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.…

This experimental study examined whether the uninformative anchoring effect, which should be ignored, on judgments of learning (JOLs) was eliminated through the learning experience. In the experiments, the participants were asked to predict whether their performance on an upcoming test would be higher or lower than the anchor value (80% in 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…

Making judgments of learning (JOLs) can sometimes modify subsequent memory performance, which is referred to as JOL reactivity. We evaluated two major theoretical explanations of JOL reactivity and used the dual-retrieval model to pinpoint the retrieval processes that are modified by JOLs. The changed-goal hypothesis assumes that JOLs highlight…

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…

Teachers' ability to accurately judge students' monitoring skills is important as it enables teachers to help students becoming better self-regulated learners. Yet, there is hardly any research on this crucial teacher skill and a framework is missing. We present a novel conceptual and methodological framework integrating teachers' judgments of…

Generating own examples for previously encountered new concepts is a common and highly effective learning activity, at least when the examples are of high quality. Unfortunately, however, students are not able to accurately evaluate the quality of their own examples and instructional support measures such as idea unit standards that have been…

The world can be a confusing place, which leads to a significant challenge: how do we figure out what is true? To accomplish this, children possess two relevant skills: reasoning about the likelihood of their own accuracy (metacognitive confidence) and reasoning about the likelihood of others' accuracy (mindreading). Guided by Signal Detection…

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…

When learning from text, it is important that learners not only comprehend the information but also accurately monitor and judge their comprehension, known as metacomprehension accuracy. We investigated the extent to which the achievement emotions high school students (N = 358) experienced during reading influenced their text comprehension,…

Metacomprehension refers to the ability to monitor and control reading comprehension. It is important for individuals to be accurate in their judgments of comprehension, as this can affect academic performance. One type of accuracy, relative accuracy, tends to be low, meaning individuals cannot adequately differentiate well-known from less…

Evidence is mixed concerning whether delayed judgments of learning (JOLs) enhance learning and if so, whether their benefit is similar to retrieval practice. One potential explanation for the mixed findings is the truncated search hypothesis, which states that not all delayed JOLs lead to a full-blown covert retrieval attempt. In three…

This study investigated teachers' monitoring and regulation of students' learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349-370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for…

The present study examines individuals' thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and prior-knowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account -- from a historian of their…