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Related Experiment Video

Updated: Jul 11, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Event Timing and age deficits in higher-order sequence learning.

James H Howard¹, Darlene V Howard, Nancy A Dennis

¹Department of Psychology, Cognitive Aging Laboratory, The Catholic University of America, Washington, DC 20064, USA. howard@cua.edu

Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition

|September 14, 2007

Summary

Age deficits in implicit sequence learning are not solely due to event timing. This study found that manipulating timing in young adults revealed deficits, but distinct patterns emerged, suggesting other factors contribute to age-related learning impairments.

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Last Updated: Jul 11, 2026

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Published on: April 28, 2016

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Area of Science:

Cognitive Psychology
Neuroscience
Human Aging Research

Background:

Previous research indicates age-related deficits in learning subtle sequential regularities.
The role of event timing in these age-related sequence learning impairments remains under-investigated.

Purpose of the Study:

To investigate the contribution of sequence event timing to age deficits in implicit sequence learning.
To examine implicit sequence learning in young adults using event timing that mimics older adults' experiences.

Main Methods:

An alternating serial reaction time task was employed.
Experiment 1 manipulated response-to-stimulus interval directly.
Experiment 2 indirectly influenced response time by degrading stimuli.

Main Results:

Young adults with 'aged' event timing implicitly learned higher-order sequence structures.
These participants showed deficits compared to young controls but outperformed older adults on some measures.
Distinct deficit patterns emerged from the two experimental manipulations despite similar timing effects.

Conclusions:

Event timing alone does not fully explain age-related deficits in high-order implicit sequence learning.
The findings highlight the complexity of age-related cognitive changes in sequence learning.
Further research is needed to identify other contributing factors to age deficits in implicit learning.