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Should I keep studying? Consequences of a decision to stop learning in young and older adults.
Psychology and Aging ( IF 4.201 ) Pub Date : 2021-03-11 , DOI: 10.1037/pag0000594
Aleksandra Krogulska,Karolina Golik,Krystian Barzykowski,Jennifer Cox,Agata Jakubiak,Elizabeth A Maylor

In situations of cognitive overload, the role of a metacognitive decision to stop learning is of utmost importance. We investigated how young and older adults decide to stop learning as a strategy for maximizing memory performance when they face to-be-learned material exceeding their memory capability. People may decide to stop learning for two main reasons: they experience a growing feeling of disfluency as a learning episode progresses and/or they perceive such a decision to be beneficial for future memory performance. In Experiments 1 and 2, participants studied lists of 50 words. The majority of young and older adults stopped learning in conditions where they were allowed to do so. This decision, counterintuitively, decreased the number of recalled words. Crucially, a similar number of young and older adults stopped the presentation of to-be-remembered material, and both age groups suffered comparable consequences in their memory performance. In Experiments 3a and 3b, participants read an experimental scenario and decided whether they would stop learning based on this description alone. People in different age groups predicted their metacognitive decisions similarly. However, participants' forecasted performance did not reflect the negative influence of these decisions. Regardless of their age, people tend to make a suboptimal decision to stop learning, unaware of its negative consequences. Together, our results suggest that young and older adults can exert metamemory control to similar degrees even though their decisions may not be beneficial for memory performance. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译:

我应该继续学习吗?决定停止在年轻人和老年人中学习的后果。

在认知超负荷的情况下,停止学习的元认知决策的作用至关重要。我们调查了年轻人和老年人在面对超出其记忆能力的学习材料时,如何决定停止学习,以最大限度地提高记忆表现。人们可能决定停止学习的主要原因有两个:随着学习情节的进展,他们越来越感到不自在和/或他们认为这样的决定对将来的记忆表现有利。在实验1和2中,参与者研究了50个单词的列表。大多数年轻人和老年人在允许的条件下停止学习。与直觉相反,该决定减少了被记忆单词的数量。至关重要的是 数量相同的年轻人和老年人停止了要记住的材料的展示,并且两个年龄段的记忆表现都受到了类似的影响。在实验3a和3b中,参与者阅读了一个实验场景,并仅根据此描述决定是否要停止学习。不同年龄段的人对他们的元认知决定的预测相似。但是,参与者的预测表现并未反映这些决定的负面影响。无论年龄多大,人们往往都会做出次优的决定以停止学习,而不会意识到这种消极的后果。总之,我们的结果表明,年轻人和老年人可以做出类似程度的元记忆控制,即使他们的决定可能对记忆表现无益。
更新日期:2021-03-11
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