Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures.
Journal of Experimental Psychology Learning Memory and CognitionPublished 1 January 2006
Asher Koriat, Robert A. Bjork
Citations141
SJR quartileQ1
SJR score1.23
SNIP1.24
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
TL;DR
The results support the notion that improved metacognition is 1 key to optimizing transfer but also that educating subjective experience does not guarantee generalization to new situations.
Abstract
Previous research indicated that learners experience an illusion of competence during learning (termed foresight bias) because judgments of learning (JOLs) are made in the presence of information that will be absent at test. The authors examined the following 2 procedures for alleviating foresight bias: enhancing learners' sensitivity to mnemonic cues pertaining to ease of retrieval and inducing learners to resort to theory-based judgments as a basis for JOLs. Both procedures proved effective in mending metacognitive illusions-as reflected in JOLs and self-regulation of study time-but only theory-based debiasing yielded transfer to new items. The results support the notion that improved metacognition is 1 key to optimizing transfer but also that educating subjective experience does not guarantee generalization to new situations.
Keywords
PsychologyComputer ScienceNeuroscience
How people learn: Brain, mind, experience, and school.
12,897 Citations1999John D. Bransford, Ann L. Brown +1 more
F.E. Peacock eBooksReview of research in education
7,751 Citations1973Lee S. Shulman, Susan Mowry +1 more
Rethinking Learning considers what counts as Learning and What Learning Counts, as well as re-mediating Theory and Methods With a Transformative Agenda, and redefining Disciplinary Learning in Classroom Contexts.
Dual-process theories in social psychology
6,105 Citations1999Shelly Chaiken, Yaacov Trope
The Psychology of learning and motivation/The psychology of learning and motivationThe Psychology of Learning and Motivation: Advances in Research and Theory
6,039 Citations2010
Cognition and InstructionReciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
5,135 Citations1984Annemarie Sullivan Palincsar, Ann L. Brown
Academy of Management ReviewHeuristics and Biases: The Psychology of Intuitive Judgment
3,600 Citations2004William P. Bottom, Thomas Gilovich +2 more
Handbook of Educational Psychology
3,216 Citations2013David C. Berliner, Robert C. Calfee
Cognitive PsychologySchema induction and analogical transfer
2,912 Citations1983Mary L. Gick, Keith J. Holyoak
The Psychology of learning and motivation/The psychology of learning and motivationMetamemory: A Theoretical Framework and New Findings
2,476 Citations1990Thomas O. Nelson
Behavior Research Methods, Instruments, & ComputersThe University of South Florida free association, rhyme, and word fragment norms
1,973 Citations2004Douglas L. Nelson, Cathy L. McEvoy +1 more
The database will be useful for investigators interested in cuing, priming, recognition, network theory, linguistics, and implicit testing applications, and for evaluating the predictive value of free association probabilities as compared with other measures, such as similarity ratings and co-occurrence norms.
Review of Research in EducationRethinking Transfer: A Simple Proposal with Multiple Implications
1,405 Citations1999John D. Bransford, Daniel L. Schwartz
Journal of Experimental Psychology GeneralMonitoring one's own knowledge during study: A cue-utilization approach to judgments of learning.
1,231 Citations1997Asher Koriat
Current Directions in Psychological ScienceWhy People Fail to Recognize Their Own Incompetence
1,221 Citations2003David Dunning, Kerri L. Johnson +2 more
Journal of Personality and Social PsychologyThinking too much: Introspection can reduce the quality of preferences and decisions.
1,200 Citations1991Timothy D. Wilson, Jonathan W. Schooler
Psychological ReviewMonitoring and control processes in the strategic regulation of memory accuracy.
1,027 Citations1996Asher Koriat, Morris Goldsmith
Transfer of Learning: Cognition, Instruction, and Reasoning
961 Citations2011Robert E. Haskell
Review of Research in EducationChapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
878 Citations1999John D. Bransford, Daniel L. Schwartz
Psychological ReviewHow do we know that we know? The accessibility model of the feeling of knowing.
866 Citations1993Asher Koriat
The present work examined the question of FOK accuracy, the links between memory strength, accessibility of correct and incorrect information about the target, FOK judgments, and recognition memory within a unified model, with the aim of demystifying the FOK phenomenon.
Journal of Educational PsychologyAccuracy of metacognitive monitoring affects learning of texts.
737 Citations2003Keith W. Thiede, Mary C. Anderson +1 more
Psychological ScienceWhen People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall: The “Delayed-JOL Effect”
581 Citations1991Thomas O. Nelson, John Dunlosky
Journal of Memory and LanguageIllusions of immediate memory: Evidence of an attributional basis for feelings of familiarity and perceptual quality
510 Citations1990Bruce W. A. Whittlesea, Larry L. Jacoby +1 more
Psychology Press eBooksImplicit Memory and Metacognition
488 Citations2014
This chapter discusses Metacognition Does Not Imply Awareness: Strategy Choice is Governed by Implicit Learning and Memory, and Neural Mechanisms For the Control and Monitoring of Memory: A Parallel Distributed Processing Perspective.
