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16:30 - 18:00
Parallel sessions 3
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16:30 - 18:00
Room: HSZ - N4
Chair/s:
Luisa Schulz, Franziska Ingendahl
Research on metacognition investigates how people understand and regulate their own cognitive processes. This symposium addresses how metacognitive monitoring judgments are formed and how they influence effective learning. The first two talks focus on the underlying basis and accuracy of metacognitive judgments: Schulz, Bröder, and Undorf show that people integrate multiple cues when making metacognitive control decisions. Leipold and Berthold find that Judgments of Remembering and Knowing (JORKs) differ from traditional Judgments of Learning (JOLs) in memory processes, although the previously reported accuracy advantage of JORKs was not replicated. In the third talk, Schaper and Ingendahl present evidence on how metacognitive judgments shape item and source memory. The last two talks provide insights into more applied aspects of metacognition: Zawadzka and Hanczakowski show how feedback motivates learners to solve general knowledge facts themselves. Finally, Undorf, Ingendahl, Janson, Wissel, and Münzer demonstrate that JOLs predict learning behavior and success in a higher education learning setting. Together, the talks provide new insights into the mechanisms and consequences of metacognitive monitoring for learning and memory.
Submission 118
Metamemory Reactivity in Source Monitoring
SymposiumTalk-03
Presented by: Marie Luisa Schaper
Marie Luisa Schaper 1, Franziska Ingendahl 2
1 Heinrich Heine University Düsseldorf, Germany
2 Technical University of Darmstadt, Germany
Soliciting metamemory judgments can alter memory—a phenomenon known as judgment reactivity. While reactivity effects on item memory (e.g., enhanced recognition) are well established, little is known about their impact on other memory components such as source memory (remembering where information came from). Across a series of experiments, we compared reactivity effects of item-memory predictions (Judgments of Learning, JOLs) and source-memory predictions (Judgments of Source, JOSs) on both item and source memory within a source-monitoring paradigm. Participants studied items (statements or words) presented by one of two sources and either made JOLs, JOSs, or no judgments (control). At test, they remembered both the items and their sources. Replicating prior work, metamemory judgments enhanced item memory relative to control, particularly for simple word materials. This positive reactivity occurred for both JOLs and JOSs. In contrast, source memory was impaired by both types of judgments. This dissociation suggests that making metamemory judgments may shift participants’ goal toward item encoding at the expense of source encoding—potentially reflecting a goal prioritization when resources are limited. Theoretical implications for reactivity and metamemory monitoring are discussed.