Learning In Older Adults Research Articles

High-intensity acute exercise impacts motor learning in healthy older adults

Healthy aging is associated with changes in motor sequence learning, with some studies indicating decline in motor skill learning in older age. Acute cardiorespiratory exercise has emerged as a potential intervention to improve motor learning, however research in healthy older adults is limited. The current study investigated the impact of high-intensity interval exercise (HIIT) on a subsequent sequential motor learning task. Twenty-four older adults (aged 55–75 years) completed either 20-minutes of cycling, or an equivalent period of active rest before practicing a sequential force grip task. Skill learning was assessed during acquisition and at a 6-hour retention test. In contrast to expectation, exercise was associated with reduced accuracy during skill acquisition compared to rest, particularly for the oldest participants. However, improvements in motor skill were retained in the exercise condition, while a reduction in skill was observed following rest. Our findings indicate that high-intensity exercise conducted immediately prior to learning a novel motor skill may have a negative impact on motor performance during learning in older adults. We also demonstrated that exercise may facilitate early offline consolidation of a motor skill within this population, which has implications for motor rehabilitation.

Teaching English as a foreign language to older adult learners: a qualitative exploration of four perspectives

ABSTRACT Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many factors can influence EFL teachers of older adults’ teaching performance and its perception. Pre-service (presumably inexperienced U3A EFL teachers) and in-service teachers (experienced U3A EFL) were teaching EFL to selected older adults (aged from 64 to 75 years) at the Karkonosze University of Applied Sciences in Jelenia Góra, Poland, U3A. Their teaching Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many facting performance factors list. By utilizing a critical foreign language geragogy and a strengths-based approach inspired by positive psychology, the research emphasized the role of general teaching experience and/or age-targeted teaching experience. And it led to validating the desirable teaching performance factors as factors that defined U3A EFL teaching performance as successful and positively evaluated by given older adult learners, i.e. on a small scale.

Improved subjective sleep quality after three months of balance learning in older adults

Improved subjective sleep quality after three months of balance learning in older adults

Association Between Physical Activity and Performance in Skill Learning Among Older Adults Based on Cognitive Function.

Most older adults experience cognitive and physical functioning problems; however, they require the ability to learn skills in response to age-related or social environmental changes for independent living. This study aimed to clarify the associations between age-related physical activity and performance in skill learning tasks based on cognitive function. Fifty-eight adults participated in this study and were divided into two groups: the control group (aged under 65years) and older adult group (aged over 65). All the participants performed two-skill learning exercises based on cognitive function. Habitual exercise was measured using an accelerometer and a self-reported questionnaire. At baseline, the scores on skill tasks were lower in the older adult group than in the control group and were associated with habitual exercise and motor performance. Skill acquisition, observed in both groups, was associated with age and self-reported physical activity. Retention of the acquired skill was not associated with habitual exercise, and it declined significantly in the older group. Skill acquisition was maintained regardless of age; however, the ability to retain the acquired skills decreased among the older adults. Habitual physical activity was associated with skill acquisition but not the retention of the acquired skill. Significance/Implications: The study findings highlight the association between habitual exercise and motor skill learning in older adults, providing insight for practitioners in the rehabilitation and health care fields.

Innovative Model of Care for Older Adults in Taiwan: Implementation of Intergenerational Learning for Older Adults and Young Children

In intergenerational learning, older adults experience benefits such as improved well-being, cognitive engagement, and social interaction. IGL also improves the ability of older adults to address age-specific developmental concerns, including generativity and identity formation. Older individuals can benefit from engaging in learning activities with young children. This article introduces an innovative care model for older adults in Taiwan, and the model focuses on the implementation of IGL for older adults and young children. In addition, it is hoped that this study will give preschool teachers a greater understanding of the essence of IGL to become better educators, and effectively implementing intergenerational learning courses so that older adults and young children can develop a healthy body and mind in the future. To effectively implement IGL for older adults and young children, preschools should develop thematic, interactive IGL curricula, and increase preschool teachers’ awareness of IGL and train professionals in this educational approach. Preschools should also utilize available resources and funds to systematically promote IGL, and they should invite parents to participate in activities that can counter misconceptions regarding the capabilities of older adults. Preschools should establish a team of experts to provide assistance and consultations for institutions, and they should develop effective models for promoting IGL.

