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Delayed judgments of learning cause both a decrease in absolute accuracy (calibration) and an increase in relative

James P Van Overschelde1, Thomas O Nelson

  • 1University of Maryland, College Park, Maryland, USA. jimvano@psyc.umd.edu

Memory & Cognition
|February 1, 2007
PubMed
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This study found that memory prediction accuracy (judgment of learning) decreases with longer delays between learning and assessment. Participants were less accurate at judging their future recall performance over time.

Area of Science:

  • Cognitive Psychology
  • Metacognition Research
  • Memory Studies

Background:

  • Judgment of learning (JOL) accuracy is crucial for effective self-regulated learning.
  • Assessing JOL accuracy, particularly absolute accuracy (calibration), has been methodologically challenging.
  • Previous research has primarily focused on relative accuracy, leaving absolute accuracy under-explored.

Purpose of the Study:

  • To analytically evaluate the absolute accuracy (calibration) of judgments of learning (JOLs) using a novel PRAM methodology.
  • To investigate how the delay between item study and JOL assessment impacts JOL accuracy.
  • To examine the influence of item recallability at the time of JOL on prediction accuracy.

Main Methods:

  • A new experimental paradigm was employed using Swahili-English translation equivalents.

Related Experiment Videos

  • Participants studied translation pairs, followed by delayed recall tests and judgments of learning (JOLs) at varying intervals (immediate, 1 min, 8 min).
  • Absolute accuracy (calibration) and relative accuracy (gamma) of JOLs were analyzed in relation to final recall performance.

    • Main Results:

    • Calibration accuracy significantly decreased as the delay between study and JOL increased.
    • This decrease in calibration was most pronounced for items successfully recalled during the JOL phase.
    • Relative accuracy, measured by overall gamma, showed improvement with increased study-JOL delay.

    Conclusions:

    • The findings indicate that learners' ability to accurately predict their future recall performance (calibration) deteriorates with longer delays between learning and judgment.
    • Learners appear to be insensitive to the combined influence of item recallability and the temporal delay between judgment and testing on JOL accuracy.
    • These results highlight potential limitations in metacognitive monitoring and the need for improved strategies to enhance JOL accuracy in educational contexts.