메뉴 건너뛰기




Volumn 13, Issue 3, 2018, Pages 309-326

Reactivity to confidence ratings in older individuals performing the latin square task

Author keywords

Confidence ratings; Decision making; Metacognition; Problem solving; Reactivity

Indexed keywords


EID: 85058778867     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-018-9186-5     Document Type: Article
Times cited : (21)

References (62)
  • 1
    • 84901359783 scopus 로고    scopus 로고
    • The diminishing criterion model for metacognitive regulation of time investment
    • Ackerman, R. A. (2014). The diminishing criterion model for metacognitive regulation of time investment. Journal of Experimental Psychology: General, 143(3), 1349–1368
    • (2014) Journal of Experimental Psychology: General , vol.143 , Issue.3 , pp. 1349-1368
    • Ackerman, R.A.1
  • 2
    • 84939962825 scopus 로고    scopus 로고
    • Meta-Reasoning: What can we learn from meta-memory
    • In A. Feeney & V. Thompson (Eds.), Hove, UK: Psychology Press
    • Ackerman, R. A., & Thompson, V. (2015). Meta-Reasoning: What can we learn from meta-memory. In A. Feeney & V. Thompson (Eds.), Reasoning as Memory (pp. 164–178). Hove, UK: Psychology Press
    • (2015) Reasoning as Memory , pp. 164-178
    • Ackerman, R.A.1    Thompson, V.2
  • 3
    • 85058800064 scopus 로고    scopus 로고
    • The influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya
    • a(E), pagination specified
    • Aurah, C. M. (2014). The influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya. Dissertation Abstracts International Section A: Humanities and Social Sciences, 74(9-a(E)), No pagination specified
    • (2014) Dissertation Abstracts International Section A: Humanities and Social Sciences , vol.74 , Issue.9
    • Aurah, C.M.1
  • 4
    • 39449105040 scopus 로고    scopus 로고
    • Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?
    • Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3(1), 39–58
    • (2008) Metacognition and Learning , vol.3 , Issue.1 , pp. 39-58
    • Bannert, M.1    Mengelkamp, C.2
  • 5
    • 83055184525 scopus 로고    scopus 로고
    • Supporting self-regulated hypermedia learning through prompts
    • Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211
    • (2012) Instructional Science , vol.40 , Issue.1 , pp. 193-211
    • Bannert, M.1    Reimann, P.2
  • 6
    • 33645003368 scopus 로고    scopus 로고
    • Probing interactions in fixed and multilevel regression: Inferential and graphical techniques
    • Bauer, D. J., & Curran, P. J. (2005). Probing interactions in fixed and multilevel regression: Inferential and graphical techniques. Multivariate Behavioral Research, 40(3), 373–400
    • (2005) Multivariate Behavioral Research , vol.40 , Issue.3 , pp. 373-400
    • Bauer, D.J.1    Curran, P.J.2
  • 7
    • 85011578170 scopus 로고    scopus 로고
    • Beyond the intellect: Complexity and learning trajectories in Raven’s progressive matrices depend on self-regulatory processes and conative dispositions
    • Birney, D. P., Beckmann, J., Beckmann, N., & Double, K. S. (2017). Beyond the intellect: Complexity and learning trajectories in Raven’s progressive matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63–77
    • (2017) Intelligence , vol.61 , pp. 63-77
    • Birney, D.P.1    Beckmann, J.2    Beckmann, N.3    Double, K.S.4
  • 8
    • 84862178382 scopus 로고    scopus 로고
    • Assessment of processing capacity: Reasoning in latin square tasks in a population of managers
    • Birney, D. P., Bowman, D. B., Beckmann, J. F., & Seah, Y. Z. (2012). Assessment of processing capacity: Reasoning in latin square tasks in a population of managers. European Journal of Psychological Assessment, 28(3), 216–226
    • (2012) European Journal of Psychological Assessment , vol.28 , Issue.3 , pp. 216-226
    • Birney, D.P.1    Bowman, D.B.2    Beckmann, J.F.3    Seah, Y.Z.4
  • 9
    • 31944440331 scopus 로고    scopus 로고
    • Measuring the influence of complexity on relational reasoning the development of the Latin Square task
    • Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of complexity on relational reasoning the development of the Latin Square task. Educational and Psychological Measurement, 66(1), 146–171
