A course designed to counter student reluctance to accept the reality of aging yields some encouraging results.
Get full access to this article
View all access options for this article.
References
1.
BairdL. L.Factors in the continuance of accomplishment from high school to college. Measurement and Evaluation Guidance, 1969, 2, 5–18.
2.
BarrowG. M.SmithP. A.Aging, ageism, and society.St. Paul, MN: West Publishing Company, 1979.
3.
BromleyD. B.The psychology of human aging.Baltimore, MD: Penguin Books, Inc., 1974.
4.
DeVogeS.VarbleD. L.The joint use of experiential and cognitive learning in the classroom: Teaching with personal relevance. Teaching of Psychology, 1976, 3, 168–171.
5.
DillonK. M. H.GoodmanS.Twenty-five classroom exercises for courses in aging. Teaching of Psychology, 1980, 7, 96–99.
6.
DullaertJ.Teaching psychology of the aged: Six obstacles to learning. Teaching of Psychology, 1977, 4, 68–72.
7.
GlassG. V.PeckhamP. D.SandersJ. R.Consequences of failure to meet assumptions underlying the fixed effects analyses of variance and covariance. Review of Educational Research, 1972, 42, 237–288.
8.
KulikJ. A.BrownD. R.VesterwegR. E.WrightJ.Undergraduate education in psychology.Washington, DC: American Psychological Assoc ation, 1973.
