Chapter 8 Aging, Self-Regulation, and Learning from Text

Elizabeth A.L. Stine-Morrow, Lisa M.S. Miller

Research output: Chapter in Book/Report/Conference proceedingChapter

23 Scopus citations

Abstract

There is general agreement that language comprehension depends on both automatic, modular, interpretive processes (often modeled as a spread of activation or a resonance-based activation), and more resource-consuming, integrative, post-interpretive processes that are used to resolve meaning. Considerable effort has been devoted to understanding how readers and listeners do resolve meaning, often under the assumption that there is a single veridical meaning to be represented. Recently, there has been a greater focus on how the self-regulation of attention may give rise to different representations. Because aging is often associated with change in competencies and motivation that can affect such regulation, adult development can provide an interesting window into these processes.

Original languageEnglish (US)
Title of host publicationThe Psychology of Learning and Motivation
EditorsBrian Ross
Pages255-296
Number of pages42
DOIs
StatePublished - Sep 21 2009
Externally publishedYes

Publication series

NamePsychology of Learning and Motivation - Advances in Research and Theory
Volume51
ISSN (Print)0079-7421

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology

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  • Cite this

    Stine-Morrow, E. A. L., & Miller, L. M. S. (2009). Chapter 8 Aging, Self-Regulation, and Learning from Text. In B. Ross (Ed.), The Psychology of Learning and Motivation (pp. 255-296). (Psychology of Learning and Motivation - Advances in Research and Theory; Vol. 51). https://doi.org/10.1016/S0079-7421(09)51008-0