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Related Experiment Video

Updated: Feb 16, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Ease-of-learning judgments are based on both processing fluency and beliefs.

Andreas Jemstedt1, Bennett L Schwartz2, Fredrik U Jönsson1

  • 1a Department of Psychology , Stockholm University , Stockholm , Sweden.

Memory (Hove, England)
|December 16, 2017
PubMed
Summary

Processing fluency impacts ease-of-learning judgments, but this effect is moderated by individuals' beliefs about learning. Participants found consistently cased words easier to learn, influenced by their prior beliefs.

Keywords:
Ease-of-learning judgmentsbeliefscue utilisationmetacognitionmonitoringprocessing fluency

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Area of Science:

  • Cognitive Psychology
  • Metacognition
  • Judgment and Decision Making

Background:

  • Processing fluency, the ease with which information is processed, influences various judgments.
  • Metacognitive research suggests that beliefs can mediate the impact of processing fluency.
  • Ease-of-learning (EOL) judgments are a key area where processing fluency and beliefs may interact.

Purpose of the Study:

  • To investigate the direct effect of processing fluency on ease-of-learning judgments.
  • To examine the moderating role of participants' beliefs in the processing fluency-EOL relationship.
  • To understand how beliefs about learning conditions influence judgments of future learning.

Main Methods:

  • Two experiments involving 240 participants (Exp 1: n=94; Exp 2: n=146) judging EOL for concrete nouns.
  • Words were presented in either a high-fluency (all uppercase) or low-fluency (mixed case) condition.
  • Participants made EOL judgments, studied words, completed a recall test, and reported their beliefs about learning conditions.

Main Results:

  • Words in the high-fluency (constant case) condition were judged as more likely to be learned than low-fluency (alternating case) words.
  • The magnitude of this difference was significantly moderated by participants' beliefs.
  • The effect was strongest when participants believed high fluency aided learning, and weakest when they believed low fluency aided learning.

Conclusions:

  • Processing fluency exerts a direct influence on ease-of-learning judgments.
  • This influence is not absolute but is significantly moderated by individuals' metacognitive beliefs.
  • Understanding these beliefs is crucial for a comprehensive model of fluency effects on judgment.