The choice/no-choice method provides a means of obtaining unbiased estimates of the performance characteristics of strategies. The three experiments in the study illustrate the method's usefulness for testing predictions of alternative models of strategy choice. The experiments focused on 20- and 70-year-olds' choices among mental calculation, use of a calculator, and use of pencil and paper as strategies for solving multidigit multiplication problems. As predicted by the Adaptive Strategy Choice Model (ASCM), (a) differences in the speed and accuracy yielded by the strategies were the strongest predictors of the frequency with which each strategy was chosen on a given problem; (b) features of problems exerted an additional independent influence; and (c) having a choice resulted in better performance than not having one. These results held true for both older and younger adults. Potential extensions of the choice/no-choice method and of ASCM are discussed.

Older and Younger Adults' Strategy Choices in Multiplication: Testing Predictions of ASCM Using the Choice/No-Choice Method

Previous research has established that a large proportion of the adult age-related variance in various measures offluid or process cognition is reduced when statistical control procedures such as hierarchical regression are used to eliminate variation in measures ofperceptual speed. This finding was confirmed in the present study and was extended to include paired-associate and free-recall measures of memory in addition to measures of reasoning and spatial abilities. Most of the speed mediation was associated with speed measures requiring cognitive operations such as comparison or substitution instead of merely motor responses such as copying symbols or drawing lines. These results suggest that the rate of performing elementary cognitive operations is an important proximal mediator ofthe adult age differences in several types ofcognitive tasks. Inspired largely by ideas of Birren (e.g., 1955,1965,1974), Salthouse 0985a) proposed that the adult age differences in certain measures of cognitive functioning might be partially mediated by age-related reductions in the speed ofexecuting relevant mental operations. The evidence available at that time was rather weak, because no published studies had been explicitly designed to investigate this hypothesis. Most of the data relevant to the hypothesis were obtained by locating published articles reporting correlations among age, a measure of processing speed, and a measure of cognition (or studies by Salthouse containing the relevant data), and then computing partial correlations between age and the cognitive measure after partialing out the measure of speed. Only a few data sets with the necessary information could be identified, and the samples were often small and usually involved two extreme age groups rather than a continuous range of ages. Furthermore, in all cases the relevant constructs were assessed with a single measure rather than with potentially more reliable and valid multiple measures. Despite these limitations, the hypothesis received some support because statistical control of the measure ofspeed frequently resulted in an appreciable reduction in the magnitude of the relation between age and the measure of cognition.

Speed Mediation of Adult Age Differences in Cognition.

This study investigated the extent to which age had an impact on the performance of computer-based work. Three simulated real-world computer-interactive tasks that varied in complexity and pacing requirements were evaluated. Ss included 65 women, ranging in age from 25 years to 70 years. The methodology encompassed physiological, subjective, and objective performance measures. The data indicated that previous computer experience and age had a significant impact on the performance of the 3 tasks. Increased age was associated with longer response times and a greater number of errors for all 3 tasks. Age also influenced perceptions of fatigue and task difficulty. The findings are discussed in terms of the implications for training and job design.

https://psycnet.apa.org/journals/pag/8/1/59.pdf

Age differences in the performance of computer-based work.

Aging is a broad concept that includes physical changes in our bodies, psychological changes in our minds and mental capacities, social psychological changes in what we think and believe, and social changes in how we are viewed and what is expected of us. We write this chapter to examine the changes in our mental capacity, or cognitive changes, associated with aging. Cognitive psychologists, neuropsychologists, and clinical geropsychologists each bring unique perspectives to our understanding of cognitive aging. The primary function of this chapter is to examine cognitive aging through the varied perspectives offered by cognitive psychologists (i.e., the first author) and clinical geropsychologists (i.e., the second author). We (the authors) attempt to blend our unique perspectives in order to engage in a comprehensive discussion of cognitive aging.

Theoretical Perspectives on Cognitive Aging

Complexity of Geometric Inductive Reasoning Tasks: Contribution to the Understanding of Fluid Intelligence.

Adults in their 50s were compared with adults in their late teens or 20s in the accuracy of relatively simple reasoning decisions involving varying amounts of information. Because the magnitude of the age differences in decision accuracy was independent of the amount of information relevant to the decision, it was suggested that adults in their 20s and 50s do not differ in the effectiveness of integrating information across multiple premises. However, the 2 groups differed in the accuracy of trials involving only a single relevant premise, and thus it was inferred that 1 factor contributing to reasoning differences within the age range from 20 to 60 may be a failure to encode, or retain, relevant information.

/pdf/memory-factors-in-age-related-differences-in-simple-3lw4uog8yj.pdf

Memory factors in age-related differences in simple reasoning.

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Memory factors in age-related differences in simple reasoning.