Tarren Leon, Gabrielle Weidemann, Phoebe E. Bailey
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引用次数: 0
摘要
有关建议对老年人决策影响的研究极少。本研究调查了在爱荷华赌博任务(IGT)中,不同类型的不良建议相对于无建议对年轻人和老年人决策的影响。54 名老年人和 59 名年轻人在未接受任何建议或从不利牌面 A(小额、高频损失)或不利牌面 B(较大、低频损失)中进行选择的建议后完成了 IGT。对波纹肌肌电图、记忆力和流体智力进行了评估。对所有建议条件进行平均,老年人比年轻人做出了更多不利选择。在对不良建议的反应、对损失的反应(即皱眉)或学习避开牌面 A 的速度快于牌面 B 方面,都没有与年龄相关的差异。这些数据表明,老年人比年轻人做出更不利的决定,而不良建议并不会加剧这种情况。相对于高频损失,年轻人和老年人在学习避免低频损失的选择方面都比较慢,这可能与认知处理方面的个体差异有关。
Older adults' decision-making following bad advice
There is minimal research investigating the influence of advice on decision-making in older age. The present study investigated the effect of different types of bad advice, relative to no advice, on young and older adults' decision-making in the Iowa Gambling Task (IGT). Fifty-four older adults and 59 young adults completed the IGT after receiving no advice, or advice to select from disadvantageous deck A (small, high-frequency losses), or disadvantageous deck B (larger, low-frequency losses). Corrugator EMG, memory and fluid intelligence were assessed. Averaged across advice conditions, older adults made more disadvantageous selections than young adults. There were no age-related differences in responding to bad advice, nor in corrugator activity in response to losses (i.e. frowning), or in learning to avoid deck A faster than deck B. Selecting from deck B was associated with reduced education among older adults, and reduced fluid intelligence among young adults. The data suggest that older adults make more disadvantageous decisions than young adults, and this is not exacerbated by bad advice. Both young and older adults are slower at learning to avoid choices resulting in low frequency relative to high-frequency losses, and this may be associated with individual differences in cognitive processing.
期刊介绍:
The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;