Learning-Ability Relations in Adulthood

Publisher Website
Google Scholar
Abstract
Two successive free recall tasks and eight ability measures were presented to women of five age-groups to investigate the changing relation between performance and ability measures at various stages of the learning process during adulthood. Performance on the learning tasks was structured into a set of reference learning curves which were then correlated with the ability measures. A good fit to the data was provided by three reference learning curves. Examination of age differences in weights yielded significant effects in the case of one of the three curves. Inspection of the data also indicated a number of significant learning-ability relations which varied with age and stage of learning. In general, fluency abilities were more predictive of performance in the case of younger subjects than in the case of older subjects, and memory abilities were more predictive of performance in the case of older subjects than in the case of younger subjects. The implications of these results for future research are discussed.

This publication has 2 references indexed in Scilit: