Encoding fluency is a cue used for judgments about learning.

The authors used paired-associate learning to investigate the hypothesis that the speed of generating an interactive image (encoding fluency) influenced 2 metacognitive judgments: judgments of learning (JOLs) and quality of encoding ratings (QUEs). Results from Experiments 1 and 2 indicated that latency of a keypress indicating successful image formation was negatively related to both JOLs and QUEs even though latency was unrelated to recall. Experiment 3 demonstrated that when concrete and abstract items were mixed in a single list, latency was related to concreteness, judgments, and recall. However, item concreteness and fluency influenced judgments independently of one another. These outcomes suggest an important role of encoding fluency in the formation of metacognitive judgments about learning and future recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning.

In 2 experiments, the authors investigated whether age-related differences exist in metacomprehension by evaluating predictions based on the ease-of-processing (EOP) hypothesis. According to this hypothesis, judgments of how well a text has been learned are based on how easily each text was processed; easier processing results in higher judgments. Participants read either sentence pairs or longer texts and judged their learning of each immediately afterward. Although an age-related difference in the use of processing ease in judgments was observed with sentence pairs, for longer texts older and younger adults' judgments were similarly related to processing ease. In both experiments, age equivalence was also evident in the accuracy of the judgments at predicting performance on the criterion test. The overall pattern of results suggests that judging text learning remains largely intact with aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review.

Many studies have examined the accuracy of predictions of future memory performance solicited through judgments of learning (JOLs). Among the most robust findings in this literature is that delaying predictions serves to substantially increase the relative accuracy of JOLs compared with soliciting JOLs immediately after study, a finding termed the delayed JOL effect. The meta-analyses reported in the current study examined the predominant theoretical accounts as well as potential moderators of the delayed JOL effect. The first meta-analysis examined the relative accuracy of delayed compared with immediate JOLs across 4,554 participants (112 effect sizes) through gamma correlations between JOLs and memory accuracy. Those data showed that delaying JOLs leads to robust benefits to relative accuracy (g = 0.93). The second meta-analysis examined memory performance for delayed compared with immediate JOLs across 3,807 participants (98 effect sizes). Those data showed that delayed JOLs result in a modest but reliable benefit for memory performance relative to immediate JOLs (g = 0.08). Findings from these meta-analyses are well accommodated by theories suggesting that delayed JOL accuracy reflects access to more diagnostic information from long-term memory rather than being a by-product of a retrieval opportunity. However, these data also suggest that theories proposing that the delayed JOL effect results from a memorial benefit or the match between the cues available for JOLs and those available at test may also provide viable explanatory mechanisms necessary for a comprehensive account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reversing the truth effect: Learning the interpretation of processing fluency in judgments of truth.

Repeated statements receive higher truth ratings than new statements. Given that repetition leads to greater experienced processing fluency, the author proposes that fluency is used in truth judgments according to its ecological validity. Thus, the truth effect occurs because people learn that fluency and truth tend to be positively correlated. Three experiments tested this notion. Experiment 1 replicated the truth effect by directly manipulating processing fluency; Experiment 2 reversed the effect by manipulating the correlation between fluency and truth in a learning phase. Experiment 3 generalized this reversal by showing a transfer of a negative correlation between perceptual fluency (due to color contrast) and truth to truth judgments when fluency is due to prior exposure (i.e., repetition). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory predictions are influenced by perceptual information: Evidence for metacognitive illusions.

Although perceptual information is utilized to judge size or depth, little work has investigated whether such information is used to make memory predictions. The present study examined how the font size of to-be-remembered words influences predicted memory performance. Participants studied words for a free-recall test that varied in font size and made judgments of learning (JOLs) for each item. JOLs were influenced by font size, as larger font sizes were given higher JOLs, whereas little relationship was evident between font size and recall. The effect was modified when other, more valid, sources of information (e.g., associative strength) were available when JOLs were made and persisted despite experience with multiple study-test sessions, use of a forgetting scale to assess predictions, and explicit warning of participants that font size has little effect on memory performance. When ease of reading was manipulated, such that large font size words were made less fluent, the effect was eliminated. Thus, highly accessible perceptual cues can strongly influence JOLs, likely via encoding fluency, and this effect can lead to metacognitive illusions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice.

When participants studied a list of paired associates for several study-test cycles, their judgments of learning (JOLs) exhibited relatively good calibration on the 1st cycle, with a slight overconfidence. However, a shift toward marked underconfidence occurred from the 2nd cycle on. This underconfidence-with-practice (UWP) effect was very robust across several experimental manipulations, such as feedback or no feedback regarding the correctness of the answer, self-paced versus fixed-rate presentation, different incentives for correct performance, magnitude and direction of associative relationships, and conditions producing different degrees of knowing. It was also observed both in item-by-item JOLs and in aggregate JOLs. The UWP effect also occurred for list learning and for the memory of action events. Several theoretical explanations for this counterintuitive effect are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Judgments about judgments: The dissociation of consideration price and transaction commitment judgments.

