AGING METAMEMORY AND STRATEGY USE DURING LEARNING

提出了三个研究领域，系统地评估年龄- 在元认知框架内学习的相关差异。中央 这个框架的假设是，人们积极参与记忆- 相关任务。在试图掌握新材料时，人们（a）利用 他们关于任务的元记忆知识要求选择复述 策略，（B）监控持续学习，以及（c）利用这种监控 规范学习的各个方面。长期目标包括 发现持续的自我导向学习的每一个方面 两者都影响学习的速度，并调解任何与年龄有关的差异 在学习方面。拟议的研究涉及三个相关的研究领域 问题研究它涉及多个实验任务，这些任务采用 配对联想学习和回忆。大多数实验采用 极端年龄组（年轻与老年）设计，以评估年龄差异， 学习和回忆。第1区的研究重点是可能的年龄差异 在监视存储器系统的各个方面的能力方面， 已被证明对年轻人的学习调节很重要， 成年人了它将（a）检验老年人在他们的生活中不同的假设， 能够参照战略有效性监测业绩， (b)检查内存监视的其他方面，这些方面对于 指导学习，特别是包括不同类型的判断， 在学习材料的过程中学习。第二部分重点在于确定 在（a）自发使用策略方面是否存在年龄差异， （B）战略使用的有效性，以及（c）实施这些战略所需的时间 战略布局拟议的实验将能够检查生产 缺乏症和中间缺乏症的年龄差异 和联想学习的水平。2区的最后一个实验评估了 关于记忆和学习的知识和信念 策略将与自发选择和有效使用相关联 调解策略。区域3将评估 个体通过监控记忆来调节他们正在进行的学习， 战略有效性。一个中心假设是，老年人不 自发地启动行为，这将提高他们的学习。一个新 实验任务将允许测试的假设，老年人 可以在明确的指示下有效地监控学习，但是 他们不会自发地实施一种利用监测的策略， 控制和优化学习过程。从所有三个方面取得的成果 区域对年龄差异有重要的理论意义， 联想学习，也将提供宝贵的信息，如何 建立培训和干预计划，以帮助老年人优化 在日常生活中学习。

Three areas of research are proposed that systematically evaluate age- related differences in learning within a metacognitive framework. A central assumption of this framework is that people actively participate in memory- related tasks. While attempting to master new material, people (a) utilize their metamemorial knowledge about the task demands to select rehearsal strategies, (b) monitor on-going learning, and (c) utilize such monitoring to regulate various aspects of study. Long-term objectives include discovering how each of these aspects of on-going, self-directed learning both influence the rate of learning and mediate any age-related differences in learning. The proposed research entails three areas of related research studies. It involves multiple experimental tasks that employ variants of paired associate learning and recall. Most of the experiments employ extreme age groups (young vs. old) designs to evaluate age differences in leaning and recall. Research in Area 1 focuses on possible age differences in the ability to monitor various aspects of the memory system that have been shown to be important for the regulation of learning in younger adults. It will (a) test the hypothesis that older adults differ in their ability to monitor performance with reference to strategy effectiveness and (b) examine additional aspects of memory monitoring that are crucial for guiding learning, including especially different kinds of judgments of learning made during study of materials. Area 2 focuses on determining whether there are age differences in (a) spontaneous use of strategies, (b)effectiveness of strategy use, and (c) the time taken to implement such strategies. The proposed experiments will enable examination of production deficiency and mediational deficiency accounts of age differences in rate and level of associative learning. The final experiment in Area 2 evaluates the hypothesis that knowledge and beliefs about memory and learning strategies will be associated with spontaneous selection and effective use of mediational strategies. Area 3 will evaluate the degree to which individuals regulate their on-going learning by monitoring memory and strategy effectiveness. A central hypothesis is that older adults do not spontaneously initiate behaviors that will enhance their learning. A new experimental task will permit a test of the hypothesis that older adults can effectively monitor learning under explicit instructions to do so, but that they do not spontaneously implement a strategy of using monitoring to control and optimize the learning process. Outcomes obtained from all three areas have important theoretical implications for age differences in associative learning and will also provide valuable information on how to construct training and intervention programs to help older adults optimize learning in everyday situations.