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Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial

J Dunlosky1, C Hertzog

  • 1University of North Carolina at Greensboro, USA. j_dunlos@goodall.uncg.edu

The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences
|July 1, 1997
PubMed
Summary

Aging does not affect item selection strategies in learning. Both younger and older adults effectively chose items for restudy based on their perceived learning level, demonstrating age equivalence in this cognitive process.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience of Aging

Background:

  • Aging can impact various cognitive functions, including learning and memory.
  • Understanding age-related differences in learning strategies is crucial for developing effective interventions.

Purpose of the Study:

  • To investigate whether aging influences item selection processes during multitrial learning.
  • To compare the self-regulated restudy choices of younger and older adults.

Main Methods:

  • Participants studied paired-associate items and made delayed judgements of learning (JOLs).
  • Item selection for restudy was either self-determined or computer-controlled based on JOLs.
  • Paired-associate recall and restudy-test trials were conducted.

Main Results:

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  • Age differences in recall were observed and persisted across trials.
  • Both age groups selected items rated as least-well learned for restudy.
  • Participants predominantly chose to restudy items not recalled on the first trial, regardless of age.

Conclusions:

  • Item selection processes appear to be equivalent across younger and older adults.
  • Aging does not significantly alter the strategy of selecting poorly learned items for further study.
  • Self-selection of study items aligns with computer-controlled selection, supporting age equivalence in metacognitive monitoring and control.