Age Differences in Learning-Related Neurophysiological Changes

Two experiments examined age-related differences in sequence learning using computerized versions of the D. paradigm. In this learning task, the participant executes immediate serial recall of 24 supraspan sequences. Without the participants' knowledge, 1 sequence is presented several times. Repetition leads to improved recall of this repeated sequence relative to random sequences. Results showed a dissociation in age-related learning deficits depending on the nature of the to-be-remembered material. The effect of repetition is similar for younger and older adults with familiar and unfamiliar verbal material (words and pseudowords) but is significantly reduced in older adults when learning is assessed with a visuospatial version of Hebb's supraspan learning task (P. M. .

Experimental Aging Research, 2014

BACKGROUND/STUDY CONTEXT: It has been proposed that effects of aging are more pronounced for explicit than for implicit motor learning. The authors evaluated this claim by comparing the efficacy of explicit and implicit learning of a movement sequence in young and older adults, and by testing the resilience against fatigue and secondary tasking after learning. It was also examined whether explicit learning in older adults can be promoted by alleviating time constraints during learning. The alternating serial reaction time task (ASRTT) was used. Experiment 1 compared the benefits of receiving full instructions about the stimulus sequence relative to receiving no instructions in young (20-25 years) and older (50-65 years) adults during retention and during transfer to fatigue and secondary task conditions. Experiment 2 alleviated time constraints during the initial bouts of practice with full instructions. Experiment 1 indicated that the older adults learned on the ASRTT and achieved similar performance as young adults when no instructions were given. In contrast to the young adults, learning was not superior in older adults who received full instructions compared with those who did not. Experiment 2 indicated that alleviating time constraints allowed some of the older adults to gain from instruction but only under relatively low time constraints, but there was no retention with rigorous time constraints. Explicit learning, but not implicit learning, declines in older adults. This is partly due to older adults difficulties to apply explicit knowledge. Less rigorous time constraints can help to ameliorate some of these difficulties and may induce levels of explicit learning in older adults that will result in superior performance compared with implicit learning. Implicit learning did occur under time constraints that prevented explicit learning.

European Journal of …, 2009

Journal of Behavioral Assessment, 1983

Few studies in the past which have employed psychophysiological measures have controlled for age. We have studied the effects of age on the heart rate, hand surface temperature, cephalic vasomotor response, and frontal electromyographic activity (EMG) of 73 normal individuals who varied in age from 18 to 68 years and were evenly divided into younger, middle, and older age groups. Comparisons were made between groups across eight conditions-baseline, relax body, warm hand, relax facial muscles, mental arithmetic, positive imagery, negative imagery, and cold pressor. Results indicated a direct linear relationship between age and electromyographic activity during relax facial muscles and mental arithmetic conditions. There was also a linear relationship between age and hand surface temperature during stressor conditions. Most important, significant interactions were found for both frontal EMG and heart rate measures with age. Post hoc analyses revealed differences on the frontal EMG levels between younger and older age groups during negative imagery, warm hand, and cold pressor conditions. Heart rate differences were found during positive imagery between the younger age group and the medium age group and during cold pressor between the younger age group and both the medium and the older groups. The implications of these findings are discussed.

Frontiers in Aging Neuroscience, 2016

Although implicit motor sequence learning is rather well understood in young adults, effects of aging on this kind of learning are controversial. There is first evidence that working memory (WM) might play a role in implicit motor sequence learning in young adults as well as in adults above the age of 65. However, the knowledge about the development of these processes across the adult life span is rather limited. As the average age of our population continues to rise, a better understanding of age-related changes in motor sequence learning and potentially mediating cognitive processes takes on increasing significance. Therefore, we investigated aging effects on implicit motor sequence learning and WM. Sixty adults (18-71 years) completed verbal and visuospatial n-back tasks and were trained on a serial reaction time task (SRTT). Randomly varying trials served as control condition. To further assess consolidation indicated by off-line improvement and reduced susceptibility to interference, reaction times (RTs) were determined 1 h after initial learning. Young and older but not middle-aged adults showed motor sequence learning. Nine out of 20 older adults (compared to one young/one middle-aged) exhibited some evidence of sequence awareness. After 1 h, young and middle-aged adults showed off-line improvement. However, RT facilitation was not specific to sequence trials. Importantly, susceptibility to interference was reduced in young and older adults indicating the occurrence of consolidation. Although WM performance declined in older participants when load was high, it was not significantly related to sequence learning. The data reveal a decline in motor sequence learning in middle-aged but not in older adults. The use of explicit learning strategies in older adults might account for the latter result.

Journal of Advanced Neuroscience Research

Aim: The understanding of the neural correlates of motor learning and consolidation has seen significant progress in recent years. Such advances have afforded the development of better training plans and the potentiation of motor skill learning in sports, in neurological recovery or simply in everyday life. However, the variations in motor learning and consolidation across different ages are still not well understood. In order to investigate this, we assessed performance in two different tasks (Finger Tapping Sequence and Go/No-Go tasks) in four different Age groups (Children; Young Adults; Mature Adults, and Seniors). Materials and Methods: The two tasks were executed across three different time periods (T0, T1 and T2), during which performance was measured: Day 1. Baseline (T0) and Performance After Training – i.e. Learning (T1) and; Day 2. Consolidation Performance – 24 hours post-T1 without any additional training (T2). Results: We show that the group of Seniors did not enhance performance 24 hours post-training in the Finger Tapping Sequence task, while all the other Age groups did. There were no differences in performance in Children, but age and sex interacted to enhance performance. This complex mechanism was shown to be task-specific. Moreover, none of the Age groups enhanced performance in T2 in the Go/No-Go Task, but we found a female advantage after practice in Mature Adults and Seniors. Conclusions: The influence of both Age and Sex in task performance and consolidation is to be taken into consideration in order to ameliorate training and potentiate individual capacities while delaying age-related impairments.

