NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1056703
Record Type: Journal
Publication Date: 2015-Mar
Pages: 6
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0278-7393
Judgments of Learning as Memory Modifiers
Soderstrom, Nicholas C.; Clark, Colin T.; Halamish, Vered; Bjork, Elizabeth Ligon
Journal of Experimental Psychology: Learning, Memory, and Cognition, v41 n2 p553-558 Mar 2015
A frequent procedure used to study how individuals monitor their own learning is to collect judgments of learning (JOLs) during acquisition, considered to be important, in part, because such judgments are assumed to guide how individuals allocate their future learning resources. In such research, however, a tacit assumption is frequently made: Namely, that asking for such metacognitive judgments does not affect the learning process per se. In 3 experiments, the present research addressed the accuracy of this assumption and tested a possible account--based on aspects of Koriat's cue-utilization approach to JOLs (Koriat, 1997) and de Winstanley, Bjork, and Bjork's (1996) transfer-appropriate multifactor account of generation effects--for why the mere act of making JOLs might enhance later memory for the information so judged. Potential implications of the present findings for the future conduction of research using metacognitive measures as well as for students studying for exams is discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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: California