Research article summary:

Training monitoring skills improves older adults self-paced associative learning.

Abstract Extract:
We investigated a memory-enhancement program that involved teaching older adults to regulate study through self-testing. A regulation group was taught standard strategies along with self-testing techniques for identifying less well-learned items that ... (Full abstract text below)

Published 2003Jun in Journal: Psychol Aging (Language : eng)

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1. Psychol Aging. 2003 Jun;18(2):340-5

Training monitoring skills improves older adults' self-paced associative learning.

Dunlosky J, Kubat-Silman AK, Hertzog C

Psychology Department, University of North Carolina at Greensboro, 27402-6164, USA. dunlosky@uncg.edu

We investigated a memory-enhancement program that involved teaching older adults to regulate study through self-testing. A regulation group was taught standard strategies along with self-testing techniques for identifying less well-learned items that could benefit from extra study. This group was compared with a strategy-control group, which was taught only strategies, and with a waiting-list control group. Greater training gains were shown for the regulation group (effect size, d = 0.72) than for the strategy-control (d = 0.28) and waiting-list control (d = 0.03) groups, indicating that training a monitoring skill--self-testing--can improve older adults' learning.

PMID : 12825781 [PubMed - Indexed for MEDLINE]

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Full Author Information

First Name	LastName	Initials
John	Dunlosky	J
Alycia K	Kubat-Silman	AK
Christopher	Hertzog	C

Affiliation: Psychology Department, University of North Carolina at Greensboro, 27402-6164, USA. dunlosky@uncg.edu

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