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The Impact of Presentation Format on Younger and Older Adults’ Self-Regulated Learning

ABSTRACT Background/Study Context: Self-regulated learning involves deciding what to study and for how long. Debate surrounds whether individuals’ selections are influenced more by item complexity, point values, or if instead people select in a left-to-right reading order, ignoring item complexity and value. The present study manipulated whether point values and presentation format favored selection of simple or complex Chinese-English pairs to assess the impact on younger and older adults’ selection behaviors. Methods: One hundred and five younger (Mage = 20.26, SD = 2.38) and 102 older adults (Mage = 70.28, SD = 6.37) participated in the experiment. Participants studied four different 3 × 3 grids (two per trial), each containing three simple, three medium, and three complex Chinese-English vocabulary pairs presented in either a simple-first or complex-first order, depending on condition. Point values were assigned in either a 2–4–8 or 8–4–2 order so that either simple or complex items were favored. Results: Points did not influence the order in which either age group selected items, whereas presentation format did. Younger and older adults selected more simple or complex items when they appeared in the first column. However, older adults selected and allocated more time to simpler items but recalled less overall than did younger adults. Memory beliefs and working memory capacity predicted study time allocation, but not item selection, behaviors. Conclusion: Presentation format must be considered when evaluating which theory of self-regulated learning best accounts for younger and older adults’ study behaviors and whether there are age-related differences in self-regulated learning. The results of the present study combine with others to support the importance of also considering the role of external factors (e.g., working memory capacity and memory beliefs) in each age group’s self-regulated learning decisions.