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: 6372049
• 负责人: CHRISTOPHER K HERTZOG
• 金额: $ 30.68万
• 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 2004-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6372049
• 关键词: age difference; aging; association learning; behavioral /social science research tag; clinical research; cognition; human old age (65+); human subject; judgment; learning; locus of control; memory; monitoring device; neural information processing; online computer; performance; young adult human (21-34)

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.

描述（根据研究者的摘要进行了改编）：四个研究领域是 提出系统评估与年龄有关的关联差异 在元认知框架内学习。一个中心假设 框架是人们通过（1）积极参与学习新材料 利用他们对认知要求任务的知识来选择排练 策略，（2）监视正在进行的学习和表现，以及（3）利用 这样的监视以调节控制学习和 表现。我们的长期目标包括发现这些目标如何 自我指导学习的各个方面会影响学习率和年龄 学习差异。拟议的研究涉及四个独立的领域 努力。通常，提出的实验涉及使用 配对相关的学习和回忆以研究元认知，策略和 学习。区域1代表实施有关知识的关键步骤 老化，元认知和策略使用在最后一个资金周期中获得的使用 同时针对老年人的新的独特培训计划 重组对年龄和学习的负面信念，培训相关 学习策略，并训练自我测试的使用（一种实用方法 在学习过程中使用监视指导学习）。 2区建立在工作 完成或正在进行中，表明与年龄相关的能力 监视认知系统。调查人员专注于影响因素 监测的相对和绝对准确性，并评估年龄差异 在自发（非实现）策略使用中。区域3将注意力转移到 联想学习过程中使用的中介策略的性质，扩展 使用新方法来衡量策略在最后一个 资助的周期以评估自发（独立）策略的年龄差异 使用。区域4评估监测的利用来指导自定进度研究 配对缔合的部分，部分是通过创建新的元认知 判断应该有助于解释已经确定的年龄差异 监视的利用。从所有四个领域获得的结果都有 关联学习的年龄差异的重要理论意义 并将提供有关如何构建培训和的宝贵信息 干预计划，以帮助老年人每天优化学习 情况。