Kurtz Tanja, Zimprich Daniel
Department of Developmental Psychology, Institute of Psychology and Education, University of Ulm, Albert-Einstein-Allee 47, 89081 Ulm, Germany.
Eur J Ageing. 2013 Oct 10;11(2):183-193. doi: 10.1007/s10433-013-0293-5. eCollection 2014 Jun.
In the present study, individual differences in criterion-based dropout learning in old age were investigated. The predictive role of processing speed and verbal knowledge for individual differences in this type of learning was analyzed. Learning trajectories were modeled using a multilevel approach based on = 47 older participants ( = 69.3, SD = 6.4). Participants learned five lists of eight cue-target word pairs across six study-test cycles maximally possible. Results indicate that there were reliable individual differences in the initial level, speed of learning, and quadratic growth of learning. After adjusting for age-related effects, both higher verbal knowledge and higher processing speed had a positive effect on speed of learning. Additionally, verbal knowledge had a negative effect on quadratic growth of learning. Speed of learning and quadratic growth had a positive effect on a delayed recall test after adjusting for effects of processing speed and verbal knowledge. These results emphasize the role of cognitive abilities for individual differences in criterion-based dropout learning in old age.
在本研究中，我们调查了老年人基于标准的辍学学习中的个体差异。分析了加工速度和言语知识对这类学习中个体差异的预测作用。使用基于47名老年参与者（平均年龄=69.3，标准差=6.4）的多层次方法对学习轨迹进行建模。参与者在六个最大可能的学习-测试周期中学习五组每组八个线索-目标词对的列表。结果表明，在学习的初始水平、学习速度和二次增长方面存在可靠的个体差异。在调整与年龄相关的影响后，较高的言语知识和较高的加工速度都对学习速度有积极影响。此外，言语知识对学习的二次增长有负面影响。在调整加工速度和言语知识的影响后，学习速度和二次增长对延迟回忆测试有积极影响。这些结果强调了认知能力在老年人基于标准的辍学学习个体差异中的作用。
