Metamemory Judgments and the Benefits of Repeated Study: Improving Recall Predictions Through the Activation of Appropriate Knowledge

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 35, Issue 3, 2009, Pages 822-828

  Tiede, Heather L ^a   Leboe, Jason P ^a  

^a UNIVERSITY OF MANITOBA   (Canada)

Author keywords

cued recall; free recall; judgments of learning; metamemory

Indexed keywords

ARTICLE; ASSOCIATION; ATTENTION; CULTURAL ANTHROPOLOGY; DECISION MAKING; HUMAN; LEARNING; LONG TERM MEMORY; PAIRED ASSOCIATE LEARNING; REACTIVE INHIBITION; RECALL;

ATTENTION; CUES; CULTURE; HUMANS; JUDGMENT; MENTAL RECALL; PAIRED-ASSOCIATE LEARNING; PRACTICE (PSYCHOLOGY); REACTIVE INHIBITION; RETENTION (PSYCHOLOGY);

EID: 65749085531     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0015122     Document Type: Article

References (21)

1. Carroll M., Nelson T.O., and Kirwan A. Tradeoff of semantic relatedness and degree of overlearning: Differential effects on metamemory and on long-term retention. Acta Psychologica 95 (1997) 239-253
2. Connor L.T., Dunlosky J., and Hertzog C. Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging 12 (1997) 50-71
3. Dougherty, M., & Barnes, K. (2003, November). Divided attention and metamemory judgments. Poster session presented at the 44th annual meeting of the Psychonomic Society, Vancouver, BC, Canada.
4. Dunlosky J., and Hertzog C. Updating knowledge about encoding strategies: A componential analysis of learning about strategy effectiveness from task experience. Psychology and Aging 15 (2000) 462-474
5. Dunlosky J., and Matvey G. Empirical analysis of the intrinsic-extrinsic distinction of judgments of learning (JOLs): Effects of relatedness and serial position on JOLs. Journal of Experimental Psychology: Learning, Memory, and Cognition 27 (2001) 1180-1191
6. Dunlosky J., and Nelson T.O. Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur?. Journal of Memory and Language 33 (1994) 545-565
7. Finn B. Framing effects on metacognitive monitoring and control. Memory and Cognition 36 (2008) 813-821
8. Finn B., and Metcalfe J. The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning, Memory, and Cognition 33 (2007) 238-244
9. Kelemen W.L. Metamemory cues and monitoring accuracy: Judging what you know and what you will know. Journal of Educational Psychology 92 (2000) 800-810
10. Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 126 (1997) 349-370
11. Koriat A., and Bjork R.A. Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition 31 (2005) 187-194
12. Koriat A., Bjork R.A., Sheffer L., and Bar S.K. Predicting one's own forgetting: The role of experience-based and theory-based processes. Journal of Experimental Psychology: General 133 (2004) 643-656
13. Koriat A., Ma'ayan H., Sheffer L., and Bjork R.A. Exploring a mnemonic debiasing account of the underconfidence-with-practice effect. Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (2006) 595-608
14. Koriat A., Sheffer L., and Ma'ayan H. Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice. Journal of Experimental Psychology: General 131 (2002) 147-162
15. Matvey G., Dunlosky J., and Schwartz B.L. The effects of categorical relatedness on judgments of learning (JOLs). Memory 14 (2006) 253-261
16. Meeter M., and Nelson T.O. Multiple study trials and judgments of learning. Acta Psychologica 113 (2003) 123-132
17. Scheck P., Meeter M., and Nelson T.O. Anchoring effects in the absolute accuracy of immediate versus delayed judgments of learning. Journal of Memory and Language 51 (2004) 71-79
18. Scheck P., and Nelson T.O. Lack of pervasiveness of the underconfidence-with-practice effect: Boundary conditions and an explanation via anchoring. Journal of Experimental Psychology: General 134 (2005) 124-128
19. Serra M.J., and Dunlosky J. Does retrieval fluency contribute to the underconfidence-with-practice effect?. Journal of Experimental Psychology: Learning, Memory, and Cognition 31 (2005) 1258-1266
20. Shaddock A., and Carroll M. Influences on metamemory judgments. Australian Journal of Psychology 49 (1997) 21-27
21. Zechmeister E.B., and Shaughnessy J.J. When you know that you know and when you think that you know but you don't. Bulletin of the Psychonomic Society 15 (1980) 41-44