The effects of repetition on allocation of study time and judgements of learning in Alzheimer’s disease

Moulin, Chris J. A.; Perfect, Timothy J.; Jones, Roy

doi:10.1016/s0028-3932(99)00142-6

Cited by 39 publications

(43 citation statements)

References 22 publications

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“…In Experiment 2, students who viewed the fluent or disfluent lecture subsequently studied the material for a comparable amount of time. This finding aligns with other research showing a disassociation between metacognitive judgments and study decisions (e.g., Kornell & Son, 2009;Moulin, Perfect, & Jones, 2000). Although study time could be driven to some degree by students' perceptions of how well they know the material, it could also be driven by the potentially stronger effects of habitual reading processes (Ariel, Al-Harthy, Was, & Dunlosky, 2011).…”

Section: Discussionsupporting

confidence: 90%

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

et al. 2013

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The present study explored the effects of lecture fluency on students' metacognitive awareness and regulation. Participants watched one of two short videos of an instructor explaining a scientific concept. In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes. After watching the video, participants in Experiment 1 were asked to predict how much of the content they would later be able to recall, and participants in Experiment 2 were given a text-based script of the video to study. Perceived learning was significantly higher for the fluent instructor than for the disfluent instructor (Experiment 1), although study time was not significantly affected by lecture fluency (Experiment 2). In both experiments, the fluent instructor was rated significantly higher than the disfluent instructor on traditional instructor evaluation questions, such as preparedness and effectiveness. However, in both experiments, lecture fluency did not significantly affect the amount of information learned. Thus, students' perceptions of their own learning and an instructor's effectiveness appear to be based on lecture fluency and not on actual learning.Keywords Metacognition . Memory . Overconfidence . Processing ease . FluencyIn order to learn effectively, individuals must be able to accurately assess their own knowledge. Being able to recognize what one knows-and does not know-is an essential step when deciding what information needs to be learned (e.g

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Section: Discussionsupporting

confidence: 90%

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

et al. 2013

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“…In opposition to these results come those by Moulin et al (2000b). These authors report a series of experiments that suggest a dissociation between the mnemonic bases of metamemory control and metamemory monitoring during the encoding phase of a memory task (Moulin et al, 2000a(Moulin et al, , b, 2001(Moulin et al, , 2002a.…”

Section: Discussionmentioning

confidence: 99%

“…As the control of study time at encoding may be a critical feature of memory effectiveness, we also investigated how participants made use of an extrinsic cue, namely the repetition of learning trials, to adapt their learning strategies in terms of time allocated to the study (Koriat, 1997;Moulin et al, 2000b).…”

Section: Introductionmentioning

confidence: 99%

Specific Effects of an Amnesic Drug: Effect of Lorazepam on Study Time Allocation and on Judgment of Learning

Izaute

Bacon

2004

Neuropsychopharmacol

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We investigated the effects of lorazepam, a benzodiazepine, on the allocation of study time, memory, and judgment of learning, in a cognitive task where the repetition of word presentation was manipulated. The aim was to assess whether lorazepam would affect the learning processes and/or whether the participants would be aware of the amnesic difficulty. A total of 30 healthy volunteers participated in the study, 15 of whom received a capsule containing the lorazepam drug (0.038 mg/kg) and 15 a placebo capsule. First, the accuracy of delayed judgments of learning (JOL) was measured in both groups. For the JOL ratings, results showed that all the participants benefited from word repetition. Although the overall performance was lower in the lorazepam than in the placebo group, the accuracy of the JOL ratings was preserved by the drug. Second, all the participants benefited from the repetition of learning, although the performances of the lorazepam-treated subjects remained lower than those of the placebo participants. The repetition of learning had an effect on JOL in both groups. Finally, the time spent learning each (allocation study time) pair of words was measured. For the placebo group, results revealed that study time decreased significantly with the frequency of presentation. For the lorazepam group, no effect of presentation frequency was found. Overall, our findings suggest that the lorazepam drug has a differential effect on the monitoring and the control processes involved in a learning task. The implications of these findings are discussed within the theoretical framework of metacognition.

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“…First, multiple sources of evidence converged on the idea that individuals with AD appreciate, or are sensitive to, characteristics of the stimuli or task at the time of encoding that influence their recallability [74]. Specifically, predictions in AD are appropriately reduced for delayed tasks as compared to immediate memory tasks [64], recall tasks as compared to recognition [73], and as a function of item difficulty [75] and distinctiveness [16]. Thus, knowledge regarding the factors that influence encoding is comparable to that seen in healthy older adults and therefore cannot account for the metamemory deficit seen in a subset of individuals with AD.…”

Section: Dissociations In Metacognition In Ad and Implications For Momentioning

confidence: 99%

Metacognition in Alzheimer’s Disease

Cosentino

2014

The Cognitive Neuroscience of Metacognition

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It has long been recognized that a significant proportion of patients with Alzheimer's disease (AD) display some degree of unawareness for disease related memory loss. Historically, the majority of studies examining awareness in AD have implemented subjective assessment tools including clinician rating scales and informant based discrepancy measures. In the past two decades, there has been increasing focus on the objective assessment of metacognition in AD. These studies have made important strides in advancing our understanding of the nature of awareness deficits in AD and the mechanisms which may contribute to metacognitive variability in AD. However, there are several methodological issues that may complicate interpretation of existing data and that require consideration as this field moves forward. This chapter will: (1) review several commonly used subjective and objective approaches to measuring memory awareness in AD; (2) highlight important dissociations that characterize metacognitive functioning in AD; (3) evaluate specific models of metacognitive deficits (i.e., anosognosia) in AD and; (4) discuss future directions for metacognitive research in AD.

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The effects of repetition on allocation of study time and judgements of learning in Alzheimer’s disease

Cited by 39 publications

References 22 publications

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

Specific Effects of an Amnesic Drug: Effect of Lorazepam on Study Time Allocation and on Judgment of Learning

Metacognition in Alzheimer’s Disease

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