Subjective Organization, Verbal Learning, and Forgetting Across the Life Span: From 5 to 89

Davis, Hasker P.; Klebe, Kelli J.; Guinther, Paul M.; Schroder, Kimberly B; Cornwell, R. Elisabeth; James, Lori E.

doi:10.1080/0361073x.2013.741956

Cited by 32 publications

(31 citation statements)

References 19 publications

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“…Steeper learning-rates in children as they grow older are consistent with certain previous studies (Forrester & Geffen, 1991), but are not consistent with Davis et al (2013). The number of words achieved by the adult groups gradually decreased with age from the first trial, but the learning curve remained relatively consistent with age.…”

Section: Discussionsupporting

confidence: 85%

“…Childhood associative efficiency is related to the support of the hippocampal-limbic system, which is supposed to automatically bind information for storage, whereas frontal lobe areas are used to process information strategically. Poor subjective organization was found to be one cause of childhood recall deficits in a study on subjective organization in verbal learning and has also been linked to poor recall in senescence (Davis et al, 2013). It should be noted that the hippocampal structures do not develop uniformly and, recently, evidence was found for different development rates for subfields related to verbal memory and delayed 16 H. BLACHSTEIN AND E. VAKIL retention among adolescents (Tamnes et al, 2014).…”

Section: Discussionmentioning

confidence: 96%

“…However, other studies have found similar learning rates in both young adults and elderly populations (Davis et al, 2003;Hultsch, 1974;Keitz & Gounard, 1976). In a recent study that investigated the relationship between subjective organization and verbal learning from childhood to late adulthood, the rate of word acquisition was invariant for all age groups and was lower for children and older adults (Davis et al, 2013).…”

mentioning

confidence: 94%

“…In addition, a refined analysis of the learning curve can further clarify the inconsistencies in learning-rate changes based on the summary measures. Thus, based on the results obtained by analyzing the learning curve using global measures (i.e., total number of words recalled for each trial) in the studies by Rast and Zimprich (2010) and Davis et al (2013), we expect that adults will maintain a similar learning curve though recall abilities will decline with age. Comparisons between the child-development and adult segments for the two indices (i.e., starting point and maximum words reached) are expected to yield an inverted U-shaped function.…”

mentioning

confidence: 99%

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Verbal learning across the lifespan: an analysis of the components of the learning curve

Blachstein¹,

Vakil²

2015

Aging, Neuropsychology, and Cognition

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Previous studies on the acquisition process of verbal material, conducted separately on child and adult populations, reveal that the lifespan is characterized by an inverted-U performance curve with similar achievements at its two poles. To clarify the acquisition mechanism across the entire lifespan, the learning curve for the Rey Auditory Verbal Learning Test was reproduced for participants aged 8-91. The study utilized typical trial summary scores and a more refined analysis of trial-by-trial single-word recalls, including omissions (missed words that were previously recalled), additions (recalled words previously missed), and touched words (a count for the first recall time only, for each word during the five learning trial). A clear age effect was shown for the number of words recalled - symmetrically increases during childhood and decreases in adulthood. Similarly, increased turnover of words omitted and added characterized both incremental and decremental age differences. Measurement patterns differed for the age segments on the two sides of the lifespan, despite the similar total number of words recalled by the two sides. Acquisition pattern in children was characterized by a higher number of touched words and higher turnover than for adult groups. In contrast, older adults achieved fewer touched words and lower turnover than the child groups. This study shows that it is possible to reach the same quantitative results via different cognitive processes. The results are interpreted in terms of specific mechanisms of maturational characteristics.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 94%

mentioning

confidence: 99%

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Verbal learning across the lifespan: an analysis of the components of the learning curve

Blachstein¹,

Vakil²

2015

Aging, Neuropsychology, and Cognition

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“…Subjective organization refers to a person’s ability to associate seemingly unrelated events in memory [39]. The ability of subjective organization is predictive of performance of multiple trial recall [40]. Therefore, the slower learning rate in aMCI patients indicates their impairment in organizing the repeated material into appropriate higher-order memory units, resulting in a failure to facilitate, or even in retardation, in retrieval processing.…”

Section: Discussionmentioning

confidence: 99%

Differences in learning rates for item and associative memories between amnestic mild cognitive impairment and healthy controls

Wang

et al. 2013

Behav Brain Funct

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BackgroundIt has been established that the overall performance of associative memory was disproportionately impaired in contrast to item memory in aMCI (Amnestic mild cognitive impairment) patients, but little is known about the specific aspects of the memory process that show differences between aMCI and healthy controls. By comparing an item-item associative learning test with an individual item learning test, the present study investigated whether the rate of learning was slower in associative memory than in item memory in aMCI. Furthermore, we examined whether deficits in intertrial acquisition and consolidation contributed to the potential disproportionate impairments in the learning rate of associative memory for aMCI patients. In addition, we further explored whether the aMCI-discriminative power of the associative memory test increases more than that of the item memory test when the number of learning-test trials increases.MethodsA group of 40 aMCI patients and 40 matched control participants were administered a standardized item memory test (Auditory Verbal Learning Test, AVLT) and a standardized associative memory test (Paired Associative Learning Test, PALT), as well as other neuropsychological tests and clinical assessments.ResultsThe results indicated that the learning rate deficits in aMCI patients were more obvious for associative memory than for item memory and that the deficits resulted from impairments in both intertrial acquisition and consolidation. In addition, the receiver operating characteristic curve and logistical regression analysis revealed that the discriminative power of the associative memory test for aMCI was larger than that of the item memory test, especially with more than one learning-test trials.ConclusionsDue to more deficits in learning rate of associative memory than that of item memory, the discriminative power for aMCI tended to be larger in associative memory than in item memory when the number of learning-test trials increased. It is suggested that associative memory tests with multiple trials may be particularly useful for early detection of aMCI.

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Sarcopenia and Cognitive Impairment

Chen

2021

Sarcopenia

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Subjective Organization, Verbal Learning, and Forgetting Across the Life Span: From 5 to 89

Cited by 32 publications

References 19 publications

Verbal learning across the lifespan: an analysis of the components of the learning curve

Verbal learning across the lifespan: an analysis of the components of the learning curve

Differences in learning rates for item and associative memories between amnestic mild cognitive impairment and healthy controls

Sarcopenia and Cognitive Impairment

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