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]

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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).

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