The effect of goal-setting and feedback on age differences in secondary memory

Abstract

Goal-setting and feedback have been found to improve performance on a variety of tasks. The present study applied this finding to an examination of adult age differences in secondary memory. Elderly and young adults completed a free-recall task in which one subgroup established a performance goal for blocks of trials and received feedback on a trial-by-trial basis. A second, comparison subgroup completed the same task without setting goals or receiving feedback. Results indicated that the use of the motivational technique of goal-setting and feedback increased memory performance of both age groups beyond that obtained under standard recall conditions.

Memory and Goal Setting: The Response of Older and Younger Adults to Positive and Objective Feedback.

“…It is therefore critical to identify the conditions under which goals can facilitate the memory performance of older and younger adults. Under most conditions, younger adults with a goal will show the expected motivational effect-higher performance (e.g., Stadtlander & Coyne, 1990;, stable or increased self-efficacy , increased self-set goals across trials , motivation to work toward those goals (West et al, , 2003, and goal commitment (as shown here). These results are consistent with past evidence, showing a strong goal response by those who have high self-efficacy beliefs and strategic knowledge (Bandura & Jourden, 1991;Wood & Bandura, 1989).…”

“…The extant evidence shows that older adults can respond to goals in individual and group-testing contexts, with multiple lists or one expanding list, with or without feedback, and that high and low challenge goals work (cf. Stadtlander & Coyne, 1990; West & Thorn, 2001; West et al, 2001, 2003). At the same time, this study, viewed in relation with the previous research, clearly demonstrates that for older adults to be motivated to pursue challenging goals across memory trials, it is necessary to ensure that participants are aware of their progress toward those goals.…”

“…Reactions to particular kinds of feedback may explain the mixed responses to goals from older adults in earlier research. In the first known study examining aging, memory, and goal setting, Stadtlander and Coyne (1990) found that self-set goals, combined with objective feedback on goal progress, led to higher memory performance across trials for both older and younger adults. In contrast, older adults made no significant gains after self-set goals and objective performance feedback on a more difficult task (West & Thorn, 2001; West et al, 2001).…”

The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving

“…In general, research on the effects of goals and feedback on self-regulatory processes and performance outcomes showed consistently positive responses by younger adults, and weaker or inconsistent responses by older adults (cf. Stadtlander & Coyne, 1990; West et al, 2003; West et al, 2005; West et al, 2001). At the same time, there is little direct evidence concerning the extent to which age differences in the effects of feedback on self-regulation rely on pre-existing beliefs, although one examination of list memory showed that pre-existing control beliefs affected responsiveness to goals and feedback (West & Yassuda, 2004).…”

Can executive control be influenced by performance feedback? Two experimental studies with younger and older adults

“…With regard to possible aging effects, it has been shown that performance feedback in memory tasks led to increased performance in older adults (Stadtlander and Coyne, 1990; West et al, 2005, 2009). West and colleagues (2005) demonstrated that objective feedback about the number of items remembered was sufficient to improve recall in older as well as younger adults.…”