Effects of item difficulty on the retrieval of solutions during cognitive skill acquisition: age differences.
Effects of item difficulty on the retrieval of solutions during cognitive skill acquisition: age differences.
复制标题
认知技能获取过程中项目难度对解决方案检索的影响：年龄差异。
DOI：
10.1080/13825580701879907
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Cerella,John
中科院分区：
文献类型：
--
作者：
Onyper,SergeV;Hoyer,WilliamJ;Cerella,John
在认知技能学习中，当问题和解决方案之间的联系得到加强时，往往会发生向获得解决方案的更好策略的转变。在两个技能学习实验中，我们研究了项目难度对年轻人和老年人解决方案检索和问题解决关联学习的影响。这两个实验的结果都表明，在年轻人和老年人中都存在“容易效应”，比如，对问题的解决方案的检索以及对问题的识别记忆，对容易的项目都是最好的。此外，在年轻人中发现了“困难效应”，但在老年人中没有发现，即较难的问题比中等难度的问题更容易获得解决方案和对问题的识别记忆。在项目水平上增加的计算需求延迟了老年人而不是年轻人的项目记忆和解决方案的检索，这一发现与技能学习中年龄相关差异的一般资源解释一致。
In cognitive skill learning, shifts to better strategies for obtaining solutions often occur while associations between problems and solutions are being strengthened. In two skill learning experiments, we examined the effects of item difficulty on the retrieval of solutions and the learning of problem–solution associations in younger and older adults. The results of both experiments demonstrated an ‘easy effect’ in both younger and older adults, such that the retrieval of solutions as well recognition memory for problems was best for the easier items. In addition, a ‘hard effect’ was found in younger adults, but not in older adults, whereby the retrieval of solutions as well as recognition memory for problems was better for harder items than for medium-difficulty items. The finding that increased computational demands at the item level delayed item memorization and the retrieval of solutions in older adults but not younger adults is consistent with a general-resources account of age-related differences in skill learning.