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Abstract
An age‐related decline in performance is typically observed in research on tasks that rely on cognitive processing. However, such declines must not be accepted as indisputable evidence that the learning efficiency of older adults is necessarily impaired. Cognitive factors such as a production deficiency in long‐term memory and/or a retrieval deficiency do operate to depress the performance of older adults. However, a number of noncognitive factors such as functional and pathological sensory deficits, psychomotor slowing, poor physical and mental health, and insufficient or excessively high motivation also mitigate against optimal performance in the aged. The learning efficiency of the aged may be improved through the use of teaching and learning techniques designed to compensate for the negative effects of both detrimental cognitive and noncognitive factors.