Abstract

The primary subthreshold-memory paradigm to be used during the proposed grant period is the feeling of knowing, although other subthreshold-memory paradigms also will be employed (e.g., relearning). The feeling of knowing refers to a person's predictions about subsequent memory performance on items that are below the threshold of a particular performance test (e.g., predicting subsequent recognition performance on nonrecalled items). The proposed experiments are grouped into six conceptual themes. One overall goal of these themes is the development of an empirically sound theory of the feeling of knowing that will answer the questions """"""""what is the feeling of knowing based upon?"""""""" and """"""""what is the predictive accuracy of the feeling of knowing?"""""""" Besides providing a theoretical understanding of the feeling of knowing and its role in the cognitive system, answers to these questions will help improve both (1) the accuracy of the feeling of knowing and (2) other cognitive processing that is mediated by the feeling of knowing (e.g., the allocation of study time during relearning). Such improvements have potentially important ramifications for mental-health situations, including improved diagnosis of memory disorders and more efficient rehabilitation of victims of stroke and amnesia.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH032205-07
Application #
3375290
Study Section
Psychobiology and Behavior Research Review Committee (BBP)
Project Start
1984-06-15
Project End
1987-01-31
Budget Start
1985-06-01
Budget End
1987-01-31
Support Year
7
Fiscal Year
1985
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

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