Characteristics of Associative Learning in Younger and Older Adults: Evidence From an Episodic Priming Paradigm

Two experiments investigated age differences in the encoding of fissociative information during a speeded naming task. In both experiments, semantically unrelated prime-target word pairs were presented 4 times, in either massed or spaced fashion, during the learning phase. An immediate or delayed test trial was presented following the fourth presentation. I Experiment 1, participants named both the primes and the targets. Younger and older adults showed similar benefits when naming targets that were part of a consistent prime-target pairing compared with targets presented with different primes at each presentation. I Experiment 2, participants named only the target word. Younger adults howed a benefit for consistently paired words, whereas older adults howed no benefit for consistently paired words. The results of the test rials showed a greater benefit for massed repeated words than for spaced repeated words at the immediate st and a reversed pattern at the delayed test. This spacing by test delay interaction was evident in response latency in Experiment 1 and in cued recall performance in Experiment 2. One of the recurring interests in the area of learning and memory is the process of forming associations in memory. Be-ginning with simple paired associate l arning before the turn o