Text memory and aging: Effect of reading perspective on recall of semantically related information
| Autor: | P. Allain, I. Iralde |
|---|---|
| Přispěvatelé: | Laboratoire de Psychologie des Pays de la Loire (LPPL), Université d'Angers (UA)-Université de Nantes - UFR Lettres et Langages (UFRLL), Université de Nantes (UN)-Université de Nantes (UN) |
| Rok vydání: | 2019 |
| Předmět: |
Recall
Point (typography) Episodic memory media_common.quotation_subject 05 social sciences Perspective (graphical) [SHS.PSY]Humanities and Social Sciences/Psychology Reading perspective [SCCO.LING]Cognitive science/Linguistics 050105 experimental psychology Salient Reading (process) Mémoire épisodique 0501 psychology and cognitive sciences General knowledge False memories Psychology Applied Psychology Text recall Memory and aging media_common Cognitive psychology |
| Zdroj: | European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Elsevier, 2019, 69 (3), pp.101-110. ⟨10.1016/j.erap.2019.05.001⟩ |
| ISSN: | 1162-9088 1878-3457 |
| Popis: | Introduction Impaired episodic remembering is one of the most salient features of cognitive aging. Objective The present study examined age-related differences in text memory, focusing on the extent and nature of these differences. Method Young (18–25 years) and older (73–77 years) adults were required to recall a descriptive text they had read after being given either a reading perspective (title or verbal instruction) or no indication. In the two experimental conditions, some idea units were important from a functional point of view, as they had to be selected to recall semantically related information better. Text information also had to be differentiated from general information. Results Participants did not exhibit any real age-related difficulty taking account of a title or a verbal instruction before reading. Nevertheless, our results showed that the older adults had poorer text memory, and produced fewer idea units from the text they had read and more extratextual idea units. These units mainly took the form of inferences from the text, in the case of the young adults, but were based more on general knowledge of the world in the case of the older ones. Conclusion Overall, these results suggest that young and older individuals recall quantitatively and qualitatively different information. Taking individual performance profiles into consideration, results are discussed in the light of the inhibitory process impairment hypothesis. This cannot, however, explain all the observations we made. Another plausible explanation is that older adults are more prone to memory distortions, involving gist-based rather than verbatim retrieval, the former possibly compensating for the age-related decline in episodic memory. According to this hypothesis, our results may also highlight an age-related change in communicative goals. |
| Databáze: | OpenAIRE |
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