How font size affects judgments of learning: Simultaneous mediating effect of item-specific beliefs about fluency and moderating effect of beliefs about font size and memory.

ABSTRACT: Numerous studies have provided experience-based or theory-based frameworks for the basis of judgment of learning (JOL). However, few studies have directly measured processing experience and beliefs related to the same cue in one experiment and examined their joint contribution to JOLs. The present study focused on font-size effects and aimed to examine the simultaneous contribution of processing fluency and beliefs to the effect of font size on JOLs. We directly measured processing fluency via self-paced study time. We also directly measured participants' beliefs via two approaches: pre-study global differentiated predictions (GPREDs) as an indicator of preexisting beliefs about font size and memory and ease of learning judgments (EORs) as online generated item-specific beliefs about fluen

SUBMITTER: Su N 

PROVIDER: S-EPMC6054382 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature