Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2023-09-25 DOI:10.1080/10888438.2023.2261572

Catharina Tibken, Tobias Richter, Wienke Wannagat

引用次数: 0

Abstract

Purpose To understand complex expository text, readers often engage in metacognitive comprehension monitoring. Metacognitive monitoring is assumed to rely on basic cognitive abilities (working memory updating, short-term memory, verbal intelligence). These abilities decrease in later adulthood. We thus compared younger and older adults in their comprehension monitoring and examined whether performance differences are mediated by differences in cognitive abilities.

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元认知理解监测:认知能力解释年轻人和老年人之间的表现差异

为了理解复杂的说明文，读者经常进行元认知理解监测。元认知监测被认为依赖于基本的认知能力(工作记忆更新、短期记忆、言语智力)。这些能力在成年后期会下降。因此，我们比较了年轻人和老年人的理解能力监测，并研究了表现差异是否由认知能力差异介导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.