Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 919 |
| Fachzeitschrift | Frontiers in psychology |
| Jahrgang | 8 |
| Ausgabenummer | JUN |
| Publikationsstatus | Veröffentlicht - 2 Juni 2017 |
| Extern publiziert | Ja |
Abstract
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). Age-related 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 age.
ASJC Scopus Sachgebiete
- Psychologie (insg.)
- Allgemeine Psychologie
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in: Frontiers in psychology, Jahrgang 8, Nr. JUN, 919, 02.06.2017.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Influence of cognitive functioning on age-related performance declines in visuospatial sequence learning
AU - Krüger, Melanie
AU - Hinder, Mark R.
AU - Puri, Rohan
AU - Summers, Jeffery J.
PY - 2017/6/2
Y1 - 2017/6/2
N2 - 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). Age-related 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 age.
AB - 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). Age-related 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 age.
KW - Aging
KW - Factor analysis
KW - Information processing
KW - Memory
KW - Perceptual learning
KW - Problem solving
UR - http://www.scopus.com/inward/record.url?scp=85020461246&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2017.00919
DO - 10.3389/fpsyg.2017.00919
M3 - Article
AN - SCOPUS:85020461246
VL - 8
JO - Frontiers in psychology
JF - Frontiers in psychology
SN - 1664-1078
IS - JUN
M1 - 919
ER -