Non‐Western perspectives emphasizing community, lifelong learning, and holistic conceptions of learning are expanding our understanding of adult learning.
The goals of this article are to (a) establish the concurrent and clinical validity of the Global Deterioration scale in assessing cognitive functions and stages of dementia among centenarians, (b) identify the prevalence of all-cause dementia in representative samples of centenarians, and (c) demonstrate how variations in sample demographic characteristics could significantly affect estimates of dementia prevalence. A quarter of the 244 centenarians in a population-based sample had no objective evidence of memory deficits. Another quarter showed signs of transient confusion, and about half showed classical behavioral signs of dementia with about 15% in each of Global Deterioration scale stages 4-6 and about 5% in the most severe stage 7. Variations in age, gender, race, residence status, and education of the study sample as well as criteria used for dementia rating were found to affect prevalence.
By searching the keywords of ''older adult '' and ''computer'' in ERIC, Academic Search Premier, and PsycINFO, this study reviewed 70 studies published after 1990 that address older adults' computer learning and usage. This study revealed 5 prominent themes among reviewed literature: (a) motivations and barriers of older adults' usage of computers, (b) age-related differences in computer learning and usage, (c) instructional tips and design, (d) changes in attitudes and benefits, and (e) Internet usage. The limitations of the studies are reviewed and suggestions for future research are discussed.
The aging population is a worldwide challenge. Understanding how older adults have been portrayed would provide a foundation on which future scholarship can build. This study assesses and critiques the assumptions underlying the portrayal of older adults and their learning in adult education journals from 1980 to 2006. On reviewing 93 articles in five adult education journals, three themes emerge. First, older adults have been portrayed as a homogeneous group in terms of age, gender, race, class, ethnicity, and able-bodiedness. Second, older adults have been viewed as capable and motivated learners with few cognitive or physical limitations. Third, programmatic responses have been driven by the life context of older adulthood. Of the 93 articles reviewed, 26 are empirical studies. The findings are discussed and suggestions presented for future research and scholarship on older adult learners.
Situated learning theory understands learning to be a sociocultural activity, and individuals experience identity development as they participate in communities of practice. The purpose of this study was to understand how Korean older adults’ computer learning in a classroom is a situated activity and how this learning influences older adults’ identities. Eleven sessions of an intermediate course for older adults were observed, and 10 older computer learners were interviewed. This study revealed that social interactions, learning tools, the physical setting, and Korean culture were embedded in the course and shaped the learning processes. This study also found that the participants’ learning in the community of practice in the classroom as well as the larger community of general computer users influenced their identity.
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