Age-related differences in practice effects during reading comprehension: Older adults are slower to shift from computation to retrieval

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dayna R. Touron, Professor of Psychology and Associate Dean of the College of Arts & Sciences (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: One of the most robust effects in psychology is the finding that practice yields a negatively accelerated decrease in the time required to perform a task. Speed-ups with practice have been shown in a wide range of cognitive tasks, from mental arithmetic to air traffic control to reading comprehension, and in a wide range of age groups (e.g., Ackerman, 2007; Anderson & Lebiere, 1998; Jenkins & Hoyer, 2000; Logan & Klapp, 1991; Rawson, 2004; Touron & Hertzog, 2004a). The primary goal of the present research was to examine age-related differences in one of the cognitive mechanisms thought to underlie speed-ups with practice during reading comprehension.

Additional Information

Psychology and Aging, 24, 423-437
Language: English
Date: 2009
cognitive tasks, cognitive mechanisms, age-related differences, reading comprehension

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