Age Differences In Performance Research Articles

Edward F. Adolph Distinguished Lecture. Age and sex differences in the limits of human performance: fatigability and real-world data.

High-level athletic performances may be a proxy for the trajectory of optimal function of human biology with advanced aging and the differences between males and females. Males are faster, stronger, and more powerful than females and these physical attributes decline dramatically with advanced aging for both sexes. Experimental mechanistic studies determine the physiological mechanisms for these sex and age differences in human physical performance. The assumption however, that real-world performances solely reflect the biological and physiological differences between the sexes and with advanced aging, even among elite athletes, is not complete. This review presents evidence that an integrated approach encompassing analysis of real-world data and experimental mechanistic studies is necessary to determine the biological and sociocultural factors attributed to the limits of performance with aging and between males and females. First, experimental studies are presented that focus on the sex and age differences in performance fatigability that determine the physiological mechanisms of absolute and relative exercise performance. Second, analysis of current and historical real-world data including world records, and performances of elite, collegiate, and competitive age-group athletes are highlighted. These data illustrate that the upper limits of physical performance that have changed historically, and other factors such as sociocultural influences, explain the widening of the sex and age gaps in human performance observed in real-world data even in present-day performances. These approaches have broader significance when applied to understanding the impact of the historically low representation of females and minority groups in biomedical research on health outcomes.

Dissociating proactive and reactive control in older adults.

The Dual Mechanisms of Control framework predicts that age-related declines should be most prominent for tasks that require proactive control, while tasks requiring reactive control should show minimal age differences in performance. However, results from traditional paradigms are inconclusive as to whether these two processes are independent, making it difficult to understand how these processes change with age. The present study manipulated the proportion congruency in a list-wide (Experiments 1 and 2) or item-specific (Experiment 1) fashion to independently assess proactive and reactive control, respectively. In the list-wide task, older adults were unable to proactively bias attention away from word processing based on list-level expectancies. Proactive control deficits replicated across multiple task paradigms, with different Stroop stimuli (picture-word, integrated color-word, separated color-word), and different behavioral indices (Stroop interference, secondary prospective memory). In contrast, older adults were successfully able to reactively filter the word dimension based on item-specific expectancies. These findings provide unambiguous support that aging is associated with declines in proactive, but not reactive, control. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Gender and Age Differences in Performance of Over 70,000 Chinese Finishers in the Half- and Full-Marathon Events.

(1) Background: The aim of the present study was to examine the characteristics of over 70,000 long-distance finishers over the last four years in Chinese half- and full-marathon events; (2) Methods: The available data of all finishers (n = 73,485; women, n = 17,134; men, n = 56,351) who performed half- and full-marathon events in Hangzhou from 2016 to 2019 were further analyzed for the characteristics of gender, age and average running speed; (3) Results: The total men-to-women ratio was the lowest in the half-marathon event (1.86) and the highest in the full-marathon event (17.42). Faster running performance in males than in females and faster average running speed in short-distance runners were shown. Gender and race distance were observed to have the most significant effects on average running speed (p < 0.01). For both male and female finishers, the slowest running speed was shown in older age groups (p < 0.01) during the full marathon. Our results indicated that the gender difference in performance was attenuated in the longer race distances and older age groups; (4) Conclusions: Understanding the participation and performances across different running distances would provide insights into physiological and biomechanical characteristics for training protocols and sports gear development in different groups.

Gestational Age, Newborn Metabolic Markers and Academic Achievement.

