presented in this context, we clearly hope that they extend to the study of psychological activities other than skill acquisition and to interventions beyond training, selection, and design.
It also seems appropriate to emphasize what is at least obvious to us. Our focus is on the need to reduce the potential for restrictiveness of phenomena and findings, not on the claim that any current research conducted outside the realm considered practically relevant provides "false" answers or is irrelevant. Current theories may not necessarily be "wrong;" rather, they may be overly limited. Surely it may be true that practically relevant research is less likely, at least initially, to result in the same surface level elegant and "clean" experimental designs that are characteristic of the more traditional approach. However, we are convinced that such research is necessary to expand and supplement our current knowledge of skill and aging in particular and cognitive aging phenomena in general.
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