The present study explored the effects of lecture fluency on students' metacognitive awareness and regulation. Participants watched one of two short videos of an instructor explaining a scientific concept. In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes. After watching the video, participants in Experiment 1 were asked to predict how much of the content they would later be able to recall, and participants in Experiment 2 were given a text-based script of the video to study. Perceived learning was significantly higher for the fluent instructor than for the disfluent instructor (Experiment 1), although study time was not significantly affected by lecture fluency (Experiment 2). In both experiments, the fluent instructor was rated significantly higher than the disfluent instructor on traditional instructor evaluation questions, such as preparedness and effectiveness. However, in both experiments, lecture fluency did not significantly affect the amount of information learned. Thus, students' perceptions of their own learning and an instructor's effectiveness appear to be based on lecture fluency and not on actual learning.Keywords Metacognition . Memory . Overconfidence . Processing ease . FluencyIn order to learn effectively, individuals must be able to accurately assess their own knowledge. Being able to recognize what one knows-and does not know-is an essential step when deciding what information needs to be learned (e.g

We examined how giving eyewitnesses a weak recognition experience impacts their identification decisions. In two experiments we forced a weak recognition experience for lineups by impairing either encoding or retrieval conditions. In Experiment 1 (N = 245), undergraduate participants were randomly assigned to watch either a clear or a degraded culprit video and then viewed either a culprit-present or culprit-removed lineup identification procedure. In Experiment 2 (N = 227), all participants watched the same clear culprit video but were then randomly assigned to either view a clear or noise-degraded lineup procedure. Half of the participants viewed a culprit-present lineup procedure and the remaining participants viewed a culpritremoved lineup procedure. Not surprisingly degrading either encoding or retrieval conditions led to a sharp drop in culprit identifications. Critically, and as predicted, degrading either encoding or retrieval conditions also led to a sharp increase in the identification of innocent persons. These results suggest that when a lineup procedure gives a witness a weak match-to-memory experience, the witness will lower her criterion for making an affirmative identification decision. This pattern of results is troubling because it suggests that witnesses who encounter lineups that do not include the culprit might have a tendency to use a lower criterion for identification than do witnesses who encounter lineups that actually include the culprit.

Immediately recalling a witnessed event can increase people's susceptibility to later postevent misinformation. But this retrieval-enhanced suggestibility (RES) effect has been shown only when the initial recall test included specific questions that reappeared on the final test. Moreover, it is unclear whether this phenomenon is affected by the centrality of event details. These limitations make it difficult to generalize RES to criminal investigations, which often begin with free recall prior to more specific queries from legal officials and attorneys. In 3 experiments, we examined the influence of test formats (free recall vs. cued recall) and centrality of event details (central vs. peripheral) on RES. In Experiment 1, both the initial and final tests were cued recall. In Experiment 2, the initial test was free recall and the final test was cued recall. In Experiment 3, both the initial and final tests were free recall. Initial testing increased misinformation reporting on the final test for peripheral details in all experiments, but the effect was significant for central details only after aggregating the data from all 3 experiments. These results show that initial free recall can produce RES, and more broadly, that free recall can potentiate subsequent learning of complex prose materials. Immediately recalling a witnessed event can increase people's susceptibility to later post-

Taking an intervening test between learning episodes can enhance later source recollection. Paradoxically, testing can also increase people's susceptibility to the misinformation effect -a finding termed retrievalenhanced suggestibility (RES, Chan, Thomas, & Bulevich, 2009). We conducted three experiments to examine this apparent contradiction. Experiment 1 extended the RES effect to a new set of materials. Experiments 2 and 3 showed that testing can produce opposite effects on memory suggestibility depending on the complexity of the source test. Specifically, retrieval facilitated source discriminations when the test contained only items with unique source origins. But when the source test included some items that had appeared in multiple sources, the intervening test actually increased source confusions. These results have implications for a wide variety of learning situations. We focused our discussion on eyewitness memory, source complexity, and reconsolidation. Taking an intervening test between learning episodes can enhance later source recollection.

The adjudication of crime by guilty plea has been on the rise globally for at least the last 30 years. Few countries, however, have accepted pleas to the degree of the United States, whose highest court recently acknowledged a criminal justice system near-synonymous with a “system of pleas, not a system of trials” (Lafler v. Cooper, 2012, p. 3). The present article provides an overview of this justice system wherein many pleas are bargained between the defense and prosecution. Our purpose here is twofold: first to review psychological and other social scientific research on the theoretical and practical reasons underlying the process of pleading guilty, and second, to identify research questions and methods that have yet to be, but need to be, asked and conducted in relation to guilty pleas.