Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in…

Metacognition is important for successful goal-directed behavior. It consists of two main elements: metacognitive knowledge and online awareness. Online awareness consists of monitoring and self-regulation. Metacognitive sensitivity is the extent to which someone can accurately distinguish their own correct from incorrect responses and is an…

When young children evaluate their confidence, their monitoring is often overoptimistic, that is, inaccurate. The present study investigated a potential underlying mechanism for kindergarteners' and second graders' overconfidence within a paired associates learning paradigm. We implemented a pre-monitoring phase motivating children to…

This article investigates the concern that assessment of metacognitive resolution (or relative accuracy--often evaluated by gamma correlations or signal detection theoretic measures such as d[subscript a]) is vulnerable to an artifact due to guessing that differentially impacts low as compared to high performers on tasks that involve…

This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses),…

Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied knowledge and problem solving. Monitoring accuracy in real-world competencies may depend on characteristics of the domain. In this study, we examined whether monitoring accuracy, both…

In learning contexts, people need to make realistic confidence judgments about their memory performance. The present study investigated whether second-order judgments of first-order confidence judgments could help people improve their confidence judgments of semantic memory information. Furthermore, we assessed whether different personality and…

Two studies were conducted to investigate whether context variations were suitable to improve metacognitive judgments in children in a complex, everyday memory task. In the first phase of each experiment, participants were shown a short event (video) and gave judgments-of-learning (JOLs), that is, rated their certainty that they would later be…

In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers' ability to distinguish between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so, a number of studies have identified specific tasks to supplement a single reading of text that…

In the present study, primary school children's ability to give accurate confidence judgments (CJ) was addressed, with a special focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments, item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a…