元认知
心理学
心理信息
价值(数学)
元记忆
发展心理学
认知心理学
联想学习
记忆发展
认知
认知发展
梅德林
神经科学
法学
机器学习
计算机科学
政治学
作者
Elizabeth Anquillare,Diana Selmeczy
摘要
The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly White adults from a Western university (N = 89) and children aged 9-14 years old recruited nationwide (N = 87). Participants completed an associative recognition task during which they memorized items worth varying point values under one of three feedback conditions (point feedback, memory-accuracy feedback, or no feedback). Developmental differences emerged such that children were most likely to selectively remember high-value items when receiving memory-accuracy feedback while adults were most selective when receiving point-based feedback. Furthermore, adults had more accurate metacognitive insight into how value impacted performance. These findings suggest developmental differences in the effects of feedback in value-based remembering and the role of metacognition. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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