Understanding people's metacognitive judgments: An isomechanism framework and its implications for applied and theoretical research

The SAGE Handbook of Applied Memory

Volumn , Issue , 2014, Pages 444-464

  Dunlosky, John ^a   Tauber, Sarah K ^b  

^a KENT STATE UNIVERSITY   (United States)

^b TEXAS CHRISTIAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949788785     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446294703.n25     Document Type: Chapter

References (59)

1. Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13, 219-235. doi: 10.1177/1088868309341564doi:10.1177/1088868309341564 http://dx.doi.org/10.1177/1088868309341564
2. Arbuckle, T. Y., & Cuddy, L. L. (1969). Discrimination of item strength at time of presentation. Journal of Experimental Psychology, 81, 126-131. doi: 10.1037/h0027455doi:10.1037/h0027455 http://dx.doi.org/10.1037/h0027455
3. Bailey, H., Dunlosky, J., & Hertzog, C. (2010). Metacognitive training at home: Does it improve older adults’ learning? Gerontology, 56, 414-420. doi: 10.1159/000266030doi:10.1159/000266030 http://dx.doi.org/10.1159/000266030
4. Benjamin, A. S., Diaz, M., & Wee, S. (2009). Signal detection with criterion noise: Applications to recognition memory. Psychological Review, 116, 84-115. doi: 10.1037/a0014351doi:10.1037/a0014351 http://dx.doi.org/10.1037/a0014351
5. Bieman-Copland, S., & Charness, N. (1994). Memory knowledge and memory monitoring in adulthood. Psychology and Aging, 9, 287-302. doi: 10.1037/0882-7974.9.2.287doi:10.1037/0882-7974.9.2.287 http://dx.doi.org/10.1037/0882-7974.9.2.287
6. Brooks, L. R., Norman, G. R., & Allen, S. W. (1991). Role of specific similarity in a medical diagnostic task. Journal of Experimental Psychology: General, 120, 278-287. doi: 10.1037/0096-3445.120.3.278doi:10.1037/0096-3445.120.3.278 http://dx.doi.org/10.1037/0096-3445.120.3.278
7. Brunswik, E. (1956). Perception and representative design of psychological experiments. Berkeley, CA: University of California Press.
8. 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. doi: 10.1037/0278-7393.18.1.142doi:10.1037/0278-7393.18.1.142 http://dx.doi.org/10.1037/0278-7393.18.1.142
9. Dunlosky, J. (2004). Metacognition. In R. R.Hunt and H. C.Ellis (Eds), Fundamentals of cognitive psychology (7th edn). New York: McGraw-Hill College.
10. Dunlosky, J., & Hertzog, C. (2000). Updating knowledge about strategy effectiveness: A componential analysis of learning about strategy effectiveness from task experience. Psychology & Aging, 15, 462-474. doi: 10.1037/0882-7974.15.3.462doi:10.1037/0882-7974.15.3.462 http://dx.doi.org/10.1037/0882-7974.15.3.462
11. Dunlosky, J., Hertzog, C., Kennedy, M., & Thiede, K. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10, 4-11.
12. Dunlosky, J., Kubat-Silman, A. K., & Hertzog, C. (2003). Effects of aging on the magnitude and accuracy of quality-of-encoding judgments. American Journal of Psychology, 116, 431-454. doi: 10.2307/1423502doi:10.2307/1423502 http://dx.doi.org/10.2307/1423502
13. Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228-232. doi: 10.1111/j.1467-8721.2007.00509.xdoi:10.1111/j.1467-8721.2007.00509.x http://dx.doi.org/10.1111/j.1467-8721.2007.00509.x
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, 1180-1191. doi: 10.1037/0278-7393.27.5.1180doi:10.1037/0278-7393.27.5.1180 http://dx.doi.org/10.1037/0278-7393.27.5.1180
15. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Beverly Hills, CA: Sage.
16. Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271-280. doi:10.1016/j.learninstruc.2011.08.003 http://dx.doi.org/10.1016/j.learninstruc.2011.08.003
17. Dunlosky, J., Serra, M. J., Matvey, G., & Rawson, K. A. (2005). Second-order judgments about judgments of learning. Journal of General Psychology, 132, 335-346. doi:10.3200/GENP.132.4.335-346doi:10.3200/GENP.132.4.335-346 http://dx.doi.org/10.3200/GENP.132.4.335-346
18. Erev, I., Wallsten, T. S., & Budescu, D. V. (1994). Simultaneous over- and underconfidence: The role of error in judgment processes. Psychological Review, 101, 519-527. doi: 10.1037/0033-295X.101.3.519doi:10.1037/0033-295X.101.3.519 http://dx.doi.org/10.1037/0033-295X.101.3.519
19. Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251. doi: 10.1037/0033-295X.87.3.215doi:10.1037/0033-295X.87.3.215 http://dx.doi.org/10.1037/0033-295X.87.3.215
20. Finn, B. (2008). Framing effects on metacognitive monitoring and control. Memory & Cognition, 36, 813-821. doi: 10.3758/MC.36.4813doi:10.3758/MC.36.4.813 http://dx.doi.org/10.3758/MC.36.4.813
21. Hacker, D., Dunlosky, J., & Graesser, A. (Eds) (2009). Handbook of metacognition in education. New York: Psychology Press.
22. Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208-216. doi:10.1037/h0022263 http://dx.doi.org/10.1037/h0022263
23. Hertzog, C., Price, J., Burpee, A., Frentzel, W. J., Feldstein, S., & Dunlosky, J. (2009). Why do people show minimal knowledge updating with task experience: Inferential deficit or experimental artifact? Quarterly Journal of Experimental Psychology, 62, 155-173. doi: 10.1080/17470210701855520doi:10.1080/17470210701855520 http://dx.doi.org/10.1080/17470210701855520
24. Kelemen, A. L., Frost, P. J., & Weaver, C. A. (2000). Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition, 28, 92-107. doi: 10.1037/0278-7393.32.5.1133doi:10.3758/BF03211579 http://dx.doi.org/10.3758/BF03211579
25. Kelley, C. M., & Jacoby, L. L. (1996). Adult egocentrism: Subjective experience versus analytic bases for judgment. Journal of Memory & Language, 35, 157-175. doi: 10.1006/jmla.1996.0009doi:10.1006/jmla.1996.0009 http://dx.doi.org/10.1006/jmla.1996.0009
26. Keren, G. (1991). Calibration and probability judgments: Conceptual and methodological issues. Acta Psychologica, 77, 217-273. doi: 10.1016/0001-6918(91)90036-Ydoi:10.1016/0001-6918(91)90036-Y http://dx.doi.org/10.1016/0001-6918%2891%2990036-Y
27. Koriat, A. (1993). How do we know that we know? The accessibility model of the feeling of knowing. Psychological Review, 100, 609-639. doi: 10.1037/0033-295X.100.4.609doi:10.1037/0033-295X.100.4.609 http://dx.doi.org/10.1037/0033-295X.100.4.609
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, 1133-1145. doi: 10.1037/0278-7393.32.5.1133doi:10.1037/0278-7393.32.5.1133 http://dx.doi.org/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, 646-656. doi: 10.1037/0096-3445.133.4.643doi:10.1037/0096-3445.133.4.643 http://dx.doi.org/10.1037/0096-3445.133.4.643
30. Koriat, A., & Goldsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490- 517. doi: 10.1037/0033-295X.103.3.490doi:10.1037/0033-295X.103.3.490 http://dx.doi.org/10.1037/0033-295X.103.3.490
31. Koriat, A., Nussinson, R., Bless, H., & Shaked, N. (2008). Information-based and experience-based metacognitive judgments: Evidence from subjective confidence. In J.Dunlosky and R. A.Bjork (Eds), Handbook of metamemory and memory. (pp. 117- 136). New York: Psychology Press.
32. Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: Overestimating remembering and underestimating learning. Journal of Experimental Psychology: General, 138, 449-468. doi: 10.1037/a0017350doi:10.1037/a0017350 http://dx.doi.org/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, 787-794. doi: 10.1177/0956797611407929doi:10.1177/0956797611407929 http://dx.doi.org/10.1177/0956797611407929
34. Lane, S. M., Roussel, C. C., Villa, D., & Morita, S. K. (2007). Features and feedback: Enhancing metamnemonic knowledge at retrieval reduces source-monitoring errors. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 1131-1142. doi: 10.1037/0278-7393.33.6.1131doi:10.1037/0278-7393.33.6.1131 http://dx.doi.org/10.1037/0278-7393.33.6.1131
35. Leonesio, R. J., & Nelson, T. O. (1990). Do different metamemory judgments tap the same underlying aspects of memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 464-470. doi: 10.1037/0278-7393.16.3.464doi:10.1037/0278-7393.16.3.464 http://dx.doi.org/10.1037/0278-7393.16.3.464
36. 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, 222-232. doi:10.3758/BF03194916 http://dx.doi.org/10.3758/BF03194916
37. McCabe, D. P., & Soderstrom, N. C. (2011, June). Recollection-based prospective metamemory judgments are more accurate than those based on confidence: Judgments of Remembering and Knowing (JORKs). Journal of Experimental Psychology: General. Advance online publication. doi: 10.1037/a0024014
38. Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice, Psychonomic Bulletin & Review, 15, 174-179. doi: 10.3758/PBR.15.1.174doi:10.3758/PBR.15.1.174 http://dx.doi.org/10.3758/PBR.15.1.174
39. Multhaup, K. S. (1995). Aging, source, and decision criteria: When false fame errors do and do not occur. Psychology and Aging, 10, 492-497. doi: 10.1037/0882-7974.10.3.492doi:10.1037/0882-7974.10.3.492 http://dx.doi.org/10.1037/0882-7974.10.3.492
40. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H.Bower (Ed), The psychology of learning and motivation, vol. 26, (pp. 125-173). New York: Academic Press. doi:10.1016/S0079-7421(08)60053-5 http://dx.doi.org/10.1016/S0079-7421%2808%2960053-5
41. Price, P. C., & Yates, J. F. (1993). Judgmental overshadowing: Further evidence of cue interaction in contingency judgment. Memory & Cognition, 21, 561-572. doi:10.3758/BF03197189 http://dx.doi.org/10.3758/BF03197189
42. Rawson, K. A., Dunlosky, J., & McDonald, S. (2002). Influences of metamemory on performance predictions for text. Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 55A, 505-524. doi: 10.1080/02724980143000352doi:10.1080/02724980143000352 http://dx.doi.org/10.1080/02724980143000352
43. Rawson, K. A., O’Neil, R., & Dunlosky, J. (2011). Accurate monitoring leads to effective control and greater learning of patient education materials. Journal of Experimental Psychology: Applied, 17, 288-302. doi: 10.1037/a0024749doi:10.1037/a0024749 http://dx.doi.org/10.1037/a0024749
44. 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. doi: 10.1037/a0013684doi:10.1037/a0013684 http://dx.doi.org/10.1037/a0013684
45. Rhodes, M. G., & Tauber, S. K. (2011). The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review. Psychological Bulletin, 137, 131-148. doi: 10.1037/a0021705doi:10.1037/a0021705 http://dx.doi.org/10.1037/a0021705
