title: Age-related differences in the relation between monitoring and control of learning.
abstract: The manner in which aging affects the utilization of monitoring in the allocation of study time was investigated by having adults learn paired associates during two study-recall tests. First participants learned the 40 critical cue-target pairs. Then they had to recall the target of each pair and make a feeling-of-knowing (FOK) judgment. Finally, they studied the 40 cue-target pairs on a self-paced study trial and then recalled the items. A total of 24 elderly adults and 23 young adults served as participants. The results indicated that every group of subjects allocated their self-paced study time partly in accordance with their FOK judgments, with items higher in FOK receiving less self-paced study time. The magnitude of this relationship was significantly different in young and old subjects. Moreover, age-related differences in the allocation of study time accounted for the age-related differences in memory performance.
authors.affiliation: Laboratoire de Psychologie Expérimentale, UPRES 2114, University of Tours, Tours, France. Souchay.Celine@wanadoo.fr
authors.forename: Céline
authors.initials: C
authors.lastname: Souchay
authors.forename: Michel
authors.initials: M
authors.lastname: Isingrini
mesh_terms: D000328:Adult; D000367:Age Factors; D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000502:physiology* / Q000523:psychology; D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D010153:Paired-Associate Learning