a research design that follows the same individuals over time, repeatedly assessing their development.
Bailey retested another group of adults who had been tested as children and who were then 36-years-old and concluded that the “intellectual potential for continued learning is unimpaired through the first 36 years of life” and probably beyond
a hybrid research method in which researchers first study several groups of people of different ages (a cross-sectional approach) and then follow those groups over the years (a longitudinal approach) (also called cohort-sequential or time-sequential research)
those types of basic intelligence that make learning of all sorts quick and thorough—abilities such as short-term memory, abstract thought, and speed of thinking are all usually considered part of fluid intelligence
those types of intellectual ability that reflect accumulated learning--vocabulary and general information are examples—some developmental psychologists think crystallized intelligence increases with age, while fluid intelligence declines
the theory, developed by Paul and Margaret Baltes, that people try to maintain a balance in their lives by looking for the best way to compensate for physical and cognitive losses and to become more proficient in activities they can already do well
someone who is notably more skilled and knowledgeable than the average person about whichever activities are personally meaningful to them