Cognitive skill learning and aging A component process analysis Export

@article{citeulike:6065442, abstract = {The ability to acquire a cognitive and motor skill was investigated in 20 older and 20 younger participants using repeated testing on the Tower of Toronto (TT) puzzle, a variant of the Tower of Hanoi. Explicit memory, perceptual priming, and sustained attention were also assessed. Older subjects exhibited a defective cognitive skill performance despite the fact that cognitive skill learning suffered little or no impairment. Poor problem-solving ability, diminished attention, fatigue, defective explicit memory, and meta-cognitive processes were likely to play a limiting role. Factors interfering with the generation of reliable goal structures are likely to prevent cognitive skill learning, giving important cues for future cognitive remediation.}, author = {Peretti, C.}, citeulike-article-id = {6065442}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/S0887-6177(01)00127-5}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0887-6177(01)00127-5}, doi = {10.1016/S0887-6177(01)00127-5}, issn = {08876177}, journal = {Archives of Clinical Neuropsychology}, keywords = {cognitive, learning}, month = {July}, number = {5}, pages = {445--459}, posted-at = {2009-11-04 00:05:49}, priority = {2}, title = {Cognitive skill learning and aging A component process analysis}, url = {http://dx.doi.org/10.1016/S0887-6177(01)00127-5}, volume = {17}, year = {2002} }

TY - JOUR ID - citeulike:6065442 L3 - citeulike-article-id:6065442 N2 - The ability to acquire a cognitive and motor skill was investigated in 20 older and 20 younger participants using repeated testing on the Tower of Toronto (TT) puzzle, a variant of the Tower of Hanoi. Explicit memory, perceptual priming, and sustained attention were also assessed. Older subjects exhibited a defective cognitive skill performance despite the fact that cognitive skill learning suffered little or no impairment. Poor problem-solving ability, diminished attention, fatigue, defective explicit memory, and meta-cognitive processes were likely to play a limiting role. Factors interfering with the generation of reliable goal structures are likely to prevent cognitive skill learning, giving important cues for future cognitive remediation. IS - 5 JF - Archives of Clinical Neuropsychology SN - 08876177 EP - 459 TI - Cognitive skill learning and aging A component process analysis VL - 17 SP - 445 KW - cognitive KW - learning AU - Peretti, C PY - 2002/07// UR - http://dx.doi.org/10.1016/S0887-6177(01)00127-5 ER -