Age differences in rereading
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Younger and older adults read a series of expository and narrative passages twice in order to answer comprehension questions. Reading time was used to index attentional allocation to word, textbase, and situation model processing and to assess shifts in the allocation policy from the first to the second reading. Older readers' comprehension was at least as good as that of younger readers. Analysis of reading times suggested that for both genres, older adults allocated more attention to situation model features than younger adults did on the first reading, whereas young and old allocated attention similarly to this level of representation on the second reading, suggesting that mature readers may give greater priority to situation model construction when first encountering text. Also, for both genres, older adults showed relatively less facilitation than the young in word-level processing in rereading, suggesting that representation at this level is not as firmly established during reading or decays more quickly for older readers. For narrative texts only, this pattern also obtained for textbase processing. Collectively, these data show that age equivalence in text comprehension at the molar level may be accomplished through different processing routes at the molecular level.
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Repeat helps older adults to gain a deeper understanding of text.
“Repeat helps older adults to gain a deeper understanding of text [60].”
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- Authors
- Stine-Morrow, E. A. L., Gagne, D. D., Morrow, D. G., & DeWall, B. H.
- Affiliations
- University of New Hampshire (US)
- University of Illinois Urbana-Champaign (US)
- Venue
- Memory & Cognition
- Published
- 2004-07
- Volume
- 32
- Issue
- 5
- Pages
- 696-710
- ISSN
- 0090-502X (ISSN-L)
- 1532-5946
- OpenAlex
- W2049841721
- Cited by
- 97
- References
- 84
- Citations by year
- 2026: 3 · 2024: 2 · 2023: 2 · 2022: 5 · 2021: 3 · 2020: 2 · 2019: 5 · 2018: 3 · 2017: 2 · 2016: 5 · 2015: 11 · 2014: 4 · 2013: 4 · 2012: 6
- FWCI
- 10.09
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Memory & Cognition (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute on Aging (R01AG013935, R01 AG13935)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
- Keywords
- re-reading, aging, older adults, situation model, textbase, word-level processing, reading comprehension, attention allocation, expository texts, narrative texts, reading time, age differences
- MeSH terms
- Adolescent, Adult, Age Factors, Aged, Aged, 80 and over, Attention, Cognition, Female, Humans, Male, Middle Aged, Periodicity, Reading, Time Factors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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