Metacognitive influences on study time allocation in an associative recognition task: An analysis of adult age differences

Abstract

The current study evaluated a metacognitive account of study time allocation, which argues that metacognitive monitoring of recognition test accuracy and latency influences subsequent strategic control and regulation. The authors examined judgments of learning (JOLs), recognition test confidence judgments (CJs), and subjective response time (RT) judgments by younger and older adults in an associative recognition task involving 2 study-test phases, with self-paced study in Phase 2. Multilevel regression analyses assessed the degree to which age and metacognitive variables predicted Phase 2 study time independent of actual test accuracy and RT. Outcomes supported the metacognitive account-JOLs and CJs predicted study time independent of recognition accuracy. For older adults with errant RT judgments, subjective retrieval fluency influenced response confidence as well as (mediated through confidence) subsequent study time allocation. Older adults studied items that had been assigned lower CJs longer, suggesting no age deficit in using memory monitoring to control learning.