Structural Priming Persists for (at Least) One Month in Young Adults, but Not in Healthy Older Adults

Autor/inn/en	Heyselaar, Evelien; Segaert, Katrien
Titel	Structural Priming Persists for (at Least) One Month in Young Adults, but Not in Healthy Older Adults
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 8, S.1219-1234 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heyselaar, Evelien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001123
Schlagwörter	Young Adults; Older Adults; Age Differences; Syntax; Prior Learning; Priming; Aging (Individuals); Memory; Cognitive Ability; Bias; Foreign Countries; Learning Processes; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Älterer Erwachsener; Age; Difference; Age difference; Altersunterschied; Vorkenntnisse; Aging; Altern; Gedächtnis; Denkfähigkeit; Ausland; Learning process; Lernprozess
Abstract	Implicit learning theories suggest that we update syntactic knowledge based on prior experience (e.g., Chang et al., 2006). To determine the limits of the extent to which implicit learning can influence syntactic processing, we investigated whether structural priming effects persist up to 1 month postexposure, and whether they persist less long in healthy older (compared to younger) adults. We conducted a longitudinal experiment with three sessions: Session A, Session B (1 week after A), and Session C (4 weeks after B). For young adults, we found passive priming effects to persist and accumulate across sessions (1 week and 4 weeks). However, for older adults the effects persisted for 1 week but not 4. This suggests that for young adults, who unlike older adults experience no age-related decline in implicit memory, the limit to the duration of structural priming persistence is longer than 4 weeks. In a second longitudinal experiment with two sessions 1 week apart we found that priming in Session A affected syntactic processing in a different, independent task in Session B, both for young and older adults. Experiment 2 suggests that implicit persistence of the learned syntax is not limited to a specific context or task. Together, our findings give insight into how structural priming can contribute to language change throughout the life span, showing that implicit learning is a pervasive and robust mechanism that contributes to syntactic processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01