Is Older Adults' Strategic Skill Acquisition Influenced by a Deficient Mental Task Model?

2004 ◽  
Author(s):  
Dayna R. Touron ◽  
Christopher Hertzog
Keyword(s):  
Older Adults ◽  
Skill Acquisition ◽  
Mental Task ◽  
Task Model

scholarly journals Does a time-monitoring deficit influence older adults' delayed retrieval shift during skill acquisition?

2007 ◽  
Vol 22 (3) ◽  
pp. 607-624 ◽  
Author(s):  
Christopher Hertzog ◽  
Dayna R. Touron ◽  
Jarrod C. Hines
Keyword(s):  
Older Adults ◽  
Skill Acquisition

Memory Skill Acquisition for Young and Old Adults: Does Training Order Affect Learning?

1994 ◽  
Vol 38 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Jennifer L. Clark ◽  
Wendy A. Rogers
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Skill Acquisition ◽  
Search Task ◽  
Memory Search ◽  
Old Adults ◽  
Older Subjects ◽  
Memory Skill ◽  
Order Of Training ◽  
Strategy I

The purpose of the present experiment was to identify the effects of altering the order of training for a memory search task in old and young adults. We provided subjects with extensive practice on consistently mapped (CM) and variably mapped (VM) versions of a memory search task. Half of the subjects in each age group received CM training followed by VM training and the other half received VM first followed by CM. Based on previous findings (Fisk, Rogers, and Giambra, 1990), in which older adults did not switch to a more efficient search strategy (i. e., from serial exhaustive to serial self-terminating) we predicted that older subjects who received VM training first would not adopt the most efficient strategy on subsequent CM training compared to old adults who received the CM training first. The results supported our prediction: namely, the comparison slopes were shallower (i. e., more efficient) for the older adults who received CM training first, relative to those who received VM training prior to the CM training. Order of practice did not significantly affect the performance of the young adults. These data have important implications for the development of training programs in which subjects will be required to learn several task components.

scholarly journals Cognitive skill acquisition and transfer in younger and older adults.

2001 ◽  
Vol 16 (4) ◽  
pp. 555-563 ◽  
Author(s):  
Dayna R. Touron ◽  
William J. Hoyer ◽  
John Cerella
Keyword(s):  
Older Adults ◽  
Skill Acquisition ◽  
Cognitive Skill ◽  
Cognitive Skill Acquisition

Influence of Training and Experience on Skill Acquisition and Maintenance in Older Adults

2000 ◽  
Vol 8 (4) ◽  
pp. 373-378 ◽  
Author(s):  
Arthur D. Fisk ◽  
Wendy A. Rogers
Keyword(s):  
Older Adults ◽  
Skill Acquisition ◽  
Skill Learning ◽  
Laboratory Studies ◽  
Successful Performance ◽  
Younger Adults ◽  
Acquisition Rate ◽  
Final Performance ◽  
Everyday Activities ◽  
Age Related

Two important questions are addressed in this article. The first concerns whether performance of well-learned skills is maintained as individuals grow older. The second question concerns whether older adults are able to acquire new skills. The answer to both questions is “yes”; however, the acquisition rate and the final performance level for newly acquired skills is generally less for older adults than for younger adults. The article resolves an apparent puzzle of how it is that older adults are capable of successful performance of everyday activities, given noted declines in cognitive-ability-type tasks shown for performance in laboratory studies. A brief discussion of age-related training strategies to enhance skill learning is provided.

Age Differences on a Paired-Associates Task: How Does Practice Type and Order Affect Training?

1994 ◽  
Vol 38 (2) ◽  
pp. 160-164
Author(s):  
D. Kristen Gilbert ◽  
Wendy A. Rogers
Keyword(s):  
Older Adults ◽  
Age Differences ◽  
Skill Acquisition ◽  
Group Differences ◽  
Noun Pair ◽  
Subsequent Performance ◽  
Paired Associates ◽  
Varied Mapping ◽  
Order And Type ◽  
Consistent Mapping

The purpose of this research was to determine if manipulating the order and type of practice would affect the outcome of training for both young and older adults. We examined age differences in performance on a paired-associates task in which type and order of practice were manipulated. Two versions of a noun-pair associates task were used; in the consistent mapping (CM) version the noun-pairs did not change from trial to trial; in the varied mapping version (VM) the noun-pairs changed from trial to trial. The CM task allowed the subjects to learn the noun-pairs whereas the VM task required that subjects always refer to a key in order to perform the task. Two groups of subjects were trained and the order in which they received the CM and VM versions was manipulated between groups. There were group differences in initial performance on the CM task for both young and older adults. The data indicate that having performed the task at all provided some benefit in terms of reaction time. The subjects were able to acquire the skill of performing the task in the first version they performed and this skill acquisition aided their subsequent performance. In addition, the benefits of prior practice were longer-lasting for older adults relative to young adults.

scholarly journals Preconditioning tDCS facilitates subsequent tDCS effect on skill acquisition in older adults

2017 ◽  
Vol 51 ◽  
pp. 31-42 ◽  
Author(s):  
Hakuei Fujiyama ◽  
Mark R. Hinder ◽  
Azadeh Barzideh ◽  
Charis Van de Vijver ◽  
Andreea C. Badache ◽  
...  
Keyword(s):  
Older Adults ◽  
Skill Acquisition

scholarly journals A Novel Method for Assessing and Training Everyday Functional Skills

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 467-467
Author(s):  
Sara Czaja ◽  
Philp Harvey ◽  
Peter Kallestrup
Keyword(s):  
Older Adults ◽  
Skill Acquisition ◽  
Cognitive Abilities ◽  
Functional Performance ◽  
Medication Management ◽  
Cognitive Remediation ◽  
Skills Training ◽  
Cognitively Impaired ◽  
Functional Skills ◽  
And Training

Abstract Older adults, especially those with cognitive impairments often experience difficulty performing everyday tasks such as medication management, which threatens independence. Thus, there is an interest in developing treatment approaches for those who are experiencing or at risk for cognitive problems. Cognitive remediation training (CRT) programs have shown to be effective in improving cognitive abilities, but there is limited evidence to suggest that CRT results in everyday task performance gains. This presentation will discuss findings from a trial evaluating an innovative computer -based functional skills assessment and skills training program (CFSAT), which includes ecologically valid simulations of everyday tasks (e.g., shopping, money and medication management). The sample includes non-cognitively impaired (NC) older adults (n=50) and those with mild cognitive impairment (MCI) (n = 40), ranging in age from 60 -86 years (M= 73.10; SD = 6.06), is primarily female (90%), and ethnically diverse (69% minority). Participants were randomized into the CFSAT condition or a CFSAT + CRT condition. Performance data includes real time measures of accuracy, response time and efficiency. The findings indicate that the assessment component of the CFSAT program differentiated between the NC and MCI groups at the baseline assessment. Both NC and MCI participants demonstrated improvements in performance following training across all tasks; though the MCI participants required more training. Participants who received CFSAT + CRT training demonstrated increased efficiency in skill acquisition. The results indicate that the CFSAT program is an efficacious tool for assessing and training functional performance in both non-cognitively and cognitively impaired older adults.

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