Realism in eyewitness confidence as a function of type of event witnessed and repeated recall.

This study investigated how the type of event witnessed and a repeated test schedule for confidence influenced the realism in confidence judgments. The experimental design contrasted 2 film versions (a violent and a nonviolent scenario) and 3 tests of confidence (immediate, repeated, and delayed). On average, for all single items, participants were highly overconfident in their judgments. However, the same participants severely underestimated their own performance when they, at the end of the test session, were asked to provide an estimate of how many questions they thought they had answered correctly. Whereas the effects on realism in confidence for the 2 different film versions were small, the realism in witnesses' confidence judgments increased when participants repeated their confidence ratings. The theoretical and forensical implications of these findings are discussed. (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)     

Overconfidence in case-study judgments.

This study investigated whether psychologists' confidence in their clinical decisions is really justified. It was hypothesized that as psychologists study information about a case (a) their confidence about the case increases markedly and steadily but (b) the accuracy of their conclusions about the case quickly reaches a ceiling. 32 judges, including 8 clinical psychologists, read background information about a published case, divided into 4 sections. After reading each section of the case, judges answered a set of 25 questions involving personality judgments about the case. Results strongly supported the hypotheses. Accuracy did not increase significantly with increasing information, but confidence increased steadily and significantly. All judges except 2 became overconfident, most of them markedly so. Clearly, increasing feelings of confidence are not a sure sign of increasing predictive accuracy about a case. (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 differences in the accuracy of confidence judgments

Age differences in accuracy were investigated by having older (M = 68.6 years) and younger (M = 21.5 years) adults make confidence judgments about the correctness of their responses to two sets of general knowledge items. For one set, prior to making their confidence judgments, subjects made mental strategy judgements indicating how they had selected their answers (i.e., they guessed, used intuition, made an inference, or immediately recognized the response as correct). Results indicate that older subjects were more accurate than younger subjects in predicting the correctness of their responses; however, making mental strategy judgments did not result in increased accuracy for either age group. Additional analyses explored the relationship between accuracy and other individual difference variables. The results of this investigation are consistent with recent theories of postformal cognitive development that suggest older adults have greater insight into the limitations of their knowledge.     

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)     

Individual Differences in Absolute and Relative Metacomprehension Accuracy.

The authors investigated absolute and relative metacomprehension accuracy as a function of verbal ability in college students. Students read hard texts, revised texts, or a mixed set of texts. They then predicted their performance, took a multiple-choice test on the texts, and made posttest judgments about their performance. With hard texts, students with lower verbal abilities were overconfident in predictions of future performance, and students with higher verbal abilities were underconfident in judging past performance. Revised texts produced overconfidence for predictions. Thus, absolute accuracy of predictions and confidence judgments depended on students' abilities and text difficulty. In contrast, relative metacomprehension accuracy as measured by gamma correlations did not depend on verbal ability or on text difficulty. Absolute metacomprehension accuracy was much more dependent on types of materials and verbal skills than was relative accuracy, suggesting that they may tap different aspects of metacomprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eyewitness accuracy and confidence: Within- versus between-subjects correlations.

Previous researchers using between-subjects comparisons have found eyewitness confidence and accuracy to be only negligibly correlated. In this study, we examined the predictive power of confidence in within-subject terms. Ninety-six subjects answered, and made confidence ratings for, a series of questions about a crime they witnessed. The average between-subjects and within-subject accuracy–confidence correlations were comparably low: r?=?14 (pr?=?.17 (pr?=?-.09 within subjects), but more strongly with confidence (r?=?-.27 within subjects). This pattern was obtained for both between-subjects and within-subject comparisons. The theoretical and practical implications of these results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social influences on metacognition: Effects of colearner questioning on comprehension monitoring.

