Changes in Visuospatial, Visuoperceptual, and Navigational Ability in Aging

Hromas, Gabrielle; Bauer, Russell M.

doi:10.1017/9781108554350.005

Cited by 2 publications

(2 citation statements)

References 89 publications

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“…Retention of face-name associations becomes a key difficulty with age (Ozen et al 2010 ; Humphries et al 2015 ; Hromas and Bauer 2019 ). For example, D’Argembeau and Van der Linden ( 2010 ) found that older adults had more difficulty recalling unfamiliar faces compared to younger adults, while Martschuk and Sporer ( 2018 ) noted that younger participants performed better than older participants across a number of different face recognition measures.…”

Section: Introductionmentioning

confidence: 99%

Preservation of long-term memory in older adults using a spaced learning paradigm

Caffrey

Commins

2023

Eur J Ageing

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How much information we retain depends on type/schedule of training. It has been widely acknowledged that spaced learning is advantageous compared to massed learning for cognitively healthy young adults and should be considered an educational standard. Literature would suggest that the spacing effect is preserved with age, though it is unclear whether this effect translates to more ecologically valid concepts such as face-name associations, which are particularly susceptible to deterioration with age. Two experiments were conducted to investigate the effects of spacing across recent/remote retention intervals, and the effect of age on spacing in cognitively healthy older adults using the Face-Name Pairs task. Experiment 1 results suggest that the beneficial memory effects of spacing are particularly observed with long-term memory. Experiment 2 results suggest that older adults are impaired at learning compared to younger adults, that the spacing effect influences both older and younger adults at longer intervals, and that spaced-trained participants display similar forgetting patterns at longer intervals, irrespective of age. These results may have some implications regarding improving the conditions under which optimum retention occurs (namely, whether spacing is beneficial when learning ecologically valid concepts at longer intervals outside of laboratory settings), and may provide insight into the effect of age on our ability to learn and remember face-name associations.

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Section: Introductionmentioning

confidence: 99%

Preservation of long-term memory in older adults using a spaced learning paradigm

Caffrey

Commins

2023

Eur J Ageing

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“…However, there is limited research as to whether spacing is effective when learning more abstract concepts, such as personal names. This is an important consideration, as retention of names becomes a key difficulty with Alzheimer's disease (AD) and other age-related disorders (Hromas & Bauer, 2019). Further, Reason & Lucas (1984) and Cohen & Faulkner (1986) demonstrated that individuals find it more difficult to recall names than occupations or hobbies.…”

Section: Brief Introductionmentioning

confidence: 99%

Examination of distributed learning on recent and remote memory using in-person and online experimental paradigms

Caffrey¹,

Commins²

2022

Preprint

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Learning is crucial in everyday life. However, how much information we retain depends on the type and schedule of training. It has been widely acknowledged that spaced learning holds a distinct advantage over massed learning for cognitively healthy adults and should be considered an educational standard, particularly when consolidating long-term memory. Given that many experiments have been required to be conducted online as a result of social distancing regulations during the Covid-19 pandemic, we examined whether the spacing advantage could be replicated in an online setup. Two experiments were conducted to examine the effects of spacing across recent (24 hours) and remote (one-month) retention intervals using the Face-Name Pairs task either in-person (Experiment 1) or online (Experiment 2). The results of Experiment 1 suggest that the beneficial memory effects of spaced training are particularly observed with remote memory. The results of Experiment 2 suggest that although participants learn and recall better in an online setup compared to in-person, the spacing effects were not as robust and did not confer any real advantage. These results are discussed in terms of advantages and disadvantages of the two procedures and the implications for online studies.

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Changes in Visuospatial, Visuoperceptual, and Navigational Ability in Aging

Cited by 2 publications

References 89 publications

Preservation of long-term memory in older adults using a spaced learning paradigm

Preservation of long-term memory in older adults using a spaced learning paradigm

Examination of distributed learning on recent and remote memory using in-person and online experimental paradigms

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