Subjective learning discounts test type: evidence from an associative learning and transfer task.

We evaluated the extent to which memory test format and test transfer influence the dynamics of metacognitive judgments. Participants completed two study-test phases for paired-associates, with or without transferring test type, in one of four conditions: (1) recognition then recall, (2) recall then recognition, (3) recognition throughout, or (4) recall throughout. Global judgments were made prestudy, poststudy, and posttest for each phase; judgments of learning (JOLs) following item study were also collected. Results suggest that metacognitive judgment accuracy varies substantially by memory test type. Whereas underconfidence in JOLs and global predictions increases with recall practice (Koriat's underconfidence-with-practice effect), underconfidence decreases with recognition practice. Moreover, performance changes when transferring test type were not fully anticipated by pretest judgments.