Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.

ABSTRACT: When people try to learn new information (e.g., in a school setting), they often have multiple opportunities to study the material. One of the most important things to know is whether people adjust their study behavior on the basis of past success so as to increase their overall level of learning (for example, by emphasizing information they have not yet learned). Monitoring their learning is a key part of being able to make those kinds of adjustments. We used a recognition memory task to replicate prior research showing that memory for past test outcomes influences later monitoring, as measured by judgments of learning (JOLs; confidence that the material has been learned), but also to show that subjective confidence in whether the test answer and the amount of time taken to restudy the it

SUBMITTER: Hertzog C 

PROVIDER: S-EPMC4405771 | biostudies-literature | 2013

REPOSITORIES: biostudies-literature