LATE‐LIFE EDUCATION AND LEARNING: THE ROLE OF COGNITIVE FACTORS

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Abstract
Despite the evidence that increasing numbers of older people are successfully undertaking late‐life education, the research literature on changes in cognitive functioning with age has generally painted a negative picture of intellectual potential in the last part of the life span. However, recent studies have addressed some of the methodological problems in previous studies of age effects on performance. These recent studies show that old age is characterized by individual differences in cognitive functioning and the potential for improved performance. A selection of studies on age effects in cognitive functioning is reviewed. It is argued that when negative effects of aging on performance were demonstrated, too little attention was paid to exploring the functional significance of these effects. Educational programs for older adults need to range from those that impart information about maintaining health and well‐being in old age to those that are concerned with the growth of knowledge and the exploration of ideas. Practitioners involved in the education of older adults should draw on the latent skills and expertise of older citizens in the design and delivery of these services, with the aim of promoting a partnership that has the potential to empower adults in old age.

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