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The struggles faced by elder learners suffering from age-related cognitive decline are often overlooked by instructional designers. However, existing educational theories that already inform learning strategy development for other populations should also help establish instructional methods used to help elder learners. In this article, cognitive load theory frames an exploration of proposed means to slow or counteract the effects of age-related cognitive decline in elder learners. Attention isdoi:10.21810/sfuer.v11i1.755 fatcat:n22tjj2lxvb3pcpioefci7kuvu