A remember-know paradigm was used to assess memory awareness following speeded and unspeeded yes/no picture recognition. The beneficial effects of picture size congruency at study and test occurred with speeded as well as with unspeeded recognition. In each case, they were associated with remembering, not with knowing, which remained invariant. Thus, size congruency effects were associated with remembering even when recognition occurred more automatically and hence may be more dependent on a relatively fast familiarity process. In a second experiment, speeded remember responses were compared with remember responses that followed speeded yes/no recognition. There was more remembering when it was the remember responses that were speeded, contrary to what might be expected if remembering reflects a relatively slow recollection process. These results have implications for the ability of dual-process models of recognition memory to account for memory awareness.

We report four experiments in which a remember-know paradigm was combined with a response deadline procedure in order to assess memory awareness in fast, as compared with slow, recognition judgments. In the experiments, we also investigated the perceptual effects of study-test congruence, either for picture size or for speaker's voice, following either full or divided attention at study. These perceptual effects occurred in remembering with full attention and in knowing with divided attention, but they were uninfluenced by recognition speed, indicating that their occurrence in remembering or knowing depends more on conscious resources at encoding than on those at retrieval. The results have implications for theoretical accounts of remembering and knowing that assume that remembering is more consciously controlled and effortful, whereas knowing is more automatic and faster.

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The COVID-19 pandemic has brought sudden changes to various facets of daily life, including a massive shift to remote education. College students rely on technology to attend class and interact with instructors and peers, while possibly facing technical and situational difficulties at home. Considering the unprecedented situation, the purpose of the present study was to extend online student engagement literature during the COVID-19 pandemic. The survey sample consisted of 78 undergraduate students, recruited online. Participants completed scales on online student engagement, technical difficulties, home distractions and computer self-efficacy, as well as two exploratory open-ended questions on their attitudes towards online classes. Student engagement was negatively correlated with both technical difficulties and home distractions, while computer self-efficacy mediated the relationship between student engagement and technical difficulties. Students reported that what they enjoyed most in e-classes were the exact aspects that interfered with their learning and engagement. The most commonly reported concern in online courses was impaired concentration and technical issues, while flexibility, time efficiency and home comfort were the most prevalent aspects that students enjoyed. The study aims to shed light on engagement in remote learning, as online classes may eventually become an integral component of higher education after the return to a so-called new normality.

The well-established advantage of low-frequency words over high-frequency words in recognition memory has been found to occur in remembering and not knowing. Two experiments employed remember and know judgements, and divided attention to investigate the possibility of an effect of word frequency on know responses given appropriate study conditions. With undivided attention at study, the usual low-frequency advantage in the accuracy of remember responses, but no effect on know responses, was obtained. Under a demanding divided attention task at encoding, a high-frequency advantage in the accuracy of know responses was obtained. The results are discussed in relation to theories of knowing, particularly those incorporating perceptual and conceptual fluency.