Open AccessCognitive skill learning and aging A component process analysis
Author(s) -
Charles-Siegfried Peretti,
Jean-Marie Danion,
Fabien Gierski,
Danielle Grangé
Publication year - 2002
Publication title -
archives of clinical neuropsychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.909
H-Index - 98
eISSN - 1873-5843
pISSN - 0887-6177
DOI - 10.1016/s0887-6177(01)00127-5
Subject(s) - cognition , psychology , cognitive psychology , cognitive remediation therapy , cognitive skill , perception , motor skill , developmental psychology , neuroscience
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.