| Abstract: | The accuracy and relations between students' specific and general knowledge of content and origin were examined. Students answered multiple-choice questions derived from the text, lecture, or both sources, decided whether each question originated from one of these sources or from their own conclusions, decided whether they had lecture information in their notes, and rated their confidence in these judgments. The three types of questions were equally difficult to answer but were significantly different in the accuracy and confidence of origin judgments, and confidence in the answers' correctness. Students' origin judgments were equivalent when they correctly and incorrectly answered questions. Students who knew fewer correct answers tended to be more confused about the origin of their knowledge. The dissociation between origin and content knowledge is discussed within M. K. Johnson and C. L. Raye's (see record 1981-06694-001) reality-monitoring model, with emphasis on the inference and retrieval processes involved in judging the origin of one's knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
