Effects of Age-Related Stereotype Threat on Metacognition

Fourquet, Natasha Y.; Patterson, Tara K.; Li, Changrui; Castel, Alan D.; Knowlton, Barbara J.

doi:10.3389/fpsyg.2020.604978

Cited by 11 publications

(5 citation statements)

References 38 publications

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“…It is interesting and important to note that healthy older adults in prior work (Fourquet et al, 2020 ; McGillivray & Castel, 2011 ; Siegel & Castel, 2019 ) performed well on a similar “betting” task (especially after task experience), whereas in the present work, when attention was divided for younger adults (which often can lead to comparable performance to that of older adults under full attention, see Castel & Craik, 2003 ), this led to some impairments. Older adults may become more attuned regarding the need to be selective and responsible regarding betting, especially after some task experience, as older adults may be aware of the consequences of forgetting and the challenge of remembering specific information (see also Murphy & Castel, 2022a ).…”

Section: Discussionmentioning

confidence: 95%

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Murphy

Castel

2022

Psychological Research

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We are frequently exposed to situations where we need to remember important information when our attentional resources are divided; however, it was previously unclear how divided attention impacts responsible remembering: selective memory for important information to avoid consequences for forgetting. In the present study, we examined participants’ memory for valuable information, metacognitive accuracy, and goal-directed cognitive control mechanisms when under full and divided attention. In Experiment 1, participants were presented with words paired with point values counting towards their score if recalled but were required to “bet” on whether they would remember it. Results revealed that selective memory for high-value information was impaired under divided attention. In Experiment 2, we presented participants with unassociated word pairs and solicited metacognitive predictions of recall (i.e., JOLs). Results revealed that the relative accuracy of participants’ metacognitive judgments was enhanced when studying under divided attention. Experiment 3 examined cognitive control mechanisms to selectively remember goal-relevant information at the expense of information that could potentially be offloaded (i.e., responsible forgetting). Results revealed that participants’ ability to strategically prioritize goal-relevant information at the expense of information that could be offloaded was preserved under divided attention. Collectively, responsible attention encompasses how attentional resources impact one’s ability to engage in responsible remembering and we demonstrate that responsible remembering can be impaired, enhanced, and preserved in certain contexts.

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Section: Discussionmentioning

confidence: 95%

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Murphy

Castel

2022

Psychological Research

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“…This may also illustrate a form of responsible remembering in which the older adults are most likely to remember the words they said they would remember and forget the ones that they did not bet on remembering (Murphy & Castel 2020). However, stress and stereotype threat may disrupt this metacognitive process in older adults (Fourquet et al 2020), suggesting anxiety about memory can impact performance in older age in a variety of settings (Mazerolle et al 2017). The average score obtained by younger and older adults when betting on which words will be remembered in the selectivity task.…”

Section: Metacognition Guiding Value-directed Rememberingmentioning

confidence: 99%

Memory and Reward-Based Learning: A Value-Directed Remembering Perspective

Knowlton

Castel

2022

Annu. Rev. Psychol.

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The ability to prioritize valuable information is critical for the efficient use of memory in daily life. When information is important, we engage more effective encoding mechanisms that can better support retrieval. Here, we describe a dual-mechanism framework of value-directed remembering in which both strategic and automatic processes lead to differential encoding of valuable information. Strategic processes rely on metacognitive awareness of effective deep encoding strategies that allow younger and healthy older adults to selectively remember important information. In contrast, some high-value information may also be encoded automatically in the absence of intention to remember, but this may be more impaired in older age. These different mechanisms are subserved by different neural substrates, with left-hemisphere semantic processing regions active during the strategic encoding of high-value items, and automatic enhancement of encoding of high-value items may be supported by activation of midbrain dopaminergic projections to the hippocampal region. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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“…Older adults are aware that memory performance changes with aging (Hertzog & Hultsch, 2000) and manifest increasing memory complains and concerns (Hülür et al, 2015;Parisi et al, 2011). Negative conceptions about getting older can impact upon both older adults' objective performance (Zuber et al, 2019) and their confidence in their own memory abilities (Bouazzaoui et al, 2015;Fourquet et al, 2020).…”

Section: Metacognition Prospective Memory and Agingmentioning

confidence: 99%

Metamemory for Prospective Memory Performance in Younger and Older Adults: Does the Reference Point Affect our Judgments?

Scarampi¹,

Kliegel²

2021

Preprint

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The present study investigated age differences in the ability to predict prospective memory (PM) performance. A sample of younger (N = 88) and older (N = 88) participants completed an event-based PM task embedded in an ongoing task. Metamemory was measured by asking participants to predict their performance before completing the PM task and complete some questionnaires on self-perceptions of everyday memory ability. We manipulated A) the reference point used to evaluate performance and B) the order of presentation of the instruments. One group of participants predicted their upcoming performance with a general confidence rating (performance condition) whereas a different group predicted their performance in comparison to other people of their age (peers condition). The metamemory questionnaires were completed either at the beginning of the experimental session or after the PM task, in a counterbalanced order. In terms of performance, we did not observe age differences in PM. In terms of metamemory, younger and older participants were similarly underconfident in the performance condition and overconfident in the peers condition. Moreover, older adults reported significantly better PM abilities than younger adults, and participants generally reported more memory failures when the metamemory questionnaires were administered after the PM task and in the performance condition. These findings show that both younger and older adults have limited metacognitive insights, and point to reactive effects of metamemory to metacognitive reference point and order of administration of the instruments.

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Effects of Age-Related Stereotype Threat on Metacognition

Cited by 11 publications

References 38 publications

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Memory and Reward-Based Learning: A Value-Directed Remembering Perspective

Metamemory for Prospective Memory Performance in Younger and Older Adults: Does the Reference Point Affect our Judgments?

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