Cogent Gerontology

Learning and Motivation in Older Adulthood: From Curiosity to Cognitive Development

This Article Collection focuses on factors that drive learning and motivation in older adulthood to engender curiosity and cognitive and functional development. In the past few decades, cognitive aging research has debunked long-held myths, namely that “old dogs can’t learn new tricks” and that neuroplasticity is not possible in old age. Moving beyond the fact that older adults can learn and grow, research is now asking how can we best encourage optimal cognitive and functional growth. This Article Collection aims to cover the latest research investigating these issues. Collectively, this burgeoning research area will help us better understand how to help all older adults thrive.

This Article Collection is timely and important because learning to adapt has become a necessity, and very little is known about how to help older adults learn and adapt as they encounter changes, especially when withdrawing or relying on others is not a good option. For example, an older adult might need to learn new software to be able to keep their job that they cannot afford to retire from or lose. An older adult might also need to learn how to use a new technological device or software to be able to access their medical or financial records. Despite this necessity, very few resources are provided to older adults to help them learn and adapt, compared to learners younger in the lifespan (e.g., children in school). Now that we know older adults can learn, that neuroplasticity is possible in old age, and that learning is a necessity (but also a privilege not afforded to all equitably), more research is needed to close this gap.

Articles focused on older adult learning, adaptation, motivation, cognitive development, curiosity, and related topics are welcome. All article types that the journal accepts will be considered, including research articles, review articles, and methodological papers.

Please contact Dr. MK Huffman at mary.huffman@taylorandfrancis.com with any queries about this Article Collection.

Please be sure to select the appropriate Article Collection from the drop-down menu in the submission system.

Dr. Rachel Wu is a Professor of Psychology at University of California, Riverside as a developmental cognitive neuroscientist investigating how we learn and attend across the lifespan. Her latest research focuses on optimizing learning in older adults based on child development research. She has shown that with a supportive learning environment (e.g., an undergraduate curriculum), older adults’ cognitive abilities can be enhanced to levels similar to younger adults, while developing useful functional skills, such as learning to use a new technological device. Dr. Wu has received more than two dozen awards and grants, including an NSF CAREER Award, a PECASE from President Biden, and recently being named an APA Fellow. She was in a rock band as a violinist for 7 years and also is a professional painter, as part of her goal to master new skills every few years to gain a better understanding of the difficulties in being an adult learner.

The Guest Advisor declares no conflicts of interest regarding this work.