How attributes and cues made accessible through monitoring affect self-regulated learning in older and younger adults

Abstract

Abstract Research suggests that cues available at the time of monitoring affect metamemorial control. We investigated how self-regulated learning (i.e., restudy choice) varied as a function of retrieval success and access to target-related partial information in the context of a metamemorial monitoring decision. Young and older adults studied unrelated cue–target pairs and made trial-by-trial monitoring judgments during an initial testing phase. Participants chose a subset of cue–target pairs for restudy either from an array of all cues presented simultaneously (Exp. 1) or on a trial-by-trial basis at the time of test (Exp. 2). Retrieval success prior to restudy was an overwhelming predictor of restudy choice for both young and older adults. Commission errors predicted subsequent restudy only when decisions were made on a trial–by–trial basis. Finally, young and older adults differed in the relationship between successful access to partial information and restudy.