Memory Self-Efficacy in Its Social Cognitive Context

Berry, Jane M.

doi:10.1016/b978-012345260-3/50005-7

Cited by 56 publications

(100 citation statements)

References 78 publications

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“…They are not classic measures of eta-squared, do not reflect proportion variance accounted for, and do not sum to one (Pierce et al, 2004). (Berry, 1999; West & Yassouda, 2004), compromises the effective engagement of cognitive resources (West, Thorn, & Bagwell, 2003; West, Bagwell, & Dark-Freudeman, 2005). As noted, these are not mutually exclusive, and all or a subset may play a role, perhaps interdependently.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, a working memory/executive control deficit would predict that age differences in performance for the high-accuracy goal and in effective reading time under the high-efficiency goal would be accounted for by an independent measure of working memory. A parallel logic would apply in testing the idea that that age-related differences in self-referent beliefs, such as memory self-efficacy (MSE; e.g., Berry, 1999;West et al, 2003), limit the recruitment processing resources for text processing. …”

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confidence: 99%

See 1 more Smart Citation

Adult age differences in the effects of goals on self-regulated sentence processing.

Stine‐Morrow¹,

Shake²,

Miles³

et al. 2006

Psychology and Aging

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We examined age differences in the allocation of effort when reading text for either high levels of recall accuracy or high levels of efficiency. Older and younger adults read a series of sentences, making judgments of learning before recalling the information they had studied. Older adults showed less sensitivity than the young to the accuracy goal in terms of both reading time allocation and memory performance. Memory monitoring (i.e., the correspondence between actual and perceived learning) and differential allocation of effort to unlearned items were age-equivalent, so that age differences in goal adherence were not attributable to these factors. However, comparison with data from a judgment task neutral with respect to memory monitoring showed that learning gains among the old across trial were reduced relative to young by memory monitoring, suggesting that active memory monitoring may be resource-consuming for older learners. Regression analysis was used to show that age differences in the responsiveness to (cognitive/information-acquisition) goals could be accounted for, in part, by independent contributions from working memory and memory selfefficacy. Our data suggest that both processing capacity ("what you have") and beliefs ("knowing you can do it") can contribute to individual differences in engaging resources ("what you do") to effectively learn novel content from text.Age-graded declines in fluid abilities (e.g., working memory capacity, attentional processes, processing speed) can impact the outcomes of reading, most notably memory for the information in the text that was read (Johnson, 2003;Wingfield & Stine-Morrow, 2000). Poor discourse memory among older adults is often attributed to age-graded changes in processing efficiency (e.g., Hartley, Stojack, Mushaney, Annon, & Lee, 1994;Stine & Hindman, 1994), resulting in a degradation in the strength or fidelity of the text representation garnered from time allocated to the task. The effects of this decrease in processing efficiency on recall performance may be exacerbated by a neglect in the allocation of attentional resources to overcome changes in cognitive ability (Ratner, Schell, Crimmins, Mittelman, & Baldinelli, 1987;Stine-Morrow, Miller, & Leno, 2001;Stine-Morrow, Ryan, & Leonard, 2000;Zabrucky & Moore, 1994), essentially a self-regulatory phenomenon in which reading strategies do not fully accommodate to age-graded change in capacity.This study was motivated by the desire to understand why this accommodation may not occur. We considered the viability of three (not mutually exclusive) explanations. First, it could be that older readers' reduced working memory capacity impairs the executive control of selfregulatory processing (e.g., Thiede & Dunlosky, 1999). Second, it could be that fundamental components of metacognitive control (e.g., the ability to monitor the current status of memory and allocate effort appropriately) are compromised with age (e.g., Hertzog & Dunlosky, 2004). Finally, it could be that age-related change in motiv...

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Adult age differences in the effects of goals on self-regulated sentence processing.

