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Direct linkEngland, Benjamin D.; Ortegren, Francesca R.; Serra, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Framing metacognitive judgments of learning (JOLs) in terms of the likelihood of forgetting rather than remembering consistently yields a counterintuitive outcome: The mean of participants' forget-framed JOLs is often higher (after reverse-scoring) than the mean of their remember-framed JOLs, suggesting greater confidence in memory. In the present…
Descriptors: Metacognition, Evaluative Thinking, Learning, Memory
