During different life phases, the brain undergoes changes that strongly influence the functions of the whole brain and whole brain. In this essay, we will compare and contrast the brain at two different ages: at 2 and 65 years old.
By the age of 2 years, the brain is rapidly growing through the formation of many more synapses (more connections between neurons). This stage of development, the, critical period, plays a vital role in language and the development of social and emotional skills. At this age, one unique feature of the brain is high plasticity, which enables a person to learn and adapt to the environment rapidly (Cisneros-Franco et al., 2020). Moreover, the part of the brain responsible for decision-making and regulation of behavior is still under development, mainly in youth. Hence, they are prone to behaving irrationally and having tantrums.
Moreover, the brain at age 65 experiences many of the changes related to aging. A fundamental change is a decline in the size of the brain, especially in the frontal lobe and hippocampus, which results in a decreased ability to remember and execute executive functions. Reaction time and problem-solving capabilities are declining due to lower cognitive processing speed (Boutzoukas et al., 2021). Furthermore, older adults can have changes in sleep patterns and night wakefulness, and the ability to concentrate during the day may be affected.
In contrast, the two individuals in issue, who are two years old and sixty-five years old, exhibit significant differences in their cognitive functioning and the development of their brains at the two different ages. Children are very plastic at the age of two, and as a result, they undergo rapid and effective learning and acquisition of language. According to Paulus et al. (2021), individuals with this condition tend to exhibit a greater tendency toward impulsive behavior and are likely to struggle with emotional regulation. On the other hand, memory, cognitive speed, and executive functioning begin to show signs of decline in those 65 years old. In addition to difficulties with sleep and general cognitive abilities, older folks also struggle with several other challenges.
The effects of age on the brain can be observed as young as two years old and as old as sixty-five years old. For example, when a child is two years old, the brain shows signs of increased plasticity, and the learning process is pinnacle. The early experiences that occur during this crucial age will shape the cognitive capacities that the child will have in the future. Nevertheless, environmental variables such as deprivation or mistreatment can cause damage to the development of the brain that can last a lifetime during this stage of their development. On the other hand, by the time a person reaches age 65, the brain is already experiencing several age-related processes, such as declining cognitive abilities and a reduction in brain volume. In addition, those who are older may have a greater propensity to get certain disorders that affect the brain, such as Alzheimer’s disease, which will ultimately lead to a decline in the health of the brain.
In conclusion, the brain reaches the most significant alterations at different points of life, where the contrasts become very conspicuous, especially at 2 and 65 years old. Knowing these changes is mandatory when discussing promoting healthy brain development and aging. By comparing and contrasting these two age-old brains, we can learn about the issues and developmental stages associated with each of life’s stages. Studies have shown that these interventions, for instance, cognitive training, exercise, and social activities, have the potential to keep the brain in good working order as a person grows. By knowing how to care for the aging brain and practicing strategies promoting brain health, people can ensure healthy brain functioning and the best quality of life at all ages.
References
Boutzoukas, E. M., O’Shea, A., Albizu, A., Evangelista, N. D., Hausman, H. K., Kraft, J. N., Van Etten, E. J., Bharadwaj, P. K., Smith, S. G., Song, H., Porges, E. C., Hishaw, A., DeKosky, S. T., Wu, S. S., Marsiske, M., Alexander, G. E., Cohen, R., & Woods, A. J. (2021). Frontal White Matter Hyperintensities and Executive Functioning Performance in Older Adults. Frontiers in Aging Neuroscience, 13. https://doi.org/10.3389/fnagi.2021.672535
Cisneros-Franco, J. M., Voss, P., Thomas, M. E., & de Villers-Sidani, E. (2020). Critical periods of brain development. Handbook of Clinical Neurology, 173, 75–88. https://doi.org/10.1016/B978-0-444-64150-2.00009-5
Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review. Frontiers in Psychiatry, 12(1). https://doi.org/10.3389/fpsyt.2021.628252
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