Individual differences in a positional learning task across the adult lifespan |
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| Authors: | Philippe Rast Daniel Zimprich |
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| Institution: | 1. Centro de Microscopia Eletrônica, Federal University of Minas Gerais, BeloHorizonte, Brazil;2. Instituto de Nefropatologia, Belo Horizonte, Minas Gerais State, Brazil;3. Nephrology Division, University of São Paulo School of Medicine, São Paulo, Brazil;4. Nephropathology Service, Federal University of Triângulo Mineiro, Uberaba, Brazil;5. Division of Pathology, University of São Paulo School of Medicine, São Paulo, Brazil;1. Department of Clinical and Experimental Sciences, University of Brescia, Viale Europa 11; 25123 Brescia, Italy;2. Rehabilitation Service, Fondazione Teresa Camplani-Casa di Cura Domus Salutis, Via Lazzaretto, 3, 25123 Brescia, Italy;3. Department of Neurobiology, University School of Physical Education, 27/39 Królowej Jadwigi St., 61-871 Poznan, Poland;1. Lancaster University, Department of Linguistics and English Language, County South C68, Bailrigg, Lancaster LA1 4YW, United Kingdom;2. North-West University, Potchefstroom Campus, Department of Afrikaans and Dutch, Building E9 – 243, Private Bag X6001, Potchefstroom 2520, South Africa;1. Cardiovascular Disease Program, Biomedicine Discovery Institute and Department of Physiology, Monash University, Melbourne, Australia |
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| Abstract: | This study aimed at modeling individual and average non-linear trajectories of positional learning using a structured latent growth curve approach. The model is based on an exponential function which encompasses three parameters: Initial performance, learning rate, and asymptotic performance. These learning parameters were compared in a positional learning task administered to a sample comprising the whole adult lifespan (N = 527; age range: 20 years to 89.3 years; Mage = 52.95, SDage = 17.37). Additionally, three explanatory variables, age, speed of information processing, and educational level were included in the analyses. All three learning parameters showed reliable individual differences. The correlations between the learning parameters indicated that those participants with high learning rates needed more trials to achieve their asymptotic performance and those who recalled more items initially also had a higher asymptotic performance. Older persons showed lower initial performance and lower asymptotic performance, whereas speed of information processing was positively associated only with initial performance. Persons with more years of formal education had a higher initial performance and a higher asymptotic performance. The learning rate, in turn, appeared to be unaffected by all three predictor variables. |
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