Learning to ignore distracters.

Rozek, Ellen Kathryn; Kemper, Susan; McDowd, Joan M.

doi:10.1037/a0025578

Cited by 21 publications

(16 citation statements)

References 20 publications

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“…The aim of these models was to test the effects of age on relative clause attachment processing, collapsing across potential individual differences in working memory and language experience. In the second (Model 2) and third sets (Model 3) of models, we tested the moderating influence of individual differences in verbal working memory and print exposure, respectively 9 (see Traxler, 2007; Rozek, Kemper, & McDowd, 2012; Payne et al, 2012 for similar analytical plans). Separate models were fit to reading times in the reflexive pronoun and post-disambiguating region in order to test for the effects of working memory and print exposure, by including these predictors in their respective models, and allowing them to moderate the sentence-type contrasts (i.e., two-way interactions) and the age × sentence-type contrast interactions (i.e., three-way interactions).…”

Section: Resultsmentioning

confidence: 99%

Aging and individual differences in binding during sentence understanding: Evidence from temporary and global syntactic attachment ambiguities

et al. 2014

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We report an investigation of aging and individual differences in binding information during sentence understanding. An age-continuous sample of adults (N = 91), ranging from 18 to 81 years of age, read sentences in which a relative clause could be attached high to a head noun NP1, attached low to its modifying prepositional phrase NP2 (e.g., The son of the princess who scratched himself / herself in public was humiliated), or in which the attachment site of the relative clause was ultimately indeterminate (e.g., The maid of the princess who scratched herself in public was humiliated). Word-by-word reading times and comprehension (e.g., who scratched?) were measured. A series of mixed-effects models were fit to the data, revealing: (1) that, on average, NP1-attached sentences were harder to process and comprehend than NP2-attached sentences; (2) that these average effects were independently moderated by verbal working memory capacity and reading experience, with effects that were most pronounced in the oldest participants and; (3) that readers on average did not allocate extra time to resolve global ambiguities, though older adults with higher working memory span did. Findings are discussed in relation to current models of lifespan cognitive development, working memory, language experience, and the role of prosodic segmentation strategies in reading. Collectively, these data suggest that aging brings differences in sentence understanding, and these differences may depend on independent influences of verbal working memory capacity and reading experience.

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Section: Resultsmentioning

confidence: 99%

Aging and individual differences in binding during sentence understanding: Evidence from temporary and global syntactic attachment ambiguities

et al. 2014

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“…In the line of our results for WM capacity, deficits in storage capacity have been suggested as one of the possible explanations for aging impairments in WM (Bopp & Verhaeghen, 2005). An alternative to this theory is the inhibition deficit theory (Hasher & Zacks, 1988), according to which older adults show deficits not because their WM capacity is reduced, but because as individuals age they find it increasingly difficult to manage irrelevant information (e.g., Rozek, Kemper, & McDowd, 2012; Verhaeghen, 2011). Likewise, it has been well documented that short-term memory decline in older adulthood (Hale et al., 2011; Verhaegen et al., 2014).…”

Section: Discussionmentioning

confidence: 99%

Differences in Coping Strategies Between Young and Older Adults: The Role of Executive Functions

Nieto

Romero

Ros

et al. 2019

Int J Aging Hum Dev

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Executive functions (EFs) have been identified as processes in the ability to select and apply adaptive strategies for coping with stress. This study compares executive functioning, short-term memory, and coping in a sample of young and older adults with no prior diagnosis of depression and with normal cognitive function ( N = 216). The study collected measures of depression, EFs, short-term memory, and coping. Young participants scored higher than older adults on EFs and short-term memory. Moreover, in young adults, there was a prevalence of avoidance coping strategies. Scores on depressive symptomatology were found to be related to avoidant coping strategies. Older adults with higher score on inhibition used less avoidant coping. Thus, it seems that executive deficits might contribute to depression, as they affect processes for coping with stress. This finding may have implications for the role of EFs and coping in psychological well-being and successful adaptation of individuals to stressful situations.

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“…This may, therefore, serve as a distraction that disrupts normal reading performance rather than a baseline condition in which access to parafoveal information is restricted. As considerable evidence suggests older adults suffer more from distraction than young adults [85][86][87], they may be more affected by these masks. Consequently, while research on adult age differences in perceptual span effects currently is inconclusive, a way ahead may be to consider more carefully potential age differences in the effects of different types of foveal and parafoveal masks.…”

Section: Aging Effects On the Perceptual Spanmentioning

confidence: 99%

Effects of Normative Aging on Eye Movements during Reading

Paterson

McGowan

Warrington

et al. 2020

Vision

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Substantial progress has been made in understanding the mostly detrimental effects of normative aging on eye movements during reading. This article provides a review of research on aging effects on eye movements during reading for different writing systems (i.e., alphabetic systems like English compared to non-alphabetic systems like Chinese), focused on appraising the importance of visual and cognitive factors, considering key methodological issues, and identifying vital questions that need to be addressed and topics for further investigation.

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Learning to ignore distracters.

Cited by 21 publications

References 20 publications

Aging and individual differences in binding during sentence understanding: Evidence from temporary and global syntactic attachment ambiguities

Aging and individual differences in binding during sentence understanding: Evidence from temporary and global syntactic attachment ambiguities

Differences in Coping Strategies Between Young and Older Adults: The Role of Executive Functions

Effects of Normative Aging on Eye Movements during Reading

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