What is the impact of interleaving practice and delaying judgments on the accuracy of category-learning judgments?

How could people enhance the accuracy of judgments for predicting math performance on an upcoming test? Research on category-learning judgments shows that their accuracy is poor for predicting performance for mathematics concepts. Based on cue-utilization theory, interleaved practice (which can enhance performance) and delaying judgments after initial study were expected to produce diagnostic cues for predicting performance and in turn improve judgment accuracy. In three experiments, we had participants practice solving problems involving (a) volumes of three-dimensional shapes (Experiments 1, 2, and 3) and (b) fractions (Experiments 1 and 3).

The effect of identical word pairs on people's metamemory judgments: What are the contributions of processing fluency and beliefs about memory?

Judgments of learning (JOLs) are higher for identical pairs (dog-dog) than for related pairs (dog-cat). This identical effect may be mediated (a) by processing fluency (i.e.

Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit.

Knowledge updating occurs when people learn about the impacts of variables on memory after experiencing their effects. For instance, judgments of learning (JOLs) for encoding strategies (e.g.

The role of warnings in younger and older adults' retrieval-induced forgetting.

Retrieval-induced forgetting (RIF) is a phenomenon wherein practicing recalling some items impairs recall of semantically related, unpracticed items. Two experiments examined whether explicitly warning older (Experiment 1) and younger adults (Experiments 1 and 2) about RIF at different times during two exposures to the retrieval-practice paradigm would affect participants' forgetting. Participants in both experiments were either warned before encoding, retrieval-practice, recall, or not at all.

Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning.

Discovering how people judge their memories has been a major issue for metacognitive research for over 4 decades; many factors have been discovered that affect people's judgments, but exactly how those effects are mediated is poorly understood. For instance, the effect of word pair relatedness on judgments of learning (JOLs) has been repeatedly demonstrated, yet the underlying basis of this substantial effect is currently unknown. Thus, in three experiments, we assessed the contribution of beliefs and processing fluency.