Theories of self-regulated study assume that learners monitor item difficulty when making decisions about which items to select for study. To complement such theories, the authors propose an agenda-based regulation (ABR) model in which learners' study decisions are guided by an agenda that learners develop to prioritize items for study, given their goals and task constraints. Across 4 experiments, the authors orthogonally manipulated 1 task constraint-the reward structure of the task-with objective item difficulty, so that learners could use either item difficulty or potential reward in deciding how to allocate their study time. Learners studied items, were tested, and then selected half the items for restudy. As predicted by the ABR model, reward structure drove item selection more than did item difficulty, which demonstrates learners' agendas can override the effects of monitoring item difficulty in the allocation of study time.

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Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students made decisions about when to study, engage in retrieval practice, or stop learning a set of foreign language word pairs. Some students received direct instruction about how to use repeated retrieval practice. These instructions emphasized the mnemonic benefits of retrieval practice over a less effective strategy (restudying) and told students how to use repeated retrieval practice to maximize their performance-specifically, that they should recall a translation correctly 3 times during learning. This minimal intervention promoted more effective self-regulated use of retrieval practice and better retention of the translations compared to a control group that received no instruction. Students who experienced this intervention also showed potential for long-term changes in self-regulated learning: They spontaneously used repeated retrieval practice 1 week later to learn new materials. These results provide a promising first step for developing guidelines for teaching students how to regulate their learning more effectively using repeated retrieval practice. (PsycINFO Database Record

Value-based remembering in free recall tasks may be spared from the typical age-related cognitive decline observed for episodic memory. However, it is unclear whether value-based remembering for associative information is also spared from age-related cognitive decline. The current experiments evaluated the contribution of agenda-based based regulation and strategy use during study to age differences and similarities in value-based remembering of associative information. Participants studied word pairs (Experiments 1-2) or single words (Experiment 2) slated with different point values by moving a mouse controlled cursor to different spatial locations to reveal either items for study or the point value associated with remembering each item. Some participants also provided strategy reports for each item. Younger and older adults allocated greater time to studying high than low valued information, reported using normatively effective encoding strategies to learn high-valued pairs, and avoided study of low-valued pairs. As a consequence, both age groups selectively remembered more high than low-valued items. Despite nearly identical regulatory behavior, an associative memory deficit for older adults was present for high valued pairs. Age differences in value-based remembering did not occur when the materials were word lists. Fluid intelligence also moderated the effectiveness of older adults’ strategy use for high valued pairs (Experiment 2). These results suggest that age differences in associative value-based remembering may be due to some older adults’ gleaning less benefit from using normatively effective encoding strategies rather than age differences in metacognitive self-regulation per se.

Remembering important information is imperative for efficient memory performance, but it is unclear how we encode important information. The current experiment evaluated two non-exclusive hypotheses for how learners selectively encode important information at the expense of less important information (differential resource allocation and information reduction). To evaluate these hypotheses, we measured changes in learners’ pupil diameter and fixation durations while participants performed a selectivity task that involved studying lists consisting of words associated with different point values. Participants were instructed to maximize their score on a free recall task that they completed after studying each list. Participants’ pupils dilated more when studying high-valued than low-valued words, and these changes were associated with better memory for high-valued words. However, participants fixated equally on words regardless of their value, which is inconsistent with the information reduction hypothesis. Participants also increased their memory selectivity across lists, but changes in pupil diameter and differences in fixations could not account for this increased selectivity. The results suggest that learners allocate attention differently to items as a function of their value, and that multiple processes and operations contribute to value-directed remembering.