The effects of age on the learning and forgetting of primacy, middle, and recency components of a multi-trial word list. Issue 9 (21st October 2017)

• Record Type: Journal Article
• Authors: Griffin, Jason W.; John, Samantha E.; Adams, Jason W.; Bussell, Cara A.; Saurman, Jessica L.; Gavett, Brandon E.
• Is Part Of: Journal of clinical and experimental neuropsychology. Volume 39:Issue 9(2017)
• Page Start: 900
• Page End: 912
• Publication Date: 2017-10-21
• Subjects: Aging -- serial position -- delayed recall -- learning -- list-learning; Neuropsychology -- Periodicals; Psychophysiology -- Periodicals; Neurosciences -- Periodicals; Psychophysiology -- Periodicals; Societies, Medical -- Periodicals; 616.89
• DOI: 10.1080/13803395.2017.1278746
• Languages: English
• ISSNs: 1380-3395

Abstract

ABSTRACT: The serial position effect reveals that recall of a supraspan list of words follows a predictable pattern, whereby words at the beginning (primacy) and end (recency) of a list are recalled more easily than words in the middle. This effect has typically been studied using single list-learning trials, but in neuropsychology, multi-trial list-learning tests are more commonly used. The current study examined trends in learning for primacy, middle, and recency effects across multiple trials in younger and older age cohorts. Participants were 158 volunteers, including 79 adults aged 17–36 ("younger" group) and 79 adults aged 54–89 years ("older" group). Each participant completed four learning trials and one delayed (5–10 min) recall trial from the Memory Assessment Scales. Scores were divided into primacy (first four words), middle (middle four words), and recency (final four words) scores for all trials. For list acquisition, mixed effects modeling examined the main effects of and interactions between learning slope (logarithmic), age group, and serial position. Rate of learning increased logarithmically over four trials and varied by serial position, with growth of middle and recency word acquisition increasing more rapidly than recall of primacy words; this interaction did not differ by age group. Delayed retention differed according to age group and serial position; both older and younger adults demonstrated similar retention for primacy words, but older adults showed reduced retention for middle and recency words. Although older adults acquired less information across learning trials, the reason for this reduced acquisition was related to initial learning, not to rate of learning over time. Older compared to younger adults were less efficient at transferring middle and recency words from short-term to long-term memory.