Item memory and source memory are different aspects of episodic remembering. To investigate metamemory differences between them, the authors assessed systematic differences between predictions of item memory via Judgments of Learning (JOLs) and source memory via Judgments of Source (JOSs). Schema-based expectations affect JOLs and JOSs…

Judgments of learning (JOL) are often used to assess memory monitoring at encoding. Participants study a cue-target word pair (e.g., mouse-cheese) and are asked to rate the probability of correctly recalling the target in the presence of the cue at test (e.g., mouse -?). Prior research has shown that JOL accuracy is sensitive to perceptual cues.…

The accuracy of students' relative comprehension judgments when reading texts is typically rather low. This has been ascribed to students grounding their comprehension judgments on cues that are not diagnostic of their actual comprehension level. Asking students to complete causal diagrams--a diagramming scaffold--before judging comprehension has…

Verb-object idioms such as "kick the bucket" are very common in Spanish. This research set out to find what systematic differences exist between the literal and idiomatic interpretations of idioms of this kind from three different experimental perspectives: production, perception, and acceptability judgments focused on verbal aspect.…

This study aimed to investigate the effects of judgment frames, cues, and test criteria on the accuracy of metacomprehension monitoring. The design was a 2 (rating comprehension vs. predicting performance) × 2 (memory cues vs. comprehension cues) × 2 (detailed questions test vs. inferential questions test) mixed design with judgment frames and…

Recently reported links between rhythm and grammar processing have opened new perspectives for using rhythm in clinical interventions for children with developmental language disorder (DLD). Previous research using the rhythmic priming paradigm has shown improved performance on language tasks after regular rhythmic primes compared to control…

The purpose of this study was to examine the effectiveness of explicit corrective feedback (CF) strategies (i.e., metalinguistic feedback and explicit correction) versus implicit CF methods (i.e., recasts and explanation questions) in helping English language learners acquire the that-trace filter. To this end, one hundred twenty intermediate…

Past research indicates that individuals respond adaptively to contextual factors in multiattribute choice tasks. Yet it remains unclear how this adaptation is cognitively governed. In this article, empirically testable implementations of two prominent competing theoretical frameworks are developed and compared across two multiattribute choice…

In the traditional conception of working memory for word lists, phonological codes are used primarily, and semantic codes are often discarded or ignored. Yet, other evidence indicates an important role for semantic codes. We carried out a preplanned set of four experiments to determine whether phonological and semantic codes are used similarly or…

Previous research has uncovered that, despite the omnipresence of focus in utterances, children typically do not compute the exhaustivity inference associated with cleft(-like) syntactic focus constructions at adult-like levels before 7 years of age. Children's comparable limitations with lexically triggered scalar implicatures, inferences with an…

The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of…

Assessing cases of child welfare requires the ability to engage with different sources of information systematically. This study examined how case-based learning (CBL) can be used to support social work students (N = 104) acquire knowledge crucial to assessing cases of child welfare and whether benefits of CBL could be maximized by structuring the…

In four experiments, we investigated the impact of letter case (lower case vs. UPPER CASE) on the processing of sequences of written words. Experiment 1 used the rapid parallel visual presentation (RPVP) paradigm with postcued identification of one word in a five-word sequence. The sequence could be grammatically correct (e.g., "the boy likes…

This article reports on two experiments that examine the computation of contrastive focus in Russian on the part of adult English-dominant heritage speakers and second language learners of Russian, in comparison with baseline monolinguals. The first experiment uses an acceptability judgment task to determine whether bilingual and monolingual…

One benefit of working in groups is that group members can learn from each other how to perform the task, a phenomenon called group-to-individual transfer (G-I transfer). In the context of quantitative judgments, G-I transfer means that group members improve their individual accuracy as a consequence of exchanging task-relevant information. This…