Reports an error in "Should I keep studying? Consequences of a decision to stop learning in young and older adults" by Aleksandra Krogulska, Karolina Golik, Krystian Barzykowski, Jennifer Cox, Agata Jakubiak and Elizabeth A. Maylor (Psychology and Aging, 2021[Mar], Vol 36[2], 158-171). In the article (https:// doi.org/10.1037/pag0000594), there was a typographical error in the grant number awarded to Aleksandra Krogulska. The correct grant number is UMO-2016/21/N/HS6/02953. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2021-24143-001.) 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：

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“我应该继续学习吗？在年轻人和老年人中决定停止学习的后果。” 对 Krogulska 等人的更正。(2021)。

在 Aleksandra Krogulska、Karolina Golik、Krystian Barzykowski、Jennifer Cox、Agata Jakubiak 和 Elizabeth A. Maylor 的“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”中报告错误（心理学和老龄化，2021 年[ Mar]，第 36 卷 [2]，158-171）。在文章 (https://doi.org/10.1037/pag0000594) 中，授予 Aleksandra Krogulska 的授权编号存在印刷错误。正确的授权号是 UMO-2016/21/N/HS6/02953。这篇文章的在线版本已更正。（原始文章的以下摘要出现在记录 2021-24143-001 中。）在认知超负荷的情况下，停止学习的元认知决定的作用至关重要。我们调查了年轻人和老年人在面临超出其记忆能力的待学习材料时如何决定停止学习作为最大化记忆性能的策略。人们可能会出于两个主要原因决定停止学习：随着学习情节的进展，他们体验到越来越不流畅的感觉和/或他们认为这样的决定对未来的记忆表现有益。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情况下停止学习。这一决定与直觉相反，减少了回忆单词的数量。至关重要的是，类似数量的年轻人和老年人停止展示需要记住的材料，并且两个年龄组的记忆表现都遭受了类似的后果。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停止学习。不同年龄组的人对他们的元认知决策的预测相似。然而，参与者的预测表现并未反映这些决定的负面影响。无论年龄大小，人们往往会做出一个次优的决定来停止学习，而没有意识到其负面后果。总之，我们的结果表明，即使年轻人和老年人的决定可能不利于记忆表现，他们也可以在相似程度上发挥元记忆控制。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。不同年龄组的人对他们的元认知决策的预测相似。然而，参与者的预测表现并未反映这些决定的负面影响。无论年龄大小，人们往往会做出一个次优的决定来停止学习，而没有意识到其负面后果。总之，我们的结果表明，即使年轻人和老年人的决定可能不利于记忆表现，他们也可以在相似程度上发挥元记忆控制。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。不同年龄组的人对他们的元认知决策的预测相似。然而，参与者的预测表现并未反映这些决定的负面影响。无论年龄大小，人们往往会做出一个次优的决定来停止学习，而没有意识到其负面后果。总之，我们的结果表明，即使年轻人和老年人的决定可能不利于记忆表现，他们也可以在相似程度上发挥元记忆控制。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。我们的研究结果表明，即使年轻人和老年人的决定可能不利于记忆表现，他们也可以在相似程度上施加元记忆控制。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。我们的研究结果表明，即使年轻人和老年人的决定可能不利于记忆表现，他们也可以在相似程度上施加元记忆控制。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。