[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594443-105":59,"doc-detail-594443-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","older-adults-training-courses-considerations-for-course-design-and-the-development-of-learning-materials","Older adults’ training courses - Considerations for course design and the development of learning materials","","The paper examines how older adults can benefit from training by addressing cognitive and sensory changes that influence learning. It reviews cognitive literature on age-related declines in working memory, episodic memory, executive functions, processing speed, and inhibitory control. It then discusses cognitive training concepts such as scaffolding and cognitive reserve, and translates these findings into educational considerations. Course design suggestions and learning-material development guidance are presented for adult education contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/older-adults-training-courses-considerations-for-course-design-and-the-development-of-learning-materials/594443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/older-adults-training-courses-considerations-for-course-design-and-the-development-of-learning-materials/594443.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does course design need to consider older adults’ specific circumstances?","Question",{"text":112,"@type":113},"Older adults often experience age-related cognitive and sensory changes that can affect independence, learning efficiency, and the need for support. Tailoring training design helps learning opportunities remain beneficial.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What cognitive abilities are described as declining with age?",{"text":117,"@type":113},"The paper highlights declines in areas tied to fluid intelligence, including working memory, episodic memory, and executive functions. It also links neurotransmitter dopamine decline to changes in cognition and notes age-related processing speed reductions.",{"name":119,"@type":110,"acceptedAnswer":120},"How do scaffolding and cognitive reserve theories relate to cognitive training?",{"text":121,"@type":113},"Scaffolding theory proposes that older adults maintain performance by recruiting additional neural links and reorganizing brain function during tasks. Cognitive reserve and brain reserve theories suggest buffers—such as education and an active lifestyle—and indicate that interventions can improve cognitive function over the life course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594443,1792189383,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 51, Number 1, April 2011  \nOlder adults’ training courses: Considerations for course design and the development of learning materials  \nKarin du Plessis  \nIncolink and Melbourne University  \nKaarin J. Anstey  \nAustralian National University  \nArianne Schlumpp Australian National University  \nDemographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be considered. The current paper reviews cognitive literature to establish older adults’ ability to learn. This is followed by a discussion of training programs as well as suggestions for course design specifically focused on older adults.  \n162 Karin du Plessis, Kaarin J. AnsteyandArianne Schlumpp  \nIntroduction  \nWith adults now living longer and healthier lives than in the past, the size of the ageing population continues to increase. Recent reports from the Australian Bureau of Statistics (ABS, 2009) indicate that, while in 2007 there were 2.4 million Australians aged between 65 and 84, there will be an estimated four million by 2022 and 6.4 million by 2056. With this continual growth in mind it is crucial for older adults to maintain healthy and active lifestyles. The importance of this maintenance is twofold: to increase older adults’ quality of life and to reduce the increasing demand on the public health system. In order for this to be achieved, course designers need to be informed of the latest research in healthy ageing. This paper focuses specifically on recent advances in cognitive ageing and cognitive training, placed in an educational context. Of particular relevance is the older person’s ability to learn new information. As such a discussion on training programs and suggestions for course design and learning materials will be prefaced by considering older adults’ cognitive and sensory abilities.  \nOlder adults’ cognitive abilities  \nCognition refers to mental functions and mental processes, and in adulthood, cognitive functioning contributes to the maintenance of independence and psychological well-being (Llewellyn, Lang, Langa & Huppert 2008) . Older adults show declines in a number of cognitive and sensory abilities, potentially reducing independence and increasing the demand on caregivers and the public health system (Anstey, Stankov & Lord 1993) . For example, cognitive abilities associated with fluid intelligence (Horn 1982) (e.g. working memory—ability to maintain and manipulate information; episodic memory—recalling information acquired at a specific time and place; and executive functions—integrating and organising information, for example planning and abstract thinking) show age-related declines. At the neurochemical level, age-related declines in the  \nOlder adults’ training courses 163  \nneurotransmitter dopamine have been linked to declines in cognition, notably episodic memory and perceptual speed (Bäckman, Nyberg, Lindenberger, Li & Farde 2006) . Similarly, age-related declinesin processing speed underlie some of the declines associated with cognitive functions (e.g. Salthouse 1996, 2000) . In addition to processing speed mediating age-related declines in cognitive abilities, working memory (e.g. short term memory maintenance and active processing of information) also mediates declines in cognitive functioning (Park & Reuter-Lorenz 2009). This is related to inhibitory dysfunction which implies that older adults take into account some irrelevant information in the contents of their working memory, thereby slowing down their processing speed (Hasher & Zacks 1988, Park & Reuter-Lorenz 2009) .  \nCompared with younger adults, older adults show different patterns of functional activation during cognitive tests. For example, functional im","cbCaitZfhPn0LGxa","https://ap.wps.com/l/cbCaitZfhPn0LGxa","pdf",166456,14,"English","# Introduction\n# Older adults’ cognitive abilities\n## Functional activation and scaffolding theory\n# Cognitive reserve and brain reserve theories\n# Sensory changes in late adulthood","[{\"question\":\"Why does course design need to consider older adults’ specific circumstances?\",\"answer\":\"Older adults often experience age-related cognitive and sensory changes that can affect independence, learning efficiency, and the need for support. Tailoring training design helps learning opportunities remain beneficial.\"},{\"question\":\"What cognitive abilities are described as declining with age?\",\"answer\":\"The paper highlights declines in areas tied to fluid intelligence, including working memory, episodic memory, and executive functions. It also links neurotransmitter dopamine decline to changes in cognition and notes age-related processing speed reductions.\"},{\"question\":\"How do scaffolding and cognitive reserve theories relate to cognitive training?\",\"answer\":\"Scaffolding theory proposes that older adults maintain performance by recruiting additional neural links and reorganizing brain function during tasks. Cognitive reserve and brain reserve theories suggest buffers—such as education and an active lifestyle—and indicate that interventions can improve cognitive function over the life course.\"}]","Older adults’ training courses - Considerations for course design and the development of learning materials | PDF",1792079176,35]