Mead S, Fisk A D
School of Psychology, Georgia Institute of Technology, Atlanta 30332-0170, USA.
Hum Factors. 1998 Sep;40(3):516-23. doi: 10.1518/001872098779591313.
The present study focused on the type of information presented during training and its effects on initial and retention performance of older and younger adults interacting with computerized, new technology. The effects of emphasizing concepts versus actions during training on performance immediately after training and after a 1-month retention interval were examined. Younger and older adults completed either action or concept training for operating a virtual automatic teller machine (ATM). Overall, action training was associated with faster and more accurate performance immediately after training and better retention performance for older adults. For older adults, value of type of training interacted with type of task component. These findings are applicable to the development of age-specific training materials for computerized tasks.
本研究聚焦于训练过程中呈现的信息类型及其对与计算机化新技术交互的老年人和年轻人的初始表现及记忆表现的影响。研究考察了训练期间强调概念与强调动作对训练后即刻表现以及1个月记忆间隔后的表现的影响。年轻人和老年人完成了操作虚拟自动取款机（ATM）的动作训练或概念训练。总体而言，动作训练与训练后即刻更快、更准确的表现相关，且对老年人的记忆表现更有利。对于老年人来说，训练类型的价值与任务组成部分的类型相互作用。这些发现适用于针对计算机化任务开发适合不同年龄段的训练材料。
