Although declarative memory declines with age, sex and education might moderate these weaknesses. We investigated effects of sex and education on nonverbal declarative (recognition) memory in 704 older adults (aged 58–98, 0–17 years of education). Items were drawings of real and made-up objects. Age negatively impacted declarative memory, though this age effect was moderated by sex and object-type: it was steeper for males than females, but only for real objects. Education was positively associated with memory, but also interacted with sex and object-type: education benefited women more than men (countering the age effects, especially for women), and remembering real more than made-up objects. The findings suggest that nonverbal memory in older adults is associated negatively with age but positively with education; both effects are modulated by sex, and by whether learning relates to preexisting or new information. The study suggests downstream benefits from education, especially for girls.

尽管声明式记忆随着年龄的增长而下降，但性别和教育程度可能会缓解这些弱点。我们调查了704名老年人（年龄在58-98岁，0-17岁的教育中）的性行为和教育对非语言陈述（识别）记忆的影响。项目是真实的和人造的对象的图纸。年龄对声明式记忆产生了负面影响，尽管这种年龄效应受到性别和物体类型的影响：男性比女性更陡峭，但仅针对真实物体。教育与记忆有正相关关系，但也与性别和物体类型相互作用：教育比男性受益更多（抵制年龄效应，尤其是对女性的影响），对真实事物的记忆远胜于虚构物体。研究结果表明，老年人的非语言记忆与年龄呈负相关，与教育呈正相关。两种影响都受到性别的影响，以及学习是否与既有信息或新信息有关。该研究表明，教育对下游的好处，特别是对女孩的好处。