Advertisement

Mental Imagery: A memory aid for the Older Adult?

  • Susan E. Mason

Abstract

Older adults demonstrate poor memory performance relative to young adults. This age-related difference in cognitive ability is reliably shown in most laboratory tests. Memory loss with age is also commonly reported by individuals as they reflect on developmental changes in their own behavior. Poor memory is so strongly associated with old age that is has become part of the stereotype of aging, alson with wrinkles and gray hair. It is a common belief that forgetting is one of the first signs of old age and that as we age it is natural and inevitable that we lose our memory. Further, many believe that memory loss is irreversible. The goal of researchers studying age-related changes in cognitive functioning is to determine to what extent decline with age can be prevented and to what extent memory problems associated with aging can be eliminated through mnemonic training. There is evidence that the poorer performance of the elderly may be due, in part, to age-related differences in the use of imaginai processing. Consequently, the use of mental imagery as a memory aid has become an important area of research for gerontologists.

Keywords

Young Subject Recall Test Mental Imagery Memory Problem Memory Instruction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Reference Note

  1. Mason, S. E. Memory and aging: A subjective measure of performance. Paper presented at the meeting of the Gerontological Society, November 22, 1980, San Diego, California.Google Scholar

References

  1. Arenberg, D. Concept problem solving in young and old adults. Journal of Gerontology, 1968, 23, 279.PubMedCrossRefGoogle Scholar
  2. Hulicka, I. M. Age differences in retention as a function of interference. Journal of Gerontology, 1967, 22, 180.PubMedCrossRefGoogle Scholar
  3. Hulicka, I. M., and Grossman, J. L. Age-group comparisons for the use of mediators in paired-associate learning. Journal of Gerontology, 1967, 22, 46–51.PubMedGoogle Scholar
  4. Hulicka, I. M., and Weiss, R. Age differences in retention as a function of learning. Journal of Consulting Psychology, 1965, 29, 125–129.PubMedCrossRefGoogle Scholar
  5. Mason, S. E. Effects of orienting tasks on the recall and recognition performance of subjects differing in age. Developmental Psychology, 1979, 15, 467–469.CrossRefGoogle Scholar
  6. Mason, S. E., and Smith, A. D. Imagery in the aged. Experimental Aging Research, 1977, 3, 17–32.PubMedCrossRefGoogle Scholar
  7. Rowe, E. J., and Schnore, M. M. Item concreteness and reported strategies in paired-associate learning as a function of age. Journal of Gerontology, 1971, 24, 470–475.CrossRefGoogle Scholar
  8. Treat, N., and Reese, H. W. Age, pacing, and imagery in paired-associate learning. Developmental Psychology, 1976, 12, 119–124.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 1981

Authors and Affiliations

  • Susan E. Mason
    • 1
  1. 1.Niagara UniversityNiagara Univ.USA

Personalised recommendations