The effects of proactive interference (PI) and release from PI on judgments of learning.
In three experiments, we investigated metacognitive monitoring in a variant of an A-B A-C learning paradigm in which the repetition of cues, but not targets, led to increasing proactive interference (PI) across trials. Judgments of learning (JOLs) correctly predicted decreases across trials in this paradigm but incorrectly continued to predict decreases on a final release trial in which new cues were introduced and performance consequently increased. Experience with the paradigm did not ameliorate this metacognitive failure (Experiment 3). In addition, JOLs decreased equally for pairs with repeated and with novel cue terms, even though recall of the latter group of items did not decrease across trials (Experiment 2). These results suggest that metacognizers' naïve theories of remembering and forgetting include a role for global, but not cue-specific, interference.
University of Illinois, Urbana-Champaign, IL, USA. mdiaz@wustl.edu
Michael
M
Diaz
Aaron S
AS
Benjamin
D003463:Cues; D006801:Humans; D007600:Judgment; D011939:Mental Recall; D010153:Paired-Associate Learning; D011334:Proactive Inhibition; D021641:Recognition, Psychology; D012691:Serial Learning
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