UNDERSTANDING RESOURCE PROFILES OF OLDER LEARNERS TO PROMOTE RECURRING ENGAGEMENT IN LEARNING

Abstract Understanding characteristics of recurring learners among older adults is important for designing targeted strategies to promote lifelong learning. Studies have shown that older adults with human, social, and psychological resources are more likely to engage in learning. However, less is known about the interplay of these resources in motivating older learners to remain engaged in learning. Using longitudinal data from 515 older learners, aged 50 years and above, collected in Singapore in 2017-2018, we examined distinct resource profiles among older learners and their impact on recurring engagement in learning. Latent profile analysis explored (1) clusters of individuals with distinct resource profiles at baseline, comprising varying levels of human (education), social (civic attitudes, civic behaviors, and loneliness), and psychological resources (motivation to learn and control/autonomy/self-realization/pleasure), and (2) whether the resource profiles were associated with recurring engagement in learning (defined as attending another course within six months from baseline). Empirical analyses identified four resource profiles: (1) educated, resourceful (42.2% of older learners), (2) less educated, less resourceful (24.5%), (3) less educated, resourceful (20.0%), and (4) educated, less resourceful (17.0%). ‘Educated, less resourceful’ learners had a lower likelihood of recurring engagement in learning than ‘educated, resourceful’ learners. In summary, older adult learners are likely to possess varying levels of human, social, and psychological resources, which predict their recurring engagement in learning. Interventions helping older learners enrich their civic and psychological resources may facilitate their continued engagement in learning.

Lexical tone perception and learning in older adults: A review and future directions.

While the literature is well represented in accounting for how aging influences segmental properties of speech, less is known about its influences on suprasegmental properties such as lexical tones. In addition, foreign language learning is increasingly endorsed as being a potential intervention to boost cognitive reserve and overall well-being in older adults. Empirical studies on young learners learning lexical tones are aplenty in comparison with older learners. Challenges in this domain for older learners might be different due to aging and other learner-internal factors. This review consolidates behavioural and neuroscientific research related to lexical tone, speech perception, factors characterising learner groups, and other variables that would influence lexical tone perception and learning in older adults. Factors commonly identified to influence tone learning in younger adult populations, such as musical experience, language background, and motivation in learning a new language, are discussed in relation to older learner groups and recommendations to boost lexical tone learning in older age are provided based on existing studies.

Validation of the self-directed learning scale for middle-aged and older adults

ABSTRACT Considering the significance of lifelong learning in advancing active aging in aging societies, the ability to engage in self-directed learning plays a crucial role for adults. There are many self-directed learning (SDL) tools available that measure the SDL abilities of nursing students and healthcare professionals. However, fewer SDL tools specifically designed for middle-aged and older adults have been developed. The purpose of this research was to examine and confirm the factor structure and the internal consistency of the SRSSDL-adult scale, specifically for middle-aged and older adult learners enrolled in senior learning centers. A cross-sectional method was adopted. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to assess the structural validity of the scale. The internal consistency was determined using the Cronbach’s Alpha coefficient. The results indicated that the five factors – learning needs assessment skills, learning planning skills, learning execution skills, self-assessment skills, and interpersonal skills – showed acceptable levels of reliability. The revised 25-item SRSSDL-adult scale was found to be a valid measure of middle-aged and older adults’ self-directed learning abilities in the context of senior education programs. The findings of this study have the potential to be utilized by educational institutions and educators involved in senior education programs.

Preparing adult educators for counselling older adult learners: lessons learned from a professional development programme in Hungary

ABSTRACT This qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators’ reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior-and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators’ understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults’ learner autonomy development.

