N W Denney

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Previous research indicates that young and middle-aged adults perform better than other age groups on problems similar to those they might encounter in their everyday lives. However, elderly adults have not performed better than other age groups on problems designed to give them the advantage. In order to ensure that the problems used in the present study(More)
Self-discrepancy theory (SDT) postulates that self-regulatory systems corresponding to the ideal and ought self-domains emerge from the influences of temperament (e.g., sensitivity to stimuli for positive vs. negative outcomes) and socialization (e.g., parenting behaviors and interpersonal outcome contingencies). This article reports 2 studies testing the(More)
Eighty-four adults between the ages of 20 and 79 were presented with two types of problem-solving tasks. One was a task that is typically used in problem-solving research and the other was a task composed of practical problems that adults might encounter in their daily lives. Performance on the two types of tasks exhibited different developmental functions(More)
The present study was designed to test the hypothesis that there is a differential deficit in the ability to encode contextual information with increasing age. Young, middle-aged, and elderly adults were shown target words in various quadrants of a computer screen (contexts) and were told to either (a) remember the words and their locations, (b) remember(More)
Previous training studies of fluid intellectual abilities have involved training on either figural relations or induction tasks. In the present study, young, middle-aged, and elderly adults were given training on another measure of fluid ability--Raven's Progressive Matrices. The training involved a strategy-modeling technique that lasted no more than a few(More)
Individuals between the ages of sixty-five and seventy-five were asked a number of questions regarding which of their cognitive abilities they think have changed with age and, further, what factors they think are responsible for such age changes. Questions were asked in two areas of cognitive functioning--memory and problem solving. With respect to memory,(More)
Adults ranging from 30 to 90 were administered the Twenty Questions Task to evaluate questioning strategies and the Picture Pairing Test to assess classification preferences. With respect to the Twenty Questions Task, the results indicated that the percentage of constraint-seeking questions decreased while the percentage of hypothesis-testing questions(More)
Ninety-six individuals between the ages of 20 and 80 were presented with two types of problem-solving tasks. One was a traditional laboratory problem-solving task; the other was composed of a number of practical problems. Three types of practical problems were employed--problems that young adults might encounter in their daily lives, problems that(More)
In previous research middle-aged adults have typically been found to perform better on practical, everyday problems than either younger or older adults. However, it has been suggested that young adults may not expend as much effort as middle-aged adults and therefore may not perform as well as they are capable of performing. In order to test this(More)
Individuals between the ages of 4 and 70 were presented with a revised version of the Conceptual Styles Test. The number of similarity classifications was found to increase from the 4- to the 45- to 50-year-old group and to decrease thereafter; the number of complementary responses was found to decrease and then increase. The 20- to 25-year-old group used(More)