designed to mediate such age-related declines so as to reduce the differences in computer skill acquisition that have been observed between young and older adults. When instructions are designed in this manner it is likely that they may also be beneficial for young adults and other special user populations. Furthermore, this method may be applied to design of instructional materials for other purposes as well. To illustrate our argument, we have provided two specific examples of how to expand the subject matter that has been traditionally investigated in this area. Most importantly, we have tried to demonstrate that it is necessary to integrate findings from a number of different disciplines (education, instructional technology, human factors, and cognitive psychology) in order to isolate efficient training materials and methods for older computer users so that older adults may more readily take advantage of the exciting world of electronic technology that is quickly developing around them.
This chapter was supported by Grant P50 AG11715 from the National Institute on Aging of the National Institutes of Health to Roger W. Morrell as Director of a research project conducted through the Center for Applied Cognitive Research on Aging, one of the Edward R. Roybal Centers for Research in Applied Gerontology. We thank Denise C. Park for her theoretical consultation. We also thank Lisa A. Howard for her assistance in acquiring the reference materials that were used in preparation of this work.
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