Metacognitive aspects of memory

Everyday Memory

Volumn , Issue , 2007, Pages 251-274

  Koriat, Asher ^a   Helstrup, Tore ^b,c  

^a UNIVERSITY OF HAIFA   (Israel)

^b UNIVERSITY OF OSLO   (Norway)

^c CENTRE FOR ADVANCED STUDY   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960274832     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203018774     Document Type: Chapter

References (100)

1. Bahrick, H.P. (1979). Maintenance of knowledge: Questions about memory we forgot to ask. Journal of Experimental Psychology: General, 108, 296-308.
2. Bargh, J.A. (1997). The automaticity of everyday life. In R.S. Wyer Jr.(Ed.), Advances in social cognition, Vol. 10 (pp. 1-61). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
3. Barnes, A.E., Nelson, T.O., Dunlosky, J., Mazzoni, G., & Narens, L. (1999). An integrative system of metamemory components involved in retrieval. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 287-313). Cambridge, MA: MIT Press.
4. Begg, I., Duft, S., Lalonde, P., Melnick, R., & Sanvito, J. (1989). Memory predictions are based on ease of processing. Journal of Memory and Language, 28, 610-632.
5. Benjamin, A.S., & Bjork, R.A. (1996). Retrieval fluency as a metacognitive index. In L. Reder (Ed.), Implicit memory and metacognition (pp. 309-338). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
6. Benjamin, A.S., Bjork, R.A., & Schwartz, B.L. (1998). The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55-68.
7. Bjork, R.A. (1999). Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 435-459). Cambridge, MA: MIT Press.
8. Bjork, R.A., & Bjork, E.L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A.F. Healy, S.M. Kosslyn, & R.M. Shiffrin (Eds.), Essays in honor of William K. Estes, Vol. 2: From learning processes to cognitive processe (pp. 35-67). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
9. Buckner, R.L. (2003). Functional anatomic correlates of control processes in memory. Journal of Neuroscience, 23, 3999-4004.
10. Burgess, P.W., & Shallice, T. (1996). Confabulation and the control of recollection. Memory, 4, 359-411.
11. Carlson, R.A. (1997). Experienced cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
12. Cohen, R.L., Sandler, S.P., & Keglevich, L. (1991). The failure of memory monitoring in a free recall task. Canadian Journal of Psychology, 45, 523-538.
13. Costermans, J., Lories, G., & Ansay, C. (1992). Confidence level and feeling of knowing in question answering: The weight of inferential processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 142-150.
14. Dufresne, A., & Kobasigawa, A. (1989). Children's spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology, 47, 274-296.
15. Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. In D.J. Hacker (Ed.), Metacognition in educational theory and practice (pp. 249-275). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
16. Dunlosky, J., & Nelson, T.O. (1992). Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Memory and Cognition, 20, 374-380.
17. Dunlosky, J., & Nelson, T.O. (1994). 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, 545-565.
18. Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83-87.
19. Fischhoff, B., Slovic, P., & Lichtenstein, S. (1977). Knowing with certainty: The appropriateness of extreme confidence. Journal of Experimental Psychology: Human Perception and Performance, 3, 552-564.
20. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
21. Garry, M., & Polaschek, D.L.L. (2000). Imagination and memory. Psychological Science, 9, 6-9.
22. Gigerenzer, G., Hoffrage, U., & Kleinbölting, H. (1991). Probabilistic mental models: A Brunswikian theory of confidence. Psychological Review, 98, 506-528.
23. Glucksberg, S., & McCloskey, M. (1981). Decisions about ignorance: Knowing that you don't know. Journal of Experimental Psychology: Human Learning and Memory, 7, 311-325.
24. Goldsmith, M., & Koriat, A. (1999). The strategic regulation of memory reporting: Mechanisms and performance consequences. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 373-400). Cambridge, MA: MIT Press.
