Dunlosky J, Hertzog C
Department of Psychology, University of North Carolina at Greensboro, 27402-6164, USA.
Psychol Aging. 2000 Sep;15(3):462-74. doi: 10.1037//0882-7974.15.3.462.
Researchers have argued for age deficits in learning about the effects of encoding strategies from task experience, partly on the basis of absolute accuracy of metacognitive judgments. However, these findings could be attributed to factors other than age differences in learning. Forty older and 40 younger adults participated in 2 study-test trials in which they studied paired associates with imagery or repetition, predicted recall for the items, attempted recall, and postdicted recall. Recall was greater after imagery than repetition, yet this effect was not fully reflected by predictions made on Trial 1. Although both older and younger adults accurately postdicted recall from Trial 1, absolute accuracy of the predictions made on Trial 2 showed little improvement. By contrast, both age groups demonstrated increases in between-person correlations of predictions with recall, which is inconsistent with age deficits in knowledge updating. Thus, both older and younger adults had updated knowledge about the relative effects of the strategies, but such updating was not evident in the absolute accuracy of the predictions.
研究人员认为,在从任务经验中学习编码策略的效果方面存在年龄缺陷,部分原因是基于元认知判断的绝对准确性。然而,这些发现可能归因于学习中年龄差异以外的因素。40名老年人和40名年轻人参与了两项学习-测试试验,在试验中他们通过意象或重复来学习配对联想词,预测项目的回忆情况,尝试回忆,并事后预测回忆情况。意象学习后的回忆比重复学习后的回忆更好,但这种效果在第一次试验的预测中并未得到充分体现。尽管老年人和年轻人都能准确地从事后预测第一次试验的回忆情况,但第二次试验预测的绝对准确性几乎没有提高。相比之下,两个年龄组在预测与回忆之间的个体间相关性上都有所增加,这与知识更新方面的年龄缺陷不一致。因此,老年人和年轻人都更新了关于策略相对效果的知识,但这种更新在预测的绝对准确性中并不明显。