Metacognitive Awareness and Adaptive Recognition Biases

Autor/inn/en	Selmeczy, Diana; Dobbins, Ian G.
Titel	Metacognitive Awareness and Adaptive Recognition Biases
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 3, S.678-690 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0029469
Schlagwörter	Metacognition; Recognition (Psychology); Role; Feedback (Response); Validity; Performance; Error Correction; Cues; College Students; Computer Software; Task Analysis; Accuracy; Reaction Time; Regression (Statistics); Individual Differences; Cognitive Processes; Decision Making; Correlation; Missouri + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Recognition; Wiedererkennen; Rollen; Gültigkeit; Achievement; Leistung; Korrektur; Stichwort; Collegestudent; Aufgabenanalyse; Reaktionsvermögen; Regression; Regressionsanalyse; Individueller Unterschied; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Korrelation
Abstract	Prior literature has primarily focused on the negative influences of misleading external sources on memory judgments. This study investigated whether participants can capitalize on generally reliable recommendations in order to improve their net performance; the focus was on potential roles for metacognitive monitoring (i.e., knowledge about one's own memory reliability) and performance feedback. In Experiment 1, participants received explicit external recommendations ("Likely Old" or "Likely New") that were 75% valid during recognition tests containing deeply and shallowly encoded materials. In Experiment 2, participants received recommendations of differing validity (65% and 85%). Discrimination improved across both experiments when external recommendations were present versus absent. This improvement was influenced by metacognitive monitoring ability measured in the absence of recommendations. Thus, effective incorporation of external recommendations depended in part on how sensitive observers were to gradations of their internal evidence when recommendations were absent. Finally, corrective feedback did not improve participants' ability to use external recommendations, suggesting that metacognitive monitoring ability during recognition is not easily improved via feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01