Generation failure: Estimating metacognition in cued recall

Higham, Philip A.; Tam, Helen

doi:10.1016/j.jml.2005.01.015

Cited by 31 publications

(49 citation statements)

References 83 publications

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“…These results are consistent with those of Higham and Tam (2005), who also found a dissociation between memory quantity and resolution in cued recall using strong and weak cues, and who suggested that the dissociation was caused by category effects in the search set. However, they did not directly manipulate the categorical structure of the study lists, and their interpretation was speculative.…”

Section: Discussionsupporting

confidence: 91%

“…Hence, candidate interrelatedness and categorization assisted in the early-selection retrieval process, which produced a high forced-report quantity (f), but impaired the late-selection monitoring process, which produced low resolution (A'). Higham and Tam's (2005) research supports the idea that categorization has opposing effects on early-and late-selection processes of recall. However, those researchers did not directly manipulate the number of categories in the study list, and their account of the resolution/quantity dissociation was speculative.…”

Section: Separating Early-and Late-selection Processes In Recallsupporting

confidence: 73%

“…This procedure resembles similar ones that have emerged over the years in recall research in an attempt to isolate the early-selection process (see, e.g., Bousfield & Rosner, 1970;Guynn & McDaniel, 1999;Higham & Tam, 2005;Kahana, Dolan, Sauder, & Wingfield, 2005). For example, Higham and Tam (2005, Exp. 3) had participants produce up to six responses per cue in a cued-recall task.…”

Section: Discussionmentioning

confidence: 99%

“…Using type-2 signal detection analyses, Higham and Tam (2005) were able to separately estimate the earlyand late-selection stages of cued recall. In their second study, participants studied a mixed list of strongly and weakly associated cue-target pairs (e.g., homicide-MURDER and bats-BLOOD, respectively).…”

Section: Separating Early-and Late-selection Processes In Recallmentioning

confidence: 99%

“…The cues from Higham and Tam's (2005) second experiment that were of particular relevance to the present discussion were the studied cues from weakly associated and strongly associated study pairs. Whereas forced-report quantity was higher for strong studied cues than for weak studied cues, the opposite was true for resolution.…”

Section: Separating Early-and Late-selection Processes In Recallmentioning

confidence: 99%

See 4 more Smart Citations

Dissociating early- and late-selection processes in recall: The mixed blessing of categorized study lists

Guzel

Higham

2013

Mem Cogn

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Two experiments are reported in which we used type-2 signal detection theory to separate the effects of semantic categorization on early-and late-selection processes in free and cued recall. In Experiment 1, participants studied cue-target pairs for which the targets belonged to two, six, or 24 semantic categories, and later the participants were required to recall the targets either with (cued recall) or without (free recall) the studied cues. A confidence rating and a report decision were also required, so that we could compute both forced-report quantity and metacognitive resolution (type-2 discrimination), which served as our estimates of early-and late-selection processes, respectively. Consistent with prior research, having fewer categories enhanced the early-selection process (in performance, two > six > 24 categories). However, in contrast, the late-selection process was impaired (24 > six = two categories). In Experiment 2, encoding of paired associates, for which the targets belonged to either two or 20 semantic categories, was manipulated by having participants either form interactive images or engage in rote repetition. Having fewer categories again was associated with enhanced early selection (two > 20 categories); this effect was greater for rote repetition than for interactive imagery, and greater for free recall than for cued recall. However, late selection again showed the opposite pattern (20 > two categories), even with interactive-imagery encoding, which formed distinctive, individuated memory traces. The results are discussed in terms of early-and late-selection processes in retrieval, as well as overt versus covert recognition.Keywords Recall . Recognition . Metamemory . Categorization . Type 2 signal detection theory It has been well documented that semantic or categorical relatedness between study items (e.g., study lists composed of exemplars from semantic categories) has a facilitative effect on recall, as compared to no relationship between

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Section: Discussionsupporting

confidence: 91%

Section: Separating Early-and Late-selection Processes In Recallsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Separating Early-and Late-selection Processes In Recallmentioning

confidence: 99%

Section: Separating Early-and Late-selection Processes In Recallmentioning

confidence: 99%

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Dissociating early- and late-selection processes in recall: The mixed blessing of categorized study lists

Guzel

Higham

2013

Mem Cogn

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Trace-strength and source-monitoring accounts of accuracy and metacognitive resolution in the misinformation paradigm

Higham

Luna

Bloomfield

2011

Appl. Cognit. Psychol.

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Two experiments are reported that investigate the impact of misinformation on memory accuracy and metacognitive resolution. In Experiment 1, participants viewed a series of photographs depicting a crime scene, were exposed to misinformation that contradicted details in the slides, and later took a recognition memory test. For each answer, participants were required to indicate whether they were willing to testify (report) their answer to the Court and to rate confidence. Misinformation impaired memory accuracy but it had no effect on resolution, regardless of whether resolution was indexed with confidence‐rating measures (γ correlation and mean confidence) or a report‐option measure (type‐2 discrimination: d′). In Experiment 2, a similar accuracy‐confidence dissociation was found, and the misinformation effect occurred mostly with fine‐grained responses, suggesting that responding was based on recollected details. We argue that the results support source‐monitoring (SM) accounts of accuracy and resolution rather than accounts based on trace strength. Copyright © 2010 John Wiley & Sons, Ltd.

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Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

Başokçu

Guzel

2022

Psychology in the Schools

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This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.

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Generation failure: Estimating metacognition in cued recall

Cited by 31 publications

References 83 publications

Dissociating early- and late-selection processes in recall: The mixed blessing of categorized study lists

Dissociating early- and late-selection processes in recall: The mixed blessing of categorized study lists

Trace-strength and source-monitoring accounts of accuracy and metacognitive resolution in the misinformation paradigm

Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

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