    • (2006) Educational and Psychological Measurement , vol.66 , Issue.1 , pp. 146-171
    • Birney, D.P.1    Halford, G.S.2    Andrews, G.3
  • 11
    • 0002452383 scopus 로고    scopus 로고
    • On the structure of behavioral self-regulation
    • Boekaerts M, Pintrich P, Zeidner M, (eds), Academic Press, San Diego, CA
    • Carver, C. S., & Scheier, M. F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 41–84). San Diego, CA: Academic Press
    • (2000) Handbook of self-regulation , pp. 41-84
    • Carver, C.S.1    Scheier, M.F.2
  • 13
    • 84963968109 scopus 로고    scopus 로고
    • Monitoring memory in old age: Impaired, spared, and aware
    • Dunlosky J, Tauber SK, (eds), Oxford University Press, NY
    • Castel, A., Middlebrooks, C., & McGillivray, S. (2015). Monitoring memory in old age: Impaired, spared, and aware. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of Metamemory (pp. 463–483). NY: Oxford University Press
    • (2015) The Oxford handbook of Metamemory , pp. 463-483
    • Castel, A.1    Middlebrooks, C.2    McGillivray, S.3
  • 14
    • 85058474874 scopus 로고    scopus 로고
    • Prompting students' knowledge integration and ill-structured problem solving in a web-based learning environment
    • Chen, C.-H. K. (2007). Prompting students' knowledge integration and ill-structured problem solving in a web-based learning environment. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(10-A), 3709
    • (2007) Dissertation Abstracts International Section A: Humanities and Social Sciences , vol.67 , Issue.10-A , pp. 3709
    • Chen, C.-H.K.1
  • 15
    • 84859000979 scopus 로고    scopus 로고
    • Gender balance, representativeness, and statistical power in sexuality research using undergraduate student samples
    • Dickinson, E. R., Adelson, J. L., & Owen, J. (2012). Gender balance, representativeness, and statistical power in sexuality research using undergraduate student samples. Archives of Sexual Behavior, 41(2), 325–327. 10.1007/s10508-011-9887-1
    • (2012) Archives of Sexual Behavior , vol.41 , Issue.2 , pp. 325-327
    • Dickinson, E.R.1    Adelson, J.L.2    Owen, J.3
  • 16
    • 85011845546 scopus 로고    scopus 로고
    • Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices
    • Double, K. S., & Birney, D. P. (2017a). Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices. Thinking & Reasoning, 23(2), 190–206
    • (2017) Thinking & Reasoning , vol.23 , Issue.2 , pp. 190-206
    • Double, K.S.1    Birney, D.P.2
  • 18
    • 85058819406 scopus 로고    scopus 로고
    • Double, K.S., & Birney, D.P. (in press). Do confidence ratings prime confidence? Psychonomic Bulletin & Review
  • 19
    • 85034662365 scopus 로고    scopus 로고
    • A meta-analysis and systematic review of reactivity to judgements of learning
    • Double, K. S., Birney, D. P., & Walker, S. A. (2018). A meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6), 741–750
    • (2018) Memory , vol.26 , Issue.6 , pp. 741-750
    • Double, K.S.1    Birney, D.P.2    Walker, S.A.3
  • 20
    • 79957985520 scopus 로고    scopus 로고
    • The Dunning-Kruger effect: On being ignorant of one's own ignorance
    • Dunning, D. (2011). The Dunning-Kruger effect: On being ignorant of one's own ignorance. Advances in Experimental Social Psychology, 44, 247
    • (2011) Advances in Experimental Social Psychology , vol.44 , pp. 247
    • Dunning, D.1
  • 22
    • 78951472735 scopus 로고    scopus 로고
    • Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model
    • Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25
    • (2011) Educational Psychologist , vol.46 , Issue.1 , pp. 6-25
    • Efklides, A.1
  • 25
    • 77649139333 scopus 로고    scopus 로고
    • How to gain eleven IQ points in ten minutes: Thinking aloud improves Raven's matrices performance in older adults
    • Fox, M. C., & Charness, N. (2010). How to gain eleven IQ points in ten minutes: Thinking aloud improves Raven's matrices performance in older adults. Aging, Neuropsychology, and Cognition, 17(2), 191–204
    • (2010) Aging, Neuropsychology, and Cognition , vol.17 , Issue.2 , pp. 191-204
