The working hypothesis for this research program is that in spite of diminished processing capacity in later adulthood, we can selectively marshal our resources so as to maintain good levels of comprehension and memory for discourse.  The corollary to this proposition is that age differences that are observed in language performance can often be attributed to an inability to effectively meet the demands of the text.

     According to this view, there are two ways in which we may “marshal resources” in order to be effective readers as we age.  First, we may allocate time in a qualitatively different manner as we read so as to circumvent limitations.  Second, we may rely on previously acquired knowledge to moderate on-line processing demands.

     Over the course of our five-year project, we will attempt to show that (1) there are age differences in the patterns of resource allocation that reflect reliable “habits of mind,” and have consequences for performance, (2) that these patterns can, nevertheless, be modified in response to feedback on performance, (3) that older adults differentially rely on knowledge in on-line resource allocation, (4) that effective older readers differentially allocate resources to the more global situation model level of discourse rather than to the text-based representation, and (5) that there are text manipulations that “invite” the reader to productively allocate resources, and that this, too, has consequences for performance.

    We are investigating more general effects of aging on language comprehension and memory.

    An important part of understanding a narrative is creating a mental model (or situation model) of the situations or "world" described by the speaker or writer.  To do this, we interpret the narrative information in terms of our knowledge of the world.  Researchers have only recently investigated the impact of aging on this situation model level of comprehension.

    Our project examines age differences in the process of creating situation models from narratives.  Do older adults use the same or different strategies from younger adults in order to create these representations?  Are they especially likely to rely on situation models in order to maintain accurate comprehension?  This research is conducted in collaboration with Dr. Dan Morrow and The Applied Cognitive Research Lab.  If you would like to participate, contact Barbara Herman  at :  1 (603) 862-1056.

Last Updated March 29, 1999 by the COGNITIVE AGING LABORATORY