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Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning

Rivers, Michelle Lauren
http://rave.ohiolink.edu/etdc/view?acc_num=kent1536928272520919

Abstract Details

2018, MA, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Why does making judgments of learning (JOLs) influence subsequent memory, and when learners make JOLs for some items but not others, how is recall performance affected? To answer these questions, participants studied related and unrelated word pairs and made JOLs for half. Pair type was either randomly intermixed within a list (Experiment 1) or blocked (Experiment 2). I evaluated two hypotheses. The changed-goal hypothesis, proposed by Mitchum, Kelley, and Fox (J Exp Psychol Gen, 2016), states that making JOLs leads learners to notice differences in item difficulty and allocate more resources to learning easier pairs, ultimately leading to higher recall for easier (i.e., related) pairs and impaired recall for more difficult (i.e., unrelated) pairs. In contrast, the positive-reactivity hypothesis predicts increased recall performance for both related and unrelated pairs. As predicted by the positive-reactivity hypothesis, recall performance was higher for pairs that were judged versus not judged on both a mixed and blocked list of related and unrelated pairs. In Experiment 3, I evaluated one proximal mechanism for increased performance for judged pairs: The use of more effective encoding strategies during acquisition. Making JOLs did not influence strategy use, which suggests that the benefit of making JOLs on memory performance results from increased attention. These and other findings converge to support the claim that the requirement to monitor learning benefits memory.
John Dunlosky (Advisor)
Maria Zaragoza (Committee Member)
Katherine Rawson (Committee Member)
William Lechner (Committee Member)
49 p.
Cognitive Psychology; Psychology
judgments of learning; measurement reactivity; metacognition; metamemory; monitoring; recall

Recommended Citations

Citations

  • Rivers, M. L. (2018). Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1536928272520919

    APA Style (7th edition)

  • Rivers, Michelle. Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning. 2018. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1536928272520919.

    MLA Style (8th edition)

  • Rivers, Michelle. "Investigating Memory Reactivity with a Within-Participant Manipulation of Judgments of Learning." Master's thesis, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1536928272520919

    Chicago Manual of Style (17th edition)

kent1536928272520919
334
© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.