A new look at retest learning in older adults: learning in the absence of item-specific effects

We investigated retest learning (i.e., performance improvement through retest practice) in the absence of item-specific effects (i.e., learning through memorizing or becoming familiar with specific items) with older adults. Thirty-one older adults (ages 60-82 years, M = 71.10, SD = 6.27) participated in an eight-session self-guided retest program. To eliminate item-specific effects, parallel versions of representative psychometric measures for Inductive Reasoning, Perceptual Speed, and Visual Attention were developed and administered across retest sessions. The results showed substantial non-item-specific retest learning, even controlling for anxiety, suggesting that retest learning in older adults can occur at a more conceptual level.