Exploring the Role of Attentional Reorienting in the Reactive Effects of Judgments of Learning on Memory Performance.

Making judgments of learning (JOLs) while studying related word pairs can enhance performance on tests that rely on cue-target associations (e.g., cued recall) compared to studying alone.

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.

Judgments of learning enhance recall for category-cued but not letter-cued items.

Making immediate judgments of learning (JOLs) during study can influence later memory performance, with a common outcome being that JOLs improve cued-recall performance for related word pairs (i.e., positive reactivity) and do not impact memory for unrelated pairs (i.

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).

People hold mood-congruent beliefs about memory but do not use these beliefs when monitoring their learning.

Contemporary theories of metacognitive monitoring propose that beliefs play a critical role in monitoring of learning. Even so, recent evidence suggests that beliefs are not always sufficient to impact people's monitoring. In seven experiments, we explored people's beliefs about the impact of mood and item valence on memory and whether people use their beliefs about these cues when monitoring their learning.

The rich-get-richer effect: Prior knowledge predicts new learning of domain-relevant information.

When learning new information, students' prior knowledge related to that information will often vary. Prior research has not systematically explored how prior knowledge relates to learning of new, previously unknown information. Accordingly, the goal of the present research was to explore this relationship.

How do older adults maintain corrections in knowledge across a lengthy delay?

Older adults often correct errors in existing knowledge as effectively as younger adults despite the fact that inaccurate knowledge has the potential to cause interference with memory for a correct response. In the current experiments, we sought to explore whether error corrections are maintained across a delay and identify mechanisms that may support this process. In Experiment 1, younger and older adults answered general knowledge questions, rated confidence in their responses, were shown feedback, and rated their prior knowledge of the question and answer.

Do judgments of learning modify older adults' actual learning?

Judgments of learning (JOLs) can improve younger adults' associative learning of related information. One theoretical explanation for this finding is that JOLs strengthen the relationship between the cue and target words of a related word pair. This cue-strengthening hypothesis is particularly relevant for older adults because learning interventions that enhance associations between items typically benefit their learning.

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs.

The cue-utilization framework (Koriat, 1997) and the analytic processing theory (Dunlosky, Mueller, & Tauber, 2015) identify people's beliefs about their memory as central to how judgments of learning (JOLs) are made. This assumption is supported by ample evidence. However, researchers have almost exclusively explored the impact of participants' beliefs about the materials or the learning task, and none have evaluated the impact of beliefs about a person on JOLs.

Aging and forgetting: Forgotten information is perceived as less important than is remembered information.

Recently, researchers have evaluated the mechanisms that contribute to younger adults' metacognitive monitoring. According to analytic-processing theory, people's beliefs about their memory are central to their monitoring judgments. Although this theory has received ample support with younger adults, it has yet to be evaluated with older adults.

Monitoring of learning for emotional faces: how do fine-grained categories of emotion influence participants' judgments of learning and beliefs about memory?

Researchers have evaluated how broad categories of emotion (i.e. positive and negative) influence judgments of learning (JOLs) relative to neutral items.

The concreteness effect on judgments of learning: Evaluating the contributions of fluency and beliefs.

Researchers have often determined how cues influence judgments of learning (JOLs; e.g., concrete words are assigned higher JOLs than are abstract words), and recently there has been an emphasis in understanding why cues influence JOLs (i.

Explaining the forgetting bias effect on value judgments: The influence of memory for a past test.

People often feel that information that was forgotten is less important than remembered information. Prior work has shown that participants assign higher importance to remembered information while undervaluing forgotten information. The current study examined two possible accounts of this finding.