Self-Regulated Learning in Younger and Older Adults: Does Aging Affect Metacognitive Control?

ABSTRACT

Two experiments examined whether younger and older adults' self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults' self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models.

Keywords:

• Self-regulated learning
• Aging
• Metacognitive control
• Learning
• Study time allocation

Acknowledgements

This research was supported by Grant NIA R37 AG13148 awarded to C. Hertzog from the National Institute on Aging, one of the National Institutes of Health. We would also like to acknowledge the assistance of Dennis Hayes in programming the second experiment and Teri Boutot, Aaron Bozorg, Chanteal Edwards, Ronit Greenberg, Shannon Langston, Colin Malone, Alisha Montiero, and Rory Murray in data collection and preparation.

Notes

¹Because many of the easy Spanish words were cognates, younger and older adults in both experiments were able to correctly guess what many of the easy Spanish words meant before studying them. Thus, most easy items were eliminated for most people in the analysis of selection order.

²Actual time spent studying all items rather than allotted time (i.e., either 45 or 90 s per grid) was used as the denominator because not all participants chose to use all of their allotted time.

³The mean level of difficulty was examined for only the first six, rather than nine, items selected because grids in Experiment 2 only contained six items vs. the 9-item grids in Experiment 1.

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