Background: Gestational age is associated with greater school achievement and variation in newborn metabolic markers. Whether metabolic markers are related to gestational age differences in achievement is unknown. This study examines whether newborn metabolic markers are associated with gestational age differences in performance on standardized school tests. Methods: This retrospective cohort study linked birth certificates of children born in Iowa between 2002 and 2010 to newborn screening records and school tests between 2009 and 2018. The analytical sample includes up to 229,679 children and 973,247 child-grade observations. Regression models estimate the associations between gestational age and 37 newborn metabolic markers with national percentile ranking (NPR) scores on math, reading comprehension, and science tests. Results: An additional gestational week is associated with 0.6 (95% CI: 0.6, 0.7), 0.5 (95% CI: 0.4, 0.5), and 0.4 (95% CI: 0.4, 0.5) higher NPRs on math, reading, and science, respectively. Compared to full term children (37–44 weeks), preterm children (32–36 weeks) have 2.2 (95% CI: −2.6, −1.8), 1.5 (95% CI: −1.9, −1.1), and 1.0 (95% CI: −1.4, −0.7) lower NPRs on math, reading comprehension, and science. Very preterm children (20–31 weeks) have 8.3 (95% CI: −9.4, −7.2), 5.2 (95% CI: −6.2, −4.0), and 4.7 (95% CI: −5.6, −3.8) lower NPRs than full term children on math, reading, and science. Metabolic markers are associated with 27%, 36%, and 45% of gestational age differences in math, reading, and science scores, respectively, and over half of the difference in test scores between preterm or very preterm and full term children. Conclusions: Newborn metabolic markers are strongly related to gestational age differences in school test scores, suggesting that early metabolic differences are important markers of long-term child development.

Performance and Recovery of Well-Trained Younger and Older Athletes during Different HIIT Protocols.

Due to physiological and morphological differences, younger and older athletes may recover differently from training loads. High-intensity interval training (HIIT) protocols are useful for studying the progression of recovery. It was the objective of this study to determine age differences in performance and recovery following different HIIT protocols. Methods: 12 younger (24.5 ± 3.7 years) and 12 older (47.3 ± 8.6 years) well-trained cyclists and triathletes took part in this study. Between the age groups there were no significant differences in relative peak power to fat-free mass, maximal heart rate (HR), training volume, and VO2max-percentiles (%). Participants performed different HIIT protocols consisting of 4 × 30 s Wingate tests with different active rest intervals (1, 3, or 10 min). Peak and average power, lactate, HR, respiratory exchange ratio (RER), subjective rating of perceived exertion (RPE), and recovery (Total Quality Recovery scale, TQR) were assessed. Results: During the different HIIT protocols, metabolic, cardiovascular, and subjective recovery were similar between the two groups. No significant differences were found in average lactate concentration, peak and average power, fatigue (%), %HRmax, RER, RPE, and TQR values between the groups (p > 0.05). Conclusion: The findings of this study indicate that recovery following HIIT does not differ between the two age groups. Furthermore, older and younger participants displayed similar lactate kinetics after the intermittent exercise protocols.

Analysis of sex and age differences in performance of young Canadian freestyle swimmers

This study is intended to determine sex and age differences in young Canadian freestyle swimmers aged from ≤10 to 18, for all 6 distances from 50m to 1500m in both short and long course indoor pools. The data set used in the studies is publicly available and categorized into sex/age/course/distance groups during seasons from 2008 to 2019. The sex differences in swimming speed were determined using independent Z-tests (two-sided, unequal SD). The age differences in swimming speed over all ages were analysed using classic one-way ANOVA with subsequent pairwise Tukey-HSD post-hoc tests and Welch’s ANOVA followed by pairwise Games-Howell post-hoc tests. They were then determined using paired two-sample t-tests (two-sided). Young male swimmers outperformed young female swimmers in most groups. Groups with similar performances or no significant differences were in younger age groups (10-year and 11-year). Sex differences increased as age increased, ranging from −0.96% to 13.54%. Sex differences in shorter distances and short course were smaller than in longer distances and long course for ≤12 years and became greater than in longer distances at ≥13 years. Age speed differences decreased as age increased until 17–18-years old, ranging from 12.79% to −0.37%. The performance of female swimmers became stable earlier than that of male swimmers. The age-to-age speed differences of male swimmers were greater than those of female swimmers. These gaps increased from 10–11-year to 13–14-year groups and decreased after that. Age differences in shorter distances and short course were greater than in longer distances and long course. Further studies are required to confirm and extend this research to swimmers at other age groups, in other strokes, and from other countries.

Age differences in the precision of memory at short and long delays.

