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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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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]
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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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Halamish%2C+Vered%22">Halamish, Vered</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nussinson%2C+Ravit%22">Nussinson, Ravit</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ben-Ari%2C+Liât%22">Ben-Ari, Liât</searchLink><relatesTo>2</relatesTo>
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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>. Sep2013, Vol. 39 Issue 5, p1621-1627. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+processing%22">Information processing</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink>
– Name: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  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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        Value: 10.1037/a0032381
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        Text: English
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      – SubjectFull: Memory
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Information processing
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      – SubjectFull: Experience
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      – SubjectFull: Judgment (Psychology)
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      – TitleFull: 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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              M: 09
              Text: Sep2013
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