Subjective Learning Discounts Test Type: Evidence from an Associative Learning and Transfer Task

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dayna R. Touron, Professor of Psychology and Associate Dean of the College of Arts & Sciences (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: We evaluated the extent to which memory test format and test transfer influence the dynamics of metacognitive judgments. Participants completed 2 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 pre-study, post-study, and post-test 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 pre-test judgments.

Additional Information

Experimental Psychology, 57(5), 327-337
Language: English
Date: 2010
underconfidence-with-practice effect, test type, learning, metacognitive ratings

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