Training monitoring skills improves older adults' self-paced associative learning
Training monitoring skills improves older adults' self-paced associative learning
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DOI：
10.1037/0882-7974.18.2.340
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发表时间：
2003-06-01
影响因子：
3.7
通讯作者：
Hertzog, C
中科院分区：
文献类型：
--
作者：
Dunlosky, J;Kubat-Silman, AK;Hertzog, C
我们研究了一项增强记忆的计划，该计划包括教老年人通过自我测试来调节学习。一个规则组被教授标准策略和自我测试技术，以识别学习不太好的项目，这些项目可以从额外的学习中受益。将这一组与只学习策略的策略控制组和等候名单控制组进行比较。与策略控制组（d = 0.28）和等候名单组（d = 0.03）相比，规则组（d = 0.72）的训练收益更大，这表明训练一项监控技能——自我测试——可以改善老年人的学习。
We investigated a memory-enhancement program that involved teaching older adults to regulate study through self-testing. A regulation group was taught standard strategies along with self-testing techniques for identifying less well-learned items that could benefit from extra study. This group was compared with a strategy-control group, which was taught only strategies, and with a waiting-list control group. Greater training gains were shown for the regulation group (effect size, d = 0.72) than for the strategy-control (d = 0.28) and waiting-list control (d = 0.03) groups, indicating that training a monitoring skill-self-testing-can improve older adults' learning.