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Hughes, Gregory I.; Taylor, Holly A.; Thomas, Ayanna K. – Metacognition and Learning, 2018
The ways in which adult learners study information influences their judgment-of-learning (JOL) accuracy (e.g., Koriat et al. "Journal of Experimental Psychology: General," determine whether developing learners' metacognitive monitoring is similarly influenced by different study techniques. In two experiments, we examined JOL accuracy in…
Descriptors: Accuracy, Metacognition, College Students, Adolescents
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Hertzog, Christopher; Sinclair, Starlette M.; Dunlosky, John – Developmental Psychology, 2010
Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made…
Descriptors: Cues, Age Differences, Adult Development, Metacognition
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Howe, Mark L.; Wimmer, Marina C.; Gagnon, Nadine; Plumpton, Shannon – Journal of Memory and Language, 2009
The effects of associative strength and gist relations on rates of children's and adults' true and false memories were examined in three experiments. Children aged 5-11 and university-aged adults participated in a standard Deese/Roediger-McDermott false memory task using DRM and category lists in two experiments and in the third, children…
Descriptors: Cues, Semantics, College Students, Children
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Curtin, Suzanne; Fennell, Christopher; Escudero, Paola – Developmental Science, 2009
Previous research has demonstrated that infants under 17 months have difficulty learning novel words in the laboratory when the words differ by only one consonant sound, irrespective of the magnitude of that difference. The current study explored whether 15-month-old infants can learn novel words that differ in only one vowel sound. The rich…
Descriptors: Learning Processes, Cues, Vowels, Infants
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Brainerd, C. J.; Reyna, V. F.; Ceci, S. J.; Holliday, R. E. – Psychological Bulletin, 2008
S. Ghetti (2008) and M. L. Howe (2008) presented probative ideas for future research that will deepen scientific understanding of developmental reversals on false memory and establish boundary conditions for these counterintuitive patterns. Ghetti extended the purview of current theoretical principles by formulating hypotheses about how…
Descriptors: Recognition (Psychology), Prediction, Learning Theories, Memory
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Denney, Nancy Wadsworth – Developmental Psychology, 1974
Discusses two experiments in which middle-aged, elderly, professional, and non-professional males and females were given the Conceptual Styles Test. An analysis of variance on the percentage of complementary responses revealed significant effects for age, occupation, and th interaction between age and sex. (ED)
Descriptors: Adult Development, Age Differences, Associative Learning, Cognitive Development
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Katz, Phyllis A.; And Others – Developmental Psychology, 1971
Descriptors: Age Differences, Associative Learning, Cues, Grade 1