The Roles of Fluency and Beliefs in Judgments of Learning
报告人：Chunliang Yang, a Ph.D. candidate at Division of Psychology and Language Sciences, University College London.
摘要：Abstract: Similar to other forms of metacognition, judgments of learning (JOLs) are susceptible to illusions and bias. People’s metamemory control (i.e., strategic choices such as restudy decisions and study time allocation) is intimately related to JOLs, hence understanding the mechanisms underlying JOLs is an important step in developing interventions to calibrate JOLs and optimize individuals’ study efficiency. Two possibilities are proposed to account for how people generate their JOLs. The first is processing fluency: The experience of fluency during encoding produces a subjective feeling-of-knowing and this subjective feeling acts as a basis for assessments about learning status. The second is beliefs: People believe that some factors can affect memory and they apply these beliefs into their JOLs. In recent years, accumulating evidence indicated that beliefs play dominant roles in JOLs whereas fluency plays little or even no role, supporting the analytic processing theory. In this talk, I will present some new results from our recent experiments, in which we employed new experimental methods to measure encoding fluency. In addition, I will show some findings through re-analysing previous studies’ results. Our results support the dual-basis theory: Both fluency and beliefs play important roles in JOLs. Finally, I will summarize the possible problems in the experimental and data-analysis methods employed in previous studies, and I will also provide some suggestions for future research to further investigate aspects of this important question that are currently poorly understood.
