AGING, METAMEMORY, AND STRATEGY USE DURING LEARNING

学习过程中的老化、元记忆和策略使用

• 批准号: 7459825
• 负责人: CHRISTOPHER K HERTZOG
• 金额: $ 29.15万
• 依托单位: GEORGIA INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-07-25 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7459825
• 关键词: Age; Aging; Area; Belief; Educational Intervention; Elderly; Funding; Judgment; Knowledge; Learning; Measures; Methods; Monitor; Nature; Outcome; Paired-Associate Learning; Patient Self-Report; Performance; Process; Rate; Relative (related person); Research; Research Personnel; Testing; Training; Training Programs; Work; age difference; age related; classical conditioning; cognitive system; directed attention; intervention program; rehearsal; research study

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.

本文提出了四个研究领域，在元认知框架内系统地评估联想学习中年龄相关的差异。这个框架的一个中心假设是，人们通过(1)利用他们对认知要求高的任务的知识来选择排练策略，(2)监控正在进行的学习和表现，以及(3)利用这种监控来调节控制学习和表现的控制过程，来积极参与学习新材料的学习。我们的长期目标包括发现自我指导学习的每一个方面如何影响学习速度和学习中的年龄差异。拟议的研究涉及四个不同的努力领域。总的来说，我们提出的实验包括使用配对联想学习和回忆来研究元认知、策略和学习。区域1代表着在一个新的、独特的老年人培训计划中实施在上一个资金周期中获得的关于老龄化、元认知和策略使用的知识的关键一步，该计划同时重建对年龄和学习的负面信念，培训相关的学习策略，并培训学习过程中自我测试(一种使用监控指导学习的实用方法)的使用。区域2建立在已完成或正在进行的工作之上，表明与年龄相关的监控认知系统的能力有所减弱。研究人员关注影响监控的相对和绝对准确性的因素，并评估自发(非指导)策略使用的年龄差异。领域3将注意力集中在联想学习中使用的中介策略的性质上，扩展了在上一个资助周期中开发的衡量策略自我报告的新方法，以评估自发(无指导)策略使用的年龄差异。领域4评估利用监测来指导配对伙伴的自我进度研究，部分是通过创建新的元认知判断，这应该有助于解释监测利用中已经确定的年龄差异。这四个领域的研究结果对联想学习的年龄差异有重要的理论意义，也将为如何构建培训和干预计划以帮助老年人在日常情况下优化学习提供有价值的信息。