Self-regulated learning in younger and older adults: does aging affect metacognitive control?
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.
Price
Jodi
J
Department of Psychology, University of Alabama in Huntsville, Huntsville, AL 35899, USA. jodi.price@uah.edu
Hertzog
Christopher
C
Dunlosky
John
J
D000368:Aged; D000375:Aging; D003071:Cognition; D056344:Executive Function; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008568:Memory; D011939:Mental Recall; D008960:Models, Psychological; D019303:Multilingualism; D011581:Psychological Tests; D020377:Self Efficacy; D013997:Time Factors; D014825:Vocabulary; D055815:Young Adult