Betting on memory leads to metacognitive improvement by younger and older adults.

McGillivray, Shannon; Castel, Alan D.

doi:10.1037/a0022681

Cited by 80 publications

(88 citation statements)

References 42 publications

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“…The improvement in high-value recall suggests that older adults were able to reassess and update their encoding strategies, consistent with the notion of predominantly intact metacognitive processes despite age-related impairments in recollection (Hertzog & Dunlosky, 2011;McGillivray & Castel, 2011). Younger adults' selectivity did improve with task experience, but this improvement appeared to result from a prioritization of medium-value items over low-value items, rather than an increase in high-value recall, as preferential attention to high-value items at the expense of lowand medium-value items was already apparent in List 1.…”

Section: Discussionsupporting

confidence: 70%

“…There appeared an attenuated need for task experience relative to prior value-directed remembering research (Castel et al, 2002;McGillivray & Castel, 2011): agerelated differences in high-value recall during Experiment 1 were already eliminated by List 2, and there was a consistent absence of significant age-related differences in selectivity in both Experiments 1 and 2. This may have resulted from the schematic support afforded by the tasks' conceptual and health-related nature.…”

Section: Discussionmentioning

confidence: 89%

“…Engaging in intentional and strategic prioritization of valuable or important information is referred to as value-directed remembering (Castel, 2008;Castel, Benjamin, Craik, & Watkins, 2002). Prior value-directed remembering research has predominantly relied on random, unrelated item-value pairings (e.g., McGillivray & Castel, 2011), but older adult selectivity and a negation of age-related differences in the recall of high-value items also occurs when using familiar and relatable materials.…”

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confidence: 99%

See 2 more Smart Citations

Memory for Allergies and Health Foods: How Younger and Older Adults Strategically Remember Critical Health Information

Middlebrooks

McGillivray

Murayama

et al. 2015

GERONB

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Objectives: While older adults often display memory deficits, with practice, they can sometimes selectively remember valuable information at the expense of less value information. We examined age-related differences and similarities in memory for health-related information under conditions where some information was critical to remember. Method: In Experiment 1, participants studied 3 lists of allergens, ranging in severity from 0 (not a health risk) to 10 (potentially fatal), with the instruction that it was particularly important to remember items to which a fictional relative was most severely allergic. After each list, participants received feedback regarding their recall of the high-value allergens. Experiment 2 examined memory for health benefits, presenting foods that were potentially beneficial to the relative's immune system. Results: While younger adults exhibited better overall memory for the allergens, both age groups in Experiment 1 developed improved selectivity across the lists, with no evident age differences in severe allergen recall by List 2. Selectivity also developed in Experiment 2, although age differences for items of high health benefit were present. Discussion: The results have implications for models of selective memory in older age, and for how aging influences the ability to strategically remember important information within health-related contexts.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 89%

mentioning

confidence: 99%

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Memory for Allergies and Health Foods: How Younger and Older Adults Strategically Remember Critical Health Information

Middlebrooks

McGillivray

Murayama

et al. 2015

GERONB

Self Cite

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“…Older adults may not understand their own agerelated memory limitations and, therefore, may allocate resources ineffectively to the difficult items instead of the easy items (Stine-Morrow, Loveless, & Soederberg, 1996). However, older learners can learn about their limitations through task experience (McGillivray & Castel, 2011).…”

Section: The Effectiveness Of Item Selectionmentioning

confidence: 99%

Consequences of restudy choices in younger and older learners

Tullis

Benjamin

2012

Psychon Bull Rev

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Allowing young learners to exert metacognitive control over learning often improves memory performance; however, little research has examined the consequences of giving older adults control over learning. In this study, younger and older adults studied word pairs before choosing half of the word pairs for restudy. Learners either restudied the items they chose (in the honor condition) or the items they did not choose (the dishonor condition; Kornell & Metcalfe, Journal of Experimental Psychology: Learning, Memory, and Cognition 32:609-622, 2006). Older and younger learners chose the same types of items for restudy, but the effectiveness of these choices differed greatly by age. For young learners, memory was superior in the honor condition, but older learners actually revealed numerically higher performance in the dishonor condition. This reveals a dramatic failure of metacognitive control, in the absence of any obvious monitoring deficit, in older adults. Implications for models of self-regulated learning are discussed.