There are many contexts in which people make judgments about prior judgments. For example, Internet shopping bots (e.g., NexTag.com) allow consumers to search for products and, if the price is too high, list a price at which they would consider making the purchase (i.e., base judgment). If the price drops to this level, the vendor generates an e-mail inviting the consumer to execute the transaction at the reduced price (i.e., contingent judgment). The authors show that the consideration price depends on the content of retrieved information, whereas the willingness to execute the transaction at the consideration price depends on the ease-of-retrieving the information. The authors use different offer prices to encourage the consumer to retrieve information consistent with different product quality levels. The authors also select offer prices so that information retrieval is more difficult at moderate offer prices than at high or low offer prices. Accordingly, the authors show that the consideration price increases as the offer price increases, but the willingness to execute the transaction at the consideration price is greater when there are high and low, as opposed to moderate, offer prices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metamemory judgments and the benefits of repeated study: Improving recall predictions through the activation of appropriate knowledge.

Correspondence between judgments of learning (JOLs) and actual recall tends to be poor when the same items are studied and recalled multiple times (e.g., A. Koriat, L. Sheffer, & H. Ma’ayan, 2002). The authors investigated whether making relevant metamemory knowledge more salient would improve the association between actual and predicted recall as a function of repeated exposure to the same study list. In 2 experiments, participants completed 4 study–recall phases involving the same list of items. In addition to having participants make item-by-item JOLs during each study phase, after the 1st study–recall phase participants also generated change-in-recall estimates as to how many more or fewer words they would recall given another exposure to the same study list. This estimation procedure was designed to highlight repeated study as a factor that can contribute to recall performance. Activating metamemory knowledge about the benefits of repeated study for recall in this way allowed participants to accurately express this knowledge in a free-recall context (Experiment 2), but less so when the memory test was cued recall (Experiment 1). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Revised Methodology for Research on Metamemory: Pre-judgment Recall And Monitoring (PRAM).

A revised methodology is described for research on metacognitive monitoring, especially judgments of learning (JOLs), to investigate psychological processing that previously has been only hypothetical and unobservable. During data collection a new stage of recall occurs just prior to the JOL, so that during data analysis the items can be partitioned into subcategories to measure the degree of JOL accuracy in ways that are more analytic than was previously possible. A weighted-average combinatorial rule allows the component measures of JOL accuracy to be combined into the usual overall measure of metacognitive accuracy. An example using the revised methodology offers a new explanation for the delayed-JOL effect, in which delayed JOLs are more accurate than immediate JOLs for predicting recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recollection-based prospective metamemory judgments are more accurate than those based on confidence: Judgments of remembering and knowing (JORKS).

Five experiments were conducted to examine whether the nature of the information that is monitored during prospective metamemory judgments affected the relative accuracy of those judgments. We compared item-by-item judgments of learning (JOLs), which involved participants determining how confident they were that they would remember studied items, with judgments of remembering and knowing (JORKs), which involved participants determining whether studied items would later be accompanied by contextual details (i.e., remembering) or would not (i.e., knowing). JORKs were more accurate than JOLs when remember–know or confidence judgments were made at test and when cued recall was the outcome measure, but not for yes–no recognition. We conclude that the accuracy of metamemory judgments depends on the nature of the information monitored during study and test and that metamemory monitoring can be improved if participants are asked to base their judgments on contextual details rather than on confidence. These data support the contention that metamemory decisions can be based on qualitatively distinct cues, rather than an overall memory strength signal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Age differences in the monitoring of learning: Cross-sectional evidence of spared resolution across the adult life span.

Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18–80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made JOLs. After a cued-recall test, retrospective item strategy reports were collected. Results revealed developmental patterns not available from previous studies (e.g., a linear age-related increase in aggregate JOL resolution across the life span). They also demonstrated the value of investigating multiple cues' influences on JOLs. Multilevel regression models showed that both relatedness and effective strategy use positively and independently influenced JOLs. Furthermore, effective strategy use was responsible for higher resolution of JOLs for unrelated items (relative to related items). The effects of relatedness and strategy use with JOLs did not interact with age. The monitoring of learning is spared by adult development despite age differences in learning itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring.

Two experiments are reported examining how value and relatedness interact to influence metacognitive monitoring and control processes. Participants studied unrelated and related word pairs, each accompanied by point values denoting how important the items were to remember. These values were presented either before or after each pair in a between-subjects design, and participants made item-by-item judgments of learning (JOLs) predicting the likelihood that each item would be remembered later. Results from Experiment 1 showed that participants used value and relatedness as cues to inform their JOLs. Interestingly, JOLs increased as a function of value even in the after condition in which value had no impact on cued recall. Participants in Experiment 2 were permitted to control study time for each item. Results showed that value and relatedness were simultaneously considered when allocating study time. These results support a cue-weighting process in which JOLs and study time allocation are based on multiple cues, which may or may not be predictive of future memory performance, and complements the agenda-based regulation model of study time (Ariel, Dunlosky, & Bailey, 2009) by providing evidence for agenda-based monitoring. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Attributions of Fluency in Fame Judgments by Younger and Older Adults.

