Before continuing the discussion on types of errors and changes as we age, and how those changes should be reflected in tutoring methods for seniors, consider a couple of letters relating to this subject from readers.

The first one is from Paul:

Just two comments. The brain is a muscle and like any other benefits from exercise. Learning eases learning.

And the point I emphasize most with my senior clients? PRACTICE! (Same answer I got in New York when I asked how to get to Carnegie Hall.)

Strictly speaking, Paul is wrong about the brain being a muscle, but his point is certainly correct. Seniors who have made a life of savoring the joy of learning arrive at maturity with those synapses firing away like any young sprout. Barring physical problems such as Alzheimer’s, there is no reason to stop learning as we age. The good news here is that, just as quitting smoking soon enough allows lungs to heal and reduce the risk of becoming cancerous, so returning to or simply discovering the joy of learning at a late date can be effective in combating senior doldrums.

Paul’s other point about practice is also right on the mark. We sometimes think of practice in mechanical terms such as working on mouse control or repeating scales on a piano. But effective practice goes way beyond that. The more we use e-mail, word processors, and spreadsheets, the better we get at them because we are also practicing with our minds. For that reason, I encourage my students to get heavily involved in daily computer usage. I don’t do this to try to turn them into geeks, it’s just to get them up the learning curve by encouraging practice. Practice is how we learn everything. I fully expect most of them to slack off once they have mastered those skills that they most desire.

Consider how babies learn to speak a language in only a few years without formal education. While they are certainly susceptible to learn a language, it is also true that they practice. They practice by talking to themselves before going to sleep. They practice while playing. They practice all the time. Of course the time comes when they practice by asking parents endless streams of questions and prattle on non-stop. I maintain that for most people, becoming computer literate is more akin to learning a new language as an adult than it is simply acquiring a new technical skill.

An example of what I mean comes from another reader named Mike Sattler:

I follow your ruminations with much interest. I am of a mature age (62 yrs) and it was only about four to five years ago that I even turned a computer on. My interest in computers mainly revolves around how they work, how to fix them, and anything else that is a challenge at the time. I have learned the basic functions of Word, PowerPoint, and other similar programs, but it is only on a need to know basis that I really get my teeth into something. My interest is mainly creating and, as such, I taught myself the art of making animations and the thought of a Web site took my interest. I now have had the opportunity of making animated signatures (for free) for so many people around the world, my hobby has extended to animated business logos.
My reason for this intrusion is to reinforce the old adage that ‘to achieve at the best level is to have an avid interest in what it is that one wishes become good at.’

How’s that for a good example? A motivated senior jumps into entirely new territory and learns new skills that become a way to express creativity. Mike indicates he uses the normal basic functions of a computer, but it really becomes valuable to him as a vehicle to express himself in a new medium. You can bet Mike practices his skills in animation without prodding. No matter how interested you are in a new skill, both brain and body must become adapted to it before the skill is mastered. Practice is the means. And practice need not be a chore. People line up at commercial batting cages to practice hitting a baseball, and they enjoy the experience. Golfers have practice driving ranges. The list goes on.

Given the need for practice both to learn computer skills and to continue to learn how to learn, we can now return to some nitty-gritty on the types of problems that seniors have with computers and how to overcome them.

For more in-depth tips on tutoring seniors, see the complete tutorial here. I also have posted a tutorial on elementary decision theory for those who might question a physician’s diagnosis (important for seniors) or anti-terrorist activities (important for everyone) but haven’t had the framework to analyze the data. That tutorial can be found here.