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)     

Note-taking in the employment interview: Effects on recall and judgments.

Although note-taking in the employment interview is highly recommended, little research has examined its effects. This study investigated the effects of note-taking styles, review of the notes, and content of the notes on participants' cued recall of information and decisions made from videotaped employment interviews. Note-taking increased recall accuracy but not judgment accuracy. Being able to review notes resulted in increased judgment accuracy for those taking conventional-style notes. The content of the notes also had important implications for conventional note-takers, suggesting some benefits of recording notes using the key-points style. The findings suggest that the act of note-taking may be more important for memory and legal reasons than for improving the decisions made by interviewers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition.

We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments of learning (JOLs). Puzzling over the meaning of sentences for several seconds prior to receiving the clue enhanced recall compared with studying sentences without clues or with embedded clues. This benefit of effort after meaning was not reflected in JCOMPs or JOLs. Rather, sentences considered relatively easy to understand received higher JOLs regardless of experimental condition. Although effort after meaning enhanced recall, subjects displayed no awareness of this benefit in their judgments. Our study adds to a growing literature showing students’ ignorance of factors affecting their own learning, which have important implications for education. Making learning conditions more difficult, thus requiring students to engage more cognitive effort, often leads to enhanced retention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Local and Global Judgments of Confidence.

Studies of calibration have shown that people's mean confidence in their answers (local confidence) tends to be greater than their overall estimate of the percentage of correct answers (global confidence). Moreover, whereas the former exhibits overconfidence, the latter often exhibits underconfidence. Three studies present evidence that global underconfidence reflects a failure to make an allowance for correct answers that are likely to result from mere guessing and can be eliminated by informing participants of the dubious normative status of estimates below 50% (i.e., chance). Previously reported discrepancies between global and local confidence, it is concluded, arise less from possible methodological artifacts in assessment of local confidence than from normatively inappropriate assessments of global confidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging and recollection in the accuracy of judgments of learning.

Dual-process theories propose that episodic memory performance reflects both recollection of prior details as well as more automatic influences of the past. The authors explored the idea that recollection mediates the accuracy of judgments of learning (JOLs) and may also help explain age differences in JOL accuracy. Young and older adults made immediate JOLs at study and then completed recognition or recall tests that included a recollect/familiar judgment. JOLs were found to be strongly related to recollected items but not to items remembered on the basis of familiarity. The pattern was weaker in older adults, consistent with age-related declines in recollection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamics of metacognitive judgments: Pre- and postretrieval mechanisms.

Two experiments examined the temporal course of pre- and postretrieval mechanisms using a new kind of dynamic metacognitive judgment. Experiment 1 presented participants with primed and unprimed triples of remote associates to a target word and required them to provide repeated metacognitive judgments, 4 times during a 12-s interval, about the likelihood that they would later recognize the target. Both familiarity with the words and the processing time were associated with changes in metacognitive evaluations. Experiment 2 placed pre- and postretrieval mechanisms in opposition by transforming an element of a previously primed question. For transformed questions this led to high initial ratings, which decreased over time, while for novel questions the ratings were initially lower and increased with time. The results are discussed in terms of pre- and postretrieval mechanisms interacting over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Olympic medals as fruits of comparison? Assimilation and contrast in sequential performance judgments.

The authors investigated the evaluative consequences of sequential performance judgments. Recent social comparison research has suggested that performance judgments may be influenced by judgments about a preceding performance. Specifically, performance judgments may be assimilated to judgments of the preceding performance if judges focus on similarities between the two. If judges focus on differences, however, contrast may ensue. The authors examined sequential performance judgments, using data gathered from the 2004 Olympic Games as well as data gathered in the laboratory with students or experienced gymnastics judges as participants. Sequential performance judgments were influenced by previously judged performances, and the direction of this influence depended on the degree of perceived similarity between the successive performances. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of another's perspective on children's recall of previously misconstrued events.

Children's abilities to reframe their memories of events after hearing another child's perspective of the same events were examined, and links between memory reframing, cognitive ability, and social competence were explored. Nine- to 11-year-olds (N = 79) were told to imagine that the events in a narrated story happened to them. Next, they heard another story that described either the same events (experimental condition) or unrelated events (control condition) from another child's perspective. The children in the experimental group reframed their memories in light of the alternative perspective, whereas the children in the control condition did not. Children with higher cognitive scores had higher memory reframing scores and received higher social competence ratings than children with lower cognitive scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observing emotion in infants: Facial expression, body behavior, and rater judgments of responses to an expectancy-violating event.

