Metacognitive errors contribute to the difficulty in remembering proper names.
While prior research has shown that proper names are more challenging to learn and remember than other types of information (e.g., occupations), little research has explored the role of metacognitive factors in proper name learning. Thus in four experiments participants learned, made predictions, and were tested on their memory for common nouns (i.e., occupations) and proper nouns (i.e., names). Results showed that memory predictions were consistently overconfident for names, whereas the discrepancy between predictions and performance was smaller for occupations. With experience, participants were able to modify predictions and, critically, Experiment 4 showed that improvements in the accuracy of memory predictions led participants to allocate more study time to names and thus improved memory for names. Such data suggest that theories of proper name learning should make provisions for deficits in metacognitive awareness.
Tauber
Sarah K
SK
Department of Psychology, Colorado State University, Fort Collins, CO 80523-1876, USA. stauber@colostate.edu
Rhodes
Matthew G
MG
D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008568:Memory; D011939:Mental Recall; D009275:Names; D009790:Occupations; D055815:Young Adult