Changes in learning strategies contribute to negative reactivity of immediate judgments of learning.

There is evidence that asking people to predict their own memory performance during learning (immediate judgments of learning, JOLs) can alter memory. Changes in the use of learning strategies have been proposed to contribute to these reactive effects of JOLs. This study addresses the impact of making JOLs on the use of learning strategies and the contribution of learning strategies to JOL reactivity.

Reducing cheap talk? How monetary incentives affect the accuracy of metamemory judgments.

The accuracy of metacognitive judgments is rarely incentivized in experiments; hence, it depends on the participants' willingness to invest cognitive resources and respond truthfully. According to arguments promoted in economic research that performance cannot reach its full potential without proper motivation, metacognitive abilities might therefore have been underestimated. In two experiments (N = 128 and N = 129), we explored the impact of incentives on the accuracy of judgments of learning (JOLs), memory performance, and cue use in free recall of word lists.

The association between physical activity and memory interference.

Habitual physical activity has been shown to improve memory performance, yet investigations into its effects concerning memory interference remain limited. Additionally, minimal research has evaluated the association between habitual physical activity behaviors occurring in different contexts (e.g.

Predicting the memorability of scene pictures: Improved accuracy through one's own experience.

There are conflicting findings regarding the accuracy of metamemory for scene pictures. Judgements of stimulus memorability in general ( [MJs]) have been reported to be unpredictive of actual image memorability. However, other studies have found that (JOLs)-predictions of one's own later memory performance for recently studied items-are moderately predictive of people's own actual recognition memory for pictures.

Why do judgments of learning modify memory? Evidence from identical pairs and relatedness judgments.

Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related word pairs but not for unrelated word pairs. Theories that have attempted to explain this pattern of results assume that people attend to and process cue-target relatedness during learning more when making JOLs than they spontaneously do when not making JOLs.

"You don't know what this means to me" - Uncovering idiosyncratic influences on metamemory judgments.

Studies of the mind often focus on general effects on cognitive processes, whereas influences of idiosyncratic interactions between participants and items evade experimental control or assessment. For instance, assessments of one's own learning and memory processes-metamemory judgments-are attributed to people's reliance on commonly shared characteristics of study materials (e.g.

On the pervasive effect of word frequency in metamemory.

Predictions of one's future memory performance-judgements of learning (JOLs)-are based on the cues that learners regard as diagnostic of memory performance. One of these cues is word frequency or how often words are experienced in the language. It is not clear, however, whether word frequency would affect JOLs when other cues are also available.

Hindsight bias in metamemory: outcome knowledge influences the recollection of judgments of learning.

Hindsight bias describes people's tendency to overestimate how accurately they have predicted an event's outcome after obtaining knowledge about it. Outcome knowledge has been shown to influence various forms of judgments, but it is unclear whether outcome knowledge also produces a hindsight bias on Judgments of Learning (JOLs). Three experiments tested whether people overestimated the accuracy of their memory predictions after obtaining knowledge about their actual memory performance.

Metamemory for pictures of naturalistic scenes: Assessment of accuracy and cue utilization.

Memory for naturalistic pictures is exceptionally good. However, little is known about people's ability to monitor the memorability of naturalistic pictures. We report the first systematic investigation into the accuracy and basis of metamemory in this domain.

Effect of impoverished information on multisensory integration in judgments of learning.

According to the principle of inverse effectiveness (PIE), weaker responses to information in one modality (i.e., unisensory) benefit more from additional information in a second modality (i.

Subjective Confidence in the Response to Personality Questions: Some Insight Into the Construction of People's Responses to Test Items.

Drawing on research on subjective confidence, we examined how the confidence and speed in responding to personality items track the consistency and variability in the response to the same items over repeated administrations. Participants ( = 57) responded to 132 personality items with a true/false response format. The items were presented five times over the course of two sessions.

The neurocognitive basis of metamemory: Using the N400 to study the contribution of fluency to judgments of learning.

Metamemory is crucial for monitoring, evaluating, and optimizing memory performance. The basis of metamemory, however, is a matter of considerable debate. In the present study, we examined the contribution of processing fluency-the ease of processing information during learning-to metamemory judgments.

Cue integration in metamemory judgements is strategic.

People base judgements about their own memory processes on probabilistic cues such as the characteristics of study materials and study conditions. While research has largely focused on how single cues affect metamemory judgements, a recent study by Undorf, Söllner, and Bröder found that multiple cues affected people's predictions of their future memory performance (judgements of learning, JOLs). The present research tested whether this finding was indeed due to strategic integration of multiple cues in JOLs or, alternatively, resulted from people's reliance on a single unified feeling of ease.

Metamemory viewed through the judgment lens.

