title: The effect of text coherence and modality on metamemory judgements.
abstract: This study examined the effects of text coherence and modality on the metamemory judgements of Ease of Learning (EOL) and Judgement of Learning (JOL), and on the object-level measure of recall. Previous work found that sentence material set in a coherent, ordered text context was not judged as more memorable than that presented in a context of sentences in a disordered sequence, even though an ordered sequence helped recall (Shaddock & Carroll, 1997). The current study modified Shaddock and Carroll's design by changing the texts used from expository to narrative text. The metamemory judgements and recall were now found to be significantly more sensitive to material learned in an ordered sequence than to material learned in a disordered sequence. Also, JOLs and recall were more sensitive to material that was originally learned in an auditory mode (spoken presentation) than in a visual mode (verbal presentation). The results are discussed in terms of a cue-utilisation approach to metamemory judgements.
authors.affiliation: University of Canberra, ACT, Australia. carroll@science.canberra.edu.au
authors.forename: M
authors.initials: M
authors.lastname: Carroll
authors.forename: S
authors.initials: S
authors.lastname: Korukina
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D008568:Memory / Q000502:physiology*; D008875:Middle Aged; D011581:Psychological Tests; D014956:Writing