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Learning and Memory Deficits in Institutionalized and Noninstitutionalized Old People

An Analysis of Interference Effects

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Aging and Cognitive Processes

Part of the book series: Advances in the Study of Communication and Affect ((ASCA,volume 8))

Abstract

This chapter addresses several issues related to declining learning and memory performance in the aged. In particular, attention is focused on the role of interference, which for many years was regarded as the single most important factor underlying cognitive decline in old people. Recently, however, it has become apparent that, despite its parsimony and wide appeal, the interference hypothesis lacks a solid empirical base. Design flaws in some of the relevant studies and conflicting results in others have raised considerable doubt as to whether the aged are indeed more susceptible to interference than the young. In view of the theoretical and practical importance of this controversy, a systematic examination of interference effects was undertaken and results of this research are reported here.

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Authors and Affiliations

  1. Department of Psychology, Trent University, Peterborough, Ontario, Canada

    Gordon Winocur

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  1. Gordon Winocur
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Editors and Affiliations

  1. University of Toronto, Mississauga, Ontario, Canada

    F. I. M. Craik  & Sandra Trehub  & 

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© 1982 Plenum Press, New York

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Winocur, G. (1982). Learning and Memory Deficits in Institutionalized and Noninstitutionalized Old People. In: Craik, F.I.M., Trehub, S. (eds) Aging and Cognitive Processes. Advances in the Study of Communication and Affect, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4178-9_9

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  • DOI: https://doi.org/10.1007/978-1-4684-4178-9_9

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4684-4180-2

  • Online ISBN: 978-1-4684-4178-9

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