HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Elias, J. W. Articles by Wagster, M. V. Search for Related Content PubMed PubMed Citation Articles by Elias, J. W. Articles by Wagster, M. V.

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

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.