The benefit of deep processing and high educational level for verbal learning in young and middle-aged adults

Meijer, Willemien A.; Gerven, Pascal W. M. Van; Groot, Renate H. M. de; Boxtel, M.P.J. van; Jolles, Jelle

doi:10.1007/bf03324717

Cited by 3 publications

(4 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is different from incidental learning, which is the accidental learning of information while actually concentrating on other information ( Thomas and Rohwer, 1986 ; Lezak et al, 2012 ; Hampshire et al, 2016 ; Ahmed, 2017 ; Kontaxopoulou et al, 2017 ). The ability of intentional learning typically improves with experience and with age ( Meijer et al, 2006 , 2007 ; Meijs et al, 2013 , 2016 ; Blachstein and Vakil, 2016 ). It appears that there are major individual differences in the pace at which intentional learning develops at the end of childhood and the beginning of adolescence ( Meijer et al, 2007 ; Jolles, 2016 ; Meijs et al, 2016 ; Juraska and Willing, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…The ability of intentional learning typically improves with experience and with age ( Meijer et al, 2006 , 2007 ; Meijs et al, 2013 , 2016 ; Blachstein and Vakil, 2016 ). It appears that there are major individual differences in the pace at which intentional learning develops at the end of childhood and the beginning of adolescence ( Meijer et al, 2007 ; Jolles, 2016 ; Meijs et al, 2016 ; Juraska and Willing, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

2018

Self Cite

View full text Add to dashboard Cite

This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…32 The effect of schooling has been observed previously in intentional learning situations, in which participants with high levels of education presented better cognitive performance. 34 Schooling has been associated with better cognitive performance, as well as a proxy for cognitive reserve. 35 The effect of intentionality occurred 2 days after the exposure session, however, it does not remain when evaluated 7 days later, suggesting that the effect of intention to remember is time-dependent.…”

Section: Discussionmentioning

confidence: 99%

The effect of intentionality on verbal memory assessment over days

Kochhann

Beber

Ferreira

et al. 2020

Dement. neuropsychol.

View full text Add to dashboard Cite

Background: Intentionality to remember is associated with better performances in episodic memory retrieval. The practice effect has better performance in memory retrieval. However, little is known about the effect of intentionality on memory over days and the influence of age, gender, and level of education on it as well as on practice effect. Objectives: To verify the effect of intentionality and practice effect on memory performance over days, using an ecological approach. Methods: One hundred and twenty subjects from 18 to 81 years of age and free of psychiatric and neurological disorders were evaluated. They were randomized into a “testing effect group” and a “intentionality group” and then were asked to read a text on the FIFA World Cup. The “intentionality group” was instructed to pay careful attention to the text because they would answer a questionnaire with 10 factual items from the text after 2 and 7 days. The “testing effect group” had the same procedure at the same time as the first group but were not instructed about the intentionality, and answered the questionnaire immediately after reading the text. Results: Memory performance was better 2 days after the exposure session than 7 days later in the “intentionality group”. On the other hand, there was no difference in memory performance from the “testing effect group” 2 and 7 days later. Conclusions: Intention to recall may enhance memory over a short period of days, while retaining similar amount of information over days to what was acquired immediately after text exposure.

show abstract

“…We focused on ERPs due to their excellent temporal resolution to better understand the possible changes in the timing of neural processes underlying cognitive control in young adulthood. It was previously found that different levels of visual word processing can be used as experimental paradigms to measure the efficiency of cognitive control [17,18]. Words units that carry many of the interesting codes of analysis (e.g., orthographic or semantic) and processing distinctions (e.g., automatic vs. attentional) are relatively well-defined.…”

Section: Introductionmentioning

confidence: 99%

Differences in the Efficiency of Cognitive Control across Young Adulthood: An ERP Perspective

Knežević

2024

Brain Sciences

View full text Add to dashboard Cite

Young adulthood is a period of major life changes when everyday life becomes much more complex compared to adolescence. Such changes require highly efficient cognitive control. Developmental studies show that structural changes in the brain areas that support complex behavior continue into the early 20s. However, despite the fact that at the beginning of young adulthood, important behavioral and brain restructuring still occurs, most studies use broad age ranges for young adults (from 18 to 40 years of age) as a reference point for “adult” behavior. The aim of this study was to investigate age-related differences in the efficiency of cognitive control across young adulthood. In total, 107 individuals participated in this study and were divided into three age groups: 19–21, 23–26, and 28–44. We used a visual word categorization task to assess cognitive efficiency and event-related potentials (ERPs) to track events that take place from the stimulus onset until the actual behavioral response. We found age differences in both performance and amplitudes of the ERP components during the early stages of processing — P2 and N2. Our findings provide important evidence for the continuation of age-related changes in brain dynamics that underlie the efficiency of cognitive control even in the early 20s.

show abstract

The benefit of deep processing and high educational level for verbal learning in young and middle-aged adults

Abstract: ABSTRACT. Background and aims:

Cited by 3 publications

References 46 publications

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

The effect of intentionality on verbal memory assessment over days

Differences in the Efficiency of Cognitive Control across Young Adulthood: An ERP Perspective

Contact Info

Product

Resources

About