The effects of emotion on younger and older adults’ monitoring of learning

Tauber, Sarah K.; Dunlosky, John; Urry, Heather L.; Opitz, Philipp C.

doi:10.1080/13825585.2016.1227423

Cited by 35 publications

(43 citation statements)

References 48 publications

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“…JOLs were reliably correlated to memory accuracy for neutral pairs, but not for negative pairs, implying lower validity of the JOLs for negative association-memory (Zimmerman & Kelley, 2010), also resembling previous item-memory findings (Hourihan & Bursey, 2017;Tauber et al, 2017). However, the critical question here was whether increased JOLs for negative pairs could result in less encoding and thereby cause the association-memory reduction for negative pairs.…”

Section: Discussionsupporting

confidence: 65%

“…For negative pairs, arousal ratings (acquired in a different cohort) were positively correlated to the negative pairs' JOLs, but negatively related to JOLs for neutral pairs. To speculate, if valence were the primary origin of differences in JOLs for emotional versus neutral materials (Hourihan & Bursey, 2017;Tauber et al, 2017), higher arousal in negative pictures may corroborate their perception as belonging to a 'negative' category, i.e., relate positively to their JOLs as we observed. By this logic, higher arousal in neutral pictures would be incongruent with their perception as 'neutral' and therefore relate negatively to their JOLs.…”

Section: Discussionmentioning

confidence: 61%

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Reduced association-memory for negative information: impact of confidence and interactive imagery during study

Caplan¹,

Sommer²,

Madan³

et al. 2018

Preprint

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Although item-memory for emotional information is enhanced, memory for associations between items is impaired for negative, emotionally arousing compared to neutral information. We tested two possible mechanisms underlying this impairment, using picture pairs: 1) higher confidence in one’s own ability to memorise negative information may cause participants to under-study negative pairs; 2) better interactive imagery for neutral pairs could facilitate association-memory for neutral more than for negative pairs. Tested with associative recognition, we replicated the impairment of association-memory for negative relative to neutral pairs. We also replicated the result that confidence in future memory (judgments of learning) was higher for negative than neutral pairs. Inflated confidence could not explain the impairment of associative recognition memory: Judgements of learning were positively correlated with association-memory success for both, negative and neutral pairs. However, neutral pairs were rated higher in their conduciveness to interactive imagery than negative pairs, and this difference in interactive imagery showed a robust relationship to the association-memory difference. Thus, association-memory reductions for negative information are not due to differences in encoding effort. Instead, interactive imagery may be less effective for encoding of negative than neutral pairs.

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Section: Discussionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 61%

Reduced association-memory for negative information: impact of confidence and interactive imagery during study

Caplan¹,

Sommer²,

Madan³

et al. 2018

Preprint

View full text Add to dashboard Cite

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“…In Experiment 1, participants' JOLs were significantly higher for emotional than for neutral words (cf. Hourihan & Bursey, 2015;Nomi, Rhodes, & Cleary, 2013;Tauber & Dunlosky, 2012;Tauber et al, 2016;Witherby & Tauber, 2018;Zimmerman & Kelley, 2010), which establishes that the present method was sensitive for demonstrating a cue effect on JOLs. By contrast, participants' JOLs were not statistically different when made for an average younger adult than for an average older adult.…”

Section: Discussionsupporting

confidence: 54%

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs

2019

Self Cite

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The cue-utilization framework (Koriat, 1997) and the analytic processing theory (Dunlosky, Mueller, & Tauber, 2015) identify people's beliefs about their memory as central to how judgments of learning (JOLs) are made. This assumption is supported by ample evidence. However, researchers have almost exclusively explored the impact of participants' beliefs about the materials or the learning task, and none have evaluated the impact of beliefs about a person on JOLs. Thus, to inform JOL theory, we evaluated the degree to which JOLs are related to the belief that "memory declines with aging in adulthood." In seven experiments, college-aged participants studied words, made JOLs, and took a memory test. Participants made JOLs predicting memory performance for an average younger adult (i.e., 18-21 years old) or for an average older adult (i.e., 65+ years old). Most important, beliefs about aging in adulthood were not always sufficient to produce cue effects on JOLs, which contrasts with expectations from the aforementioned theories. An important challenge for future research will be to discover factors that moderate belief effects. To guide such explorations, we discuss possible explanations for why beliefs about aging would have demonstrated little to no relationship with people's JOLs.

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“…Judgments of learning are thought to be based not only on multiple cues, such as general beliefs about one's memory functioning and experience with similar types of tasks in the past (Hertzog, Dixon, & Hultsch, 1990;Mazzoni & Comoldi, 1993), but also on the properties of the items themselves (such as word frequency or concreteness, Koriat, 1997;Witherby & Tauber, 2017). JOLs are known to be impacted by the affective value of stimuli: they are typically higher for emotional than for neutral items (Hourihan, Fraundorf, & Benjamin, 2017;Nomi, Rhodes, & Cleary, 2013;Tauber & Dunlosky, 2012, Tauber, Dunlosky, Urry, & Opitz, 2017Witherby & Tauber, 2018;Zimmerman & Kelley, 2010). There are two popular non-exclusive explanations for this effect: the first states that the distinctiveness of emotional information serves as a cue for predicting future recall; the second states that physiological arousal mimics the feeling of fluency or familiarity (Witherby & Tauber, 2018;Zimmerman & Kelley, 2010).…”

Section: Studies Examining the Relationship Between Affectivity And Nmentioning

confidence: 99%

Metacognition and memory of emotional information: Judgments of learning predict the affectivity congruence effect in free recall

Siedlecka

Blaut

Paulewicz

et al. 2020

Preprint

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Memory of emotional information often depends on the current mood and the dominant affective state. For example, studies show that people tend to recall emotional information of valence that is congruent with their affective traits. However, not much is known about whether this tendency is captured by metacognitive judgments of learning (JOLs). The aim of this study was to find out how people who score low or high on affectivity scales assess their memory of emotional material. We used a free-recall task with self-referential neutral, positive, and negative adjectives. The results show the affectivity congruence effect: the number of negative words recalled is related to affectivity; it increases with Negative Affectivity (NA) and decreases with Positive Affectivity (PA). Metacognitive assessment of future recall is also related to affectivity. Higher PA is related to higher JOLs for positive words and lower JOLs for negative words. Higher NA is related to higher JOLs for negative words and lower JOLs for positive words. The results suggest that metacognitive processes are sensitive to affective trait-specific memory bias.Keywords: judgment of learning, trait affectivity-congruent memory, trait affectivity, metacognition Metacognition and memory of emotional information: Judgments of learning predict the affectivity congruence effect in free recallCognitive processing of emotional information often depends on the current mood or dominant affective state. For example, people suffering from anxiety display an attentional bias towards threatening sources of information (Bar-Haim,

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The effects of emotion on younger and older adults’ monitoring of learning

Cited by 35 publications

References 48 publications

Reduced association-memory for negative information: impact of confidence and interactive imagery during study

Reduced association-memory for negative information: impact of confidence and interactive imagery during study

Beliefs about memory decline in aging do not impact judgments of learning (JOLs): A challenge for belief-based explanations of JOLs

Metacognition and memory of emotional information: Judgments of learning predict the affectivity congruence effect in free recall

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