scholarly journals Category learning strategies in younger and older adults: Rule abstraction and memorization.

2016 ◽  
Vol 31 (4) ◽  
pp. 346-357 ◽  
Author(s):  
Christopher N. Wahlheim ◽  
Mark A. McDaniel ◽  
Jeri L. Little
Keyword(s):  
Older Adults ◽  
Learning Strategies ◽  
Category Learning ◽  
Rule Abstraction

Category Learning Strategies in Two-Dimensional, Two-Modality Learning Tasks

2013 ◽  
Author(s):  
Joseph Boomer ◽  
Alexandria C. Zakrzewski ◽  
Jennifer R. Johnston ◽  
Barbara A. Church ◽  
Robert Musgrave ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Category Learning ◽  
Two Dimensional ◽  
Learning Tasks

scholarly journals Caregivers’ Experiences Regarding Training and Support in the Post-Acute Home Health-Care Setting

2019 ◽  
Vol 7 (4) ◽  
pp. 561-569
Author(s):  
Jo-Ana D Chase ◽  
David Russell ◽  
Meridith Rice ◽  
Carmen Abbott ◽  
Kathryn H Bowles ◽  
...  
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Family Caregivers ◽  
Learning Strategies ◽  
Home Health Care ◽  
Home Health ◽  
Barriers To Learning ◽  
Telephone Interviews ◽  
Qualitative Descriptive ◽  
Training And Support

Background: Post-acute home health-care (HHC) services provide a unique opportunity to train and support family caregivers of older adults returning home after a hospitalization. To enhance family-focused training and support strategies, we must first understand caregivers’ experiences. Objective: To explore caregivers’ experiences regarding training and support for managing older adults’ physical functioning (PF) needs in the post-acute HHC setting. Method: We conducted a qualitative descriptive study using semi-structured telephone interviews of 20 family caregivers. Interviews were recorded, transcribed, and analyzed using conventional content analysis. Results: We identified the following primary categories: facilitators to learning (eg, past experience, learning methods), barriers to learning (eg, learning on their own, communication, timing/logistics, preferred information and timing of information delivery), and interactions with HHC providers (eg, positive/negative interactions, provider training and knowledge). Conclusion: Caregivers were responsive to learning strategies to manage older adults’ PF needs and, importantly, voiced ideas to improve family-focused training and support. HHC providers can use these findings to tailor training and support of family caregivers in the post-acute HHC setting.

Effects of category learning strategies on recognition memory

2021 ◽  
Author(s):  
Kevin O’Neill ◽  
Audrey Liu ◽  
Siyuan Yin ◽  
Timothy Brady ◽  
Felipe De Brigard
Keyword(s):  
Recognition Memory ◽  
Learning Strategies ◽  
Category Learning

Aging and Cognitive Skill Learning

2019 ◽  
Author(s):  
Jack Kuhns ◽  
Dayna R. Touron
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Cognitive Skill ◽  
Skill Learning ◽  
Functional Perspective ◽  
Age Related ◽  
Cognitive Skill Learning

The study of aging and cognitive skill learning is concerned with age-related changes and differences in how we gather, store, and use information and abilities. As life expectancy continues to rise, resulting in greater numbers and proportions of older individuals in the population, understanding the development and retention of skills across the lifespan is increasingly important. Older adults’ task performance in cognitive skill learning is often equal to that of young adults, albeit not as efficient, where older adults often require more time to complete training. Investigations of age differences in fundamental cognitive processes of attention, memory, or executive functioning generally reveal declines in older adults. These are related to a slowing of cognitive processing. Slowing in cognitive processing results in longer time necessary to complete tasks which can interfere with the fidelity of older adults’ cognitive processes in time-limited scenarios. Despite this, older adults maintain comparable rates of learning with young adults, albeit with some reduced efficiency in more complex tasks. The effectiveness of older adults’ learning is also impacted by a lesser tendency to recognize and adopt efficient learning strategies, as well as less flexibility in strategy use relative to younger adults. In learning tasks that involve a transition from using a complex initial strategy to relying on memory retrieval, older adults show a volitional avoidance of memory that is related to lower memory confidence and an impoverished mental model of the task. Declines in learning are not entirely problematic from a functional perspective, however, as older adults can often rely upon their extensive knowledge to compensate for certain deficiencies, particularly in everyday tasks. Indeed, domains where older adults have maintained expertise are somewhat insulated from other age-related declines.

Children, Young Adults, and Older Adults Choose Different Fast Learning Strategies

2019 ◽  
Vol 27 (4) ◽  
pp. 466-472 ◽  
Author(s):  
Dalia Mickeviciene ◽  
Renata Rutkauskaite ◽  
Dovile Valanciene ◽  
Diana Karanauskiene ◽  
Marius Brazaitis ◽  
...  
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Learning Strategies ◽  
Learning Process ◽  
Dynamic Parameter ◽  
Dominant Hand ◽  
Fast Learning ◽  
Fast Adaptation ◽  
The Right ◽  
Speed Accuracy

The aim of the study was to establish whether there were differences in speed–accuracy movement learning strategies between children, young adults, and older adults. A total of 30 boys, 30 young adult men, and 30 older men were seated in a special chair at a table with a Dynamic Parameter Analyzer 1. Participants had to perform a speed–accuracy task with the right-dominant hand. It may be assumed that the motor variables of children are more prone to change during the fast learning process than those of young adults and older adults and that the development of internal models is more changeable in children than in young adults and the older adults during the fast adaptation-based learning process.

Category Learning Strategies in Capuchin Monkeys (Cebus apella)

2011 ◽  
Author(s):  
Joseph Boomer ◽  
J. David Smith ◽  
Barbara A. Church ◽  
Michael J. Beran ◽  
Matthew J. Crossley ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Category Learning ◽  
Cebus Apella ◽  
Capuchin Monkeys

Age effects on category learning and their relationship to deficits in memory specificity

2020 ◽  
Author(s):  
Caitlin Bowman ◽  
Stefania Rene Ashby ◽  
Dagmar Zeithamova
Keyword(s):  
Older Adults ◽  
Category Learning ◽  
Conceptual Knowledge ◽  
Cued Recall ◽  
Specific Information ◽  
Perceived Similarity ◽  
Memory Specificity ◽  
Age Related ◽  
Direct Learning ◽  
Age Deficits

Age deficits in memory for individual episodes are well established. Less is known about how age affects another key memory function: the ability to form new conceptual knowledge. Here we studied age differences in concept formation in a category-learning paradigm with face-blend stimuli, using several metrics: direct learning of category members presented during training, generalization of category labels to new examples, and shifts in perceived similarity between category members that often follow category learning. Age deficits in categorization were compared to metrics of memory specificity (recognition, cued-recall) for the same set of stimuli. We found that older adults were impaired in direct learning of training examples, but there was no generalization deficit above-and-beyond the deficit in direct learning. We also found that category learning affected the perceived similarity between members of the same versus opposing categories, and age did not significantly moderate this effect. When comparing categorization to memory specificity, we found that categorization deficits were smaller than deficits in recall and comparable to deficits in recognition, showing that categorization deficits are smaller than some of the largest known age-related memory deficits. Lastly, we compared traditional category learning to categorization after a learning task in which a category label (shared last name) was presented alongside stimulus-specific information (unique first names that individuated category members). We found that simultaneously learning stimulus-specific and category information resulted in decreased category learning in both age groups, and that this decrement was not disproportionate in older adults.

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