The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution
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Kent State University / OhioLINK
2010
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=kent1277315741 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-kent12773157412021-08-03T05:37:07Z The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution Ariel, Robert Psychology Metacognition Judgments of Learning Monitoring memory for past tests When people judge their learning of items across study-test trials, their accuracy in discriminating between learned and unlearned items improves on the second trial. We examined the source of this improvement by estimating the contribution of three factors—memory for past test performance (MPT), new learning, and forgetting—to accuracy on trial 2. In Experiment 1, during two trials, participants studied paired associates, made a judgment of learning (JOL) for each one, and were tested. During the second study trial, we manipulated two variables: When the JOL was made (either immediately before or after studying an item) and whether participants were told the outcome of the previous recall attempt. In Experiment 2, the same procedure was used with a one week retention interval between study and test on trial 2. In both experiments, JOL resolution was higher on trial 2 then on trial 1. Fine-grained analyses of JOL magnitude and decomposition of resolution revealed several important findings. First, MPT contributed most to boosts in JOL magnitude and improvements in resolution across trials. Second, JOLs and subsequent resolution were sensitive to new learning and forgetting, but only when participants’ judgments were made after and not before study. Thus, JOLs appear to integrate information from multiple factors, and these factors jointly contribute to JOL resolution. 2010-06-30 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1277315741 http://rave.ohiolink.edu/etdc/view?acc_num=kent1277315741 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Psychology Metacognition Judgments of Learning Monitoring memory for past tests |
| spellingShingle |
Psychology Metacognition Judgments of Learning Monitoring memory for past tests Ariel, Robert The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| author |
Ariel, Robert |
| author_facet |
Ariel, Robert |
| author_sort |
Ariel, Robert |
| title |
The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| title_short |
The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| title_full |
The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| title_fullStr |
The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| title_full_unstemmed |
The Contribution of Past Test Performance, New Learning, and Forgetting to Judgment-of-Learning Resolution |
| title_sort |
contribution of past test performance, new learning, and forgetting to judgment-of-learning resolution |
| publisher |
Kent State University / OhioLINK |
| publishDate |
2010 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=kent1277315741 |
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