Information-Based and Experience-Based Metacognitive Judgments

Koriat, Asher; Nussinson, Ravit; Bless, Herbert; Shaked, Nira

doi:10.4324/9780203805503.ch7

Cited by 86 publications

(162 citation statements)

References 0 publications

Supporting

Mentioning

136

Contrasting

Unclassified

Order By: Relevance

“…Our findings are more consistent with a view that emphasizes the interaction between such knowledge (e.g., Klein, 1998;Koriat et al, 2008;Lane et al, 2008;Mathews et al, 1989;Sallas et al, 2007). Specifically, participants in our experiments appeared to use automatically acquired knowledge (i.e., the perception of overall effectiveness) to explicitly estimate the effects of interventions.…”

Section: Discussionsupporting

confidence: 80%

“…In past research, we have argued that people often rely on two general types of knowledge when making decisions or solving problems: experience based and model based (Lane, Mathews, Sallas, Prattini, & Sun, 2008;Mathews et al, 1989;Sallas, Mathews, Lane, & Sun, 2007; for similar ideas, see Koriat, Nussinson, Bless, & Shaked, 2008). On this view, experience-based knowledge is acquired relatively directly from the environment, can be abstracted from multiple encounters with stimuli (e.g., Mathews et al, 1989), and is often difficult to articulate (e.g., Lewicki, 1986).…”

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

“…For example, pattern recognition involves much more than recognizing that a pattern is familiar; it may also entail sets of cognitive feelings that are sources of information for both the control (what to do) and creation (how you think the system works) of task knowledge. Pattern recognition may include feelings of familiarity, warmth, preference, and coherence (e.g., Koriat et al, 2008;Price & Norman, 2008).…”

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

See 2 more Smart Citations

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

et al. 2011

View full text Add to dashboard Cite

In real-world situations, people are often faced with the complex task of deciding which of many potential variables are affecting their own or others' behavior, as well as noting which specific aspects of behavior are being affected. Although it is common for professionals who encounter such conditions to claim that they acquire accurate and specific knowledge from their experience, it is unclear that such confidence is justified. Using a managerial task, we examined participants' ability to learn how various interventions affect various aspects of their employees' performance. The results of three experiments reveal that although participants appear to avoid prescribing an intervention that has a positive effect on a primary performance measure and a negative side effect on a secondary measure, when asked directly about the impact of the intervention, they respond by reducing their judgments of its positive impact. This was true regardless of whether participants indicated clear knowledge of its negative side effect (Experiment 3) or did not (Experiments 1 and 2). Thus, participants appear to be automatically integrating across the effects on different outcome measures.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

Section: Abstract Implicit Learning Decision Makingmentioning

confidence: 99%

See 1 more Smart Citation

Getting it right generally, but not precisely: learning the relation between multiple inputs and outputs

et al. 2011

View full text Add to dashboard Cite

show abstract

“…tions differ reliably in the number of considerations that they bring to mind, as was reported by Koriat, Nussinson, Bless, and Shaked (2008), then we would expect to find item-specific differences in confidence, independent of the answer chosen. Of course, this should also be the case if the bias in favor of one of the answers has already developed during the search for pertinent considerations (Sniezek et al, 1990;Tsai, Klayman, & Hastie, in press).…”

Section: University Of Haifa Haifa Israelmentioning

confidence: 86%

When confidence in a choice is independent of which choice is made

Koriat

2008

Psychonomic Bulletin & Review

Self Cite

View full text Add to dashboard Cite

), participants chose an answer to two-alternative general-information questions and indicated their confidence in that answer. Whereas previous studies focused on the determinants of the choice and, consequently, on the confidence in that choice, the present study examined a component of subjective confidence that correlates with properties of the items itself, no matter which answer is chosen.The item-based approach to the study of metacognitive judgments has proved useful in the past. According to this approach, some insight into the processes underlying metacognitive judgments and their accuracy can be gained by investigating systematic differences between memory items. This approach is based on the assumption that memory questions differ reliably in characteristics that are pertinent to metacognitive judgments, and that normative data, aggregated across participants, provide clues to the processes that occur within participants. Thus, in Koriat and Lieblich's (1977) study of the tip-of-the-tongue (TOT) states, word definitions were found to differ reliably in terms of two orthogonal dimensions: their likelihood of suggesting the correct memory target, and the extent to which they evoke a feeling of knowing (FOK). The analysis of items in terms of these dimensions provided information about the processes underlying FOK and TOT states, and laid the groundwork for Koriat's (1993) accessibility model of FOK judgments. Similarly, general-information questions were found to differ reliably in two properties among participants who provided an answer, and these properties predicted the magnitude and accuracy of FOK judgments among participants who failed to provide an answer to these questions (Koriat, 1995). Also, using two-alternative general-information questions, has documented a systematic correlation between subjective confidence in the answer and the percentage of participants who chose that answer: Consensually chosen answers elicited stronger confidence than nonconsensual answers, regardless of whether they were correct or wrong, implying that confidence is diagnostic of the correctness of the answer only when the consensually endorsed answer is the correct answer, as is generally the case. When the consensual answer was the wrong answer ("deceptive"; see Fischhoff, Slovic, & Lichtenstein, 1977), this answer was endorsed with stronger confidence. Similar findings were reported by Brewer and Sampaio (2006), who also used an item-based approach to study confidence in memory for sentences.The present study focuses on another item-based correlation that I have observed over the years across several sets of data. Consider the recent study of Koriat (2008) just mentioned: Participants answered 105 questions and expressed their confidence on a 50%-100% scale. The questions had been selected to represent a wide dispersion in terms of the likelihood that participants would choose the correct answer, so that for some questions the consensually chosen answer would be the wrong answer.For the present study, I reanaly...

show abstract

“…These cues arise from the information that they process when learning or answering test items (Koriat, 2007;Koriat et al, 2008). In the case of confidence judgments, such cues are, for example, the time needed to retrieve information (Kelley & Lindsay, 1993;Nelson & Narens, 1990), the completeness of the recall (Brewer, Sampaio, & Barlow, 2005), and the kind of questions asked (Maki, 1995, Experiment 1).…”

mentioning

confidence: 99%