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Teasing Apart The Roles Of Fluency And Memory Beliefs In The Self-Regulated Learning Behaviors Of Visually-Impaired And Unimpaired Participants, Payne A. Winston-Lindeboom
Teasing Apart The Roles Of Fluency And Memory Beliefs In The Self-Regulated Learning Behaviors Of Visually-Impaired And Unimpaired Participants, Payne A. Winston-Lindeboom
Theses
Participants give higher judgments of learning to words presented in large font compared to those in small font despite memory performance not differing. One argument is large fonts seem more fluent than small. Another suggests participants have memory beliefs that large fonts will be more memorable. The present study sought to tease apart these arguments using vision impairment. We were also interested if self-regulated learning habits of these individuals differ. Both vision-impaired and unimpaired participants studied word pairs presented in both fonts. After studying the word pairs, participants were asked to select up to half of the word pairs they …
The Influence Of Jailhouse Informant Testimony On Eyewitnesses' Propensity To Change Their Identification, Preston M. Smith
The Influence Of Jailhouse Informant Testimony On Eyewitnesses' Propensity To Change Their Identification, Preston M. Smith
Theses
The present study investigated the influence of jailhouse informant testimony on eyewitness identifications and self – reported confidence. Participants watched a video of an actual armed robbery and, after, made an identification decision from a photo lineup. Except for those in the no – feedback control condition, all participants then read that certain lineup members either confessed to the crime, denied involvement or were implicated by a jailhouse informant. Jailhouse informant testimony implicating the identified lineup member led participants to have higher confidence in their identification. In contrast, jailhouse informant testimony implicating one of the unidentified lineup members led participants …
The Role Of Schematic Support And Fluency In Value-Directed Remembering, Donald J. Skinner
The Role Of Schematic Support And Fluency In Value-Directed Remembering, Donald J. Skinner
Theses
Value-directed remembering can be influenced by multiple factors, such as learners’ goals, perceptual cues, and perceived familiarity and fluency. Font size, type, and clarity are all perceptual cues that have been found to influence the subjective value of to-be-learned information. Fluency, or the ease with which information is processed, a factor influenced by familiarity, can also impact value-directed remembering. More fluent information is perceived as easier to process and thus more likely to be remembered. Judgments of learning (JOLs; i.e. subjective ratings regarding whether information will be remembered) can also be influenced by these three factors. The present study examined …
Does Increasing Metacognitive Awareness Alleviate Retrieval-Induced Forgetting Effects, Lauren W. Jones
Does Increasing Metacognitive Awareness Alleviate Retrieval-Induced Forgetting Effects, Lauren W. Jones
Theses
No abstract provided.