Implications of cognitive change for gerontological pedagogical practice

The focus of this paper is the problem of designing educational systems for the aged so as to maximize their potential for success. Relevant geropsychological literature is briefly summarized. It is proposed that complex changes in working memory occur with advanced age; and that by understanding the nature of these changes, educational materials can be designed which properly bring to the fore concepts, refresh memory, and guide the comprehension process. In this way, the aged are more likely to maintain their performance and to acquire new skills, to the benefit of society.