Choice latency as a cue for children's subjective confidence in the correctness of their answers

Developmental Science

Volumn 13, Issue 3, 2010, Pages 441-453

  Koriat, Asher ^a   Ackerman, Rakefet ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; ASSOCIATION; ATTITUDE; CHILD; CHILD DEVELOPMENT; DECISION MAKING; HUMAN; ISRAEL; PHYSIOLOGY; REACTION TIME;

ANALYSIS OF VARIANCE; ATTITUDE; CHILD; CHILD DEVELOPMENT; CHOICE BEHAVIOR; CUES; HUMANS; ISRAEL; REACTION TIME;

EID: 77952722748     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2009.00907.x     Document Type: Article

References (71)

1. Barnes AE, Nelson TO, Dunlosky J, Mazzoni G, Narens L. An integrative system of metamemory components involved in retrieval. Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application 1999, 287-313. Gopher D, Koriat A, In, Eds, pp, Cambridge, MA, MIT Press
2. Benjamin AS, Bjork RA. Retrieval fluency as a metacognitive index. Implicit memory and metacognition 1996, 309-338. Reder L, In, Ed, pp, Hillsdale, NJ, Erlbaum
3. Benjamin AS, Bjork RA, Schwartz BL. The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General 1998, 127:55-68.
4. Brewer N, Day K. The confidence-accuracy and decision latency-accuracy relationships in children's eyewitness identification. Psychiatry, Psychology and Law 2005, 12:119-128.
5. Brunswik E. Perception and representative design in psychological experiments 1956, Berkeley, CA, University of California Press
6. Cohen RL, Sandler SP, Keglevich L. The failure of memory monitoring in a free recall task. Canadian Journal of Psychology 1991, 45:523-538.
7. Dufresne A, Kobasigawa A. Children's spontaneous allocation of study time: differential and sufficient aspects. Journal of Experimental Child Psychology 1989, 47:274-296.
8. Dunlosky J, Hertzog C. Training programs to improve learning in later adulthood: helping older adults educate themselves. Metacognition in educational theory and practice 1998, 249-275. Hacker DJ, In, Ed, pp, Mahwah, NJ, Erlbaum
9. Ehrlinger J, Dunning D. How chronic self-views influence (and potentially mislead) estimates of performance. Journal of Personality and Social Psychology 2003, 84:5-17.
10. Finn B. Framing effects on metacognitive monitoring and control. Memory Cognition 2008, 36:813-821.
11. Fischhoff B, Slovic P, Lichtenstein S. Knowing with certainty: the appropriateness of extreme confidence. Journal of Experimental Psychology: Human Perception and Performance 1977, 3:552-564.
12. Flavell JH. Cognitive development: children's knowledge about the mind. Annual Review of Psychology 1999, 50:21-45.
13. Gill MJ, Swann B, Silvera DH. On the genesis of confidence. Journal of Personality and Social Psychology 1998, 75:1101-1114.
14. Goldsmith M, Koriat A. The strategic regulation of memory accuracy and informativeness. Psychology of learning and motivation, Vol. 48: Memory use as skilled cognition 2008, 1-60. Benjamin A, Ross B. In, Eds, pp, San Diego, CA, Elsevier
15. Hart JT. Memory and the feeling-of-knowing experiments. Journal of Educational Psychology 1965, 57:347-349.
16. Hoffrage U. Overconfidence. Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory 2004, 235-254. Pohl RF. In, Ed, pp, Hove, UK, Psychology Press
17. Kelley CM, Jacoby LL. Subjective reports and process dissociation: fluency, knowing, and feeling. Acta Psychologica 1998, 98:127-140.
18. Kelley CM, Lindsay DS. Remembering mistaken for knowing: ease of retrieval as a basis for confidence in answers to general knowledge questions. Journal of Memory and Language 1993, 32:1-24.
19. Koriat A. How do we know that we know? The accessibility model of the feeling-of- knowing. Psychological Review 1993, 100:609-639.
20. Koriat A. Dissociating knowing and the feeling of knowing: further evidence for the accessibility model. Journal of Experimental Psychology: General 1995, 124:311-333.
21. Koriat A. Monitoring one's own knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 1997, 126:349-370.
22. Koriat A. The feeling of knowing: some metatheoretical implications for consciousness and control. Consciousness and Cognition 2000, 9:149-171.
