Rachel Wu
Biographic Data
| ID | 3774088 |
|---|---|
| NAME | Rachel Wu |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Wu |
| SIGNATURE | WU R |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0002-7486-697X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Skill-learning variety and frequency on long-term cognitive performance in older adults
Intervention studies have shown that novel skill learning improves short-term and long-term cognitive abilities, but it is unclear how frequency and variety in skill learning impacts cognitive outcomes. Observational (nonintervention) studies have shown that frequent and varied activity engagement in older adulthood relates to better cognitive abilities. Using a 2 × 2 design, the present intervention study investigated the optimal dosage of varie…
Long-Term Effects of a Real-World Multi-Skill Intervention on Older Adults’ Growth Mindset
Although there have been interventions to increase growth mindset, little is known about their effectiveness over a longer period, especially for older adults. This study with older adults investigated the long-term effects of a learning intervention that included growth mindset lectures and discussions on growth mindset. In Study 1 ( n = 27), participants were tracked for one year after a 12-week intervention. We found that an increased growth m…
Learning Barriers, Engagement, and Interests Among Low-Income Latino Older Adults
Objectives Engagement in learning new skills can potentially foster cognitive and functional growth among low-income Latinos, a population at high risk for developing Alzheimer’s disease and related dementias. However, they may face unique barriers to learning. The present qualitative study identified learning barriers, learning engagement, and learning interests among low-income Latino older adults. Methods Twenty Spanish-speaking participants w…
Interrupted Learning across the Lifespan
Continued learning opportunities are important for adaptation across the lifespan. Interrupted learning (e.g., “summer slide”) is a known, critical issue for childhood education. This perspective piece proposes that adulthood could be a period of prolonged interrupted learning with reduced learning opportunities, despite the known importance of lifelong learning. This idea goes beyond calls for healthy older adults to lead an active life to maint…
Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention
Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners’ increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussi…
The Impact of Learning Multiple Real-World Skills on Cognitive Abilities and Functional Independence in Healthy Older Adults
OBJECTIVES: The natural learning experience from infancy to emerging adulthood, when considerable cognitive and functional growth is observed, mandates learning multiple real-world skills simultaneously. The present studies investigated whether learning multiple real-world skills simultaneously is possible in older adults and also whether it improves both their cognitive abilities (working memory, episodic memory, and cognitive control) and funct…
Learning as an Important Privilege
Research has demonstrated the cognitive and mental health benefits of learning new skills and content across the life span, enhancing knowledge as well as cognitive performance. We argue that the importance of this learning – which is not available equally to all – goes beyond the cognitive and mental health benefits. Learning is important for not only the maintenance, but also enhancement of functional independence in a dynamic environment, such…
An interdisciplinary framework examining culture and adaptation in migrant children and adolescents
With increasing rates of globalization, understanding the cultural factors that promote positive adaptation in migrant children and adolescents is vital. In prior research, acculturation and enculturation frameworks often rely on unidimensional or bidimensional conceptions of culture to study the effects of migration on child and adolescent development. However, the contemporary strategies that migrant children and adolescents utilize to navigate…
Retracted and replaced
Our findings demonstrate the feasibility and potential of conducting a real-world skill-learning intervention involving learning three novel skills with older adults. Our multiskill intervention may provide broad cognitive gains, akin to the benefits experienced earlier in the life span
Ridesourcing, the sharing economy, and the future of cities
Contents Vol. 59, 2016
A Novel Theoretical Life Course Framework for Triggering Cognitive Development across the Lifespan
Although intellectual engagement is a significant factor associated with adult cognitive health, it is unclear what it includes, why and how it declines across the lifespan, and importantly, whether its decline has a causal role in cognitive aging. This integrative review introduces a novel theoretical life course framework that synthesizes research on early childhood experiences and cognitive aging to address the following three points. First, w…
Attention to Multiple Cues During Spontaneous Object Labeling
It is well established that 2-year-olds attribute a novel label to an object's global shape rather than local features (i.e., parts). Although recent studies have found that younger infants also attend to global rather than local features when given a label, the test stimuli in these experiments confounded parts and shape by varying both or neither. With infants (16- and 24-month-olds) and adults, this experiment disentangled shape and parts with…
Infants learn about objects from statistics and people
In laboratory experiments, infants are sensitive to patterns of visual features that co-occur (e.g., Fiser & Aslin, 2002). Once infants learn the statistical regularities, however, what do they do with that knowledge? Moreover, which patterns do infants learn in the cluttered world outside of the laboratory? Across 4 experiments, we show that 9-month-olds use this sensitivity to make inferences about object properties. In Experiment 1, 9-month-ol…
Ridesourcing, the sharing economy, and the future of cities
Retracted and replaced
Our findings demonstrate the feasibility and potential of conducting a real-world skill-learning intervention involving learning three novel skills with older adults. Our multiskill intervention may provide broad cognitive gains, akin to the benefits experienced earlier in the life span
Infants learn about objects from statistics and people