Eleven-month-old European-American, Japanese, and Chinese infants (ns=23, 21, and 15, respectively) were videotaped during baseline and stimulus episodes of a covert toy-switch procedure. Infants looked longer at the object during the expectancy-violating event (stimulus episode) but did not produce more surprise-related facial expressions. American and Japanese infants produced more bodily stilling during stimulus than baseline, and American infants also produced more facial sobering. Naive raters viewing both episodes could correctly identify the expectancy-violating event. Rater judgments of surprise were significantly related to infants' bodily stilling and facial sobering. Judgments of interest were related to cessation of fussing. Thus, observer judgments of infant emotions can be systematically related to behaviors other than prototypic emotional facial expressions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paradoxical effects of testing: Retrieval enhances both accurate recall and suggestibility in eyewitnesses.

Although retrieval practice typically enhances memory retention, it can also impair subsequent eyewitness memory accuracy (Chan, Thomas, & Bulevich, 2009). Specifically, participants who had taken an initial test about a witnessed event were more likely than nontested participants to recall subsequently encountered misinformation—an effect we called retrieval-enhanced suggestibility (RES). Here, we sought to test the generality of RES and to further elucidate its underlying mechanisms. To that end, we tested a dual mechanism account, which suggests that RES occurs because initial testing (a) enhances learning of the later misinformation by reducing proactive interference and (b) causes the reactivated memory trace to be more susceptible to later interference (i.e., a reconsolidation account). Three major findings emerged. First, RES was found after a 1-week delay, where a robust testing benefit occurred for event details that were not contradicted by later misinformation. Second, blockage of reconsolidation was unnecessary for RES to occur. Third, initial testing enhanced learning of the misinformation even when proactive interference played a minimal role. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took pan in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The realism in older people's confidence judgments of answers to general knowledge questions.

The study investigated 2 aspects of the accuracy (i.e., realism) of confidence judgments of persons age 60–93 years (N = 1,384) regarding their answers to general knowledge questions. These aspects are the level of confidence (calibration) in relation to the proportion of correct answers and the ability to discriminate between correct and incorrect answers by means of confidence judgments. No age differences were found for either of the 2 aspects. Gender differences were found for proportion of correct answers and confidence but not for the realism in the confidence judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age dissociates recency and lag recency effects in free recall.

The temporal relations among word-list items exert a powerful influence on episodic memory retrieval. Two experiments were conducted with younger and older adults in which the age-related recall deficit was examined by using a decomposition method to the serial position curve, partitioning performance into (a) the probability of first recall, illustrating the recency effect, and (b) the conditional response probability, illustrating the lag recency effect (M. W. Howard & M. J. Kahana, 1999). Although the older adults initiated recall in the same manner in both immediate and delayed free recall, temporal proximity of study items (contiguity) exerted a much weaker influence on recall transitions in older adults. This finding suggests that an associative deficit may be an important contributor to older adults' well-known impairment in free recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maltreated children's memory: Accuracy, suggestibility, and psychopathology.

Memory, suggestibility, stress arousal, and trauma-related psychopathology were examined in 328 3- to 16-year-olds involved in forensic investigations of abuse and neglect. Children's memory and suggestibility were assessed for a medical examination and venipuncture. Being older and scoring higher in cognitive functioning were related to fewer inaccuracies. In addition, cortisol level and trauma symptoms in children who reported more dissociative tendencies were associated with increased memory error, whereas cortisol level and trauma symptoms were not associated with increased error for children who reported fewer dissociative tendencies. Sexual and/or physical abuse predicted greater accuracy. The study contributes important new information to scientific understanding of maltreatment, psychopathology, and eyewitness memory in children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confidence in Individual and Group Decision Making: When "Two Heads" Are Worse Than One.

