期刊
FRONTIERS IN PSYCHOLOGY
卷 8, 期 -, 页码 -出版社
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2017.00919
关键词
factor analysis; information processing; problem solving; perceptual learning; memory; aging
资金
- Robert Bosch Foundation [32.5.G412.0007.0/MA01]
- Australian Research Council [DP130104317]
- Australian Research Council through the Discovery Early Career Research Award [DE120100729]
- Future Fellowship schemes [FT150100406]
- German Research Foundation (DFG)
- Technical University of Munich (TUM)
Objectives: The aim of this study was to investigate how age-related performance differences in a visuospatial sequence learning task relate to age-related declines in cognitive functioning. Method: Cognitive functioning of 18 younger and 18 older participants was assessed using a standardized test battery. Participants then undertook a perceptual visuospatial sequence learning task. Various relationships between sequence learning and participants' cognitive functioning were examined through correlation and factor analysis. Results: Older participants exhibited significantly lower performance than their younger counterparts in the sequence learning task as well as in multiple cognitive functions. Factor analysis revealed two independent subsets of cognitive functions associated with performance in the sequence learning task, related to either the processing and storage of sequence information (first subset) or problem solving (second subset). Agerelated declines were only found for the first subset of cognitive functions, which also explained a significant degree of the performance differences in the sequence learning task between age-groups. Discussion: The results suggest that age-related performance differences in perceptual visuospatial sequence learning can be explained by declines in the ability to process and store sequence information in older adults, while a set of cognitive functions related to problem solving mediates performance differences independent of ag
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