RECEPTIVITY TO PEER TEACHING AND PEER LEARNING ABOUT THE SAFE AND APPROPRIATE USE OF MEDICATIONS AMONG OLDER ADULTS

The purpose of this study was to assess receptivity to peer teaching and peer learning about the safe and appropriate use of medications among communitydwelling older adults. The sample was predominately White (88.5%), female (75.9%) older adults with an average age of 80.2 ( - 9.1) years. On average, the participants perceived their health status as good (2.8 - 0.6). In addition, participants reported using an average number of 4.4 ( - 3.3) prescribed medications. The majority (75%) of participants also reported no problems with their medications. With respect to receptivity to peer teaching and peer learning, the participants, on average, were neutral to peer teaching (6.0 - 2.4), but were somewhat receptive to peer learning (6.7 - 2.2). The number of prescribed medications that a participant reported taking and the age of a participant were identified as significant predictors of receptivity to peer teaching and accounted for 14.5% of the total variance ( F = 5.84, df = 2, p = 0.005). For receptivity to peer learning, the number of prescribed medications also was a significant predictor ( F = 7.50, df = 1, p = 0.008). This study provides the initial step to identifying community-dwelling older adults who would be receptive to peer teaching and peer learning about the safe and appropriate use of medications.     

抑制机制发展:认知发展研究的新视野

过去的认知和认知发展研究偏重于对激活过程的考察，随着当前认知科学和神经科学的进一步发展，从新的角度在更高的层次重新触发了人们对认知抑制及其发展机制的兴趣，使之成为国际认知和认知发展领域正在迅速崛起的一个重要课题。从无意向抑制和有意抑制两个方面的介绍可了解认知和认知发展领域近期关于抑制及其发展研究的状况和进展。