The authors investigated students' accuracy and confidence judgments for course-related material in college classrooms. Under conditions of group work and instructor feedback, students produced higher exam accuracy scores working in groups than alone but at a cost of increased confidence for groups' wrong answers. Groups' high confidence for wrong answers generated the case when "two heads are worse than one." Students participating in groups that arrived at wrong exam answers gave higher confidence when wrong and lower confidence when correct for repeated items on a final exam. "Two heads" groups when wrong had no adverse effect on students' accuracy for repeated exam items. An intervention of lecture and readings on confidence calibration, metamemory, and overconfidence did not improve the students' accuracy-confidence judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subjective confidence in perceptual judgments: A test of the self-consistency model.

Two questions about subjective confidence in perceptual judgments are examined: the bases for these judgments and the reasons for their accuracy. Confidence in perceptual judgments has been claimed to rest on qualitatively different processes than confidence in memory tasks. However, predictions from a self-consistency model (SCM), which had been confirmed for general-information questions (Koriat, 2010) and social attitudes (Koriat & Adiv, 2010), are shown to hold true also for perceptual judgments. In SCM, confidence is modeled by the procedure for assessment of statistical level of confidence: For a 2-alternative, forced-choice item, confidence is based on the consistency with which the choice is favored across a sample of representations of the item, and acts as a monitor of the likelihood that a new sample will yield the same choice. Assuming that these representations are drawn from commonly shared populations of representations associated with each item, predictions regarding the basis of confidence were confirmed by results concerning the functions relating confidence and choice latency to interparticipant consensus and to intraparticipant consistency for majority and minority choices. With regard to the confidence-accuracy (C/A) relationship, the consensuality principle, documented for general-knowledge tasks (Koriat, 2008a), was replicated for perceptual judgments: Confidence correlated with the consensuality of the choice rather than with its correctness, suggesting that the C/A correlation is due to the relationship between confidence and self-consistency and is positive only as long as the correct choices are the consistently made choices. SCM provides a general model for the basis and accuracy of confidence judgments across different domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task experience and children's working memory performance: A perspective from recall timing.

Working memory is an important theoretical construct among children, and measures of its capacity predict a range of cognitive skills and abilities. Data from 9- and 11-year-old children illustrate how a chronometric analysis of recall can complement and elaborate recall accuracy in advancing our understanding of working memory. A reading span task was completed by 130 children, 75 of whom were tested on 2 occasions, with sequence length either increasing or decreasing during test administration. Substantial pauses occur during participants' recall sequences, and they represent consistent performance traits over time, while also varying with recall circumstances and task history. Recall pauses help to predict reading and number skills, alongside as well as separate from levels of recall accuracy. The task demands of working memory change as a function of task experience, with a combination of accuracy and response timing in novel task situations being the strongest predictor of cognitive attainment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collaboration in associative recognition memory: Using recalled information to defend "new" judgments.

S. E. Clark, A. Hori, A. Putnam, and T. J. Martin (2000) showed that collaboration on a recognition memory task produced facilitation in recognition of targets but had inconsistent and sometimes negative effects regarding distractors. They accounted for these results within the framework of a dual-process, recall-plus-familiarity model but showed only weak evidence to support it. The present results of 3 experiments present stronger evidence for Clark et al.'s dual-process view and also show why such evidence is difficult to obtain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting One's Own Forgetting: The Role of Experience-Based and Theory-Based Processes.

The authors examined the hypothesis that judgments of learning (JOL), if governed by processing fluency during encoding, should be insensitive to the anticipated retention interval. Indeed, neither item-by-item nor aggregate JOLs exhibited "forgetting" unless participants were asked to estimate recall rates for several different retention intervals, in which case their estimates mimicked closely actual recall rates. These results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering. The authors interpret their findings in terms of the distinction between experience-based and theory-based JOLs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Context and cue cards in young children's testimony: A comparison of brief narrative elaboration and context reinstatement.

In a comparison of interview procedures that aimed to assist retrieval strategies in children's event recall, 72 children aged 4-6 years were questioned about a witnessed event. Context reinstatement and brief narrative elaboration (an abbreviated version of K. J. Saywitz and L. Snyder's [1996] procedure) produced similar levels of correct recall, and both elicited more correct recall than did a control condition, with no increase in errors. Combining these procedures did not further improve performance. The superiority of narrative elaboration over the control group was evident in free recall and did not depend on explicit prompting with cue cards. These findings suggest that incorporating brief narrative elaboration training in investigative interviews with children may, like context reinstatement, be a valuable mnemonic aid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)