How name descriptiveness impacts proper name learning in young and older adults.
To elucidate the impact of name descriptiveness and aging on learning new names, 26 young and 26 healthy older participants learned visibly-descriptive (e.g., Lengthy for a giraffe), psychologically-descriptive (e.g., Classy), and non-descriptive (e.g., Sam) proper names for previously-unknown cartoon characters. More visibly-descriptive names were learned than psychologically- or non-descriptive names, which did not differ from each other. There was also a differential benefit for older adults when the name was visibly-descriptive of the referent, such that older adults learned visibly-descriptive names as well as young adults but there were substantial age-related deficits in learning psychologically- and non-descriptive names.
Fogler
Kethera A
KA
University of Colorado, Colorado Springs, CO 80933, USA.
James
Lori E
LE
Crandall
Elizabeth A
EA
D000328:Adult; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000502:physiology*; D001245:Association Learning / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D008875:Middle Aged; D009275:Names; D009483:Neuropsychological Tests; D010775:Photic Stimulation / Q000379:methods; D012660:Semantics; D055815:Young Adult