[Learning in old age: The importance of self-initiated structuring].
The purpose of the present study was to assess the role of memory, inhibition efficiency and self-initiated structuring of learning material in predicting age-related effects in learning performance. 47 young ( M = 23.3; SD = 3.8) and 52 old adults ( M = 64.5; SD = 5.2) took part in the current study. Tests assessing memory span, inhibition efficiency and a recall test requiring the participants to structure their learning material were administered. The results reveal that most of the age-related variance in learning performance can be explained by inhibition efficiency, memory span and-particularly-by the quality of structuring learning material. Furthermore, the results indicate that in order to recall the content of categories it is important to remember the categories formed during the learning period. The study emphasizes the importance of teaching strategies for organizing learning material in the context of cognitive trainings for the elderly.
Kliegel
M
M
Psychologisches Institut Lehrstuhl Gerontopsychologie, Universität Zürich, Schaffhauserstr. 15, 8006 Zürich, Switzerland. m.kliegel@psychologie.unizh.ch
Altgassen
M
M
Martin
M
M
Kruse
A
A
D000328:Adult; D000368:Aged; D000375:Aging / Q000523:psychology*; D001288:Attention; D003210:Concept Formation; D003479:Curriculum; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010364:Pattern Recognition, Visual; D011380:Programmed Instructions as Topic; D011594:Psychometrics; D012153:Retention, Psychology; D012691:Serial Learning