Individual differences in task-specific paired associates learning in older adults: the role of processing speed and working memory

Exp Aging Res. 2013;39(5):493-514. doi: 10.1080/0361073X.2013.839024.

Abstract

BACKGROUND/STUDY CONTEXT: The role of processing speed and working memory was investigated in terms of individual differences in task-specific paired associates learning in a sample of older adults. Task-specific learning, as distinct from content-oriented item-specific learning, refers to gains in performance due to repeated practice on a learning task in which the to-be-learned material changes over trials.

Methods: Learning trajectories were modeled within an intensive repeated-measures design based on participants obtained from an opt-in Internet-based sampling service (M(age) = 65.3, SD = 4.81). Participants completed an eight-item paired associates task daily over a 7-day period.

Results: Results indicated that a three-parameter hyperbolic model (i.e., initial level, learning rate, and asymptotic performance) best described learning trajectory. After controlling for age-related effects, both higher working memory and higher processing speed had a positive effect on all three learning parameters.

Conclusion: These results emphasize the role of cognitive abilities for individual differences in task-specific learning of older adults.

Publication types

  • Research Support, N.I.H., Extramural

MeSH terms

  • Aged
  • Aging / psychology*
  • Female
  • Humans
  • Male
  • Memory
  • Middle Aged
  • Paired-Associate Learning*
  • Reaction Time