scholarly journals Supplemental Material for Judgments of Learning Are Influenced by Multiple Cues in Addition to Memory for Past Test Accuracy

2013 ◽  
Keyword(s):  
Judgments Of Learning ◽  
Test Accuracy ◽  
Multiple Cues ◽  
Memory For Past Test

scholarly journals Younger and older adults weigh multiple cues in a similar manner to generate judgments of learning

2015 ◽  
Vol 22 (6) ◽  
pp. 693-711 ◽  
Author(s):  
Jarrod C. Hines ◽  
Christopher Hertzog ◽  
Dayna R. Touron
Keyword(s):  
Older Adults ◽  
Judgments Of Learning ◽  
Multiple Cues

scholarly journals Simultaneous utilization of multiple cues in judgments of learning

2018 ◽  
Vol 46 (4) ◽  
pp. 507-519 ◽  
Author(s):  
Monika Undorf ◽  
Anke Söllner ◽  
Arndt Bröder
Keyword(s):  
Judgments Of Learning ◽  
Multiple Cues ◽  
Simultaneous Utilization

scholarly journals The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257547
Author(s):  
Tian Fan ◽  
Jun Zheng ◽  
Xiao Hu ◽  
Ningxin Su ◽  
Yue Yin ◽  
...  
Keyword(s):  
Size Effect ◽  
Word Frequency ◽  
Dominant Role ◽  
Meta Analysis ◽  
Low Frequency ◽  
Judgments Of Learning ◽  
Font Size ◽  
Multiple Cues ◽  
Pure List ◽  
Within Subjects

Previous studies found that metamemory beliefs dominate the font size effect on judgments of learning (JOLs). However, few studies have investigated whether beliefs about font size contribute to the font size effect in circumstances of multiple cues. The current study aims to fill this gap. Experiment 1 adopted a 2 (font size: 70 pt vs. 9 pt) * 2 (word frequency (WF): high vs. low) within-subjects design. The results showed that beliefs about font size did not mediate the font size effect on JOLs when multiple cues (font size and WF) were simultaneously provided. Experiment 2 further explored whether WF moderates the contribution of beliefs about font size to the font size effect, in which a 2 (font size: 70 pt vs. 9 pt, as a within-subjects factor) * 2 (WF: high vs. low, as a between-subjects factor) mixed design was used. The results showed that the contribution of beliefs about font size to the font size effect was present in a pure list of low-frequency words, but absent in a pure list of high-frequency words. Lastly, a meta-analysis showed evidence supporting the proposal that the contribution of beliefs about font size to the font size effect on JOLs is moderated by WF. Even though numerous studies suggested beliefs about font size play a dominant role in the font size effect on JOLs, the current study provides new evidence suggesting that such contribution is conditional. Theoretical implications are discussed.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
Author(s):  
Evan E. Mitton ◽  
Chris M. Fiacconi
Keyword(s):  
Recognition Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Visual Images ◽  
Memory Tests ◽  
Recognition Memory Performance ◽  
Study Test ◽  
Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

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