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Readiness to learn: Characteristics ...

Stillman, Chelsea Marie.

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Readiness to learn: Characteristics associated with implicit learning aptitude.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Readiness to learn: Characteristics associated with implicit learning aptitude./
作者:	Stillman, Chelsea Marie.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
Contained By:	Dissertation Abstracts International76-12B(E).
標題:	Physiological psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718698
ISBN:	9781321986228

Readiness to learn: Characteristics associated with implicit learning aptitude.
Stillman, Chelsea Marie.

Readiness to learn: Characteristics associated with implicit learning aptitude. - 140 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.

Thesis (Ph.D.)--Georgetown University, 2015.

Cognitive frailty is one of the biggest threats to healthy aging, and yet our basic understanding of cognitive aging is limited in at least two ways. First, while group differences in the cognitive performance of younger vs. older adults are well-documented, we understand little about the inter-individual variability occurring within age groups, which implies that some individuals are aging more successfully than others in the cognitive domain. Additionally, most cognitive aging research to date has focused on explicit cognitive functions and has neglected an entire subclass of implicit functions that have implications for maintaining health.

ISBN: 9781321986228Subjects--Topical Terms:

2144820
Physiological psychology.

Readiness to learn: Characteristics associated with implicit learning aptitude.
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245 1 0 $a Readiness to learn: Characteristics associated with implicit learning aptitude.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: B.
500 $a Adviser: Darlene V. Howard.
502 $a Thesis (Ph.D.)--Georgetown University, 2015.
520 $a Cognitive frailty is one of the biggest threats to healthy aging, and yet our basic understanding of cognitive aging is limited in at least two ways. First, while group differences in the cognitive performance of younger vs. older adults are well-documented, we understand little about the inter-individual variability occurring within age groups, which implies that some individuals are aging more successfully than others in the cognitive domain. Additionally, most cognitive aging research to date has focused on explicit cognitive functions and has neglected an entire subclass of implicit functions that have implications for maintaining health.
520 $a To begin addressing these limitations, this dissertation examined characteristics related to implicit learning aptitude. The first study showed that a neural characteristic---the strength of intrinsic connectivity between two learning-relevant brain regions (caudate and medial temporal lobe; MTL)---predicted how well young adults subsequently learned a complex regularity. This finding suggests that communication between learning-relevant regions prior to learning is important for understanding inter-individual variability in learning outcomes. The second study examined a behavioral characteristic---dispositional mindfulness---and revealed a novel negative relationship between mindfulness and implicit learning in two healthy adult samples, suggesting that mindfulness may not benefit implicit cognitive functioning. We posited that the negative association between these two variables might be due to the fact that the balance of neural systems supporting mindfulness is not optimal for supporting implicit learning. The final study tested this hypothesis by examining how the connectivity of learning-relevant regions during learning related to individual differences in both learning and dispositional mindfulness in a sample of healthy older adults. Results showed that stronger connectivity between the caudate and MTL was positively related to implicit learning, and negatively related to mindfulness. Further, the strength of this connectivity mediated the relationship between mindfulness and learning, suggesting that this might be the neural mechanism by which mindfulness impairs this cognitive process. Taken together, the findings advance our understanding of which behavioral and neural characteristics are related to individuals' propensity, or "readiness", to acquire complex regularities implicitly, and suggest that such characteristics might modulate the complex interaction between learning systems.
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