AGING, METAMEMORY, AND STRATEGY USE DURING LEARNING

描述(改编自调查人员摘要)：研究的四个领域是 建议系统地评估与年龄相关的联想差异 在元认知框架内学习。这一点的一个核心假设 框架是人们通过(1)积极参与学习新材料 利用他们关于认知任务的知识来选择排练 策略，(2)监控持续学习和绩效，以及(3)利用 这种监测以规范管理学习和管理的控制过程 性能。我们的长期目标包括发现其中的每一个 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。一般而言，拟议的实验涉及使用 配对-联想学习和回忆研究元认知、策略和 学习。区域1是实现以下知识的关键一步 老龄化、元认知和策略使用在 新的独特的老年人培训计划，同时 重塑对年龄和学习的负面看法，培训相关人员 学习策略，并培训使用自我测试(一种实用的方法 用于在学习过程中使用监控来指导学习)。区域2建立在工作的基础上 已完成或正在进行表明与年龄相关的能力减弱 监控认知系统。调查人员将重点放在影响 监测的相对和绝对准确性，并评估年龄差异 在自发的(未经指导的)策略使用中。区域3将注意力引向 联想学习中使用的中介策略的性质，扩展 使用上一年开发的衡量战略自我报告的新方法 评估自发(无指导)策略的年龄差异的资助周期 使用。区域4评估利用监测来指导自定进度的研究 在一定程度上通过创造新的元认知 这些判断应该有助于解释在 监测的利用情况。从所有四个领域取得的成果都有 联想学习中年龄差异的重要理论启示 还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 情况。

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.