    • Fox, M.C.1    Charness, N.2
  • 26
    • 79952411755 scopus 로고    scopus 로고
    • Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods
    • Fox, M. C., Ericsson, K. A., & Best, R. (2011). Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods. Psychological Bulletin, 137(2), 316–344
    • (2011) Psychological Bulletin , vol.137 , Issue.2 , pp. 316-344
    • Fox, M.C.1    Ericsson, K.A.2    Best, R.3
  • 28
    • 34247272111 scopus 로고
    • Subject reactivity in direct observational assessment: A review and critical analysis
    • Harris, F. C., & Lahey, B. B. (1982). Subject reactivity in direct observational assessment: A review and critical analysis. Clinical Psychology Review, 2(4), 523–538
    • (1982) Clinical Psychology Review , vol.2 , Issue.4 , pp. 523-538
    • Harris, F.C.1    Lahey, B.B.2
  • 29
    • 85043536358 scopus 로고    scopus 로고
    • Aging and metacognitive control
    • J. Dunlosky, S. K. Tauber, Eds, NY, Oxford University Press
    • Hertzog, C. (2016). Aging and metacognitive control. In J. Dunlosky & S. K. Tauber (Eds.), The Oxford handbook of Metamemory. NY: Oxford University Press
    • (2016) The Oxford Handbook of Metamemory
    • Hertzog, C.1
  • 30
    • 85058811948 scopus 로고    scopus 로고
    • Retrieved from
    • Inquisit. (2016). Inquisit 5 (Version 5.04). Retrieved from http://www.millisecond.com
    • (2016) Inquisit 5 (Version 5.04)
  • 31
    • 84955071405 scopus 로고    scopus 로고
    • Greater response cardinality indirectly reduces confidence
    • Jackson, S. A. (2016). Greater response cardinality indirectly reduces confidence. Journal of Cognitive Psychology, 28(4), 496–504
    • (2016) Journal of Cognitive Psychology , vol.28 , Issue.4 , pp. 496-504
    • Jackson, S.A.1
  • 32
    • 85044755266 scopus 로고    scopus 로고
    • The influence of making judgments of learning on memory performance: Positive, negative, or both?
    • Janes, J. L., Rivers, M. L., & Dunlosky, J. (2018). The influence of making judgments of learning on memory performance: Positive, negative, or both? Psychonomic Bulletin & Review., 25, 2356–2364. 10.3758/s13423-018-1463-4
    • (2018) Psychonomic Bulletin & Review. , vol.25 , pp. 2356-2364
    • Janes, J.L.1    Rivers, M.L.2    Dunlosky, J.3
  • 33
    • 0346611282 scopus 로고    scopus 로고
    • Metacognitive differences between traditional-age and nontraditional-age college students
    • Justice, E. M., & Dornan, T. M. (2001). Metacognitive differences between traditional-age and nontraditional-age college students. Adult Education Quarterly, 51(3), 236–249. 10.1177/074171360105100305
    • (2001) Adult Education Quarterly , vol.51 , Issue.3 , pp. 236-249
    • Justice, E.M.1    Dornan, T.M.2
  • 35
    • 10844287833 scopus 로고    scopus 로고
    • Predicting one's own forgetting: The role of experience-based and theory-based processes
    • 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
    • (2004) Journal of Experimental Psychology: General , vol.133 , Issue.4 , pp. 643-656
    • Koriat, A.1    Bjork, R.A.2    Sheffer, L.3    Bar, S.K.4
  • 36
    • 85064101311 scopus 로고    scopus 로고
    • Information-based and experience-based metacognitive judgments: Evidence from subjective confidence
    • Koriat, A., Nussinson, R., Bless, H., & Shaked, N. (2008). Information-based and experience-based metacognitive judgments: Evidence from subjective confidence. A handbook of memory and metamemory, 117–136
    • (2008) A Handbook of Memory and Metamemory , pp. 117-136
    • Koriat, A.1    Nussinson, R.2    Bless, H.3    Shaked, N.4
  • 37
    • 85055304505 scopus 로고    scopus 로고
    • To think aloud or not to think aloud: The issue of reactivity in SLA research methodology
    • Leow, R. P., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(01), 35–57
    • (2004) Studies in Second Language Acquisition , vol.26 , Issue.1 , pp. 35-57
    • Leow, R.P.1    Morgan-Short, K.2
  • 38
    • 21344475889 scopus 로고
    • Highly confident but wrong: Gender differences and similarities in confidence judgments
    • Lundeberg, M. A., Fox, P. W., & Punćcohaŕ, J. (1994). Highly confident but wrong: Gender differences and similarities in confidence judgments. Journal of Educational Psychology, 86(1), 114–121
