Literature DB >> 21915761

Immediate judgments of learning are insensitive to implicit interference effects at retrieval.

Deborah K Eakin1, Christopher Hertzog.   

Abstract

We conducted three experiments to determine whether metamemory predictions at encoding, immediate judgments of learning (IJOLs) are sensitive to implicit interference effects that will occur at retrieval. Implicit interference was manipulated by varying the association set size of the cue (Experiments 1 and 2) or the target (Experiment 3). The typical finding is that memory is worse for large-set-size cues and targets, but only when the target is studied alone and later prompted with a related cue (extralist). When the pairs are studied together (intralist), recall is the same regardless of set size; set size effects are eliminated. Metamemory predictions at retrieval, such as delayed JOLs (DJOLs) and feeling-of-knowing (FOK) judgments accurately reflect implicit interference effects (e.g., Eakin & Hertzog, 2006. In all three experiments, we found that DJOLs and FOKs accurately predicted set size effects on retrieval but that IJOLs did not. The findings provide further evidence that metamemory predictions are inferred from information other than direct access to the state of the memory trace, as well as indicate that inferences are based on different sources depending on when in the memory process predictions are made.

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Year:  2012        PMID: 21915761      PMCID: PMC3707002          DOI: 10.3758/s13421-011-0138-4

Source DB:  PubMed          Journal:  Mem Cognit        ISSN: 0090-502X


  24 in total

1.  The combined contributions of the cue-familiarity and accessibility heuristics to feelings of knowing.

Authors:  A Koriat; R Levy-Sadot
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2001-01       Impact factor: 3.051

2.  Processing similarity does not improve metamemory: evidence against transfer-appropriate monitoring.

Authors:  Charles A Weaver; William L Kelemen
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2003-11       Impact factor: 3.051

3.  Encoding fluency is a cue used for judgments about learning.

Authors:  Christopher Hertzog; John Dunlosky; A Emanuel Robinson; Daniel P Kidder
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2003-01       Impact factor: 3.051

4.  A revised methodology for research on metamemory: Pre-judgment Recall and Monitoring (PRAM).

Authors:  Thomas O Nelson; Louis Narens; John Dunlosky
Journal:  Psychol Methods       Date:  2004-03

5.  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

Review 6.  Processing implicit and explicit representations.

Authors:  D L Nelson; T A Schreiber; C L McEvoy
Journal:  Psychol Rev       Date:  1992-04       Impact factor: 8.934

7.  Mending metacognitive illusions: a comparison of mnemonic-based and theory-based procedures.

Authors:  Asher Koriat; Robert A Bjork
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2006-09       Impact factor: 3.051

8.  Release from implicit interference in memory and metamemory: older adults know that they can't let go.

Authors:  Deborah K Eakin; Christopher Hertzog
Journal:  J Gerontol B Psychol Sci Soc Sci       Date:  2006-11       Impact factor: 4.077

9.  Metacognition and learning about primacy and recency effects in free recall: the utilization of intrinsic and extrinsic cues when making judgments of learning.

Authors:  Alan D Castel
Journal:  Mem Cognit       Date:  2008-03

10.  Empirical analysis of the intrinsic-extrinsic distinction of judgments of learning (JOLs): effects of relatedness and serial position on JOLs.

Authors:  J Dunlosky; G Matvey
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2001-09       Impact factor: 3.051

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  2 in total

1.  Recalled aspects of original encoding strategies influence episodic feelings of knowing.

Authors:  Christopher Hertzog; Erika K Fulton; Starlette M Sinclair; John Dunlosky
Journal:  Mem Cognit       Date:  2014-01

2.  Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.

Authors:  Christopher Hertzog; Jarrod C Hines; Dayna R Touron
Journal:  Arch Sci Psychol       Date:  2013
  2 in total

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