An individual differences analysis of ability and strategy influences: age-related differences in associative learning.
The relationships among abilities, strategies, and performance on an associative learning task were investigated for young (aged 17 to 34) and older adults (aged 60 to 82). Participants received extensive practice on a noun-pair task in which they could use a visual-scanning strategy or a memory-retrieval strategy. Older adults were more likely to use the scanning strategy. Age differences were reduced when comparisons were made only for participants using a retrieval strategy. Associative memory was predictive of learning on the task, and semantic memory access speed was predictive of practiced performance. Practiced performance on a memory-search task that also required associative learning was predictive of practiced noun-pair performance. Models of ability-performance relationships for skill acquisition are discussed.
Rogers
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WA
School of Psychology, Georgia Institute of Technology, Atlanta 30332-0170, USA. wr43@prism.gatech.edu
Hertzog
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C
Fisk
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AD
D000293:Adolescent; D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000523:psychology*; D001076:Aptitude; D001288:Attention; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D010153:Paired-Associate Learning; D011930:Reaction Time