Home
HOME ARCHIVE SEARCH TABLE OF CONTENTS
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Services
Right arrow Download to citation manager
PubMed
Right arrow PubMed Citation
The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 62:5-10 (2007)
© 2007 The Gerontological Society of America

RESEARCH ARTICLE

Developing Context and Background Underlying Cognitive Intervention/Training Studies in Older Populations

Jeffrey W. Elias and Molly V. Wagster

National Institute on Aging, National Institutes of Health, Bethesda, Maryland.

Address correspondence to Jeffrey W. Elias, PhD, Dean's Office, UC Davis School of Medicine, 2921 Stockton Blvd., Suite 1400, Sacramento, CA 95817. E-mail: jeffrey.elias{at}ucdmc.ucdavis.edu

Underlying the attempt to change behavior or improve performance by virtue of intervention or training is the notion that change is possible and that plasticity, life-course malleability, and compensation are well-recognized concepts of life-span development. The cognition and aging literature reveals that there are a growing number of context and background variables against which the effectiveness of intervention/training can be judged beyond the intrinsic motivations for change. In this introductory article to a special issue on cognitive intervention and training, we briefly discuss several of these background variables.






HOME ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2007 by The Gerontological Society of America.