Age, Ability, and the Role of Prior Knowledge on the Acquisition of New Domain Knowledge: Promising Results in a Real-World Learning Environment.

Abstract

Prior knowledge, fluid intelligence (Gf), and crystallized intelligence (Gc) were investigated as predictors of learning new information about cardiovascular disease and xerography with a sample of 199 adults (19 to 68 years). The learning environment included a laboratory multimedia presentation (high-constraint-maximal effort), and a self-directed at-home study component (low-constraint-typical performance). Results indicated that prior knowledge and ability were important predictors of knowledge acquisition for learning. Gc was directly related to learning from the video for both domains. Because the trajectory of Gc stays relatively stable throughout the life span, these findings provide a more optimistic perspective on the relationship between aging and learning than that offered by theories that focus on the role of fluid abilities in learning.

Aging and self-regulated language processing.

“…While "mental mechanics," or "fluid" abilities, peak in mid-life and show decline as a byproduct of biological aging, "pragmatics," "crystallized" abilities, and knowledge continue to grow (Beier & Ackerman, 2005;Baltes, Staudinger, & Lindenberger, 1999). Of course this is a broad generalization, and there are some notable exceptions (e.g., mechanisms of selective attention are slowed but otherwise do not appear to be impaired in adulthood; Kramer & Weber, 1999).…”

“…A third tenet is that aging increases the potential for an expanded knowledge base, so that information stored in long-term memory may be more tightly integrated and more particularized as a consequence of individual experiences (Ackerman, 1998;Beier & Ackerman, 2005). Because of this, older readers may rely more on their extant knowledge and knowledge-based processing in interpreting text (e.g., Miller & Stine-Morrow, 1998).…”

Activities Matter: Personality and Resource Determinants of Activities and their Effect on Mental and Physical Well-being and Retirement Expectations

“…Rather, with the exception of evidence for partial mediation for education on retirement expectations, it appears that the effects of personality and resources on activity participation and the outcomes are generally independent and direct. One possible reason we failed to find mediation in the models is that investment theory previously has not been applied to outcomes other than intellectual development (Beier & Ackerman, 2001, 2003, 2005. Perhaps well-being and retirement expectations are too distal and unrelated to the benefits of activity participation to be theoretically interesting in the investment framework.…”

“…Investment theories examining the role of personality and interest in directing individuals toward experiences and activities have examined a relatively narrow set of outcomes related to intellectual development; namely, domain knowledge maintenance and development (Ackerman & Beier, 2006;Beier & Ackerman, 2001, 2003, 2005. Moreover, as mentioned above, much of this research does not examine the specific activities in which people engage that affect developmental outcomes throughout the lifespan.…”

Academic Press is an imprint of Elsevier

“…Through practice, substantial bodies of procedural and declarative knowledge are built (e.g., Ackerman, 2005;Baltes, Staudinger, & Lindenberger, 1999;Beier & Ackerman, 2005;Cattell, 1987;Denney, 1989;Ericsson & Charness, 1994;Rybash, Hoyer, & Roodin, 1986). Such knowledge seems to remain relatively preserved into old age (e.g., .…”