A self-regulatory/recall task and a self-report questionnaire became operationally
defined measures of metacognition, and dependent variables for an analysis designed
to determine metacognitive functioning across age. Participants were 135
teachers-in-training and 21 retired teachers. All were exposed to a transfer propaganda
lesson presented via the Merrill-Tennyson model. The elderly retired teachers
performed less well on a concept mastery test after exposure to the lesson; also,
their metacognitive ability was determined to be less effective. These results are
consistent with much of the literature describing global and/or "meta" deficits
among the elderly.
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