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Training Synesthetic Letter-color Associations by Reading in Color
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The font size effect depends on inter-item relation.

Minyu Chang1, C J Brainerd2

  • 1Department of Psychology, McGill University, 2001 Avenue McGill College, Montréal, QC, H3A 1G1, Canada. minyu.chang@mcgill.ca.

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Summary
This summary is machine-generated.

The font size effect, where larger fonts increase judgments of learning (JOLs) but not recall, is eliminated when considering relationships between items. Smaller fonts improved recall for related items, suggesting a trade-off in processing.

Keywords:
Font size effectItem-specific processingJudgments of learningMemoryRelational processing

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Area of Science:

  • Cognitive Psychology
  • Metacognition
  • Learning Science

Background:

  • The font size effect is a metacognitive illusion where larger fonts inflate judgments of learning (JOLs) without improving actual recall.
  • Prior research established this effect under intra-item relation conditions, despite relational cues being more diagnostic than font size.

Purpose of the Study:

  • To investigate if the font size effect persists when inter-item relations are manipulated alongside font size.
  • To examine the interplay between font size, inter-item relation, and their impact on JOLs and recall.

Main Methods:

  • Three experiments factorially manipulated font size and inter-item relation (blocked vs. mixed presentation).
  • Judgments of learning (JOLs) and recall performance were measured.
  • Salience of inter-item relation was manipulated through list presentation format.

Main Results:

  • Font size effects on JOLs were moderated or eliminated when inter-item relation was simultaneously manipulated.
  • Smaller font sizes led to better recall for related lists, but not for unrelated lists.
  • Evidence suggests cues are not weighted equally in JOLs, indicating a trade-off between item-specific and relational processing.

Conclusions:

  • The font size effect is not a universal metacognitive illusion and is dependent on the presence and salience of relational information.
  • Highlighting information with larger fonts may be suboptimal for learning when items are related.
  • Metacognitive judgments involve a complex integration of various informational cues, with potential trade-offs between processing different types of information.