RESUMO
Children (7 to 10 years), young adults (17 to 24 years), and older adults (55 to 77 years) were asked to learn three lists of words that were of mixed modality (half the words were visual, and half the words were auditory). With one list the subjects were asked a semantic orienting question; with another, a nonsemantic orienting question; and with a third, no orienting question. Half the subjects in each age group were also asked to remember the presentation modality of each word. Older adults remembered less information about modality than children and young adults did, and the variation in the type of orienting question--or the lack of one--affected modality identification. However, there was no Orienting Task x Age interaction for modality identification. The results of this study suggest that encoding modality information does not take place automatically--in any age group--but that explanations focusing on encoding strategies and effort are not likely to account for older adults' difficulties in remembering presentation modality.
Assuntos
Envelhecimento/psicologia , Nível de Alerta , Atenção , Rememoração Mental , Orientação , Leitura , Percepção da Fala , Aprendizagem Verbal , Adolescente , Adulto , Idoso , Criança , Sinais (Psicologia) , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Retenção Psicológica , SemânticaRESUMO
A secondary task methodology was used to determine whether the retrieval of modality information is more cognitively effortful for older adults than younger ones. Young (M age = 20 years) and older (M age = 68 years) adults were asked to learn a mixed modality (auditory and visual) list of nouns. During recall of words and modality, subjects were asked to respond to a randomly presented light signal. Cognitive effort for the primary task (recall) was measured by interference with the signal detection task. Adding a modality identification task to word retrieval did not significantly increase cognitive effort for either age group, although young adults were better at both word and modality recall and word recall itself was more effortful for older adults. Results suggest that age decements in modality learning cannot be explained by greater cognitive effort during retrieval of information about modality.