2.50
Hdl Handle:
http://hdl.handle.net/10755/160174
Type:
Presentation
Title:
Cue Properties and Place Learning in Younger versus Older Women
Abstract:
Cue Properties and Place Learning in Younger versus Older Women
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2005
Author:Veltman, Rebecca, PhDc, RN
P.I. Institution Name:Grand Valley State University
Title:Assistant Professor
Contact Address:Kirkhof College of Nursing, 301 Michigan Street, Grand Rapids, MI, 49503, USA
Contact Telephone:269-331-3079
Co-Authors:Barbara Therrien, PhD, RN, FAAN, Associate Professor
Place learning, a function of the hippocampus (HPC) in the brain is
the ability to make mental maps of environments; it is a critical
cognitive function needed to learn new or changed environments. Place
learning is often impaired with aging, possibly due to changes in HPC
function. Environmental conditions that influence eldersÆ'ability to learn
new or changed environments are not known. We hypothesized that salient
(prominent and meaningful) and stable cues (unchanging) are particularly
important properties for place learning in elder as compared to young
women. To test this hypothesis, 20 healthy older (over 65) and 6 younger
women were recruited from senior centers, churches, and independent senior
living centers. Pre-tests for visual acuity, cognition (MMSE), verbal and
spatial working memory were conducted. Place learning was measured by the
Computer Generated (CG) Arena, a virtual reality task, which required
subjects to use constellations of environmental cues (cognitive mapping)
to find a hidden platform in four different environments, which varied
with respect to stability and salience of cues. Subjects received 6
learning trials in each environment. Place learning was measured as time
to target, directional heading error, the percent of time spent in the
target quadrant, and path length to target. Linear mixed model analysis
revealed a significant effect of age (F=14.02, p< .001), cue properties
(F=6.908, p < .0001) living setting (home versus senior apartment,
F=4.674, p < .031), attentional ability (F=2.843, p< .037), and social
networks (F=3.891, p < .049) on place learning measures. Subjects learned
the best under highly salient and stable cue conditions. In contrast to
young, older women did not learn in under nonsalient or unstable cue
conditions. We conclude that older women can learn new places. However,
learning is slow and depends on high degrees of salience and stability in
the environmental surround.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCue Properties and Place Learning in Younger versus Older Womenen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160174-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Cue Properties and Place Learning in Younger versus Older Women</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Veltman, Rebecca, PhDc, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Grand Valley State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Kirkhof College of Nursing, 301 Michigan Street, Grand Rapids, MI, 49503, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">269-331-3079</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">veltmanr@gvsu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Barbara Therrien, PhD, RN, FAAN, Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">Place learning, a function of the hippocampus (HPC) in the brain is <br/> the ability to make mental maps of environments; it is a critical <br/> cognitive function needed to learn new or changed environments. Place <br/> learning is often impaired with aging, possibly due to changes in HPC <br/> function. Environmental conditions that influence elders&AElig;'ability to learn <br/> new or changed environments are not known. We hypothesized that salient <br/> (prominent and meaningful) and stable cues (unchanging) are particularly <br/> important properties for place learning in elder as compared to young <br/> women. To test this hypothesis, 20 healthy older (over 65) and 6 younger <br/> women were recruited from senior centers, churches, and independent senior <br/> living centers. Pre-tests for visual acuity, cognition (MMSE), verbal and <br/> spatial working memory were conducted. Place learning was measured by the <br/> Computer Generated (CG) Arena, a virtual reality task, which required <br/> subjects to use constellations of environmental cues (cognitive mapping) <br/> to find a hidden platform in four different environments, which varied <br/> with respect to stability and salience of cues. Subjects received 6 <br/> learning trials in each environment. Place learning was measured as time <br/> to target, directional heading error, the percent of time spent in the <br/> target quadrant, and path length to target. Linear mixed model analysis <br/> revealed a significant effect of age (F=14.02, p&lt; .001), cue properties <br/> (F=6.908, p &lt; .0001) living setting (home versus senior apartment, <br/> F=4.674, p &lt; .031), attentional ability (F=2.843, p&lt; .037), and social <br/> networks (F=3.891, p &lt; .049) on place learning measures. Subjects learned <br/> the best under highly salient and stable cue conditions. In contrast to <br/> young, older women did not learn in under nonsalient or unstable cue <br/> conditions. We conclude that older women can learn new places. However, <br/> learning is slow and depends on high degrees of salience and stability in <br/> the environmental surround.</td></tr></table>en_GB
dc.date.available2011-10-26T22:41:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:41:42Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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