The United Kingdom, in common with many countries, has an ageing demographic. Changes accompanying ageing can influence food choice and dietary habits. This study explored older adults’ perceptions and practices related to dietary behaviour and the factors influencing their food choice in later life. Semi-structured focus-group discussions were conducted with 30 individuals (aged 63–90 years) in a UK city. An inductive thematic approach was adopted for data analysis, and 4 themes and 12 sub-themes emerged: age-related changes (lower appetite, food changes, declining physical function); food access (food cost, support with food, maintaining independence); on your own (cooking for one, eating alone, shopping for one); and relationship with food (food variety, eating what you want, dieting). These influenced participants’ food acquisition, food preparation and cooking, as well as eating habits. Living alone and its substantial influence, as well as associated social isolation and loneliness, were highlighted in many of the discussions. Given the possible implications for nutritional intake, further work is recommended in this area. Likewise, steps should be taken to improve food access, increase opportunities for commensal eating and, fundamentally, address social isolation and loneliness in the older population.

Background. Developmental research provides considerable evidence of a strong relationship between verbal and visuospatial working memory (WM) and mathematics ability across age groups. However, little is known about how components of WM (i.e., short-term storage, processing speed, the central executive) might relate to mathematics sub-categories and how these change as children develop.Aims. This study aimed to identify developmental changes in relationships between components of verbal and visuospatial WM and specific mathematics abilities.Sample. Children (n = 117) were recruited from four UK schools across three age groups (7-8 years; 9-10 years; and 14-15 years).Methods. Children's verbal and visuospatial short-term storage, processing speed, and central executive abilities were assessed. Age-based changes in the contributions from these abilities to performance on mathematics sub-categories were examined.Results. When WM was examined both as an amalgamation of its component parts, and individually, relationships with mathematics were more evident in younger children compared to the middle and older age groups. However, when unique variance was examined for each WM predictor (controlling for the other components), many of those relationships disappeared. Relationships with processing speed and the central executive were found to be more evident in the older age groups. Conclusions. The WM-mathematics relationship changes dependent on age and mathematical sub-component. Overlap in individual WM abilities in younger children, compared to reliance on the central executive and processing speed in older children, suggests a set of fluid resources important in mathematics learning in younger children but separating out as children grow older.Working memory (WM) is commonly defined as a limited capacity system which holds information in mind for a known purpose, while concurrently processing other information. Importantly, it is relied on when a situation is novel (Shallice & Burgess, 1996), for example when learning new information (Cowan, 2014). DevelopmentalThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.