Rd year student of Azerbaijan University of Languages, 347a the importance of age in the perception of knowledge

Psychology
Aliyeva Gunel, 3^rd year student of
Azerbaijan University of Languages, 347A
The importance of age in the perception of knowledge
One important component that affects how people acquire and understand information is their age, which has a substantial impact on how they perceive knowledge.People’s cognitive capacities,life experiences, and cultural environments can influence how they understand information as they get older. This knowledge perception influences a person’s ability to solve problems, comprehend the world, and make decisions.
Factors affecting the perception of knowledge
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cognitive capacities life experiences cultural environments
Age has an impact on how people learn. While older people frequently rely on their life experiences and the practical application of information, children and young adults may rely more on formal schooling and teaching. When it comes to learning, younger people might be more adaptive and flexible, whereas older people might rely more on conventional ways of thinking and solving problems.
Decision-making processes may be impacted by the significance of age in the perception of knowledge. When it comes to making decisions, younger people could be more risk-takers and open to new ideas, whereas older people might proceed cautiously and lean on their prior experiences. These variations in perception might give rise to different ways of looking at problems and fixing them.
According to a recent study conducted by psychology professor Frank Durgin, older persons are more adept than younger adults at determining a hill’s correct slope. Durgin attributes this to their greater life experience. In order to accurately determine the slope of the hill from Sharples Dining Hall to Parrish Hall, Durgin and his team conducted a study in which they surveyed approximately 50 college students and 50 adults from the surrounding community, ages 18 to 72. The team also included Assistant Professor of Psychology Cat Norris, Research Manager Abigail Dean of the Psychology Department, Jeahyun Oh ’15, and Chris Thomson ’15. They found that older individuals estimated the Sharples Hill far more accurately than younger ones when participants did not know the slope.
The current study looked into how knowledge affects how quickly information is absorbed when reading and how age differs in this regard. People with different degrees of cooking experience, ranging in age from 18 to 85, read and recalled a series of brief sentences related to cooking. The amount recalled for each paragraph divided by the amount of time spent reading was used to operationalize reading efficiency. The findings indicated that older persons’ reading efficiency rose with knowledge levels, but not younger adults’. In a similar vein, individuals with lower working memory capacity demonstrated greater efficiency as knowledge increased. These results imply that knowledge fosters a more effective allocation strategy, which is especially beneficial as one ages, maybe as a result of age-related reductions in working memory capacity.
People’s interpretations of knowledge change with age. The accumulation of experiences that come with growing older might influence how someone views the world and how they perceive new knowledge. While younger people could have a more straightforward perspective, older people might have a more thorough comprehension of complicated subjects. Furthermore, how people view knowledge can be influenced by cultural and socioeconomic settings that alter as people age, such as changes in social standards or technology breakthroughs.
In summary, how people acquire, interpret, and use information is influenced by their age and the significance it has in their perspective of knowledge. In order to effectively bridge the gap between different age groups, educators, legislators, and individuals themselves can benefit from a greater understanding of the effects of age on information perception. This understanding can be used to learning experiences, communication tactics, and decision-making processes. In the end, this comprehension may result in enhanced application, interpretation, and acquisition of knowledge for people of all ages.


References

1. 
   Durgin F. H., Baird J. A., Greenburg M., Russell R., Shaughnessy K., Waymouth S. (2009) Who is being deceived? The experimental demands of wearing a backpack. Psychonomic Bulletin & Review 16: 964–969.
   
2. 
   Hambrick DZ, Engle RW. Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology. 2002;44:339–387.
   
3. 
   Hess TM. Aging-related constraints and adaptations in social information processing. In: von Hecker U, Dutke S, Sedek G, editors. Generative mental processes and cognitive resources: Integrative research on adaptation and control. Kluwer; The Netherlands: 2000. Pp. 129–155.
   
4. 
   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2788560/