Life‐long Learning

Abstract

The kind of failures of memory that the questionnaire detects become commoner as we age. This chapter explains why that should be and whether it has any bearing on the techniques that should be employed in the education of older people – life-long learning. It describes the acknowledged age-related changes in cognitive functions such as reasoning and memory. The chapter discusses research that has suggested that cognitive and physical interventions may be able to improve cognitive functions. It proposes how to use the information concerning which memory functions are preserved and which impaired in order to tailor educational approaches for the teaching of older people. Implicit and procedural learning and memory remain relatively intact in old people. Semantic memory is considerably less vulnerable to ageing than episodic memory. This is the type of memory that education mainly involves. The ability to form implicit memories is much less susceptible to ageing.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 0 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.