The effects of orienting tasks on adult age differences in recall and recognition

Jane L. Rankin, Thomas P. Hyland

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

This research examined the type of recognition errors made following orienting task instructions in order to investigate possible age differences in the depth of processing of information to be learned. Eighteen young, 18 middle-aged, and 18 elderly adults viewed 48 words, each of which was accompanied by learning instructions or a phonological or semantic orienting task. Subjects were then presented previously-seen items paired with a synonym, rhyme, or unrelated word. Analyses revealed no age differences in the number or pattern of recognition errors. Middle-aged and elderly adults recalled fewer items than young adults and their recall scores were less affected by orienting task instructions. Results are discussed in the context of possible age differences in the depth and elaboration of processing during study.

Original languageEnglish (US)
Pages (from-to)159-164
Number of pages6
JournalExperimental Aging Research
Volume9
Issue number3
DOIs
StatePublished - 1983

Funding

'This study was supported by a grant from the Drake University Research Council. The manuscript was prepared while the first author was SUP- ported by a grant from the Mcllon Foundation to University HOUKa t the University of Iowa. We would like to express appreciation to Vincent c. Nelson, Alumni Relations, Drake University. for his assistance in contacting participants, and Dr. George Miller for assistance in data analysis. 'Department of Psychology, Drake University, Des Moines, Iowa 503 11. 'NOWa t the Department of Psychology, University of Oklahoma, Norman, Oklahoma 73019. "1983 Beech Hill Enterprises, Inc.

ASJC Scopus subject areas

  • Aging
  • Arts and Humanities (miscellaneous)
  • General Psychology
  • Geriatrics and Gerontology

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