Research article summary (published 30 Aug 2009):

Attributing study effort to data-driven and goal-driven effects: implications for metacognitive judgments.

Full Abstract

In self-paced learning, when the regulation of effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When it is data driven (i.e., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat, Ma'ayan, & Nussinson, 2006). Because the amount of effort invested in different items is conjointly determined by data-driven and goal-driven regulation, an attribution process must be postulated in which variations in effort are attributed by the learner to data-driven or goal-driven regulation before the implications for metacognitive judgments are determined. To support the reality of this process, the authors asked learners to adopt a facial expression that creates a feeling of effort and induced them to attribute that effort either to data-driven or to goal-driven regulation. This manipulation was found to determine the direction in which experienced effort affected metacognitive judgment. (c) 2009 APA, all rights reserved.

Author information

Author/s: Koriat, Asher (A); Nussinson, Ravit (R);

Affiliation: Department of Psychology, University of Haifa, Haifa, Israel. Akoriat(-atsign-)Research.haifa.ac.il

Journal and publication information

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

Journal: Journal of experimental psychology. Learning, memory, and cognition (J Exp Psychol Learn Mem Cogn), published in United States. (Language: eng)

Reference: 2009-Sep; vol 35 (issue 5) : pp 1338-43

Dates: Created 2009/08/18; Completed 2009/10/08;

PMID: 19686026, status: MEDLINE (last retrieval date: 10/8/2009, IMS Date: )

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

External Links for this article
(including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Analysis of Variance Concept Formation Facial Expression Female Goals Humans Judgment - physiology

Learning - physiology Male Neuropsychological Tests Paired-Associate Learning Reaction Time - physiology Recognition (Psychology) Self Concept

Related articles

These are the highest related articles currently in the database:

• Here's looking at me: the effect of memory perspective on assessments of personal change. 30 Dec 2004
• Age of acquisition effects in reading Chinese: evidence in favour of the arbitrary mapping hypothesis. 30 Jul 2007
• Cognitive styles: errors in directional judgments. 30 Dec 2002
• What friends are for! The use of routine standards in social comparison. 30 Aug 2003
• When familiarity breeds accuracy: cultural exposure and facial emotion recognition. 30 Jul 2003
• Mending metacognitive illusions: a comparison of mnemonic-based and theory-based procedures. 30 Aug 2006
• Source-retrieval requirements influence late ERP and EEG memory effects. 12 Aug 2007
• Preserved memory monitoring but impaired memory control during episodic encoding in patients with schizophrenia. 27 Feb 2007
• Changes in memory for emotional material in amyotrophic lateral sclerosis (ALS). 24 Jan 2005
• Effects of stimulus-response compatibility in mediating expert performance in baseball players. 10 Nov 2007

See 100+ related articles.

Related Article Map

Legend: - FREE Full text Article. - Abstract only. - Title only. More help.

See a large map of 100+ related articles.