AGE DIFFERENCES IN RESOURCE ALLOCATION DURING READING

描述：这项研究的工作假设是，尽管 成年后期处理能力减弱(Salhouse，1991)，年龄较大 成年人可以在阅读时有选择地分配时间，以优化 理解和记忆(参看Baltes&Baltes，1990)；因为 然而，与年龄相关的处理能力的降低，是这一点的必然结果 假设是老年人的策略一定不同于 年轻人为了达到与年轻人相当的认知结果 年轻人。一系列研究将通过检验 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(通过对不同阅读策略的时间分配来衡量 文本的各方面)和随后的性能(在存储器方面， 理解和解决问题)。因此，试验性的组合 并将使用相关方法(Hertzog，1995)来评估年龄 在线资源分配的差异，将这些差异与 业绩成果，并提出改进案文的建议 不同阅读目标的老年读者的处理效率。在……里面 最近的研究表明，阅读时间存在年龄差异 分配以及产生良好效果的策略中的年龄差异 回忆绩效(Stine，1990；Stine等人，1995；Stine等人，Under 修订)，本提案中的研究将建立在这项研究的基础上， 解决这些战略差异所代表的程度 可靠的个体差异，它们之间的关联程度 已知与记忆相关的认知和元认知结构 表现，老年人阅读策略的灵活性，以及如何 许多先验知识有助于资源分配策略。 此外，调查人员将试图了解在什么程度上是最佳的 老年人之间的资源分配可以通过操纵来实现 这会引起处理困难。

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.