COGNITIVE AND NONCOGNITIVE FACTORS THAT AFFECT LEARNING IN OLDER ADULTS AND THEIR IMPLICATIONS FOR INSTRUCTION

Abstract

This article discusses cognitive and noncognitive factors affecting learning performance in older adult learners. The first section provides an overview of the research. Cognitive factors affecting learning are discussed in terms of (a) intelligence and aging, and (b) memory and learning processes. Noncognitive processes related to learning and aging are discussed in terms of (a) motivation, (b) loss of speed, (c) health, and (d) education. The second part of the article suggests some strategies for minimizing learning deficits related to age. Minimizing memory deficits involves (a) using cues, (b) establishing learning conditions that reduce interference and result in adequate time to respond, and (c) using advance organizers. Minimizing noncognitive factors affecting learning involves (a) using the discovery method of teaching, (b) reducing anxiety, and (c) limiting the use of evaluation.