23. Koriat A. Metacognition and consciousness. The Cambridge handbook of consciousness 2007, 289-325. Zelazo PDMoscovitch MThompson E. In, Eds, pp, Cambridge, Cambridge University Press
24. Koriat A. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition. Memory & Cognition 2008a, 36:416-428.
25. Koriat A. Subjective confidence in one's answers: the consensuality principle. Journal of Experimental Psychology: Learning, Memory and Cognition 2008b, 34:945-959.
26. Koriat A. When confidence in a choice is independent of which choice is made. Psychonomic Bulletin and Review 2008c, 15:997-1001.
27. Koriat A, Goldsmith M. Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review 1996, 103:490-517.
28. Koriat A, Levy-Sadot R. Processes underlying metacognitive judgments: information-based and experience-based monitoring of one's own knowledge. Dual process theories in social psychology 1999, 483-502. Chaiken S, Trope Y. In, Eds, pp, New York, Guilford Press
29. Koriat A, Levy-Sadot R. The combined contributions of the cue-familiarity and the accessibility heuristics to feelings of knowing. Journal of Experimental Psychology: Learning, Memory and Cognition 2001, 27:34-53.
30. Koriat A, Ma'ayan H. The effects of encoding fluency and retrieval fluency on judgments of learning. Journal of Memory and Language 2005, 52:478-492.
31. Koriat A, Shitzer-Reichert R. Metacognitive judgments and their accuracy: insights from the processes underlying judgments of learning in children. Metacognition: Process, function, and use 2002, 1-17. Chambres P, Izaute MMarescaux Pthomampersand. In, Eds, pp, New York, NY, Kluwer
32. Koriat A, Lichtenstein S, Fischhoff B. Reasons for confidence. Journal of Experimental Psychology: Human Learning and Memory 1980, 6:107-118.
33. Koriat A, Goldsmith M, Schneider W, Nakash-Dura M. The credibility of children's testimony: can children control the accuracy of their memory reports? Journal of Experimental Child Psychology 2001, 79:405-437.
34. Koriat A, Bjork RA, Sheffer L, Bar SK. Predicting one's own forgetting: the role of experience-based and theory-based processes. Journal of Experimental Psychology: General 2004, 133:643-656.
35. Koriat A, Ma'ayan H, Nussinson R. The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior. Journal of Experimental Psychology: General 2006, 135:36-69.
36. Koriat A, Nussinson R, Bless H, Shaked N. Information-based and experience-based metacognitive judgments: evidence from subjective confidence. A handbook of memory and metamemory 2008, 117-135. Dunlosky J, Bjork RA, In, Eds, pp, Mahwah, NJ, Erlbaum
37. Koriat A, Ackerman R, Lockl K, Schneider W. The easily learned, easily-remembered heuristic in children. Cognitive Development 2009a, 24:169-182.
38. Koriat A, Ackerman R, Lockl K, Schneider W. The memorizing-effort heuristic in judgments of learning: a developmental perspective. Journal of Experimental Child Psychology 2009b, 102:265-279.
39. Kornell N, Bjork RA. Objective and subjective learning curves. 2006, , Houston, Texas, November, 2006
40. Lockl K, Schneider W. Developmental trends in children's feeling-of-knowing judgements. International Journal of Behavioral Development 2002, 26:327-333.
41. Lockl K, Schneider W. Metakognitive Überwachungs- und Kontrollprozesse bei der Lernzeiteinteilung von Kindern [Monitoring and control processes in children's allocation of study time]. Zeitschrift für Pädagogische Psychologie 2003, 17:173-183.
42. Lyon TD, Flavell JH. Young children's understanding of forgetting over time. Child Development 1993, 64:789-800.
43. Matvey G, Dunlosky J, Guttentag R. Fluency of retrieval at study affects judgments of learning (JOLs): an analytic or nonanalytical basis for JOLs? Memory & Cognition 2001, 29:222-233.
44. Mazzoni G, Loftus EF, Kirsch I. Changing beliefs about implausible autobiographical events: a little plausibility goes a long way. Journal of Experimental Psychology: Applied 2001, 7:51-59.
45. Metcalfe J, Finn B. Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review 2008, 15:174-179.
46. Metcalfe J, Schwartz BL, Joaquim SG. The cue-familiarity heuristic in metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition 1993, 19:851-864.
