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Judgments of Learning as Memory Modifiers.

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Title: Judgments of Learning as Memory Modifiers.
Authors: Soderstrom, Nicholas C.1 nsoderstrom@psych.ucla.edu, Clark, Colin T.1, Halamish, Vered1, Bjork, Elizabeth Ligon1
Source: Journal of Experimental Psychology. Learning, Memory & Cognition. Mar2015, Vol. 41 Issue 2, p553-558. 6p.
Subject Terms: *Metacognition, *Memory, Self-perception, Vigilance (Psychology), Self-monitoring (Psychology)
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Psychology. Learning, Memory & Cognition is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Judgments of Learning as Memory Modifiers.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Psychology%2E+Learning%2C+Memory+%26+Cognition%22">Journal of Experimental Psychology. Learning, Memory & Cognition</searchLink>. Mar2015, Vol. 41 Issue 2, p553-558. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Vigilance+%28Psychology%29%22">Vigilance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-monitoring+%28Psychology%29%22">Self-monitoring (Psychology)</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Experimental Psychology. Learning, Memory & Cognition is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=101505659
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        Value: 10.1037/a0038388
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        Text: English
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        Type: general
      – SubjectFull: Memory
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      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Vigilance (Psychology)
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            NameFull: Clark, Colin T.
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              Text: Mar2015
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              Y: 2015
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