Knowledge of results as a method for teaching middle aged adults text message inscription

Communication is an important aspect of any relationship. Text messaging has become extremely popular with the younger generation when communicating with others. The middle aged population may not understand how to text message, or understand the meanings behind each word that their children or grandchildren use when communicating with each other. Therefore, it is highly important that the middle aged population understands the slang of text messaging, or they may have problems communicating with the younger generation. The purpose of this study was to investigate if knowledge of results (KR) is an effective method to teach middle aged adults text message inscription. Forty participants, both male and female, participated in this study. Results from this study indicate that participants who received KR performed better than participants who did not receive KR (p < .05). There is a trend that reduced KR (e.g. 50% KR) yields better results than 100% KR, which coincide with other studies that have found similar results. Occupational therapists are qualified to teach the middle aged population text messaging, and providing KR appears to facilitate, acquiring, retaining, and generalizing their skill. More research is needed to determine, more precisely, optimal frequency of KR for most efficient learning within this cognitive-based task. Knowledge of Results 3 Knowledge of Results as a Method for Teaching Middle Aged Adults Text Message Inscription The purpose of this study is to see if knowledge of results (KR) is an effective method for teaching middle aged adults text message inscription. Knowledge of results has been shown to be effective in facilitating the learning of simple motor skills in young children, young adults, and the elderly. We are interested in seeing if KR will work with the middle aged population in learning text messaging. It is important that middle aged people learn the younger generation’s language in order to communicate effectively with them. Understanding intergenerational communication is important because relationships are highly based on communication, and if middle aged people do not understand the slang of text messaging, they may have problems communicating with the younger generation. According to Obler, Salthouse, and Schaie (1989, 1988, 1993), vocabulary increases as we age, especially for people who are continuously involved in education. Occupational therapy can help older people learn how to read the younger generation’s language and understand the context of new words. The study of intergenerational communication is based on major perspectives and theories, such as: The Life-Span Developmental Perspective, Intergroup Theory, Communication Accommodation Theory, and The Communication Predicament Model of Aging. It is important to understand the background information of intergenerational communication in order to understand how people communicate with each other. The Life-Span Developmental Perspective has been explored at numerous conferences by the Department of Psychology at West Virginia University (Baltes, Reese, & Lipsett, 1980). The life-span developmental perspective can be summarized in 4 basic components. The first component of this perspective is that development continues throughout the life span; there is no Knowledge of Results 4 end point in terms of developmental plateau, or of ultimate decline (Williams & Nussbaum, 2001). People are continuing to learn new information every day, regardless of their age. Development is multidirectional and is the second component of the life-span developmental perspective. Williams and Nussbaum (2001) stated “we should not expect to experience universal patterns of growth during any one period of life. Likewise, we should not expect to experience universal periods of decline” (p. 5). We are constantly learning new information and forgetting previous information that we’ve learned. Relationships also change throughout the life-span. Several relationships experience increased intimacy, while other relationships may experience a loss of intimacy. This is one reason why it is important for middle aged people to learn text messaging so that they will be able to communicate effectively with the younger generation. The third principle of the Life-Span Development is recognized as a gain and loss dynamic. Williams and Nussbaum stated (2001) “competencies can be achieved in one communicative area while anxieties emerge in another” (p.6). Older adults may feel secure with their vocabulary skills, but may feel weary when trying to learn the slang of text messaging, because it can be like learning a new language. The final component states that the person and the environment are being influenced by each other. This statement attempts to resolve the debate if genetics play a role on how people communicate effectively with each other, or if the environment shapes the person’s communication skills. Both are an important part of human development. According to Williams and Nussbaum (2001) “communication between people who are developing quite differently in terms of their physical, cognitive, or psychosocial selves, and who have experienced quite different life events in unique historical contexts presents a rather large Knowledge of Results 5 interactive challenge” (p.7). It is important that older people learn new ways to communicate with the younger generations so they can continue to be in successful relationships with them. The second theory of intergenerational communication is based on Intergroup Theory. This theory states that identity can be either personal or social. According to Turner (1982) personal identity is based on someone’s personality and behavior. Their social identity is based on group membership. According to Tajfel (1978, 1981) we divide our social world into groups and social categories, and favor the groups that are similar to our groups. For example, these groups can be based upon gender differences, nationality differences, and support of different teams in sporting events. Another group example could be young adults who understand how to use text messaging, and who understand the slang of text messaging; versus older adults who do not. Younger adults may feel unique that they know the slang and how to use it correctly through text messaging, while the older generation struggles to understand text messaging. If older people do not understand text messaging, or are not willing to learn how to communicate effectively when using it, then that may facilitate degradation in effectual communication with the younger generation. The third theory for intergenerational communication is the Communication Accommodation Theory (CAT). This theory explains how people modify their speech based on situational, personal, or interactional variables. When people wish to signal intergroup solidarity they converge their speech toward their peers. People make their speech and communication patterns more like their peers, so that they can understand each other. When people wish to signal outgroup members, they diverge their speech patterns away from their peers, so that the outgroup members will be able to understand them. According to Williams and Nussbaum (2001), “approximation is said to occur when interactants focus their attention on their partner’s Knowledge of Results 6 speech styles. Most importantly, approximation occurs in response to perceptions or expectations about the other person’s speech style” (p.12). Each generation has some lexical and stylistic features that differentiate them from each other. For example older people may have used the word “groovy” to represent something that they personally value. The younger generation may use the word “sweet” for what they personally value. The English language is continuously changing, and it is important for the older generation to keep up with the younger generation in order to foster effective intergenerational communication. Another important part of the CAT is having the ability to decode, or figure out what is being said which is called interpretive competence. Williams and Nussbaum (2001) stated “changes in vocabulary, modifications of pitch and tone, placing emphasis on certain keywords, or staying within certain easy-to-understand topic areas are examples of this interpretive competence” (p. 12). For example, a younger person may try to explain to an older person that the term “bad” is positive. The older person may have a difficult time trying to learn the youth slang, and might misinterpret the term for something else. The final theory for intergenerational communication is The Communication Predicament Model of Aging (CPM). This theory states that stereotypes may lead to problematic speech. This perspective focuses mainly on problematic intergenerational communication between the young and elderly. According to the CPM when a younger person meets an older person, they both may be stereotyping each other. Stereotyping each other could cause speech behavior problems. For example, a younger person may think that the older person has hearing problems, and may talk slowly and loudly to them in the belief that in doing so will increase the probability of the older person being able to understand what the younger person is trying to Knowledge of Results 7 communicate. Stereotyping an older person who might have hearing impairments could cause overaccommodation in the conversation with the youth and older person. It is important that youth and older people do not stereotype each other in order for effective communication to take place. It is important for parents and grandparents to be able to communicate with the younger generation. Learning the slang of text message, can help bridge the gap of communication between youth and their parents and grandparents. In today’s society cell phones are extremely popular. According to Wikipedia (2007b), most cell phones provide a short m