Relation of Everyday Activities of Adults to Their Prose Recall Performance

Rice, G. Elizabeth; Meyer, Bonnie J. F.; Miller, David C.

doi:10.1080/0380127880140207

Cited by 11 publications

(7 citation statements)

References 7 publications

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“…In summary, the findings of our study, in conjunction with the results ofthe studies just reviewed and the occupation-specific studies described earlier, appear inconsistent with the dis-use perspective. Not only are the age-related effects generally similar across different levels of presumably relevant experience (this study and probably the studies of Meyeq 1986, andRice et al, 1988), but they appear to be substantial even among samples selected to be equivalent with respect to occupation (e.g., Glanzer & Glaser, 1959;Glanzer, Glaseq & Richlin, 1958;Salthouse et al, 1990) or to level of molar ability (e.g., Charness, 1979,l98l;Salthouse, 1984). The seemingly inescapable conclusion from this body of evidence is that many of the age-related effects on measures of relatively basic abilities are largely independent of the amount of relevant experience.…”

Section: Discussionsupporting

confidence: 62%

Effects of age and naturally occurring experience on spatial visualization performance.

Salthouse¹,

Mitchell²

1990

Developmental Psychology

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Section: Discussionsupporting

confidence: 62%

Effects of age and naturally occurring experience on spatial visualization performance.

Salthouse¹,

Mitchell²

1990

Developmental Psychology

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“…A promising direction for research on the effects of extended activities is to identify activities relevant to some goal and to assess the amount of time individuals allocate to these activities. Recent research has shown that the amount of time individuals spend reading as assessed by diaries is related to memory for prose even when education and vocabulary are partialed out (Rice, Meyer, & Miller, 1988). The estimated amount of reading is also related to reading ability and, most interestingly, increases in reading ability (R. C. Anderson, Wilson, & Fielding, 1988).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has shown that the amount of time individuals spend reading as assessed by diaries is related to memory for prose even when education and vocabulary are partialed out (Rice, Meyer, & Miller, 1988). The estimated amount of reading is also related to reading ability and, most interestingly, increases in reading ability (R. C. Anderson, Wilson, & Fielding, 1988).…”

Section: Resultsmentioning

confidence: 99%

The role of deliberate practice in the acquisition of expert performance.

Ericsson

Krampe²,

Tesch-Römer³

1993

Psychological Review

6,825

187

5,168

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The theoretical framework presented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning.Our civilization has always recognized exceptional individuals, whose performance in sports, the arts, and science is vastly superior to that of the rest of the population. Speculations on the causes of these individuals' extraordinary abilities and performance are as old as the first records of their achievements. Early accounts commonly attribute these individuals' outstanding performance to divine intervention, such as the influence of the stars or organs in their bodies, or to special gifts (Murray, 1989). As science progressed, these explanations became less acceptable. Contemporary accounts assert that the characteristics responsible for exceptional performance are innate and are genetically transmitted.The simplicity of these accounts is attractive, but more is needed. A truly scientific account of exceptional performance must completely describe both the development leading to exceptional performance and the genetic and acquired characteristics that mediate it. This account must specify the critical differences between exceptional and ordinary performers. It must also show that any postulated genetic differences can be hereditary and are plausible from an evolutionary perspective. Theoreticians in behavioral genetics (Plomin, DeFries, & McClearn, 1990) We thank Peter Usinger and Stefanie Heizmann for their help in the data collection and Catherine Ashworth, Gregory Carey, Robert Crutcher, Janet Grassia, Reid Hastie, Stefanie Heizmann, Charles Judd, Ronald Kellogg, Robert Levin, Clayton Lewis, William Oliver, Peter Poison, Robert Rehder, Kurt Schlesinger, Vivian Schneider, and James Wilson for their valuable comments on earlier drafts of this article. Helpful suggestions and valuable criticism by Richard Shiffrin on previously submitted versions of this article are gratefully acknowledged.Correspondence concerning this article should be sent to K. Anders Ericsson, who is now at the Department of Psychology R-54, Florida State University, Tallahassee, Florida 32306-1051. because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require that the account specify the different environmental factors that cou...

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“…Most previous research in cognitive aging that has examined reading experience has focused on a single criterion variable: prose recall. This research has uncovered only modest effects of print exposure (Hartley, 1989;Rice & Meyer, 1986;Rice, Meyer, & Miller, 1988).…”

mentioning

confidence: 99%

Knowledge growth and maintenance across the life span: The role of print exposure.

Stanovich¹,

West²,

Harrison³

1995

Developmental Psychology

183

165

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One hundred thirty-three college students (mean age = 19.1 years) and 49 older individuals (mean age = 79.9 years) completed 2 general knowledge tasks, a vocabulary task, a working memory task, a syllogistic reasoning task, and several measures of exposure to print. A series of hierarchical regression analyses indicated that when measures of exposure to print were used as control variables, the positive relationships between age and vocabulary, and age and declarative knowledge, were eliminated. Within each of the age groups, exposure to print was a significant predictor of vocabulary and declarative knowledge even after differences in working memory, general ability, and educational level were controlled. These results support the theory of fluid-crystallized intelligence and suggest a more prominent role for exposure to print in theories of individual differences in knowledge acquisition and maintenance.

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Relation of Everyday Activities of Adults to Their Prose Recall Performance

Cited by 11 publications

References 7 publications

Effects of age and naturally occurring experience on spatial visualization performance.

Effects of age and naturally occurring experience on spatial visualization performance.

The role of deliberate practice in the acquisition of expert performance.

Knowledge growth and maintenance across the life span: The role of print exposure.

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