Auditory and Visual Memory Losses in Aging Populations

Boyle, Edwin; Aparicio, Adolfo M.; Kaye, Jonas; Acker, Marjorie

doi:10.1111/j.1532-5415.1975.tb00320.x

Cited by 11 publications

(7 citation statements)

References 10 publications

(15 reference statements)

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“…The WMSALS mean of 13.7 for the 75‐year‐old subjects was not significantly different from the means for primarily middle‐aged subjects in prior studies (14, 15), indicating the relative stability of verbal memory scores with age.…”

Section: Resultscontrasting

confidence: 53%

“…In regard to the intermodality process, the RPPT results statistically demonstrated that age‐sensitivity was probably related to the greater visual memory decrements in comparison with auditory memory (14), as reported for aging populations. Subjects who did well on the early test trials of the RPPT [RPPT‐2 (Table 1, r −.601 with WMSALS)] also did well on the later trials [RPPT (Table 1, r −.624 with WMSALS], and it would appear that the rehearsal, although helpful, did not alter the basic success or failure pattern established early in the test.…”

Section: Discussionsupporting

confidence: 57%

“…In view of the greater sensitivity and score decrements in visual memory vs. auditory memory noted previously with aging (14), further prediction studies with the RPPT intermodality technique should be carried out in conjunction with electro‐oculographic and electrophotometric instruments (51, 52) for the study of the associated microsaccades (51) and macrosaccades (52). Findlay's method (49) allows for testing very fine eye movements and should help to determine whether aging subjects with apparently good memories as determined with RPPT necessarily have normal and efficient eye movements.…”

Section: Discussionmentioning

confidence: 87%

“…Also on verbal memory tests, such as the Wechsler Memory Scale (WMS) (13), performance deteriorates. Short-term visual memory is apparently more susceptible to aging than is auditory memory, although both are affected (13)(14)(15)(16)(17). Finally, there is a slowing of reaction time in cognitive and psychomotor responses (18).…”

mentioning

confidence: 99%

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Spiral Aftereffect Test and Rapid Picture Projection Test with Aging Populations

Kaye

Boyle

Canosa

et al. 1976

J American Geriatrics Society

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Two visual criteria — the Spiral Aftereffect Test (SAET) and the Rapid Picture Projection Test (RPPT) — were used for evaluation of memory and mental impairment in 52 aging subjects. The scores were compared with those obtained on the Wechsler Memory Scale Associate Learning Subtest (WMSALS) and the Orientation Test (OT) (Pfeiffer). A multiple regression analysis of several test variables indicated that the RPPT was the best indicator of verbal memory and that it was highly correlated with OT findings. When the RPPT and SAET were matched with the WMSALS, scores on both were significantly correlated with those on WMSALS verbal memory. SAET performance by the elderly subjects was lower than that by the younger controls in other studies, and often matched that by patients with organic impairment. The chief handicaps identified with both tests were: inefficient eye movements, difficulties in conceptualizing, and inability to transform the visual information to a communicable verbal form. Suggestions are made for the testing of eye movements and eye fixations with the newest oculographic techniques, for the manipulation of some of the testing conditions with the SAET and RPPT, for a procedural variation with memory training, and for a clinical application of the RPPT.

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Section: Resultscontrasting

confidence: 53%

Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 87%

mentioning

confidence: 99%

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Spiral Aftereffect Test and Rapid Picture Projection Test with Aging Populations

Kaye

Boyle

Canosa

et al. 1976

J American Geriatrics Society

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“…Research on modality of presentation (Taub, 1975(Taub, , 1976Taub & Kline, 1976, 1978, which represents the only systematic attempt in the literature to evaluate age-related performance with meaningful connected prose, indicated that findings with sequentially presented stimuli could not be generalized to more realistic non-laboratorytype situations. Previous studies with various types of unequated stimuli (pictures, words) or equated sequential stimuli (digits) had suggested that aged individuals may have more difficulty in processing materials that are presented visually than they do when an auditory mode is used (Arenberg, 1968;Boyle, Aparicio, Kaye & Acker, 1975;Bromley, 1958;Farrimond, 1968;McGhie, Chapman & Lawson, 1965;Taub, 1972). On the other hand, studies with simultaneous presentation and prose materials indicated no differences in modalities when presentation is controlled and a better visual than auditory mode when there is opportunity for review.…”

Section: Problems Of Generalization Of Literaturementioning

confidence: 92%

Life‐span Education: A Need for Research With Meaningful Prose

Taub

1980

Educational Gerontology

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The movement in favor of lifelong education has grown rapidly in the last 5 years and has provided the impetus for changing our philosophy and ideas concerning the critical needs and requirements for education and training for all age groups, including the elderly. Numerous authors, having questioned the notions of universal decline in various cognitive and intellectual abilities as a function of age, have begun to seek new approaches to studying the learning and memory performance of elderly groups and to place more emphasis on solving real-life, applied problems. Although there is this current emphasis on and critical need for extracting practical principles and teaching methods for use in the newly designed and future education and training programs for the elderly, it does not appear to be possible to generalize from the existing literature. Virtually all of the research in learning and memory has concentrated on analog tasks with unconnected words, digits, and letters, which may not be generalizable to situations that require the processing of meaningful connected discourse. Thus, there is a critical need for research using meaningful, non-laboratory-type prose materials to obtain data applicable to educational and training environments.

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