Annotated Bibliography Early Childhood Care

Running head: ANNOTATED BIBLIOGRAPHY EARLY CHILDHOOD CARE
ANNOTATED BIBLIOGRAPHY EARLY CHILDHOOD CARE
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1ANNOTATED BIBLIOGRAPHY EARLY CHILDHOOD CARE
Annotated bibliography
Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting
valuable information to remember: Age-related differences and similarities in self-
regulated learning. Psychology and Aging, 28(1), 232.
This paper by Castel et al (2013) discusses that human beings are provided with
more information than one can remember and the retention of this information is usually
dependant on the ability of the individual to remember. Individuals remember
information selectively based on their interest.. The crux of this paper is to examine the
retention abilities among the older and the younger generation through the selective
review of information in the face of unrestricted choices in the form of time allocation
through a novel self-regulating paradigm. It has been found that self-paced studies are
entailed in enabling the people to structure how long they will be engaged in the study.
On the other hand, there is self-regulated study that informs the people to select the kind
of information that is needed to do the study and determines the length of the study. It has
been argued by the authors that in the real world the way we imbibe new information is
usually under our control. This is redolent of the importance of human agency in
controlling and monitoring our memory regarding the kind of information that we wish to
retain. Given there is additional or supplementary study time, it can increase learning and
minimize the age-related deficits in the performance of memory. Younger adults and the
older adult study the selection of word pairs that have different range in terms of
difficulty for learning following the participants had examined and engaged in formative

2ANNOTATED BIBLIOGRAPHY EARLY CHILDHOOD CARE
judgments of learning concerning these word pairs. In case of the older adults it was
found that they took greater time to remember the word pair compared to the younger
adults. However, both took a considerable amount of time to study the word pairs.
Although there has been a large number of study has focused on the aspect of the
differences in age in self-in terms of the paced learning concerning remembering the
difficult items, there has been limited research concerning the age-related differences in
terms of self-regulated learning. The main idea that has lingered with the author is
whether the older adults are equally capable of remembering and retrieving information
given the age-deficit. The authors further discuss about the characteristics of self-
regulated learning. It has been found that self-regulated learning is concerned with the
less constrained learning environment that would allow people to select about how they
long they would need to study. Studies in this thread have found that older adults are
engaged in the selective optimization with compensation as a strategy to retrieve high-
value information. It has been argued by the authors motivational factor selectively
involve emphasizing on the high-value information at the same time obstructing access to
the lower value information or subordinate information as against more peripheral
information. Older adults have the capability of retrieving more high value information
and metacognitive learning abilities are evident in case of the adults. The highlight of the
study is important as it allowed to understand the time taken by the older adults to
retrieve information and the significance if the compensatory processes and strategic
processes that enable the adults to retrieve information in the face of age-deficit. The
authors exhorted that older adults require a compatible learning environment that would
promote their learning process and facilitate in the retention. One shortcoming of the