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| Title | Age effects shrink when motor learning is predominantly supported by nondeclarative, automatic memory processes: Evidence from golf putting. |
| Author(s) | Chauvel G, Maquestiaux F, Hartley AA, Joubert S, Didierjean A, Masters RS. |
| ID# | 21736434 |
| Abstract | Can motor learning be equivalent in younger and older adults? To address this question, 48 younger (M?=?23.5 years) and 48 older (M?=?65.0 years) participants learned to perform a golf-putting task in two different motor learning situations: one that resulted in infrequent errors or one that resulted in frequent errors. The results demonstrated that infrequent-error learning predominantly relied on nondeclarative, automatic memory processes whereas frequent-error learning predominantly relied on declarative, effortful memory processes: After learning, infrequent-error learners verbalized fewer strategies than frequent-error learners; at transfer, a concurrent, attention-demanding secondary task (tone counting) left motor performance of infrequent-error learners unaffected but impaired that of frequent-error learners. The results showed age-equivalent motor performance in infrequent-error learning but age deficits in frequent-error learning. Motor performance of frequent-error learners required more attention with age, as evidenced by an age deficit on the attention-demanding secondary task. The disappearance of age effects when nondeclarative, automatic memory processes predominate |
| Publisher Link | http://www.tandfonline.com/doi/abs/10.1080/17470218.2011.588714?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat= |
| Full Text Link | Not_Available |
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