Acquisition of prototype-based information about social groups in adulthood

Article Abstract:

The effect of age in prototype learning depends upon the relationship among age-related differences in cognitive skills, demands of the tasks, and nature of the information. Younger adults learn arbitrary prototype-based information about a social group better than older adults. Older adults perform better than younger adults if the prototype-based information is positive and contains evaluative constant factors. Older adults are unable to learn new knowledge that includes controlled processing.

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Motivation and representational processes in adulthood: the effects of social accountability and information relevance

Article Abstract:

Research on motivation and its role in the determination of age differences is presented, using subjects between 20 and 83 years of age. Older adults were found to make trait inferences more accurately and were able to recall more information when held accountable for their responses, while younger adults showed similar accuracy levels across study conditions.

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Explicit and implicit stereotype activation effects on memory: Do age and awareness moderate the impact of priming?

Article Abstract:

Two studies examined the effects of implicit and explicit priming of aging stereotype. Findings emphasize the importance of social-situational factors in determining older adult's memory performance and contribute to the delineation of situations under which stereotypes are most influential.

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