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AGE AND BEHAVIOR: LEARNING AND PERFORMANCE - STIMULUS PACING -LEARNING ABILITY - STUDY TIME BY ARENBERG

The argument for a learning deficit in later life is seen in the study by Arenberg (1965). Elderly adults (60-77 years) and younger ones (18-21 years) learned paired-word associates by a procedure in which paced and self-paced trials were alternated. One sub-group of each age experienced fast-pacing trials (1.9 seconds) alternated with self-pacing trials, and a second sub-group of each age experienced slow-pacing trials (3.7 seconds) alternated with the self-pacing trials.
The crucial test in this study involved the comparison of error scores during the self-paced trials which followed the experimenter-paced trials. The thinking behind this crucial test was that if the older subjects learned the task during the fast-paced trials, but did not have time enough to respond, they would make poor scores during this fast pacing but good scores during self-pacing. However, if the older people did not learn well during the fast-paced trials, then their performances would be poor during self-pacing. Arenberg found that the older group was disporportionately poorer than the younger group during the self-paced trials when these followed fast pacing than when these followed the slow pacing. The conclusion, therefore, was that the poorer performance of the old group during the fast pacing could not be attributed totally to an inadequate amount of time to perform the correctly learned response.
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