46. Schwartz, B. L., Benjamin, A. S., & Bjork, R. A. (1997). The inferential and experiential bases of metamemory. Current Directions in Psychological Science, 6, 132-137. doi: 10.1111/1467-8721.ep10772899doi:10.1111/1467-8721.ep10772899 http://dx.doi.org/10.1111/1467-8721.ep10772899
47. Schnitzspahn, K. M., Zeintl, M., Jager, T., & Kliegel, M. (2011). Metacognition in prospective memory: Are performance prediction accurate? Canadian Journal of Experimental Psychology, 65, 19-26. doi: 10.1037/a0022842doi:10.1037/a0022842 http://dx.doi.org/10.1037/a0022842
48. Serra, M., & Dunlosky, J. (2010). Metacomprehension judgments reflect the belief that diagrams improve learning from text. Memory, 18, 698-711. doi: 10.1080/09658211.2010.506441doi:10.1080/09658211.2010.506441 http://dx.doi.org/10.1080/09658211.2010.506441
49. Serra, M. J., & Metcalfe, J. (2009). Effective Implementation of Metacognition. In D. J.Hacker, J.Dunlosky, and A. C.Graesser (Eds), Handbook of metacognition in education. (pp. 278-298). New York: Routledge.
50. Singer, M., & Tiede, H. L. (2008). Feeling of knowing and duration of unsuccessful memory search, Memory & Cognition, 36, 588-597. doi: 10.3758/MC.36.3.588doi:10.3758/MC.36.3.588 http://dx.doi.org/10.3758/MC.36.3.588
51. Tauber, S. K., & Rhodes, M. G. (2010). Metacognitive errors contribute to the difficulty in remembering proper names. Memory, 18, 522-532. doi: 10.1080/09658211.2010.481818doi:10.1080/09658211.2010.481818 http://dx.doi.org/10.1080/09658211.2010.481818
52. Tauber, S. K., & Rhodes, M. G. (2012). Measuring memory monitoring with judgments of retention (JORs). Quarterly Journal of Experimental Psychology, 65, 1376-1396. doi: 10.1080/17470218.2012.656665doi:10.1080/17470218.2012.656665 http://dx.doi.org/10.1080/17470218.2012.656665
53. Thiede, K. W. (1999). The importance of monitoring and self-regulation during multi-trial learning. Psychonomic Bulletin & Review, 6, 662-667. doi: 10.3758/BF03212976doi:10.3758/BF03212976 http://dx.doi.org/10.3758/BF03212976
54. Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73. doi: 10.1037/00220663.95.1.66doi:10.1037/0022-0663.95.1.66 http://dx.doi.org/10.1037/0022-0663.95.1.66
55. Thiede, K. W., Wiley, J., & Griffin, T. D. (2011). Test expectancy affects metacomprehension accuracy. British Journal of Educational Psychology, 81, 264-273. doi: 10.1348/135910710X510494doi:10.1348/135910710X510494 http://dx.doi.org/10.1348/135910710X510494
56. Thomas, A. K., & McDaniel, M. A. (2007). Metacomprehension for educationally relevant materials: Dramatic effects of encoding-retrieval interactions. Psychonomic Bulletin & Review, 14, 212-218. doi:10.3758/BF03194054 http://dx.doi.org/10.3758/BF03194054
57. Toth, J. P., Daniels, K. A., & Solinger, L. A. (2011). What you know can hurt you: Effects of age and prior knowledge on the accuracy of judgments of learning. Psychology and Aging, 26, 919-931. doi: 10.1348/135910710X510494doi:10.1037/a0023379 http://dx.doi.org/10.1037/a0023379
58. Townsend, C. L., & Heit, E. (2011). Judgments of learning and improvement. Memory & Cognition, 39, 204-216. doi: 10.3758/s13421-010-0019-2doi:10.3758/s13421-010-0019-2 http://dx.doi.org/10.3758/s13421-010-0019-2
59. Underwood, B. J. (1966). Individual and group predictions of item difficulty for free-recall learning. Journal of Experimental Psychology, 71, 673-679. doi:10.1037/h0023107 http://dx.doi.org/10.1037/h0023107