Age-Related Effects of Study Time Allocation on Memory Performance in a Verbal and a Spatial Task

Autor/in	Krueger, Lacy E.
Titel	Age-Related Effects of Study Time Allocation on Memory Performance in a Verbal and a Spatial Task
Quelle	In: Educational Gerontology, 38 (2012) 9, S.604-615 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2011.595327
Schlagwörter	Recall (Psychology); Age Differences; Memorization; Children; Verbal Ability; Task Analysis; Spatial Ability; Correlation; Time Management; Learning Processes; Study Skills; Metacognition; Performance + Suchen Sie Ihr Suchwort? Abberufung; Age; Difference; Age difference; Altersunterschied; Gedächtnistraining; Child; Kind; Kinder; Mündliche Leistung; Aufgabenanalyse; Räumliches Vorstellungsvermögen; Korrelation; Zeitmanagement; Learning process; Lernprozess; Studientechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Achievement; Leistung
Abstract	Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20-87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10