Does Interactive Imagery Influence the Reactive Effect of Judgments of Learning on Memory?

Making judgments of learning (JOLs) while studying is a useful tool for students to evaluate the status of their learning. Additionally, in associative learning contexts, JOLs can directly benefit learning when the to-be-learned information is related. One explanation for this reactive effect is that making JOLs strengthens the associative relationship, leading to enhanced memory performance when a test relies on that relationship (e.

Students' decisions to switch between categories or stay within them are related to practice classification performance.

How exemplars are ordered - blocked or interleaved - can play a critical role in later classification performance. Even so, when students self-regulate their learning, they typically block their study by choosing to stay within the same category on subsequent trials. Our goal was to evaluate the degree to which such decisions to stay within a category are influenced by performance on the previous practice trial.

Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions?

Learning complex concepts is necessary for student success, but it is often challenging. Learning such concepts can be influenced by students' study order choices during learning to switch to a new category (interleaved study order) or stay within the same category (blocked study order). Students often prefer stay decisions during learning and make relatively few switch decisions; however, an open question is whether students' switch decisions are related to their level of prior knowledge in the domain and the learning strategy they use (retrieval practice versus study).

Older and younger adults' revision of health misconceptions.

Although ample younger adult research has detailed effective strategies for revising misconceptions, research with older adults is less extensive. Older adults may be less able to correct errors in knowledge due to age-related changes in cognition, but it is also possible that older adults' revision of misconceptions has been limited by methodologies which do not provide adequate support for correction. In two experiments, we examined how older and younger adults revise health-related misconceptions when provided with cognitive support in the form of explicit detailed feedback and an immediate test.