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Effect of divided attention on inadvertent plagiarism for young and older adults

Autor: Andrew J Kelly
Editora: Atlanta, Ga. : Georgia Institute of Technology, 2008.
Dissertação: M.S. Psychology, Georgia Institute of Technology 2008
Edição/Formato   Tese/dissertação : Documento : Tese/dissertação : Publicação de governo estadual ou província : e-book   Arquivo de Computador : Inglês
Base de Dados:WorldCat
Resumo:
Older adults inadvertently plagiarize more than young adults (McCabe, Smith, & Parks, 2007). One current explanation proposes that this effect can be understood in terms of age-related declines in working and episodic memory (McCabe et al., 2007). The current study tested this hypothesis by placing groups of young and older adult participants under divided attention while performing within the typical experimental  Ler mais...
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Detalhes

Tipo de Material: Documento, Tese/dissertação, Publicação do governo, Publicação de governo estadual ou província, Recurso Internet
Tipo de Documento: Recurso Internet, Arquivo de Computador
Todos os Autores / Contribuintes: Andrew J Kelly
Número OCLC: 268995426
Notas: Committee Chair: Smith, Anderson; Committee Member: Hertzog, Christopher; Committee Member: Rogers, Wendy.
Descrição: 1 volume (various pagings) : digital, PDF file
Responsabilidade: by Andrew J. Kelly.

Resumo:

Older adults inadvertently plagiarize more than young adults (McCabe, Smith, & Parks, 2007). One current explanation proposes that this effect can be understood in terms of age-related declines in working and episodic memory (McCabe et al., 2007). The current study tested this hypothesis by placing groups of young and older adult participants under divided attention while performing within the typical experimental paradigm. Results indicated that for some measures, dividing the attention of young adults equated their performance to older adults with full attention. For other measures, older adults still produced more errors. Except for false recall, regression analyses revealed that episodic and working memory accounted for age-related variance in these plagiarism errors. The current findings provide tenuous support for the McCabe et al. (2007) hypothesis and suggest other factors may be at play.

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