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Article Dans Une Revue Psychology and Aging Année : 2012

Study time allocation deficit of older adults: The role of environmental support at encoding?

Résumé

The present research evaluated both metacognitive and environmental support accounts of age-related changes in the way study time is adapted to task difficulty. The original aim was to examine whether providing environmental support at encoding would allow older adults to adjust their study time to the task difficulty by using effective encoding strategies. The difficulty of the learning task was manipulated by varying the strength of association of cue–target pairs (i.e., weak vs. strong associates). This allowed us to measure metacognitive control in aging and, specifically, the ability to adjust study time according to task difficulty. The level of environmental support at encoding was manipulated to examine whether it could be used by older adults to adjust their study time according to the task difficulty. In contrast to the classical literature on the effect of aging on metacognitive control, we found that older adults were able to adjust their study time to task difficulty when environmental support was provided. Furthermore, providing encoding strategies with information about their effectiveness helped older adults adjust their study time to task difficulty optimally by improving their strategy use and compensating for their associative memory deficit. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Psychologie
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Dates et versions

hal-02109220 , version 1 (24-04-2019)

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Charlotte Froger, Badiâa Bouazzaoui, Michel Isingrini, Laurence Taconnat. Study time allocation deficit of older adults: The role of environmental support at encoding?. Psychology and Aging, 2012, 27 (3), pp.577-588. ⟨10.1037/a0026358⟩. ⟨hal-02109220⟩
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