False feedback and beliefs influence name recall in younger and older adults.

Feedback is an important self-regulatory process that affects task effort and subsequent performance. Benefits of positive feedback for list recall have been explored in research on goals and feedback, but the effect of negative feedback on memory has rarely been studied. The current research extends knowledge of memory and feedback effects by investigating face-name association memory and by examining the potential mediation of feedback effects, in younger and older adults, through self-evaluative beliefs. Beliefs were assessed before and after name recognition and name recall testing. Repeated presentation of false positive feedback was compared to false negative feedback and a no feedback condition. Results showed that memory self-efficacy declined over time for participants in the negative and no feedback conditions but was sustained for those receiving positive feedback. Furthermore, participants who received negative feedback felt older after testing than before testing. For name recall, the positive feedback group outperformed the negative feedback and no feedback groups combined, with no age interactions. The observed feedback-related effects on memory were fully mediated by changes in memory self-efficacy. These findings advance our understanding of how beliefs are related to feedback in memory and inform future studies examining the importance of self-regulation in memory.

Age differences in self-set goal effects for memory.

Research has shown that goal setting leads to gains in memory performance and memory self-efficacy across adulthood when goals are set by experimenters and accompanied by positive feedback. However, self-set memory goals have had less consistent impact. This research extended past studies on aging and memory goals to examine the impact of self-set goals using anchors to guide goal selection. Two trials of name, text, and list recall were administered to younger and older adults, comparing goal and no-goal groups. After baseline, participants assigned to the goal group set personal goals for memory gain on a second, post-goal trial for each of the three tasks. Anchoring for goal-setting was used to encourage the selection of realistic, yet challenging goals. Younger and older participants set comparable goals. Only younger adults showed a motivational response (higher gains across trials for goals than no goals), even though older adults reported being just as committed to their personal goals. Older adults may have failed to show reliable goal-related gains because no positive feedback was offered or because they were unable to activate effective strategies for improved performance.

The application of self-efficacy principles to audiologic rehabilitation: a tutorial.

PURPOSE: The purpose of this tutorial is to provide a comprehensive overview of the self-efficacy framework and its application to audiologic rehabilitation. METHOD: A literature review was conducted on self-efficacy and its relevance to successful interventions in several health domains. Specific recommendations were presented for audiologic rehabilitation procedures that will enhance self-efficacy. CONCLUSIONS: As is the case in other health domains, clinical intervention by audiologists will be more effective when incorporating a self-efficacy framework in the audiologic rehabilitation process.