Literaturnachweis - Detailanzeige
| Autor/inn/en | Reese, Celinda M.; Cherry, Katie E. |
|---|---|
| Titel | Effects of Age and Ability on Self-Reported Memory Functioning and Knowledge of Memory Aging |
| Quelle | In: Journal of Genetic Psychology, 167 (2006) 2, S.221-240 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-1325 |
| Schlagwörter | Aging (Individuals); Individual Differences; Memory; Educational Attainment; Educational Experience; Cognitive Ability; Context Effect; Measurement Techniques; Self Disclosure (Individuals); Questionnaires; Mnemonics; Ability Grouping; Verbal Ability; Knowledge Level |
| Abstract | The authors examined the effects of age and ability (as measured by education and verbal ability) on self-reported memory functioning in adulthood. In Study 1, the age and ability groups responded similarly to the Cognitive Failures Questionnaire (D. E. Broadbent, P. F. Cooper, P. Fitzgerald, & K. R. Parkes, 1982), but differences emerged when the authors examined specific items tapping prospective and retrospective memory. In Study 2, the authors found age and ability differences in self-reported memory functioning, as measured by the Memory Functioning Questionnaire (M. J. Gilewski, E. M. Zelinski, & K. W. Schaie, 1990) and in knowledge of memory aging, as measured by the Knowledge of Memory Aging Questionnaire (K. E. Cherry, R. L. West, C. M. Reese, M. P. Santa Maria, & M. Yassuda, 2000). In both studies, differences in self-reported functioning were not related to objective memory performance. In the second study, knowledge was positively related to performance. Implications for conceptions of metamemory and memory aging are considered. (Contains 8 tables and 1 note.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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