Research on the mechanisms of human cognition is leading to a deeper understanding of how the processes of thinking, problem-solving, attention, perception, and memory affect learning and lead to more effective strategies to enhance learning in educational settings from pre-K to adult education. Publishing new peer-reviewed issues twice a year, The Journal of Cognitive Education and Psychology (JCEP) presents in-depth articles on theory and empirical research as well as current practice and effectiveness of cognitive assessment, cognitive rehabilitation, cognitive education, and psychology around the world. Readers include those in education, cognitive psychology, special education, adult education, educational psychology, school psychology, speech and language, and public policy.

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  Following the publication of Volume 21, The Journal of Cognitive Education and Psychology (JCEP) will be discontinued on this site. Content from back issues up to and including volume 21 will continue to be available for purchase as single issues and articles.

This landmark annual review has provided over three decades of knowledge, insight, and research on topics critical to gerontologists everywhere. The purpose of this annual review is to critically examine the full gamut of literature on key topics in gerontology and geriatrics, including social and cultural issues, medicine, psychology, economics, and end-of-life issues. ARGG continues its long tradition of professionalism under the editorship of a leading expert in the field of gerontology, Toni C. Antonucci. Over the past 35 years, ARGG has brought together internationally recognized experts in the fields of gerontology and geriatrics, and continues to deliver the highest standards of content and authoritative reviews of research for students, researchers, and clinicians.