Supporting learners self-management for self-directed language learning: a study within Duolingo

PurposeThis study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.Design/methodology/approachA mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.FindingsFindings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.Research limitations/implicationsUnderstanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.Originality/valueMALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

Prognostic value of European LeukemiaNet 2022 criteria and genomic clusters using machine learning in older adults with acute myeloid leukemia.

This study aimed to validate the new European Leukemia Net (ELN) 2022 criteria for genetic risk stratification in older adults with acute myeloid leukemia (AML) and to determine the most likely set of clusters of similar cytogenetic and mutation properties correlated with survival outcomes in three treatment groups: intensive chemotherapy (IC), hypomethylating agents (HMA) alone, and HMA plus venetoclax (HMA/VEN). The study included 279 patients (aged ≥60 years) who received IC (N=131), HMA (N=76), and HMA/VEN (N=72) between July 2017 and October 2021. No significant differences were observed in survival among the groups according to ELN 2022 risk stratification. Unsupervised hierarchical clustering analysis identified nine genomic clusters (C1-9) with varying survival outcomes depending on treatment type. For example, C4 (predominant for core binding factor-AML) displayed a favorable prognosis in the IC group, but not in the HMA or HMA/VEN groups. The HMA/VEN group had better outcomes than the HMA group in many clusters (C1, 2, 3, and 5); however, the addition of VEN to HMA or IC did not improve the survival outcomes compared with those of HMA alone in C7 and C9 (predominant for -5, del(5q), -7, -17/abn(17p), complex karyotypes, and mutated TP53). The study highlights the limitations of ELN genetic risk stratification in older adults with AML. It emphasizes the need for a more comprehensive approach that considers co-occurring somatic mutations to guide treatment selection in older adults with AML.

Effect of transcranial direct current stimulation on learning in older adults with and without Parkinson’s disease: A systematic review with meta-analysis

Older adults with and without Parkinson’s disease show impaired retention after training of motor or cognitive skills. This systematic review with meta-analysis aims to investigate whether adding transcranial direct current stimulation (tDCS) to motor or cognitive training versus placebo boosts motor sequence and working memory training. The effects of interest were estimated between three time points, i.e. pre-training, post-training and follow-up. This review was conducted according to the PRISMA guidelines (PROSPERO: CRD42022348885). Electronic databases were searched from conception to March 2023. Following initial screening, 24 studies were eligible for inclusion in the qualitative synthesis and 20 could be included in the meta-analysis, of which 5 studies concerned motor sequence learning (total n = 186) and 15 working memory training (total n = 650). Results were pooled using an inverse variance random effects meta-analysis. The findings showed no statistically significant additional effects of tDCS over placebo on motor sequence learning outcomes. However, there was a strong trend showing that tDCS boosted working memory training, although methodological limitations and some heterogeneity were also apparent. In conclusion, the present findings do not support wide implementation of tDCS as an add-on to motor sequence training at the moment, but the promising results on cognitive training warrant further investigations.

Exploring indicators of teaching presence in online learning from older adult learners’ perspectives

ABSTRACT Teaching presence is critical to online student success. While progress has been made in conceptualising and researching teaching presence, little is known about how it is experienced by older adult online learners. This article explores teaching presence indicators for older adult learners (55+ years old) in online courses, using the conceptual framework of teaching presence, a dimension of the Community of Inquiry (CoI) framework as a guide. Interview data reveal that (a) not all indicators were experienced equally, (b) multiple representations exist for each of the perceived indicators, and (c) some indicators of the CoI framework were inaccessible or absent from the view of older adults, although they were considered important. This study contributes to advancing a positive learning experience for older adults in online learning. More specifically, it addresses how to design online learning for older adult learners from a teaching presence lens.

