The virtues of ignorance

Behavioural Processes

Volumn 83, Issue 2, 2010, Pages 207-212

  Son, Lisa K ^a   Kornell, Nate ^b  

^a Barnard College of Columbia University   (United States)

^b WILLIAMS COLLEGE   (United States)

Author keywords

Ignorance; Illusions of knowing; Learning; Memory; Metacognition

Indexed keywords

COGNITION; HUMAN BEHAVIOR; KNOWLEDGE; LEARNING; MEMORY;

DECISION MAKING; HUMAN; IGNORANCE; KNOWLEDGE; LEARNING; MEMORY CONSOLIDATION; MENTAL FUNCTION; MORALITY; PSYCHOLOGICAL AND PSYCHIATRIC PHENOMENA; RECOGNITION; REVIEW; SKILL;

ANIMALS; AWARENESS; CHOICE BEHAVIOR; COGNITION; HAPLORHINI; HUMANS; JUDGMENT; LEARNING; MEMORY;

ANIMALIA;

EID: 77349083908     PISSN: 03766357     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.beproc.2009.12.005     Document Type: Review

References (36)

1. Atkinson R.C. Optimizing the learning of a second-language vocabulary. Journal of Experimental Psychology 1972, 96:124-129.
2. Bjork R.A. Retrieval practice and the maintenance of knowledge. Practical Aspects of Memory: Current Research and Issues 1988, vol. 1. Wiley, New York, pp. 396-401.
3. Bjork R.A. Memory and metamemory considerations in the training of human beings. Metacognition: Knowing About Knowing 1994, MIT Press, Cambridge, MA, pp. 185-205. J. Metcalfe, A. Shimamura (Eds.).
4. Carrier M., Pashler H. The influence of retrieval on retention. Memory and Cognition 1992, 20:632-642.
5. Carter J.H. The Quotable Will Rogers 2005, Gibbs Smith, Layton, UT.
6. Dunlosky J., Nelson T.O. Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory & Cognition 1992, 20:374-380.
7. Gawande A. Complications: A Surgeon's Notes on an Imperfect Science 2002, Holt, New York.
8. Hampton R.R. Rhesus monkeys know when they remember. Proceedings of the National Academy of Sciences 2001, 98:5359-5362.
9. Hawkins S.A., Hastie R. Hindsight: biased judgments of past events after the outcomes are known. Psychological Bulletin 1990, 107:311-327.
10. Hoffrage U., Pohl R.F. Research on hindsight bias: a rich past, a productive present, and a challenging future. Memory 2003, 11:329-335.
11. Izawa C. Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning. Journal of Experimental Psychology 1970, 83:340-344.
12. Koriat A., Fiedler K., Bjork R.A. Inflation of conditional prediction. Journal of Experimental Psychology: General 2006, 135:429-447.
13. Kornell N. Metacognition in humans and animals. Current Directions in Psychological Science 2009, 18:11-15.
14. Kornell N., Hays M.J., Bjork R.A. Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory & Cognition 2009, 35:989-998.
15. Kornell N., Metcalfe J. Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, & Cognition 2006, 32:609-622.
16. Kornell N., Son L.K. Learners' choices and beliefs about self-testing. Memory 2009, 17:493-501.
17. Kornell N., Son L.K., Terrace H. Transfer of metacognitive skills and hint seeking in monkeys. Psychological Science 2007, 18:64-71.
18. Kornell N., Terrace H.S. The generation effect in monkeys. Psychological Science 2007, 18:682-685.
19. Mazzoni G., Cornoldi C., Marchitelli G. Do memorability ratings affect study-time allocation?. Memory & Cognition 1990, 18:196-204.
20. Mazzoni G., Cornoldi C. Strategies in study time allocation: why is study time sometimes not effective?. Journal of Experimental Psychology: General 1993, 122:47-60.
21. Metcalfe J., Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General 2003, 132:530-542.
22. Nelson T.O., Leonesio R.J. Allocation of self-paced study time and the labor-in-vain effect. Journal of Experimental Psychology: Learning, Memory, and Cognition 1988, 14:676-686.
23. Oskamp S. Overconfidence in case-study judgments. Journal of Consulting Psychology 1965, 29:261-265.
24. Richland L.E., Kornell N., Kao L.S. Can unsuccessful tests enhance learning?. Journal of Experimental Psychology: Applied 2009, 15:243-257.
25. Roediger H.L., Karpicke J.D. The power of testing memory: basic research and implications for educational practice. Perspectives on Psychological Science 2006, 1:181-210.
26. Roediger H.L., Karpicke J.D. Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science 2006, 17:249-255.
27. Sacks O. An Anthropologist on Mars: Seven Paradoxical Tales by Oliver Sacks 1995, Knopf, New York.
28. Smith J.D., Washburn D.A. Uncertainty monitoring and metacognition by animals. Current Directions in Psychological Science 2005, 14:19-24.
29. Son L.K. Metacognitive control: children's short-term versus long-term study strategies. Journal of General Psychology 2005, 132:347-363.
30. Son L.K., Kornell N. Research on the allocation of study time: key studies from 1890 to the present (and beyond). A Handbook of Memory and Metamemory 2008, Psychology Press, Hillsdale, NJ, pp. 333-351. J. Dunlosky, R.A. Bjork (Eds.).
31. Son L.K., Kornell N. Simultaneous decisions at study: time allocation, ordering, and spacing. Metacognition and Learning 2009, 4:237-248.
32. Son L., Sethi R. Metacognitive control and optimal learning. Cognitive Science 2006, 30:759-774.
33. Son, L.K., Sethi, R. in press. Adaptive learning and the allocation of time. Adaptive Behavior.
34. Terrace H.S., Son L.K. Comparative metacognition. Current Opinion in Neurobiology 2009, 19:67-74.
35. White R.W. Lives in Progress: A Study of the Natural Growth of Personality 1952, Dryden Press, New York.
36. Wood G. The knew-it-all-along effect. Journal of Experimental Psychology: Learning, Memory, and Cognition 1978, 24:415-431.