In laboratory experiments, infants are sensitive to patterns of visual features that co-occur (e.g., Fiser & Aslin, 2002). Once infants learn the statistical regularities, however, what do they do with that knowledge? Moreover, which patterns do infants learn in the cluttered world outside of the laboratory? Across 4 experiments, we show that 9-month-olds use this sensitivity to make inferences about object properties. In Experiment 1, 9-month-ol…
Attention to Multiple Cues During Spontaneous Object Labeling
It is well established that 2-year-olds attribute a novel label to an object's global shape rather than local features (i.e., parts). Although recent studies have found that younger infants also attend to global rather than local features when given a label, the test stimuli in these experiments confounded parts and shape by varying both or neither. With infants (16- and 24-month-olds) and adults, this experiment disentangled shape and parts with…
Infants learn about objects from statistics and people
In laboratory experiments, infants are sensitive to patterns of visual features that co-occur (e.g., Fiser & Aslin, 2002). Once infants learn the statistical regularities, however, what do they do with that knowledge? Moreover, which patterns do infants learn in the cluttered world outside of the laboratory? Across 4 experiments, we show that 9-month-olds use this sensitivity to make inferences about object properties. In Experiment 1, 9-month-ol…
Contents Vol. 59, 2016
A Novel Theoretical Life Course Framework for Triggering Cognitive Development across the Lifespan
Although intellectual engagement is a significant factor associated with adult cognitive health, it is unclear what it includes, why and how it declines across the lifespan, and importantly, whether its decline has a causal role in cognitive aging. This integrative review introduces a novel theoretical life course framework that synthesizes research on early childhood experiences and cognitive aging to address the following three points. First, w…
Ridesourcing, the sharing economy, and the future of cities
Retracted and replaced
Our findings demonstrate the feasibility and potential of conducting a real-world skill-learning intervention involving learning three novel skills with older adults. Our multiskill intervention may provide broad cognitive gains, akin to the benefits experienced earlier in the life span
Learning as an Important Privilege
Research has demonstrated the cognitive and mental health benefits of learning new skills and content across the life span, enhancing knowledge as well as cognitive performance. We argue that the importance of this learning – which is not available equally to all – goes beyond the cognitive and mental health benefits. Learning is important for not only the maintenance, but also enhancement of functional independence in a dynamic environment, such…
An interdisciplinary framework examining culture and adaptation in migrant children and adolescents
With increasing rates of globalization, understanding the cultural factors that promote positive adaptation in migrant children and adolescents is vital. In prior research, acculturation and enculturation frameworks often rely on unidimensional or bidimensional conceptions of culture to study the effects of migration on child and adolescent development. However, the contemporary strategies that migrant children and adolescents utilize to navigate…
Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention
Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners’ increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussi…
The Impact of Learning Multiple Real-World Skills on Cognitive Abilities and Functional Independence in Healthy Older Adults
OBJECTIVES: The natural learning experience from infancy to emerging adulthood, when considerable cognitive and functional growth is observed, mandates learning multiple real-world skills simultaneously. The present studies investigated whether learning multiple real-world skills simultaneously is possible in older adults and also whether it improves both their cognitive abilities (working memory, episodic memory, and cognitive control) and funct…
Interrupted Learning across the Lifespan
Continued learning opportunities are important for adaptation across the lifespan. Interrupted learning (e.g., “summer slide”) is a known, critical issue for childhood education. This perspective piece proposes that adulthood could be a period of prolonged interrupted learning with reduced learning opportunities, despite the known importance of lifelong learning. This idea goes beyond calls for healthy older adults to lead an active life to maint…
Long-Term Effects of a Real-World Multi-Skill Intervention on Older Adults’ Growth Mindset
Although there have been interventions to increase growth mindset, little is known about their effectiveness over a longer period, especially for older adults. This study with older adults investigated the long-term effects of a learning intervention that included growth mindset lectures and discussions on growth mindset. In Study 1 ( n = 27), participants were tracked for one year after a 12-week intervention. We found that an increased growth m…
Learning Barriers, Engagement, and Interests Among Low-Income Latino Older Adults
Objectives Engagement in learning new skills can potentially foster cognitive and functional growth among low-income Latinos, a population at high risk for developing Alzheimer’s disease and related dementias. However, they may face unique barriers to learning. The present qualitative study identified learning barriers, learning engagement, and learning interests among low-income Latino older adults. Methods Twenty Spanish-speaking participants w…
Skill-learning variety and frequency on long-term cognitive performance in older adults
Intervention studies have shown that novel skill learning improves short-term and long-term cognitive abilities, but it is unclear how frequency and variety in skill learning impacts cognitive outcomes. Observational (nonintervention) studies have shown that frequent and varied activity engagement in older adulthood relates to better cognitive abilities. Using a 2 × 2 design, the present intervention study investigated the optimal dosage of varie…
Psychology (13 works) · Developmental psychology (9 works) · Cognition (7 works) · Cognitive psychology (6 works) · Aging and Gerontology Research (5 works) · Cognitive skill (5 works) · Computer Science (4 works) · Technology Use by Older Adults (4 works) · Artificial Intelligence (3 works) · Intervention (counseling) (3 works)