25. Goldsmith, M., Koriat, A., & Weinberg-Eliezer, A. (2002). Strategic regulation of grain size memory reporting. Journal of Experimental Psychology: General, 131, 73-95.
26. Groninger, L.D. (1979). Predicting recall: The "feeling-that-I-know" phenomenon. American Journal of Psychology, 92, 45-58.
27. Gruneberg, M.M., Monks, J., & Sykes, R.N. (1977). Some methodological problems with feelings of knowing studies. Acta Psychologica, 41, 365-371.
28. Hart, J.T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208-216.
29. Hertzog, C., Dunlosky, J., Robinson, A.E., & Kidder, D.P. (2003). Encoding fluency is a cue used for judgments about learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 22-34.
30. Hertzog, C., Kidder, D.P., Powell-Moman, A., & Dunlosky, J. (2002). Aging and monitoring associative learning: Is monitoring accuracy spared or impaired? Psychology and Aging, 17, 209-225.
31. Israel, L., & Schacter, D.L. (1997). Pictorial encoding reduces false recognition of semantic associates. Psychonomic Bulletin and Review, 4, 577-581.
32. Johnson, M.K. (1997). Identifying the origin of mental experience. In M.S. Myslo-bodsky (Ed.), The mythomanias: The nature of deception and self-deception (pp. 133-180). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
33. Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697-720.
34. Kelley, C.M., & Jacoby, L.L. (1998). Subjective reports and process dissociation: Fluency, knowing, and feeling. Acta Psychologica, 98, 127-140.
35. Kelley, C.M., & Lindsay, D.S. (1993). Remembering mistaken for knowing: Ease of retrieval as a basis for confidence in answers to general knowledge questions. Journal of Memory and Language, 32, 1-24.
36. Kelley, C.M., & Sahakyan, L. (2003). Memory, monitoring, and control in the attainment of memory accuracy. Journal of Memory and Language, 48, 704-721.
37. King, J.F., Zechmeister, E.B., & Shaughnessy, J.J. (1980). Judgments of knowing: The influence of retrieval practice. American Journal of Psychology, 93, 329-343.
38. Koriat, A. (1993). How do we know that we know? The accessibility model of the feeling of knowing. Psychological Review, 100, 609-639.
39. Koriat, A. (1994). Memory's knowledge of its own knowledge: The accessibility account of the feeling of knowing. In J. Metcalfe & A.P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 115-135). Cambridge, MA: MIT Press.
40. Koriat, A. (1995). Dissociating knowing and the feeling of knowing: Further evidence for the accessibility model. Journal of Experimental Psychology: General, 124, 311-333.
41. Koriat, A. (1997). Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, 349-370.
42. Koriat, A. (2000a). Control processes in remembering. In E. Tulving & F.I.M. Craik (Eds.), The Oxford handbook of memory (pp. 333-346). London: Oxford University Press.
43. Koriat, A. (2000b). The feeling of knowing: Some metatheoretical implications for consciousness and control. Consciousness and Cognition, 9, 149-171.
44. Koriat, A. (2002). Metacognition research: An interim report. In T.J. Perfect & B.L. Schwartz (Eds.), Applied metacognition (pp. 261-286). Cambridge, UK: Cambridge University Press.
45. Koriat, A., & Ben-Zur, H. (1988). Remembering that I did it: Processes and deficits in output monitoring. In M. Gruneberg, P. Morris, & R. Sykes (Eds.), Practical aspects of memory: Current research and issues, Vol. 1 (pp. 203-208). Chichester, UK: Wiley.
46. Koriat, A., Ben-Zur, H., & Druch, A. (1991). The contextualization of memory for input and output events. Psychological Research, 53, 260-270.
47. Koriat, A., Ben-Zur, H., & Sheffer, D. (1988). Telling the same story twice: Output monitoring and age. Journal of Memory and Language, 27, 23-39.
48. Koriat, A., & Bjork, R.A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 187-194.
