TY - JOUR
T1 - Age differences in the effects of conceptual integration training on resource allocation in sentence processing
AU - Stine-Morrow, Elizabeth A.L.
AU - Noh, Soo Rim
AU - Shake, Matthew C.
N1 - Correspondence should be addressed to Elizabeth A. L. Stine-Morrow, Department of Educational Psychology, University of Illinois at Urbana-Champaign, 226 Education Building, 1310 South Sixth Street, Champaign, IL, 61820–6990, USA. E-mail: [email protected] We are grateful for support from the National Institute on Aging (Grant R01 AG13935). We also wish to thank Shoshana Hindin, Mandy Amsler, Mashone Parker, and Adam Joncich for assistance with participant testing and data scoring; and Dan Morrow for helpful comments on earlier drafts of this manuscript.
PY - 2010/7
Y1 - 2010/7
N2 - This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving-window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing.
AB - This research examined age differences in the accommodation of reading strategies as a consequence of explicit instruction in conceptual integration. In Experiment 1, young, middle-aged, and older adults read sentences for delayed recall using a moving-window method. Readers in an experimental group received instruction in making conceptual links during reading while readers in a control group were simply encouraged to allocate effort. Regression analysis to decompose word-by-word reading times in each condition isolated the time allocated to conceptual processing at the point in the text at which new concepts were introduced, as well as at clause and sentence boundaries. While younger adults responded to instructions by differentially allocating effort to sentence wrap-up, older adults allocated effort to intrasentence wrap-up and on new concepts as they were introduced, suggesting that older readers optimized their allocation of effort to linguistic computations for textbase construction within their processing capacity. Experiment 2 verified that conceptual integration training improved immediate recall among older readers as a consequence of engendering allocation to conceptual processing.
KW - Ageing
KW - Metacognition
KW - Reading
KW - Resource allocation
KW - Text memory
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U2 - 10.1080/17470210903330983
DO - 10.1080/17470210903330983
M3 - Article
C2 - 19941199
AN - SCOPUS:77954156846
SN - 1747-0218
VL - 63
SP - 1430
EP - 1455
JO - Quarterly Journal of Experimental Psychology
JF - Quarterly Journal of Experimental Psychology
IS - 7
ER -