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Metamemory
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- 1Metamemory= knowledge and awareness of our own memory processes
- 2Monitoring= the ability to reflect on and become aware of knowledge. Can be done at learning + retrieval with episodic + semantic info.
- 3Control= the ability to regulate learning based on monitoring
- 4Model of Metamemory (Nelson & Narens, 1990; Dunlosky et al, 2007)Monitoring: ease of learning, judgments of learning, feeling of knowing and retrospective confidence.
Control: termination of study, selection of search strategy and termination of search - 5Direct access theories= judgments of metamemory are based on the processes that allow us to remember in the first place
- 6Indirect/inferential theories= clues/cues are used to estimate the strength of an item in memory
- 7Tip of the tongue states= a feeling of temporary inaccessibility. Use general knowledge questions to find them then use final recognition tests to check them
- 8Schwartz (2002)ToT caused by inferential/indirect processes. Clues + cues are picked up and unconsciously infer that the item will be remembered (heuristic view)
- 9Schwartz & Smith (1997)Subjects given info on fictional characters. 50% given names, line drawings and country. 50% given even more info.
There was no difference in encoding conditions but more cues led to more ToT states - 10Feeling of Knowing= future retrievability of an item, so more a prediction
- 11Hart (1965)Subjects learn information and recall it, make a FoK and then perform recognition after a waiting period
- 12Reder (1987)Game show paradigm. Subjects are quicker to give FoK than actual answers. This shows metamemory judgments are heuristic and based on clues
- 13Schwartz & Metcalfe (1992)Cue-target pairs are studied. Subjects rate a list of words for pleasantness; some are cue words. Subjects retrieve target words.
More FoK when cues are part of the pleasantness list so cue familiarity encourages FoK - 14Judgments of Learning= predictions of future memory which are used implicitly
- 15Dunlosky & Nelson (1994)There are cue-target JoLs and cue-only JoLs
- 16Dunlosky & Bjork (2008)There should be a delay in testing after JoL. This is because retrieval of learned material comes from LTM.
- 17Spellman et al (2008)Self-testing is a really powerful method of learning which uses JoLs
- 18Son & Metcalfe (2005)Fluency + speed of retrieval influence JoL confidence. Intermediate JoLs have the longest RTs.
- 19Koriat (2008)Confident JoLs have the quickest RTs because if something is easily learnt, it will be easily remembered
- 20Kornell & Bjork (2009)Subjects did 4 study and test cycles of word pairs. 24 words were presented and subjects picked the target. A JoL was predicted during the 1st cycle.
We predict we will learn less than we do = stability bias.
This is sensitive to intrinsic cues only, which supports the theory and experience-based learning distinction - 21Nelson & Leonesio (1988)There is a correlation between JoL and study time
- 22Son & Metcalfe (2000)Subjects were given a hard/easy task for 30/60 minutes.
We focus on what we know in a short space of time - 23Metcalfe (2000)We choose to learn things that will be relatively easy to learn. These items are in the region of proximal learning
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- Fichas sobre Metamemory, creado por Alex Hickey el 13/05/2017.
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- Alex Hickey
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