Pesta B J, Sanders R E, Nemec R J
Department of Psychology, University of Akron, Ohio 44325-4301, USA.
Exp Aging Res. 1996 Apr-Jun;22(2):155-69. doi: 10.1080/03610739608254004.
Recent studies suggest that older adults' simple arithmetic fact knowledge may be superior to that of college students, as evidenced by the older adults' more frequent use of direct memory retrieval (versus computation) as an answer generation mechanism. Whereas previous studies assessed strategy selection via self-report and/or reaction time, we have adopted the "generation effect" paradigm-better memory for items that are subject-generated versus those that are simply read. The memorial advantage of generation depends in part on the degree of effort involved in generating versus reading an item. Because direct retrieval is less effortful than computation, we expected qualitative age differences in answer generation strategies to manifest themselves as age differences in the magnitude of the generation effect, especially for problems with larger answers. With simple multiplication problem materials, the expected Age x Problem Size interaction was found. In a verbal materials comparison condition, the size of the generation effect did not differ across adult age.
最近的研究表明，老年人的简单算术事实性知识可能优于大学生，这一点可由老年人更频繁地使用直接记忆检索（而非计算）作为答案生成机制得以证明。以往的研究通过自我报告和/或反应时间来评估策略选择，而我们采用了“生成效应”范式——对自己生成的项目的记忆优于简单阅读的项目。生成的记忆优势部分取决于生成一个项目与阅读一个项目所涉及的努力程度。由于直接检索比计算省力，我们预期答案生成策略在质量上的年龄差异会表现为生成效应大小上的年龄差异，尤其是对于答案较大的问题。使用简单乘法问题材料时，发现了预期的年龄×问题大小交互作用。在言语材料比较条件下，各成年年龄段的生成效应大小没有差异。
