No abstract

Older adults' memory for accurate information which either contradicted their previously held false beliefs or affirmed their previously held true beliefs about osteoarthritis was studied. Independent variables included information type (text affirms or disconfirms the reader's initial belief), explicitness of statement (explicit vs implicit statement of the target belief), filler tasks (repetition vs filter tasks), passage order, and time. Participants were 125 adults (65-80 years old) with average vocabularies who self-reported having osteoarthritis for at least two years. In support of a schema-copy plus tag model, we found (a) false alarm rates were higher for schema-related than for topic-related recognition distractors; (b) updating of erroneous opinions from pretest to immediate posttest was positively correlated with maintenance of accurate recognition from immediate to delayed posttest; and (c) disconfirming information was less accurately recognized and recalled than affirming information. Explicit text presentation and repetition of recognition and opinion tasks enhanced accurate recognition of disconfirming information. Findings suggest that older readers often have difficulty distinguishing between their erroneous prior knowledge and accurate information presented in text.

The effects of organizational variables in prose on recall are examined for college-educated adults in three age groups. If older adults suffer a deficit in organizational processes [3], this may be manifest in lower in lower quantities of prose recall, difficulty in identifying and following the text's structure and main ideas, and diminished "levels effects" (information high in the hierarchical text structure recalled better than information low). The study reported tests these implications using Meyer's [15] prose analysis system to identify text structure. No age differences were found in total recall and recall of main ideas. However, young adults exhibited the typical " levels effects," while middle and old adults did not. This difference was attributed to the effects of current schooling practices on the youngest group, rater than organizational or reading comprehension deficits in the aged.

This paper describes an exploratory multivariate analysis designed to determine the relative contributions of age, verbal ability, education, reading habits, and recall strategies to the explanation of variation in performance on prose recall tasks among adults. Four hundred twenty-two adults in three age groups--young (18 to 32), middle (40 to 54) and old (62 to 80)--read and recalled in writing two 388-word prose passages and answered questions about their background, reading habits, and recall strategies. Results indicate that a decrease in quantity of recall appears with increasing age, though verbal ability is a better predictor of recall than is age. In addition, a recall strategy factor representing a paragraph-by-paragraph retrieval strategy produces the highest simple correlations with total recall and contributes significantly to the other recall measures.