AGING METAMEMORY AND STRATEGY USE DURING LEARNING

学习过程中元记忆的老化和策略的使用

基本信息

批准号：
2442301
负责人：
CHRISTOPHER K HERTZOG
金额：
$ 13.6万
依托单位：
GEORGIA INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
1995
资助国家：
美国
起止时间：
1995-07-25 至 1999-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/2442301
关键词：
age difference aging association learning behavioral /social science research tag belief cognition human old age (65+) human subject learning memory monitoring device neural information processing online computer performance young adult human (21-34)

项目摘要

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.

提出了三个研究领域，该领域是系统地评估年龄的三个领域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。在试图掌握新材料的同时，人们（a）使用他们关于任务需要选择排练的元文学知识策略，（b）监控正在进行的学习，（c）使用此类监控调节研究的各个方面。长期目标包括发现正在进行的，自我指导的学习的各个方面两者都会影响学习率，并调解任何与年龄有关的差异在学习中。拟议的研究需要相关研究的三个领域研究。它涉及多个采用变体的实验任务配对的合作学习和回忆。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倾斜和回忆。区域1的研究专注于可能的年龄差异具有监视具有内存系统的各个方面的能力被证明对于调节年轻人的学习很重要成年人。它将（a）检验以下假设，即老年人的不同参考策略有效性和（b）检查对内存监视的其他方面，这些方面至关重要指导学习，包括特别不同的判断在材料研究中进行的学习。区域2专注于确定（a）自发使用策略是否存在年龄差异，（b）战略使用的有效性，以及（c）实施此类的时间策略。拟议的实验将实现生产检查年龄差异的缺陷和中介缺陷率和关联学习水平。区域2中的最终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有关中介策略。区域3将评估个人通过监视记忆和策略有效性。一个中心假设是老年人不自发启动将增强他们学习的行为。一个新实验任务将允许检验老年人的假设可以在明确指示下有效监视学习，但是他们不会自发地实施使用监视的策略控制和优化学习过程。从这三个获得的结果领域对年龄差异具有重要的理论意义协会学习，还将提供有关如何构建培训和干预计划，以帮助老年人优化老年人在日常情况下学习。