METACOMPREHENSION AND COMPREHENSION PERFORMANCE IN YOUNGER AND OLDER ADULTS |
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| Authors: | DeWayne Moore Karen Zabrucky Nannette Evans Commander |
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| Institution: | 1. Department of Psychology , Clemson University Clemson , South Carolina, USA;2. Department of Educational Psychology and Special Education , Georgia State University , Atlanta Georgia, USA |
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| Abstract: | On the basis of metamemory assessment research and theories of discourse comprehension, the Metacomprehension Scale (MCS) was designed to assess multiple dimensions of metacomprehension. In a sample of younger (n = 30) and older (n = 30) adults, we examined age differences in self‐assessed components of metacomprehension and the relation of the MCS to comprehension performance and general verbal ability. Younger adults reported greater use of strategies to resolve comprehension failures (i.e., regulation) and placed higher value on good comprehension skills than older adults. The MCS revealed a substantial amount of variance in comprehension performance and verbal ability, with the regulation dimension of metacomprehension being a reliable and consistent predictor of performance. The results provided support for domain‐specific assessment of metacognition and for the critical role of regulation in comprehension performance. |
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