Keeping aware of being an older driver? Stereotype threat as a cue in older adults' self-regulation
MOTAK ; HUET ; GABAUDE ; BOUGEANT
Type de document
COMMUNICATION AVEC ACTES INTERNATIONAL (ACTI)
Langue
anglais
Auteur
MOTAK ; HUET ; GABAUDE ; BOUGEANT
Résumé / Abstract
Research has previously demonstrated that older adults succeed to self-regulate their activity respectfully of their available cognitive resources. Yet question remains, which metacognitive cues may allow--or hinder--older adults to self-regulate in an adaptive way. While stereotypes represent basically an extrinsic, theory-based cue, a stereotype threat effect--i.e. lower performance when facing a stereotype--occurs through depleting working memory resources, and as such represents an internal, experience-based cue. To which of these cues would then the older adults' self-regulation be more sensitive? Twenty drivers under stereotype threat of an "older driver" and twenty controls (mean age 70 years) drove on simulator through four differently difficult circuits, and had then only restricted time to train themselves before a fictitious test. If the older adults' self-regulation was based on internal cues, inducing a stereotype threat--i.e. an extra working memory charge--would result in a self-paced training focused on easier items. If their self-regulation was based on extrinsic cues, focus should shift towards harder items, as subjects might try to disconfirm the stereotype at hand. Control group drivers self-regulated in an adapted manner, focusing their training mostly on circuits of medium difficulty. However, inducing stereotype threat in experimental group resulted in absence of any metacognitively guided self-regulation, as drivers of this group allocated time almost equally to all four circuits, regardless of their difficulty. Results are discussed in terms of older adults' self-regulation cues, but also regarding possible contributions of metacognitive models to development of elderly drivers' preventive and educational programs
Editeur
European Association for Research on Learning and Instruction