    • (1994) Journal of Educational Psychology , vol.86 , Issue.1 , pp. 114-121
    • Lundeberg, M.A.1    Fox, P.W.2    Punćcohaŕ, J.3
  • 39
    • 85145542624 scopus 로고    scopus 로고
    • New considerations in aging and memory: The glass may be half full
    • F. I. M. Craik & T. Salthouse (Eds.), 3 ed, Hove, England: Psychology Press
    • McDaniel, M. A., Einstein, G. O., & Jacoby, L. L. (2008). New considerations in aging and memory: The glass may be half full. In F. I. M. Craik & T. Salthouse (Eds.), The handbook of aging and cognition (3 ed., pp. 255–310). Hove, England: Psychology Press
    • (2008) The Handbook of Aging and Cognition , pp. 255-310
    • McDaniel, M.A.1    Einstein, G.O.2    Jacoby, L.L.3
  • 40
    • 85000789187 scopus 로고    scopus 로고
    • When asking the question changes the ultimate answer: Metamemory judgments change memory
    • Mitchum, A. L., Kelley, C. M., & Fox, M. C. (2016). When asking the question changes the ultimate answer: Metamemory judgments change memory. Journal of Experimental Psychology: General, 145(2), 200–219
    • (2016) Journal of Experimental Psychology: General , vol.145 , Issue.2 , pp. 200-219
    • Mitchum, A.L.1    Kelley, C.M.2    Fox, M.C.3
  • 41
    • 0000101834 scopus 로고    scopus 로고
    • Consciousness and metacognition
    • Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51(2), 102–116
    • (1996) American Psychologist , vol.51 , Issue.2 , pp. 102-116
    • Nelson, T.O.1
  • 42
    • 0002447827 scopus 로고
    • Why investigate metacognition?
    • Cambridge, MA, US: The MIT Press
    • Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In Metacognition: Knowing about knowing (pp. 1–25). Cambridge, MA, US: The MIT Press
    • (1994) Metacognition: Knowing about Knowing , pp. 1-25
    • Nelson, T.O.1    Narens, L.2
  • 43
    • 84904876490 scopus 로고    scopus 로고
    • Effects of age on metacognitive efficiency
    • Palmer, E. C., David, A. S., & Fleming, S. M. (2014). Effects of age on metacognitive efficiency. Consciousness and Cognition, 28, 151–160. 10.1016/j.concog.2014.06.007
    • (2014) Consciousness and Cognition , vol.28 , pp. 151-160
    • Palmer, E.C.1    David, A.S.2    Fleming, S.M.3
  • 44
    • 0031185029 scopus 로고    scopus 로고
    • Overconfidence: Feedback and item difficulty effects
    • Pulford, B. D., & Colman, A. M. (1997). Overconfidence: Feedback and item difficulty effects. Personality and Individual Differences, 23(1), 125–133
    • (1997) Personality and Individual Differences , vol.23 , Issue.1 , pp. 125-133
    • Pulford, B.D.1    Colman, A.M.2
  • 45
    • 84863304598 scopus 로고    scopus 로고
    • (version 3.2.1) [computer software]. Vienna, Austria R Foundation for Statistical Computing. Retrieved from
    • R Core Team. (2017). R: A language and environment for statistical computing (version 3.2.1) [computer software]. Vienna, Austria R Foundation for Statistical Computing. Retrieved from www.R-project.org/
    • (2017) R: A Language and Environment for Statistical Computing
  • 46
    • 59849124050 scopus 로고    scopus 로고
    • A conceptual analysis of five measures of metacognitive monitoring
    • Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4(1), 33–45
    • (2009) Metacognition and Learning , vol.4 , Issue.1 , pp. 33-45
    • Schraw, G.1
  • 47
    • 0035536709 scopus 로고    scopus 로고
    • Objective self-awareness theory: Recent progress and enduring problems
    • Silvia, P. J., & Duval, T. S. (2001). Objective self-awareness theory: Recent progress and enduring problems. Personality and Social Psychology Review, 5(3), 230–241
    • (2001) Personality and Social Psychology Review , vol.5 , Issue.3 , pp. 230-241
    • Silvia, P.J.1    Duval, T.S.2
  • 49
    • 84874494140 scopus 로고    scopus 로고
    • Older adults predict more recollective experiences than younger adults
    • Soderstrom, N. C., McCabe, D. P., & Rhodes, M. G. (2012). Older adults predict more recollective experiences than younger adults. Psychology and Aging, 27(4), 1082–1088
    • (2012) Psychology and Aging , vol.27 , Issue.4 , pp. 1082-1088
