Meaningfulness and interference as factors in paired-associate learning with the aged

Francis J. Winn, Jeffrey W. Elias, Philip H. Marshall

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

A group of young and elderly females were tested on a paired-associate task. The responses of the paired-associates were consonant-vowel-consonant trigrams (CVCs) that were either high in association value (AV) on Glaze norms and low on Archer norms, or low in AV on Glaze norms and high on Archer. The results indicated that older individuals made more intrusion errors on the CVCs high in AV on the Glaze norms but low on the Archer norms. Results showed that associations were being formed across the life-span of the individual.

Original languageEnglish
Pages (from-to)297-306
Number of pages10
JournalEducational Gerontology
Volume1
Issue number3
DOIs
StatePublished - 1976

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