Control over Grain Size in Memory Reporting--with and without Satisficing Knowledge

Autor/inn/en	Ackerman, Rakefet; Goldsmith, Morris
Titel	Control over Grain Size in Memory Reporting--with and without Satisficing Knowledge
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 5, S.1224 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0012938
Schlagwörter	Conflict; Memory; Models; Criteria; Evaluation Criteria; Experimental Psychology; Decision Making; Knowledge Level; Metacognition; Foreign Countries; Undergraduate Students; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Konflikt; Gedächtnis; Analogiemodell; Experimentelle Psychologie; Decision-making; Entscheidungsfindung; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Fragebogen
Abstract	When answering questions from memory, respondents strategically control the precision or coarseness of their answers. This grain control process is guided by 2 countervailing aims: to be informative and to be correct. Previously, M. Goldsmith, A. Koriat, and A. Weinberg Eliezer (2002) proposed a "satisficing model" in which respondents provide the most precise answer that passes a minimum-confidence report criterion. Pointing to social-pragmatic considerations, the present research shows the need to incorporate a minimum-informativeness criterion as well. Unlike its predecessor, the revised, "dual-criterion" model implies a distinction between 2 theoretical knowledge states: Under moderate-to-high levels of "satisficing knowledge", a grain size can be found that jointly satisfies both criteria--confidence and informativeness. In contrast, under lower levels of "unsatisficing knowledge", the 2 criteria conflict--one cannot be satisfied without violating the other. In support of the model, respondents often violated the confidence criterion in deference to the informativeness criterion, particularly when answering under low knowledge, despite having full control over grain size. Results also suggest a key role for the "don't know" response, which when available, can be used preferentially to circumvent the criterion conflict. (Contains 5 figures and 9 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10