Teaching older adults to use retrieval practice improves their self-regulated learning.

Retrieval practice can reduce associative memory deficits for older adults but they underutilize this potent learning tool during self-regulated learning. The current experiment investigated whether teaching older adults to use retrieval practice more can improve their self-regulated learning. Younger and older adults made decisions about when to study, how often to engage in retrieval practice, and when to stop learning a list of medication-side effect pairs. Some younger and older adults received instructions before learning that emphasized the mnemonic benefits of retrieval practice over restudying material and described how to schedule retrieval practice to learn to a goal criterion level. This minimal intervention was effective for improving both younger and older adults' associative memory. These data indicate that a simple strategy for improving older adults self-regulated learning is to provide them with instructions that teach them how to use criterion learning to schedule their retrieval practice for to-be learned material.

Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance.

Making judgments of learning (JOLs) while studying related word pairs can enhance performance on tests that rely on cue-target associations (e.g., cued recall) compared to studying alone. One possible explanation for this positive JOL reactivity effect is that the prompt to make JOLs, which typically occurs halfway through the presentation of each pair, may encourage learners to devote more attention to the pair during the second half of the encoding episode, which may contribute to enhanced recall performance. To investigate this idea, an online sample of participants (Experiment 1) and undergraduate students (Experiment 2) studied a set of moderately related word pairs (e.g., dairy-cow) in preparation for a cued recall test. Some participants made JOLs for each pair halfway through the presentation, whereas other participants did not. Also, some participants were presented with a fixation point halfway through the presentation, whereas other participants were not. The goal of this fixation point was to simulate the possible "reorienting" effect of a JOL prompt halfway through each encoding episode. In both an unsupervised online context and a supervised laboratory context, cued recall performance was higher for participants who made JOLs compared to those who did not make JOLs. However, presenting a fixation point halfway through the presentation of each pair did not lead to reactive effects on memory. Thus, JOLs are more effective than a manipulation that reoriented participants to the word pairs in another way (i.e., via a fixation point), which provides some initial evidence that positive reactivity for related pairs is not solely driven by attentional reorienting during encoding.

Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?

Making judgments of learning (JOLs) while studying is a useful tool for students to evaluate the status of their learning. Additionally, in associative learning contexts, JOLs can directly benefit learning when the to-be-learned information is related. One explanation for this reactive effect is that making JOLs strengthens the associative relationship, leading to enhanced memory performance when a test relies on that relationship (e.g., cued-recall tests). In the present research, we evaluated whether having students make interactive mental images-another strategy that can increase the strength of a cue-target relationship-impacts the reactive effect of JOLs on learning. Students studied word pairs that were related and unrelated. Half of the students were instructed to form a mental image of the words interacting, whereas the other half were not. Additionally, in each group half of the students made a JOL for each pair, whereas half did not. Following a short delay, students completed a cued-recall test. Consistent with prior research, students who made JOLs remembered more related word pairs than did students who did not. By contrast, students who made JOLs recalled fewer unrelated word pairs than did students who did not. Moreover, although students who formed interactive images demonstrated enhanced memory relative to students who did not, interactive imagery did not impact the reactive effect of JOLs. These outcomes are informative for existing theory of JOL reactivity. Specifically, JOLs may only benefit learning of associative information when it has a pre-existing semantic relationship (e.g., related word pairs) and not when that that relationship is created by the learner (e.g., by forming interactive images).

Judgments of learning enhance recall for category-cued but not letter-cued items.

Making immediate judgments of learning (JOLs) during study can influence later memory performance, with a common outcome being that JOLs improve cued-recall performance for related word pairs (i.e., positive reactivity) and do not impact memory for unrelated pairs (i.e., no reactivity). The cue-strengthening hypothesis proposes that JOL reactivity will be observed when a criterion test is sensitive to the cues used to inform JOLs (Soderstrom et al., Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2), 553-558, 2015). Across four experiments, we evaluated this hypothesis with category pairs (e.g., A type of gem - Jade) and letter pairs (e.g., Ja - Jade). Participants studied a list comprised of both pair types, made (or did not make) JOLs, and completed a cued-recall test (Experiments 1a/b). The cue-strengthening hypothesis predicts greater positive reactivity for category pairs than for letter pairs, because making a JOL strengthens the relationship between the cue and target, which is more beneficial for material with an a priori semantic relationship. Outcomes were consistent with this hypothesis. We also evaluated and ruled out alternative explanations for this pattern of effects: (a) that they arose due to overall differences in recall performance for the two pair types (Experiment 2); (b) that they would also occur even when the criterion test is not sensitive to the cues used to inform JOLs (Experiment 3); and (c) that JOLs only increased memory strength for the targets (Experiment 4). Thus, the current experiments rule out plausible accounts of reactivity effects and provide further, converging evidence for the cue-strengthening hypothesis.

