Ask a question from expert

Ask now

Selecting Valuable Information to Remember - PDF

9 Pages2346 Words113 Views
   

Added on  2021-06-16

Selecting Valuable Information to Remember - PDF

   Added on 2021-06-16

BookmarkShareRelated Documents
Running head: ANNOTATION 1AnnotationNameInstitution
Selecting Valuable Information to Remember - PDF_1
ANNOTATION 2Part 1: AnnotationCastel, A., Murayama, K., Friedman, M., McGillivray, S., & Link, I. (2013). Selecting valuableinformation to remember: Age-related differences and similarities in self-regulatedlearning. Psychology and Aging, 28(1), 232-242.https://pdfs.semanticscholar.org/b729/7860387d2d24f8ba44b42667ae2dff83b3bd.pdfThis qualitative study provides comprehensive information about how youngerand older adults select useful information to study when given unlimited choices regarding theallocation of study time. This survey seeks to showcase that it is effective for researchers to onlyfocus on the most valuable information when given unrestricted study time, particularly whenthey know it is impossible to memorize an enormous amount of information. The purpose of thisstudy was to show the importance of selectively attending to more valuable information than theless valuable ones amongst the young and older adults when studying a given phenomenon andpresented with unrestricted choices relating to study time allocation. This study is aimed at bothyoung and older adults who are involved in studying a particular phenomenon but are strandedon what specific information to choose from the abundance of study time allocation. The mainstrength of this study is that it was a primary research and thus it did not suffer from mistakes orerrors from the previous studies being carried forward. The main weakness of this study is thatthe participants were only allowed two minutes as a study session and this might have been solittle time to make any rational decision or choice of valuable information. This study should behighly credible and reliable because it is a primary study (survey) and hence there is a fast-handinformation as opposed to a literature review that relies on other authors’ previous works.Moreover, the study used a multilevel mediation analysis that effectively helped the authors
Selecting Valuable Information to Remember - PDF_2
ANNOTATION 3showcase similar or even stronger strategic process which is helpful in compensating for poorermemory. Furthermore, the study is credible and reliable because the findings have been correctlyinterpreted based on the lifespan models of the agenda-based regulation while the discussion isanchored on the practical applications. This survey is relevant because it presents findings thatclearly showcase efficient (and different) metacognitive control operations in both younger andolder adults, and this will permit strategic regulation of the study choices alongside study timeallocation when memorizing vital information. A practical suggestion is presented in this surveyon how the seniors can effectively retrieve high-value info through the creation of enablinglearning environment that emphasizes the prioritization of learning specific information foreffective control operation engagement. This is effective because it could have positiveimplications for learning in increasingly real-world settings. It is also relevance because it wouldenhance the ability to use new technology by selectively choosing the most criticalsteps/information in an extended instruction manual. This means that older and younger adultswill be able to effectively use the new technology by correctly choosing the right information toread in the instruction manual rather than read the whole of it which might eventually lead to noknowledge. Therefore, this survey is even more important as it allows the older and youngeradults to prioritize to-be-learned info which is useful in making older adults remembersignificant information in corresponding self-guided learning contexts. Astonishingly, theauthors have not only made the information be easily readable, but also understandable throughthe use of visual tables and graphics. Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., ... & Phillips, B. M. (2014). Enhancing early child care quality and learning for toddlers at
Selecting Valuable Information to Remember - PDF_3

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Annotated Bibliography Early Childhood Care
|10
|2513
|120