Psychology and aging, 2004-09, Vol.19 (3), p.541-546
2004
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Details
- Autor(en) / Beteiligte
- Titel
- The Associative Memory Deficit of Older Adults: Further Support Using Face-Name Associations
- Ist Teil von
- Psychology and aging, 2004-09, Vol.19 (3), p.541-546
- Ort / Verlag
- Washington, DC: American Psychological Association
- Erscheinungsjahr
- 2004
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Previous studies have established an associative deficit hypothesis ( Naveh-Benjamin, 2000 ), which attributes part of older adults' deficient episodic memory performance to their difficulty in creating cohesive episodes. In this article, the authors further evaluate this hypothesis, using ecologically relevant materials. Young and old participants studied name-face pairs and were then tested on their recognition memory for the names, faces, and the name-face pairs. The results extend the conditions under which older adults exhibit an associative deficit. They also show that reduced attentional resources are not the sole mediator of this deficit.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0882-7974eISSN: 1939-1498DOI: 10.1037/0882-7974.19.3.541Titel-ID: cdi_proquest_miscellaneous_66907744
- Format
- –
- Schlagworte
- Adolescent, Adult, Adult. Elderly, Aged, Aging, Aging - psychology, Association Learning, Associative Memory, Associative Processes, Attention, Biological and medical sciences, Choice Behavior, Cognition & reasoning, Cognitive Ability, Cognitive deficits, Developmental psychology, Elderly people, Episodic Memory, Face, Face Perception, Face recognition, Female, Fundamental and applied biological sciences. Psychology, Human, Humans, Male, Matching tasks, Memory, Memory, Short-Term, Mental Recall, Middle Aged, Names, Older people, Paired Associate Learning, Pattern Recognition, Visual, Personal names, Pitch Discrimination, Psychology, Psychology. Psychoanalysis. Psychiatry, Psychology. Psychophysiology, Reaction Time, Recall (Learning), Recognition (Learning), Verbal Learning