Stine-Morrow Elizabeth A L, Shake Matthew C, Miles Joseph R, Noh Soo Rim
Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign, IL 61820-6990, USA.
Psychol Aging. 2006 Dec;21(4):790-803. doi: 10.1037/0882-7974.21.4.790.
The authors examined age differences in adults' allocation of effort when reading text for either high levels of recall accuracy or high levels of efficiency. Participants read a series of sentences, making judgments of learning before recall. Older adults showed less sensitivity than the young to the accuracy goal in both reading time allocation and memory performance. Memory accuracy and differential allocation of effort to unlearned items were age equivalent, so age differences in goal adherence were not attributable to metacognitive factors. However, comparison with data from a control reading task without monitoring showed that learning gains among older adults across trial were reduced relative to those of the young by memory monitoring, suggesting that monitoring may be resource consuming for older learners. Age differences in the responsiveness to (information-acquisition) goals could be accounted for, in part, by independent contributions from working memory and memory self-efficacy. Our data suggest that both processing capacity ("what you have") and beliefs ("knowing you can do it") can contribute to individual differences in engaging resources ("what you do") to effectively learn novel content from text.
作者研究了成年人在为实现高水平的回忆准确性或高水平的效率而阅读文本时努力分配的年龄差异。参与者阅读一系列句子，并在回忆前进行学习判断。在阅读时间分配和记忆表现方面，老年人对准确性目标的敏感度低于年轻人。记忆准确性以及对未学习项目的努力差异分配在年龄上是相当的，因此目标坚持方面的年龄差异并非归因于元认知因素。然而，与无监控的对照阅读任务数据相比，结果显示，相对于年轻人，老年人在各次试验中的学习收获因记忆监控而减少，这表明监控对老年学习者而言可能消耗资源。对（信息获取）目标反应的年龄差异部分可由工作记忆和记忆自我效能的独立作用来解释。我们的数据表明，处理能力（“你所拥有的”）和信念（“知道自己能做到”）都可能导致在投入资源（“你所做的”）以从文本中有效学习新内容方面的个体差异。
