What Goes Down When Advice Goes Up: Younger Advisers Underestimate Their Impact

2020 ◽  
Vol 46 (10) ◽  
pp. 1444-1460
Author(s):  
Ting Zhang ◽  
Michael S. North

Common wisdom suggests that older is wiser. Consequently, people rarely give advice to older individuals—even when they are relatively more expert—leading to missed learning opportunities. Across six studies ( N = 3,445), we explore the psychology of advisers when they are younger (reverse advising), the same age (peer advising), or older (traditional advising) than their advisees. Study 1 shows that advisers avoid reverse-advising interactions because they perceive that their relative youth makes them less effective. However, when compared to advisees’ actual perceptions, reverse advisers are misguided, as they underestimate their effectiveness when giving general life advice (Study 2a–2b) as well as tactical advice (Studies 3–4). This misperception is in part driven by advisers’ beliefs about their own competence and others’ receptivity. Finally, we demonstrate an intervention that mitigates advisers’ misguided beliefs (Study 5). Contrary to advisers’ own perceptions and popular belief, these findings illustrate that being relatively young can also mean being an impactful adviser.

2019 ◽  
Vol 25 (2) ◽  
pp. 67-79
Author(s):  
Tiina Tambaum ◽  
Felika Tuul ◽  
Reeli Sirotkina

Older men’s participation in learning initiatives is low in Estonia (SHARE, 2015). The national plans for active ageing (Welfare Development Plan 2016–2023, 2016) indicate that activities related to inclusion and development are vital to improving older individuals’ quality of life in the context of the ‘longevity revolution’. There is little discussion about the ways in which older people themselves affect the success of these plans, and about the potential roles and opportunities for all members of the community to foster the inclusion of older people. Two qualitative studies conducted in Estonia in 2012 and 2017 expand upon the involvement of older men in different contexts. A content and thematic analysis revealed latent factors that may hinder older men’s learning, such as loneliness, expectations about masculinity inherited from the cultural background, a restrictive domestic comfort zone, and a lack of demand for older men’s experience. The main finding from the analysis is that older rural men in Estonia do not feel responsible for their own social health. As older men’s personal initiative to create their own learning opportunities tends to be low, the community needs to provide more support for the reduction of men’s indirect barriers.


Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.


2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.


2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.


2017 ◽  
Vol 2 (15) ◽  
pp. 32-41
Author(s):  
Jennine Harvey ◽  
Scott Seeman ◽  
Deborah von Hapsburg

The field of Cognitive Hearing Science examines the relationship between cognitive, linguistic, and hearing functions. Although these areas are of particular importance to speech-language pathology, few studies have investigated applications of cognitive hearing science to clinical practice. The purpose of this review article is to (1) explore and present a summary of cognitive hearing science techniques for dual-task and hearing-in-noise procedures and implications to speech-language pathology, and (2) provide a clinical guide for speech-language pathology in adult multitasking intervention with noise. It is well understood that areas of cognitive skill and hearing function decline with age; therefore, additional understanding of the relationship of these functions is of particular importance to speech-language pathologists working with older individuals. This article meets the American Speech-Language-Hearing Association's (ASHA's) Special Interest Group (SIG) 15's mission of “research-to-practice” professional development by “promoting understanding of the effects of normal and pathological aging on cognition, language […] and hearing” (ASHA, 2017), and is intended to be of interest to the SIG 15 readership.


2008 ◽  
Author(s):  
Ashley A. Williams ◽  
Sara Hon Qualls ◽  
Sheri C. Gibson ◽  
Christina L Vair ◽  
Lindsay N. Anderson

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