Cognitive speed of processing training can not only improve cognitive performance but also protect against mobility declines among older drivers. Scientifically proven cognitive training regimens have the potential to enhance the everyday lives of older adults.

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These results suggest traditional and nontraditional students have different levels of perceived stress based on sex and GRI. Thus, colleges and universities should consider designing workshops, programs, and seminars to address the needs of students based on their sex, GRI, and student type.

We explored the differences in course level, personality, and cognitive factors among students who did and did not do extra credit. A total of 276 undergraduate students enrolled in introductory or upper-level psychology and biology courses were surveyed following their final exams to determine levels of academic self-efficacy, metacognitive ability, and a variety of other demographic factors. We conducted a 2 (Extra Credit: Completed or Not Completed) x 2 (Course Level: Introductory or Upper-level) x 4 (Final Course Grade: "A", "B", "C", or "D/F") between-subjects MANOVA with academic self-efficacy and measures of metacognitive ability as dependent variables. Our results indicated that Academic self-efficacy and Regulation of Cognition metacognition scores differed based on these factors. The implications for how course-specific feedback and improved awareness of metacognition can improve student achievement related to our findings and future research directions are discussed.