Emerging Trends in Research on Self-Regulated Learning and Implications for Education: An Introduction to the Special Issue.

Students in higher education face a multitude of challenges when gaining and refining their knowledge [...].

Students' decisions to switch between categories or stay within them are related to practice classification performance.

How exemplars are ordered - blocked or interleaved - can play a critical role in later classification performance. Even so, when students self-regulate their learning, they typically block their study by choosing to stay within the same category on subsequent trials. Our goal was to evaluate the degree to which such decisions to stay within a category are influenced by performance on the previous practice trial. In five experiments, participants learned to classify categories of rocks by completing practice classification trials, receiving feedback, and making decisions about what to study on the next practice trial. The rate of stay choices was influenced by feedback type, a preceding familiarity trial, and location in the list. Most importantly, stay rates were low following correct classification demonstrating a preference to interleave study. By contrast, stay rates substantially increased following incorrect classification. Thus, practice classification performance and subsequent study decisions during complex categorical learning tasks can be strongly related.

Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions?

Learning complex concepts is necessary for student success, but it is often challenging. Learning such concepts can be influenced by students' study order choices during learning to switch to a new category (interleaved study order) or stay within the same category (blocked study order). Students often prefer stay decisions during learning and make relatively few switch decisions; however, an open question is whether students' switch decisions are related to their level of prior knowledge in the domain and the learning strategy they use (retrieval practice versus study). To examine these relationships, we recruited undergraduate students from an introductory geology course. Prior to the course modules on rock classification, students self-rated their knowledge, took a prior knowledge test, classified rock exemplars by completing study or retrieval practice trials, and made study order choices. Students then completed assignments and attended lectures in their geology course on igneous, sedimentary, and metamorphic rocks. Next, students self-rated their knowledge, took a new prior knowledge test, completed study or retrieval practice trials, made study order decisions, took final classification tests, and self-reported beliefs about study order choices. Even though students' knowledge increased after course modules on rock identification, and most students believed that domain knowledge impacts study decisions, prior knowledge did not predict students' switch decisions. In contrast, students who completed retrieval practice trials made substantially more switch decisions (i.e., interleaved study) than did students who completed study trials.

People hold mood-congruent beliefs about memory but do not use these beliefs when monitoring their learning.

Contemporary theories of metacognitive monitoring propose that beliefs play a critical role in monitoring of learning. Even so, recent evidence suggests that beliefs are not always sufficient to impact people's monitoring. In seven experiments, we explored people's beliefs about the impact of mood and item valence on memory and whether people use their beliefs about these cues when monitoring their learning. Participants expressed mood-congruent beliefs (Experiments 1, 6, and 7). That is, they believed people in a negative mood would remember more negative items than positive and neutral items. To evaluate whether they use this belief when monitoring their learning, participants studied emotional (positive and negative) and neutral pictures (Experiments 2 and 3) or words (Experiments 4, 5, and 7), made a judgment of learning (JOL) for each, and completed a free-recall test. In Experiments 2-5, participants completed the learning task while in a negative or neutral mood. The negative mood was induced with an established mood induction procedure. In contrast to the belief-based hypothesis, participants did not make mood-congruent JOLs; JOLs were not influenced by mood. By contrast, JOLs were consistently higher for emotional relative to neutral items. Thus, although participants demonstrated a mood-congruent belief, they did not use this belief when monitoring their learning. These outcomes demonstrate that simply having a belief about a person-centered cue (e.g., a belief about the impact of a person's mood on memory) is not sufficient for that belief to impact monitoring of learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Older and younger adults' revision of health misconceptions.

