RATIONALE

The self-regulation of input when reading can play a role in comprehension and memory performance. Some research suggests that more elaborative discourse that provides contextual support for the encoding of individual ideas may differentially benefit older adults ’ memory for text (Johnson, 2003). With such contextual support, older adults may be able to use situation model processing to “bootstrap ” encoding of the textbase (Miller & Stine-Morrow, 1998; Stine-Morrow et al., 2004), and thereby improve recall. Using a “judgment of learning ” (JOL) paradigm, we examined age differences in the processes and outcomes of self-regulated reading as a function of text elaboration