Four experiments examined social influences on metacognition, testing whether learners' knowledge that colearners have questions about material they are simultaneously viewing affects learners' own judged levels of comprehension. In Experiment 1 (n?=?88), the frequency with which learners indicated they were confused increased with the number of questions they believed colearners had about the material. Experiment 2 (n?=?38) determined that the effect of colearner questioning on self-judged comprehension was not due to distraction or social facilitation. Experiment 3 (n?=?100) replicated the results of Experiment 1 and found that the social impact on learners' judgments of comprehension was less when questions were believed to have come from 3 colearners rather than 1. Experiment 4 (n?=?60) suggested that the number of questions per colearner determines their impact on others' comprehension judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learners' questions and comprehension in a tutoring setting.

Three experiments, presented within the framework of Activity Theory, deal with the relationship between adult learners' questions and subsequent comprehension in a tutorial learning setting. Students were first given verbal instructions (acquisition) to a novel card game and then asked to play one hand with the teacher (implementation). In Experiment 1, there was no correlation between number of questions asked during acquisition and comprehension, but questions during implementation were negatively correlated with comprehension. In Experiment 2, learners whose questions were answered during acquisition scored higher than those whose questions were not answered. In Experiment 3, learners whose questions were answered during implementation showed greater gains in comprehension than those whose questions were answered during acquisition. Individual differences in question-asking during implementation but not acquisition were significantly related to comprehension. The results confirm the view that questions answered during knowledge implementation more effectively aid comprehension than those answered during acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences for self-regulating task-oriented reading activities.

The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c) monitoring the decision to search. Skilled and less skilled comprehenders from 7th and 8th grades read 2 texts and answered 16 questions while all their actions were recorded on a computer. We hypothesized that skilled comprehenders would differ from less skilled comprehenders on the 1st 2 processes on the basis of their general comprehension skills but that their superiority in the 3rd process would be based on specific characteristics of the interaction between the reader and the text. The results support our hypotheses. In the 2nd experiment, we hypothesized that monitoring the decision to search would be equivalent to judgments of learning (JOLs). Eighth graders made JOLs before answering every question, and then they decided whether to search the text. Our hypothesis was confirmed. Our study reveals that task-oriented reading places specific demands on readers related to metacognitive monitoring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.

Two questions motivated this study: (a) Does test familiarity influence teachers' judgments of their students' test performance? and (b) Does the disability status of students influence their teachers' judgments? Teachers (n=19) judged item performances for one student with disabilities and one student without disabilities (n pairs=19) from their fourth-grade classrooms. Teachers made judgments using (a) a mathematics test from the research version of the TerraNova CTBS Multiple Assessments edition, which is similar to the large-scale achievement test administered in numerous states, and (b) classroom-based math tests. Judgment accuracy was higher (a) on classroom tests and (b) for students without disabilities. Among less accurate judgments, teachers consistently underestimated the performances of students with disabilities. Students with disabilities performed lower on both types of tests. Student test performance accounted for a significant proportion of the variance in teacher judgment accuracy. Implications of these findings for future research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training students to decode verbal and nonverbal cues: Effects on confidence and performance.

Conducted a study to investigate the effectiveness of using previous research findings as a means of teaching students how to interpret verbal and nonverbal behaviors. Students were pretested and then randomly assigned to 1 of 3 conditions: no training, receiving an informational lecture about verbal and nonverbal cues, or receiving practice in identifying relevant cues in videotaped interactions. Results indicated that only the group that received practice significantly improved its ability to correctly interpret verbal and nonverbal behavior. Information alone produced no improvement in performance, but it significantly increased Ss' confidence in the accuracy of their performance. Some interesting gender differences were also uncovered. Although pretest scores indicated that women earned higher accuracy scores than men, men were much more confident that they had performed well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memorial consequences of answering SAT II questions.

