Timothy A. Salthouse
University of Virginia
295 Papers
4.5K Citations
Timothy A. Salthouse is an academic researcher from University of Virginia. The author has contributed to research in topics: Cognition & Cognitive skill. The author has an hindex of 94, co-authored 295 publications. Previous affiliations of Timothy A. Salthouse include University of Michigan & Georgia Institute of Technology.
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Papers
Shared and unique influences on age-related cognitive change.
TL;DR: Differences in cognitive functioning associated with aging are often attributed to domain-specific effects, but results from this and other recent studies suggest that large proportions of the age differences are associated with general influences shared across different types of cognitive measures.
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Normative data for equivalent, parallel forms of the Judgment of Line Orientation Test
John L. Woodard,Ralph H.B. Benedict,Timothy A. Salthouse,Jeffrey P. Toth,Dennis J. Zgaljardic,Holly E. Hancock +5 more
TL;DR: This work presents a single set of normative data to be used for both the odd-item and even-item forms derived from Form V of the JLO based on responses from a healthy geriatric sample and concludes that these JLO short-form normative data may be used in clinical screening situations or when serial assessments are needed.
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Contributions of the Individual Differences Approach to Cognitive Aging
TL;DR: Reviewing research in cognitive aging incorporating an individual differences approach to improve sensitivity and validity of measurement of cognitive functioning and investigate relations between age and individual cognitive measures in the context of other types of cognitive measures.
Using selective interference to investigate spatial memory representations.
TL;DR: Two experiments used a selective interference procedure to determine whether nonverbal visual stimuli were represented in memory in a verbal or spatial format, and results were interpreted as providing support for the notion that verbal and spatial information are stored and processed in separate information-processing systems.
Frequent assessments may obscure cognitive decline.
TL;DR: Cognitive change may not be detected when individuals are assessed frequently with relatively short intervals between the assessments, and when an intervening assessment occurred during the interval.
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