The Effects of Stereotype Threat and Pacing on Older Adults' Learning Outcomes

Fritzsche, Barbara A.; DeRouin, Renée E.; Salas, Eduardo

doi:10.1111/j.1559-1816.2009.00546.x

Cited by 26 publications

(39 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hirschfeld and Thomas, 2011;Fritzsche et al, 2009;Garavan et al, 2010;Phipps et al, 2013;Stamov Roßnagel, 2013). Older workers with more resources will be more likely to allocate greater learning time and effort (if given the job resource of time control and autonomy) than workers with lower levels of these resources.…”

Section: The Contextual Viewmentioning

confidence: 91%

Learning capability and performance in later working life: towards a contextual view

Jeske

Roßnagel

2015

Education + Training

View full text Add to dashboard Cite

Purpose -The authors contribute to the literature by contrasting the cognitive with a contextual view on learning and development to address preconceptions about aging in order to broaden employers' views on learning and performance across the working life and careers of their employees. The authors furthermore identify a number of opportunities that exist to support and sustain learning capability and performance in older workers. The paper aims to discuss these issues. Design/methodology/approach -The authors conducted a selective literature search to identify literature that best exemplifies both the cognitive and contextual view. Findings -Age-related declines in performance are observed on very specific and limited tasks, unlikely to be encountered in the workplace. Due to its focus on assessing limits and age differences, such studies will not normally take experience, job and personal resources into account -these are more likely to be present in the workplace. The authors find that much of the more applied evidence suggests older workers can perform at a similar level to their younger colleagues -when the workplace or training context does not restrain them from using their own strategies and resources to complete tasks. Research limitations/implications -The current overview of research that is more representative of the more cognitive view outlines a number of issues regarding the transferability as well as generalisability of these well publicised findings. Many of the laboratory-based cognitive ageing research focuses on "testing the limits" of cognitive processing and efficiency. This paradigm is not compatible with the specific tasks and learning that takes place in the workplace, which led us to a more contextual view. Practical implications -The authors provide several starting points for broader and more inclusive training and development, particularly the role of supervisory practices, climate, self-efficacy and learning competency, resources and strategies. Originality/value -Taking a more contextual view may foster a re-evaluation of how inclusive current managerial practice, policies and current development initiatives are. Distinguishing job and personal resources can help in identifying the aspects that can be influenced by workers themselves and those aspects that are the primary responsibility of organisations and their managers.

show abstract

Section: The Contextual Viewmentioning

confidence: 91%

Learning capability and performance in later working life: towards a contextual view

Jeske

Roßnagel

2015

Education + Training

View full text Add to dashboard Cite

show abstract

“…At the time of writing, 22 published articles have tested ABST effects, several of which failed to find effects on performance (Andreoletti & Lachman, 2004;Hess & Hinson, 2006;Hess, Hinson, & Hodges, 2009;Horton, Baker, Pearce, & Deakin, 2010;Kang & Chasteen, 2009;O'Brien & Hummert, 2006). Others found that ABST effects were dependent on situational and individual factors such as, prevention or promotion focus (Gaillard, Desmette, & Keller, 2011), or the level of task demands (Hess, Emery, & Queen, 2009). Moreover, some studies have shown that ABST manipulations can improve performance (Fritzsche et al, 2009).…”

Section: Review Of Age-based Stereotype Threat Literaturementioning

confidence: 99%

When Does the In-Group Like the Out-Group? Bias Among Children as a Function of Group Norms

et al. 2015

View full text Add to dashboard Cite

Research indicates that in-group favoritism is prevalent among both adults and children. Although research has documented that individuals do not consistently display an in-group bias, the conditions under which out-group preference exists are not well understood. In this study, participants (N = 462) aged 9 to 16 years judged in-group deviant acts that were either in line with or counter to a generic norm shared by both groups. The findings demonstrated, for the first time, that children preferred out-group over in-group deviance only when the in-group peer's deviance was in line with the generic norm and a threat to their group's identity. Participants justified their disapproval of these deviants by focusing on the need for group cohesion and loyalty, while they signified their approval by spotlighting the need for autonomy. Our findings suggest that children's intergroup attitudes are influenced by how the behavior of their peers matches different levels of group norms.

show abstract

“…przekonanie, że starsi pracownicy są mniej zainteresowani rozwojem własnej kariery i niechętnie uczestniczą w szkoleniach (Maurer, Barbeite, Weiss, Lippstreu, 2008). Stereotyp ten wynika z przekonania, że starsi pracownicy mają obniżoną zdolność przyswajania nowego materiału i trudniej jest się im uczyć (Fritzsche, DeRouin, Salas, 2009). Według badań J.M.…”

unclassified

Improving Knowledge and Professional Skills ‒ Intergenerational Differences

Mendryk

Cichorzewska

2017

Marketing I Zarządzanie

View full text Add to dashboard Cite

The Effects of Stereotype Threat and Pacing on Older Adults' Learning Outcomes

Cited by 26 publications

References 34 publications

Learning capability and performance in later working life: towards a contextual view

Learning capability and performance in later working life: towards a contextual view

When Does the In-Group Like the Out-Group? Bias Among Children as a Function of Group Norms

Improving Knowledge and Professional Skills ‒ Intergenerational Differences

Contact Info

Product

Resources

About