PROBLEMS IN TESTING THE ELDERLY

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Abstract
Test administration procedures and norms developed on younger age groups are often inadequate when testing the elderly. Problems of lower motivation to be tested, longer response times, sensory defects, and increased distractibility must be taken into account. Examiners of the elderly should also be sensitive to personality factors such as cautiousness, passivity, and reduced self‐confidence. A number of special tests (including measures of learning ability) and administration techniques that increase the likelihood that elderly examinees will do their best are described. It is argued that psychological examiners must receive special training in testing the elderly if they are to do a credible job with this age group.