Although ample younger adult research has detailed effective strategies for revising misconceptions, research with older adults is less extensive. Older adults may be less able to correct errors in knowledge due to age-related changes in cognition, but it is also possible that older adults' revision of misconceptions has been limited by methodologies which do not provide adequate support for correction. In two experiments, we examined how older and younger adults revise health-related misconceptions when provided with cognitive support in the form of explicit detailed feedback and an immediate test. Older and younger adults in Experiment 1 answered true/false health statements, received feedback with a detailed explanation of the correct response, took an additional test on the same statements immediately following the initial test, and completed a final test 1-week later. Older and younger adults corrected a similar proportion of misconceptions immediately and maintained most of those revisions across a 1-week delay. In Experiment 2, older adults corrected the same proportion of misconceptions on the final test regardless of whether or not they received a test immediately following feedback. Overall, older adults revised health misconceptions as effectively as did younger adults but variables influencing correction (e.g., belief in feedback) may differ.

How do older adults maintain corrections in knowledge across a lengthy delay?

Older adults often correct errors in existing knowledge as effectively as younger adults despite the fact that inaccurate knowledge has the potential to cause interference with memory for a correct response. In the current experiments, we sought to explore whether error corrections are maintained across a delay and identify mechanisms that may support this process. In Experiment 1, younger and older adults answered general knowledge questions, rated confidence in their responses, were shown feedback, and rated their prior knowledge of the question and answer. Half of the participants took a final test after a 6-min delay and half returned 1 week later. Across a 1-week delay, older adults maintained a greater proportion of corrected responses than did younger adults. In Experiment 2, we examined whether participants use their memory for errors on the initial test to mediate retrieval of the correct answer on the final test (i.e., the mediator hypothesis). Participants were more likely to answer questions correctly on a final test when they recalled their initial error, but memory for the initial error was a stronger predictor of final test accuracy for younger adults than for older adults. Additionally, older adults, in comparison with younger adults, corrected a higher proportion of errors when the initial error was forgotten. Overall, inaccurate knowledge did not interfere with older adults' ability to maintain revisions in memory. In addition, we found support for the mediator hypothesis; however, other mechanisms also contribute to older adults' error correction. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Do judgments of learning modify older adults' actual learning?

Judgments of learning (JOLs) can improve younger adults' associative learning of related information. One theoretical explanation for this finding is that JOLs strengthen the relationship between the cue and target words of a related word pair. This cue-strengthening hypothesis is particularly relevant for older adults because learning interventions that enhance associations between items typically benefit their learning. Thus, we investigated the degree to which JOLs have a direct influence on older adults' learning. To do so, older and younger adults studied a list of related word pairs (Experiments 1 and 2) or weakly related word pairs (Experiments 3, 4, and 5). Half of the participants made a JOL for each pair and half did not. After a filled 3-min retention interval, participants took a cued-recall test. In all experiments, older adults' memory performance was not impacted by making JOLs. By contrast, younger adults who made JOLs recalled significantly more than those who did not. JOLs may not have modified older adults' learning because of age-related deficits in processing that limited the degree to which JOLs strengthened cue-target relationships. It is also possible that JOLs encourage attentional reorienting, which older adults do not benefit from because they are already engaged with the materials. An important direction for future work will be to explore these possibilities, as well as others. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs.

The cue-utilization framework (Koriat, 1997) and the analytic processing theory (Dunlosky, Mueller, & Tauber, 2015) identify people's beliefs about their memory as central to how judgments of learning (JOLs) are made. This assumption is supported by ample evidence. However, researchers have almost exclusively explored the impact of participants' beliefs about the materials or the learning task, and none have evaluated the impact of beliefs about a person on JOLs. Thus, to inform JOL theory, we evaluated the degree to which JOLs are related to the belief that "memory declines with aging in adulthood." In seven experiments, college-aged participants studied words, made JOLs, and took a memory test. Participants made JOLs predicting memory performance for an average younger adult (i.e., 18-21 years old) or for an average older adult (i.e., 65+ years old). Most important, beliefs about aging in adulthood were not always sufficient to produce cue effects on JOLs, which contrasts with expectations from the aforementioned theories. An important challenge for future research will be to discover factors that moderate belief effects. To guide such explorations, we discuss possible explanations for why beliefs about aging would have demonstrated little to no relationship with people's JOLs.

Aging and forgetting: Forgotten information is perceived as less important than is remembered information.

