Journal
PSYCHOLOGY AND AGING
Volume 19, Issue 1, Pages 79-92Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/0882-7974.19.1.79
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Funding
- NIA NIH HHS [R37 AG015450, R37AG15450] Funding Source: Medline
- NIDCD NIH HHS [DC00296, F31 DC000296] Funding Source: Medline
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The influence of structure and age on sequence learning was investigated by testing 24 young and 24 older participants for 10 sessions in an alternating serial response time task in which pattern trials alternated with random trials. Individuals encountered lag-2 or lag-3 structure, and learning was measured by the difference (in response time and accuracy) between pattern and random trials. Both ages learned lag-2 structure, but the young learned more than the older participants. Only the young people learned lag-3 structure, and they did so more slowly and to a lesser degree than they learned lag-2 structure. These age deficits in higher order sequence learning after extended practice are consistent with simultaneity theory and with theories positing that age-related deficits in neuromodulation lead to less distinctive representations.
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