The confluence of the aging population and economic conditions that require working longer necessitate a focus on how to best train and develop older workers. We report a meta‐analysis of the age and training relationship that examines training outcomes and moderators with 60 independent samples (total N = 10,003). Framed within the lifespan development perspective, we expected and found that older trainees perform worse (ρ = −.14, k = 34, N = 5642; δ = 1.08, k = 21, N = 1242) and take more time (ρ = .19, k = 15, N = 2780; δ = 1.25, k = 12, N = 664) in training relative to younger trainees. Further, age was negatively related to post‐training self‐efficacy (ρ = −.08, k = 10, N = 4631), but not related to trainee reactions. Moderator analyses provided mixed support that training alone is related to increased mastery of skills and knowledge. No support was found for the moderating effects of pacing or instructional approach. We call for future research examining the interactive effects of training design on older worker outcomes in ways that capitalize on age‐related growth, compensate for decline, and consider the strategies workers use to mitigate the effect of age‐related losses.

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields. Past research has demonstrated that gender stereotypes can perpetuate this disparity by influencing people's perceptions of prospective students. This study used manipulations of individuation (individuated vs. nonindividuated) and goal type (agentic vs. communal) to examine STEM professors' receptiveness toward male and female prospective students' e-mail requests for meetings. Nonindividuated students simply sent a meeting request; individuated students provided an additional statement highlighting their research experience. Agentic goal types focused on stereotypically "male" traits such as agency and leadership, and communal goal types focused on stereotypically "female" traits such as helping and serving. Based on previous research, it was hypothesized that professors would show a positive bias toward male students, individuated students, and students with goal types that were congruent with the stereotypes of their gender. E-mails were sent to a sample of 1,879 STEM professors who had previously recommended their female students for a career development workshop. Findings indicate more receptive responses toward female prospective students, more receptive responses from male professors, and an interaction between prospective student gender and goal type. Male prospective students received less receptive responses when they mentioned a communal goal (vs. agentic); however, female prospective students received responses similar in receptiveness, regardless of goal type. The implications of these results are mixed, which may be a function of the sample of professors who engaged in the study (i.e., faculty who had previously engaged in activities supportive to female mentees). Future research directions are discussed.

No abstract

No abstract

The relationship between age and intelligence has been extensively researched and documented over the past 100 years. Depending on the definition of intelligence used, the forecast for intellectual development and growth throughout older age can be more or less optimistic. Questions about age and intelligence are best addressed by examining broad content abilities that general intelligence comprises. This is because these more specific abilities follow different trajectories with age (i.e., some improve and some decline). Cross‐sectional and longitudinal research examining the relationship between intelligence and age informs interventions designed to preserve cognitive abilities related to intelligence throughout the lifespan.