This paper reviews research literature to determine what findings, if any, have direct implications for educational programs for elderly persons; what findings have little or no application to such programs and what additional research is indicated in order to answer critically relevant practical questions. The paper is focused primarily on research literature on cognition and learning in later life, predominantly work published during the past two decades in major professional journals and psychological handbooks on aging or on developmental psychology. The analysis presented herein shows that, in general, researchers fall far short of providing useful information to practitioners in the field of education for elderly persons. The generalizability of recent research on cognition and learning is extremely limited. It is strongly suggested that though laboratory research on cognition and learning is a first step in gathering information about the subject, it must be followed by research conducted ...

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An analysis and evaluation of research in cognition and learning among older adults

Subjects in three age groups matched simultaneously presented pairs of visual words or geometric shape stimuli as belonging in a “same” or “different” category. No age effects were observed unless subjects were also required to repeat the sequence of the last three “same-different” responses immediately following each trial. Cerebral asymmetry effects were expected for the word and shape dimensions, but were not observed. Asymmetry effects for the same-different dimensions were noted and allowed inference regarding serial and parallel processing effects. When required to repeat the sequence of past responses following each trial, older males showed an increase in time to make the same judgments. Older females showed increased right vs left visual field processing times when required to repeat the sequence of same-different responses following each trial.

Age, sex, and hemisphere asymmetry differences induced by a concurrent memory processing task

Reaction time (RT) was compared in 160 hypertensive and 43 normotensive adults After being screened for coronary and cerebrovascular disorders, each subject completed 12 variations of a serial RT task Subjects were blocked into normotensive, nonmedicated hypertensive, and medicated hypertensive groups, and into three age groups: 18–31; 32–45; 46–59 Response slowing was observed with increasing age Significant slowing was also seen in the medicated but not the nonmedicated hypertensive group Plasma renin activity (PRA) interacted with the medication factor; longest RTs were obtained for treated subjects with low and normal PRA and untreated subjects with high PRA These results were interpreted in terms of changes in ability to autoregulate cerebral blood flow as a result of vascular damage

Slowing of response time in young and middle-aged hypertensive patients

Educational gerontology is a field of study and practice that has recently developed at the interface of adult education and social gerontology. The parameters of the field are defined as including...

Educational Gerontology: The State Of The Art.

On psychometric tests, spatial scores typically decline more with age than do verbal scores. Since in humans, visuo-spatial information is more efficiently processed by the right hemisphere (RH) and verbal information by the left (LH), this behavioral pattern could reflect a greater age decline in RH than in LH abilities. To test this possibility, the speed with which young and old subjects identified stimuli in their right and left visual fields was measured. Since each half field, projects to the opposite hemisphere, by presenting stimuli in one half field, RH and LH abilities can be measured relatively independently. Words were identified faster in the right field (i.e., LH), pictorial stimuli in the left (RH). This was equally true for both young and old. Similarly, a right ear advantage in the identification of dichotically presented syllables was of equal magnitude in both age groups. Thus, there was no evidence on these tasks for a selective decline with age in RH processing efficiency.

The effect of age on hemispheric asymmetry in visual and auditory identification.

Young, middle aged, and older subjects were given a Posner-type physical-name matching task, in which stimuli were presented to one or both hemispheres, and a simple discrimination reaction time (DRT) task. Reaction time differed between young and middle aged groups for both tasks with shorter RT for the DRT task. Reaction time for the older group did not differ significantly from that of the middle aged group for either task, although the reaction time for the older group was longer. Reaction time was faster for all age groups when Stimulus 1 and Stimulus 2 were presented to different hemispheres for the matching task than when both stimuli were presented to the same hemisphere. Ipsilateral finger responses (hand relative to hemisphere) were slower than contralateral responses but this was true only with regard to the visual field of presentation for stimulus 2. These data indicate that sharing of information between hemispheres under certain circumstances increases the efficiency of information processing relative to that observed with unilateral visual half-field (hemisphere) presentations and that hand or finger response relative to visual field of presentation is an important factor which must be controlled and examined relative to visual field of presentation.

Hemisphere-hand interactions for the matching of letters.

Symposium--the real world and the ivory tower. Dialectics of professional training, education, and delivery of services to elderly persons. Response to bridging the gap: alternative approaches.

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Hemisphere-hand interactions for the matching of letters.

Symposium--the real world and the ivory tower. Dialectics of professional training, education, and delivery of services to elderly persons. Response to bridging the gap: alternative approaches.