Does easily learned mean easily remembered? it depends on your beliefs about intelligence

Psychological Science

Volumn 22, Issue 3, 2011, Pages 320-324

  Miele, David B ^a   Finn, Bridgid ^b   Molden, Daniel C ^c  

^a Och Spine at New York Presbyterian Hospitals   (United States)

^b WASHINGTON UNIVERSITY   (United States)

^c NORTHWESTERN UNIVERSITY   (United States)

Author keywords

fluency; heuristics; judgment; learning; memory; metacognition

Indexed keywords

APTITUDE; ARTICLE; ASSOCIATION; ATTENTION; CULTURAL ANTHROPOLOGY; DECISION MAKING; HUMAN; INTELLIGENCE; LANGUAGE; LINGUISTICS; PAIRED ASSOCIATE LEARNING; PATTERN RECOGNITION; READING; RECALL; SELF CONCEPT;

APTITUDE; ATTENTION; CUES; CULTURE; HUMANS; INTELLIGENCE; JUDGMENT; MENTAL RECALL; MULTILINGUALISM; PAIRED-ASSOCIATE LEARNING; PATTERN RECOGNITION, VISUAL; READING; SELF CONCEPT; VOCABULARY;

EID: 79954527601     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1177/0956797610397954     Document Type: Article

References (18)

1. Aiken, L.S., & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
2. Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
3. Briñol, P., Petty, R.E., & Tormala, Z.L. (2006). The malleable meaning of subjective ease. Psychological Science, 17, 200-206.
4. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Thousand Oaks, CA: Sage.
5. Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
6. Finn, B., & Metcalfe, J. (2007). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 238-244.
7. Koriat, A. (2008). Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition. Memory & Cognition, 36, 416-428.
8. Koriat, A., & Ma'ayan, H. (2005). The effects of encoding fluency and retrieval fluency on judgments of learning. Journal of Memory and Language, 52, 478-492.
9. Koriat, A., Ma'ayan, H., & Nussinson, R. (2006). 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, 135, 36-69.
10. Koriat, A., Sheffer, L., & Ma'ayan, H. (2002). Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice. Journal of Experimental Psychology: General, 131, 147-162.
11. Kornell, N., & Son, L.K. (2009). Learners' choices and beliefs about self-testing. Memory, 17, 493-501.
12. Kucera, H., & Francis, W.N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
13. Labroo, A., & Kim, S. (2009). The "instrumentality" heuristic: Why metacognitive difficulty is desirable during goal pursuit. Psychological Science, 20, 127-134.
14. Miele, D.B., & Molden, D.C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139, 535-557.
15. Molden, D.C., & Dweck, C.S. (2006). Finding "meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, 192-203.
16. Rhodes, M.G., & Castel, A.D. (2008). Memory predictions are influenced by perceptual information: Evidence for metacognitive illusions. Journal of Experimental Psychology: General, 137, 615-625.
17. Schwarz, N. (2004). Metacognitive experiences in consumer judgment and decision making. Journal of Consumer Psychology, 14, 332-348.
18. Unkelbach, C. (2006). The learned interpretation of cognitive fluency. Psychological Science, 17, 339-345.