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BELIEFS ABOUT PROCESSING FLUENCY CAN IMPACT JUDGMENTS OF LEARNING WITHOUT DIFFERENTIAL PROCESSING FLUENCY

Mueller, Michael
http://rave.ohiolink.edu/etdc/view?acc_num=kent1465991998

Abstract Details

2016, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
People generally believe that more fluently performing a task is related to better task performance. Thus, when studying items for an upcoming test, items that are allegedly more easily processed are judged to be more memorable. According to analytic-processing theory, when people are asked to judge their future memory performance, they search for cues – including those that allegedly reveal differences in processing fluency – that will help them reduce their uncertainty in how well they will remember each pair. Thus, a critical prediction is that if people believe a cue will impact fluency, then they also will predict that the cue will influence memory, even when it does not impact either. To test this prediction, I had participants make predictions of future memory performance for words presented in different colors (blue or green), because the different colors were not expected to impact processing fluency or memory. During the task instructions, some participants were led to believe that one color was easier to process than another, but nothing was mentioned about whether color was related to memory. Across seven experiments, color did not consistently influence final test performance. Most important, people’s judgments were significantly higher for the color that had been associated with more fluent processing during the instructions. This and other evidence supports analytic-processing theory and suggests that using fluency to explain cue effects on memory predictions should be done with caution, because people’s beliefs about fluency could be mistaken for true fluency effects.
John Dunlosky (Advisor)
43 p.
Psychology
fluency, judgments of learning, metacognition, belief

Recommended Citations

Citations

  • Mueller, M. (2016). BELIEFS ABOUT PROCESSING FLUENCY CAN IMPACT JUDGMENTS OF LEARNING WITHOUT DIFFERENTIAL PROCESSING FLUENCY [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1465991998

    APA Style (7th edition)

  • Mueller, Michael. BELIEFS ABOUT PROCESSING FLUENCY CAN IMPACT JUDGMENTS OF LEARNING WITHOUT DIFFERENTIAL PROCESSING FLUENCY . 2016. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1465991998.

    MLA Style (8th edition)

  • Mueller, Michael. "BELIEFS ABOUT PROCESSING FLUENCY CAN IMPACT JUDGMENTS OF LEARNING WITHOUT DIFFERENTIAL PROCESSING FLUENCY ." Doctoral dissertation, Kent State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1465991998

    Chicago Manual of Style (17th edition)

kent1465991998
488
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This open access ETD is published by Kent State University and OhioLINK.