Background and aims: The aim of the present study was to examine whether deeper processing of words during encoding in middle-aged adults leads to a smaller increase in word-learning performance and a smaller decrease in retrieval effort than in young adults. It was also assessed whether high education attenuates age-related differences in performance.
Methods: Accuracy of recall and recognition, and reaction times of recognition, after performing incidental and intentional learning tasks were compared between 40 young (25-35) and 40 middle-aged (50-60) adults with low and high educational levels.
Results: Age differences in recall increased with depth of processing, whereas age differences in accuracy and reaction times of recognition did not differ across levels. High education does not moderate age-related differences in performance.
Conclusions: These findings suggest a smaller benefit of deep processing in middle age, when no retrieval cues are available.