Journal of Experimental Psychology GeneralThe mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index.
447 Citations1998Aaron S. Benjamin, Robert A. Bjork +1 more
In each of 3 experiments, participants' predictions of their own future recall performance were examined under conditions in which probability or speed of retrieval at one time or on one task is known to be negatively related to retrieval probability on a later task.
Journal of Experimental Psychology Learning Memory and CognitionWhat determines initial feeling of knowing? Familiarity with question terms, not with the answer.
443 Citations1992Lynne M. Reder, Frank E. Ritter
The Psychology of learning and motivation/The psychology of learning and motivationNonanalytic Cognition: Memory, Perception, and Concept Learning
435 Citations1984Larry L. Jacoby, Lee R. Brooks
Evidence is presented that challenges major points in the usual, divergent treatment of perception, categorization, and episodic memory, and the effects on perception and categorization of manipulations that have traditionally been employed in investigations of explicit episodicMemory tasks.
Consciousness and CognitionThe Feeling of Knowing: Some Metatheoretical Implications for Consciousness and Control
432 Citations2000Asher Koriat
Examination of the cues that affect noetic feelings suggest that not only do these feelings inform controlled action, but they are also informed by feedback from the outcome of that action.
Problem-Solving Transfer
423 Citations2013David C. Berliner, Robert C. Calfee
Journal of Experimental Psychology GeneralThe intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.
408 Citations2006Asher Koriat, Hilit Ma’ayan +1 more
Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented and the issue of the cause-and-effect relation between subjective experience and behavior is discussed.
Cambridge University Press eBooksThe Cambridge Handbook of Consciousness
389 Citations2007Philip David Zelazo, Philip David Zelazo +24 more
Journal of Experimental Psychology Learning Memory and CognitionIllusions of Competence in Monitoring One's Knowledge During Study.
339 Citations2005Asher Koriat, Robert A. Bjork
Using a paired-associates task, the authors examined aspects of the cue-target relationships that seemed likely contributors to such illusions of competence as the probability with which a cue, when presented alone, elicits the corresponding target versus the perceived association between the cue and the target when both are present.
Cognitive ScienceTeachability of Reflective Processes in Written Composition
338 Citations1984Marlene Scardamalia, Carl Bereiter +1 more
An instructional experiment involving sixth-graders aimed at helping them sustain such a two-way process independently, in place of the more typical one- way process of generating content and writing it out, indicate gains were made at the level of reflection on individual ideas.
Journal of Experimental Psychology GeneralPredicting One's Own Forgetting: The Role of Experience-Based and Theory-Based Processes.
333 Citations2004Asher Koriat, Robert A. Bjork +2 more
Results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering.
Journal of Memory and LanguageMemory predictions are based on ease of processing
321 Citations1989Ian Begg, Susanna Duft +3 more
Memory & CognitionImportance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect
304 Citations1992John Dunlosky, Thomas O. Nelson
It is found that the kind of cue that is used for JOLs is critical, and to have the greatest accuracy at predicting eventual recall, a person should make J OLs not immediately after study but, instead, shortly after study (i.e., delayedJOLs).
Journal of Research in Science TeachingSupporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking
304 Citations1999Xiaodong Lin, James Daniel Lehman
Qualitative data showed that the reason justification prompts directed students' attention to understanding when, why, and how to employ experiment design principles and strategies, and this in turn helped students to transfer their understanding to a novel problem.
Journal of Experimental Psychology GeneralComparing objective and subjective learning curves: Judgments of learning exhibit increased underconfidence with practice.
274 Citations2002Asher Koriat, Limor Sheffer +1 more
The underconfidence-with-practice (UWP) effect was very robust across several experimental manipulations, such as feedback or no feedback regarding the correctness of the answer, self-paced versus fixed-rate presentation, different incentives for correct performance, magnitude and direction of associative relationships, and conditions producing different degrees of knowing.
Journal of Experimental Psychology Learning Memory and CognitionAllocation of self-paced study time and the "labor-in-vain effect."
270 Citations1988Thomas O. Nelson, R. Jacob Leonesio
The major findings were: ease-of-learning judgments and feeling- of-knowing judgments are reliably related to study-time allocation, with more self-paced study time being allocated to the supposedly more difficult items.
Journal of Memory and LanguageAdult Egocentrism: Subjective Experience versus Analytic Bases for Judgment
258 Citations1996Colleen M. Kelley, Larry L. Jacoby
Journal of Memory and LanguageDoes the Sensitivity of Judgments of Learning (JOLs) to the Effects of Various Study Activities Depend on When the JOLs Occur?
226 Citations1994John Dunlosky, Thomas O. Nelson
Journal of Memory and LanguageThe effects of encoding fluency and retrieval fluency on judgments of learning
218 Citations2005Asher Koriat, Hilit Ma’ayan
Journal of Educational PsychologyThe computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner.
182 Citations1989Gavriel Salomon, Tamar Globerson +1 more
Journal of Experimental Psychology Learning Memory and CognitionEncoding fluency is a cue used for judgments about learning.
