title: Evidence that judgments of learning are causally related to study choice.
abstract: Three experiments investigated whether study choice was directly related to judgments of learning (JOLs) by examining people's choices in cases in which JOLs were dissociated from recall. In Experiment 1, items were given either three repetitions or one repetition on Trial 1. Items given three repetitions received one on Trial 2, and those given one repetition received three on Trial 2-equating performance at the end of Trial 2, but yielding different immediate Trial 2 JOLs. Study choice followed the "illusory" JOLs. A delayed JOL condition in Experiment 2 did not show this JOL bias and neither did study choice. Finally, using a paradigm (Koriat & Bjork, 2005) in which similar JOLs are given to forward and backward associative pairs, despite much worse performance on the backward pairs, study choice again followed the mistaken JOLs. We concluded that JOLs-what people believe they know-directly influence people's study choices.
authors.affiliation: Department of Psychology, Columbia University, New York, New York 10027, USA. jm348@columbia.edu
authors.forename: Janet
authors.initials: J
authors.lastname: Metcalfe
authors.forename: Bridgid
authors.initials: B
authors.lastname: Finn
mesh_terms: D001288:Attention; D002755:Choice Behavior; D006801:Humans; D007088:Illusions; D007600:Judgment; D011939:Mental Recall; D010153:Paired-Associate Learning; D011214:Practice, Psychological; D012193:Reversal Learning; D012660:Semantics