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which can affect problem solving negatively, as less information can be held in the mind simultaneously. Semantic memory, on the other hand, continues to expand with age, as we learn more and more information, and often, olderadults solve problems better than younger ones because they are more likely to have expertise to offer. Life-course changes in the tasks and responsibilities we face or sequences of change in our concerns as we progress through adulthood are also age-graded changes. History-graded changes affect the development of a whole cohort. A life-course perspective emphasizes that development is influenced by chronological age, family related roles, and membership in a birth cohort. Thus, the same historical events can have different effects on members of different cohorts. Recent cohorts of children are experiencing a time of increased breakdown in social connections and physical and psychological threats. Apparently as a result, they experience more anxiety than older cohorts did as children. In our current “age of anxiety,” young people have a heightened sense of vulnerability due to weakening social bonds and expanding threats. Hattie Collins ReferencesBroderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Boston, MA: Allyn & Bacon. ISBN: 9780132942881