Adult age differences in memory elaboration.
Adult age differences in memory elaboration.
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记忆阐述的成人年龄差异。
DOI：
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发表时间：
1985
期刊：
影响因子：
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通讯作者：
M. Collins
中科院分区：
文献类型：
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作者：
J. Rankin;M. Collins
两个实验测试的假设，老年人进行更少的详细说明的信息比年轻的成年人学习。在实验1中，年轻人和老年人进行了测试的自由和上下文线索回忆的目标词嵌入在相关（精确）或不相关（不精确）的阐述结束的句子。在实验2中，年轻人和老年人进行了测试，回忆的话，在句子中提供相关或不相关的阐述或句子相关或不相关的阐述产生的参与者。他们还被测试了对这些细节的记忆。老年人表现出同样多的好处，从提供相关的阐述作为年轻人，但不太可能产生相关的阐述。结果反映了年龄相关的差异，在阐述刺激词在以前的知识和编码的句子上下文的特定属性。
Two experiments tested the hypothesis that elderly adults conduct less elaboration of information to be learned than young adults. In Experiment 1, young and elderly adults were tested for free and context-cued recall of target words embedded in sentences ending in relevant (precise) or irrelevant (imprecise) elaborations. In Experiment 2, young and elderly adults were tested for recall of words in sentences for which relevant or irrelevant elaborations were provided or sentences for which relevant or irrelevant elaborations were generated by the participants. They were also tested for memory of the elaborations themselves. Elderly adults showed as much benefit from the provision of relevant elaborations as young adults but were less likely to generate relevant elaborations. The results reflect age-related differences in elaborating stimulus words in terms of previous knowledge and in encoding specific attributes of sentence contexts.