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Does asking participants to monitor their performance alter the way metacognitive processes operate? Judgments of learning and other similar metacognitive judgments are recognized as a type of verbal report, and although reactivity is often a central concern in other verbal report methods (see Fox, Ericsson, & Best, 2011), surprisingly little work has specifically evaluated reactivity in JOLs. The two experiments presented here demonstrate that immediate JOLs are reactive under self-paced study conditions. Specifically, immediate JOLs change how participants allocate their self-paced study time, which in turn affects memory performance. I argue that this occurs because the expectation that a JOL will be requested for a given item changes participants` criteria for terminating study. Implications for theories of self-regulated study are discussed.
judgments of learning, metamemory, reactivity, verbal reports
Date of Defense
October 24, 2011.
Submitted Note
A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Bibliography Note
Includes bibliographical references.
Advisory Committee
Colleen M. Kelley, Professor Directing Dissertation; Leonard L. LaPointe, University Representative; Neil Charness, Committee Member; Joyce Ehrlinger, Committee Member; K. Anders Ericsson, Committee Member.
Publisher
Florida State University
Identifier
FSU_migr_etd-5046
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