R-s ("Backward") Paired-associate Learning in Elderly Subjects

Kausler, Donald H.; Lair, Charles V.

doi:10.1093/geronj/20.1.29

Cited by 18 publications

(11 citation statements)

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“…(1974) for their comparable young subjects. Earlier retention studies that reported asymmetry in the availability of A and B term components (usually showing greater availability , or recall, of the B term) for older adults (Kausler & Lair, 1965;Winn & J. W. Elias, 1978) did not controllearning strategy ; thus , whether such recall asymmetry pertains to rote, mediated, or both types of learned items is unknown.…”

Section: Discussionmentioning

confidence: 98%

An observation of age-related asymmetry in the complexity of verbal mediator components

Marshall

Elias

Bratt

1986

Bull. Psychon. Soc.

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College-age and elderly subjects were required to give verbal mediators for consonant-vowelconsonant (CVC) pairs varying in associability level, where associability was defined as the scaled likelihood of a CVC pair's yielding a verbal mediator. The complexity of each elaboration of each of the components of the pairs was then determined to investigate potential differences in mediator formation between the two groups of subjects. In agreement with previous findings, the younger subjects tended to elaborate the stimulus term more than the response term. However, the elderly subjects elaborated the response term significantly more, and there was a trend for this to occur more with low-associability pairs.

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Section: Discussionmentioning

confidence: 98%

An observation of age-related asymmetry in the complexity of verbal mediator components

Marshall

Elias

Bratt

1986

Bull. Psychon. Soc.

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“…35 The effect of intentionality occurred 2 days after the exposure session, however, it does not remain when evaluated 7 days later, suggesting that the effect of intention to remember is time-dependent. It has long been known that the intention to learn has a positive effect on subsequent recall, and most studies assessing the intention to learn evaluated retrieval on the same day as the encoding, i.e., from minutes to hours, 15,16,17,20,21 or at most for two days. 18,19 Our study is the first one to investigate the lastingness of the effect on intentionality up to seven days.…”

Section: Discussionmentioning

confidence: 99%

“…These studies used diverse paradigms and stimuli to test memory, i.e. faces and names, 17,18 flavors, 19 real objects, 20 pictures, 21 or words. 22 To better understand the benefit of intentionality for memory, we consider important to highlight three caveats:…”

Section: Introductionmentioning

confidence: 99%

The effect of intentionality on verbal memory assessment over days

Kochhann

Beber

Ferreira

et al. 2020

Dement. neuropsychol.

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Background: Intentionality to remember is associated with better performances in episodic memory retrieval. The practice effect has better performance in memory retrieval. However, little is known about the effect of intentionality on memory over days and the influence of age, gender, and level of education on it as well as on practice effect. Objectives: To verify the effect of intentionality and practice effect on memory performance over days, using an ecological approach. Methods: One hundred and twenty subjects from 18 to 81 years of age and free of psychiatric and neurological disorders were evaluated. They were randomized into a “testing effect group” and a “intentionality group” and then were asked to read a text on the FIFA World Cup. The “intentionality group” was instructed to pay careful attention to the text because they would answer a questionnaire with 10 factual items from the text after 2 and 7 days. The “testing effect group” had the same procedure at the same time as the first group but were not instructed about the intentionality, and answered the questionnaire immediately after reading the text. Results: Memory performance was better 2 days after the exposure session than 7 days later in the “intentionality group”. On the other hand, there was no difference in memory performance from the “testing effect group” 2 and 7 days later. Conclusions: Intention to recall may enhance memory over a short period of days, while retaining similar amount of information over days to what was acquired immediately after text exposure.

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“…There appears little doubt that performance on learning tasks is impaired with advancing age (10, 18, 20, 25), and that this impairment increases in patients with senile disorders (26–30). However, the age‐related decrease in learning ability declines differentially, depending upon the nature of the material to be learned (31) as well as the degree of intentionality (18, 32). On a more general level, Inglis (33) has discussed some of the difficulties encountered, in terms of the processes and categories of learning, in trying to detect memory and learning dysfunctions in relation to age.…”

Section: Learning and Memorymentioning

confidence: 99%

Short‐term Memory and Age

Kriauciunas¹

1968

J American Geriatrics Society

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R-s ("Backward") Paired-associate Learning in Elderly Subjects

Cited by 18 publications

References 0 publications

An observation of age-related asymmetry in the complexity of verbal mediator components

An observation of age-related asymmetry in the complexity of verbal mediator components

The effect of intentionality on verbal memory assessment over days

Short‐term Memory and Age

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