Metamemory research makes extensive use of judgments, such as judgments of learning (JOLs). In a JOL, people predict their chance of remembering a recently studied item in a memory test. There is a general agreement that JOLs rely on probabilistic cues that are combined in an inference process.

Is all metamemory monitoring spared from aging? A dual-process examination.

Although recollection-based memory declines with age, relative metamemory monitoring is reported to be spared from aging. Based on a dual-process perspective on memory, we tested whether it is specifically the monitoring of automatic influences of memory (familiarity), but not of recollection, that is spared. In Experiment 1, we used the process-dissociation procedure (PDP) task from Undorf, Böhm, and Cüpper (2016) requiring modality-based exclusions and found older (61-83 years) adults' judgments of learning (JOLs) to predict both recollection and familiarity estimates.

Metamemory and memory for a wide range of font sizes: What is the contribution of perceptual fluency?

Words printed in a larger 48-point font are judged to be more memorable than words printed in a smaller 18-point font, although font size does not affect actual memory. To clarify the basis of this font size effect on metamemory and memory, 4 experiments investigated how presenting words in 48 (Experiment 1) or 4 (Experiments 2 to 4) font sizes between 6 point and 500 point affected judgments of learning (JOLs) and recall performance. Response times in lexical decision tasks were used to measure perceptual fluency.

The Prototypical Majority Effect Under Social Influence.

Majority views are reported with greater confidence and fluency than minority views, with the difference increasing with majority size. This Prototypical Majority Effect (PME) was attributed generally to conformity pressure, but Koriat et al. showed that it can arise from the processes underlying decision and confidence independent of social influence.

Simultaneous utilization of multiple cues in judgments of learning.

There is much evidence that metacognitive judgments, such as people's predictions of their future memory performance (judgments of learning, JOLs), are inferences based on cues and heuristics. However, relatively little is known about whether and when people integrate multiple cues in one metacognitive judgment or focus on a single cue without integrating further information. The current set of experiments systematically addressed whether and to what degree people integrate multiple extrinsic and intrinsic cues in JOLs.

The puzzle of study time allocation for the most challenging items.

Learners often allocate more study time to challenging items than to easier ones. Nevertheless, both predicted and actual memory performance are typically worse for difficult than for easier items. The resulting inverse relations between people's predictions of their memory performance (judgments of learning; JOLs) and self-paced study time (ST) are often explained by bottom-up, data-driven ST allocation that is based on fluency.

Intuition and metacognition: The effect of semantic coherence on judgments of learning.

The idea that two distinct modes of thought affect human cognition and behavior has received considerable attention in psychology. In the domain of metacognition, it is assumed that metacognitive judgments are based on both nonanalytic, experience-based processes and analytic, theory-based processes. This study examined whether the experience-based process of intuition underlies people's predictions of their future memory performance (judgments of learning; JOLs).

Do judgments of learning predict automatic influences of memory?

Current memory theories generally assume that memory performance reflects both recollection and automatic influences of memory. Research on people's predictions about the likelihood of remembering recently studied information on a memory test, that is, on judgments of learning (JOLs), suggests that both magnitude and resolution of JOLs are linked to recollection. However, it has remained unresolved whether JOLs are also predictive of automatic influences of memory.

The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency.

The cue-utilization view to judgments of learning (JOLs) assumes that both ease of processing during study and people's beliefs about memory may contribute to people's predictions on the likelihood of remembering recently studied information. However, a recent study (Mueller, Tauber, & Dunlosky, Psychonomic Bulletin & Review, 20(2), 378-384, 2013; Experiment 3) found that processing fluency does not contribute to the effect of pair relatedness on JOLs, that is, to higher JOLs for related paired associates as compared to unrelated paired associates. We investigated whether this finding primarily depends on specific aspects of the paired associates employed or on the measure of processing fluency used in the previous study.

Separation of encoding fluency and item difficulty effects on judgements of learning.

The fluency of information encoding has frequently been discussed as a major determinant of predicted memory performance indicated by judgements of learning (JOLs). Previous studies established encoding fluency effects on JOLs. However, it is largely unknown whether fluency takes effect above and beyond the effects of item difficulty.

Judgments of learning reflect encoding fluency: conclusive evidence for the ease-of-processing hypothesis.

According to the ease-of-processing hypothesis, judgments of learning (JOLs) rely on the ease with which items are committed to memory during encoding--that is, encoding fluency. Conclusive evidence for this hypothesis does not yet exist because encoding fluency and item difficulty have been confounded in all previous studies. To disentangle the effects of encoding fluency and item difficulty on JOLs, we used a variant of the learner-observer-judge method in which participants observed the study phase of another participant and indicated his or her JOLs.