Recently, researchers have evaluated the mechanisms that contribute to younger adults' metacognitive monitoring. According to analytic-processing theory, people's beliefs about their memory are central to their monitoring judgments. Although this theory has received ample support with younger adults, it has yet to be evaluated with older adults. We aimed to address this gap in the literature. Specifically, we evaluated younger and older adults' beliefs about forgetting, and the role of these beliefs in their judgments about forgotten information. Younger adults tend to recall forgotten information as being less important than remembered information (dubbed the forgetting bias). Moreover, this bias is largely driven by their beliefs about forgotten information. In the present research, we evaluated (a) whether older adults also show a forgetting bias and (b) the contribution of their beliefs to this bias. In Studies 1 and 2, participants completed a value-directed remembering task. Next, participants took a surprise cued-recall test for the values. In Study 2, we evaluated participants' beliefs by having them make a memory-for-past-test judgment prior to recalling the values. In Study 3, we directly probed participants' beliefs about the value of forgotten information with a survey. Older and younger adults demonstrated a forgetting bias. Moreover, and consistent with analytic-processing theory, people's beliefs about forgotten information contributed to this bias. Thus, beliefs are an important mechanism that contribute to both older and younger adults' metacognitive monitoring. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants' judgments of learning and beliefs about memory?

Researchers have evaluated how broad categories of emotion (i.e. positive and negative) influence judgments of learning (JOLs) relative to neutral items. Specifically, JOLs are typically higher for emotional relative to neutral items. The novel goal of the present research was to evaluate JOLs for fine-grained categories of emotion. Participants studied faces with afraid, angry, sad, or neutral expressions (Experiment 1) and with afraid, angry, or sad expressions (Experiment 2). Participants identified the expressed emotion, made a JOL for each, and completed a recognition test. JOLs were higher for the emotional relative to neutral expressions. However, JOLs were insensitive to the categories of negative emotion. Using a survey design in Experiment 3, participants demonstrated idiosyncratic beliefs about emotion. Some people believed the fine-grained emotions were equally memorable, whereas others believed a specific emotion (e.g. anger) was most memorable. Thus, beliefs about emotion are nuanced, which has important implications for JOL theory.

Children's agenda-based regulation: The effects of prior performance and reward on elementary school children's study choices.

The main goal of the current experiments was to examine the influence of monitoring and reward on elementary school children's study decisions. First and third graders studied names for 10 animals (e.g., "The elephant's name is Suzy") and then were given a cued recall test on which they were shown the animal and needed to recall the name. Next, they were given an opportunity to restudy the animal-name pairs, and some of these pairs were slated to earn a reward (a sticker) if correctly recalled. In Experiment 1, both groups of children were (a) more likely to restudy previously unrecalled pairs than previously recalled pairs and (b) more likely to restudy pairs that were slated to receive a reward. In Experiment 2, we further explored children's use of reward using a forced-choice selection task. Namely, during selection, pairs were presented in dyads where one pair was slated for a reward and the other pair was not, and the children could choose only one pair from each dyad for restudy. Both first and third graders chose to restudy pairs slated for a reward. Thus, even young elementary school children consider both rewards and performance monitoring when regulating their learning.

The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs.

Researchers have often determined how cues influence judgments of learning (JOLs; e.g., concrete words are assigned higher JOLs than are abstract words), and recently there has been an emphasis in understanding why cues influence JOLs (i.e., the mechanisms that underlie cue effects on JOLs). The analytic-processing (AP) theory posits that JOLs are constructed in accordance with participants' beliefs of how a cue will influence memory. Even so, some evidence suggests that fluency is also important to cue effects on JOLs. In the present experiments, we investigated the contributions of participants' beliefs and processing fluency to the concreteness effect on JOLs. To evaluate beliefs, participants estimated memory performance in a hypothetical experiment (Experiment 1), and studied concrete and abstract words and made a pre-study JOL for each (Experiments 2 and 3). Participants' predictions demonstrated the belief that concrete words are more likely to be remembered than are abstract words, consistent with the AP theory. To evaluate fluency, response latencies were measured during lexical decision (Experiment 4), self-paced study (Experiment 5), and mental imagery (Experiment 7). Number of trials to acquisition was also evaluated (Experiment 6). Fluency did not differ between concrete and abstract words in Experiments 5 and 6, and it did not mediate the concreteness effect on JOLs in Experiments 4 and 7. Taken together, these results demonstrate that beliefs are a primary mechanism driving the concreteness effect on JOLs.

