CoChat
Sign Up
Cited by 46Memory Processes and InfluencesCognitive Functions and MemoryInnovative Teaching and Learning Methods

Self-Regulated Learning in Younger and Older Adults: Does Aging Affect Metacognitive Control?

Open access
Price, Jodi, Hertzog, Christopher, Dunlosky, John·2010·Aging, Neuropsychology, and Cognition
DOI 10.1080/13825580903287941PMC PMC3197275
Open this paper in CoChat — free account

Abstract

Two experiments examined whether younger and older adults' self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults' self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1080/13825580903287941

Cites

34 of 34 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Cued recall was used as a short-term proxy for learning, as typical in reading comprehension studies.

    “In this study, we are using cued recall as a short-term proxy for learning, as typical in reading comprehension studies [5,19,40,91].”

    From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [91]

    The Experiment 1 Method (page not supplied) describes a post-study recall test using Spanish–English vocabulary pairs, with Spanish words serving as cues. This supports using cued recall to assess learning shortly after study. The paper does not establish that this is typical in reading-comprehension studies; its task was vocabulary learning, not reading comprehension. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • The majority of SRL literature with older adults was conducted using GUIs (text reading).

    “Since the majority of SRL literature with older adults was conducted using GUIs (i.e., text reading, e.g., [26,91]), our fndings have unique contributions to understanding age diferences in self-regulated learning with VUIs.”

    From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [91]

    Experiment 2’s Method and Procedure describe a computer-screen interface where older adults selected and studied Spanish–English vocabulary pairs, supporting this paper as an example of screen-based self-regulated learning. Experiment 1’s Method instead describes studying vocabulary pairs on note cards. Neither experiment involved reading prose texts, and this paper does not establish that a majority of the older-adult SRL literature used GUIs. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • A cued recall protocol is common in studies involving text information learning with older adults in short learning sessions and is used as a proxy for learning.

    “Such a recall-based protocol is common in studies involving text information learning [19,40,91] with older adults in short learning sessions.”

    From OK Google, Let's Learn: Using Voice User Interfaces for Informal Self-Regulated Learning of Health Topics among Younger and Older Adults (2023) · cites this paper as [91]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Price, J., Hertzog, C., & Dunlosky, J.
Affiliations
  • University of Alabama in Huntsville (US)
  • Georgia Institute of Technology (US)
  • Kent State University (US)
Corresponding author
Price, Jodi
ORCID
Venue
Aging, Neuropsychology, and Cognition
Publisher
Informa UK Limited
Published
2009-10-28
Volume
17
Issue
3
Pages
329-359
ISSN
  • 0928-9917 (ISSN-L)
  • 1382-5585
  • 1744-4128
DOI
10.1080/13825580903287941
PMC
PMC3197275
OpenAlex
W2132192318
Semantic Scholar
3fbcab93c746c350ac31f6f1263a25a62be6bc9f
Cited by
46
References
34
Citations by year
2026: 3 · 2025: 2 · 2023: 4 · 2022: 4 · 2021: 6 · 2020: 3 · 2019: 2 · 2018: 2 · 2017: 4 · 2016: 3 · 2015: 3 · 2014: 5 · 2012: 3
FWCI
0.81
Type
journal article
Language
en
Open access
Locations
  • Aging Neuropsychology and Cognition (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institutes of Health
  • National Institute on Aging (R37AG013148, NIA R37 AG13148)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
student self-regulation, aging, metacognitive regulation, vocabulary acquisition, item selection, study time allocation, memory self-efficacy, perceived control, restudy, learning objectives, older adults
MeSH terms
Aged, Aging, Cognition, Female, Humans, Learning, Male, Memory, Models, Psychological, Psychological Tests, Mental Recall, Time Factors, Vocabulary, Multilingualism, Self Efficacy, Young Adult, Executive Function

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review