Evidence against preserved syntactic comprehension in healthy aging.


Journal

Journal of experimental psychology. Learning, memory, and cognition
ISSN: 1939-1285
Titre abrégé: J Exp Psychol Learn Mem Cogn
Pays: United States
ID NLM: 8207540

Informations de publication

Date de publication:
Dec 2019
Historique:
pubmed: 19 4 2019
medline: 18 4 2020
entrez: 19 4 2019
Statut: ppublish

Résumé

We investigated age-related differences in syntactic comprehension in young and older adults. Most previous research found no evidence of age-related decline in syntactic processing. We investigated elementary syntactic comprehension of minimal sentences (e.g., I cook), minimizing the influence of working memory. We also investigated the contribution of semantic processing by comparing sentences containing real verbs (e.g., I cook) versus pseudoverbs (e.g., I spuff). We measured the speed and accuracy of detecting syntactic agreement errors (e.g., I cooks, I spuffs). We found that older adults were slower and less accurate than younger adults in detecting syntactic agreement errors for both real and pseudoverb sentences, suggesting there is age-related decline in syntactic comprehension. The age-related decline in accuracy was smaller for the pseudoverb sentences, and the decline in speed was larger for the pseudoverb sentences, compared to real verb sentences. We suggest that syntactic comprehension decline is stronger in the absence of semantic information, which causes older adults to produce slower responses to make more accurate decisions. In line with these findings, performance for older adults was positively related to a measure of processing speed capacity. Taken together, we found evidence that elementary syntactic processing abilities decline in healthy aging. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Identifiants

pubmed: 30998075
pii: 2019-21480-001
doi: 10.1037/xlm0000707
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

2290-2308

Auteurs

Charlotte Poulisse (C)

School of Psychology.

Linda Wheeldon (L)

Department of Foreign Languages and Translation, University of Agder.

Katrien Segaert (K)

School of Psychology.

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