The effects of emotion on younger and older adults' monitoring of learning.

Age-related differences in memory monitoring appear when people learn emotional words. Namely, younger adults' judgments of learning (JOLs) are higher for positive than neutral words, whereas older adults' JOLs do not discriminate between positive versus neutral words. In two experiments, we evaluated whether this age-related difference extends to learning positive versus neutral pictures. We also evaluated the contribution of two dimensions of emotion that may impact younger and older adults' JOLs: valence and arousal. Younger and older adults studied pictures that were positive or neutral and either high or low in arousal. Participants made immediate JOLs and completed memory tests. In both experiments, the magnitude of older adults' JOLs was influenced by emotion, and both younger and older adults demonstrated an emotional salience effect on JOLs. As important, the magnitude of participants' JOLs was influenced by valence, and not arousal. Emotional salience effects were also evident on participants' free recall, and older adults recalled as many pictures as did younger adults. Taken together, these data suggest that older adults do not have a monitoring deficit when learning positive (vs. neutral) pictures and that emotional salience effects on younger and older adults' JOLs are produced more by valence than by arousal.

The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?

Judgments of learning (JOLs) are higher for identical pairs (dog-dog) than for related pairs (dog-cat). This identical effect may be mediated (a) by processing fluency (i.e., identical pairs are processed faster than related pairs) or (b) by a belief that identical pairs are better remembered or (c) by both factors. In the present work, we assessed the contribution of both factors. We evaluated whether a measure of processing fluency (i.e., self-paced study) mediated the relationship between pair type and JOLs (Experiment 1) and attempted to disrupt processing fluency using an AlTeRnAtInG presentation format (Experiment 2). We also evaluated whether judgments made in the absence of processing fluency demonstrated the identical effect (Experiment 3), and, finally, we had participants read a vignette about an experiment that included both pair types and estimate which pairs would be best remembered (Experiment 4). Evidence from all experiments converged on the conclusion that people's beliefs about how variables affect memory--and not differential fluency--best explain the identical effect, although we cannot entirely rule out the possibility that fluency plays a small role. The outcomes were consistent with the analytic-processing theory of JOLs--namely, when instructed to make JOLs, people adopt an analytic problem-solving approach that involves identifying variation across pairs that plausibly relate to memory and then use this variation to make JOLs.

The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox.

The positive effect of delayed retrieval practice on subsequent test performance is robust; by contrast, making delayed judgments of learning (JOLs) encourages covert retrieval but has a minor influence on final test performance. In three experiments, we experimentally established and explored this memory-metamemory paradox. After initial study of paired associates (e.g., husky - ram), participants either were explicitly tested (husky - ?) or made a JOL. In Experiment 1, we adopted the standard JOL method, using a short retention interval, whereas in Experiments 2 and 3, we used a common testing-effect method involving a longer retention interval. Delayed JOLs did not boost test performance, but explicit delayed tests boosted memory after a longer retention interval. As important, participants spent less time to make JOLs than to retrieve responses. These data indicate that differences in the dynamics of retrieval for practice tests versus delayed JOLs are responsible for the paradox.

The role of prior knowledge in error correction for younger and older adults.

Previous work has demonstrated that, when given feedback, younger adults are more likely to correct high-confidence errors compared with low-confidence errors, a finding termed the hypercorrection effect. Research examining the hypercorrection effect in both older and younger adults has demonstrated that the relationship between confidence and error correction was stronger for younger adults compared with older adults. Their results demonstrated that the relationship between confidence and error correction was stronger for younger adults compared with older adults. However, recent work suggests that error correction is largely related to prior knowledge, while confidence may primarily serve as a proxy for prior knowledge. Prior knowledge generally remains stable or increases with age; thus, the current experiment explored how both confidence and prior knowledge contributed to error correction in younger and older adults. Participants answered general knowledge questions, rated how confident they were that their response was correct, received correct answer feedback, and rated their prior knowledge of the correct response. Overall, confidence was related to error correction for younger adults, but this relationship was much smaller for older adults. However, prior knowledge was strongly related to error correction for both younger and older adults. Confidence alone played little unique role in error correction after controlling for the role of prior knowledge. These data demonstrate that prior knowledge largely predicts error correction and suggests that both older and younger adults can use their prior knowledge to effectively correct errors in memory.