{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,3,11]],"date-time":"2025-03-11T04:11:32Z","timestamp":1741666292811,"version":"3.38.0"},"reference-count":20,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[1996,9,1]],"date-time":"1996-09-01T00:00:00Z","timestamp":841536000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Hum Factors"],"published-print":{"date-parts":[[1996,9]]},"abstract":"<jats:p> The present study investigated age-related differences in perceptual learning. We assessed performance and learning on a semantic category visual search task. We investigated whether prepractice was beneficial for general learning and for automatic attention response development. In terms of general learning, prepractice was beneficial, especially for older adults; however, prepractice did not benefit automatic attention response development. The implications of these results for training purposes are discussed. <\/jats:p>","DOI":"10.1518\/001872096778701953","type":"journal-article","created":{"date-parts":[[2006,10,24]],"date-time":"2006-10-24T14:06:29Z","timestamp":1161698789000},"page":"417-424","source":"Crossref","is-referenced-by-count":7,"title":["Age-Related Differences in Perceptual Learning"],"prefix":"10.1177","volume":"38","author":[{"given":"D. Kristen","family":"Gilbert","sequence":"first","affiliation":[{"name":"University of Memphis, Memphis, Tennessee"}]},{"given":"Wendy A.","family":"Rogers","sequence":"additional","affiliation":[{"name":"University of Georgia, Athens, Georgia"}]}],"member":"179","published-online":{"date-parts":[[1996,9,1]]},"reference":[{"key":"atypb1","volume":"80","author":"Baltig, W. F.","year":"1969","journal-title":"Journal of Experimental Psychology Monograph,"},{"key":"atypb2","doi-asserted-by":"crossref","unstructured":"Clark, J. L. & Rogers, W. A. (1994). Memory skill acquisition for young and old adults: Does training order affect learning. In Proceedings of the Human Factors and Ergonomics Society 37th Annual Meeting (pp. 155\u2013159). Santa Monica, CA: Human Factors and Ergonomics Society.","DOI":"10.1177\/154193129403800206"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1037\/0278-7393.1.5.629"},{"volume-title":"Manual for kit of factor-referenced cognitive tests.","year":"1976","author":"Ekstrom, R. 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M.","year":"1988"},{"key":"atypb16","first-page":"111","volume-title":"Cognitive skills and their acquisition","author":"Shiffrin, R. M.","year":"1981"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.84.2.127"},{"volume-title":"Manual for the Wechsler adults intelligence scale-revised.","year":"1981","author":"Wechsler, D.","key":"atypb18"},{"key":"atypb19","unstructured":"D. Kristen Gilbert is an assistant professor of psychology at Pepperdine University in Malibu, California. She received a Ph.D. in experimental psychology from the University of Memphisin 1995."},{"key":"atypb20","unstructured":"Wendy A. Rogers is an assistant professor of psychology at the University of Georgia. 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