49. Koriat, A., Bjork, R.A., Sheffer, L., & Bar, S.K. (2004). Predicting one's own forgetting: The role of experience-based and theory-based processes. Journal of Experimental Psychology: General, 133, 643-656.
50. Koriat, A., & Goldsmith, M. (1994). Memory in naturalistic and laboratory contexts: Distinguishing the accuracy-oriented and quantity-oriented approaches to memory assessment. Journal of Experimental Psychology: General, 123, 297-315.
51. Koriat, A., & Goldsmith, M. (1996a). Memory metaphors and the real-life/laboratory controversy: Correspondence versus storehouse conceptions of memory. Behavioral and Brain Sciences, 19, 167-228.
52. Koriat, A., & Goldsmith, M. (1996b). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517.
53. Koriat, A., & Goldsmith, M. (1998). The role of metacognitive processes in the regulation of memory performance. In G. Mazzoni & T.O. Nelson (Eds.), Metacognition and cognitive neuropsychology: Monitoring and control processes (pp. 97-118). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
54. Koriat, A., Goldsmith, M., & Pansky, A. (2000). Toward a psychology of memory accuracy. Annual Review of Psychology, 51, 481-537.
55. Koriat, A., Goldsmith, M., Schneider, W., & Nakash-Dura, M. (2001). The credibility of children's testimony: Can children control the accuracy of their memory reports? Journal of Experimental Child Psychology, 79, 405-437.
56. Koriat, A., & Levy-Sadot, R. (1999). Processes underlying metacognitive judgments: Information-based and experience-based monitoring of one's own knowledge. In S. Chaiken & Y Trope (Eds.), Dual process theories in social psychology (pp. 483-502). New York: Guilford Press.
57. Koriat, A., & Levy-Sadot, R. (2001). The combined contributions of the cue-familiarity and accessibility heuristics to feelings of knowing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 34-53.
58. Koriat, A., Lichtenstein, S., & Fischhoff, B. (1980). Reasons for confidence. Journal of Experimental Psychology: Human Learning and Memory, 6, 107-118.
59. Koriat, A., & Lieblich, I. (1977). A study of memory pointers. Acta Psychologica, 41, 151-164.
60. 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.
61. 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.
62. Le Ny, J.F., Denhiere, G., & Le Taillanter, D. (1972). Regulation of study-time and interstimulus similarity in self-paced learning conditions. Acta Psychologica, 36, 280-289.
63. Lichtenstein, S., Fischhoff, B., & Phillips, L.D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 306-334). New York: Cambridge University Press.
64. Matvey, G., Dunlosky, J., & Guttentag, R. (2001). Fluency of retrieval at study affects judgments of learning (JOLs): An analytic or nonanalytical basis for JOLs? Memory and Cognition, 29, 222-233.
65. Mazzoni, G., & Cornoldi, C. (1993). Strategies in study time allocation: Why is study time sometimes not effective? Journal of Experimental Psychology: General, 122, 47-60.
66. Mazzoni, G., Cornoldi, C., & Marchitelli, G. (1990). Do memorability ratings affect study-time allocation? Memory and Cognition, 18, 196-204.
67. Mazzoni, G., & Kirsch, I. (2002). Autobiographical memories and beliefs: A preliminary metacognitive model. In T.J. Perfect & B.L. Schwartz (Eds.), Applied metacognition (pp. 121-145). Cambridge, UK: Cambridge University Press.
68. Mazzoni, G., & Nelson, T.O. (1995). Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1263-1274.
69. Metcalfe, J. (1998). Cognitive optimism: Self-deception or memory-based processing heuristics? Personality and Social Psychology Review, 2, 100-110.
70. Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131, 349-363.
71. Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530-542.
72. Metcalfe, J., Schwartz, B.L., & Joaquim, S.G. (1993). The cue-familiarity heuristic in metacognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 851-864.
73. Metcalfe, J., & Wiebe, D. (1987). Intuition in insight and noninsight problem solving. Memory and Cognition, 15, 238-246.
