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The effects of inconsistent information : age differences in im pression formationBerkovsky, Kathryn Lea 05 1900 (has links)
No description available.
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Investigating the relationship between metamemory and memory performance predictionsSaylor, Laurie 08 1900 (has links)
No description available.
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Decision-based and memory-based reductions of false recognition in young and older adultsMcCabe, David P. 08 1900 (has links)
No description available.
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An analysis of ability/performance relationships as a function of practice and ageRogers, Wendy Anne 12 1900 (has links)
No description available.
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Memory changes across the adult lifespan: formation of gains and lossesMori, Monica Sachiko 05 1900 (has links)
This experiment investigated memory changes across the adult lifespan and some factors
that might be associated with these changes. Adult participants of all ages (16 to 83 years old)
were asked to orally describe scenic color photographs, and then following a delay, to re-describe
these pictures from memory. Given information is objective, physical objects and their
attributes that are depicted in a target picture, whereas beyond information is subjective, personal
experiences and inferences that are not depicted in a target picture per se but are associated with
a target picture. Chapter 3 examined the content of these picture descriptions for the amount of
given and beyond information that was encoded and retrieved about target pictures. The results
indicated an age-related decline in memory for given information and preserved memory for
beyond information. Chapter 4 examined the relationship between perceptual and verbal ability
and memory for given and beyond information. Perceptual ability was assessed by self-report
measures of auditory and visual ability and verbal ability was measured by a standardized test.
The results indicated that an age-related improvement in verbal ability, but not an age-related
decline in perceptual ability, was related to memory for given and beyond information. Chapter
5 explored age-related changes in memory for feminine and masculine information across the
adult female lifespan. Feminine and masculine information is information that would be
considered exclusively relevant to young women and men, respectively. The results indicated an
age-related increase in memory for feminine information and no age-related change in memory
for masculine information. The divergent age-related changes in memory for given and beyond
information and for feminine and masculine information were interpreted in terms of a
developmental approach to schema theory and the lifespan psychology notions of selective
optimization with compensation and loss in the service of growth. The present study suggests an
integration between the domains of personality and cognitive psychology as one avenue for
future research that could lead to a more complete understanding of memory and aging. / Arts, Faculty of / Psychology, Department of / Graduate
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An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levelsRobertson, Chuck Lewis 05 1900 (has links)
No description available.
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Noncriterial recollection in young and older adults: the errects of defining recollection specifically in the remember-know and dual process signal detection paradigmsParks, Colleen M. 03 1900 (has links)
No description available.
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Examining age-related differences in knowledge updating in a categorized list-learning taskHines, Jarrod Charles 03 April 2013 (has links)
Distinctive encoding is the processing of unique item-specific information in the context of more general relational or organizational information. It enhances memory performance for both younger and older adults (Smith, 2006). The current work examined how adults use distinctive encoding to aid their free recall performance and whether task experience alters subsequent use of a distinctive encoding strategy. At study participants saw a series of five-item taxonomically categorized lists (e.g., FRUITS). They were first required to generate a category-consistent label (e.g., TASTY FRUIT). In the guided condition, they were then required to generate a single word representing either (1) another category-consistent characteristic (e.g., GROWS) or (2) a characteristic that distinguished a study target from the other items (e.g., FUZZY for the target KIWI). In the self-initiated condition, participants were allowed to select an encoding strategy on their own. After test, all participants completed a second study-test phase with self-initiated strategies. Younger adults initially rated distinctive encoding as more effective, relative to relational encoding, than did older adults, and this difference persisted after test experience, indicating an age difference in learning about the relative superiority of distinctive processing. Consistent with these ratings, distinctive encoding was implemented more so by unguided younger adults than older adults in phase 1. However, both strategy use and recall performance were similar across age and study conditions in phase 2. Both older and younger adults were capable of utilizing distinctive encoding effectively following task experience, although perceptions of strategic effectiveness did not always correspond to self-initiated study behaviors.
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Understanding the Role of Planning in the Performance of Complex Prospective Memory TasksStronge, Aideen Joyce 07 July 2006 (has links)
Prospective memory also known as remembering to
remember is the process of remembering to carry
out future actions. The present study
investigated age-related differences in the
performance of two complex prospective memory
tasks for 30 younger adults (M = 19.43, SD =
2.10) and 30 older adults (M = 66.87, SD =
3.25). The two tasks had the same constraints,
but were framed within different contexts (i.e.,
taking medications or scheduling
groups). Participants performed the tasks within
a simulated week based on activities they perform
as part of their weekly routine, and they were
given 30 minutes to develop plans to help them
remember the tasks. Older adults were as
accurate as younger adults in developing their
plans for both tasks, but made significantly more
errors in carrying out the prospective
tasks. Planning style was not directly
predictive of performance for the group
task. However, age-related differences in
performance for the medication task were related
to planning style such that age-related declines
in performance were observed for older adults who
used a planning style that did not provide
adequate memory support (i.e., list layout with
time cues). Moreover, participants of all ages
with lower levels of planning experience were
more likely to select this ineffective planning
style. These findings provide evidence that
age-related differences in prospective memory can
be ameliorated through the use of a familiar task
and the opportunity to develop plans to remember
the task. However, if participants develop an
ineffective plan they will show performance decrements.
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Judgments of Learning for Source Information in a Metamemory Paradigm: the Judgment of Source LearningSinclair, Starlette Margaret 10 July 2007 (has links)
This project introduces a judgment of source learning (JOSL), an evaluative judgment by which participants make predictions about their ability to remember the source or modality of stimuli in the future (at test). The JOSL is an open-ended judgment that encapsulates a) participants confidence in the information they are able to retrieve at the time of the judgment, b) participants confidence in the strategy that they are using for retrieval, and c) participants confidence in how effective their current retrieval and monitoring strategies will be in the future. Younger and older adults studied a paired associate list comprised of unrelated text-sound, or text-picture stimuli. They provided judgments of learning for paired-associate memory (JOLs), and some provided judgments of source learning for target source memory (JOSLs). Participants also provided strategy reports for study. JOSLs did not reliably predict source recall, and level of source recall varied as a function of target type rather than condition. Age differences were found in JOL resolution, where younger adults were more accurate in their prediction of future paired associate memory than older adults. Confidence gammas showed that both younger and older adults could reliably identify which items they answered correctly; however, the confidence gamma for source recall of sound targets was reliably negative, mostly likely a result of a PICTURE response bias and overconfidence in wrongly source attributed sound targets.
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