A growth curve model of learning acquisition among cognitively normal older adults.
The objective of this study was to model recall and learning on the Auditory Verbal Learning Test using latent growth curve techniques. Participants were older adults recruited for the ACTIVE cognitive intervention pilot. A series of nested models revealed that an approximately logarithmic growth curve model provided optimal fit to the data. Although recall and learning factors were statistically uncorrelated, a fitted multivariate model suggested that initial recall was significantly associated with demographic characteristics but unrelated to health factors and cognitive abilities. Individual differences in learning were related to race/ethnicity, speed of processing, verbal knowledge, and global cognitive function level. These results suggest that failing to recognize initial recall and learning as distinct constructs clouds the interpretation of supraspan memory tasks.
Jones
Richard N
RN
Hebrew Rehabilitation Center for Aged, Research and Training Institute, Boston, Massachusetts 02131, USA. jones@mail.hrca.harvard.edu
Rosenberg
Adrienne L
AL
Morris
John N
JN
Allaire
Jason C
JC
McCoy
Karin J M
KJ
Marsiske
Michael
M
Kleinman
Ken P
KP
Rebok
George W
GW
Malloy
Paul F
PF
D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D016001:Confidence Intervals; D005260:Female; D015577:Geriatric Assessment; D006801:Humans; D007206:Individuality; D008297:Male; D008606:Mental Processes; D015233:Models, Statistical; D010153:Paired-Associate Learning; D010364:Pattern Recognition, Visual; D011336:Probability; D011340:Problem Solving; D012016:Reference Values; D012680:Sensitivity and Specificity; D014706:Verbal Learning