Age differences in the effects of conceptual integration training on resource allocation in sentence processing.
Age differences in the effects of conceptual integration training on resource allocation in sentence processing.
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DOI：
10.1080/17470210903330983
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发表时间：
2010-07
期刊：
影响因子：
--
通讯作者：
Shake MC
中科院分区：
文献类型：
--
作者：
Stine-Morrow EA;Noh SR;Shake MC
本研究考察了在概念整合的外显教学中，阅读策略适应的年龄差异。在实验1中，年轻人，中年人和老年人使用移动窗口方法阅读延迟回忆的句子。实验组的读者在阅读过程中接受了建立概念联系的指导，而控制组的读者则被简单地鼓励分配努力。回归分析分解每个条件下的逐字阅读时间隔离的时间分配给概念处理的文本中的新概念被引入的点，以及在条款和句子的边界。虽然年轻的成年人响应指示，差异分配努力句子总结，老年人分配努力句内总结和新的概念，因为他们被介绍，这表明老年读者优化他们的努力分配到语言计算textbase建设在他们的处理能力。实验二证实，概念整合训练提高了老年读者的即时回忆，这是产生概念加工分配的结果。
This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing.
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