Sequence skill acquisition and off-line learning in normal aging

• Published in: PloS one Vol. 4; no. 8; p. e6683
• Main Authors: Brown, Rachel M, Robertson, Edwin M, Press, Daniel Z
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 19.08.2009; Public Library of Science (PLoS)
• Subjects: Adult; Adults; Age; Age differences; Aging; Aging - physiology; Brain; Cognition; Cognitive ability; Consolidation; Experimental psychology; Explicit knowledge; Female; Geriatrics; Humans; Learning; Male; Memory; Middle Aged; Motor skill learning; Neurobiology; Neurological Disorders/Cognitive Neurology and Dementia; Neurology; Neuroscience/Cognitive Neuroscience; Neuroscience/Experimental Psychology; Neuroscience/Motor Systems; Neurosciences; Older people; Reaction time; Reaction time task; Skills; Sleep; Studies; Young adults; United States > US; Massachusetts
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0006683

It is well known that certain cognitive abilities decline with age. The ability to form certain new declarative memories, particularly memories for facts and events, has been widely shown to decline with advancing age. In contrast, the effects of aging on the ability to form new procedural memories such as skills are less well known, though it appears that older adults are able to acquire some new procedural skills over practice. The current study examines the effects of normal aging on procedural memory more closely by comparing the effects of aging on the encoding or acquisition stage of procedural learning versus its effects on the consolidation, or between-session stage of procedural learning. Twelve older and 14 young participants completed a sequence-learning task (the Serial Reaction Time Task) over a practice session and at a re-test session 24 hours later. Older participants actually demonstrated more sequence skill during acquisition than the young. However, older participants failed to show skill improvement at re-test as the young participants did. Age thus appears to have a differential effect upon procedural learning stages such that older adults' skill acquisition remains relatively intact, in some cases even superior, compared to that of young adults, while their skill consolidation may be poorer than that of young adults. Although the effect of normal aging on procedural consolidation remains unclear, aging may actually enhance skill acquisition on some procedural tasks.