Midlife in a Changing and Post-Pandemic World. Implications for Career Education and Older Adult Learning Using On-Line and in Person Solutions

Abstract The present study addresses processes and tools for adult career guidance in the context of longer lives. The need for people in midlife to prepare for their remaining working lives is more urgent since the global pandemic, making demands on career and adult educators. Older workers and job-seekers, especially those with lower levels of prior education, face difficulties if employers discriminate against them or discount their skills and abilities, especially in low skilled sectors. An Erasmus Plus project’s results are discussed, demonstrating the benefits of online approaches to support employability, highlighting whether older workers could gain from using online and peer supported tools.

Slow oscillation-spindle cross-frequency coupling predicts overnight declarative memory consolidation in older adults.

Cross-frequency coupling (CFC) between brain oscillations during non-rapid-eye-movement (NREM) sleep (e.g. slow oscillations [SO] and spindles) may be a neural mechanism of overnight memory consolidation. Declines in CFC across the lifespan might accompany coinciding memory problems with ageing. However, there are few reports of CFC changes during sleep after learning in older adults, controlling for baseline effects. Our objective was to examine NREM CFC in healthy older adults, with an emphasis on spindle activity and SOs from frontal electroencephalogram (EEG), during a learning night after a declarative learning task, as compared to a baseline night without learning. Twenty-five older adults (M [SD] age = 69.12 [5.53]years; 64% female) completed a two-night study, with a pre- and post-sleep word-pair associates task completed on the second night. SO-spindle coupling strength and a measure of coupling phase distance from the SO up-state were both examined for between-night differences and associations with memory consolidation. Coupling strength and phase distance from the up-state peak were both stable between nights. Change in coupling strength between nights was not associated with memory consolidation, but a shift in coupling phase towards (vs. away from) the up-state peak after learning predicted better memory consolidation. Also, an exploratory interaction model suggested that associations between coupling phase closer to the up-state peak and memory consolidation may be moderated by higher (vs. lower) coupling strength. This study supports a role for NREM CFC in sleep-related memory consolidation in older adults.

Effect of Practice Structure and Feedback Frequency on Voice Motor Learning in Older Adults

The long-term goal of this research is to advance the rehabilitation of voice disorders through the study and development of efficacious treatment regimes based upon motor learning principles. This study examined the effect of contextual interference (CI) of practice structure with knowledge of results (KR) feedback on motor learning of a novel voice task, "Twang," by hypophonic, novice, and expert older adults. Prospective, randomized controlled mixed design. A total of 92 adults, age 55-80, recruited from the following motor skill levels: 1) Hypophonic voice; 2) Novice-untrained vocalists; 3) Expert-trained vocalists were randomly assigned to four different interventions and examined during acquisition, retention, and transfer phases of motor learning. Participants from each skill-level practiced the novel task, "Twang," according to the randomly assigned Practice Structure/KR combinations: 1) Blocked practice/100%KR; 2) Blocked practice/55% KR; 3) Random practice/100%KR; 4) Random practice/55% KR. During the motor performance phase, our results mirrored those reported in the limb motor learning literature for CI: A Blocked practice structure enhanced short-term effects of motor acquisition for novice, expert, and hypophonic subjects. The only significant result for KR occurred when paired with Random Practice in the hypophonic subject group: 100% KR paired with Blocked practice increased motor performance, but degraded motor learning. Fundamental motor learning principles were explored within the context of a voice training paradigm. Practice with a high CI and low frequency of KR degraded performance during short-term acquisition but enhanced long-term performance effects of motor learning. Voice clinicians and teachers may benefit by implementing motor learning theory into practice during training and treatment sessions.

Meaningful learning: motivations of older adults in serious games.