Age differences are well established for many memory tasks assessing both short-term and long-term memory. However, how age differences in performance vary with increasing delay between study and test is less clear. Here, we report two experiments in which participants studied a continuous sequence of object-location pairings. Test events were intermixed such that participants were asked to recall the precise location of an object following a variable delay. Older adults exhibit a greater degree of error (distance between studied and recalled locations) relative to younger adults at short (0-2 intervening events) and longer delays (10-25 intervening events). Mixture modeling of the distribution of recall error suggests that older adults do not fail to recall information at a significantly higher rate than younger adults. Instead, what they do recall appears to be less precise. Follow-up analyses demonstrated that this age difference emerges following only one or two intervening events between study and test. These findings are consistent with the suggestion that aging does not greatly impair recall from the focus of attention but that age differences emerge once information is displaced from this highly accessible state. Further, we suggest that age differences in the precision of memory, but not the probability of successful recall, may be due to the use of more gist-like representations in this task. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Training children aged 5–10 years in manual compliance control to improve drawing and handwriting

A large proportion of school-aged children exhibit poor drawing and handwriting. This prevalence limits the availability of therapy. We developed an automated method for training improved manual compliance control and relatedly, prospective control of a stylus. The approach included a difficult training task, while providing parametrically modifiable support that enables the children to perform successfully while developing good compliance control. The task was to use a stylus to push a bead along a 3D wire path. Support was provided by making the wire magnetically attractive to the stylus. Support was progressively reduced as 3D tracing performance improved. We report studies that (1) compared performance of Typically Developing (TD) children and children with Developmental Coordination Disorder (DCD), (2) tested training with active versus passive movement, (3) tested progressively reduced versus constant or no support during training, (4) tested children of different ages, (5) tested the transfer of training to a drawing task, (6) tested the specificity of training in respect to the size, shape and dimensionality of figures, and (7) investigated the relevance of the training task to the Beery VMI, an inventory used to diagnose DCD. The findings were as follows. (1) Pre-training performance of TD and DCD children was the same and good with high support but distinct and poor with low support. Support yielded good self-efficacy that motivated training. Post training performance with no support was improved and the same for TD and DCD children. (2) Actively controlled movements were required for improved performance. (3) Progressively reduced support was required for good performance during and after training. (4) Age differences in performance during pre-training were eliminated post-training. (5) Improvements transferred to drawing. (6) There was no evidence of specificity of training in transfer. (7) Disparate Beery scores were reflected in pre-training but not post-training performance. We conclude that the method improves manual compliance control, and more generally, prospective control of movements used in drawing performance.

Age-related within-task adaptations in sequential decision making: Considering cognitive and motivational factors.

Many decisions require sequentially searching through the available alternatives. In these tasks, older adults have been shown to perform worse than younger adults, but the reasons why age differences occur are still unclear. In the present research, we tackle this question by investigating which strategies older and younger adults adopt and how these strategies relate to individual differences in cognitive (mental speed, working memory capacity) and motivational (need for cognitive closure) variables. To achieve this goal, we conducted two studies in which older and younger adults performed a computerized sequential choice task. Study 1 indicated that older adults changed their decision-making strategies throughout the task by reducing the number of options they considered. This change in strategy did not decrease performance because searching less allowed older adults to choose more promising options. In the second study we manipulated whether a long or short search was optimal. In the beginning older adults performed worse than younger adults independent of whether short or long search was adaptive. However, in the second half of the task we found age differences in performance when long search was required, but not when short search was required. In both studies whether or not older adults changed their strategy depended on their need for cognitive closure, suggesting that avoiding cognitive closure facilitates adaptive flexibility. Together, the two studies provide evidence for compensatory strategy adaptations among older adults completing sequential choice tasks. (PsycINFO Database Record

Existing knowledge of linguistic structure mitigates associative memory deficits in older adults

ABSTRACTBackground/Study Context: Older adults show lower memory performance than younger adults when a task requires them to create associations (Naveh-Benjamin, 2000, Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1170–1187). In this study, associative memory was examined in order to assess whether age differences in performance were mitigated when the word pairs to be learned utilized a familiar pattern seen in everyday language (adjective-noun), which we propose as a type of schematic support that capitalizes upon linguistic structure.Methods: Thirty older (66–87 years old) and younger (18–22 years old) adults from the University of Missouri and the surrounding community studied word pairs in noun-noun, adjective-noun, and noun-adjective sequences. A mixed-measures analysis of variance (ANOVA) was used to analyze differences in memory sensitivity (d’) and response bias (C) from separate item and associative recognition memory tests between age groups and between word pair sequences.Results: As expected, older participants did show lower associative memory for noun-noun and noun-adjective pairs than younger adults, a hallmark of an age-related associative binding deficit, but there were no age differences in associative memory for adjective-noun pairs. The latter supports our hypothesis that seeing word pairs in a familiar adjective-noun linguistic sequence can provide support in older adults’ associative processing to mitigate difficulties experienced when binding together word pairs.Conclusion: The results obtained show that older adults can use prior existing knowledge to attenuate their cognitive shortcomings, specifically linguistic structural knowledge, to mitigate their associative binding deficit. Further research is necessary to determine the exact mechanism of improvement mediated by this form of schematic support, namely, whether it results in more effective recruitment of strategic processes such as unitization.