Microscopy Research …, 2000

The objective of this study was to examine age differences in procedural learning and performance in conjunction with differential aging of central nervous system (CNS) structures. Sixty-eight healthy volunteers (age 22-80) performed a pursuit rotor task (four blocks of 20 15-second trials each). Volumes of the cerebellar hemispheres, neostriatum, prefrontal cortex, and hippocampus were measured from Magnetic Resonance (MR) images. Improvement in pursuit rotor performance was indexed by increase in time on target (TOT). A general improvement trend was evident across the blocks of trials. Overall, younger participants showed significantly longer TOT. The rate of improvement was age-invariant during the initial stages of skill acquisition but became greater in middle-aged participants as the practice progressed. When the influences of regional brain volumes were taken into account, the direct age effect on mean TOT measured during the first day of practice disappeared. Instead, reduced volumes of the cerebellar hemispheres and the putamen and poorer performance on nonverbal working memory tasks predicted shorter TOT. In contrast, neither the volume of the caudate and the hippocampus, nor verbal working memory showed association with motor performance. Pursuit rotor performance at the later stages of practice was unrelated to the reduction in putamen volume and was affected directly by age, cerebellar volume, and nonverbal working memory proficiency. We conclude that in a healthy population showing no clinical signs of extrapyramidal disease, age-related declines in procedural learning are associated with reduced volume of the cerebellar hemispheres and lower nonverbal working memory scores. During initial stages of skill acquisition, reduced volume of the putamen is also predictive of poorer performance.

Neuroscience Letters, 2012

An important question in healthcare for older patients is whether age-related changes in cortical reorganization can be measured with advancing age. This study investigated the factors behind such age-related changes, using time-frequency analysis of event-related potentials (ERPs). We hypothesized that brain rhythms was affected by age-related changes, which could be reflected in the ERP indices. An oddball task was conducted in two experimental groups, namely young participants (N = 15; mean age 23.7 ± 2.8 years) and older participants (N = 15; mean age 70.1 ± 7.9 years). Two types of stimuli were used: the target (1 kHz frequency) and standard (2 kHz frequency). We scrutinized three ERP indices: event-related spectral power (ERPSP), inter-trial phase-locking (ITPL), and event-related cross-phase coherence (ERP-COH). Both groups performed equally well for correct response rate. However, the results revealed a statistically significant age difference for inter-trial comparison. Compared with the young, the older participants showed the following age-related changes: (a) power activity decreased; however, an increase was found only in the late (P3, 280-450 ms) theta (4-7 Hz) component over the bilateral frontal and temporo-frontal areas; (b) low phase-locking in the early (N1, 80-140 ms) theta band over the parietal/frontal (right) regions appeared; (c) the functional connections decreased in the alpha (7-13 Hz) and beta (13-30 Hz) bands, but no difference emerged in the theta band between the two groups. These results indicate that age-related changes in task-specific brain activity for a normal aging population can be depicted using the three ERP indices.

Neuropsychologia, 2002

Forty-eight older adults were tested on a battery of seven speeded visuospatial tasks that were developed by Chen et al. [4] to measure the functions of the ventral and dorsal neural processing streams. Principal components analysis revealed only one factor with an eigenvalue greater than 1.0, and all of the tasks loaded heavily on this general factor. These results are in contrast to those reported in a previous study of young adults in which principal components analysis revealed two factors with eigenvalues greater than 1.0 [4]. Importantly, for young adults the second principal component was a bipolar factor which grouped the tasks based on the neural processing stream (i.e. ventral versus dorsal) whose function they had been designed to assess. The age-related difference in the factor structure of visuospatial abilities apparent from the present results may be interpreted as reflecting an age-related dedifferentiation of the neural processing streams consistent with the results of recent neuroimaging studies .

Cognitive procedural learning occurs in three qualitatively different phases (cognitive, associative and autonomous). At the beginning of this process, numerous cognitive functions are involved, subtended by distinct brain structures such as the prefrontal and parietal cortex and the cerebellum. As the learning progresses, these cognitive components are gradually replaced by psychomotor abilities, reflected by the increasing involvement of the cerebellum, thalamus and occipital regions. In elderly subjects, although cognitive studies have revealed a learning effect, performance levels differ during the acquisition of a procedure. The effects of age on the learning of a cognitive procedure have not yet been examined using functional imaging. The aim of this study was therefore to characterize the cerebral substrates involved in the learning of a cognitive procedure, comparing a group of older subjects with young controls. For this purpose, we performed a positron emission tomography activation study using the Tower of Toronto task. A direct comparison of the two groups revealed the involvement of a similar network of brain regions at the beginning of learning (cognitive phase). However, whereas the engagement of frontal and cingulate regions persisted in the older group as learning continued, it ceased in the younger controls. We assume that this additional activation in the older group during the associative and autonomous phases reflected compensatory processes and the fact that some older subjects failed to fully automate the procedure.