The authors report a meta-analysis of age differences in everyday problem-solving/decision-making effectiveness (EPSE). Effect sizes were calculated to reflect 3 age group comparisons: old versus young, young versus middle-aged, and middle-aged versus old. Findings from the meta-analysis of 28 separate studies with an aggregate of 4,482 participants do not support theories of preserved EPSE in late adulthood. Although significant age differences of moderate magnitude persisted across methodological and theoretical domains, rating criteria (experimenter vs. participant) emerged as a significant moderator of the effect magnitude and direction. In addition, EPSE in older adults was bolstered when problem content was interpersonal and when samples were highly educated. Finally, the current results support the conceptual integration of findings from the everyday problem-solving and everyday decision-making literatures.

This study highlights the differential associations between neurocognitive and psychosocial status, and medication adherence and employment status following kidney transplantation. The findings suggest that the relative importance of traditional and everyday measures is dependent upon the outcome examined.

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Visuospatial attention has been shown to be robust to the effects of increasing age. Nonetheless, models linking individual differences in working memory capacity to attentional performance suggest that older adults may experience disruptions in visuospatial attention under conditions of resource load. Two experiments were conducted to investigate the effects of age and concurrent working memory load on two tasks that have been proposed to require posterior attentional processes. The findings suggest that loading working memory resources selectively disrupts performance on a nonintegrated Stroop task, whereas cue utilization remains intact. In addition, imposing a working memory load delays the deployment of visuospatial attention in both experiments. Regarding the effects of age, findings suggest that older adults can effectively perform both attentional tasks despite working memory load. Age differences did emerge in the time course of cue utilization. Findings point to the resilience of visuospatial attention in aging, even under conditions of significant cognitive load. We discuss these results and their implications for models postulating a role for working memory capacity in attentional behaviors.

This survey aimed to inform graduate-level training in clinical psychological assessment by identifying strategies, barriers, and needs of psychologists in managing assessment training activities in the COVID-19 era. A national online survey in English and French was advertised to registered psychologists involved in teaching, training, and/or supervision of clinical psychological assessment in Canada. Quantitative items were summarised, and qualitative data from the survey underwent thematic analysis. Of 164 respondents, 36% endorsed teaching clinical psychology or cognitive assessment courses, and 54% of them said they would adapt teaching to be entirely remote in the context of COVID-19 restrictions. The biggest teaching barriers were perceived as insufficient knowledge of remote clinical assessment methods and inadequate guidance from institutional authorities, while the most significant concerns were perceived ability to effectively meet course objectives and to prepare students for practica. Over three quarters (77%) of respondents indicated being involved in assessment training/supervision in practica or residencies, with 57% of these indicating their activities will be carried out in a blended format. The biggest barriers were clinic closures, on-site training restrictions, and inadequate resources, while concerns were related to threats to assessment validity and to health and safety. Results of this survey provide a snapshot of the state of the field, and the authors offer key considerations for moving forward as psychologists prepare to adapt teaching, training, and supervision activities. The impacts of COVID-19 on clinical psychological assessment training are broad and, although disruptive, present an opportunity for a paradigm shift. Public Significance StatementCOVID-19 has significantly disrupted psychologists' ability to effectively teach and train students in clinical assessment. A survey of Canadian psychologists who are involved in these activities revealed that they do not have enough funding, equipment, or guidance to rapidly adapt their teaching and training in light of COVID-19 public health restrictions. Moving forward, psychologists must consider the ways in which professional training can be redefined to keep up with evolving technologies and demand for virtual assessments.