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Adult Age Differences in Information Foraging in an Interactive Reading Environment

机译：互动阅读环境中信息搜寻的成人年龄差异

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摘要

When learning about a single topic in natural reading environments, readers are confronted with multiple sources varying in the type and amount of information. In this situation, readers are free to adaptively respond to the constraints of the environment (e.g., through selection of resources and time allocation for study), but there may be costs of exploring and switching between sources (e.g., disruption of attention, opportunity costs for study). From an ecological perspective, such properties of the environment are expected to influence learning strategies. In the current study, we used a novel reading paradigm to investigate age differences in the effects of information richness (i.e., sentence elaboration) and costs of switching between texts (i.e., time delay) on selection of sources and study time allocation. Consistent with the ecological view, participants progressed from less informative to more informative texts. Furthermore, increased switch cost led to a tendency to allocate more effort to easier materials and to greater persistence in reading, which in turn, led to better memory in both immediate and delayed recall. Older adults showed larger effects of switch cost, such that the age difference in delayed recall was eliminated in the high switch cost condition. Based on an ecological paradigm of reading that affords choice and self-regulation, our study provided evidence for preservation with age in the ability to adapt to changing learning environments so as to improve performance.
机译：在自然阅读环境中学习单个主题时，读者会遇到信息来源和信息量不同的多种来源。在这种情况下，读者可以自由地适应环境的限制（例如，通过选择资源和研究时间分配），但是可能会有探索和切换资源的成本（例如，注意力分散，机会成本）进行研究）。从生态学的角度来看，环境的这种特性有望影响学习策略。在当前的研究中，我们使用了一种新颖的阅读范式来研究年龄差异对信息丰富度（即句子的细化）的影响以及在选择来源和研究时间分配方面在文本之间进行切换的成本（即时间延迟）。与生态学观点一致，参与者从信息较少的文本发展为信息较多的文本。此外，增加的转换成本导致倾向于将更多的精力分配给更容易使用的材料，并增加阅读的持久性，从而导致在立即召回和延迟召回中都有更好的记忆。较大的成年人显示出更大的转换成本影响，因此在高转换成本的情况下消除了延迟召回的年龄差异。基于能够提供选择和自我调节的阅读生态范式，我们的研究为随着年龄的增长而适应不断变化的学习环境以改善学习表现提供了证据。

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