Uninformative anchoring effect in judgments of learning.
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| Title: | Uninformative anchoring effect in judgments of learning. |
|---|---|
| Authors: | Ikeda, Kenji1 (AUTHOR) kenikeda@tokaigakuin-u.ac.jp |
| Source: | Metacognition & Learning. Aug2023, Vol. 18 Issue 2, p527-548. 22p. |
| Subject Terms: | Anchoring effect |
| Abstract: | This experimental study examined whether the uninformative anchoring effect, which should be ignored, on judgments of learning (JOLs) was eliminated through the learning experience. In the experiments, the participants were asked to predict whether their performance on an upcoming test would be higher or lower than the anchor value (80% in the high anchor condition or 20% in the low anchor condition) before learning. Experiments 1a and 1b obtained consistent results, regardless of item difficulty. Specifically, the results showed that both the pre- and post-study JOLs in the high anchor condition were higher than those in the low anchor condition. Further, participants in the high (vs. low) anchor conditions made higher item-by-item JOLs during the learning process. This anchoring effect was maintained throughout the learning process. In contrast, there was no significant difference in recall performance between the two conditions. Experiment 3 demonstrated that the uninformative anchoring effect was not eliminated by obtaining test experience through a practice task before presenting anchoring information. These findings suggest that uninformative anchoring biases JOLs, but its effects are not eliminated by the learning experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Metacognition & Learning is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 168593752 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Uninformative anchoring effect in judgments of learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ikeda%2C+Kenji%22">Ikeda, Kenji</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kenikeda@tokaigakuin-u.ac.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Aug2023, Vol. 18 Issue 2, p527-548. 22p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Anchoring+effect%22">Anchoring effect</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This experimental study examined whether the uninformative anchoring effect, which should be ignored, on judgments of learning (JOLs) was eliminated through the learning experience. In the experiments, the participants were asked to predict whether their performance on an upcoming test would be higher or lower than the anchor value (80% in the high anchor condition or 20% in the low anchor condition) before learning. Experiments 1a and 1b obtained consistent results, regardless of item difficulty. Specifically, the results showed that both the pre- and post-study JOLs in the high anchor condition were higher than those in the low anchor condition. Further, participants in the high (vs. low) anchor conditions made higher item-by-item JOLs during the learning process. This anchoring effect was maintained throughout the learning process. In contrast, there was no significant difference in recall performance between the two conditions. Experiment 3 demonstrated that the uninformative anchoring effect was not eliminated by obtaining test experience through a practice task before presenting anchoring information. These findings suggest that uninformative anchoring biases JOLs, but its effects are not eliminated by the learning experience. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature 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: 10.1007/s11409-023-09339-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 527 Subjects: – SubjectFull: Anchoring effect Type: general Titles: – TitleFull: Uninformative anchoring effect in judgments of learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ikeda, Kenji IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Metacognition & Learning Type: main |
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