Memory anxiety and memory performance in adulthood

Davidson, Heather; Dixon, Roger A.; Hultsch, David F.

doi:10.1002/acp.2350050504

Cited by 28 publications

(19 citation statements)

References 11 publications

(15 reference statements)

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“…Such low levels of anxiety are unlikely to interfere with performance and may reflect motivation to perform. There is evidence that domain-specific anxiety may be a better predictor of cognitive performance in older adults than in younger adults (Davidson, Dixon, & Hultsch, 1991). However, in the present sample of older adults, anxiety was unrelated to comprehension performance (partial correlation, controlling for education, = .12).…”

Section: Discussioncontrasting

confidence: 63%

Metacomprehension and Comprehension Performance in Younger and Older Adults

Moore

Zabrucky

Commander

1997

Educational Gerontology

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On the basis of metamemory assessment research and theories of discourse comprehension, the Metacomprehension Scale (MCS) was designed to assess multiple dimensions of metacomprehension. In a sample of younger (n = 30) and older (n = 30) adults, we examined age differences in self-assessed components of metacomprehension and the relation of the MCS to comprehension performance and general verbal ability. Younger adults reported greater use of strategies to resolve comprehension failures (i.e., regulation) and placed higher value on good comprehension skills than older adults. The MCS revealed a substantial amount of variance in comprehension performance and verbal ability, with the regulation dimension of metacomprehension being a reliable and consistent predictor of performance. The results provided support for domain-specific assessment of metacognition and for the critical role of regulation in comprehension performance.Cognitive psychologists have hypothesized that individual differences in metacognition, for example, self-knowledge and personal beliefs, may represent a key to understanding cognition. Self-assessments of selfknowledge and personal beliefs related to cognition include, but are not limited to, confidence in one's abilities, knowledge about strategies, anxiety about performance, control over performance, and the value of good performance (Hultsch, Hertzog, Dixon, & Davidson, 1988). Much of the research on metacognition in adults has been domain specific. Indeed, recent research on metacognition in adults has focused primarily on metamemory. The pattern of age differences in metamemory reveal that older adults, compared to younger adults, expect that memory will deteriorate with age, perceive that they have less control over memory, and

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Section: Discussioncontrasting

confidence: 63%

Metacomprehension and Comprehension Performance in Younger and Older Adults

Moore

Zabrucky

Commander

1997

Educational Gerontology

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“…Participants' mean age and education level are presented in Table 1 along with neuropsychological data including the Mini Mental State Exam (MMSE; Folstein, Folstein, & McHugh, 1975), the Shipley Institute of Living Scale (multiple-choice vocabulary test; Shipley, 1940), and a Memory Anxiety Questionnaire (adapted from Davidson, Dixon, & Hultsch, 1991). Older adults attained a greater number of years of education (M 016.06) than younger adults (M 013.16), t(158) 09.23, SEM 00.13.…”

Section: Methods Participantsmentioning

confidence: 99%

“…The Memory Anxiety Questionnaire (adopted from Davidson et al, 1991), assessed participants' anxiety about their memory performance on a scale from 1 to 5. Higher ratings on the questionnaire indicated a greater level of memory anxiety.…”

Section: Methods Participantsmentioning

confidence: 99%

Age-related differences in guessing on free and forced recall tests

Huff

Meade

Hutchison

2011

Memory

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This study examined possible age-related differences in recall, guessing, and metacognition on free recall tests and forced recall tests. Participants studied categorised and unrelated word lists and were asked to recall the items under one of the following test conditions: standard free recall, free recall with a penalty for guessing, free recall with no penalty for guessing, or forced recall. The results demonstrated interesting age differences regarding the impact of liberal test instructions (i.e., forced recall and no penalty) relative to more conservative test instructions (i.e., standard free recall and penalty) on memory performance. Specifically, once guessing was controlled, younger adults' recall of categorised lists varied in accordance with test instructions while older adults' recall of categorised lists did not differ between conservative and liberal test instructions, presumably because older adults approach standard free recall tests of categorised lists with a greater propensity towards guessing than young adults.

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“…A final series of questionnaires included the Shipley Vocabulary Scale (Shipley, 1940), the MMSE (Folstein, Folstein, & McHugh, 1975), a demographics questionnaire, and a Memory Anxiety Scale (adapted from Davidson, Dixon, & Hultsch, 1991, as in Huff, Meade, & Hutchison, 2011). …”

Section: Methodsmentioning

confidence: 99%

Both young and older adults discount suggestions from older adults on a social memory test

Davis

Meade

2013

Psychon Bull Rev

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In the present study, we examined the impacts of participant age and confederate age on social memory processes. During a collaborative recall phase, young and older adult participants were exposed to the erroneous memory reports of a young or an older adult confederate. On a subsequent individual recall test, young and older adult participants were equally likely to incorporate the confederates' erroneous suggestions into their memory reports, suggesting that participant age had a minimal effect on social memory processes. However, confederate age did have a marked effect: Young adult participants were less likely to incorporate misleading suggestions from older adult confederates and less likely to report "remembering" items suggested by older adult confederates. Critically, older adult participants were also less likely to incorporate misleading information from fellow older adult confederates. Both young and older adult participants discounted older adult confederates' contributions to a memory test.

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Memory anxiety and memory performance in adulthood

Cited by 28 publications

References 11 publications

Metacomprehension and Comprehension Performance in Younger and Older Adults

Metacomprehension and Comprehension Performance in Younger and Older Adults

Age-related differences in guessing on free and forced recall tests

Both young and older adults discount suggestions from older adults on a social memory test

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