The present study focused on the type of information presented during training and its effects on initial and retention performance of older and younger adults interacting with computerized, new technology. The effects of emphasizing concepts versus actions during training on performance immediately after training and after a 1-month retention interval were examined. Younger and older adults completed either action or concept training for operating a virtual automatic teller machine (ATM). Overall, action training was associated with faster and more accurate performance immediately after training and better retention performance for older adults. For older adults, value of type of training interacted with type of task component. These findings are applicable to the development of age-specific training materials for computerized tasks.
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