The Effects of Stereotype Threat and Pacing on Older Adults' Learning Outcomes

Abstract

This study examined the effects of stereotype threat and pacing on older adult training outcomes. Older adults ( N = 51; M age = 71 years) were randomly assigned to stereotype threat and pacing conditions and completed computerized library training. Contrary to expectations, stereotype threat was found to improve performance significantly on both training practice exercises and a post‐training knowledge test. Self‐pacing was not found to affect training performance, but did produce more positive reactions to the training course. Implications for training design and for stereotype threat research are discussed.