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In this volume aimed at educators, social workers, medical professionals, researchers, and policy makers, Zheng et al. (educational psychology, U. of Utah) compile 14 chapters that examine the role and function of the Internet and other digital technologies in older adult learning through the perspectives of cognitive function, motivation, and the benefits provided by new technologies, as well as principles of instructional design and new ideas for the needs of older adults. Contributed by researchers, practitioners, and theorists in teaching and learning, instructional design, computer-human interaction, cognitive psychology, and other disciplines from universities in the US, Asia, and Europe, the chapters address cognitive architecture, working memory, gesture visualization, and social collaboration; instructional design, with discussion of cognitive load theory, everyday technologies, age-related changes, and cognitive constraints in e-learning; and practical aspects, such as the impact of computer and Internet use on quality of life and autonomy, mnemonic interventions to improve memory, adoption of technologies, the benefits of e-health, the use of remote care delivery technologies, and the use of tele-health technology to support caregiver training. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
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