METACOMPREHENSION AND COMPREHENSION PERFORMANCE IN YOUNGER AND OLDER ADULTS

On the basis of metamemory assessment research and theories of discour se comprehension, the Metacomprehension Scale (MCS) was designed to as sess multiple dimensions of metacomprehension. In a sample of younger (n = 30) and older (n = 30) adults, we examined age differences in sel f-assessed components of metacomprehension and the relation of the MCS to comprehension performance and general verbal ability. Younger adul ts reported greater use of strategies to resolve comprehension failure s (i.e., regulation) and placed higher value on good comprehension ski lls than older adults. The MCS revealed a substantial amount of varian ce in comprehension performance and verbal ability, with the regulatio n dimension of metacomprehension being a reliable and consistent predi ctor of performance. The results provided support for domain-specific assessment of metacognition and for the critical role of regulation in comprehension performance.