Norms of 300 general-information questions: Accuracy of recall, latency of recall, and feeling-of-knowing ratings

Nelson, Thomas O.; Narens, Louis

doi:10.1016/s0022-5371(80)90266-2

Cited by 336 publications

(356 citation statements)

References 9 publications

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“…Stimuli were a pool of 80 general knowledge questions and their answers selected from Nelson and Narens' (1980) norms and used in prior research (Cleary et al, 2014). For each participant, 40 of the 80 answers were presented on a study list.…”

Section: Methodsmentioning

confidence: 99%

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

Mellers¹,

Stone²,

Atanasov³

et al. 2015

Journal of Experimental Psychology: Applied

134

130

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This article extends psychological methods and concepts into a domain that is as profoundly consequential as it is poorly understood: intelligence analysis. We report findings from a geopolitical forecasting tournament that assessed the accuracy of more than 150,000 forecasts of 743 participants on 199 events occurring over 2 years. Participants were above average in intelligence and political knowledge relative to the general population. Individual differences in performance emerged, and forecasting skills were surprisingly consistent over time. Key predictors were (a) dispositional variables of cognitive ability, political knowledge, and openmindedness; (b) situational variables of training in probabilistic reasoning and participation in collaborative teams that shared information and discussed rationales (Mellers, Ungar, et al., 2014); and (c) behavioral variables of deliberation time and frequency of belief updating. We developed a profile of the best forecasters; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness. They had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments. Last but not least, they viewed forecasting as a skill that required deliberate practice, sustained effort, and constant monitoring of current affairs. A t APA, we understand how challenging it can be for you to stay abreast of the latest and best academic research on psychology. Disciplines Finance and Financial Management | Social and Behavioral Sciences

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Section: Methodsmentioning

confidence: 99%

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

Mellers¹,

Stone²,

Atanasov³

et al. 2015

Journal of Experimental Psychology: Applied

134

130

View full text Add to dashboard Cite

show abstract

“…The materials also included trivia questions (e.g., "What is the name of the spear-like object that is thrown during a track meet? "), which came from Nelson and Narens (1980).…”

Section: Methodsmentioning

confidence: 99%

Why interleaving enhances inductive learning: The roles of discrimination and retrieval

et al. 2012

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Kornell and Bjork (Psychological Science 19:585-592, 2008) found that interleaving exemplars of different categories enhanced inductive learning of the concepts based on those exemplars. They hypothesized that the benefit of mixing exemplars from different categories is that doing so highlights differences between the categories. Kang and Pashler (Applied Cognitive Psychology 26:97-103, 2012) obtained results consistent with this discriminative-contrast hypothesis: Interleaving enhanced inductive learning, but temporal spacing, which does not highlight category differences, did not. We further tested the discriminative-contrast hypothesis by examining the effects of interleaving and spacing, as well as their combined effects. In three experiments, using photographs of butterflies and birds as the stimuli, temporal spacing was harmful when it interrupted the juxtaposition of interleaved categories, even when total spacing was held constant, supporting the discriminative-contrast hypothesis. Temporal spacing also had value, however, when it did not interrupt discrimination processing.Keywords Categorization . Induction . Interleaving . Spacing . MetacognitionPeople accumulate a great deal of knowledge via inductive learning. Children, for example, learn concepts such as boat or fruit by being exposed to exemplars of those categories and inducing the commonalities that define the concepts.Later in life, we might learn to distinguish between different species of butterflies or birds, as in the present research. Such inductive learning is critical in making sense of events, objects, and actions-and, more generally, in structuring and understanding our world. In the present research, we examined how exemplars of to-be-learned categories should be sequenced and spaced in order to optimize inductive learning. Kornell and Bjork (2008) investigated the effect of study schedules on inductive learning-specifically, learning artists' painting styles from exemplars of their paintings. Images of six paintings by each of 12 artists were presented for study, with the artist's name displayed below each painting. The paintings by half of the artists were blocked (i.e., all six paintings by a given artist were shown consecutively), whereas the paintings by the other six artists were interleaved (i.e., mixed together). After the learning phase, participants were shown new paintings by each of the 12 artists and were asked to identify which artist had painted each new painting. Kornell and Bjork found that interleaving artists' paintings led to better performance on this inductive task than did blocking-even though participants consistently believed that blocking, rather than interleaving, had been more helpful for learning the artists' styles.

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“…Nelson and Narens (1980). For example, one question was, What is the last name of the man who supposedly assassinated John F. Kennedy?…”

Section: Methodsmentioning

confidence: 99%

Study efficacy and the region of proximal learning framework.

Kornell

Metcalfe

2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

196

215

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One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to control what they studied. Experiments 2a-d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose among items they did not know, participants chose the easiest items and benefited from doing so, providing evidence for the link between metacognitive monitoring/control and learning, and supporting the region of proximal learning model of study-time allocation.Keywords: metacognition, study-time allocation, region of proximal learning, education, memoryOne of the best reasons to study metacognition is because it has the potential to play a large part in guiding how people study and, as a result, in how effectively they learn (e.g., Benjamin, Bjork, & Schwartz, 1998;Dunlosky & Hertzog, 1997;Metcalfe, 2002;Metcalfe & Kornell, 2003, 2005T. O. Nelson & Narens, 1990, 1994. People use memory monitoring, especially judgments of learning (JOLs), to decide which items to study and how long to spend on them (e.g., Mazzoni, Cornoldi, & Marchitelli, 1990;Metcalfe, 2002;T. O. Nelson, Dunlosky, Graf, & Narens, 1994;T. O. Nelson & Leonesio, 1988;T. O. Nelson & Narens, 1990;Son & Metcalfe, 2000). The central question addressed here is, does such metacognitively guided study lead to effective learning? The answer can be arrived at by asking more basic questions. What should people choose to study? What do people choose to study? And, are they the same? The answers to these questions have implications for pedagogy, how learning works, and the debate over the accuracy (or lack thereof) of metacognitive monitoring and control as well as theoretical implications for current models of study-time allocation.

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Norms of 300 general-information questions: Accuracy of recall, latency of recall, and feeling-of-knowing ratings

Cited by 336 publications

References 9 publications

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

The psychology of intelligence analysis: Drivers of prediction accuracy in world politics.

Why interleaving enhances inductive learning: The roles of discrimination and retrieval

Study efficacy and the region of proximal learning framework.

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