What do judgments of learning reflect? evidence from a test of recognition exclusion

Unal, Belgin

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https://hdl.handle.net/2142/115613 Copy

Description

Title

What do judgments of learning reflect? evidence from a test of recognition exclusion

Author(s)

Unal, Belgin

Issue Date

2022-04-27

Director of Research (if dissertation) or Advisor (if thesis)

Benjamin, Aaron S

Committee Member(s)

Sahakyan, Lili

Department of Study

Psychology

Discipline

Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Metamemory
• Judgments of Learning
• Process Dissociation
• Exclusion Paradigm

Abstract

It has been suggested that familiarity (i.e., memory for item) and recollection (i.e., memory for context) contribute to both recognition and metacognition processes. However, there is only a handful of studies investigating the link between these memory processes and Judgments of Learning, one of the most commonly used measures in metamemory research. Here, over four experiments, we tested the memory and metamemory using a continuous exclusion procedure, and estimated the influences of memory for context and memory for the item to assess the degree to which judgments of learning reflect item and context information. An analysis of forgetting revealed that as judgments of learning increase, the initial degree of learning increases and the rate of forgetting decreases for memory for context, but not for memory for item. These findings demonstrate that judgments of learning are predictive of memory for the context in a test of exclusion.

Graduation Semester

2022-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2022 Belgin Unal

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