The effects of encoding fluency and retrieval fluency on judgments of learning

Koriat, Asher; Ma’ayan, Hilit

doi:10.1016/j.jml.2005.01.001

Cited by 204 publications

(247 citation statements)

References 33 publications

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“…This contrast highlights the data-driven character of study time allocation (Koriat & Ma'ayan, 2005). A similar pattern was found in Bahrick and Phelps's (1987) study, in which the number of study trials required to master the items was essentially determined by the items themselves (or by the item-learner interaction).…”

Section: Discussionsupporting

confidence: 55%

“…Second, study time can be used as an extrinsic cue under the belief that an item is more likely to be remembered when it is studied for a longer duration than when it is studied for a shorter duration. Koriat and Ma'ayan (2005) recently provided evidence in support of the former account when study time was experimentally manipulated: Increased presentation duration was found to enhance retrieval fluency, and this increase was sufficient to account for the concomitant increase in JOLs.…”

Section: Discussionmentioning

confidence: 82%

“…Both of these cues involve control-based monitoring. Koriat and Ma'ayan (2005) reported evidence suggesting that whereas immediate JOLs are based on the feedback from encoding operations (as indexed, e.g., by study time), delayed JOLs tend also to be influenced by the feedback from retrieval attempts, that is, from the ease with which to-be-remembered items are retrieved. Results reported by Nelson, Narens, and Dunlosky (2004) also suggest that delayed JOLs are more accurate than immediate JOLs because they rely on covert recall, which is likely to tap the kind of long-term memory retrieval on which the criterion test itself is based.…”

Section: Discussionmentioning

confidence: 99%

“…We propose that, in a similar manner, the allocation of study time in self-paced learning is data driven, determined by the qualities of the items in a bottom-up fashion (see also Pelegrina, Bajo, & Justicia, 2000). Therefore, the amount of time spontaneously allocated to an item reflects its encoding fluency, and encoding fluency is diagnostic of the item's future recall (Koriat & Ma'ayan, 2005).…”

Section: The Monitoring Function Of Study Timementioning

confidence: 99%

“…Therefore, the analysis of perception requires specifying the validity of proximal cues in pre-dicting distal variables (cue validity; e.g., the correlation between the size of a retinal image and the size of the corresponding distal object), the extent to which different cues are relied on (cue utilization); and the ensuing correspondence between perception and reality (achievement; e.g., the correspondence between the actual and perceived sizes of an object). To the extent that metacognitive feelings are also based on inference from a variety of cues rather than on direct access to memory traces (Koriat, 1997), Brunswick's conceptual framework can also be applied to monitoring processes (see Koriat & Ma'ayan, 2005). Thus, assuming that study time is one of the proximal cues for JOLs, we use the JOL-study time relation as an index of cue utilization, the study time-recall relation as an index of cue validity, and the JOL-recall relation as an index of achievement.…”

Section: Introduction To the Experimentsmentioning

confidence: 99%

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The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior.

Koriat

Ma’ayan

Nussinson

2006

Journal of Experimental Psychology: General

Self Cite

354

460

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Do we run away because we are frightened, or are we frightened because we run away? The authors address this issue with respect to the relation between metacognitive monitoring and metacognitive control. When self-regulation is goal driven, monitoring affects control processes so that increased processing effort should enhance feelings of competence and feelings of knowing. In contrast, when self-regulation is data driven, such feelings may be based themselves on the feedback from control processes, in which case they should decrease with increasing effort. Evidence for both monitoring-based control and control-based monitoring occurring even in the same situation is presented. The results are discussed with regard to the issue of the cause-and-effect relation between subjective experience and behavior.Keywords: metacognition, subjective experience, monitoring, control, judgments of learning A long-standing issue in psychology and philosophy concerns the cause-and-effect relation between phenomenal experience and behavior (Baars, 1988;Bargh, 1997;Bless & Forgas, 2000;Flanagan, 1992;Mandler, 2002;Marcel, 1983aMarcel, , 1983b Marcel & Bisiach, 1988). Whereas many discussions in cognitive psychology assume that subjective experience can play a causal role in influencing behavior, recent findings lend credence to the idea that subjective experience may be based on the feedback from one's own behavior and thus follow rather than precede behavior. Indeed, in reviewing their own work, Kelley and Jacoby (1998) praised the insight owed to the James-Lange view of emotion, according to which "subjective experience can involve an attribution or unconscious inference about effects on performance and so follow from, rather than be responsible for, objective performance" (pp. 127-128). In this article we address the causal links between subjective experience and behavior within a restricted domain-that of metacognitive monitoring and metacognitive control. We believe that our analysis and results can provide some insight into the general issue of the relation between subjective experience and behavior.The Cause-and-Effect Relation Between Subjective Experience and BehaviorMost of the discussions of the status of subjective experience in human behavior have centered on the causal role that consciousness might play in guiding behavior (Schwarz & Clore, 1996). The issue that has been addressed concerns the extent to which phenomenal consciousness affects behavior, in general, and "rational" action, in particular. In Posner and Snyder's (1975) conceptual framework, for example, controlled processes, as opposed to automatic processes, were seen to characterize conscious functioning. Block (1995) associated consciousness with the reflective pursuit of one's goals, arguing that without consciousness one loses the "rational control of action." In Schacter's (1989) model, the conscious system is assumed to function as the gateway to an executive control system that initiates and regulates voluntary action. Only activations that gain ac...

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Section: Discussionsupporting

confidence: 55%

Section: Discussionmentioning

confidence: 82%