Do we know what we've learned from listening to the news?

Schneider, Sandra L.; Laurion, Suzanne

doi:10.3758/bf03202733

Cited by 45 publications

(30 citation statements)

References 57 publications

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“…This aspect has theoretical implications for the interplay between monitoring and control, and for the role of pre-acquisition characteristics. This type of strategy has already been studied in several laboratory studies, but only a few studies have extended the investigation on monitoring and control processes to more common, everyday situations (Schneider and Laurion, 1993). However, even in the laboratory, only a few studies have examined the type of information used by the subjects to operate a very preliminary monitoring of the items that are likely to be forgotten (see Reder, 1987, for an exception that concerns FOK).…”

Section: Discussionmentioning

confidence: 99%

Remembering the Grocery Shopping List: a Study on Metacognitive Biases

Mazzoni

Cornoldi

Tomat

et al. 1997

Appl. Cognit. Psychol.

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Three experiments examined the influence on memory monitoring and memory control of typicality and frequency of purchase of grocery items. On the basis of normative data, food items were divided into three categories: T+F+ (items typically bought in an Italian food store, and of frequent purchase for university students), T+F− (items typical but not frequently purchased) and T−F− (items low in both characteristics). Experiment 1 revealed that despite an equal recall of the three categories of items, ease of learning judgments were significantly lower for T−F− items. In Experiments 2 and 3, T−F− items were also treated differently than the two other types, when subjects had to decide which items to select for an additional check, and when they had to apportion their study time. Overall, data show that biases independent of the memory state of an item can influence memory monitoring. In addition, the same biases appear to influence the cognitive behaviour, suggesting that monitoring can have an impact on subsequent cognitive behaviour independent of the memorization processes. © 1997 by John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 99%

Remembering the Grocery Shopping List: a Study on Metacognitive Biases

Mazzoni

Cornoldi

Tomat

et al. 1997

Appl. Cognit. Psychol.

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“…Baranski & Petrusic, 1995;Bornstein & Zickafoose, 1999;W.F. Brewer & Sampaio, 2006;Mengelkamp & Bannert, 2010;Migueles & García-Bajos, 2001;Perfect, Watson, & Wagstaff, 1993;Schneider & Laurion, 1993), thus limiting the generalization of results to other contexts, such as an initial police interrogation in which the goal is to determine what happened during the offense or crime and in which no alternative answers are provided. The cued recall test is more commonly used in these cases than the recognition test.…”

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confidence: 99%

Confidence–Accuracy Calibration with General Knowledge and Eyewitness Memory Cued Recall Questions

Luna

Martín-Luengo

2011

Applied Cognitive Psychology

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The confidence-accuracy relationship has primarily been studied through recognition tests and correlation analysis. However, cued recall is more ecological from a forensic perspective. Moreover, there may be more informative ways of analysing the confidence-accuracy relationship than correlations. In the present study, participants viewed a video of a bank robbery and were asked cued recall questions covering general knowledge and the video itself. Confidence ratings were collected, and correlations, calibration and discrimination measures were calculated. All measures indicated a strong confidence-accuracy relationship that was better for general knowledge than eyewitness memory questions. However, there were no differences in confidence ratings for correct answers, suggesting that the differences could be limited to the evaluation of incorrect answers. We concluded that confidence may be a good marker for accuracy with cued recall, but that further research using ecological tests and more informative data analysis techniques is needed.Confidence in answers has been studied as a possible predictor of actual performance. Research on the confidence-accuracy relationship has been conducted using both general knowledge and eyewitness memory questions. Studies involving general knowledge questions have primarily been aimed at testing hypotheses and theories about how metamemory judgments work, whereas studies posing eyewitness memory questions have focused on application, based on the hypothesis that in a forensic context, confidence in answers helps distinguish between correct and incorrect information in a police interrogation.However, research conducted to date on the confidenceaccuracy relationship has some important shortcomings. First, it has primarily made use of recognition memory tests (e.g.

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“…This is the fact in a broad range of contexts from leisure situations like listening to the radio or watching television to eyewitness situations. Empirically, the assumption that everyday life trains non-intentional encoding abilities is supported by the fact that individuals achieved quite high gamma correlations (around .75) for non-intentional listening to the news (S. Schneider and Laurion 1993). This task is very similar to the one used in Studies 1 and 2 where participants had to recall facts of a film presentation.…”

Section: Discussion Of Study 2 and General Discussionmentioning

confidence: 97%

The effects of summary production and encoding condition on children’s metacognitive monitoring

Linden

Schneider

Roebers

2010

Metacognition Learning

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Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be able to recall specific details correctly. In the second phase of the experiments, participants took part in a memory interview about the memory event and gave confidence judgments (CJs), that is, rated their certainty that the provided answers to the memory questions were correct. Study 1 specifically investigated the potential positive influence of giving a verbal summary before the JOL-interview on metacognitive monitoring, whereas Study 2 had a closer look on the effect of intentional versus non-intentional encoding on JOL and CJ accuracy. Results revealed no significant influence of giving a summary and hardly any effect of encoding condition on metamemory monitoring although children from age 6 on showed adequate monitoring performance. JOL accuracy appears to be a complex process, which is even more difficult to influence in children than in adults.

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Do we know what we've learned from listening to the news?

Cited by 45 publications

References 57 publications

Remembering the Grocery Shopping List: a Study on Metacognitive Biases

Remembering the Grocery Shopping List: a Study on Metacognitive Biases

Confidence–Accuracy Calibration with General Knowledge and Eyewitness Memory Cued Recall Questions

The effects of summary production and encoding condition on children’s metacognitive monitoring

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