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Articles 31 - 35 of 35
Full-Text Articles in Cognitive Psychology
Building Metamemorial Knowledge Over Time: Insights From Eye Tracking About The Bases Of Feeling-Of-Knowing And Confidence Judgements, Elizabeth F. Chua, Lisa A. Solinger
Building Metamemorial Knowledge Over Time: Insights From Eye Tracking About The Bases Of Feeling-Of-Knowing And Confidence Judgements, Elizabeth F. Chua, Lisa A. Solinger
Publications and Research
Metamemory processes depend on different factors across the learning and memory time-scale. In the laboratory, subjects are often asked to make prospective feeling-of-knowing (FOK) judgments about target retrievability, or are asked to make retrospective confidence judgments (RCJs) about the retrieved target. We examined distinct and shared contributors to metamemory judgments, and how they were built over time. Eye movements were monitored during a face-scene associative memory task. At test, participants viewed a studied scene, then rated their FOK that they would remember the associated face. This was followed by a forced choice recognition test and RCJs. FOK judgments were less …
Calibration Research: Where Do We Go From Here?, Linda Bol, Douglas J. Hacker
Calibration Research: Where Do We Go From Here?, Linda Bol, Douglas J. Hacker
Educational Leadership & Workforce Development Faculty Publications
Research on calibration remains a popular line of inquiry. Calibration is the degree of fit between a person's judgment of performance and his or her actual performance. Given the continued interest in this topic, the questions posed in this article are fruitful directions to pursue to help address gaps in calibration research. In this article, we have identified six research directions that if productively pursued, could greatly expand our knowledge of calibration. The six research directions are: (a) what are the effects of varying the anchoring mechanisms from which calibration judgments are made, (b) how does calibration accuracy differ as …
Feeling Of Knowing And Retrieval Failure: Tip-Of-The-Tongue State Is Not The Only Option, Amanda C. Gingerich
Feeling Of Knowing And Retrieval Failure: Tip-Of-The-Tongue State Is Not The Only Option, Amanda C. Gingerich
Scholarship and Professional Work - LAS
We investigated whether individuals are able to differentiate being in a tip-of-the-tongue state from the metacognitive experience of knowing information, but being unable to recall it. Results indicate that being unable to recall known information is separate from, and more common than, experiencing a tip-of-the-tongue state.
The Importance Of Retrieval Failures To Long-Term Retention: A Metacognitive Explanation Of The Spacing Effect, Harry P. Bahrick, Lynda K. Hall
The Importance Of Retrieval Failures To Long-Term Retention: A Metacognitive Explanation Of The Spacing Effect, Harry P. Bahrick, Lynda K. Hall
All Faculty and Staff Scholarship
Encoding strategies vary in their duration of effectiveness, and individuals can best identify and modify strategies that yield effects of short duration on the basis of retrieval failures. Multiple study sessions with long inter-session intervals are better than massed training at providing discriminative feedback that identifies encoding strategies of short duration. We report two investigations in which long intervals between study sessions yield substantial benefits to long-term retention, at a cost of only moderately longer individual study sessions. When individuals monitor and control encoding over an extended period, targets yielding the largest number of retrieval failures contribute substantially to the …
An Investigation Of College Students' Recognition And Recall Monitoring Ability, Kinji Kusumoto
An Investigation Of College Students' Recognition And Recall Monitoring Ability, Kinji Kusumoto
All-Inclusive List of Electronic Theses and Dissertations
Objective: Metacognition consists of the ubilitics of monitoring, evaluating, and making plans to achieve educational goals. Knowledge Monitoring Assessment (KMA) is a measurement that evaluates a learner's monitoring portion of the mctacognitivc abilities. This study was conducted to determine whether or not college slucknts demonstrated different recognition and recall monitoring accuracy. This study was also conducted to determine whether any accuracy diffr:rcnccs existed between diflcrcnt academic levels. Finally, this study assessed whether the accuracy correlated to actual academic achievement. Design and Setting: A 2 X 3 factorial design was used. The first independent variable was knowledge type with 2 levels …