Adult age differences in self-regulated learning from reading sentences.
Adult age differences in self-regulated learning from reading sentences.
复制标题
通过阅读句子进行自我调节学习的成人年龄差异。
DOI：
10.1037/0882-7974.19.4.626
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Stine-Morrow,ElizabethAL
中科院分区：
文献类型：
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作者：
Miles,JosephR;Stine-Morrow,ElizabethAL
我们研究了启发式的年龄差异，启发式用于分配从句子中学习信息的努力。年轻人和老年人阅读和重读不同命题密度的句子来回忆，在产生回忆之前做出学习判断。对于中等复杂程度的句子，尤其是对于老年人来说，重读那些在第一次阅读时学得不好的句子的努力分配是最佳的。这些数据支持一个自我调节学习的模型，在这个模型中，读者减少了当前和最佳学习状态之间的差异。然而，自我调节，可能是基于程序或依赖于当前学习状态的内隐表征，可能对近端学习区域内的老年人特别有效。
We examined age differences in the heuristic used to allocate effort in learning information from sentences. Younger and older adults read and reread sentences varying in propositional density for recall, making judgments of learning before producing recall. The allocation of effort in rereading items that were less well learned on the first reading was optimized for sentences of intermediate complexity, especially for older adults. These data support a model of self-regulated learning in which readers reduce the discrepancy between current and optimal states of learning. However, self-regulation, which may be procedure based or rely on an implicit representation of the current state of learning, may be particularly efficient for older adults within a region of proximal learning.