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Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition
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The cue-utilization view in metacognition assumes that judgments of learning (JOLs) are based on inferences from mnemonic cues deriving from the online processing of items during learning. This view calls for a specification of the underlying heuristics, their validity in predicting memory performance, and the extent to which they are utilized. This study examines one such heuristic: easily learned, easily remembered (ELER). We first show that ease of learning, as indexed by self-paced study ...
Related newspaper, magazine, and journal articles from HighBeam Research
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Text cohesion and metacomprehension: Immediate and delayed judgments
Memory & Cognition
; In three experiments, we examined comprehension judgments made after a piece of text had been read. We propose that such metacognitive judgments are based on the content of working memory at the exact moment of assessment. Generally speaking, this working metacognition hypothesis is in agreement
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Framing effects on metacognitive monitoring and control
Memory & Cognition
; Three experiments explored the contribution of framing effects on metamemory judgments. In Experiment 1, participants studied word pairs. After each presentation, they made an immediate judgment of learning (JOL), framed in terms of either remembering or forgetting. In the remember frame,
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Response speeding mediates the contributions of cue familiarity and target retrievability to metamnemonic judgments
Psychonomic Bulletin & Review
; Metamnemonic judgments are influenced by the retrievability of the target memory in question, but also by the familiarity of the cue used to elicit such judgments. However, there have been few suggestions as to what factors mediate the influence of these different sources of information on
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Effects of personality on metacognitive self-assessments.
College Student Journal
; College students' metacognitive self-assessments before and after tests were examined in relation to personality and study time. Instead of using laboratory learning, our study is the first to use actual classroom learning and testing across a period of several months to study the dynamic relation
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Illusions of competence and overestimation of associative memory for identical items: Evidence from judgments of learning
Psychonomic Bulletin & Review
; The relation between subjects' predicted and actual memory performance is a central issue in the domain of metacognition. In the present study, we examined the influence of item similarity and associative strength on judgments of learning (JOLs) in a cued recall task. We hypothesized that encoding
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