Publication Cover
Experimental Aging Research
An International Journal Devoted to the Scientific Study of the Aging Process
Volume 43, 2017 - Issue 4
187
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

The Impact of Presentation Format on Younger and Older Adults’ Self-Regulated Learning

Pages 391-408 | Received 27 Apr 2016, Accepted 20 Aug 2016, Published online: 18 Jul 2017

REFERENCES

  • Ariel, R., Al-Harthy, I. S., Was, C. A., & Dunlosky, J. (2011). Habitual reading biases in the allocation of study time. Psychonomic Bulletin & Review, 18, 1015–1021. doi: 10.3758/s13423-011-0128-3
  • Ariel, R., & Dunlosky, J. (2013). When do learners shift from habitual to agenda-based processes when selecting items for study? Memory & Cognition, 41, 416–428. doi: 10.3758/s13421-012-0267-4
  • Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 133, 432–447. doi: 10.1037/a0015928
  • Ariel, R., Price, J., & Hertzog, C. (2015). Age-related associative memory deficits in value-based remembering: The contribution of agenda-based regulation and strategy use. Psychology and Aging, 30, 795–808. doi: 10.1037/a0039818
  • Berry, J. M., & West, R. L. (1993). Cognitive self-efficacy in relation to personal mastery and goal setting across the life span. International Journal Of Behavioral Development, 16, 351–379. doi: 10.1177/016502549301600213
  • Castel, A. D. (2007). The adaptive and strategic use of memory by older adults: Evaluative processing and value-directed remembering. The Psychology of Learning and Motivation, 48, 225–270. doi: 10.1016/S0079-7421(07)
  • Castel, A. D., Benjamin, A. S., Craik, F. I. M., & Watkins, M. J. (2002). The effects of aging on selectivity and control in short-term recall. Memory & Cognition, 30, 1078–1085. doi: 10.3758/BF03194325
  • Castel, A. D., Farb, M. A. S., & Craik, F. I. M. (2007). Memory for general and specific value information in younger and older adults: Measuring the limits of strategic control. Memory & Cognition, 35, 689–700. doi: 10.3758/BF03193307
  • Castel, A. D., Humphreys, K. L., Lee, S. S., Galván, A., Balota, D. A., & McCabe, D. P. (2011). The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity. Developmental Psychology, 47, 1553–1564. doi: 10.1037/a0025623
  • Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28, 232–242. doi: 10.1037/a0030678
  • Dunlosky, J., & Ariel, R. (2011). The influence of agenda-based and habitual processes on item selection during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 899–912. doi: 10.1037/a0023064
  • Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 249–275). Mahwah, NJ: Erlbaum.
  • Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 609–622. doi: 10.1037/0278-7393.32.3.609
  • Lachman, M. E., Bandura, M., Weaver, S. L., & Elliott, E. (1995). Assessing memory control beliefs: The Memory Controllability Inventory. Aging & Cognition, 2, 67–84. doi: 10.1080/13825589508256589
  • Lineweaver, T. T., & Hertzog, C. (1998). Adults’ efficacy and control beliefs regarding memory and aging: Separating general from personal beliefs. Aging, Neuropsychology, and Cognition, 5, 264–296. doi: 10.1076/anec.5.4.264.771
  • Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131, 349–363. doi: 10.1037/0096-3445.131.3.349
  • Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159–163. doi: 10.1111/j.1467-8721.2009.01628.x
  • Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530–542. doi: 10.1037/0096-3445.132.4.530
  • Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of Memory and Language, 52, 463–477. doi: 10.1016/j.jml.2004.12.001
  • Price, J., Hertzog, C., & Dunlosky, J. (2010). Self-regulated learning in younger and older adults: Does aging affect metacognitive control? Aging, Neuropsychology, and Cognition, 17, 329–359. doi: 10.1080/13825580903287941
  • Price, J., & Murray, R. G. (2012). The region of proximal learning heuristic and adult age differences in self-regulated learning. Psychology and Aging, 27, 1120–1129. doi: 10.1037/a0029860
  • Ryan, E. B. (1992). Beliefs about memory changes across the adult lifespan. Journal of Gerontology: Psychological Sciences, 47, P41–P46. doi: 10.1093/geronj/47.1.P41
  • Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103, 403–428. doi: 10.1177/0734282908323628
  • Salthouse, T. A., & Babcock, R. L. (1991). Decomposing adult age differences in working memory. Developmental Psychology, 27, 763–776. doi: 10.1037/0012-1649.27.5.763
  • Soderstrom, N. C., & McCabe, D. P. (2011). The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1236–1242. doi: 10.1037/a0023548

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.