Even a cursory review of the literature leaves the impression that the relationship between family involvements and intellectual development at the beginning and end of life entail entirely different processes. In early life, the role of the family is critical in shaping the immediate environment and the developmental processes of a child. In contrast, the literature on the family as a potential enhancer of intellectual processes in old age is virtually nonexistent, a gap that suggests the family may play a less important role in the last stage of life than earlier. In fact, researchers have consistently found evidence that the family in later life is less important than friends in sustaining morale. An adage encountered in the aging literature is, “When you are old and in need of help, one good friend is worth a dozen grandchildren” (Wood & Robertson, 1978).