Judgments about stimulus characteristics are affected by enhanced processing fluency that results from an earlier presentation of the stimulus. By monitoring for an episodic source of processing fluency, younger adults can more easily avoid this influence than can older adults. In Experiment 1, older adults discounted the effects of fluency when task demands encouraged the use of analytic judgments based on general knowledge, rather than an appeal to episodic source monitoring. Younger subjects were not reliably affected by these same task demands and their judgments continued to be affected by processing fluency. In Experiment 2, introduction of more stringent demands led younger adults also to discount the effects of fluency. We conclude that the influence of processing fluency on younger and older adults varies, depending on whether memory for source or general knowledge is put forward in place of fluency as a basis for judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naive theories of intelligence and the role of processing fluency in perceived comprehension.

Previous research overwhelmingly suggests that feelings of ease people experience while processing information lead them to infer that their comprehension is high, whereas feelings of difficulty lead them to infer that their comprehension is low. However, the inferences people draw from their experiences of processing fluency should also vary in accordance with their naive theories about why new information might be easy or difficult to process. Five experiments that involved reading novel texts showed that participants who view intelligence as a fixed attribute, and who tend to interpret experiences of processing difficulty as an indication that they are reaching the limits of their ability, reported lower levels of comprehension as fluency decreased. In contrast, participants who view intelligence as a malleable attribute that develops through effort, and who do not tend to interpret experiences of processing difficulty as pertaining to some innate ability, did not report lower levels of comprehension as fluency decreased. In fact, when these participants were particularly likely to view effort as leading to increased mastery, decreases in fluency led them to report higher levels of comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing Similarity Does Not Improve Metamemory: Evidence Against Transfer-Appropriate Monitoring.

The transfer-appropriate monitoring (TAM) hypothesis of metamemory predicts that judgment of learning (JOL) accuracy should improve when conditions during JOLs closely match conditions of the memory test. The authors devised 5 types of delayed JOLs for paired associates and varied them along with the type of memory test (cued recall or recognition). If the TAM hypothesis is correct, JOL and test type should interact to influence metamemory. Contrary to TAM, metamemory accuracy did not improve when JOL and test conditions matched but instead tended to vary according to whether the answer was apparent at time of JOL. Memory test scores and JOL magnitude were both greater when the correct target was evident during JOLs. Overall, the results are largely consistent with a monitoring retrieval view of delayed JOLs and do not support TAM as a viable account of JOL accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recollection, Fluency, and the Explicit/Implicit Distinction in Artificial Grammar Learning.

In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic. Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fluent, fast, and frugal? A formal model evaluation of the interplay between memory, fluency, and comparative judgments.

A new process model of the interplay between memory and judgment processes was recently suggested, assuming that retrieval fluency—that is, the speed with which objects are recognized—will determine inferences concerning such objects in a single-cue fashion. This aspect of the fluency heuristic, an extension of the recognition heuristic, has remained largely untested due to methodological difficulties. To overcome the latter, we propose a measurement model from the class of multinomial processing tree models that can estimate true single-cue reliance on recognition and retrieval fluency. We applied this model to aggregate and individual data from a probabilistic inference experiment and considered both goodness of fit and model complexity to evaluate different hypotheses. The results were relatively clear-cut, revealing that the fluency heuristic is an unlikely candidate for describing comparative judgments concerning recognized objects. These findings are discussed in light of a broader theoretical view on the interplay of memory and judgment processes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Interactions between encoding and retrieval in the domain of sequence-learning.

In this article, the authors propose to characterize sequence learning in terms of automatic versus nonautomatic processing and to apply this contrast independently to knowledge acquisition and retrieval. In several experiments of sequence learning, automaticity of both the acquisition and retrieval of the acquired knowledge was independently assessed. It was found that the sequence learning order can be demonstrated under all combinations of knowledge acquisition and retrieval. In particular, at least in the simple sequences the authors used, this applies in cases in which both the acquisition and the retrieval of knowledge are strictly automatic--that is, when neither is required for the task nor beneficial to deliberate behavior. The proposed framework has implications for the notion of sequence learning and the investigation of learning in general. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.

Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring effects control processes so that increased processing effort should enhance feelings of competence and feelings of knowing. In contrast, when self-regulation is data driven, such feelings may be based themselves on the feedback from control processes, in which case they should decrease with increasing effort. Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented. The results are discussed with regard to the issue of the cause-and-effect relation between subjective experience and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effects of Word Frequency and Similarity on Recognition Judgments: The Role of Recollection.

K. J. Malmberg, J. Holden, and R. M. Shiffrin (2004) reported more false alarms for low- than high-frequency words when the foils were similar to the targets. According to the source of activation confusion (SAC) model of memory, that pattern is based on recollection of an underspecified episodic trace rather than the error-prone familiarity process. The authors tested the SAC account by varying whether participants were warned about the nature of similar foils and whether the recognition test required the discrimination. More false alarms for low-frequency similar items occurred only when participants were not warned at study about the subtle features to be discriminated later. The differential false-alarm rate by word frequency corresponded to the pattern of remember responses obtained when the test instructions did not ask for a subtle discrimination, supporting the SAC account that reversed false-alarm rates to similar foils are based on the recollection process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)