74. Neisser, U. (1988). Time present and time past. In M.M. Gruneberg, P. Morris, & R. Sykes (Eds.), Practical aspects of memory: Current research and issues, Vol. 2 (pp. 545-560). Chichester, UK: Wiley.
75. Nelson, T.O. (1984). A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin, 95, 109-133.
76. Nelson, T.O., & Dunlosky, J. (1991). When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The "delayed-JOL effect." Psychological Science, 2, 267-270.
77. Nelson, T.O., & Leonesio, R.J. (1988). Allocation of self-paced study time and the "labor-in-vain effect". Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 676-686.
78. Nelson, T.O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 125-173). New York: Academic Press.
79. Nelson, T.O., & Narens, L. (1994). Why investigate metacognition. In J. Metcalfe & A.P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.
80. Nelson, T.O., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on metamemory: Pre-judgment Recall And Monitoring (PRAM). Psychological Methods, 9, 53-69.
81. Nilsson, L.-G. (1987). Motivated memory: Dissociation between performance data and subjective reports. Psychological Research, 49, 183-188.
82. Perfect, T.J.(2002). When does eyewitness confidence predict performance? In T.J. Perfect & B.L. Schwartz (Eds.), Applied metacognition (pp. 95-120). Cambridge, UK: Cambridge University Press.
83. Reder, L.M. (1988). Strategic control of retrieval strategies. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory, Vol. 22 (pp. 227-259). San Diego, CA: Academic Press.
84. Reder, L.M., & Ritter, F.E. (1992). What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 435-451.
85. Reed, G.F. (1985). Obsessional experience and compulsive behavior: A cognitive-structural approach. Orlando, FL: Academic Press.
86. Robinson, M.D., Johnson, J.T., & Herndon, F. (1997). Reaction time and assessments of cognitive effort as predictors of eyewitness memory accuracy and confidence. Journal of Applied Psychology, 82, 416-425.
87. Schacter, D.L., Norman, K.A., & Koutstaal, W (1998). The cognitive neuroscience of constructive memory. Annual Review of Psychology, 49, 289-318.
88. Schunn, C.D., Reder, L.M., Nhouyvanisvong, A., Richards, D.R., & Stroffolino, P.J. (1997). To calculate or not to calculate: A source activation confusion model of problem familiarity's role in strategy selection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 3-29.
89. Schwartz, B.L. (2001). The relation of tip-of-the-tongue states and retrieval time. Memory and Cognition, 29, 117-126.
90. Schwartz, B.L., & Metcalfe, J. (1992). Cue familiarity but not target retrievability enhances feeling-of-knowing judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1074-1083.
91. Schwartz, B.L., & Metcalfe, J. (1994). Methodological problems and pitfalls in the study of human metacognition. In J. Metcalfe & A.P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 93-113). Cambridge, MA: MIT Press.
92. Simon, D.A., & Bjork, R.A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907-912.
93. Son, L.K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221.
94. Spehn, M.K., & Reder, L.M. (2000). The unconscious feeling of knowing: A commentary on Koriat's paper. Consciousness and Cognition, 9, 187-192.
95. Sternberg, R.J. (1986). Intelligence applied. New York: Harcourt Brace Jovanovich.
96. Thiede, K.W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1024-1037.
97. Tulving, E., & Madigan, S.A. (1970). Memory and verbal learning. Annual Review of Psychology, 21, 437-484.
98. Underwood, B.J. (1966). Individual and group predictions of item difficulty for free learning. Journal of Experimental Psychology, 71, 673-679.
99. Vernon, D., & Usher, M. (2003). Dynamics of metacognitive judgments: Pre-and postretrieval mechanisms. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 339-346.
100. Zechmeister, E.B., & Shaughnessy, J.J. (1980). When you know that you know and when you think that you know but you don't. Bulletin of the Psychonomic Society, 15, 41-44.