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ERIC Number: EJ1056087
Record Type: Journal
Publication Date: 2013-Sep
Pages: 7
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0278-7393
In a Year, Memory Will Benefit from Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments
Halamish, Vered; Nussinson, Ravit; Ben-Ari, Liat
Journal of Experimental Psychology: Learning, Memory, and Cognition, v39 n5 p1621-1627 Sep 2013
Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, participants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel