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Commentary on CALLA (Critiques: Challenges vs. Opportunities of…

- - - - Macrolevel systems/stigmas/expecations
      - Internal processes
  - - - Growth in early life
      - Maintenance in adulthood
      - Compensation for loss in older adulthood
- - - - Overall approach to learning in the environment
      - Socioemotional Selectivity Theory (Carstensen, 1999)
        
        Time Perception
        
        Open-ended
        
        Broad-based learning
        
        Seek novelty
        
        Open knowledge-related goals
        
        Close-ended
        
        Focus on Emotion-based goals
        
        Specialization
        
        Familar
    - - Environmental Factor- increasing support and feedback based on learner
    - - Environmental Factor - supportive and encouraging learning environment/society
    - - Belief abilities are not fixed
    - - Intrinsic motivation and personal purpose to learning
    - - Learning and using many skills concurrently
    - - Prevalence and importance in infancy and childhood
        
        Start of maintance and eventually decline during young adulthood and middle-age
        
        Steep decline during older adulthood
    - - Promote far transfer skills
      - Earlier intervention in the life course
      - Balance between specialized and board learning and cognitive abilities
      - Stretch neuroplasticity to beyond the "critical periods" [triggers and brakes]
      - Decrease automatizing and relying on routines