Adult Learning Styles

4 April 2015
An examination of an article regarding adult learning entitled “The Influence of Learning Style and Cognitive Ability on Recall of Names and Faces in an Older Population,” conducted by Jean Neils-Strungas, Robert Krikorian, et al.

This paper briefly looks at the article which describes a study that examines whether a verbal or imagery cognitive style for older adults is associated with recall of names and faces learned in an experimental condition. The paper summarizes the main findings of the article which is trying to understand why remembering first names is problematic for the elder generation. The paper looks at type of research conducted, results found and evaluation of information.
“Fifty older adults attempted to learn the first and last names, forty names total, of twenty student actors and actresses pictured on videotapes. Participants, on average, learned the most first names, followed by last names, and full names resulted in the fewest recalls. “The greater the number of responses on a questionnaire associated with an imagery cognitive style, the more the names of faces were correctly identified by participants” (Neils-Strunjas 2001). The study found no significant relationship between a verbal cognitive style and the number of names and faces recalled. Regarding cognitive abilities, all of the abilities measured, with the exception of vocabulary comprehension, were significantly associated with the number of names and faces learned. “A regression analysis indicated that the best predictor of successful name-face learning was the participants’ ability to learn and recall 5 unrelated word pairs” (Neils-Strunjas 2001). Deleting that cognitive measure from the regression analysis, delayed visual memory and verbal fluency were the next best predictors of the older adults’ ability to learn names and faces (Neils-Strunjas 2001).
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