title: Individual differences in task-specific paired associates learning in older adults: the role of processing speed and working memory.
abstract: BACKGROUND/STUDY CONTEXT: The role of processing speed and working memory was investigated in terms of individual differences in task-specific paired associates learning in a sample of older adults. Task-specific learning, as distinct from content-oriented item-specific learning, refers to gains in performance due to repeated practice on a learning task in which the to-be-learned material changes over trials.
  
  
  METHODS
  Learning trajectories were modeled within an intensive repeated-measures design based on participants obtained from an opt-in Internet-based sampling service (M(age) = 65.3, SD = 4.81). Participants completed an eight-item paired associates task daily over a 7-day period.
  
  
  RESULTS
  Results indicated that a three-parameter hyperbolic model (i.e., initial level, learning rate, and asymptotic performance) best described learning trajectory. After controlling for age-related effects, both higher working memory and higher processing speed had a positive effect on all three learning parameters.
  
  
  CONCLUSIONS
  These results emphasize the role of cognitive abilities for individual differences in task-specific learning of older adults.
authors.affiliation: a Department of Developmental Psychology, Institute of Psychology and Education , University of Ulm , Ulm , Germany.
authors.forename: Tanja
authors.initials: T
authors.lastname: Kurtz
authors.forename: Jacqueline
authors.initials: J
authors.lastname: Mogle
authors.forename: Martin J
authors.initials: MJ
authors.lastname: Sliwinski
authors.forename: Scott M
authors.initials: SM
authors.lastname: Hofer
mesh_terms: D000368:Aged; D000375:Aging / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D008875:Middle Aged; D010153:Paired-Associate Learning; D011930:Reaction Time