Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-03-21 DOI:10.1016/j.cogdev.2024.101440

Wienke Wannagat , Gerhild Nieding , Catharina Tibken

{"title":"Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment","authors":"Wienke Wannagat , Gerhild Nieding , Catharina Tibken","doi":"10.1016/j.cogdev.2024.101440","DOIUrl":null,"url":null,"abstract":"<div><p>When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (<em>N</em> = 176, <em>M</em> = 63;10 years, <em>SD</em> = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101440"},"PeriodicalIF":1.8000,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400025X/pdfft?md5=94c125f06850dc8c71cbc48df7571e30&pid=1-s2.0-S088520142400025X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S088520142400025X","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (N = 176, M = 63;10 years, SD = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.

查看原文本刊更多论文

50 岁及以上成年人元认知理解监控能力的衰退与年龄有关：认知能力和教育程度的影响

在阅读复杂的说明性文章时，理解能力得益于对理解过程的元认知监控，而元认知监控在一定程度上依赖于记忆和推理能力，而记忆和推理能力会随着年龄的增长而下降。在一项横断面研究中，我们考察了年龄在 50 到 77 岁之间的成年人在元认知理解监控方面与年龄相关的差异（N = 176，M = 63;10岁，SD = 6;2）。作为理解监控的一项指标，我们考虑了在不一致任务中检测到的不一致的数量。我们的研究结果表明，理解监控能力会适度但稳定地下降，而这是通过言语智能的下降来调节的。除了年龄的负面影响外，我们还发现教育程度对理解监控有正面影响。因此，持续的文本经验，例如在需要大学学位的工作中所提供的经验，似乎会对理解监控产生积极影响。然而，没有证据表明教育对与年龄有关的理解监控能力下降有补偿作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.