Effects of Two Different Studying Techniques on Immediate and Delayed Text Recall in Older Adults

Rogalski, Yvonne and Altmann, Lori and Sherman, Lauren and Reilly, Jamie and Rosenbek, John (2010) Effects of Two Different Studying Techniques on Immediate and Delayed Text Recall in Older Adults. [Clinical Aphasiology Paper]

[img] PDF
viewpaper.pdf

Download (76kB)

Abstract

Age-related declines in processing resources may account for older adults having poorer memory of details from text. Encouraging deep, elaborative encoding improves recall of single words and text in older adults. This study contrasted older adults’ recall when they studied text using either deep or shallow encoding techniques. Results indicated that older adults retained more information when using deep encoding techniques rather than shallow ones. Additionally, immediate testing of recall after study improved recall a day later, regardless of study technique. Deep encoding techniques may boost recall of text in other resource-limited populations (e.g., TBI, early dementia, mild aphasia).

Item Type: Clinical Aphasiology Paper
Additional Information: USED WITH PERMISSION.
Depositing User: Cheryl Brown
Date Deposited: 19 Nov 2010
Last Modified: 31 Oct 2016 15:13
Conference: Clinical Aphasiology Conference > Clinical Aphasiology Conference (2010 : 40th : Isle of Palms, SC : May 23-27, 2010)
URI: http://aphasiology.pitt.edu/id/eprint/2164

Actions (login required)

View Item View Item