Metacognitive learning: the effect of item-specific experience and age on metamemory calibration and planning |
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| Authors: | Gregory P. Krätzig Katherine D. Arbuthnott |
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| Affiliation: | (1) Department of Psychology, University of Saskatchewan, 9 Campus Drive, Saskatoon, SK, Canada, S7N 5A5;(2) Campion College, University of Regina, 3737 Wascana Parkway, Regina, SK, Canada, S4S 0A2 |
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| Abstract: | Metacognition is a person’s ability to think about their own thinking, to think about their own cognitive ability and knowledge and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined the level of such ability in various contexts, there has been relatively little study on whether metacognition can be improved with experience. The present research examined this question for both general (lifetime experience) and item-specific (repetition) experience. Metamemory calibration (correlations between memory predictions and performance) and planning (correlations between memory predictions and study decisions) were examined in both young and older adults. The results indicated that both calibration and planning efficiency increased only with item-specific experience, and even though calibration benefited from experience equally for young and older adults, only younger adults showed better improvement in planning with experience. |
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| Keywords: | Metacognition Metamemory Judgment-of-learning JOL Calibration Planning Control Monitoring |
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