<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ramscar, Michael</style></author><author><style face="normal" font="default" size="100%">Hendrix, Peter</style></author><author><style face="normal" font="default" size="100%">Shaoul, Cyrus</style></author><author><style face="normal" font="default" size="100%">Milin, Petar</style></author><author><style face="normal" font="default" size="100%">Baayen, Harald</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The myth of cognitive decline: non-linear dynamics of lifelong learning.</style></title><secondary-title><style face="normal" font="default" size="100%">Top Cogn Sci</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Top Cogn Sci</style></alt-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Aging</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognition disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">Computer Simulation</style></keyword><keyword><style  face="normal" font="default" size="100%">Human Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Models, Psychological</style></keyword><keyword><style  face="normal" font="default" size="100%">Neuropsychological Tests</style></keyword><keyword><style  face="normal" font="default" size="100%">Nonlinear Dynamics</style></keyword><keyword><style  face="normal" font="default" size="100%">Psychometrics</style></keyword><keyword><style  face="normal" font="default" size="100%">Psychomotor Performance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014 Jan</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.ncbi.nlm.nih.gov/pubmed/24421073</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><pages><style face="normal" font="default" size="100%">5-42</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;As adults age, their performance on many psychometric tests changes systematically, a finding that is widely taken to reveal that cognitive information-processing capacities decline across adulthood. Contrary to this, we suggest that older adults&#039;; changing performance reflects memory search demands, which escalate as experience grows. A series of simulations show how the performance patterns observed across adulthood emerge naturally in learning models as they acquire knowledge. The simulations correctly identify greater variation in the cognitive performance of older adults, and successfully predict that older adults will show greater sensitivity to fine-grained differences in the properties of test stimuli than younger adults. Our results indicate that older adults&#039;; performance on cognitive tests reflects the predictable consequences of learning on information-processing, and not cognitive decline. We consider the implications of this for our scientific and cultural understanding of aging.&lt;/p&gt;</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><custom1><style face="normal" font="default" size="100%">http://www.ncbi.nlm.nih.gov/pubmed/24421073?dopt=Abstract</style></custom1></record></records></xml>