Confidence and accuracy, while often considered to tap the same memory representation, are often found to be only weakly correlated (e.g. Bothwell, Deffenbacher, & Brigham, 1987;Deffenbacher, 1980). There are at least two possible (nonexclusive) reasons for this weak relation. First, it may be simply due to noise of one sort or another; that is, it may come about because of both within-and betweensubjects statistical variations that are partially uncorrelated for confidence measures on the one hand and accuracy measures on the other. Second, confidence and accuracy may be uncorrelated because they are based, at least in part, on different memory representations that are affected in different ways by different independent variables. We propose a general theory that is designed to encompass both of these possibilities and, within the context of this theory, we evaluate effects of four variables--degree of rehearsal, study duration, study luminance, and test luminance-in three face recognition experiments. Inconjunction with our theory, the results allow us to begin to identify the circumstances under which confidence and accuracy are based on the same versus different sources of information in memory, The results demonstrate the conditions under which subjects are quite poor at monitoring their memory performance, and are used to extend cue utilization theories to the domain of face recognition.Of interest in numerous circumstances is the ability to assess the degree to which a person's reported memory faithfully reflects the original, objective reality that gave rise to the memory. One such circumstance, for example, is the common legal scenario wherein a witness to a crime identifies a suspect as the person who committed the crime. Another is a laboratory setting wherein a subject claims to recognize a test stimulus in a recognition experiment.In a controlled laboratory setting, the researcher has various tools available to assess memory. Two of the most commonly used are accuracy and confidence. Thus, to each recognition test stimulus, a subject can respond "old" or "new" and can also provide a confidence rating (say on a scale from 1 to 5) indicating his/her subjective assessment that the just-made recognition response is correct. Often, these two kinds of responses are assumed, either implicitly or explicitly, to be two measures of the same underlying psychological dimension. Thus experimenters often report both confidence and accuracy as parallel measures, or combine them into a single measure (e.g, multiplying a 1-5 point confidence rating by