Commentary: Spacing as the friend of both memory and induction in young and older adults.

Commentary: Spacing as the friend of both memory and induction in young and older adults.

Holistic Processing of Faces May Underlie Age Differences in Performance on Taiwanese Face Memory Test (TFMT)

Holistic Processing of Faces May Underlie Age Differences in Performance on Taiwanese Face Memory Test (TFMT)

The Monkey game: A computerized verbal working memory task for self-reliant administration in primary school children.

In two studies, the psychometric properties of an online self-reliant verbal working memory task (the Monkey game) for primary school children (6–12 years of age) were examined. In Study 1, children (n = 5,203) from 31 primary schools participated. The participants completed computerized verbal and visual–spatial working memory tasks (i.e., the Monkey game and the Lion game) and a paper-and-pencil version of Raven’s Standard Progressive Matrices. Reading comprehension and math achievement test scores were obtained from the schools. First, the internal consistency of the Monkey game was examined. Second, multilevel modeling was used to examine the effects of classroom membership. Multilevel multivariate regression analysis was used to examine the Monkey game’s concurrent relationship with the Lion game and its predictive relationships with reading comprehension and math achievement. Also, age-related differences in performance were examined. In Study 2, the concurrent relationships between the Monkey game and two tester-led computerized working memory tasks were further examined (n = 140). Also, the 1- and 2-year stability of the Monkey game was investigated. The Monkey game showed excellent internal consistency, good concurrent relationships with the other working memory measures, and significant age differences in performance. Performance on the Monkey game was also predictive of subsequent reading comprehension and mathematics performance, even after controlling for individual differences in intelligence. Performance on the Monkey game was influenced by classroom membership. The Monkey game is a reliable and suitable instrument for the online computerized and self-reliant assessment of verbal working memory in primary school children.

How Do Groups Work? Age Differences in Performance and the Social Outcomes of Peer Collaboration

Do children derive different benefits from group collaboration at different ages? In the present study, 183 children from two age groups (8.8 and 13.4 years) took part in a class quiz as members of a group, or individually. In some groups, cohesiveness was made salient by awarding prizes to the top performing groups. In other groups, prizes were awarded to the best performing individuals. Findings, both in terms of social outcomes and performance in the quiz, indicated that the 8-year olds viewed the benefits of group membership in terms of the opportunities to receive information from other members. The 13-year olds, in contrast, viewed group collaboration as a constructive process where success was connected with group cohesiveness.

Whose picture is this? Children's memory for item and source information.

Children aged 3½ to 6½years viewed pictures of common objects presented either once or three times on one of two consecutive days. A different hand puppet was used to present the pictures on each day, providing both perceptual and temporal cues to source. At test, old (studied) and new (non-studied) pictures were presented for item recognition and source identification. Results showed that both item and source accuracy were higher for older (M=5; 9years) than younger children (M=4; 6years). Significant interactions between Age and Day of study were found for both item and source accuracy. For younger children, accuracy was higher for pictures studied on Day 1 than Day 2 (significant for source identification but not item recognition), whereas older children showed the opposite pattern: Higher accuracy for Day 2 than Day 1 (significant for item recognition but not source identification). Results are interpreted with respect to proactive interference and response bias. The utility of signal detection theory measures in determining the basis of age differences in performance of source identification is discussed.

These pretzels are going to make me thirsty tomorrow: Differential development of hot and cool episodic foresight in early childhood?

