Throughout the life span, reading is a requisite skill for performing work, attending to personal needs, and participating in society on a number of levels from filing tax returns to helping children navigate through an educational system to maintaining correspondence. In addition, reading enables entry into new worlds allowing continued growth of the self. Not only is the current cohort of older adults disproportionately disadvantaged in literacy skills, but also age-graded changes in processing capacity make some aspects of reading more difficult. This proposal is a request for a continuation of our project examining adult age differences in resource allocation during reading and the impact of these differences on subsequent comprehension and memory performance. We build on our earlier work by integrating our resource allocation approach with the literature on (cognitive and affective) self-regulation, so as to consider the implications of age-graded reductions in processing capacity, increased reliance on knowledge, and increased role of social and emotional goals for reading. A theoretical framework is developed in which self regulation in reading is conceptualized as arising from a set of negative feedback loops functioning in the context of goals and knowledge of the individual reader. An adult developmental model is adopted in which aging is assumed to engender decreases in fluid ability (reducing the efficiency of language computations), increases in crystallized knowledge (thereby increasing reliance on preexisting knowledge), and a shift in goals which give relatively more weight to social-emotional goals relative to cognitive ones. Within this cognitive developmental framework, we propose a series of experiments that explore the conditions under which self-regulation in reading is compromised by resource demands and when it may be used in a compensatory fashion. We specifically explore how self-regulation in reading is affected by (1) challenges created by illegible orthography, complex syntax, and informational density (Series I, II, & III), (2) the availability of background knowledge (Series IV), and (3) social and affective goals (Series V). ? ?

Agency
National Institute of Health (NIH)
Institute
National Institute on Aging (NIA)
Type
Research Project (R01)
Project #
5R01AG013935-08
Application #
6849695
Study Section
Special Emphasis Panel (ZRG1-BBBP-5 (03))
Program Officer
Elias, Jeffrey W
Project Start
1996-09-01
Project End
2008-02-28
Budget Start
2005-03-01
Budget End
2006-02-28
Support Year
8
Fiscal Year
2005
Total Cost
$226,423
Indirect Cost
Name
University of Illinois Urbana-Champaign
Department
Psychology
Type
Schools of Education
DUNS #
041544081
City
Champaign
State
IL
Country
United States
Zip Code
61820
Liu, Xiaomei; Chin, Jessie; Payne, Brennan R et al. (2016) Adult age differences in information foraging in an interactive reading environment. Psychol Aging 31:211-23
Stine-Morrow, Elizabeth A L; Payne, Brennan R (2016) Age Differences in Language Segmentation. Exp Aging Res 42:83-96
Payne, Brennan R; Stine-Morrow, Elizabeth A L (2016) Risk for Mild Cognitive Impairment Is Associated With Semantic Integration Deficits in Sentence Processing and Memory. J Gerontol B Psychol Sci Soc Sci 71:243-53
Chin, Jessie; Payne, Brennan; Gao, Xuefei et al. (2015) Memory and comprehension for health information among older adults: distinguishing the effects of domain-general and domain-specific knowledge. Memory 23:577-89
Payne, Brennan R; Grison, Sarah; Gao, Xuefei et al. (2014) Aging and individual differences in binding during sentence understanding: evidence from temporary and global syntactic attachment ambiguities. Cognition 130:157-73
Payne, Brennan R; Gross, Alden L; Parisi, Jeanine M et al. (2014) Modelling longitudinal changes in older adults' memory for spoken discourse: findings from the ACTIVE cohort. Memory 22:990-1001
Payne, Brennan R; Stine-Morrow, Elizabeth A L (2014) Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time. Psychol Aging 29:213-28
Stites, Mallory C; Federmeier, Kara D; Stine-Morrow, Elizabeth A L (2013) Cross-age comparisons reveal multiple strategies for lexical ambiguity resolution during natural reading. J Exp Psychol Learn Mem Cogn 39:1823-41
Payne, Brennan R; Stine-Morrow, Elizabeth A L (2012) Aging, parafoveal preview, and semantic integration in sentence processing: testing the cognitive workload of wrap-up. Psychol Aging 27:638-49
Gao, Xuefei; Levinthal, Brian R; Stine-Morrow, Elizabeth A L (2012) The effects of ageing and visual noise on conceptual integration during sentence reading. Q J Exp Psychol (Hove) 65:1833-47

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