AGING, METAMEMORY, AND STRATEGY USE DURING LEARNING

描述（改编自研究者摘要）：四个研究领域是 建议系统地评估与年龄相关的差异， 在元认知框架下学习。一个核心假设是 框架是人们积极参与学习新材料，通过（1） 利用他们对认知要求高的任务的知识来选择排练 （2）监测持续的学习和绩效，（3）利用 这种监测以调节控制学习的控制过程， 性能我们的长期目标包括发现其中每一个 自我导向学习的各个方面影响学习速度和年龄 学习上的差异。拟议的研究涉及四个不同的领域， 努力一般来说，所提出的实验涉及使用 配对联想学习和回忆学习元认知，策略， 学习领域1代表了实现以下知识的关键一步： 年龄，元认知和策略使用在上一个资金周期中获得的， 为老年人提供的新的和独特的培训计划， 重建关于年龄和学习的消极信念，培训相关的 学习策略，并训练使用自我测试（一种实用的方法 用于使用监控来指导学习）。第二区以工作为基础 已完成或正在进行中，表明与年龄有关的能力保留， 监控认知系统。调查人员关注的是影响 监测的相对和绝对准确性，并评估年龄差异 在自发（未经指导）的策略使用。区域3将注意力集中在 在联想学习过程中使用的中介策略的性质，扩展 使用新方法来衡量去年开发的战略自我报告 资助周期，以评估自发（未经指导）策略的年龄差异 使用.领域4评估了监控的利用率，以指导自定进度的学习 部分通过创建新的元认知， 这些判断应有助于解释已经确定的年龄差异， 利用监测。从所有四个领域取得的成果 联想学习中年龄差异的重要理论意义 并将提供有关如何构建培训和 帮助老年人优化日常学习的干预计划 situations.

DESCRIPTION (adapted from investigator's abstract): Four areas of research are proposed that systematically evaluate age-related differences in associative learning within a metacognitive framework. A central assumption of this framework is that people actively participate in learning new material by (1) utilizing their knowledge about cognitively demanding tasks to select rehearsal strategies, (2) monitoring on-going learning and performance, and (3) utilizing such monitoring to regulate control processes that govern learning and performance. Our long-term objectives include discovering how each of these aspects of self-directed learning influences the rate of learning and age differences in learning. The proposed research involves four separate areas of effort. In general, the proposed experiments involve the use of paired-associate learning and recall to study metacognition, strategies, and learning. Area 1 represents a critical step toward implementing knowledge about aging, metacognition, and strategy use gained in the last funding cycle in a new and unique training program for older adults that simultaneously restructures negative beliefs about age and learning, trains relevant strategies for learning, and trains the use of self-testing (a practical method for using monitoring to guide study) during learning. Area 2 builds on work completed or in progress indicating age-related sparing of the ability to monitor the cognitive system. The investigators focus on factors that influence both relative and absolute accuracy of monitoring, and evaluate age differences in spontaneous (uninstructed) strategy use. Area 3 directs attention to the nature of mediational strategies used during associative learning, extending work with new methods for measuring strategy self-reports developed in the last funded cycle to evaluate age differences in spontaneous (uninstructed) strategy use. Area 4 evaluates the utilization of monitoring to guide self-paced study of paired-associates, in part through the creation of new metacognitive judgements that should help to explain age differences already identified in the utilization of monitoring. Outcomes obtained from all four areas have important theoretical implications for age differences in associative learning and will also provide valuable information on how to construct training and interventions programs to help older adults optimize learning in everyday situations.