title: Retrieving names in old age: short- and (very) long-term effects of repetition.
abstract: Two experiments are reported that examine the effects of repetition on name retrieval in younger adults (in their 50s and 60s) and older adults (in their 70s and 80s). In Experiment 1, the subjects were asked to name a set of famous faces four times over the course of a 1-h session. Younger subjects produced significantly more correct responses than did older subjects. There was significant improvement with repeated attempts at naming, with younger and older subjects benefiting equally in terms of increasing numbers of correct responses across the session. In contrast, there was a highly significant age deficit in picture recognition over a similar retention interval. A qualitative analysis of naming responses (full name vs. part of the name) provided support for the view that aging and nonrecent use have equivalent effects on retrieval. In Experiment 2, younger subjects (but not older subjects) were significantly more likely to correctly name famous faces that they had seen 22 months previously than to correctly name new famous faces. In contrast, older subjects (but not younger subjects) were significantly more likely to produce erroneous names to famous faces that they had seen 22 months previously than to new famous faces. It is concluded that repetition priming may be relatively unaffected by aging over short retention intervals (Experiment 1) but not over a very long retention interval (Experiment 2).
authors.affiliation: Department of Psychology, University of Warwick, Coventry, UK. elizabeth.maylor@warwick.ac.uk
authors.forename: E A
authors.initials: EA
authors.lastname: Maylor
mesh_terms: D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000523:psychology*; D001288:Attention; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D009275:Names; D010364:Pattern Recognition, Visual; D012153:Retention, Psychology; D014706:Verbal Learning