Achievement goals affect metacognitive judgments.

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

doi:10.1037/mot0000047

Cited by 15 publications

(7 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is unknown, however, whether such errors would surface in older adults' prospective monitoring in the presence of extrinsic importance and intrinsic emotional cues. Given that JOLs can also be modulated by goals (Ikeda, Yue, Murayama, & Castel, 2016), it is possible that older adults would show a similar positivity bias in their JOLs when these cues are combined.…”

Section: Use Of Extrinsic and Intrinsic Cues In Memory Monitoring Dur...mentioning

confidence: 99%

Age differences in cue utilization during prospective and retrospective memory monitoring.

Gallant¹,

Spaniol²,

Yang³

2019

Psychology and Aging

View full text Add to dashboard Cite

Memory monitoring is an inferential process that we use to evaluate and make judgments about the contents of our memory. Prior work has shown age-related similarity in prospective monitoring of ongoing memory processes, but age-related deficits when retrospectively monitoring the source of memories. In the current study, we examined how extrinsic and intrinsic cues influence age differences in these two forms of memory monitoring. Two experiments were conducted in which young and older adults made prospective judgments of learning (JOLs) to monitor ongoing memory processes as well as retrospective source judgments during retrieval. The emotional valence of words (positive, negative, and neutral) served as an intrinsic cue across experiments. Extrinsic importance cues were manipulated via item-based directed forgetting cues (to-be-remembered versus to-be-forgotten cues) in Experiment 1 and value-based cues (+10 versus −10 cues) in Experiment 2. Results provide novel evidence for age-related similarity in use of extrinsic and intrinsic cues during prospective memory monitoring via JOLs. By contrast, during retrospective source monitoring, older but not young adults showed a bias to attribute positive items to extrinsic cues with higher importance, even when those attributions were inaccurate. These findings suggest that the age-related tendency to favor positive information may lead to systematic errors in retrospective monitoring, which has implications for the credibility of older adults’ source judgments when monitoring memory for emotional events.

show abstract

Section: Use Of Extrinsic and Intrinsic Cues In Memory Monitoring Dur...mentioning

confidence: 99%

Age differences in cue utilization during prospective and retrospective memory monitoring.

Gallant¹,

Spaniol²,

Yang³

2019

Psychology and Aging

View full text Add to dashboard Cite

show abstract

“…Recent research suggests that low performers possess some awareness of their true level of knowledge (Miller & Geraci, 2011b). There is also evidence that low performers' predictions in particular are related to their grade desires (Helzer & Dunning, 2012;Saenz et al, 2017;Serra & DeMarree, 2016; see also Ikeda, Yue, Murayama, & Castel, 2016). Therefore, it is possible that high and low performers had similarly accurate self-knowledge, but desires to perform well led low performers to inflate their grade predictions whereas high performers' judgments were already high and thus relatively unaffected.…”

Section: Discussionmentioning

confidence: 99%

Examining underconfidence among high-performing students: A test of the false consensus hypothesis.

Tirso

Geraci

Saenz

2019

Journal of Applied Research in Memory and Cognition

View full text Add to dashboard Cite

People are inaccurate when predicting their performance on tests: Poor performers are often overconfident whereas high performers are slightly underconfident. This pattern is said to occur because low performers overestimate their own knowledge and underestimate others' knowledge, whereas high performers only overestimate others' knowledge by assuming it is similar to theirs-a false consensus effect. The current studies tested this false consensus hypothesis in a classroom setting. Across two studies spanning four classroom exams, students predicted the grade they would receive, their percentile rank, and the class average prior to taking an exam. Results showed that, although low performers made less accurate grade predictions than high performers, the groups did not differ in the accuracy of their percentile predictions or in their judgments of others' abilities. These findings failed to support the false consensus hypothesis that high performers make underconfident assessments of their relative standing due to overestimating others' knowledge.

show abstract

“…Goal orientation, that is, the disposition to pursue a specific purpose when engaging with a task and to apply certain standards for evaluating task performance, has been assumed to extend to judgment accuracy (Ikeda et al, 2016;Kroll & Ford, 1992;Zhou, 2013). More specifically, performance orientation entails a learner's focus on their achievements relative to others.…”

Section: Motivationmentioning

confidence: 99%

What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias

2022

View full text Add to dashboard Cite

It is frequently assumed that learner characteristics (e.g., reading skill, self-perceptions, optimism) account for overestimations of text comprehension, which threaten learning success. However, previous findings are heterogenous. To circumvent a key problem of previous research, we considered cognitive, metacognitive, motivational, and personality characteristics of learners (N = 255) simultaneously with regard to their impact on the judgment biases in prediction and postdiction judgments about factual and inference questions. The main results for the factual questions showed that men, lower reading skill, working memory capacity, and topic knowledge, yet higher self-perceptions of cognitive and metacognitive capacities yielded stronger overestimations for prediction judgments. For inference questions, a lower reading skill, higher self-perceptions of metacognitive capacities, and a higher self-efficacy were related to stronger overestimations for prediction and postdiction judgments. A higher openness was a risk factor for stronger overestimations when making predictions for the inference questions. The findings demonstrate that learner characteristics are a relevant source of judgment bias, which should be incorporated explicitly in theories of judgment accuracy. At the same time, fewer learner characteristics were actually relevant than previous research suggests. Moreover, which learner characteristics impact judgment bias also depends on task requirements, such as factual versus inference questions.

show abstract

Achievement goals affect metacognitive judgments.

Cited by 15 publications

References 60 publications

Age differences in cue utilization during prospective and retrospective memory monitoring.

Age differences in cue utilization during prospective and retrospective memory monitoring.

Examining underconfidence among high-performing students: A test of the false consensus hypothesis.

What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias

Contact Info

Product

Resources

About