| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432697 |
| 005 | | 20200224133852 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085651455 |
| 035 | |
▼a (MiAaPQ)AAI13896071 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 152 |
| 100 | 1 |
▼a Hargis, Mary Bryce. |
| 245 | 10 |
▼a Aging, Motivation, and Memory for Important Information. |
| 260 | |
▼a [S.l.]:
▼b University of California, Los Angeles.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 228 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
| 500 | |
▼a Advisor: Castel, Alan D. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Los Angeles, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Across the adult lifespan, we pursue many different goals: we may learn new information, try to stay healthy, and build relationships with loved ones. Previous work (e.g., socioemotional selectivity theory, Carstensen, Isaacowitz, & Charles, 1999) suggests that while younger adults pursue primarily knowledge-based goals, older adults pursue primarily social and emotional goals. Though this shift in priorities is supported by substantial evidence, what motivates us to learn in healthy aging may be more complex than a single theory may suggest. The current Dissertation investigates how learners remember information with primarily social goals (Chapter 2) and primarily knowledge-based goals (Chapters 3 and 4), as well as how variables such as age and information importance can affect memory and metacognition.Though age-related deficits for associative information are well-established (e.g., Naveh-Benjamin, 2000), older adults are often able to prioritize and associate items in memory that are the most important to remember, given their learning goals. Metacognition is a critical component of how we monitor and control our learning, and some evidence in this Dissertation suggests that we do not have accurate representations of our memory abilities. However, overconfidence is not ubiquitous: for example, we are aware that we may not be very good at remembering other peoples' names |
| 590 | |
▼a School code: 0031. |
| 650 | 4 |
▼a Cognitive psychology. |
| 650 | 4 |
▼a Physiology. |
| 650 | 4 |
▼a Aging. |
| 650 | 4 |
▼a Clinical psychology. |
| 650 | 4 |
▼a Public health. |
| 650 | 4 |
▼a Gerontology. |
| 650 | 4 |
▼a Health sciences. |
| 650 | 4 |
▼a Psychobiology. |
| 650 | 4 |
▼a Physiological psychology. |
| 690 | |
▼a 0633 |
| 690 | |
▼a 0573 |
| 690 | |
▼a 0493 |
| 690 | |
▼a 0351 |
| 690 | |
▼a 0566 |
| 690 | |
▼a 0349 |
| 690 | |
▼a 0622 |
| 690 | |
▼a 0989 |
| 690 | |
▼a 0719 |
| 710 | 20 |
▼a University of California, Los Angeles.
▼b Psychology 0780. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0031 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491667
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |