The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list.
Saved in:
| Title: | The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list. |
|---|---|
| Authors: | Griffin, Jason W. (AUTHOR), John, Samantha E. (AUTHOR), Adams, Jason W. (AUTHOR), Bussell, Cara A. (AUTHOR), Saurman, Jessica L. (AUTHOR), Gavett, Brandon E. (AUTHOR) |
| Source: | Journal of Clinical & Experimental Neuropsychology. Nov2017, Vol. 39 Issue 9, p900-912. 13p. 7 Charts, 4 Graphs. |
| Subjects: | Age factors in memory, Verbal behavior testing, Memory Assessment Scales, Serial color-word test, Learning |
| Abstract: | The serial position effect reveals that recall of a supraspan list of words follows a predictable pattern, whereby words at the beginning (primacy) and end (recency) of a list are recalled more easily than words in the middle. This effect has typically been studied using single list-learning trials, but in neuropsychology, multi-trial list-learning tests are more commonly used. The current study examined trends in learning for primacy, middle, and recency effects across multiple trials in younger and older age cohorts. Participants were 158 volunteers, including 79 adults aged 17–36 (“younger” group) and 79 adults aged 54–89 years (“older” group). Each participant completed four learning trials and one delayed (5–10 min) recall trial from the Memory Assessment Scales. Scores were divided into primacy (first four words), middle (middle four words), and recency (final four words) scores for all trials. For list acquisition, mixed effects modeling examined the main effects of and interactions between learning slope (logarithmic), age group, and serial position. Rate of learning increased logarithmically over four trials and varied by serial position, with growth of middle and recency word acquisition increasing more rapidly than recall of primacy words; this interaction did not differ by age group. Delayed retention differed according to age group and serial position; both older and younger adults demonstrated similar retention for primacy words, but older adults showed reduced retention for middle and recency words. Although older adults acquired less information across learning trials, the reason for this reduced acquisition was related to initial learning, not to rate of learning over time. Older compared to younger adults were less efficient at transferring middle and recency words from short-term to long-term memory. [ABSTRACT FROM PUBLISHER] |
| Copyright of Journal of Clinical & Experimental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The serial position effect reveals that recall of a supraspan list of words follows a predictable pattern, whereby words at the beginning (primacy) and end (recency) of a list are recalled more easily than words in the middle. This effect has typically been studied using single list-learning trials, but in neuropsychology, multi-trial list-learning tests are more commonly used. The current study examined trends in learning for primacy, middle, and recency effects across multiple trials in younger and older age cohorts. Participants were 158 volunteers, including 79 adults aged 17–36 (“younger” group) and 79 adults aged 54–89 years (“older” group). Each participant completed four learning trials and one delayed (5–10 min) recall trial from the Memory Assessment Scales. Scores were divided into primacy (first four words), middle (middle four words), and recency (final four words) scores for all trials. For list acquisition, mixed effects modeling examined the main effects of and interactions between learning slope (logarithmic), age group, and serial position. Rate of learning increased logarithmically over four trials and varied by serial position, with growth of middle and recency word acquisition increasing more rapidly than recall of primacy words; this interaction did not differ by age group. Delayed retention differed according to age group and serial position; both older and younger adults demonstrated similar retention for primacy words, but older adults showed reduced retention for middle and recency words. Although older adults acquired less information across learning trials, the reason for this reduced acquisition was related to initial learning, not to rate of learning over time. Older compared to younger adults were less efficient at transferring middle and recency words from short-term to long-term memory. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 13803395 |
| DOI: | 10.1080/13803395.2017.1278746 |
