1. This presentation and its materials are based upon work supported by the National Science Foundation under Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Permission is granted to copy these materials for educational, non-commercial purposes provided the source is acknowledged. Meadowlands Environment Center - MarshAccess © Copyright 2010 A New Jersey Meadowlands Commission Facility operated by Ramapo College of New Jersey Designing and Implementing Accessible Informal Science Education Programs

2. Older Adult Learning

3. The Cohort Effect Common experiences of individuals born in certain times Studied in relation to culture and value orientation Cohorts of Older Adults WWI 1922 – 1927 Post-War/Depression 1928 – 1945

4. Now The Boomers In 2006, the first 77 million Baby Boomers turned 60 8,000 Americans turn 60 every day By 2050, almost 40% over 65 will be African American, Asian and Hispanic

5. What is lost? A steady loss in ‘fluid’ intelligence - processing capacity Attentional capacity, processing speed, and memory performance

6. What is lost? Relative ability to edit un- necessary information Declines in hearing, vision, and motor control exaggerate these deficits

7. Happily, not all systems decline Humans continue to generate new neurons throughout life New neuronal connections are constantly formed in response to life experience

8. Knowledge and Understanding Crystallized intelligence – the knowledge of general facts and information about the world does not change Experience and life-skills lead to more comprehensive understanding of the world

9. Limbic stability Self-worth, autonomy, and control over emotions increase or remain stable with age Stabilized limbic and autonomic nervous system activity in older adults

10. Limbic stability Evidence suggests Older adults regulate negative emotions better while experiencing positive emotions with similar intensity and frequency as young adults

11. Teaching for effective learning Respond to the experience, skills, and understanding of the “big picture” Instruction should relate to simple and complex situations in real life

12. Teaching for effective learning Stereotypes about memory loss can impact the ability to learn Instruction should reinforce the belief that they can remember Include information on how to remember the information/ new processes to stimulate recall

13. Instruction should build on the strong emotional bonds toward people, objects and beliefs that develop as people age Teaching for effective learning