The effects of list composition and perceptual fluency on judgments of learning (JOLs)

Susser, Jonathan A.; Mulligan, Neil W.; Besken, Miri

doi:10.3758/s13421-013-0323-8

Cited by 63 publications

(77 citation statements)

References 32 publications

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“…Although some studies suggested that some revision or additional assumptions may be required (e.g., Jang & Nelson, 2005;Kimball & Metcalfe, 2003), most findings were consistent with its predictions (e.g., Castel, 2008;Fraundorf & Benjamin, 2014;Koriat, Bjork, Sheffer, & Bar, 2004;Kornell, Rhodes, Castel, & Tauber, 2011;Soderstrom & McCabe, 2011). Most important for present purposes, a growing body of evidence suggests that mnemonic cues do indeed affect JOLs (e.g., Benjamin, Bjork, & Schwartz, 1998;Castel, McCabe, & Roediger, 2007;Koriat & Ma'ayan, 2005;Matvey, Dunlosky, & Guttentag, 2001;Susser et al, 2013;Undorf & Erdfelder, 2011, 2013. There is also some evidence that beliefs about memory may influence JOLs (for a review, see Bjork, Dunlosky, & Kornell, 2013).…”

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confidence: 65%

The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency

2014

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The cue-utilization view to judgments of learning (JOLs) assumes that both ease of processing during study and people's beliefs about memory may contribute to people's predictions on the likelihood of remembering recently studied information. However, a recent study (Mueller, Tauber, & Dunlosky, Psychonomic Bulletin & Review, 20(2), 378-384, 2013; Experiment 3) found that processing fluency does not contribute to the effect of pair relatedness on JOLs, that is, to higher JOLs for related paired associates as compared to unrelated paired associates. We investigated whether this finding primarily depends on specific aspects of the paired associates employed or on the measure of processing fluency used in the previous study. In our first two experiments, participants therefore studied lists with (a) uniformly high associative strengths versus (b) a wide range of associative strengths. Results showed that processing disfluency-operationalized as number of trials to acquisition in Experiment 1 and as selfpaced study time in Experiment 2-partially mediated the effect of relatedness on JOLs for both types of lists. Finally, in Experiment 3, the contribution of processing fluency to the relatedness effect increased with study-test experience. Unlike Mueller et al., we thus found that processing fluency contributes to the relatedness effect on JOLs. These findings are consistent with the assumption that ease of processing is an important basis for JOLs.

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confidence: 65%

The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency

2014

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“…More importantly, the font size exerted an influence on JOLs even when other diagnostic cues (e.g., relatedness of word pairs) were available, suggesting that people use perceptual cues to guide their monitoring. This font-size effect has been further confirmed by subsequent studies (e.g., Kornell, Rhodes, Castel, & Tauber, 2011;Miele, Finn, & Molden, 2011;Mueller, Dunlosky, Tauber, & Rhodes, 2014;Susser, Mulligan & Besken, 2013).…”

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confidence: 64%

The influence of perceptual information on control processes involved in self-regulated learning: evidence from item selection

Xie

et al. 2014

Psychon Bull Rev

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Previous research has shown that perceptual information such as font size has an impact on learners' judgments of their own learning. The present study extended the font-size effect to examine the influence of font size on how people decide which items to study first. Across three experiments, we showed that participants preferred to first select items presented in a large font size (48 pt) more than items presented in a small font size (18 pt), and that this effect continued even when more diagnostic cues (difficulty and reward value of items) were presented, suggesting that perceptual cues can strongly influence control process involved in self-regulated learning. These results provide evidence that perceptual information plays a key role in higher cognition. Moreover, our results also suggest that control processes are influenced by multiple cues, including font size, difficulty of items, and the reward value of items.

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“…Importantly, all of experiments conducted by Rhodes and Castel (2008) and by Mueller et al (2014) used a within-subjects manipulation of font size, which therefore directly contrasted the large-font words with the small-font words. Susser, Mulligan, and Besken (2013) demonstrated that a between-subjects manipulation eliminated the font size effect in JOLs (see Yue, Castel, & Bjork, 2013, for a similar finding with word clarity). We would predict that any similar metacognitive illusion will also be eliminated in a study context that fails to directly contrast the two encoding tasks or conditions.…”

Section: Metacognitive Illusionsmentioning

confidence: 60%

The influences of valence and arousal on judgments of learning and on recall

2016

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Much is known about how the emotional content of words affects memory for those words, but only recently have researchers begun to investigate whether emotional content influences metamemory-that is, learners' assessments of what is or is not memorable. The present study replicated recent work demonstrating that judgments of learning (JOLs) do indeed reflect the superior memorability of words with emotional content. We further contrasted two hypotheses regarding this effect: a physiological account in which emotional words are judged to be more memorable because of their arousing properties, versus a cognitive account in which emotional words are judged to be more memorable because of their cognitive distinctiveness. Two results supported the latter account. First, both normed arousal (Exp. 1) and normed valence (Exp. 2) independently influenced JOLs, even though only an effect of arousal would be expected under a physiological account. Second, emotional content no longer influenced JOLs in a design (Exp. 3) that reduced the primary distinctiveness of emotional words by using a single list of words in which normed valence and arousal were varied continuously. These results suggest that the metamnemonic benefit of emotional words likely stems from cognitive factors.Keywords Emotion . Metamemory . RecallEmotion is a fundamental aspect of the human experience, and understanding how emotion influences our cognitive processes is an essential component of understanding cognition in general (Mandler, 1975). Emotional effects on memory could include memory for an emotional event, memory for neutral stimuli encountered while in an emotional state, and memory for emotional content encountered in a neutral state. Here, we consider the lattermost of these scenarios: how the emotional content of material encountered in an otherwise neutral state influences subsequent memory and metamemory.We frequently encounter situations in which we learn and remember emotional information, such as when we read a news article recounting a natural disaster or celebration, or when we encounter emotionally evocative literature. Generally, emotional information is remembered better than neutral information (see Kensinger, 2009;Levine & Edelstein, 2009, for reviews); this has been observed with both pictures (e.g., Bradley, Greenwald, Petry, & Lang, 1992) and words (e.g., Kensinger & Corkin, 2003). In the present study, we examined whether and how emotion influences our predictions of future recall, and what these findings imply about the processes by which emotion influences memory and metamemory. Metamemory for emotional informationDespite the vast amount of research examining memory for emotional information, relatively little research has focused on how metamemory (i.e., the monitoring and control of memory) is influenced by emotion. Some general evidence (Tauber & Dunlosky, 2012;Zimmerman & Kelley, 2010) Mem Cogn (2017) 45:121-136 DOI 10.3758/s13421-016-0646-3 below, suggests that learners' predictions of recall can be sensit...

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The effects of list composition and perceptual fluency on judgments of learning (JOLs)

Cited by 63 publications

References 32 publications

The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency

The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency

The influence of perceptual information on control processes involved in self-regulated learning: evidence from item selection

The influences of valence and arousal on judgments of learning and on recall

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