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ERIC Number: EJ836532
Record Type: Journal
Publication Date: 2009-May
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0278-7393
Metamemory Judgments and the Benefits of Repeated Study: Improving Recall Predictions through the Activation of Appropriate Knowledge
Tiede, Heather L.; Leboe, Jason P.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v35 n3 p822-828 May 2009
Correspondence between judgments of learning (JOLs) and actual recall tends to be poor when the same items are studied and recalled multiple times (e.g., A. Koriat, L. Sheffer, & H. Ma'ayan, 2002). The authors investigated whether making relevant metamemory knowledge more salient would improve the association between actual and predicted recall as a function of repeated exposure to the same study list. In 2 experiments, participants completed 4 study-recall phases involving the same list of items. In addition to having participants make item-by-item JOLs during each study phase, after the 1st study-recall phase participants also generated change-in-recall estimates as to how many more or fewer words they would recall given another exposure to the same study list. This estimation procedure was designed to highlight repeated study as a factor that can contribute to recall performance. Activating metamemory knowledge about the benefits of repeated study for recall in this way allowed participants to accurately express this knowledge in a free-recall context (Experiment 2), but less so when the memory test was cued recall (Experiment 1). (Contains 4 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A