Chapter 15 Part 1

Question 1

In the study by Park and Reuter-Lorenz (2009), performance ____ with increasing age for ____ of processing, ____ memory, and ____-____ memory. However, performance is preserved over age for ____ knowledge.

Answer 1

Declines; speed; working; long-term; world

Question 2

Cross-Sectional Design

Answer 2

Study different people of many different ages

Question 3

Longitudinal design

Answer 3

Study the same group of people over time

Question 4

Pros and cons to cross-section design

Answer 4

Pro: Cheaper and faster to conduct, less affected by attrition
Con: Susceptible to cohort effects

Question 5

Pros and cons to longitudinal studies

Answer 5

Pro: Can examine true developmental effects
Con: More susceptible to attrition, still affected by cohort effects

Question 6

Cohort effects occur when one group has had a ____ different ____ than the other group

Answer 6

Significantly; experience

Question 7

The Flynn Effect

Answer 7

The finding that cognitive test scores seem to be increasing over time

Question 8

____-____ memory in older adults declines ____ with time, while performance in ____ memory tasks ____ more.

Answer 8

Short-term; slightly; working; declines

Question 9

The Bopp and Verhaeghen (2005) study suggested that ____ memory is ____ sensitive to age than ____-____ memory

Answer 9

Working; more; short-term

Question 10

Older adults show ____ deficits when they must do a ____ ____ that divided their attention. (Ruby, Perfect, and Stollery, 2004)

Answer 10

More; concurrent task

Question 11

Craik and McDowd (1987) taught young and old participants phrase-word pairings, and had participants do either cued recall task or recognition task. What were their results?

Answer 11

Young adults are significantly worse in recognition tasks, whereas in older adults the difference is not as strong (general trend=recall > recognition)

Question 12

Value-directed remembering

Answer 12

Assigns different numbers of “points” to items, participants attempt to score the most points possible

Question 13

Castel, Benjamin, Craik, and Watkins (2002) wanted to know are older adults still able to selectively encode items that are more important. What were their results?

Answer 13

Older adults had a higher selectivity index than young adults

Question 14

Castel (2005) studied how do schemas support the memory of older adults. What were his findings?

Answer 14

When the items are at market price, older adults did slightly better than young adults. However, when the items are at unusual price (usually much higher), older adults did worse.

Question 15

Older adults have deficits in ____ memory, but which do not uniformly lead to ____ performance.

Answer 15

Episodic; worse

Question 16

Older adults learn ____ items, but retain cognitive control to ____ encode specific items.

Answer 16

Fewer; selectively

Question 17

Older adults struggle to learn ____ information but succeed when supported by a ____

Answer 17

Arbitrary; schema

Question 18

Naveh-Benjamin, Guez, and Shulman (2004) asked adults to learn pairs of faces and names. Older adults learned faces and names without other tasks, while some younger adults learned with concurrent task and some learned without it. What were their results?

Answer 18

Young adults with full attention did best in all three tests (face recognition, name recognition, and name-face associative recognition). Older adults did better than young adults with divided attention for the first two tests, but did worst in the associative recognition test.

Question 19

Older adults show ____ in both ____ memory and the ability to create new ____

Answer 19

Deficits; item; associations