Younger and older adults’ strategic use of associative memory and metacognitive control when learning foreign vocabulary words of varying importance.

Murphy, Dillon H; Hargis, Mary B.; Castel, Alan D.

doi:10.1037/pag0000730

Cited by 12 publications

(4 citation statements)

References 70 publications

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“…Referring to the result above, it can be concluded that the implementation of learning strategies by considering the internal and external factors in class is effective that can help the students to understand the material according to the student's requirements. This finding supported the previous study conducted by (Rahmat, 2020;Murphy et. al., 2023).…”

Section: Summary Of Findings and Discussionsupporting

confidence: 94%

Is There A Relationship between Internal and External Factors in Learning?

Safian,

Ngah,

Mohd Hussain

et al. 2023

IJARBSS

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The influence of psychological factors on academic achievement is a topic of extensive research. The current study's primary objective is to investigate the internal and external elements that influence learning strategy and impact Malaysian undergraduate students' academic performance. 211 of undergraduate students from a public university on Malaysia's East Coast participated using the convenience sampling technique and were given a set of structured questions. In order to examine the data, SPSS was used. The link between internal and external elements of the learning approach was discovered using the Pearson Correlation Coefficient. According to the results of the correlation analysis, there is a strong correlation between internal and external elements that affect learning. In addition, there is a high positive correlation between internal and external learning elements.

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Section: Summary Of Findings and Discussionsupporting

confidence: 94%

Is There A Relationship between Internal and External Factors in Learning?

Safian,

Ngah,

Mohd Hussain

et al. 2023

IJARBSS

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show abstract

“…Older adults ( n = 35; age range: 65–83; M age = 72.14, SD age = 4.91; 21 female, 14 male; 2 Black, 33 White; 6 high school graduate, 5 some college but no degree, 6 associate’s degree, 11 bachelor’s degree; 7 graduate degree [master’s, doctorate, etc.]) were recruited from Amazon’s Cloud Research (Chandler et al, 2019), a website that allows users to complete small tasks for pay (which we have used in prior work, e.g., Murphy & Castel, 2022b; Murphy et al, 2023). Participants were all located in the United States.…”

Section: Methodsmentioning

confidence: 99%

“…In contrast to remembering lists of unassociated words differing in experimenter-designated, objective point values, younger and older adults can also prioritize the memory of information that is subjectively important. For example, Murphy and Castel (2022c) presented learners with a list of items to remember for a camping trip and demonstrated that both younger and older adults best remembered important information (e.g., “tent”) compared with information of less importance (e.g., “shovel”; see also Murphy et al, 2023). This exemplifies the notion of responsible remembering , which involves enhanced memory for important information with consequences for forgetting as well as the metacognitive strategies and underlying mechanisms contributing to this form of selective memory (Murphy & Castel, 2020, 2021a, 2021b, 2022d; Murphy, Schwartz, et al, 2022; Murphy, Hoover, et al, 2022; Murphy & Knowlton, 2022).…”

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confidence: 99%

Age-related differences in memory when offloading important information.

Murphy¹,

Castel²

2023

Psychology and Aging

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People can choose to use external memory aids and offload information to help them remember it, but it is unclear how objective and subjective value or importance influence offloading decisions in younger and older adults. We presented younger adults (n = 99; age range: 18-31) and older adults (n = 93; age range: 60-96) with items to remember for a later test and allowed them to offload a subset of the presented items. In Experiment 1, the to-be-remembered information was lists of associated words paired with point values counting toward participants' scores if recalled. In Experiment 2, the to-beremembered information was lists of items along a theme, such as packing for vacation, which differed in subjective value. Results revealed that when words were paired with objective point values, younger adults were more selective in their offloading decisions and subsequent recall than older adults (i.e., younger adults were more likely to offload and recall high-value items than low-value items relative to older adults). When the to-be-remembered items instead differed in subjective value, older adults were more selective in their offloading decisions than younger adults. Specifically, older adults were more likely to offload words they rated as important relative to items they rated as less important while younger adults displayed the opposite pattern-younger adults were more likely to offload words they rated as less important compared with items they rated as more important. This difference in offloading tendencies when to-be-remembered information varies in subjective value may be indicative of older adults engaging in a form of metacognitive control that can help ensure the use of responsible remembering. Public Significance StatementPeople frequently use external memory aids and technology to offload information that is important to later remember. We found that when allowed to offload to-be-remembered information, younger adults are more likely to offload and subsequently remember objectively valuable information, while older adults are more likely to offload and subsequently remember intrinsically important information. These age-related differences in the use of memory aids to selectively remember important information may indicate that older adults are more responsible offloaders and rememberers.

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“…There are also mixed findings regarding metacognitive control in older adults. Some studies have shown age-related deficits in study time allocation and decision-making ( Tullis and Benjamin 2012 ; Froger et al 2011 ), while others have reported that older adults can effectively recall information and strategically allocate study time based on its assigned value ( Li et al 2018 ; Siegel and Castel 2019 ; Murphy et al 2023 ). McGillivray ( 2021 ) provides a comprehensive overview of the findings on metacognition in older adulthood, highlighting that factors such as motivation, personal interest, and emotional valence play an essential role in older adults’ metacognitive monitoring and control skills.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures

Bampa,

Tsolaki,

Moraitou

et al. 2023

J. Intell.

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This study aimed to examine metacognitive abilities in individuals diagnosed with amnestic mild cognitive impairment (aMCI) by using online metacognitive measures during cognitive tasks. A total of 100 participants were enrolled, all aged 50 or older (mean age = 61.98; SD = 6.27), and with a minimum of six years of education (mean = 14.95; SD = 2.94). The sample included 50 individuals with aMCI (34 females) and 50 healthy controls (HC) (33 females). Both groups underwent metacognitive versions of memory tasks (Doors and People) and executive functions tasks (Wisconsin Card Sorting Test). Metacognition was assessed through confidence ratings given after each answer (referred to as metacognitive monitoring) and the accuracy of the participants’ decisions to include or exclude answers from their final scores (known as metacognitive control). The results showed that although individuals with aMCI were aware of their cognitive limitations—evidenced by their lower confidence ratings across all tasks—they still exhibited overconfidence relative to their actual performance. Moreover, they included a greater number of incorrect answers in their final scores compared to the healthy control group. These findings suggest that while individuals with aMCI retain some level of awareness, their self-evaluations appear to lack precision. This observation was consistent across both types of cognitive tasks. The results underscore the need for additional research to better understand metacognition in MCI as well as the interplay between metacognitive monitoring and control.

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Younger and older adults’ strategic use of associative memory and metacognitive control when learning foreign vocabulary words of varying importance.

Cited by 12 publications

References 70 publications

Is There A Relationship between Internal and External Factors in Learning?

Is There A Relationship between Internal and External Factors in Learning?

Age-related differences in memory when offloading important information.

Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures

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