AGE DIFFERENCES IN RESOURCE ALLOCATION DURING READING

阅读过程中资源分配的年龄差异

• 批准号: 2442334
• 负责人: ELIZABETH A L STINE-MORROW
• 金额: $ 14.11万
• 依托单位: UNIVERSITY OF NEW HAMPSHIRE
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-09-01 至 2001-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2442334
• 关键词: adult human (21+); age difference; aging; behavioral /social science research tag; cognition; human subject; memory; online computer; performance; problem solving; reading

DESCRIPTION: The working hypothesis for this research is that, in spite of diminished processing capacity in later adulthood (Salthouse, 1991), older adults can selectively allocate time as they read so as to optimize comprehension and memory (cf. Baltes & Baltes, 1990); because of age-related reductions in processing capacity, however, a corollary of this hypothesis is that older adults' strategies must be different from those of the young in order to accomplish cognitive outcomes comparable to those of the young. A series of studies will test this hypothesis by examining the effects of individual differences, text variables, and task variables on age differences in reading strategy (as measured by time allocation to different aspects of the text) and consequent performance (in terms of memory, comprehension, and problem solving). Thus, a combination of experimental and correlational methods will be used (Hertzog, 1995) to assess age differences in on-line resource allocation, to relate these differences to performance outcomes, and to develop recommendations to enhance text processing effectiveness for older readers with different reading goals. In light of recent work showing group age differences in how reading time is allocated as well as age differences in the strategy that engenders good recall performance (Stine, 1990; Stine et al., 1995; Stine et al., under revision), the studies in this proposal will build on this research by addressing the extent to which these differences in strategy represent reliable individual differences, the extent to which they are related to cognitive and metacognitive constructs known to be related to memory performance, the flexibility of older adults' reading strategies, and how much a priori knowledge contributes to strategies of resource allocation. In addition, the investigators will attempt to learn to what extent optimal resource allocation among the elderly can be engendered by manipulations that incur processing difficulty.

描述：这项研究的工作假设是，尽管 成年后期的处理能力下降（Salthouse，1991），年龄较大 成年人可以有选择地分配时间，因为他们阅读，以优化 理解和记忆（cf。 Baltes & Baltes，1990年）;由于 与年龄相关的处理能力下降，然而，这是一个必然结果， 一种假设是，老年人的策略一定不同于 年轻人为了达到与那些 年轻人的 一系列的研究将通过检查 个体差异、文本变量和任务变量对年龄的影响 阅读策略的差异（通过分配给不同阅读策略的时间来衡量 文本的各个方面）和随后的性能（就存储器而言， 理解和解决问题）。 因此，结合实验 将使用相关方法（Hertzog，1995）评估年龄 在线资源分配的差异，将这些差异与 业绩成果，并提出建议，以加强文本 具有不同阅读目标的老年读者的加工有效性。 在 根据最近的研究显示，不同年龄组的人在阅读时间上存在差异， 分配以及年龄差异的战略，产生良好的 回忆性能（Stine，1990; Stine等人，1995; Stine等人，下 修订），本提案中的研究将以这项研究为基础， 解决这些战略差异在多大程度上代表了 可靠的个体差异，它们与 已知与记忆有关的认知和元认知结构 老年人阅读策略的灵活性，以及如何 许多先验知识有助于制定资源分配战略。 此外，研究人员将试图了解在何种程度上最佳 老年人之间的资源分配可以通过操纵产生 这会导致处理困难。