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Literature DB >> 18605499

Evidence that judgments of learning are causally related to study choice.

Abstract

Three experiments investigated whether study choice was directly related to judgments of learning (JOLs) by examining people's choices in cases in which JOLs were dissociated from recall. In Experiment 1, items were given either three repetitions or one repetition on Trial 1. Items given three repetitions received one on Trial 2, and those given one repetition received three on Trial 2-equating performance at the end of Trial 2, but yielding different immediate Trial 2 JOLs. Study choice followed the "illusory" JOLs. A delayed JOL condition in Experiment 2 did not show this JOL bias and neither did study choice. Finally, using a paradigm (Koriat & Bjork, 2005) in which similar JOLs are given to forward and backward associative pairs, despite much worse performance on the backward pairs, study choice again followed the mistaken JOLs. We concluded that JOLs-what people believe they know-directly influence people's study choices.

Entities: Species

Mesh：

Year: 2008 PMID： 18605499 DOI： 10.3758/pbr.15.1.174

Source DB: PubMed Journal: Psychon Bull Rev ISSN： 1069-9384

15 in total

1. The importance of monitoring and self-regulation during multitrial learning.

Authors: K W Thiede
Journal: Psychon Bull Rev Date: 1999-12

2. The automated will: nonconscious activation and pursuit of behavioral goals.

Authors: J A Bargh; P M Gollwitzer; A Lee-Chai; K Barndollar; R Trötschel
Journal: J Pers Soc Psychol Date: 2001-12

3. Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning.

Authors: J Dunlosky; C Hertzog
Journal: J Gerontol B Psychol Sci Soc Sci Date: 1997-07 Impact factor: 4.077

4. Illusions of competence in monitoring one's knowledge during study.

Authors: Asher Koriat; Robert A Bjork
Journal: J Exp Psychol Learn Mem Cogn Date: 2005-03 Impact factor: 3.051

5. The role of memory for past test in the underconfidence with practice effect.

Authors: Bridgid Finn; Janet Metcalfe
Journal: J Exp Psychol Learn Mem Cogn Date: 2007-01 Impact factor: 3.051

6. The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior.

Authors: Asher Koriat; Hilit Ma'ayan; Ravit Nussinson
Journal: J Exp Psychol Gen Date: 2006-02

Evidence that judgments of learning are causally related to study choice.

1. The importance of monitoring and self-regulation during multitrial learning.

2. The automated will: nonconscious activation and pursuit of behavioral goals.

3. Older and younger adults use a functionally identical algorithm to select items for restudy during multitrial learning.

4. Illusions of competence in monitoring one's knowledge during study.

5. The role of memory for past test in the underconfidence with practice effect.

6. The intricate relationships between monitoring and control in metacognition: lessons for the cause-and-effect relation between subjective experience and behavior.

7. Metacognitive and control strategies in study-time allocation.

8. Allocation of self-paced study time and the "labor-in-vain effect".

9. The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index.

10. Is study time allocated selectively to a region of proximal learning?

1. Making related errors facilitates learning, but learners do not know it.

2. On the effectiveness of self-paced learning.

3. Using Multilevel Mediation Model to Measure the Contribution of Beliefs to Judgments of Learning.

4. Principles of cognitive science in education: the effects of generation, errors, and feedback.

5. Confidence predicts speed-accuracy tradeoff for subsequent decisions.

6. Motivated comprehension regulation: vigilant versus eager metacognitive control.

7. Unskilled and unaware in the classroom: College students' desired grades predict their biased grade predictions.

8. People's study time allocation and its relation to animal foraging.

9. Do people use category-learning judgments to regulate their learning of natural categories?

10. Metacognition of the testing effect: guiding learners to predict the benefits of retrieval.