Stine‐Morrow¹,

Shake²,

Miles³

et al. 2006

Psychology and Aging

View full text Add to dashboard Cite

show abstract

“…Note that there are several excellent reviews of this literature (e.g., Berry, 1999;Miller & Lachman, 1999), and thus the main goal in this section is to use representative findings to illustrate the role of beliefs in determining age differences in memory instead of providing an exhaustive review.…”

Section: A Beliefsmentioning

confidence: 99%

“…The difficulty associated with demonstrating specific causal links between beliefs and performance may have to do with the fact that beliefs not only influence performance, but also change in response to ability, reflecting a relatively complex reciprocal relation between these factors (e.g., Bandura, 1997;Berry, 1999;Lachman, 2000). Consistent with this view, several studies have demonstrated that memory training, either alone or accompanied by a focus on beliefs or goal setting, can result in changes in memory-related beliefs along with improvements in performance (e.g., Lachman et al, 1992;West, Welch, & Thorn, 2001).…”

Section: A Beliefsmentioning

confidence: 99%

Academic Press is an imprint of Elsevier

2009

Annual Reports in Medicinal Chemistry

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“…Additionally, there is some evidence that older adults with a history of hip fracture who undergo virtual reality exposure therapy report an enhanced sense of control (Giotakos, Tsirgogianni, & Tarnanas, 2007). And lastly, a higher sense of self-efficacy has been found to be associated with higher levels of cognitive functioning (Berry, 1999;Hess, 2005). Thus, it is plausible to expect that a videogame intervention would be found to be associated with gains in self-efficacy; however, direct empirical support is lacking.…”

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confidence: 99%

The Impact of a Video Game Intervention on the Cognitive Functioning, Self-Efficacy, Self-Esteem, and Video Game Attitudes of Older Adults

Sosa

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While a well-established body of empirical work indicates that engaging in mentally stimulating activities is linked to positive physical and mental health outcomes, relatively few studies have specifically examined the impact that video game training can have on cognitive functioning and well-being. Given the substantial implications that such work has for an ever-growing older adult population, this area of research has begun to pique the interest of researchers world-wide.The present study employed an experimental paradigm to explore the impact of a Nintendo DS video game, Brain Age, on the cognitive functioning, self-efficacy, self-esteem, and video game attitudes of adults aged 65 and older. A total of 35 participants were recruited from various Senior Centers located in the San Fernando Valley and were randomly assigned to an intervention group that played Brain Age for five weeks (three hours of supervised training per week) or a control group that was only required to complete an assessment battery before and after a five week period. Findings stemming from ANCOVA analyses in which pre-test scores (and in the case of cognitive outcome variables, a separate cognitive screener) served as covariates indicated significant group differences with regards to brief arithmetic and syllable count assessments, and marginally significant differences on the basis of the Stroop Interference Test. While all the effects for self-efficacy, self-esteem, and a newly developed video game attitudes scale were in the predicted direction, no statistically significant group differences were found. Findings across the 16 examined outcome variables also indicate larger effects among cognitive outcome variables that are directly practiced via the intervention. Such findings also indicate larger effects among timed over nontimed cognitive measures, and among cognitive over affective/attitudinal variables. Notwithstanding limitations concerning the transferability of trained skills to a broader set of cognitive abilities, the current study's evidence suggests that playing a simple, inexpensive, and easily accessible videogame can enhance some aspects of cognitive functioning. These findings hold significant implications for the millions of older Americans looking for technologicallyoriented avenues by which to sharpen their cognitive skills. DedicationTo GodThe only one I know that does not need confidence intervals to understand the world we live in.vi Acknowledgement

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Memory Self-Efficacy in Its Social Cognitive Context

Cited by 56 publications

References 78 publications

Adult age differences in the effects of goals on self-regulated sentence processing.

Adult age differences in the effects of goals on self-regulated sentence processing.

Academic Press is an imprint of Elsevier

The Impact of a Video Game Intervention on the Cognitive Functioning, Self-Efficacy, Self-Esteem, and Video Game Attitudes of Older Adults

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