What do judgments of learning reflect? evidence from a test of recognition exclusion

It has been suggested that familiarity (i.e., memory for item) and recollection (i.e., memory for context) contribute to both recognition and metacognition processes. However, there is only a handful of studies investigating the link between these memory processes and Judgments of Learning, one of the most commonly used measures in metamemory research. Here, over four experiments, we tested the memory and metamemory using a continuous exclusion procedure, and estimated the influences of memory for context and memory for the item to assess the degree to which judgments of learning reflect item and context information. An analysis of forgetting revealed that as judgments of learning increase, the initial degree of learning increases and the rate of forgetting decreases for memory for context, but not for memory for item. These findings demonstrate that judgments of learning are predictive of memory for the context in a test of exclusion.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Unal, Belgin

Contributors dc:contributor

• Benjamin, Aaron S
• Sahakyan, Lili

• Metamemory
• Judgments of Learning
• Process Dissociation
• Exclusion Paradigm

Statement dc:rights

• Copyright 2022 Belgin Unal

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/115613

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F115613