Adult Age Differences in Self-Regulated Learning From Reading Sentences.

Abstract

We examined age differences in the heuristic used to allocate effort in learning information from sentences. Younger and older adults read and reread sentences varying in propositional density for recall, making judgments of learning before producing recall. The allocation of effort in rereading items that were less well learned on the first reading was optimized for sentences of intermediate complexity, especially for older adults. These data support a model of self-regulated learning in which readers reduce the discrepancy between current and optimal states of learning. However, self-regulation, which may be procedure based or rely on an implicit representation of the current state of learning, may be particularly efficient for older adults within a region of proximal learning.