Training monitoring skills improves older adults' self-paced associative learning |
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Authors: | Dunlosky John Kubat-Silman Alycia K Hertzog Christopher |
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Affiliation: | Psychology Department, University of North Carolina at Greensboro, 27402-6164, USA. dunlosky@uncg.edu |
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Abstract: | We investigated a memory-enhancement program that involved teaching older adults to regulate study through self-testing. A regulation group was taught standard strategies along with self-testing techniques for identifying less well-learned items that could benefit from extra study. This group was compared with a strategy-control group, which was taught only strategies, and with a waiting-list control group. Greater training gains were shown for the regulation group (effect size, d = 0.72) than for the strategy-control (d = 0.28) and waiting-list control (d = 0.03) groups, indicating that training a monitoring skill--self-testing--can improve older adults' learning. |
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