Age-related differences in learning incidental, environmental information.
Age-related differences in learning incidental, environmental information.
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学习附带的环境信息方面存在与年龄相关的差异。
DOI：
10.1080/0361073x.2010.507429
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发表时间：
2011
影响因子：
1.8
通讯作者：
Meyer,Beth
中科院分区：
文献类型：
--
作者：
Caine,KellyE;Nichols,TimothyA;Fisk,ArthurD;Rogers,WendyA;Meyer,Beth
附带任务结构是一致的、潜在有益的信息，对于成功的任务执行不是必需的（即，似乎与任务无关）。作者调查了偶然任务结构是否对年轻人和老年人有益。在三个实验中，122名参与者在不同模式的刺激中寻找目标，使得某些模式与目标位置在不同程度上一致。一个年龄相关的差异被确定在一定条件下的学习能力的附带结构和策略解释的差异进行了调查。当老年人被鼓励至少在一定程度上注意预测信息时，学习发生了。老年人能够学习附带的环境信息，但他们的学习与年轻人的学习不一样。年轻的成年人表现出性能的好处时，提供了附带的任务结构，但老年人可能需要明确意识到它是有用的。
Incidental task structure is consistent, potentially beneficial, information that is not necessary for successful task performance (i.e., is seemingly unrelated to the task). The authors investigated whether incidental task structure was differentially beneficial to younger and older adults. Across three experiments, 122 participants searched for targets among stimuli laid upon different patterns, such that certain patterns correlated with target location at varying degrees of consistency. An age-related difference was identified in the ability to learn an incidental structure under certain conditions and a strategy explanation for the difference was investigated. When older adults' were encouraged to orient at least some degree of attention toward the predictive information, learning occurred. Older adults are capable of learning incidental, environmental information but their learning was not identical to younger adults'. Younger adults showed performance benefits when provided with incidental task structure, but older adults may need to be made explicitly aware before it is useful.