Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition.

Full Abstract

The cue-utilization view in metacognition assumes that judgments of learning (JOLs) are based on inferences from mnemonic cues deriving from the online processing of items during learning. This view calls for a specification of the underlying heuristics, their validity in predicting memory performance, and the extent to which they are utilized. This study examines one such heuristic:
easily learned, easily remembered (ELER). We first show that ease of learning, as indexed by self-paced study time and by the number of trials to acquisition, is indeed a valid cue for recall success. We then demonstrate that this correlation between learning and rememberingunderlies metacognitive predictions about the future recallability of different items. The results are discussed in terms of the idea that metacognitive judgments incorporate knowledge about the internal ecology of cognitive processes, much as the perception of the external world embodies knowledge about the ecological structure of the environment.

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Author information

Author/s: Koriat, Asher (A);

Affiliation: Department of Psychology, University of Haifa, Haifa, Israel. akoriat@research.haifa.ac.il

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Memory & cognition (Mem Cognit), published in United States. (Language: eng)

Reference: 2008-Mar; vol 36 (issue 2) : pp 416-28

Dates: Created 2008/04/22; Completed 2008/06/05;

PMID: 18426070, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attention
Cognition
Female
Humans
Judgment

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