Selective Engagement in Preparations for Aging

OBJECTIVES

Preparing for old age is an adaptive behavior with positive consequences on well-being. This study examined; (a) the degree to which the importance associated with positive outcomes within specific domains of everyday functioning (e.g., social relationships, health) varies across ages and cultures; (b) the impact of importance on preparing for old age; and (c) whether the effects of importance were greater in later life.

METHODS

Using data from adults aged 30-85 years in Germany (n = 623), Hong Kong (n = 317), and the United States (n = 313) collected over 5 years, we examined variations in importance ratings across age, cultures, and behavioral domains, and the extent to which age and importance predicted preparations.

RESULTS

Importance ratings were found to vary with age, time of test, domains, and culture, reflecting the expected contextual effects. Importance also was a positive predictor of preparations, with the strength of prediction being somewhat greater in old age.

DISCUSSION

The results provide evidence that the perceived importance of functioning within domains is affected by a number of contextual factors, including the domain of everyday function and culture. Given that importance also predicts preparations, such variation may help explain differences in preparations across contexts. In line with selective engagement theory, some support was also obtained for the prediction that older adults are more selective in engaging resources in support of preparations. Such selectivity can be viewed as an adaptive response to diminishing personal resources in later life.

RETRACTED: Auditory (dis-)fluency triggers sequential processing adjustments

An increasing amount of studies indicates that experiencing increased task demands, triggered for example by conflicting stimulus features or low perceptual fluency, lead to processing adjustments. While these demand-triggered processing adjustments have been shown for different paradigms (e.g., response conflict tasks, perceptual disfluency, task switching, dual tasking), most of them are restricted to the visual modality. The present study investigated as to whether the challenge to understand speech signals in normal-hearing subjects would also lead to sequential processing adjustments if the processing fluency of the respective auditory signals changes from trial to trial. To that end, we used spoken number words (one to nine) that were either presented with high (clean speech) or low perceptual fluency (i.e., vocoded speech as used in cochlear implants-Experiment 1; speech embedded in multi-speaker babble noise as typically found in bars-Experiment 2). Participants had to judge the spoken number words as smaller or larger than five. Results show that the fluency effect (performance difference between high and low perceptual fluency) in both experiments was smaller following disfluent words. Thus, if it's hard to understand, you try harder.