Orienting task effects on memory for presentation modality in children, young adults, and older adults.
Children (7 to 10 years), young adults (17 to 24 years), and older adults (55 to 77 years) were asked to learn three lists of words that were of mixed modality (half the words were visual, and half the words were auditory). With one list the subjects were asked a semantic orienting question; with another, a nonsemantic orienting question; and with a third, no orienting question. Half the subjects in each age group were also asked to remember the presentation modality of each word. Older adults remembered less information about modality than children and young adults did, and the variation in the type of orienting question--or the lack of one--affected modality identification. However, there was no Orienting Task x Age interaction for modality identification. The results of this study suggest that encoding modality information does not take place automatically--in any age group--but that explanations focusing on encoding strategies and effort are not likely to account for older adults' difficulties in remembering presentation modality.
Lehman
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Department of Psychology, George Mason University.
Bovasso
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Grout
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Happ
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D000293:Adolescent; D000328:Adult; D000368:Aged; D000375:Aging / Q000523:psychology*; D001143:Arousal; D001288:Attention; D002648:Child; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D009949:Orientation; D011932:Reading; D012153:Retention, Psychology; D012660:Semantics; D013067:Speech Perception; D014706:Verbal Learning