    • Soderstrom, N.C.1    McCabe, D.P.2    Rhodes, M.G.3
  • 50
    • 0034465507 scopus 로고    scopus 로고
    • Complexity, metacognition, and fluid intelligence
    • Stankov, L. (2000). Complexity, metacognition, and fluid intelligence. Intelligence, 28(2), 121–143
    • (2000) Intelligence , vol.28 , Issue.2 , pp. 121-143
    • Stankov, L.1
  • 51
    • 84881614145 scopus 로고    scopus 로고
    • Noncognitive predictors of intelligence and academic achievement: An important role of confidence
    • Stankov, L. (2013). Noncognitive predictors of intelligence and academic achievement: An important role of confidence. Personality and Individual Differences, 55(7), 727–732
    • (2013) Personality and Individual Differences , vol.55 , Issue.7 , pp. 727-732
    • Stankov, L.1
  • 52
    • 0031498288 scopus 로고    scopus 로고
    • Self-confidence and performance on tests of cognitive abilities
    • Stankov, L., & Crawford, J. D. (1997). Self-confidence and performance on tests of cognitive abilities. Intelligence, 25(2), 93–109
    • (1997) Intelligence , vol.25 , Issue.2 , pp. 93-109
    • Stankov, L.1    Crawford, J.D.2
  • 53
    • 56349097166 scopus 로고    scopus 로고
    • Confidence and cognitive test performance
    • Stankov, L., & Lee, J. (2008). Confidence and cognitive test performance. Journal of Educational Psychology, 100(4), 961–976
    • (2008) Journal of Educational Psychology , vol.100 , Issue.4 , pp. 961-976
    • Stankov, L.1    Lee, J.2
  • 54
    • 84868300917 scopus 로고    scopus 로고
    • Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?
    • Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747–758
    • (2012) Learning and Individual Differences , vol.22 , Issue.6 , pp. 747-758
    • Stankov, L.1    Lee, J.2    Luo, W.3    Hogan, D.J.4
  • 55
    • 84892422867 scopus 로고    scopus 로고
    • Confidence: The best non-cognitive predictor of academic achievement?
    • Stankov, L., Morony, S., & Lee, Y. P. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34(1), 9–28
    • (2014) Educational Psychology , vol.34 , Issue.1 , pp. 9-28
    • Stankov, L.1    Morony, S.2    Lee, Y.P.3
  • 56
    • 84864697008 scopus 로고    scopus 로고
    • Measuring memory monitoring with judgements of retention (JORs)
    • Tauber, S. K., & Rhodes, M. G. (2012). Measuring memory monitoring with judgements of retention (JORs). The Quarterly Journal of Experimental Psychology, 65(7), 1376–1396
    • (2012) The Quarterly Journal of Experimental Psychology , vol.65 , Issue.7 , pp. 1376-1396
    • Tauber, S.K.1    Rhodes, M.G.2
  • 57
    • 33746423495 scopus 로고    scopus 로고
    • Metacognition and learning: Conceptual and methodological considerations
    • Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14
    • (2006) Metacognition and Learning , vol.1 , Issue.1 , pp. 3-14
    • Veenman, M.V.1    Van Hout-Wolters, B.H.2    Afflerbach, P.3
  • 60
    • 84859526241 scopus 로고    scopus 로고
    • Metacognition in human decision-making: Confidence and error monitoring
    • Yeung, N., & Summerfield, C. (2012). Metacognition in human decision-making: Confidence and error monitoring. Phil. Trans. R. Soc. B, 367(1594), 1310–1321
    • (2012) Phil. Trans. R. Soc. B , vol.367 , Issue.1594 , pp. 1310-1321
    • Yeung, N.1    Summerfield, C.2
  • 61
    • 84930317657 scopus 로고    scopus 로고
    • Shared mechanisms for confidence judgements and error detection in human decision making
    • Springer-Verlag Publishing; US, New York, NY
    • Yeung, N., & Summerfield, C. (2014). Shared mechanisms for confidence judgements and error detection in human decision making. In The cognitive neuroscience of metacognition (pp. 147–167). New York, NY: Springer-Verlag Publishing; US
    • (2014) The cognitive neuroscience of metacognition , pp. 147-167
    • Yeung, N.1    Summerfield, C.2
  • 62
    • 0032378307 scopus 로고    scopus 로고
    • Academic studing and the development of personal skill: A self-regulatory perspective
    • Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2–3), 73–86
    • (1998) Educational Psychologist , vol.33 , Issue.2-3 , pp. 73-86
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.