Memory Self-Efficacy and Performance Differences in Young and Old Adults: The Effect of Mnemonic Training

• Published in: Developmental psychology 1989-09, Vol.25 (5), p.714-721
• Main Authors: Rebok, George W, Balcerak, Laurie J
• Format: Article
• Language: English
• Subjects: Adult. Elderly; Age Differences; Biological and medical sciences; Developmental psychology; Feedback; Fundamental and applied biological sciences. Psychology; Human; Memory; Mnemonic Learning; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Recall (Learning); Self-Efficacy; Social research
• ISSN: 0012-1649; 1939-0599
• DOI: 10.1037/0012-1649.25.5.714

We evaluated the hypothesis that mnemonic training would result in higher memory self-efficacy and better memory performance in young and old adults. Forty-eight young adults (17- to 19-year-olds) and 45 old adults (60- to 78-year-olds) received either training in the method of loci or no training and were given either performance feedback or no feedback on a serial-word recall task. Ss were tested at pre- and posttraining and were asked to rate their self-efficacy strength (SEST) and self-efficacy level (SEL) at each test session. Young adults recalled more than old adults and had higher self-efficacy scores. Training with feedback improved recall performance in both age groups but failed to increase SEST or SEL. When SEL scores were used to derive a measure of prediction inaccuracy, no age differences were observed. We conclude that efficacy expectations and attributions for memory performance may influence mnemonic training outcomes.