ABSTRACT
At the beginning of a new class, I usually tell my students that I expect to learn at least as much as they will during the course because teaching and learning travel in both directions in the classroom. The same learning process occurred for me while writing this book. Even though I thought I knew quite a bit about cognitive aging when I began to think seriously about this project, my understanding of the topic has been refreshed, broadened, and added to during the research and the writing of this book. The following is a distillation of what I now know about maximizing intellectual potential in the 3rd Age of life. I start with an unexpected finding.
