AGING METAMEMORY AND STRATEGY USE DURING LEARNING

提出了系统评估年龄的三个研究领域-- 元认知框架内学习的相关差异。一个中环 这个框架的假设是，人们积极参与记忆-- 相关任务。在试图掌握新材料的同时，人们(A)利用 他们对任务的元记忆知识要求选择排练 战略；(B)监测正在进行的学习；(C)利用这种监测 规范学习的各个方面。长期目标包括 发现正在进行的自我指导学习的每一个方面 两者都会影响学习速度，并调节任何与年龄有关的差异 在学习上。拟议的研究包括三个相关领域的研究 学习。它涉及多个实验任务，这些任务使用了 配对的联想学习和回忆。大多数实验都采用了 评估年龄差异的极端年龄组(年轻人与老年人)设计 倾斜和回想。区域1的研究重点是可能的年龄差异 在监视存储系统的各个方面的能力方面 已被证明对青少年学习的调节很重要 成年人。它将(A)检验这一假设，即老年人在他们的 能够参照战略有效性和 (B)检查内存监控的其他方面，这些方面对 指导学习，尤其包括不同类型的判断 在学习材料的过程中进行的学习。区域2侧重于确定 在(A)自发使用策略方面是否存在年龄差异， (二)策略运用的成效；及。(三)实施该等策略所需的时间。 战略。拟议的实验将使生产检验成为可能。 虚弱和中介虚弱是年龄差异的原因 和联想学习的水平。第二区的最后一次实验评估 关于记忆和学习的知识和信念的假设 策略将与自发选择和有效使用相关联 调解策略。第三区将评估在何种程度上 个体通过监控记忆和调节他们正在进行的学习 战略有效性。一个中心假设是，老年人不会 自发地发起行为，以增强他们的学习能力。一种新的 实验任务将允许对老年人的假设进行测试 可以在明确的指令下有效地监控学习，但 他们不会自发地实施一种使用监控来 控制和优化学习过程。从所有三个方面获得的结果 地区对年龄差异有重要的理论意义 和联想学习，还将提供有关如何 构建培训和干预计划，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.