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Does Language Help Regularity Learning? The Influence of Verbalizations on Implicit Sequential Regularity Learning and the Emergence of Explicit Knowledge in Children, Younger and Older Adults
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Ferdinand, Nicola K.; Kray, Jutta – Developmental Psychology, 2017
This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that…
Descriptors: Sequential Learning, Verbal Communication, Children, Young Adults
Does Verbal Labeling Influence Age Differences in Proactive and Reactive Cognitive Control?
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Kray, Jutta; Schmitt, Hannah; Heintz, Sonja; Blaye, Agnès – Developmental Psychology, 2015
The main goal of this study was to examine whether different types of verbal labeling can influence age-related changes in the dynamic control of behavior by inducing either a proactive or reactive mode of control. Proactive control is characterized by a strong engagement in maintaining task-relevant information to be optimally prepared while…
Descriptors: Age Differences, Cognitive Processes, Verbal Communication, Children
Cognitive Control and Language across the Life Span: Does Labeling Improve Reactive Control?
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Lucenet, Joanna; Blaye, Agnès; Chevalier, Nicolas; Kray, Jutta – Developmental Psychology, 2014
How does cognitive control change with age, and what are the processes underlying these changes? This question has been extensively studied using versions of the task-switching paradigm, which allow participants to actively prepare for the upcoming task (Kray, Eber, & Karbach, 2008). Little is known, however, about age-related changes in this…
Descriptors: Cognitive Processes, Age Differences, Change, Goal Orientation
How Useful Is Executive Control Training? Age Differences in Near and Far Transfer of Task-Switching Training
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Karbach, Julia; Kray, Jutta – Developmental Science, 2009
Although executive functions can be improved by training, little is known about the extent to which these training-related benefits can be transferred to other tasks, or whether this transfer can be modulated by the type of training. This study investigated lifespan changes in near transfer of task-switching training to structurally similar tasks…
Descriptors: Intelligence, Older Adults, Age Differences, Cognitive Processes
Verbal Self-Instructions in Task Switching: A Compensatory Tool for Action-Control Deficits in Childhood and Old Age?
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Kray, Jutta; Eber, Jutta; Karbach, Julia – Developmental Science, 2008
This study examined the influence of verbal self-instructions on age differences in task switching. Task-switching ability, measured as the difference between performance in single-task blocks and in mixed-task blocks in which participants switch between two tasks (mixing costs), increases during childhood and decreases in old age. To measure the…
Descriptors: Children, Older Adults, Age Differences, Influences
Better or Worse than Expected? Aging, Learning, and the ERN
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Eppinger, Ben; Kray, Jutta; Mock, Barbara; Mecklinger, Axel – Neuropsychologia, 2008
This study examined age differences in error processing and reinforcement learning. We were interested in whether the electrophysiological correlates of error processing, the error-related negativity (ERN) and the feedback-related negativity (FRN), reflect learning-related changes in younger and older adults. To do so, we applied a probabilistic…
Descriptors: Feedback (Response), Older Adults, Age Differences, Reinforcement