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Noh SR, Shake MC, Parisi JM, Joncich AD, Morrow DG, Stine-Morrow EA. Age differences in learning from text: The effects of content preexposure on reading. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025407073581] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study investigated age differences in the way in which attentional resources are allocated to expository text and whether these differences are moderated by content preexposure. The organization of the preexposure materials was manipulated to test the hypothesis that a change in organization across two presentations would evoke more processing effort (i.e., a “mismatch effect”). After preexposure, reading time was measured as younger and older adults read a target text to produce recall, answer comprehension questions, and solve a novel problem. Relative to the young, older readers allocated more time as they encountered new discourse entities and showed a stronger serial position effect, which are patterns of resource allocation that suggest more extensive processing of the discourse situation. Younger adults took advantage of repeated exposure to produce more extensive reproduction of text content, as well as more text-specific solutions to solve a problem. Older adults generated more elaborated inferences and were similar to young adults in terms of the dimensional complexity of problem solutions. Whereas younger readers showed weak evidence for a mismatch effect, older readers did not. These data are consistent with the proposal that older readers favor the situation model over textbase content in allocating resources to text, but this effect was not enhanced by introducing organizational difficulty in reprocessing.
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Jacobs RH, Pavuluri MN, Schenkel LS, Palmer A, Shah K, Vemuri D, Whited S, Little DM. Negative emotion impacts memory for verbal discourse in pediatric bipolar disorder. Bipolar Disord 2011; 13:287-93. [PMID: 21676131 PMCID: PMC4571186 DOI: 10.1111/j.1399-5618.2011.00922.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVES Cognitive and emotional deficits have been documented in youth with pediatric bipolar disorder (PBD); however, to date, a systematic evaluation of comprehension and memory for verbally presented information has not been conducted. The effect of emotion on comprehension and memory for verbally presented material also has not been examined. We examined whether youth with PBD have difficulty recalling the big picture (macrostructure) as well as the story details (microstructure). METHODS A total of 35 youth with PBD and 25 healthy controls completed an Affective Story Task. A psychological processing model allowed for the examination of both the macrostructure and microstructure of language comprehension. RESULTS Youth with PBD were capable of comprehending the gist of the stories and were not impaired by emotion when comprehending and remembering macrostructure. However, negative emotional material was found to proactively interfere with the encoding and recall of microstructure. Level of depression appeared to impact recall of microstructure, but not macrostructure. CONCLUSIONS Negatively valenced material may impair subsequent comprehension and memory for details among youth with PBD. This deficit could impact the daily functioning of these youth, as the perception of negative affect may derail aspects of successful comprehension and learning.
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Affiliation(s)
- Rachel H Jacobs
- Department of Child Psychiatry, Columbia University College of Physicians and Surgeons, New York, NY
| | - Mani N Pavuluri
- Department of Psychiatry, Institute for Juvenile Research, Chicago, IL,Center for Cognitive Medicine, University of Illinois at Chicago, Chicago, IL
| | - Lindsay S Schenkel
- Department of Psychology, Rochester Institute of Technology, Rochester, NY
| | - Ann Palmer
- Department of Psychiatry, Institute for Juvenile Research, Chicago, IL,Center for Cognitive Medicine, University of Illinois at Chicago, Chicago, IL
| | - Khushbu Shah
- Department of Neurology and Rehabilitation, University of Illinois at Chicago, Chicago, Chicago, IL, USA
| | - Deepthi Vemuri
- Department of Neurology and Rehabilitation, University of Illinois at Chicago, Chicago, Chicago, IL, USA
| | - Stefanie Whited
- Department of Neurology and Rehabilitation, University of Illinois at Chicago, Chicago, Chicago, IL, USA
| | - Deborah M Little
- Center for Cognitive Medicine, University of Illinois at Chicago, Chicago, IL,Department of Neurology and Rehabilitation, University of Illinois at Chicago, Chicago, Chicago, IL, USA,Department of Anatomy and Cellular Biology, University of Illinois at Chicago, Chicago, Chicago, IL, USA,Department of Ophthalmology and Visual Sciences, University of Illinois at Chicago, Chicago, IL, USA,Department of Psychology, University of Illinois at Chicago, Chicago, IL, USA,Center for Stroke Research, University of Illinois at Chicago, Chicago, IL, USA
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