The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency

Memory and Cognition

Volumn 43, Issue 4, 2015, Pages 647-658

  Undorf, Monika ^a   Erdfelder, Edgar ^a  

^a UNIVERSITY OF MANNHEIM   (Germany)

Author keywords

Beliefs; Fluency; Judgments of learning; Metamemory; Relatedness

Indexed keywords

ADULT; ASSOCIATION; DECISION MAKING; HUMAN; LEARNING; METACOGNITION; PHYSIOLOGY; RECALL; YOUNG ADULT;

ADULT; ASSOCIATION; HUMANS; JUDGMENT; LEARNING; MENTAL RECALL; METACOGNITION; YOUNG ADULT;

EID: 84939991473     PISSN: 0090502X     EISSN: 15325946     Source Type: Journal    
DOI: 10.3758/s13421-014-0479-x     Document Type: Article

References (50)

1. Ariel, R., & Dunlosky, J. (2011). The sensitivity of judgment-of-learning resolution to past test performance, new learning, and forgetting. Memory & Cognition, 39(1), 171–184. doi:10.3758/s13421-010-0002-y
2. Ariel, R., Hines, J. C., & Hertzog, C. (2014). Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs. Journal of Memory and Language, 75, 181–198. doi:10.1016/j.jml.2014.06.003
3. Bates, D., Maechler, M., & Bolker, B. (2014). lme4: Linear mixed-effects models using S4 classes (R package version 1.1-6) [Software]. Retrieved from http://cran.r-project.org/package=lme4
4. Benjamin, A. S. (2003). Predicting and postdicting the effects of word frequency on memory. Memory & Cognition, 31(2), 297–305. doi:10.3758/BF03194388
5. 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(1), 55–68. doi:10.1037/0096-3445.127.1.55
6. Besken, M., & Mulligan, N. W. (2013). Easily perceived, easily remembered? Perceptual interference produces a double dissociation between metamemory and memory performance. Memory & Cognition, 41(6), 897–903. doi:10.3758/s13421-013-0307-8
7. Besken, M., & Mulligan, N. W. (2014). Perceptual fluency, auditory generation, and metamemory: Analyzing the perceptual fluency hypothesis in the auditory modality. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 429–440. doi:10.1037/a0034407
8. Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. doi:10.1146/annurev-psych-113011-143823
9. Castel, A. D. (2008). Metacognition and learning about primacy and recency effects in free recall: The utilization of intrinsic and extrinsic cues when making judgments of learning. Memory & Cognition, 36(2), 429–437. doi:10.3758/MC.36.2.429
10. Castel, A. D., McCabe, D. P., & Roediger, H. L. (2007). Illusions of competence and overestimation of associative memory for identical items: Evidence from judgments of learning. Psychonomic Bulletin & Review, 14(1), 107–111. doi:10.3758/BF03194036
11. Cheung, G. W., & Lau, R. S. (2007). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11(2), 296–325. doi:10.1177/1094428107300343
12. Connor, L. T., Balota, D. A., & Neely, J. H. (1992). On the relation between feeling of knowing and lexical decision: Persistent subthreshold activation or topic familiarity? Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(3), 544–554. doi:10.1037/0278-7393.18.3.544
13. Connor, L. T., Dunlosky, J., & Hertzog, C. (1997). Age-related differences in absolute but not relative metamemory accuracy. Psychology and Aging, 12(1), 50–71. doi:10.1037/0882-7974.12.1.50
14. Dunlosky, J., & Matvey, G. (2001). 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(5), 1180–1191. doi:10.1037/0278-7393.27.5.1180
15. Fraundorf, S. H., & Benjamin, A. S. (2014). Knowing the crowd within: Metacognitive limits on combining multiple judgments. Journal of Memory and Language, 71(1), 17–38. doi:10.1016/j.jml.2013.10.002
16. Hertzog, C., Sinclair, S. M., & Dunlosky, J. (2010). Age differences in the monitoring of learning: Cross-sectional evidence of spared resolution across the adult life span. Developmental Psychology, 46(4), 939–948. doi:10.1037/a0019812
17. Hoffmann-Biencourt, A., Lockl, K., Schneider, W., Ackerman, R., & Koriat, A. (2010). Self-paced study time as a cue for recall predictions across school age. British Journal of Developmental Psychology, 28(4), 767–784. doi:10.1348/026151009X479042
18. Imai, K., Keele, L., & Tingley, D. (2010). A general approach to causal mediation analysis. Psychological Methods, 15(4), 309–334. doi:10.1037/a0020761
19. Jang, Y., & Nelson, T. O. (2005). How many dimensions underlie judgments of learning and recall? Evidence from state-trace methodology. Journal of Experimental Psychology: General, 134(3), 308–326. doi:10.1037/0096-3445.134.3.308
20. Jang, Y., Wallsten, T. S., & Huber, D. E. (2012). A stochastic detection and retrieval model for the study of metacognition. Psychological Review, 119(1), 186–200. doi:10.1037/a0025960
21. Kenny, D. A., Korchmaros, J. D., & Bolger, N. (2003). Lower level mediation in multilevel models. Psychological Methods, 8(2), 115–128. doi:10.1037/1082-989X.8.2.115
22. Kimball, D. R., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. Memory & Cognition, 31(6), 918–929. doi:10.3758/BF03196445