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“…If that were the case, then the fact that external cues do not modify the rate of 'don't know' responding would not be surprising. In Experiment 2 we amended this problem by investigating another form of metamemory decisions: decisions whether to bet or refrain from betting on the accuracy of a candidate response (see Hanczakowski, Zawadzka, Pasek, & Higham, 2013;McGillivray & Castel, 2011;Zawadzka & Higham, 2015, for other examples of using betting decisions to investigate metamemory processes). The betting procedure allows for investigating accuracy of both 'volunteered' responses (as in Experiment 1) -that is responses which participants decide to bet on -and 'withheld' responses participants decide not to bet on.…”

Section: Discussionmentioning

confidence: 99%

Memory, metamemory, and social cues: Between conformity and resistance.

Zawadzka

Krogulska

Button

et al. 2016

Journal of Experimental Psychology: General

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When presented with responses of another person, people incorporate these responses into memory reports: a finding termed memory conformity. Research on memory conformity in recognition reveals that people rely on external social cues to guide their memory responses when their own ability to respond is at chance. In this way, conforming to a reliable source boosts recognition performance but conforming to a random source does not impair it. In the present study we assessed whether people would conform indiscriminately to reliable and unreliable (random) sources when they are given the opportunity to exercise metamemory control over their responding by withholding answers in a recognition test. In Experiments 1 and 2, we found the pattern of memory conformity to reliable and unreliable sources in two variants of a free-report recognition test, yet at the same time the provision of external cues did not affect the rate of response withholding. In Experiment 3, we provided participants with initial feedback on their recognition decisions, facilitating the discrimination between the reliable and unreliable source. This led to the reduction of memory conformity to the unreliable source, and at the same time modulated metamemory decisions concerning response withholding: participants displayed metamemory conformity to the reliable source, volunteering more responses in their memory report, and metamemory resistance to the random source, withholding more responses from the memory report. Together, the results show how metamemory decisions dissociate various types of memory conformity and that memory and metamemory decisions can be independent of each other. Keywords: Memory conformity, Metamemory, Recognition MEMORY, METAMEMORY, AND SOCIAL CUES 3Memory, metamemory, and social cues: Between conformity and resistance Remembering has long been considered exclusively as a process of encoding, storing and retrieving information from one's memory. This perspective neglects, however, a variety of factors that affect remembering yet do not concern the core memory processes. Two instances of such extra-memorial factors in remembering gained much attention in recent years. First, the social perspective underscores the fact that remembering often does not unfold in social isolation, but rather in the presence and with active participation of other people (Blank, 2009;Hirst & Echterhoff, 2012;Hirst & Rajaram, 2014; Rajaram & PereiraPasarin, 2010). A number of important studies have shown how collaborating with other people affects remembering, often in negative ways, reducing output from memory (Basden, Basden, Bryner, & Thomas, 1997) or introducing errors (Gabbert, Memon, & Allan, 2003;Meade & Roediger, 2002). Second, the metamemory perspective underscores the fact that the process of remembering does not stop when memory is retrieved but continues in the form of metamemory decisions which determine how information retrieved from memory will be used to build a memory report -that is, the overt answer provided to a memory ...

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Betting on memory leads to metacognitive improvement by younger and older adults.

Cited by 80 publications

References 42 publications

Memory for Allergies and Health Foods: How Younger and Older Adults Strategically Remember Critical Health Information

Memory for Allergies and Health Foods: How Younger and Older Adults Strategically Remember Critical Health Information

Consequences of restudy choices in younger and older learners

Memory, metamemory, and social cues: Between conformity and resistance.

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