This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McCallum, R. S. Articles by Ledford, T. Search for Related Content Social Bookmarking                         What's this?

Adults' Metacognitive Ability: An Examination of the Age-Deficient Hypothesis

Warren McKinney

Allison C. Gilmore

Terry Ledford

A self-regulatory/recall task and a self-report questionnaire became operationally defined measures of metacognition, and dependent variables for an analysis designed to determine metacognitive functioning across age. Participants were 135 teachers-in-training and 21 retired teachers. All were exposed to a transfer propaganda lesson presented via the Merrill-Tennyson model. The elderly retired teachers performed less well on a concept mastery test after exposure to the lesson; also, their metacognitive ability was determined to be less effective. These results are consistent with much of the literature describing global and/or "meta" deficits among the elderly.

Journal of Applied Gerontology, Vol. 4, No. 2, 71-78 (1985)
DOI: 10.1177/073346488500400209


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?