Age-related differences in strategy knowledge updating: blocked testing produces greater improvements in metacognitive accuracy for younger than older adults.
Age-related differences in updating knowledge about strategy effectiveness after task experience have not been consistently found, perhaps because the magnitude of observed knowledge updating has been rather meager for both age groups. We examined whether creating homogeneous blocks of recall tests based on two strategies used at encoding (imagery and repetition) would enhance people's learning about strategy effects on recall. Younger and older adults demonstrated greater knowledge updating (as measured by questionnaire ratings of strategy effectiveness and by global judgments of performance) with blocked (versus random) testing. The benefit of blocked testing for absolute accuracy of global predictions was smaller for older than younger adults. However, individual differences in correlations of strategy effectiveness ratings and postdictions showed similar upgrades for both age groups. Older adults learn about imagery's superior effectiveness but do not accurately estimate the magnitude of its benefit, even after blocked testing.
Price
Jodi
J
School of Psychology, Georgia Institute of Technology, Atlanta, GA, USA.
Hertzog
Christopher
C
Dunlosky
John
J
D000328:Adult; D000368:Aged; D000375:Aging / Q000523:psychology*; D001288:Attention; D003657:Decision Making; D004538:Eidetic Imagery; D005260:Female; D006801:Humans; D007206:Individuality; D007600:Judgment; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D010153:Paired-Associate Learning; D011214:Practice, Psychological; D011340:Problem Solving