47. Nelson TO. A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin 1984, 95:109-133.
48. Nelson TO, Leonesio RJ. Allocation of self-paced study time and the 'labor-in-vain effect'. Journal of Experimental Psychology: Learning, Memory, and Cognition 1988, 14:676-686.
49. Nelson TO, Narens L. Metamemory: a theoretical framework and new findings. The psychology of learning and motivation: advances in research and theory 1990, 125-173. Bower G, In, Ed, pp, New York, Academic Press
50. Odegard TN, Lampinen JM. Memory editing: knowledge, criteria, and alignment. Memory 2006, 14:777-787.
51. O'Sullivan JT. Preschooler's beliefs about effort, incentives, and recall. Journal of Experimental Child Psychology 1993, 55:396-414.
52. O'Sullivan JT. Effort, interest, and recall: beliefs and behaviors of preschoolers. Journal of Experimental Child Psychology 1997, 65:43-67.
53. Reder LM, Ritter FE. What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition 1992, 18:435-451.
54. Reder LM, Schunn CD. Metacognition does not imply awareness: strategy choice is governed by implicit learning and memory. Implicit memory and metacognition 1996, 45-77. Reder LM, In, Ed, pp, Mahwah, NJ, Erlbaum
55. Robinson MD, Johnson JT. How not to enhance the confidence-accuracy relation: the detrimental effects of attention on the identification process. Law and Human Behavior 1998, 22:409-428.
56. Robinson MD, Johnson JT, Herndon F. Reaction time and assessments of cognitive effort as predictors of eyewitness memory accuracy and confidence. Journal of Applied Psychology 1997, 82:416-425.
57. Roebers C, von der Linden N, Schneider W, Howie P. Children's metamemorial judgments in an event recall task. Journal of Experimental Child Psychology 2007, 97:117-137.
58. Schneider W. The development of metacognitive knowledge in children and adolescents: major trends and implications for education. Mind, Brain, and Education 2008, 2:114-121.
59. Schneider W, Bjorklund DF. Memory. Handbook of child psychology 1998, 467-521. Damon W, Siegler RSKuhn D. In, Eds, Vol. 2, pp, New York, Wiley
60. Schneider W, Lockl K. Procedural metacognition in children: evidence for developmental trends. A handbook of memory and metamemory 2008, 391-410. Dunlosky J, Bjork RA. In, Eds, pp, Mahwah, NJ, Erlbaum
61. Schneider W, Pressley M. Memory development between two and twenty 1997, 2nd ed, Mahwah, NJ, Erlbaum
62. Schwartz BL. Sources of information in metamemory: judgments of learning and feeling of knowing. Psychonomic Bulletin & Review 1994, 1:357-375.
63. Schwartz BL. The phenomenology of naturally-occurring tip-of-the-tongue states: a diary study. Advances in Psychology Research 2002, 71-84. Shohov S. In, Ed, pp, New York, Nova Science Publishers
64. Son LK, Schwartz BL. The relation between metacognitive monitoring and control. Applied metacognition 2002, 15-38. Perfect TJ, Schwartz BS. In, Eds, pp, Cambridge, Cambridge University Press
65. Sporer SL. Eyewitness identification accuracy, confidence, and decision times in simultaneous and sequential line-ups. Journal of Applied Psychology 1993, 78:22-33.
66. Thiede KW, Anderson MCM, Therriault D. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology 2003, 95:66-73.
67. Unkelbach C. The learned interpretation of cognitive fluency. Psychological Science 2006, 17:339-345.
68. Weber N, Brewer N, Wells GL, Semmler C, Keast A. Eyewitness identification accuracy and response latency: the unruly 10-12 second rule. Journal of Experimental Psychology: Applied 2004, 10:139-147.
69. Yates JF, Lee JW, Sieck WR, Choi I, Price PC. Probability judgment across cultures. Heuristics and biases: The psychology of intuitive judgment 2002, 271-291. Gilovich T, Griffin D, In, Eds, pp, New York, Cambridge University Press
70. Yonas A, Elieff CA, Arterberry ME. Emergence of sensitivity to pictorial depth cues: charting development in individual infants. Infants Behavior & Development 2002, 25:495-514.
71. Zakay D, Tuvia R. Choice latency times as determinants of post-decisional confidence. Acta Psychologica 1998, 98:103-115.