An investigation of students' knowledge of the delayed judgements of learning effect
2011 (English)In: Journal of Cognitive Psychology, ISSN 2044-5911, Vol. 23, no 3, 358-373 p.Article in journal (Refereed) Published
Judgements of learning (JOL) of paired associates can be made immediately after learning or after a delay, while viewing the first word (cue) only or both words (cue–target) in a pair. Delayed cue-only judgements are more related to subsequent memory performance than delayed cue–target, immediate cue-only, or immediate cue–target judgements. In two experiments we tested students' knowledge of this delayed JOL effect and whether their knowledge increases as a function of task experience (Experiment 2). The majority of the participants did not choose the more effective judgement strategy and they did not systematically alter their behaviour as a function of task experience. Instead, a subset of the participants selected judgement strategies on the basis of a learning goal, that is, a strategy that let them restudy both words in a pair. In sum, most students appear to be unaware of the powerful influence of delayed cue-only JOLs on monitoring accuracy.
Place, publisher, year, edition, pages
2011. Vol. 23, no 3, 358-373 p.
delayed JOL effect, ease of learning, judgements of learning, metamemory
Research subject Psychology
IdentifiersURN: urn:nbn:se:su:diva-62131DOI: 10.1080/20445911.2011.518371ISI: 000291802900007OAI: oai:DiVA.org:su-62131DiVA: diva2:439936
FunderSwedish Research Council, 2006-1851
This research was supported by a grant from the Swedish Research Council (No. 2006-1851) to FJ. We are indebted to Anya Zasmolina for help with the data collection in Experiment 1, and to two anonymous reviewers and Lisa K. Son for helpful and insightful comments on an earlier version of the manuscript.2011-09-092011-09-092012-01-20Bibliographically approved