Does Aging Influence People's Metacomprehension? Effects of Processing Ease on Judgments of Text Learning

In 2 experiments, the authors investigated whether age-related differences exist in metacomprehension by evaluating predictions based on the ease-of-processing (EOP) hypothesis. According to this hypothesis, judgments of how well a text has been learned are based on how easily each text was processe...

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Bibliographic Details
Published in:Psychology and aging 2006-06, Vol.21 (2), p.390-400
Main Authors: Dunlosky, John, Baker, Julie M. C, Rawson, Katherine A, Hertzog, Christopher
Format: Article
Language:English
Subjects:
Adult
Adult learning
Adult. Elderly
Age Differences
Aged
Ageing
Aging
Aging - psychology
Biological and medical sciences
Cognition & reasoning
Cognitive Processes
Comprehension
Comprehension - physiology
Cues
Developmental psychology
Fundamental and applied biological sciences. Psychology
Human
Humans
Judgment
Judgments
Learning
Learning - physiology
Mental Processes
Metacognition
Models, Psychological
Processing
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reaction Time
Reading
Reading comprehension
Verbal Fluency
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Summary:In 2 experiments, the authors investigated whether age-related differences exist in metacomprehension by evaluating predictions based on the ease-of-processing (EOP) hypothesis. According to this hypothesis, judgments of how well a text has been learned are based on how easily each text was processed; easier processing results in higher judgments. Participants read either sentence pairs or longer texts and judged their learning of each immediately afterward. Although an age-related difference in the use of processing ease in judgments was observed with sentence pairs, for longer texts older and younger adults' judgments were similarly related to processing ease. In both experiments, age equivalence was also evident in the accuracy of the judgments at predicting performance on the criterion test. The overall pattern of results suggests that judging text learning remains largely intact with aging.
ISSN:0882-7974
1939-1498
DOI:10.1037/0882-7974.21.2.390