Social sustainability is the generation of significant behaviors through balanced levels of education, learning and awareness so that the population has a good standard of living, achieves self-improvement and supports society. This can be achieved with various strategies, one of which is learning through games, which has gained popularity in recent years due to positive results. This is effectively achieved through serious gaming, which is growing steadily, mostly in education and healthcare. This type of strategy has been typically used in young populations with a transparent interaction with technological processes that facilitate its application. However, one cannot neglect other populations such as the elderly, who may experience a technology gap and may not perceive this type of initiative in the best light. The purpose of this article is to identify the different motivations that can encourage older adults to use serious games to encourage learning processes through technology. For this purpose, different previous research on gaming experiences with older adults has been identified, from which it was possible to categorize a series of factors that motivate this population. Subsequently, we represented these factors by means of a model of motivation for the elderly and, to be able to use it, we have defined a set of heuristics based on this model. Finally, we used the heuristics by means of a questionnaire to evaluate the design of serious gaming for older adults, obtaining positive results for the use of these elements to guide the design and construction of serious games for learning in older adults.

Variability as a functional marker of second language development in older adult learners

AbstractThis longitudinal study with time-serial data examines for the first time whether different types of intraindividual variation in second language (L2) performance and cognitive functioning are related, and how and when they influence L2 development longitudinally in older adulthood. We analyzed the L2 development of 26 German-speaking adults aged 62–79 who were taught L2 English for 2 × 90 minutes per week over 6 months. At each of the 15 measurements, the participants completed three L2 tasks and eight cognitive measures, and they answered open-ended questions about socioaffective variables such as L2 motivation. Results of generalized additive mixed models and qualitative content analyses showed,inter alia, that L2 variability—rather than inconsistency or dispersion—had a (nonlinear) effect on L2 growth, being especially large during periods of rapid development. The qualitative analyses revealed a blended operation of internal and external states being associated with periods of significant L2 growth.

Age-related differences in the social associative learning of trust information

Trust is a key component of social interaction. Older adults, however, often exhibit excessive trust relative to younger adults. One explanation is that older adults may learn to trust differently than younger adults. Here, we examine how younger (N = 33) and older adults (N = 30) learn to trust over time. Participants completed a classic iterative trust game with 3 partners. Younger and older adults shared similar amounts but differed in how they shared money. Compared to younger adults, older adults invested more with untrustworthy partners and less with trustworthy partners. As a group, older adults displayed less learning than younger adults. However, computational modeling suggests that this is not because older adults learn differently from positive and negative feedback than younger adults. Model-based fMRI analyses revealed several age- and learning-related differences in neural processing. Specifically, we found that older learners (N = 19), relative to older non-learners (N = 11), had greater reputation-related activity in metalizing/memory areas while making their decisions. Collectively, these findings suggest that older adult learners use social cues differently from non-learners.

Age Differences in Learning-Related Neurophysiological Changes

Abstract: Research in young adults has demonstrated that neurophysiological measures are able to provide insight into learning processes. However, to date, it remains unclear whether neurophysiological changes during learning in older adults are comparable to those in younger adults. The current study addressed this issue by exploring age differences in changes over time in a range of neurophysiological outcome measures collected during visuomotor sequence learning. Specifically, measures of electroencephalography (EEG), skin conductance, heart rate, heart rate variability, respiration rate, and eye-related measures, in addition to behavioral performance measures, were collected in younger ( Mage = 27.24 years) and older adults ( Mage = 58.06 years) during learning. Behavioral responses became more accurate over time in both age groups during visuomotor sequence learning. Yet, older adults needed more time in each trial to enhance the precision of their movement. Changes in EEG during learning demonstrated a stronger increase in theta power in older compared to younger adults and a decrease in gamma power in older adults while increasing slightly in younger adults. No such differences between the two age groups were found on other neurophysiological outcome measures, suggesting changes in brain activity during learning to be more sensitive to age differences than changes in peripheral physiology. Additionally, differences in which neurophysiological outcomes were associated with behavioral performance on the learning task were found between younger and older adults. This indicates that the neurophysiological underpinnings of learning may differ between younger and older adults. Therefore, the current findings highlight the importance of taking age into account when aiming to gain insight into behavioral performance through neurophysiology during learning.