Phrasing Questions in Terms of Current (Not Future) Knowledge Increases Preferences for Cue-Only Judgments of Learning
2013 (English)In: Archives of Scientific Psychology, ISSN 2169-3269, Vol. 1, no 1, 7-13 p.Article in journal (Refereed) Published
Judgments of learning (JOLs) predict later recall more accurately when they are made, after a delay, based on a cue alone compared with a cue and target. We investigated whether people recognize the benefit of cue-only responses when making JOLs and whether their preferences depend on how JOL prompts are phrased. Forty participants studied glossaries and then made delayed cue-only and cue-target JOLs. In one condition, where the JOL prompts were phrased as predictions of future memory performance, only 15% of the participants preferred the cue-only strategy, replicating Jönsson and Kerimi (2011). In another condition, where JOLs were phrased as assessments of the current state of learning, 55% preferred the cue-only strategy. To conclude, students do not seem to recognize the value of cue-only JOLs, but they picked the superior JOL strategy more often when the JOL phrasing focused their attention on their knowledge state at the time of the JOL, rather than on a future state.
Place, publisher, year, edition, pages
American Psychological Association (APA), 2013. Vol. 1, no 1, 7-13 p.
metacognitive knowledge, learning strategies, judgements of learning, the delayed JOL effect, metacognition
Research subject Psychology
IdentifiersURN: urn:nbn:se:su:diva-97190DOI: 10.1037/arc0000002OAI: oai:DiVA.org:su-97190DiVA: diva2:676316
This research was supported by grants from the Swedish Research Council (2006-1851 & 2009-2334) to Fredrik U. Jönsson. We are indebted to Andrea Gradin for help with the data collection.2013-12-052013-12-052014-01-21Bibliographically approved