Does Monitoring Have A Dark Side? Reactivity in Judgments of Learning

2011 ◽  
Author(s):  
Ainsley L. Mitchum ◽  
Colleen M. Kelley
Keyword(s):  
Judgments Of Learning ◽  
Dark Side

Analysis of 2D and 3D defects associated with precipitation of Cu in silicon

1991 ◽  
Vol 49 ◽  
pp. 870-871
Author(s):  
P.M. Rice ◽  
MJ. Kim ◽  
R.W. Carpenter
Keyword(s):  
Colony Growth ◽  
Dark Field ◽  
Dark Side ◽  
Silicide Phase ◽  
Strain Fields ◽  
Near Surface ◽  
Unknown Composition ◽  
Secondary Precipitates ◽  
20 Nm ◽  
2D And 3D

Extrinsic gettering of Cu on near-surface dislocations in Si has been the topic of recent investigation. It was shown that the Cu precipitated hetergeneously on dislocations as Cu silicide along with voids, and also with a secondary planar precipitate of unknown composition. Here we report the results of investigations of the sense of the strain fields about the large (~100 nm) silicide precipitates, and further analysis of the small (~10-20 nm) planar precipitates.Numerous dark field images were analyzed in accordance with Ashby and Brown's criteria for determining the sense of the strain fields about precipitates. While the situation is complicated by the presence of dislocations and secondary precipitates, micrographs like those shown in Fig. 1(a) and 1(b) tend to show anomalously wide strain fields with the dark side on the side of negative g, indicating the strain fields about the silicide precipitates are vacancy in nature. This is in conflict with information reported on the η'' phase (the Cu silicide phase presumed to precipitate within the bulk) whose interstitial strain field is considered responsible for the interstitial Si atoms which cause the bounding dislocation to expand during star colony growth.

The Dark Side of Sweet Dreams

2006 ◽  
Vol 40 (12) ◽  
pp. 30
Author(s):  
BARBARA J. HOWARD
Keyword(s):  
Dark Side

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.

Experience Matters

2020 ◽  
Vol 228 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Pedro S. Mendes ◽  
Karlos Luna ◽  
Pedro B. Albuquerque
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Recall Test ◽  
Judgments Of Learning ◽  
Direct Experience ◽  
Frequency Effects ◽  
Actual Frequency ◽  
Actual Word ◽  
High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

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