We investigated retest learning (i.e., performance improvement through retest practice) in the absence of item-specific effects (i.e., learning through memorizing or becoming familiar with specific items) with older adults. Thirty-one older adults (ages 60-82 years, M = 71.10, SD = 6.27) participated in an eight-session self-guided retest program. To eliminate item-specific effects, parallel versions of representative psychometric measures for Inductive Reasoning, Perceptual Speed, and Visual Attention were developed and administered across retest sessions. The results showed substantial non-item-specific retest learning, even controlling for anxiety, suggesting that retest learning in older adults can occur at a more conceptual level.
Introduction This article presents a study of the higher education experiences of students with visual impairments in Canada. Methods Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students’ experiences in entering higher education and completing their higher education requirements. Results Although the reported graduation rates were high, the students took more than four years to complete their studies. They thought that heavy reading requirements, work in groups, and an inability to participate in some activities were barriers to their full participation in higher education. Discussion The findings demonstrate that barriers exist that have a negative impact on the higher education experience of students with visual impairments. Implications for practitioners Students with visual impairments have challenges that require unique preparation for higher education.
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