Predicting what we will remember and forget is crucial for daily functioning. We were interested in whether evaluating something as likely to be remembered or forgotten leads to enhanced memory for "both" forms of information relative to information that was not judged for memorability. We presented participants with lists of words to…

Emotional information pervades experiences in daily life. Numerous studies have established that emotional materials and information are easier to remember than neutral ones, a phenomenon known as the emotional salience effect on memory. In recent years, an emerging body of research has begun to explore the effect of emotion on metamemory.…

The present study examined how argument type (science based vs. personal case based), belief consistency (belief consistent vs. inconsistent) and reading goals (read to evaluate vs. read to learn) influence comprehension and trustworthiness evaluations for claim-conflicting multiple texts. Undergraduates read four conflicting texts about the…

Research has shown that judgments of learning (JOLs) often produce a reactive effect on the learning of cue-target pairs in which target recall differs between participants who provide item-based JOLs at study versus those who do not. Positive reactivity, or the memory improvement found when JOLs are provided, is typically observed on related…

Dual-process theories of memory assume that memory is based on recollection and familiarity. A few dual-process approaches to metacognition have been proposed, which assume that metacognitive judgments, including judgments of learning (JOLs) or predictions about the likelihood of recall, are based on two, or slow and fast, processes. Prior…

For successful learning, students need to evaluate their learning status relative to their learning goals and regulate their study in response to such monitoring. The present study investigated whether making metacognitive judgments on previously studied text would enhance the learning of that studied (backward effect) and newly studied text…

Judgments of learning (JOLs) play a fundamental role in helping learners regulate their study strategies but are susceptible to various kinds of illusions and biases. These can potentially impair learning efficiency, and hence understanding the mechanisms underlying the formation of JOLs is important. Many studies have suggested that both…

Teachers often face complex educational judgments and research has shown that teachers are prone to be influenced by unrelated information in their judgments and decisions. To investigate the influence of potential misinformation we employed a list-method directed forgetting paradigm and investigated a simulated judgment scenario, in which…

One of the many sources of information easily available to children is the internet and the millions of websites providing accurate, and sometimes inaccurate, information. In the current investigation, we examined children's ability to use credibility information about websites when learning about environmental sustainability. In two studies,…

Recent studies have revealed that memory performance is better when participants have the opportunity to make a choice regarding the experimental task (choice condition) than when they do not have such a choice (fixed condition). These studies, however, used intentional memory tasks, leaving open the question whether the choice effect also applies…

Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself--a "reactivity" effect. The current study recruited 190 Chinese children (M[subscript age] = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its…

Consumers are exposed to large amounts of advertising every day. One way to avoid being manipulated is to monitor the sources of persuasive messages. In the present study it was tested whether high exposure to advertising affects the memory and guessing processes underlying source attributions. Participants were exposed to high or low proportions…

During recognition memory decisions, external hints or cues alter the accuracy and confidence of correct rejections (valid > uncued > invalid). In contrast, although hits show analogous accuracy effects, hit confidence remains largely unaffected by cue validity. Prior research suggested this confidence validity dissociation (CVD) may depend…

Students learn more effectively through repeated retrieval of study materials relative to repeated exposure to the materials, a phenomenon known as the "testing effect" or "retrieval practice". This pattern has been demonstrated repeatedly with verbal materials, and more recently with visuospatial materials. The extent to which…

Decades of memory research have demonstrated a dire need for effective methods of correcting misinformation, particularly once it has been encoded. However, much of this research has exposed participants to misinformation first then provided a correction, and used indirect memory questions. Using a misinformation effect (ME) paradigm, in which…