23. Koriat, A. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349–370. doi:10.1037/0096-3445.126.4.349
24. Koriat, A. (2008). Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition. Memory & Cognition, 36(2), 416–428. doi:10.3758/MC.36.2.416
25. Koriat, A., & Ackerman, R. (2010). Metacognition and mindreading: Judgments of learning for self and other during self-paced study. Consciousness and Cognition, 19(1), 251–264. doi:10.1016/j.concog.2009.12.010
26. Koriat, A., Ackerman, R., Lockl, K., & Schneider, W. (2009). The easily learned, easily remembered heuristic in children. Cognitive Development, 24(2), 169–182. doi:10.1016/j.cogdev.2009.01.001
27. 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(2), 187–194. doi:10.1037/0278-7393.31.2.187
28. Koriat, A., & Bjork, R. A. (2006). Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1133–1345. doi:10.1037/0278-7393.32.5.1133
29. 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(4), 643–656. doi:10.1037/0096-3445.133.4.643
30. Koriat, A., & Ma’ayan, H. (2005). The effects of encoding fluency and retrieval fluency on judgments of learning. Journal of Memory and Language, 52(4), 478–492. doi:10.1016/j.jml.2005.01.001
31. 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(1), 36–69. doi:10.1037/0096-3445.135.1.36
32. Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: Overestimating remembering and underestimating learning. Journal of Experimental Psychology: General, 138(4), 449–468. doi:10.1037/a0017350
33. Kornell, N., Rhodes, M. G., Castel, A. D., & Tauber, S. K. (2011). The ease-of-processing heuristic and the stability bias: Dissociating memory, memory beliefs, and memory judgments. Psychological Science, 22(6), 787–794. doi:10.1177/0956797611407929
34. Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modeling of individual and group level mediated effects. Multivariate Behavioral Research, 36(2), 249–277. doi:10.1207/S15327906MBR3602_06
35. Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2014). lmerTest: Tests for random and fixed effects for linear mixed effect models (lmer objects of lme4 package) (R package version 2.0-6) [Software]. Retrieved from http://cran.r-project.org/package=lmerTest
36. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104. doi:10.1037//1082-989X.7.1.83
37. Matvey, G., Dunlosky, J., & Guttentag, R. (2001). Fluency of retrieval at study affects judgments of learning (JOLs): An analytic or nonanalytic basis for JOLs? Memory & Cognition, 29(2), 222–233. doi:10.3758/BF03194916
38. Melinger, A., & Weber, A. (2006). Database of noun associations for German. Retrieved from www.coli.uni-saarland.de/projects/nag/
39. Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22(3), 320–324. doi:10.1177/0956797610397954
40. Mueller, M. L., Dunlosky, J., Tauber, S. K., & Rhodes, M. G. (2014). The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory? Journal of Memory and Language, 70, 1–12. doi:10.1016/j.jml.2013.09.007
41. Mueller, M. L., Tauber, S. K., & Dunlosky, J. (2013). Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning. Psychonomic Bulletin & Review, 20(2), 378–384. doi:10.3758/s13423-012-0343-6
42. R Core Team. (2013). R: A language and environment for statistical computing [Software]. Vienna, Austria: R Foundation for Statistical Computing.
43. Rhodes, M. G., & Castel, A. D. (2008). Memory predictions are influenced by perceptual information: Evidence for metacognitive illusions. Journal of Experimental Psychology: General, 137(4), 615–625. doi:10.1037/a0013684
44. Serra, M. J., & Ariel, R. (2014). People use the memory for past-test heuristic as an explicit cue for judgments of learning. Memory & Cognition. doi:10.3758/s13421-014-0431-0
45. Soderstrom, N. C., & McCabe, D. P. (2011). The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1236–1242. doi:10.1037/a0023548
46. Susser, J. A., Mulligan, N. W., & Besken, M. (2013). The effects of list composition and perceptual fluency on judgments of learning (JOLs). Memory & Cognition, 41(7), 1000–1011. doi:10.3758/s13421-013-0323-8
47. Tingley, D., Yamamoto, T., Keele, L., & Imai, K. (2013). Mediation: R package for causal mediation analysis (R package version 4.4) [Software]. Retrieved from http://cran.r-project.org/package=mediation
48. Undorf, M., & Erdfelder, E. (2011). Judgments of learning reflect encoding fluency: Conclusive evidence for the ease-of-processing hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1264–1269. doi:10.1037/a0023719
49. Undorf, M., & Erdfelder, E. (2013). Separation of encoding fluency and item difficulty effects on judgements of learning. The Quarterly Journal of Experimental Psychology, 66(10), 2060–2072. doi:10.1080/17470218.2013.777751
50. Yaniv, I., & Meyer, D. E. (1987). Activation and metacognition of inaccessible stored information: Potential bases for incubation effects in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(2), 187–205. doi:10.1037/0278-7393.13.2.187