Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments.
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| Title: | Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments. |
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| Authors: | Halamish, Vered1 vered.halamish@biu.ac.il, Undorf, Monika2 |
| Source: | Journal of Experimental Psychology. Learning, Memory & Cognition. Apr2023, Vol. 49 Issue 4, p547-556. 10p. |
| Abstract: | Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related word pairs but not for unrelated word pairs. Theories that have attempted to explain this pattern of results assume that people attend to and process cue-target relatedness during learning more when making JOLs than they spontaneously do when not making JOLs. The present research directly tested this relatedness-processing assumption with unrelated and related word pairs as well as with hitherto unexamined materials: identical word pairs. In three experiments, participants studied word pairs while either making or not making JOLs. Results revealed that making JOLs improved memory for related word pairs as well as for identical word pairs, but not for unrelated word pairs. Importantly, in two of the experiments, participants were further asked to judge at test whether each cue appeared with an unrelated, related, or identical target before attempting to recall it. Results revealed that making JOLs improved the accuracy of these relatedness judgments independently from its effect on recall, thus providing direct evidence that people process cue-target relatedness when making JOLs more than they spontaneously do when not making JOLs. These findings contribute to a more comprehensive understanding of why judging one's own learning can modify memory and, more broadly, suggest that instructions to monitor learning can direct people's attention to information that is not or less processed otherwise. [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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163200624 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Halamish%2C+Vered%22">Halamish, Vered</searchLink><relatesTo>1</relatesTo><i> vered.halamish@biu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Undorf%2C+Monika%22">Undorf, Monika</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Psychology%2E+Learning%2C+Memory+%26+Cognition%22">Journal of Experimental Psychology. Learning, Memory & Cognition</searchLink>. Apr2023, Vol. 49 Issue 4, p547-556. 10p. – Name: Abstract Label: Abstract Group: Ab Data: Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related word pairs but not for unrelated word pairs. Theories that have attempted to explain this pattern of results assume that people attend to and process cue-target relatedness during learning more when making JOLs than they spontaneously do when not making JOLs. The present research directly tested this relatedness-processing assumption with unrelated and related word pairs as well as with hitherto unexamined materials: identical word pairs. In three experiments, participants studied word pairs while either making or not making JOLs. Results revealed that making JOLs improved memory for related word pairs as well as for identical word pairs, but not for unrelated word pairs. Importantly, in two of the experiments, participants were further asked to judge at test whether each cue appeared with an unrelated, related, or identical target before attempting to recall it. Results revealed that making JOLs improved the accuracy of these relatedness judgments independently from its effect on recall, thus providing direct evidence that people process cue-target relatedness when making JOLs more than they spontaneously do when not making JOLs. These findings contribute to a more comprehensive understanding of why judging one's own learning can modify memory and, more broadly, suggest that instructions to monitor learning can direct people's attention to information that is not or less processed otherwise. [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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1037/xlm0001174 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 547 Titles: – TitleFull: Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Halamish, Vered – PersonEntity: Name: NameFull: Undorf, Monika IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02787393 Numbering: – Type: volume Value: 49 – Type: issue Value: 4 Titles: – TitleFull: Journal of Experimental Psychology. Learning, Memory & Cognition Type: main |
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