Encoding and memory of explicit and implicit information.

The usefulness of a general capacity model for predicting age differences in memory for critical information in text was assessed. Passages that either explicitly stated or implied, in either a predictable or unpredictable manner, a fact central to understanding were read to study participants. No age differences were obtained in the recall of explicit central facts, but the younger adults outperformed the older adults when these facts had to be inferred. A revised capacity model, which implicates encoding processes in the breakdown of inference formation, is outlined to account for these and other data.

Do sex-role appropriate materials influence the Piagetian task performance of older adults?

The intent of this study was to assess the influence of sex-role appropriate materials on the utilization of logical competence among older persons, and to determine how such materials interact with subject's sex-role identity to affect cognitive performance. Thirty male and 30 female Ss (mean age = 71.3 years) were administered the Short Form of the Bem Sex-Role Inventory and either a male-oriented, a female-oriented, or a traditional version of two concrete operational and two formal operational Piagetian tasks. Gender was found to influence performance on one of the concrete tasks, task orientation influenced performance on one of the formal tasks, and sex-role classification interacted with task orientation to influence performance on both of the formal operational tasks. The pattern of results suggested that subjects may perform best on those versions of the formal operational tasks that do not match their own sex type. Possible explanations for these findings are discussed.

The processing of frequency of occurrence information by adults.

Three groups of adults (mean ages 22, 43, and 68 years) listened to a list containing 30 words that were repeated from zero to seven times each. The subjects were then tested for their sensitivity to differences in frequency of occurrence. All groups were found to be equally sensitive to frequency information. Prior knowledge about the exact nature of the forthcoming test did not affect performance. These results are interpreted in light of a theory that suggests that performance is determined by at least two factors: the cognitive capacity that an individual has available, and the capacity demands imposed by the task.