Abstract

A new theoretical framework is offered in which the emphasis is on the learner as an active (versus passive) processor of to-be- remembered information. The learner is conceptualized as introspectively monitoring various kinds of subthreshold memories and using the results of that monitoring for the self-directed control of his or her acquisition and retrieval. The introspective monitoring processes include ease-of-learning judgments (prior to acquisition), judgments of learning (during acquisition and prior to a test of recall retention), and feeling-of-knowing judgments (after unsuccessful recall and prior to a subsequent retention test). The self-directed control processes during acquisition include the allocation of study time, and the self-directed control processes during retrieval include the termination of memory search. Ten experiments are proposed for the exploration of various aspects of these monitoring and control processes during acquisition and retrieval.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH032205-09
Application #
3375291
Study Section
Psychobiology and Behavior Research Review Committee (BBP)
Project Start
1984-06-15
Project End
1990-01-31
Budget Start
1988-02-01
Budget End
1989-01-31
Support Year
9
Fiscal Year
1988
Total Cost
Indirect Cost

  Institution

Name
University of Washington
Department
Type
Schools of Arts and Sciences
DUNS #
135646524
City
Seattle
State
WA
Country
United States
Zip Code
98195

  Publications

Carroll, M; Nelson, T O; Kirwan, A (1997) Tradeoff of semantic relatedness and degree of overlearning: differential effects on metamemory and on long-term retention. Acta Psychol (Amst) 95:239-53
Gonzalez, R; Nelson, T O (1996) Measuring ordinal association in situations that contain tied scores. Psychol Bull 119:159-65
Mazzoni, G; Nelson, T O (1995) Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. J Exp Psychol Learn Mem Cogn 21:1263-74
Nelson, T O; Dunlosky, J (1994) Norms of paired-associate recall during multitrial learning of Swahili-English translation equivalents. Memory 2:325-35
Carroll, M; Nelson, T O (1993) Failure to obtain a generation effect during naturalistic learning. Mem Cognit 21:361-6
Carroll, M; Nelson, T O (1993) Effect of overlearning on the feeling of knowing is more detectable in within-subject than in between-subject designs. Am J Psychol 106:227-35
Nelson, T O (1993) Judgments of learning and the allocation of study time. J Exp Psychol Gen 122:269-73
Calogero, M; Nelson, T O (1992) Utilization of base-rate information during feeling-of-knowing judgments. Am J Psychol 105:565-73
Dunlosky, J; Nelson, T O (1992) Importance of the kind of cue for judgments of learning (JOL) and the delayed-JOL effect. Mem Cognit 20:374-80
Leonesio, R J; Nelson, T O (1990) Do different metamemory judgments tap the same underlying aspects of memory? J Exp Psychol Learn Mem Cogn 16:464-7

Showing the most recent 10 out of 18 publications