Cognitively active older adults’ comprehension and metacomprehension of negated text

ABSTRACT

Background/Study context: Previous research has demonstrated that negated text is universally difficult to understand, and while readers are aware of the difficulty, they are not always able to direct this awareness to improve their comprehension of negation. The present research aimed to determine whether this holds true for older adults, even while maintaining good cognitive function through reading activity. Methods: The study used an online paradigm, where young (age range 19–24) and older (age range 60–87) adults read passages, rated their comprehension, and answered questions about what they read. Data analysis included analysis of variance for comprehension accuracy and metacomprehension judgment as well as gamma correlation analysis for the relationship between these two variables to determine accuracy of metacomprehension judgments. Result:. Older readers, who took part in library activities and book discussion groups, had better comprehension than young adults overall and were also better able to judge their own comprehension of negative text. Conclusion: These results suggested that remaining cognitively active may help older adults not only maintain their ability to understand text but may also enhance their ability to assess their own comprehension of that text. In addition, these readers were likely able to use their experience with reading to compensate for any working memory deficits that may occur with age and which may detrimentally affect their ability to understand complex text constructions, such as negation.

Acknowledgments

The author thanks Elizabeth Stephenson for her assistance in stimuli and participant organization and data collection.

Additional information

Funding

Funding for this project was provided by The College at Brockport, State University of New York School of Science and Mathematics and a Scholarly Incentive Award was awarded to the lead investigator.