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting incorrect alternatives on multiple-choice tests and then believing they were correct (Roediger & Marsh, 2005). In the current experiments, undergraduates and high school students answered multiple-choice questions retired from SAT II tests (that are no longer in the testing pool) on biology, chemistry, U.S. history, and world history, and later answered cued-recall questions about these subjects. In 3 experiments, we observed positive testing effects: More final cued-recall questions were answered correctly if the items had appeared on the initial multiple-choice test. We also sometimes observed negative testing effects: intrusions of multiple-choice distractors as answers on the final cued-recall test. Students who scored well on the initial test benefited from taking the test, but lower achieving students showed either less benefit (undergraduates) or costs from the testing (high school students). (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)     

Effects of examples and embedded questions on the accuracy of comprehension self-assessments.

This study extends research by Glenberg, Sanocki, Epstein, and Morris (1987) by suggesting that the accuracy of students' comprehension-monitoring self-assessments can be improved if they read expository text that contains illustrative examples and embedded questions. Students were asked to read text under different study conditions. It is argued that examples and embedded questions provide students with an opportunity to test their own level of understanding of passage content and, therefore, result in more accurate self-assessments of comprehension than does plain text. Students who read text with both examples and questions assessed their own comprehension more accurately than did students reading plain text. These students also made more accurate posttest predictions of test performance. It appears that active self-testing improves one's calibration of comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experts' and novices' abilities to detect children's high-stakes lies of omission.

We investigated adults' abilities to detect lies told by 3- to 6-year-old children. Expert forensic interviewers and novices watched videotapes of children who either lied or told the truth about their parent's transgression, rendered a dichotomous judgment of whether the child lied, rated their confidence in that judgment, and rated the children on various characteristics. Adults detected lies with greater than chance—but not impressive—accuracy, regardless of expertise level. Older children's lies were more detectable by experts than were younger children's. Adults were more confident in their judgments about older than younger children. Confidence in lie/truth judgments was not significantly correlated with actual lie detection accuracy. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

"They saw a negotiation": Partisanship and involvement.

The incompatibility error is the belief that the other party's interests are completely opposed to one's own in a negotiation situation, when in fact, the other party's interests are completely compatible with one's own. In Experiment 1, partisan and nonpartisan observers viewed a negotiation. Nonpartisan observers were more likely to detect compatible interests than the actual negotiators. In Experiment 2, high involvement worsened judgment accuracy among partisan observers but improved judgment accuracy among nonpartisan observers. Experiment 3 replicated the findings of Experiment 2: Nonpartisan observers made more accurate judgments when they were accountable than when they were not accountable; however, partisan observers made less accurate judgments when they were accountable than when they were not accountable. Partisans who were not accountable expressed the most confidence in their judgments. Partisans tended to judge their party to be more friendly than the other party; nonpartisans were more evenhanded in their judgments. There were no differences in recall of the videotaped interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the process relationship between person and situation judgments in attribution.

Ss were timed in 3 experiments as they answered 2 consecutive questions about stimulus sentences. The measure of interest was the extent to which answering the 1st question speeded-up answering the 2nd. The order of questions about person and situation influences on behavior was manipulated. Results indicated that the person judgment facilitated the situation judgment significantly more than the situation judgment facilitated the person judgment. The pattern of facilitation was reversed when Ss answered questions about themselves. Results are consistent with a model of concurrent resource allocation to person and situation information in conditions where the primary judgment task involves salient information. However, they are not consistent with a unidimensional or automatic view of person and situation judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognition instructions and recognition practice can alter the confidence–response time relationship.

Three face-recognition experiments examined how instructions for a recognition test (e.g., emphasize speed or emphasize accuracy) can impact the confidence–response time relationship for episodic memory reports. In all 3 experiments, the confidence–response time correlation was smaller when participants were told to speed up their responding rate, which suggests that participants in these conditions relied less on the artificially compressed response times in forming their confidence judgments than they would under "normal" circumstances. Also, recognition practice before the final memory test eliminated the effect of the recognition instruction manipulation. These results support J. S. Shaw's (1996) suggestion that witnesses rely in part on the fluency of their memory reports when generating confidence judgments, and these findings have important implications for understanding the relationships among witness confidence, accuracy, and response time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)