TASK STRATEGIES, AGING AND SKILL ACQUISITION

任务策略、老龄化和技能获取

• 批准号: 6372493
• 负责人: WENDY A ROGERS
• 金额: $ 8.14万
• 依托单位: GEORGIA INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-09-15 至 2004-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6372493
• 关键词: age difference; cognition; human subject; learning; psychological aspect of aging

DESCRIPTION (adapted from investigator's abstract): Older adults acquire new skills more slowly and less successfully than young adults. Why? One possibility that has received minimal empirical attention is that older adults' approach to the task (i.e., their strategy) may be different from young adults'. Preliminary research suggests that older adults do adopt different task strategies, such strategy differences do mediate age-related differences in skill acquisition, and the strategy use of older adults can be influenced by the structure of the task. The proposed research is designed to answer the following questions: (1) When do older adults use different strategies in skill acquisition tasks? (2) What are the mechanisms that underlie differential strategy use? (3) Is strategy selection of older adults amenable to change, or is it strictly limited by cognitive and speed abilities? (4) Can training and task structure be designed to enable older adults to use the optimal strategy? (5) How can strategy differences be incorporated into a general theory of age-related differences in skill acquisition? Twelve experiments are proposed to investigate strategy issues for young and older adults for a range of skills including perceptual learning, memory-based associative learning, and more complex skills such as learning to use an automatic teller machine and learning to make logic decisions. The proposed effort consists of three experimental series to systematically pursue the goals of identifying and understanding age-related differences in strategy selection, strategy use, and strategy adjustment. First, the costs and benefits of prior practice will be determined to assess the influence of nonspecific transfer on skill acquisition. Second, practice schedule manipulations will determine how task training should be structured to facilitate use of efficient strategies for learning. Third, the flexibility of strategy selection will be assessed with the goal of identifying the task components that lead to optimal strategy choice. The results of the proposed research will yield basic empirical data for a model of age-related differences in skill acquisition as well as practical information about how and when such age-related differences can be minimized through task design or appropriate training.

描述（改编自研究者的摘要）：老年人获得新的 与年轻人相比，他们的技能发展速度更慢，也更不成功。 为什么？ 一 受到最少实证关注的可能性是，较旧的 成年人处理任务的方法（即他们的策略）可能与成年人不同 年轻人'。 初步研究表明，老年人确实会收养孩子 不同的任务策略，这种策略差异确实会调节与年龄相关的 老年人在技能获取和策略使用方面的差异可以 受任务结构的影响。 拟议的研究旨在 回答以下问题： (1) 老年人什么时候使用不同的 技能获取任务中的策略？ (2) 其机制是什么？ 差异化策略使用的基础是什么？ (3)老年人的策略选择是否 易于改变，还是受到认知和速度的严格限制 能力？ (4) 培训和任务结构的设计是否可以让老年人 成年人使用最优策略？ （5）战略差异如何体现？ 纳入与年龄相关的技能差异的一般理论 获得？ 提出了十二个实验来研究策略问题 为年轻人和老年人提供一系列技能，包括感知 学习、基于记忆的联想学习以及更复杂的技能，例如 学习使用自动柜员机并学习逻辑 决定。 拟议的工作包括三个实验系列 系统地追求识别和理解与年龄相关的目标 策略选择、策略运用、策略调整的差异。 首先，将确定先前实践的成本和收益以评估 非特异性迁移对技能习得的影响。 二、练习 日程安排将决定任务训练的结构 促进使用有效的学习策略。 第三， 将评估策略选择的灵活性，目标是 确定导致最佳策略选择的任务组成部分。 这 拟议研究的结果将为模型提供基本的经验数据 技能获取和实践方面与年龄相关的差异 有关如何以及何时可以最大限度地减少此类与年龄相关的差异的信息 通过任务设计或适当的培训。