Adult Age and Cautiousness in Decision

Okun, Morris A.

doi:10.1159/000271530

Cited by 95 publications

(55 citation statements)

References 29 publications

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“…Adults perform worse than young people in decisions that require a quick response and a variability of behaviors (Okun, 1976;Salthouse, 1985). For Reese and Rodeheaver (1985) this is typical for adults, and is called caution.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Age on the Perception of Cognitive Abilities and Decision-Making Skills

Osmani¹

2016

Eur. j. soc. sci. educ. res.

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Nowadays organizations are operating in a dynamic and turbulent environment. In these conditions, the situations are very complex and the problems are unstructured. So, to make good decisions the organizations are moving toward group decision-making. The advantages of such processes are numerous when compared to individual decision-making. The main goal of the current research focuses on the perception of cognitive and decision-making abilities, trying to understand if there is a relationship between them and age and how such perceptions may influence the attitudes toward group decision-making process. This study focuses on the banking institutions in Albania, as the most developed segment of the financial system and the entire Albanian economy and as a sector where group decision-making processes are widely used. It is generally thought that adults are less productive, less motivated, more adverse to innovation and less skilled in learning. With the age, the individual undergoes substantial changes regarding the information processing speed, memory, reasoning, concentration and executive functions. It has been shown that these changes move in the opposite direction with respect to age. Then what to do, avoid that adults make decisions? The relationship between age, cognitive and decision-making abilities is very complex. Cognitive limits orient adults to the adoption of compensatory decision-making strategies. In these circumstances, the question that arises is whether the group decisionmaking process can be an effective tool to balance these skills. On the basis of the responses offered by 247 participants and adopting the quantitative methodology, the current research tries to answer this question.

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Section: Methodsmentioning

confidence: 99%

The Impact of Age on the Perception of Cognitive Abilities and Decision-Making Skills

Osmani¹

2016

Eur. j. soc. sci. educ. res.

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“…The procedure resembles studies of cautiousness in which the same payoff structure follows risk taking or cautious behavior (Okun, 1976). In the following procedure response variability is differentially reinforced and stereotypy omits the reinforcer (Page & Neuringer, 1985).…”

Section: Methodsmentioning

confidence: 99%

“…Older adults do not have as much success as younger adults in solving logical problems (Arenberg, 1974), matrix problems (Rebok, 1981;Weinman, 1986), spatial ability problems (Salthouse, 1987), inductive reasoning problems (Salthouse & Prill, 1987), or practical problems (Denney, Pearce, & Palmer, 1982). Younger adults tend to show superior performance if the task requires faster responding (Salthouse, 1985) or behavioral variability (Okun, 1976). When older adults do not respond as variably as younger adults they are said to be expressing a behavioral characteristic called cautiousness (Reese & Rodeheaver, 1985).…”

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confidence: 99%

Cautiousness, Stereotypy, and Variability in Older and Younger Adults

et al. 1998

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Older adults and college students were tested with two procedures that measure stereotypy and response variability. In Experiment 1 subjects guided a marker through a 6 by 6 matrix by pressing two computer keys. Points were awarded on either a continuous or variable ratio 3 schedule of reinforcement. Points were exchanged for money. Continuous reinforcement produced significantly higher stereotypy than intermittent reinforcement did in both age groups. A difference was found in stereotypy between age groups during the variable ratio schedule. This difference may have been caused by the greater task anxiety of the older adults. In Experiment 2 subjects were tested using the matrix procedure with the consequence that response variability was differentially reinforced. Four levels of variability were tested in the two age groups. Both older and younger subjects learned to vary response patterns to obtain points. The results are discussed in the context of cautiousness as an age-related explanation for behavior.

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“…Mais si je crains ce que j'ignore, c'est que j'en sais déjà quelque chose. » C'est probablement ce qui fait que l'adulte est caractérisé par la prudence (Okun, 1976) dans sa décision d'apprendre, dans la formulation d'objectifs exigeant un niveau de compétence précis, mais menaçant la perception de ses présentes capacités. McClusky (1964, p. 159) nous révèle que l'adulte a une tendance naturelle à protéger son concept de lui-même en faisant appel à un procédé homéostatique indéterminé, une sorte de mécanisme de défense qui le motive à résister à certains apprentissages.…”

Section: Rôle De L'andragogueunclassified

Les approches béhavioriste ou humaniste dans l’apprentissage des adultes

Robineault

2009

rse

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Cet article propose quelques éléments de réflexion sur l’apprentissage adulte en milieu universitaire et soulève en particulier le problème du choix des approches béhavioriste et humaniste. Après avoir situé le rôle joué par la détermination des objectifs dans le processus de l’apprentissage, l’auteur tente de faire valoir que l’opposition entre ces deux courants de pensée mérite d’être atténuée et soulève l’importance d’une intégration appropriée de ces deux types d’approche dans l’organisation de situations d’apprentissage. Un parallèle est établi entre le domaine de l’andragogie et celui de la pédagogie.This paper presents some thoughts on adult education at university level, and points out, in particular, the problem of the choice between behaviorist and humanist approaches. Following a statement of the role of the definition of objectives in the learning process, the author suggests that the opposition between these two schools of thought should be reduced and points out the importance of an appropriate integration of the two types of approaches in organizing for learning. A parallel is established between the field of andragogy and that of pedagogy.Este artículo propone algunos elementos de reflexión sobre el aprendizaje adulto en el medio universitario y destaca especialmente el problema de la selección entre los modelos behaviorista y humanista. Después de haber precisado el rol que ejerce la determinación de objetivos en el proceso de aprendizaje, el autor trata de hacer valer que la oposición entre estas dos tendencias merece ser atenuada. Se destaca la importancia de una integración apropiada de estos dos tipos de enfoque en la organización de situaciones de aprendizaje. Finalmente, se establece un paralelo entre el sector de la andragogía y el de la pedagogía.Dieser Artikel legt einige Anregungen zur Reflexion über das Studium der Erwachsenen im Universitätsmilieu vor und stellt insbesondere die Frage nach der Wahl zwischen der behavioristischen und der humanistischen Methode. Nachdem der Autor die Rolle der Lernzielbestimmung im Lernprozess festgelegt hat, macht er geltend, dass die Konfrontation der zwei genannten Gedankenrichtungen gemildert zu werden verdient, und er zeigt die Bedeutung einer sachgemässen Integration dieser beiden Methoden bei der Erstellung von Lernsituationen auf. Es wird auch eine Parallele gezogen zwischen dem Gebiet der Erwachsenenbildung und der Pädagogik an sich

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Adult Age and Cautiousness in Decision

Cited by 95 publications

References 29 publications

The Impact of Age on the Perception of Cognitive Abilities and Decision-Making Skills

The Impact of Age on the Perception of Cognitive Abilities and Decision-Making Skills

Cautiousness, Stereotypy, and Variability in Older and Younger Adults

Les approches béhavioriste ou humaniste dans l’apprentissage des adultes

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