A defining characteristic of age-related cognitive decline is a deficit in general cognitive performance. Here we use a testing and analysis regimen that allows us to characterize the general learning abilities of young (3-5 mo old) and aged (19-21 mo old) male and female Balb/C mice. Animals' performance was assessed on a battery of seven diverse learning tasks. Aged animals exhibited deficits in five of the seven tasks and ranked significantly lower than their young counterparts in general learning abilities (aggregate performance across the battery of tasks). Aging added variability to common core performance (i.e., general learning ability), which translated into increased variability on the individual cognitive tasks. Relatedly, general learning abilities did not differ between the two ages among the best quartile of learners (i.e., cognitive abilities were spared in a subsample of the aged animals). Additionally, working memory capacity (resistance to interference) and duration (resistance to decay) accounted for significantly more of the variability in general learning abilities in aged relative to young animals. Tests of 15 noncognitive performance variables indicated that an increase in body weight (and an associtaed decrease in general activity) was characteristic of those aged animals which exhibited deficient general learning abilities. These results suggest the possibility that general cognitive deficits in aged animals reflect a failure of specific components of the working memory system, and may be related to variations in body weight and an associated decrease in activity.Broad and general learning deficits are a defining feature of the cognitive phenotype of elderly humans. However, investigations of the neurological basis of age-related cognitive decline (particularly in nonhuman animals) have typically focused on specific types or classes of cognitive abilities. Although the effects of aging on hippocampus-dependent cognitive processes have been well documented (for reviews, see Gallagher and Rapp 1997;Rosenzweig and Barnes 2003), and multivariate approaches to the assessment of the impact of aging on noncognitive classes of behavior have been reported (e.g., Markowska and Breckler 1999), systematic efforts to describe learning impairments that transcend single domains of cognitive abilities have been rare. Notwithstanding the success of efforts to characterize the impact of aging on cognitive "domains," the lack of attention to domain-independent (i.e., "general") cognitive abilities limits the functional application of these conclusions. The absence of animal studies of age-related declines in general cognitive abilities is especially problematic in light of data obtained from human test batteries which indicate that age-related learning deficits transcend specific domains of learning and are expressed independently of the sensory, motor, motivational, or information processing demands of individual learning tasks. It has been estimated that as much as 25%-50% of the age-related decline in c...