Training metacognitive self-regulation (self-testing plus selective restudy) produced greater paired-associate learning improvements in older adults than traditional encoding-strategy training when study was self-paced¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2011 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Training older individuals to monitor learning via self-testing and to focus restudy on unlearned items produced greater performance improvements than traditional encoding-strategy training when individuals self-paced their study. → Hertzog C 2011
Evidence¶
Hertzog C 2011¶
Hertzog C, Dunlosky J. (2011). Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation. Current Directions in Psychological Science. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3903298/
q2 · i? · review · r2
The review reports its first intervention study (Dunlosky, Kubat-Silman, & Hertzog, 2003), in which older adults received self-testing plus selective-restudy training; "This training produced greater performance improvements than more traditional encoding strategy training" under self-paced study, shown in Figure 3.
"This training produced greater performance improvements than more traditional encoding strategy training (see Figure 3) when individuals were allowed to self-pace their study, which affords differential allocation of time and effort to unlearned items."
Discussion¶
Related Claims¶
- Younger and older adults select study items in an easy-to-difficult order, consistent with the region of proximal learning model — related
- Older adults restudy easy and medium items more than younger adults, and lower memory self-efficacy correlates with avoiding difficult items — related
- Aging does not materially reduce the relative accuracy (resolution) of judgments of learning during encoding, with cross-sectional evidence of no age declines and even age-related increases in aggregate JOL resolution across ages 18 to 81 — related
- Learners misjudge which learning strategies are effective — related
- Older adults allocate proportionally more study time to easy and medium items while younger adults allocate more to difficult items, yet older adults recall less despite studying more — related
- Self Regulated Learning Predicts Achievement — a broader claim this one bears on
- Regulating GA proceeds via metacognitive monitoring of adequacy and accuracy plus control through outward- and inward-oriented strategies — related
- Age did not interact with associative relatedness or effective encoding-strategy use in predicting JOLs, indicating no age differences in the use of these two sources of information when making judgments of learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-selfregulation-training-beats-strategy-training |
title |
Training metacognitive self-regulation (self-testing plus selective restudy) produced greater paired-associate learning improvements in older adults than traditional encoding-strategy training when study was self-paced |
description |
Training metacognitive self-regulation (self-testing plus selective restudy) produced greater paired-associate learning improvements in older adults than traditional encoding-strategy training when study was self-paced |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hertzog-c-2011 |
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