What do judgments of learning reflect? evidence from a test of recognition exclusion
Unal, Belgin
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https://hdl.handle.net/2142/115613
Description
Title
What do judgments of learning reflect? evidence from a test of recognition exclusion
Author(s)
Unal, Belgin
Issue Date
2022-04-27
Director of Research (if dissertation) or Advisor (if thesis)
Benjamin, Aaron S
Committee Member(s)
Sahakyan, Lili
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
Metamemory
Judgments of Learning
Process Dissociation
Exclusion Paradigm
Abstract
It has been suggested that familiarity (i.e., memory for item) and recollection (i.e., memory for context) contribute to both recognition and metacognition processes. However, there is only a handful of studies investigating the link between these memory processes and Judgments of Learning, one of the most commonly used measures in metamemory research. Here, over four experiments, we tested the memory and metamemory using a continuous exclusion procedure, and estimated the influences of memory for context and memory for the item to assess the degree to which judgments of learning reflect item and context information. An analysis of forgetting revealed that as judgments of learning increase, the initial degree of learning increases and the rate of forgetting decreases for memory for context, but not for memory for item. These findings demonstrate that judgments of learning are predictive of memory for the context in a test of exclusion.
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