adult attention and learning, according to common belief, tend to decline as we age. This means that we expect to forget things, to not learn as easily as we might once have, and generally speaking, have declining cognitive function. Society has determined this as the norm. Additionally, we have been led to believe that, with aging, we lose the ability to learn new skills or even retain and assimilate new information: https://www.drlam.com/articles/adrenal_fatigue.asp.
New Theory Explains Declining Cognitive Function
There is, however, a new theory that suggests that this information and belief system is outdated. It proposes that if adults continued learning the way we did as children, the term ‘aging’ would need to be redefined.
The theory proposes that declining cognitive function is dependent on the learning strategies and habits developed over a lifetime. Depending on these strategies and habits, our cognitive development is either encouraged or discouraged.
If, for example, adults had to embrace the learning principles of a child, i.e. using broader learning experiences that promote growth and development, they would notice an increase in cognitive health instead of the formerly expected decline. The broader learning experience would, according to this theory, encompass the following six factors.
These factors are endemic to an infant’s learning experience:
Learning that is open-minded and input-driven
You are encouraged to explore outside your particular comfort zone, learning new patterns and skills continuously.
You have access to teachers as well as mentors who guide you in your learning, e.g. a mother teaching her child how to draw but constantly increasing the difficulty level.
A growth mindset
Where you believe you can increase your abilities with a little effort.
A forgiving environment
Mistakes and failures are fine and deemed a part of the learning process.
A serious commitment to learning
Where you are committed to mastering new skills, persevering in your efforts even when experiencing setbacks.
Learning multiple skills simultaneously
Where you do not limit the learning of new skills to one at a time but embrace many at the same time
During infancy and young childhood, these factors work together, increasing your basic cognitive abilities such as your attention, working memory, and inhibition. The same factors may work during adulthood as well.
As we move towards adulthood, however, our learning changes focus and becomes more specialized in nature. This specialization, however, has negative results for our cognitive growth, as:
We become closed minded and focus on specific knowledge driven learning
This infers we stay within our comfort zone and stick to routines.
There is no scaffolding
We no longer have access to teachers or mentors that guide our learning process.
We find ourselves in an unforgiving environment
Failure has consequences, such as losing our job. It is not seen as a means of learning.
We develop a fixed mindset
We start to believe our abilities are talents we are born with rather than something we acquired and developed with our own efforts.
We are less committed to learning
We may start something new but drop it after a while due to ‘not having enough time’ or because ‘it is too difficult’.
We learn no more than one skill at a time
Whereas infants learn a range of skills simultaneously we tend to focus, as we age, on only learning one skill (if any) at a time.
The theory thus proposes that, when taking a look at our cognitive function from infancy to late adulthood, the decline in broad learning may play a role in the cognitive aging process. If, however, the factors described were to be implemented, aging adults would be able to expand their cognitive function way past the limits we currently take as the norm.
Specialized learning seems to take over from broad learning once we become career driven. Unfortunately, as a consequence, this is the point where cognitive aging begins. Once we have become accustomed to a work environment and become efficient in what we do with regards to our activities and work expectations, we seldom vary from the mold our work environment has set for us.
While there are benefits to this type of learning attitude, e.g. it may ensure a measure of efficiency and accuracy when responding to a number of situations we may have to deal with, there are also disadvantages. This may be in the form of having made an assumption about something and being put in a position where you need to change your point of view or way of thinking. You are not accustomed to this any longer and may find changing your mindset or way of thinking difficult to master. This is not the same as broad learning where things are constantly challenged.
However, it is not only the way we learn (or do not learn) that results in declining cognitive function. Our health, especially the symptoms experienced due to stress and its implications, may play a large role in this regard.
The Role of Stress in Declining Cognitive Function
In a nutshell, the term ‘stress’ is used to describe the physiological, psychological, and environmental conditions that put so much pressure on a person that they feel they cannot adapt to it. Some of these conditions include a heavy or prolonged heavy workload, infectious diseases, intolerable conditions in your personal life, sleep deprivation, social pressure, and even constant loud noise. The stress you encounter may be short-lived, or it may be chronic in nature, i.e. continuous, without giving you any relief. Generally speaking, people may ultimately respond to stress in one of two ways: you may either rise to the occasion, conquer what is causing the stress (like your workload), or you may deliver sub-par work. Each person reacts differently.
Chronic, consistent stress, however, may cause a disruption in your body’s homeostasis, i.e. balance, and result in a number of stress-related symptoms such as irritability, declining cognitive function such as memory loss as an example, skin conditions, depression, hormonal imbalance, sleep problems such as insomnia, weight gain or weight loss, bowel movement problems, etc. The reason for this is because chronic stress causes an increase in cortisol production.
The Effect of Cortisol
Enhanced cortisol production is the result of stress. It is commonly known as the fight or flight hormone and is produced by the adrenal glands, as part of the body’s hypothalamic-pituitary-adrenal (HPA) axis and is a byproduct of its NeuroEndoMetabolic (NEM) stress response. This response is automatic, and you are not able to control it.