title: Metacognitive monitoring during category learning: how success affects future behaviour.
abstract: The purpose of this study was to see how people perceive their own learning during a category learning task, and whether their perceptions matched their performance. In two experiments, participants were asked to learn natural categories, of both high and low variability, and make category learning judgements (CLJs). Variability was manipulated by varying the number of exemplars and the number of times each exemplar was presented within each category. Experiment 1 showed that participants were generally overconfident in their knowledge of low variability families, suggesting that they considered repetition to be more useful for learning than it actually was. Also, a correct trial, for a particular category, was more likely to occur if the previous trial was correct. CLJs had the largest increase when a trial was correct following an incorrect trial and the largest decrease when an incorrect trial followed a correct trial. Experiment 2 replicated these results, but also demonstrated that global CLJ ratings showed the same bias towards repetition. These results indicate that we generally identify success as being the biggest determinant of learning, but do not always recognise cues, such as variability, that enhance learning.
authors.affiliation: a Department of Psychology , Memorial University of Newfoundland , St John , Newfoundland , Canada.
authors.forename: Mario E
authors.initials: ME
authors.lastname: Doyle
authors.affiliation: a Department of Psychology , Memorial University of Newfoundland , St John , Newfoundland , Canada.
authors.forename: Kathleen L
authors.initials: KL
authors.lastname: Hourihan
mesh_terms: D001288:Attention / Q000502:physiology; D003210:Concept Formation / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D000067489:Metacognition / Q000502:physiology*; D010364:Pattern Recognition, Visual / Q000502:physiology
keywords: Metacognition; category learning