A comparison of motor skill learning and retention in younger and older adults.
The goal of the current study was to explore learning and short-term retention using a modified serial reaction time task. The multi-finger sequence task was designed to present repeated and random sequences in a completely interleaved fashion, giving participants within block, variable practice, on the two types of sequences. Eighteen younger adults (M(age) = 24 years) and 15 older adults (M(age) = 65 years) participated in the experiment. Participants were asked to respond on a piano keyboard to a visual stimulus that appeared in one of four squares on the computer screen. They were not informed that one of the sequences presented would repeat. Sequence-specific learning, within-day and across-days, was inferred from differences in accuracy and reaction time between repeated and random sequences. Age equivalence was observed in sequence-specific learning and retention across days, and suggests that older adults may benefit from variable practice.
Fraser
Sarah A
SA
Department of Psychology, Center for Research in Human Development, Concordia University, Montreal, QC, Canada. sfraser@live.concordia.ca
Li
Karen Z H
KZ
Penhune
Virginia B
VB
D000293:Adolescent; D000328:Adult; D000368:Aged; D000375:Aging; D000704:Analysis of Variance; D006801:Humans; D007858:Learning; D011939:Mental Recall; D008875:Middle Aged; D009048:Motor Skills; D009483:Neuropsychological Tests; D011214:Practice, Psychological; D011930:Reaction Time; D012153:Retention, Psychology; D013647:Task Performance and Analysis; D055815:Young Adult