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Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers

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dc.contributor.authorWolfson, Natalie E., author
dc.contributor.authorKraiger, Kurt, 1957-, advisor
dc.contributor.authorGibbons, Alyssa Anne Mitchell, committee member
dc.contributor.authorRhodes, Matthew G., committee member
dc.contributor.authorMumford, Troy V., committee member
dc.date.accessioned2007-01-03T04:55:11Z
dc.date.available2007-01-03T04:55:11Z
dc.date.issued2010
dc.description.abstractThe purpose of this study was to examine the effect of two instructional design principles, instructional coherence and advanced organizers, on the learning outcomes of older and younger adults in a computer-based training context. Instructional coherence refers to the notion that people learn more deeply when information not directly relevant to the learning goal is removed from instruction. Advanced organizers are introductory organizing frameworks for the intended training content (e.g., outlines). Participants (49 younger adults and 52 older adults) completed a computer-based training program and were randomly assigned to a condition in which information was coherent or incoherent and to a condition in which learning material was preceded by an advanced organizer or not preceded by an advanced organizer. Results indicated that 1) overall, older adults performed worse on learning outcome measures compared to younger adults, 2) instructional coherence significantly improved the learning performance of both older and younger adults, and 3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks. Based on the results, it is recommended that future researchers explore age-specific instructional formats in order to optimize the performance of older adults in computer-based training contexts.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierWolfson_colostate_0053N_10213.pdf
dc.identifierETDF2010100016PSYC
dc.identifier.urihttp://hdl.handle.net/10217/45978
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectComputer-based instruction -- Design
dc.subjectcomputer-based instruction
dc.subjectcoherence
dc.subjectaging
dc.subjectadvance organizers
dc.subjectInstructional systems -- Design
dc.subjectCurriculum evaluation
dc.subjectCognition -- Age factors
dc.subjectOlder people -- Education
dc.titleCognitive aging and computer-based instruction: the role of coherence level and advanced organizers
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)

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