Work

Self-Regulated Learning in Younger and Older Adults: Does Aging Affect Metacognitive Control?

Year: 2009

Type: article

Abstract: Two experiments examined whether younger and older adults' self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults' self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models.

Source: Aging Neuropsychology and Cognition

DOI: 10.1080/13825580903287941

Authors: Jodi Price, Christopher Hertzog, John Dunlosky

Institutions: University of Alabama in Huntsville, Georgia Institute of Technology, Kent State University

Language: English

Topic: Memory Processes and Influences

Subfield: Cognitive Neuroscience

Field: Neuroscience

Domain: Life Sciences

SDG: Good health and well-being

Open Access status: green

Funders: National Institutes of Health, National Institute on Aging