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In a Year, Memory Will Benefit From Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments.

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Bibliographic Details
Title: In a Year, Memory Will Benefit From Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments.
Authors: Halamish, Vered1, Nussinson, Ravit2, Ben-Ari, Liât2
Source: Journal of Experimental Psychology. Learning, Memory & Cognition. Sep2013, Vol. 39 Issue 5, p1621-1627. 7p.
Subject Terms: *Memory, *Learning, *Metacognition, *Information processing, *Experience, Judgment (Psychology)
Abstract: Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, partic-ipants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, partic-ipants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias. [ABSTRACT FROM AUTHOR]
ISSN:02787393
DOI:10.1037/a0032381