Relevant bibliographies by topics / Metamemory judgements

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  1. Journal articles
  2. Dissertations / Theses
  3. Conference papers

Academic literature on the topic 'Metamemory judgements'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Metamemory judgements"

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Shaddock, Ann, and Marie Carroll. "Influences on metamemory judgements." Australian Journal of Psychology 49, no. 1 (1997): 21–27. http://dx.doi.org/10.1080/00049539708259846.

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Undorf, Monika, and Arndt Bröder. "Cue integration in metamemory judgements is strategic." Quarterly Journal of Experimental Psychology 73, no. 4 (2019): 629–42. http://dx.doi.org/10.1177/1747021819882308.

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People base judgements about their own memory processes on probabilistic cues such as the characteristics of study materials and study conditions. While research has largely focused on how single cues affect metamemory judgements, a recent study by Undorf, Söllner, and Bröder found that multiple cues affected people’s predictions of their future memory performance (judgements of learning, JOLs). The present research tested whether this finding was indeed due to strategic integration of multiple cues in JOLs or, alternatively, resulted from people’s reliance on a single unified feeling of ease.
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Rawson, Katherine A., John Dunlosky, and Susan L. McDonald. "Influences of metamemory on performance predictions for text." Quarterly Journal of Experimental Psychology Section A 55, no. 2 (2002): 505–24. http://dx.doi.org/10.1080/02724980143000352.

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When predicting future performance on tests over text material, do individuals estimate retention in addition to assessing comprehension? In Experiment 1, participants either rated their comprehension or predicted performance for each text, with lower ratings indicating lower confidence either in comprehension or in eventual performance. Judgement magnitude was significantly lower for performance predictions than for comprehension ratings, suggesting that predictions were based partly on retention estimates. In Experiment 2, predictions varied with anticipated test delay (15 min or 2 weeks) wh
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Luna, Karlos, Beatriz Martín-Luengo, and Pedro B. Albuquerque. "Do delayed judgements of learning reduce metamemory illusions? A meta-analysis." Quarterly Journal of Experimental Psychology 71, no. 7 (2018): 1626–36. http://dx.doi.org/10.1080/17470218.2017.1343362.

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Past research has shown that the perceptual characteristics of studied items (e.g., font size) lead to a metamemory illusion, and that delayed judgements of learning (JOLs) are better predictors of memory performance than immediate JOLs. Here, we tested whether delayed JOLs could reduce or eliminate the effect of perceptual characteristics on JOLs and restudy decisions. We adopted a meta-analytic approach and analysed the results of 28 experiments in which participants’ studied items were presented in either large or small font. JOLs and, sometimes, restudy decisions were collected either imme
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Ladowsky-Brooks, Ricki L. "Evaluating semantic metamemory: Retrospective confidence judgements on the information subtest." Applied Neuropsychology: Adult 25, no. 2 (2016): 137–48. http://dx.doi.org/10.1080/23279095.2016.1261868.

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Carroll, Marie, and Svetlana Korukina. "The Effect of Text Coherence and Modality on Metamemory Judgements." Memory 7, no. 3 (1999): 309–22. http://dx.doi.org/10.1080/096582199387940.

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Vaccaro, Anthony G., and Stephen M. Fleming. "Thinking about thinking: A coordinate-based meta-analysis of neuroimaging studies of metacognitive judgements." Brain and Neuroscience Advances 2 (January 2018): 239821281881059. http://dx.doi.org/10.1177/2398212818810591.

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Metacognition supports reflection upon and control of other cognitive processes. Despite metacognition occupying a central role in human psychology, its neural substrates remain underdetermined, partly due to study-specific differences in task domain and type of metacognitive judgement under study. It is also unclear how metacognition relates to other apparently similar abilities that depend on recursive thought such as theory of mind or mentalising. Now that neuroimaging studies of metacognition are more prevalent, we have an opportunity to characterise consistencies in neural substrates iden
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Carroll, Marie, and Christopher Shanahan. "The effect of context and metamemory judgements on automatic process in memory." Acta Psychologica 97, no. 3 (1997): 219–34. http://dx.doi.org/10.1016/s0001-6918(97)00032-2.

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Serra, Michael J., and Benjamin D. England. "Magnitude and accuracy differences between judgements of remembering and forgetting." Quarterly Journal of Experimental Psychology 65, no. 11 (2012): 2231–57. http://dx.doi.org/10.1080/17470218.2012.685081.

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Metacognition researchers have recently begun to examine the effects of framing judgements of learning (JOLs) in terms of forgetting (rather than remembering) on the judgements' magnitude and accuracy. Although a promising new direction for the study of metamemory, initial studies have yielded inconsistent results. To help resolve these inconsistencies, in four experiments we had college students ( N = 434) study paired associates and make JOLs framed in terms of either remembering or forgetting over two study–test trials. Our goals were to further document the effects of framing on the magnit
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Moritz, S., T. S. Woodward, L. Jelinek, and R. Klinge. "Memory and metamemory in schizophrenia: a liberal acceptance account of psychosis." Psychological Medicine 38, no. 6 (2008): 825–32. http://dx.doi.org/10.1017/s0033291707002553.

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BackgroundIn previous studies we suggested that liberal acceptance (LA) represents a fundamental cognitive bias in schizophrenia and may explain why patients are more willing to accept weak response alternatives and display overconfidence in incorrect responses. The aim of the present study was to test a central assumption of the LA account: false alarms in schizophrenia should be particularly increased when the distractor–target resemblance is weak relative to a control group.MethodSixty-eight schizophrenia patients were compared to 25 healthy controls on a visual memory task. At encoding, pa
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Dissertations / Theses on the topic "Metamemory judgements"

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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

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Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 t
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Mazancieux, Audrey. "Vers une vision unifiée de la métacognition : Apports de la métamémoire." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALS004.

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La métacognition et en particulier les jugements métacognitifs ont été largement étudiés de façon séparée dans le domaine de la mémoire épisodique (métamémoire) ou de la perception visuelle (métaperception). Malgré cette tradition historique d’évaluer la métacognition de façon disparate, des similitudes dans les cadres méthodologiques et théoriques peuvent être observées et des travaux récents proposent de comparer les jugements métacognitifs à travers une variété de tâches (nommés tâches de premier ordre) proposant l'idée que la métacognition pourrait être domaine-général. Dans cette thèse, n
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Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.

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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whet
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Conference papers on the topic "Metamemory judgements"

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De Sola, Ignacio Sifre, Nieves Pérez-Mata, and Margarita Diges. "THE EFFECT OF THE INSTRUCTIONS ON FACE RECOGNITION: ACCURACY AND EYE MOVEMENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact104.

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"The present experiment examines how instructions (absolute judgement vs. relative judgement) affect the performance in simultaneous lineups (present perpetrator and absent perpetrator). To find out whether the participants really followed the instructions, their eye movements were recorded when they faced the photo lineup. Sixty participants (44 women and 16 men) took part in the experiment. Overall, the results showed that participants with absolute judgement instructions made significantly less inter-photograph comparisons than those with relative judgement instructions. In the present perp
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