MEMORY BELIEFS IN RELATION TO GOALS AND TEST DIFFICULTY

与目标和测试难度相关的记忆信念

• 批准号: 2002437
• 负责人: ROBIN Lea WEST
• 金额: $ 6.92万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-05-15 至 1999-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2002437
• 关键词: age difference; aging; behavioral /social science research tag; clinical research; goal oriented behavior; human subject; memory; performance; age difference; aging; behavioral /social science research tag; clinical research; goal oriented behavior; human subject; memory; performance

Social cognitive learning theories have posited a connection between performance and three self-evaluative factors--goal-setting, self- efficacy and control beliefs. This research will begin to explore these relationships, in the domain of memory, as a function of age and varying task conditions. The memory tests will vary from high to low difficulty to observe the impact of challenge on these self- evaluative factors. Three studies will examine two different memory tasks, group vs. individual administration, and varied operationalizations of test difficulty. The hypotheses are comparable across the three studies. In Study 1, high and low difficulty recall tasks starting with 34- or 14-item lists, respectively will be administered for 3 test trials after baseline assessment of recall (with a moderate difficulty list) and memory beliefs. During the 3 test trials, old and young will be assigned to personal goal-setting, goal-setting plus feedback, or control. A final test trial will reassess baseline measures. Hypotheses: goals plus feedback will result in the largest increases between baseline and final trial for performance and beliefs; older adults will show less positive beliefs (low self-efficacy, low perceived control) and poorer performance than the young; age will interact with difficulty such that older adults will show larger differences between high and low difficulty conditions than do younger adults. Study 2 replicates Study 1 with self-paced text recall, with comparable predictions except that goal condition effects are ejected to be stronger under self-paced conditions. Study 3 replicates Study 1 using individualized difficulty levels--the number of items on the high difficulty lists will be an individual's base line score + 20 items and low difficulty lists will be baseline + 4. This procedure of matching difficulty to individual abilities should eliminate age interactions with difficulty level, but other predictions are the same. In all three studies, it is expected that baseline beliefs will predict goals. Regression will be utilized to test predictions concerning the impact of subject variables (e.g., education), baseline beliefs and performance, goal condition and difficulty condition, and age, on final trial beliefs and performance, based on self-efficacy theory (Bandura, 1989b; Schunk,1991).

社会认知学习理论在 绩效和三个自我评估因素 - 目标，自我 功效和控制信念。这项研究将开始探索 这些关系，在记忆领域，作为年龄的函数 和不同的任务条件。内存测试将从高 难以观察挑战对这些自我的影响 评估因素。三项研究将检查两个不同的记忆 任务，小组与个人管理和多样化 测试难度的操作。假设是 在这三个研究中可比。在研究1中，高和低 难以回顾以34或14个项目列表开始的任务， 基线后将分别为3个测试试验管理 评估召回（中等难度列表）和记忆 信念。在三个测试试验期间，将分配老年和年轻人 进行个人目标，目标设定加反馈或控制。 最终的测试试验将重新评估基线措施。假设： 目标加反馈将导致最大的增加 基线和最终试验表现和信念；老年人 将表现出较少积极的信念（自我效能低下，感知低 控制），比年轻人的表现差；年龄会相互作用 由于困难，老年人会显示出更大的差异 与年轻人相比，高难度条件和低难度条件之间。 研究2复制研究1与自定进定的文本回忆， 可比较的预测除了目标条件效应是 在自定进度条件下弹出更强。研究3 复制研究1使用个性化的难度水平 - 高难度列表中的项目数量将是个人的 基准评分 + 20项和低难度列表将是基线 + 4。匹配难度与个人能力的程序 应该以困难水平消除年龄相互作用，但其他 预测是相同的。在所有三项研究中，预计 基线信念将预测目标。回归将用于 关于主题变量影响的测试预测（例如， 教育），基线信念和绩效，目标状况和 最终审判信念和年龄的困难条件和年龄 基于自我效能理论的表现（Bandura，1989b； Schunk，1991）。