This article was downloaded by: [University of New Hampshire] On: 16 February 2015, At: 08:21 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/uear20
Intellectual and personality differences between community-living and institutionalized older adult females a
Paul E. Panek & Michael C. Rush
b
a
Department of Psychology , Eastern Illinois University , Charleston, Illinois, 61920, U.S.A. b
Department of Management , University of Tennessee , Knoxville, Tennessee, 37916, U.S.A. Published online: 27 Sep 2007.
To cite this article: Paul E. Panek & Michael C. Rush (1979) Intellectual and personality differences between community-living and institutionalized older adult females, Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process, 5:3, 239-250, DOI: 10.1080/03610737908257201 To link to this article: http://dx.doi.org/10.1080/03610737908257201
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
239
INTELLECTUAL AND PERSONALITY DIFFERENCES BETWEEN COMMUNITY-LIVING AND INSTITUTIONALIZED OLDER ADULT FEMALES
PAUL E.PANEK Department of Psychology Eastern illinois University Charleston, Illinois 61920 U.S.A.
MICHAEL C . RUSH
and
Department of Management University of Tennessee Knoxville, Tennessee37916 U.S.A.
Panek, P.E., 8t Rush, M.C. Intellectual and personality differences between community-living and institutionalized older adult females. Experimentol Aging Research, 1979, 5 (3), 239-250. The purpose of the present study was to investigate simultaneously differences between normal institutionalized older adults and community-living older adults with respect to intelligence/cognitive test performance and personality. Participants were 25 community-living females (Mage = 72.9 yrs., SD = 6.34) and 25 institutionalized females (M age = 80.0 yrs., SD = 6.46). Intellectual/cognitive ability was assessed by the WAIS,Stanford-Binet Intelligence Scale (Form L-M),Ravens Coloured Progressive Matrices; personality was assessed by the Hand Test, a projective technique. Several multivariate analyses (discriminant analysis) were conducted. Results suggested that even when controlling for age and level of education, institutionalization appears to be associated with intellectual/cognitive as well as personality deficits. The findings were discussed in terms of the potential implications for the professional working with institutionalized older adults.
This research was partially supported by a grant funded by the Eastern Illinois University Council on Faculty Research awarded to the first author. The authors would like to thank Edwin E. Wagner for his comments concerning earlier drafts of this article and Ellen Dixon for assistance in data analysis. Requests for reprints should be sent to Paul E. Panek, Department Of Psychology, Eastern Illinois University, Charleston, Illinois 61920.
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
240
PANEK/RUSH
Botwinick (1967, 197'7) noted that in the study of aging, no problem has received greater attention than that of intelligence; and yet, in spite of the abundance of research data gathered, many questions still remain. Controversies exist in the literature concerning theoretical perspectives, rank order of abilities, problems of sampling, methodology, designs, analyses, instruments used, and definitions with regard to the intellectual/ cognitive functioning of the older adult (see Baltes & Schaie, 1974, 19-76; Botwinick, 1973; Cunningham, Clayton, & Overton, 1975; Horn, 1960; Horn & Cattell, 1967; Horn & Donaldson, 1976, 1977). These issues present perplexing problems for psychologists and other professionals in institutional or applied settings who must assess older adults' intellectual and/or cognitive abilities in order to develop care plans for the intellectual/ cognitive needs of their clients. Makhg the problem even more difficult is the fact that there is a paucity of research concerned with the "normal institutionalized" older adult (Savage, Britton, Bolton, & Hall, 1973).
Typically, when measures of intellectual functioning have been used in institutional samples, the purpose of the investigation generally has been to use the intellectual assessment instrument as an indicator/predictor of some type of disorder or pathology in the institutionalized older adult (see Matarazzo, 1972; Savage, et al, 1973 for reviews). Another area of concern in the field of aging has to do with the personality patterns characteristic of older adults. One method employed quite frequently for the personality/clinical assessment of the older adult is the use of projective techniques (Schaie & Schaie, 1977). Though projective techniques have been used quite extensively with older adults, as in the case of intellectual/cognitive abilities, many controversies exist concerning the methodology and interpretation of projective techniques (see Kahana, 1978; Klopfer, 1974; Panek, Sterns, & Wagner, 1976; Panek, Wagner, & Avolio, 1978; Schaie & Schaie, 1977). Further, concerning group comparisons between normal older
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
INTELLECTUAL and PERSONALITY DIFFERENCES
241
adults and normal institutionalized older adults, very few studies have been conducted (e.g., Ames, Learned, Metraux, & Walker, 1954, Ames Metraux, Rodell & Walker, 1973); and additionally, studies using institutionalized samples of older adults are primarily interested in obtaining measures of pathological disorders or signs. The purpose of the present study was to investigate simultaneously differences between normal institutionalized older adults and community-living older adults with respect to intelligence/cognitive test performance and personality.
METHOD
Subjects
Participants were 25 community-living females and 25 institutionalized females, from a rural midwestern region. All persons were 65 years old or greater. The means and standard deviations for age were ( M = 72.9 yrs., SD = 6.3) and ( M = 80.0 yrs., SO = 6.46), respectively. With regard to years of education completed the means and standard deviations were ( M = 11.80 yrs., SD = 3.69) for the community-living group, and ( M = 9.96 yrs., SD = 2.51) for the institutionalized group. Analysis of variance indicated the two samples differed significantly in age ( p -001)and level of education ( p < .05).
Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/uear20
Intellectual and personality differences between community-living and institutionalized older adult females a
Paul E. Panek & Michael C. Rush
b
a
Department of Psychology , Eastern Illinois University , Charleston, Illinois, 61920, U.S.A. b
Department of Management , University of Tennessee , Knoxville, Tennessee, 37916, U.S.A. Published online: 27 Sep 2007.
To cite this article: Paul E. Panek & Michael C. Rush (1979) Intellectual and personality differences between community-living and institutionalized older adult females, Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process, 5:3, 239-250, DOI: 10.1080/03610737908257201 To link to this article: http://dx.doi.org/10.1080/03610737908257201
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
239
INTELLECTUAL AND PERSONALITY DIFFERENCES BETWEEN COMMUNITY-LIVING AND INSTITUTIONALIZED OLDER ADULT FEMALES
PAUL E.PANEK Department of Psychology Eastern illinois University Charleston, Illinois 61920 U.S.A.
MICHAEL C . RUSH
and
Department of Management University of Tennessee Knoxville, Tennessee37916 U.S.A.
Panek, P.E., 8t Rush, M.C. Intellectual and personality differences between community-living and institutionalized older adult females. Experimentol Aging Research, 1979, 5 (3), 239-250. The purpose of the present study was to investigate simultaneously differences between normal institutionalized older adults and community-living older adults with respect to intelligence/cognitive test performance and personality. Participants were 25 community-living females (Mage = 72.9 yrs., SD = 6.34) and 25 institutionalized females (M age = 80.0 yrs., SD = 6.46). Intellectual/cognitive ability was assessed by the WAIS,Stanford-Binet Intelligence Scale (Form L-M),Ravens Coloured Progressive Matrices; personality was assessed by the Hand Test, a projective technique. Several multivariate analyses (discriminant analysis) were conducted. Results suggested that even when controlling for age and level of education, institutionalization appears to be associated with intellectual/cognitive as well as personality deficits. The findings were discussed in terms of the potential implications for the professional working with institutionalized older adults.
This research was partially supported by a grant funded by the Eastern Illinois University Council on Faculty Research awarded to the first author. The authors would like to thank Edwin E. Wagner for his comments concerning earlier drafts of this article and Ellen Dixon for assistance in data analysis. Requests for reprints should be sent to Paul E. Panek, Department Of Psychology, Eastern Illinois University, Charleston, Illinois 61920.
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
240
PANEK/RUSH
Botwinick (1967, 197'7) noted that in the study of aging, no problem has received greater attention than that of intelligence; and yet, in spite of the abundance of research data gathered, many questions still remain. Controversies exist in the literature concerning theoretical perspectives, rank order of abilities, problems of sampling, methodology, designs, analyses, instruments used, and definitions with regard to the intellectual/ cognitive functioning of the older adult (see Baltes & Schaie, 1974, 19-76; Botwinick, 1973; Cunningham, Clayton, & Overton, 1975; Horn, 1960; Horn & Cattell, 1967; Horn & Donaldson, 1976, 1977). These issues present perplexing problems for psychologists and other professionals in institutional or applied settings who must assess older adults' intellectual and/or cognitive abilities in order to develop care plans for the intellectual/ cognitive needs of their clients. Makhg the problem even more difficult is the fact that there is a paucity of research concerned with the "normal institutionalized" older adult (Savage, Britton, Bolton, & Hall, 1973).
Typically, when measures of intellectual functioning have been used in institutional samples, the purpose of the investigation generally has been to use the intellectual assessment instrument as an indicator/predictor of some type of disorder or pathology in the institutionalized older adult (see Matarazzo, 1972; Savage, et al, 1973 for reviews). Another area of concern in the field of aging has to do with the personality patterns characteristic of older adults. One method employed quite frequently for the personality/clinical assessment of the older adult is the use of projective techniques (Schaie & Schaie, 1977). Though projective techniques have been used quite extensively with older adults, as in the case of intellectual/cognitive abilities, many controversies exist concerning the methodology and interpretation of projective techniques (see Kahana, 1978; Klopfer, 1974; Panek, Sterns, & Wagner, 1976; Panek, Wagner, & Avolio, 1978; Schaie & Schaie, 1977). Further, concerning group comparisons between normal older
Downloaded by [University of New Hampshire] at 08:21 16 February 2015
INTELLECTUAL and PERSONALITY DIFFERENCES
241
adults and normal institutionalized older adults, very few studies have been conducted (e.g., Ames, Learned, Metraux, & Walker, 1954, Ames Metraux, Rodell & Walker, 1973); and additionally, studies using institutionalized samples of older adults are primarily interested in obtaining measures of pathological disorders or signs. The purpose of the present study was to investigate simultaneously differences between normal institutionalized older adults and community-living older adults with respect to intelligence/cognitive test performance and personality.
METHOD
Subjects
Participants were 25 community-living females and 25 institutionalized females, from a rural midwestern region. All persons were 65 years old or greater. The means and standard deviations for age were ( M = 72.9 yrs., SD = 6.3) and ( M = 80.0 yrs., SO = 6.46), respectively. With regard to years of education completed the means and standard deviations were ( M = 11.80 yrs., SD = 3.69) for the community-living group, and ( M = 9.96 yrs., SD = 2.51) for the institutionalized group. Analysis of variance indicated the two samples differed significantly in age ( p -001)and level of education ( p < .05).
