Collaborative learning in older age and the role of familiarity: evidence from the map task.

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Kelly Wolfe, Catherine Joan Crompton, Paul Hoffman, Maria Klara Wolters, Sarah Elizabeth MacPherson
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引用次数: 0

Abstract

As we age, learning new knowledge and skills becomes more difficult due to age-related changes to cognition. Learning collaboratively could counteract these changes, and perhaps more so when working with someone familiar. This study examined whether collaborative learning is affected by age and partner familiarity. Forty-eight participants (younger n = 24, older n = 24) completed the Map Task with a familiar and unfamiliar same-age partner. Participants became more efficient at completing the Map Task over time, regardless of age and partner familiarity. There was no age difference in immediate or 1-hour recall, but younger adults recalled more after 7 days than older adults. Overall, results suggest that collaborative learning outcomes are unaffected by age or partner familiarity and that collaborative learning has short-term protective effects on memory, with age-related declines only emerging after 7 days.

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来源期刊
CiteScore
4.30
自引率
5.30%
发文量
52
期刊介绍: The purposes of Aging, Neuropsychology, and Cognition are to (a) publish research on both the normal and dysfunctional aspects of cognitive development in adulthood and aging, and (b) promote the integration of theories, methods, and research findings between the fields of cognitive gerontology and neuropsychology. The primary emphasis of the journal is to publish original empirical research. Occasionally, theoretical or methodological papers, critical reviews of a content area, or theoretically relevant case studies will also be published.
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