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Simultaneous utilization of multiple cues in judgments of learning
Monika Undorf1, Anke Söllner2, Arndt Bröder2
1Department of Psychology, School of Social Sciences, University of Mannheim, Schloss, Ehrenhof-Ost, 68131, Mannheim, Germany. undorf@uni-mannheim.de.
Memory & Cognition
|January 13, 2018
Summary
People effectively integrate multiple cues when making judgments of learning (JOLs), demonstrating a robust capacity for metacognitive assessment. This research shows how various factors are combined for accurate memory predictions.
Area of Science:
- Cognitive Psychology
- Metacognition Research
Background:
- Metacognitive judgments, like judgments of learning (JOLs), are often based on heuristics and cues.
- Limited understanding exists on whether individuals integrate multiple cues or rely on single cues for metacognitive judgments.
Purpose of the Study:
- To systematically investigate the extent to which people integrate multiple extrinsic and intrinsic cues in their JOLs.
- To determine if and when cue integration occurs in metacognitive judgments.
Main Methods:
- Four experiments were conducted, manipulating various cues such as study presentation number, font size, word concreteness, and emotionality.
- Participants' JOLs were analyzed to assess the integration of manipulated cues.
Main Results:
- Participants consistently integrated multiple cues (two, three, and four cues) in their JOLs across experiments.
- Cue integration occurred whether cues were presented as distinct levels or on a continuum.
Conclusions:
- Individuals possess a significant capacity to integrate multiple cues when forming metacognitive judgments.
- Findings challenge explanations of cue effects on JOLs based on demand characteristics.
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