Cognitive and Functional Improvement via Novel Skill Learning for Low-Income Minoritized Middle-Aged and Older Adults

Autor/inn/en	Rodriguez, Tania M.; Sheffler, Pamela; Ferguson, Leah E.; Rebok, George W.; Wu, Rachel
Titel	Cognitive and Functional Improvement via Novel Skill Learning for Low-Income Minoritized Middle-Aged and Older Adults
Quelle	In: Prevention Science, 24 (2023) 5, S.926-935 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Tania M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-022-01413-0
Schlagwörter	Adults; Older Adults; Low Income Groups; Minority Groups; Novelty (Stimulus Dimension); Skill Development; Cognitive Development; Learning Processes; Skills; Cognitive Ability; At Risk Persons; Aging (Individuals); Barriers; Motivation; Policy; Lifelong Learning; Improvement + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Ethnische Minderheit; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Learning process; Lernprozess; Skill; Fertigkeit; Denkfähigkeit; Risikogruppe; Aging; Altern; psychologische; Motivation (psychologisch); Politik; Life-long learning; Lebenslanges Lernen; Qualitätssteigerung
Abstract	Prior research has demonstrated beneficial outcomes for learning new skills in older adulthood, including increased cognitive and functional abilities, which help prevent age-related declines and foster healthy aging. However, these studies largely have included participants not typically considered at risk for cognitive and functional decline (i.e., White, highly educated, higher income). Cognitive and functional disparities exist among minoritized racial and ethnic individuals, particularly Black and Latinx populations, because of a lifetime of inequalities associated with low socioeconomic status, low education, and discrimination. This theoretical paper proposes a potential pathway in which such disparities could be mitigated by increasing cognitive and functional abilities via novel skill learning in these at-risk populations in middle and later life to prevent decline. We also discuss indirect barriers (e.g., financial and health issues), direct barriers (e.g., limited learning opportunities), and motivational barriers (e.g., self-beliefs, values) that these adults may encounter. We further highlight that addressing these barriers to novel skill learning by providing appropriate resources is necessary to maximize the feasibility and potential effectiveness of this pathway. Lastly, we encourage future research to test this pathway and help inform policymakers and existing learning programs to implement better ways of promoting lifelong learning in an inclusive and equitable manner to prevent decline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01