This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Byrd, M. Search for Related Content Social Bookmarking                         What's this?

The Effects of Age on the Ability to Read and Remember Textual Material Describing How to Perform Skilled Procedures

University of Canterbury

Two experiments were conducted to determine factors that facilitate or inhibit the ability of young and old adults to read and remember information about how to perform skilled procedures. Few age differences were found in the time taken to read texts that provided an explicit organizationalframework to interpret the material. Further, older adults memory for the central actions of the procedure were equivalent to those of younger individuals. Older adults memory for the subordinate details of the texts was somewhat poorer than that of their younger counterparts. A second study examined age differences in texts that did not provide an organi zational framework with the material. Both reading times and memory levels of the older individuals were negatively affected in this condition. Findings of these studies indicate that the ability to read and remember procedural knowledge is impaired by learning conditions more than by age. Suggestions are made about how to write texts to accommodate the needs of older readers.

Journal of Applied Gerontology, Vol. 12, No. 1, 83-99 (1993)
DOI: 10.1177/073346489301200108


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?