Abstract
A version of the PRAM methodology that permits an analytical evaluation of judgment of learning (JOL) accuracy was used for the first time to assess absolute accuracy (specifically, calibration). Results are reported from a new experiment in which Swahili-English translation equivalents were studied, followed sometime later (either immediately, ∼1 min, or ∼8 min) by pre-JOL recall and JOLs, and followed eventually by final recall. The calibration accuracy for predicting final recall decreased as the delay between study and JOL increased, with the decrease being most dramatic when only items that were recalled at the time of the JOL were considered. In contrast, relative accuracy (as measured by an overall gamma) improved as the delay between study and JOL increased. Participants appear insensitive to the combined effects of the recallability of the items at the time of the JOLs and of the delay between JOL and testing on the accuracy of JOLs.
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This research was funded, in part, by National Institute of Mental Health Ruth L. Kirschstein NRSA Grant F32 MH070964-01 to J.P.V.O. and by Grant R305H030283 from the Cognition and Student Learning (CASL) research program at the Institute of Education Sciences of the U.S. Department of Education to T.O.N.
Note—This article was accepted by the previous editorial team, when Colin M. MacLeod was Editor.
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Van Overschelde, J.P., Nelson, T.O. Delayed judgments of learning cause both a decrease in absolute accuracy (calibration) and an increase in relative accuracy (resolution). Memory & Cognition 34, 1527–1538 (2006). https://doi.org/10.3758/BF03195916
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DOI: https://doi.org/10.3758/BF03195916