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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.
A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Includes bibliographical references.
Colleen M. Kelley, Professor Directing Dissertation; Leonard L. LaPointe, University Representative; Neil Charness, Committee Member; Joyce Ehrlinger, Committee Member; K. Anders Ericsson, Committee Member.
Florida State University
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