scholarly journals Strategy transitions during cognitive skill learning in younger and older adults: Effects of interitem confusability

2007 ◽  
Vol 35 (8) ◽  
pp. 2106-2117 ◽  
Author(s):  
Andrea S. White ◽  
John Cerella ◽  
William J. Hoyer
Keyword(s):  
Older Adults ◽  
Cognitive Skill ◽  
Skill Learning ◽  
Cognitive Skill 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.

Functional neuroanatomy of cognitive skill learning examined using PET

NeuroImage ◽  
2001 ◽  
Vol 13 (6) ◽  
pp. 639
Author(s):  
Miriam H. Beauchamp ◽  
Alain Daghert ◽  
Julien Doyont
Keyword(s):  
Cognitive Skill ◽  
Skill Learning ◽  
Functional Neuroanatomy ◽  
Cognitive Skill Learning

scholarly journals Self-modeling and children's cognitive skill learning.

1989 ◽  
Vol 81 (2) ◽  
pp. 155-163 ◽  
Author(s):  
Dale H. Schunk ◽  
Antoinette R. Hanson
Keyword(s):  
Cognitive Skill ◽  
Skill Learning ◽  
Cognitive Skill Learning

Effects of haloperidol and amisulpride on motor and cognitive skill learning in healthy volunteers

1997 ◽  
Vol 42 (1) ◽  
pp. 173S
Author(s):  
C.S. Peretti ◽  
J.-M. Danion ◽  
F. Kauffmann-Muller ◽  
D. Grangé ◽  
A. Patat ◽  
...  
Keyword(s):  
Healthy Volunteers ◽  
Cognitive Skill ◽  
Skill Learning ◽  
Cognitive Skill Learning

"Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning": Correction to Foerde et al. (2008).

2008 ◽  
Vol 22 (2) ◽  
pp. 158-158
Author(s):  
Karin Foerde ◽  
Russell A. Poldrack ◽  
Barbara J. Knowlton ◽  
Fred W. Sabb ◽  
Susan Y. Bookheimer ◽  
...  
Keyword(s):  
Cognitive Skill ◽  
Skill Learning ◽  
Cognitive Skill Learning
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