147 Citations2003Christopher Hertzog, John Dunlosky +2 more
An important role of encoding fluency is suggested in the formation of metacognitive judgments about learning and future recall in paired-associate learning.
Cambridge University Press eBooksFeelings as Information: Moods Influence Judgments and Processing Strategies
146 Citations2002Norbert Schwarz
Psychological MethodsA Revised Methodology for Research on Metamemory: Pre-judgment Recall And Monitoring (PRAM).
120 Citations2004Thomas O. Nelson, Louis Narens +1 more
A revised methodology is described for research on metacognitive monitoring, especially judgments of learning (JOLs), to investigate psychological processing that previously has been only hypothetical and unobservable.
Current Directions in Psychological ScienceTransfer as the Productive Use of Acquired Knowledge, Skills, and Motivations
117 Citations2003Erik De Corte
Memory & CognitionFluency of retrieval at study affects judgments of learning (JOLs): An analytic or nonanalytic basis for JOLs?
113 Citations2001Greg Matvey, John Dunlosky +1 more
Findings are consistent with the conclusions that the fluency of generation at study is a cue for JOLs and that such fluency effects are partly mediated by an analytic inference about how fluency is related to memory.
Metacognition
111 Citations2002Patrick Chambres, Marie Izaute +1 more
Psychology Press eBooksRetrieval Fluency as a Metacognitive Index
106 Citations2014Aaron S. Benjamin, Robert A. Bjork
Cambridge University Press eBooksThe relation between metacognitive monitoring and control
98 Citations2002Lisa K. Son, Bennett L. Schwartz
Memory & CognitionIllusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test
96 Citations2006Asher Koriat, Robert A. Bjork
The present findings suggest that overconfidence and misallocation of study time arise from a mismatch that is inherent to education—that the answer is present at study and absent at test—and that alleviating the problem requires creating conditions at study that sensitize learners to retrieval conditions at test.
Journal of Memory and LanguageSimilarity between the Cue for Judgments of Learning (JOL) and the Cue for Test Is Not the Primary Determinant of JOL Accuracy
90 Citations1997John Dunlosky, Thomas O. Nelson
In three paired-associate learning experiments, delayed JOLs were cued by the stimulus alone or by the stimuli-response pair, and the eventual test was associative recognition of stimulus-response pairs.
Journal of Experimental Psychology Learning Memory and CognitionDoes Retrieval Fluency Contribute to the Underconfidence-With-Practice Effect?
84 Citations2005Michael J. Serra, John Dunlosky
In 3 experiments, fine-grained analyses indicated that the reliance of JOLs on retrieval fluency contributed minimally to the underconfidence-with-practice (UWP) effect.
Metacognitive Judgments and their Accuracy
64 Citations2002Asher Koriat, Rachel Shitzer-Reichert
Journal of Experimental Psychology GeneralLack of Pervasiveness of the Underconfidence-With-Practice Effect: Boundary Conditions and an Explanation Via Anchoring.
58 Citations2005Petra Scheck, Thomas O. Nelson
The systematic occurrence of all 3 outcomes establishes boundary conditions for the UWP effect and confirms the hypothesis that underconfidence (or the lack thereof) may arise at least in part from an anchoring-and-adjustment mechanism.
Journal of Experimental Psychology Learning Memory and CognitionExploring a mnemonic debiasing account of the underconfidence-with-practice effect.
50 Citations2006Asher Koriat, Hilit Ma’ayan +2 more
In 3 experiments the underconfidence-with-practice effect was strongest for items that induce a foresight bias, but delaying JOLs reduced the debiasing effects of practice, thereby moderating the UWP effect.
Memory & CognitionThe learning ability paradox in adult metamemory research: Where are the metamemory differences between good and poor learners?
50 Citations1994William L. Cull, Eugene B. Zechmeister
Although the ability to make metamemory decisions was shown to be important for effective learning, these decisions were made equally well by good and poor associative learners.
Acta PsychologicaMultiple study trials and judgments of learning
41 Citations2003Martijn Meeter, Thomas O. Nelson
An increase in the number of study trials produced an increasing bias to be underconfident about the subsequent likelihood of recall but did not affect people's ordering of which items had been more (versus less) well-learned.
Psychology and AgingAge-related equivalence and deficit in knowledge updating of cue effectiveness.
37 Citations2002Greg Matvey, John Dunlosky +3 more
Evidence suggested that deficient inferential processes contributed to the age deficit in knowledge updating, and an age deficit was evident in improvements in absolute accuracy, whereas age equivalence was apparent in relative accuracy.
Cognitive ScienceTeachability of Reflective Processes in Written Composition
36 Citations1984Marlene Scardamalia, Carl Bereiter +1 more
Bulletin of the Psychonomic SocietyMemory-monitoring accuracy as influenced by the distribution of retrieval practice
35 Citations1992John J. Shaughnessy, Eugene B. Zechmeister
Padua Research Archive (University of Padua)Specific and General Transfer Effects Following Metamemory Training.
33 Citations1995Daniela Lucangeli, Doriana Galderisi +1 more