This work examined whether semantically relevant schemas could facilitate learning in the transverse patterning (TP) task, which requires participants to learn the value of each stimulus in relation to the stimulus with which it is paired (e.g., A wins over B, B wins over C, C wins over A). Younger and older adults received the standard TP in isolation (alone condition), with additional sessions (practice condition), or with 2 TP sessions, which used familiar stimuli with known relations (e.g., rock–paper–scissors, semantic condition). Accuracy improved when training was provided within the context of a previously known relational framework, beyond the benefits obtained with extended practice with the task. When levels of education and vocabulary scores were considered as covariates, age-related deficits in accuracy were observed in the alone and practice conditions but were eliminated in the semantic condition. Extended practice and appealing to prior knowledge improved explicit awareness for the stimulus contingencies for each age-group. Thus, age-related deficits in learning relations among items may be remediated using existing relational information within semantic memory as an analog for new learning.
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