| Abstract: | Three experiments examined metamemory for categorized lists of items. Judgments of learning (JOLs) were obtained from college students either immediately after study or following a brief (at least 30-s) delay. In contrast to past findings (e.g., T. O. Nelson & J. Dunlosky, 1991), no advantage was found for delayed JOLs in Experiment 1, using a standard, prediction-based metamemory cue. In Experiment 2, knowledge-based judgments were elicited, and delayed JOL accuracy improved significantly. The relative efficacy of 4 different metamemory cues was examined in Experiment 3. An interaction between the timing and phrasing of JOL cues was detected: Delayed JOLs were more accurate than immediate JOLs only when knowledge-based cues were used. These results are interpreted in A. Koriat's (1997) cue-utilization framework for JOL accuracy, and they show that the phrasing of metamemory cues can have a substantial impact on monitoring accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
