EFFECTS OF PACING AND VISUAL STIMULI ON THE MEMORY OF OLDER ADULTS.
Contributors: University of Nebraska--Lincoln.
Published: 1988
Number of pages: 101
Subjects: Gerontology.; Health Sciences, Nursing.; Education, Adult and Continuing.
Description: The purposes of this study were to analyze the effects of rate of presentation and visually simplified slides on the memory scores of older adults who frequented senior congregate meal sites in southeast Nebraska. The study also examined the relationship between selected demographics, such as age, education, interest in the subject, hearing ability, verbal ability, prior experience with the subject, and the memory scores of older adults.

Over 130 subjects participated in the study, but only 96 subjects met the sample selection criteria. After completing a pretest on osteoporosis, subjects were randomly assigned to one of three teaching groups to view a slide-tape presentation on osteoporosis the next week. Volunteer subjects from each group also completed the Quick Word Test (Borgatta & Corsini, 1964) to measure the covariate verbal ability.

There were no significant differences in memory scores for the material on osteoporosis among the three teaching groups. However, mean score increases were greater for the two treatment groups.

Analysis of variance showed that persons acquainted with a person with osteoporosis had significantly higher memory scores than those without such an acquaintance. Age effected memory scores, with persons in the oldest group scoring significantly lower than those in the youngest group. Education and interest level were also associated with differences in memory scores.

Differences were found among the three teaching groups when verbal ability and education level were introduced as covariates. No differences were found when interest level was used as a covariate. Pearson product correlations showed the demographic variable with the strongest correlation with memory was verbal ability. Age was found to have a moderate negative relationship with memory.
Notes: Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3837.

Thesis (PH.D.)--THE UNIVERSITY OF NEBRASKA - LINCOLN, 1988.

School code: 0138.