The current study examined 3- and 7-year-olds' performance on two types of episodic foresight tasks: A task that required 'cool' reasoning processes about the use of objects in future situations and a task that required 'hot' processes to inhibit a salient current physiological state in order to reason accurately about a future state. Results revealed that 7-year-olds outperformed 3-year-olds on the episodic foresight task that involved cool processes, but did not show age differences in performance on the task that involved hot processes. In fact, both 3- and 7-year-olds performed equally poorly on the task that required predicting a future physiological state that was in conflict with their current state. Further, performance on the two tasks was unrelated. We discuss the results in terms of differing developmental trajectories for episodic foresight tasks that differentially rely on hot and cool processes and the universal difficulties humans have with predicting later outcomes that conflict with current motivational states.

Importance Effects on Age Differences in Performance in Event-Based Prospective Memory

Background: Most laboratory-based studies on prospective memory show a decline with increasing age. Theoretical explanations for age differences focus on the allocation of attentional resources to support prospective remembering. The recruitment of prospective memory target monitoring seems to be influenced by perceived task importance. Objective: In the present study, we investigated the influence of task importance on the magnitude of age differences in event-based prospective memory. Methods: Healthy younger (n = 25) and older (n = 25) adults were instructed a priori to prioritize either the ongoing or the prospective memory task before performing an event-based prospective memory task. Results: We found an interaction between age and task importance: instructed higher importance of the ongoing task compared to the prospective memory task component produced significant age-related declines in prospective remembering. By contrast, if older adults treated the prospective memory task component as more important than the ongoing task, they achieved equivalent levels of prospective memory performance as their younger counterparts, but did so at a cost to ongoing task performance. Conclusions: The present data indicate that task importance is one of the factors determining the presence or absence of age deficits in prospective remembering. Findings are discussed in the context of limited processing resources in old age and theoretical frameworks of event-based prospective memory.

Word fluency performance and strategies in children with cochlear implants: age‐dependent effects?

Word fluency was examined in 73 Swedish children aged 6-9 years divided into two age groups, 6-7 and 8-9 years; 34 deaf children with cochlear implants (CI) (15 girls/19 boys) and 39 age-matched children with normal hearing (NH) (20 girls/19 boys). One purpose was to compare the ability to retrieve words in two different word fluency tasks; one phonemically based (FAS letter fluency) and one semantically based (animal fluency). A second purpose was to examine retrieval strategies in the two tasks by conducting an analysis of clustering and switching of word sequences. In general we found that age was an important factor for word fluency ability, in both the CI and the NH groups. It was also demonstrated that children with CI aged 8-9 years retrieved significantly fewer words and used less efficient strategies in the retrieval process, especially on the phonemically based task compared to children with NH of the same ages, whereas children 6-7 years performed similarly in both groups regarding number of retrieved words and use of strategies. The results are discussed with respect to factors such as age differences in performance for children with CI, especially for the phonemically based task.

To deliberate or not to deliberate: Interactions between age, task characteristics, and cognitive activity on decision making

The effects of aging and deliberative activities on decision making were examined. In two separate tasks, young, middle-aged, and older adults were presented with four alternatives and given instructions to choose the best one. Following study, participants were either given additional time to think about their decision or were prevented from doing so. Decision quality did not benefit from additional deliberative activity when the structure of the stimuli facilitated fluent online processing. In contrast, deliberation promoted performance when such processing was more difficult. In addition, those individuals who focused on attribute information relevant to the decision context performed better than those who did not. Age differences in performance were minimal, but older adults with lower levels of education or cognitive ability tended to perform worse than the rest of the sample under conditions where deliberative skills were required to promote performance. The results are inconsistent with recent proposals regarding the benefits of passive deliberation. In addition, the results support the general assertion that the age effects in decision making will be most evident in situations dependent upon deliberative skills.

Age Differences in Strategic Planning as Indexed by the Tower of London

The present study examined age differences in performance on the Tower of London, a measure of strategic planning, in a diverse sample of 890 individuals between the ages of 10 and 30. Although mature performance was attained by age 17 on relatively easy problems, performance on the hardest problems showed improvements into the early 20s. Furthermore, whereas age-related performance gains by children and adolescents (ages 10-17) on the hardest problems were partially mediated by maturational improvements in both working memory and impulse control, improved performance in adulthood (ages 18+) was fully mediated by late gains in impulse control. Findings support an emerging picture of late adolescence as a time of continuing improvement in planned, goal-directed behavior.