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1.
Practice of different tasks in a random order induces better retention than practicing them in a blocked order, a phenomenon known as the contextual interference (CI) effect. Our purpose was to investigate whether the CI effect exists in sequence learning, such that practicing different sequences in a random order will result in better learning of sequences than practicing them in blocks, and whether this effect is affected by aging. Subjects practiced a serial reaction time task where a set of three 4-element sequences were arranged in blocks or in a random order on 2 successive days. Subjects were divided into 4 groups based on a 2-GROUP (young or old) by 2-ORDER (random or blocked practice) between-subject design. Three days after practice (Day 5), subjects were tested with practiced and novel sequences to evaluate sequence-specific learning. The results replicate the CI effect in sequence learning in both young and older adults. Older adults retained sequences better when trained in a random condition than in a blocked condition, although the random condition incurs greater task switching costs in older adults during practice. Our study underscores the distinction between age-related effects on learning vs. performance, and offers practical implications for enhancing skill learning in older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
Administered verbal (category naming, letter fluency) and nonverbal (category drawing, design fluency) tasks to patients with Parkinson's disease (PD). PD patients were significantly impaired only in their category naming for a semantic target like fruit. The hypothesis that compromised lexical retrieval contributed to PD patients' impaired category naming by examining free recall and recognition on a supraspan learning task was tested. PD patients were significantly impaired in free recall but not recognition. Category naming fluency correlated with free recall but not recognition on the supraspan learning task. It is argued that the verbal fluency deficit in PD is due to a lexical retrieval impairment and that the difference between category naming and letter fluency is due to the nature of the prompts for lexical retrieval that patients can derive from these tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
Two experiments examined age-related differences in implicit serial learning using the M. J. Nissen and P. Bullemer (see record 1987-13436-001) task. Younger adults and 2 samples of older adults who differed in educational attainment, occupational status, and verbal ability were given a 10-trial repeating sequence embedded in 100-trial blocks. On each trial, participants pressed a key that matched a designated spatial location. Implicit learning was inferred from the difference in reaction time (RT) between a random sequence trial block and the immediately preceding block with the repeating sequence. Results indicated that negative transfer effects were comparable for the younger and higher ability older adults, but lower ability older adults showed less evidence of implicit learning. On an explicit task, younger and higher ability older adults were more accurate than the lower ability older adults. The implications of these findings for current views on implicit learning in adulthood are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
The degree to which processing resources are responsible for age differences in performance on recall and recognition tasks was examined in this study. To examine this, a secondary task incorporating a memory component (digit preloads) was implemented during retrieval. Results revealed that older adults, relative to younger adults, exhibited greater decrements in secondary task performance as the difficulty of the secondary task increased. These age differences were greater in the recall task than in the recognition task. Hierarchical regression analyses indicated that speed accounted for the largest proportion of age-related variance in the recall task while both speed and working memory contributed to much of the secondary task variance. Results confirm the hypothesis that recall requires greater processing capacity than recognition and that older adults have greater processing-capacity limitations than younger adults. (PsycINFO Database Record (c) 2011 APA, all rights reserved)  相似文献   

5.
Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence learning in young and older adults. In the TLT, people respond only to the last target event in a series of discrete, 3-event sequences or triplets. Target predictability is manipulated by varying the triplet frequency (joint probability) and/or the statistical relationships (conditional probabilities) among events within the triplets. Results reveal that both groups learned, though older adults showed less learning of both joint and conditional probabilities. Young people used the statistical information in both cues, but older adults relied primarily on information in the 2nd cue alone. The authors conclude that the TLT complements and extends the SRTT and other tasks by offering flexibility in the kinds of sequential statistical regularities that may be studied as well as by controlling event timing and eliminating motor response sequencing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
Provided a normative data base for a measure of verbal supraspan based on 301 neurologically intact adults (aged 18–91 yrs) and examined the test's clinical sensitivity in 3 patient groups. Data from 55 patients with severe head trauma, 38 with right hemisphere and cerebrovascular accident (CVA), and 15 with left hemisphere CVA reveal significant age-related differences, with older Ss performing below levels obtained by younger ones. Group data reveal that Ss in all 3 groups performed significantly below levels obtained by age-matched controls. Supraspan scores did not correlate appreciably with years of education. However, scores on the supraspan test correlated modestly with Wechsler Adult Intelligence Scale—Revised (WAIS—R) Information and Block Design scores, suggesting that task performance may be dependent in part on the S's general level of cognitive functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

7.
Three experiments investigated the size and sources of age-related changes in visual imitation. In Experiment 1, young and older adults viewed sequences of quasi-random movements and then reproduced from memory what they had seen. As expected, older adults made more errors in imitation than their younger counterparts. However, older adults seemed to supplement their memory by exploiting an abstracted representation (gist) of a sequence. Experiments 2 and 3 apportioned the observed age-related changes in imitation performance among several possible causes. Experiment 2 showed that changes in precision of visual perception and motor control together accounted for only a small fraction of age-related changes in imitation quality; Experiment 3 showed that the bulk of the age-related changes arose from the older participants’ reduced ability to accommodate for increases in memory load, likely caused by diminished ability to encode or retain detailed information about movement sequences. Guided by these results, strategies are proposed for enhancing older adults’ imitation learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
When presented with several time-compressed sentences, young adults' performance improves with practice. Such adaptation has not been studied in older adults. To study age-related changes in perceptual learning, the authors tested young and older adults' ability to adapt to degraded speech. First, the authors showed that older adults, when equated for starting accuracy with young adults, adapted at a rate and magnitude comparable to young adults. However, unlike young adults, older adults failed to transfer this learning to a different speech rate and did not show additional benefit when practice exceeded 20 sentences. Listeners did not adapt to speech degraded by noise, indicating that adaptation to time-compressed speech was not attributable to task familiarity. Finally, both young and older adults adapted to spectrally shifted noise-vocoded speech. The authors conclude that initial perceptual learning is comparable in young and older adults but maintenance and transfer of this learning decline with age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

9.
Previous research testing age-related learning and memory problems specific to proper names has yielded mixed results. In the present experiments, young and older participants saw faces of previously unknown people identified by name and occupation. On subsequent presentations of each picture, participants attempted to recall the pictured person's name and occupation. Young and older adults made more name errors (the occupation was recalled but not the correct name) than occupation errors (the name was recalled but not the correct occupation), and older adults made relatively more name but not occupation errors than young adults. This specific age-related deficit in proper-name learning is explained within an interactive-activation model of memory and language that has been extensively applied to cognitive aging and proper-name retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
No previous research has tested whether the specific age-related deficit in learning face-name associations that has been identified using recall tasks also occurs for recognition memory measures. Young and older participants saw pictures of unfamiliar people with a name and an occupation for each person, and were tested on a matching (in Experiment 1) or multiple-choice (in Experiment 2) recognition memory test. For both recognition measures, the pattern of effects was the same as that obtained using a recall measure: More face-occupation associations were remembered than face-name associations, young adults remembered more associated information than older adults overall, and older adults had disproportionately poorer memory for face-name associations. Findings implicate age-related difficulty in forming and retrieving the association between the face and the name as the primary cause of obtained deficits in previous name learning studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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