title: How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?
abstract: Evidence shows that the font size of study items significantly influences judgments of learning (JOLs) and that people's JOLs are generally higher for larger words than for smaller words. Previous studies have suggested that font size influences JOLs in a belief-based way. However, few studies have directly examined how much people's beliefs contribute to the font-size effect in JOLs. This study investigated the degree to which font size influenced JOLs in a belief-based way. In Experiment 1, one group of participants (learners) studied words with different font sizes and made JOLs, whereas another group of participants (observers) viewed the learners' study phase and made JOLs for the learners. In Experiment 2, participants made both JOLs and belief-based recall predictions for large and small words. Our results suggest that metamemory beliefs play an important role in the font-size effect in JOLs.
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.
authors.forename: Xiao
authors.initials: X
authors.lastname: Hu
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.
authors.forename: Tongtong
authors.initials: T
authors.lastname: Li
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.|Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China.
authors.forename: Jun
authors.initials: J
authors.lastname: Zheng
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.
authors.forename: Ningxin
authors.initials: N
authors.lastname: Su
authors.affiliation: School of Sociology, China University of Political Science and Law, Beijing, China.
authors.forename: Zhaomin
authors.initials: Z
authors.lastname: Liu
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.|Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China.
authors.forename: Liang
authors.initials: L
authors.lastname: Luo
mesh_terms: D005260:Female; D006801:Humans; D007600:Judgment / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D008297:Male; D008568:Memory / Q000502:physiology*; D000067489:Metacognition / Q000502:physiology*; D009483:Neuropsychological Tests