Embodiment meets metamemory: Weight as a cue for metacognitive judgments.

Alban, Michael W.; Kelley, Colleen M.

doi:10.1037/a0032420

Cited by 44 publications

(34 citation statements)

References 29 publications

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“…Furthermore, ongoing research in our lab examining motoric fluency and metacognitive control has consistently replicated the effect of motoric fluency on JOLs but has consistently found no effect on recall. Thus, motoric fluency affects metamemory but not actual memory performance-a metacognitive illusion similar to that of Alban and Kelley (2013) who found that physical weight impacted JOLs but not recall.…”

Section: Discussionmentioning

confidence: 82%

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The effect of motoric fluency on metamemory

Susser

Mulligan

2014

Psychon Bull Rev

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Prior research has demonstrated that certain types of fluency can influence memory predictions, with more fluent processing being associated with greater memory confidence. However, no study has systematically examined whether this pattern extends to the fluency of motoric output. The current study investigated the effect of a motoric-fluency manipulation of hand dominance on judgments of learning (JOLs) and memory performance. Participants predicted better memory for fluently written than nonfluently written stimuli despite no differences in actual recall. A questionnairebased study suggested that the effect of motoric fluency on predictions was not due to peoples' a priori beliefs about memory. These findings are consistent with other fluency effects on JOLs.

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Section: Discussionmentioning

confidence: 82%

“…Alban and Kelley (2013) showed that perceptions of physical weight influence JOLs, but a type of motoric fluency has not been systematically examined in metamemory.…”

mentioning

confidence: 99%

The effect of motoric fluency on metamemory

Susser

Mulligan

2014

Psychon Bull Rev

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“…In sum, physical dimensions seem to affect JOLs, but, critically, they do not affect actual memory performance (Rhodes and Castel, 2008; Alban and Kelley, 2013). This is important because, for example, a student reading from a heavy textbook seated in her lap may think that she has learnt the content better than she actually has and move to another unit.…”

Section: Introductionmentioning

confidence: 94%

“…For example, words studied when carrying a heavier object are rated as more memorable (i.e., higher JOLs) than when carrying a lighter object (Alban and Kelley, 2013). The authors explained this result because weight embodies the concept of importance.…”

Section: Introductionmentioning

confidence: 99%

Judgments of Learning for Words in Vertical Space

et al. 2016

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Close relationship between physical space and internal knowledge representations has received ample support in the literature. For example, location of visually perceived information in vertical space has been shown to affect different numerical judgments. In addition, physical dimensions, such as weight or font size, were shown to affect judgments of learning (JOLs, an estimation of the likelihood that an item will be remembered later, or its perceived memorability). In two experiments we tested the hypothesis that differences in positioning words in vertical space may affect their perceived memorability, i.e., JOLs. In both Experiments, the words were presented in lower or in upper screen locations. In Experiment 1, JOLs were collected in the centre of the screen following word presentation. In Experiment 2, JOLs were collected at the point of word presentation and in the same location. In both experiments participants completed a free recall test. JOLs were compared between different vertically displaced presentation locations. In general, Bayesian analyses showed evidence in support for the null effect of vertical location on JOLs. We interpret our results as indicating that the effects of physical dimensions on JOLs are mediated by subjective importance, information that vertical location alone fails to convey.

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“…With respect to beliefs, previous studies have found that beliefs contribute substantially to the generation (Begg, Vinski, Frankovich, & Holgate, 1991;Matvey, Dunlosky, & Guttentag, 2001), relatedness (Koriat et al, 2004;Mueller et al, 2015;Mueller et al, 2013), font size (Kornell, Rhodes, Castel, & Tauber, 2011;Mueller et al, 2014), word frequency (Jia et al, 2016), and physical weight (Alban & Kelley, 2013) effect on JOLs. For example, Alban and Kelley found that the weight effect on JOLs was eliminated by explicitly varying the meaning of weight through the priming manipulation (i.e., lightweight is good, heavyweight is bad), suggesting that people may have a belief about the perceptual experiences of weight (i.e., weight signifies importance) and use this belief to make JOLs.…”

Section: Fluency Beliefsmentioning

confidence: 99%

The effect of animacy on metamemory

Jia

et al. 2016

Mem Cogn

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Previous research has shown that the animacy quality of materials affects basic cognitive processes such as memory (i.e., animate stimuli are remembered better than are inanimate stimuli). This is referred to as the animacy effect. Little research has examined, however, whether this effect can be extended to higher cognitive processes such as metamemory.In the present studies, we investigated the influence of animacy on judgments of learning (JOLs) and the underlying basis of the animacy effect, namely, processing fluency and beliefs about the animacy effect. In Experiment 1, participants studied animate and inanimate words and made immediate JOLs. Results revealed that participants gave higher estimates for animate than they did for inanimate words. In Experiments 2a and 2b, we evaluated the contribution of processing fluency to the animacy effect either by measuring self-paced study time or by disrupting fluency by presenting half of the words in an easy or difficult font style. Results from both experiments indicated that processing fluency contributes minimally to the animacy effect. In questionnaire-based Experiment 3, participants estimated hypothetical participants would better remember the animate words than the inanimate words, suggesting the potential role of beliefs on the animacy effect on JOLs. To conclude, these findings suggest that animacy is a reliable cue when people monitor their learning in higher cognitive processes. The beliefs, not processing fluency, contribute substantially to the animacy effect on JOLs.

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Embodiment meets metamemory: Weight as a cue for metacognitive judgments.

Cited by 44 publications

References 29 publications

The effect of motoric fluency on metamemory

The effect of motoric fluency on metamemory

Judgments of Learning for Words in Vertical Space

The effect of animacy on metamemory

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