Literaturnachweis - Detailanzeige
| Autor/inn/en | Halamish, Vered; Nussinson, Ravit; Ben-Ari, Liat |
|---|---|
| Titel | In a Year, Memory Will Benefit from Learning, Tomorrow It Won't: Distance and Construal Level Effects on the Basis of Metamemory Judgments |
| Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 5, S.1621-1627 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0278-7393 |
| DOI | 10.1037/a0032381 |
| Schlagwörter | Experimental Psychology; Memory; Prediction; Proximity; Thinking Skills; Cognitive Processes; Experience; Theories; Metacognition; Undergraduate Students; Foreign Countries; Word Lists; Vignettes; Recall (Psychology); Coding; Israel |
| Abstract | Metamemory judgments may rely on 2 bases of information: subjective experience and abstract theories about memory. On the basis of construal level theory, we predicted that psychological distance and construal level (i.e., concrete vs. abstract thinking) would have a qualitative impact on the relative reliance on these 2 bases: When considering learning from proximity or under a low-construal mindset, learners would rely more heavily on their experience, whereas when considering learning from a distance or under a high-construal mindset, they would rely more heavily on their abstract theories. Consistent with this prediction, results of 2 experiments revealed that temporal distance (Experiment 1) and construal level (Experiment 2) affected the stability bias--the failure to predict the benefits of learning. When considering learning from proximity or using a low-construal mindset, participants relied less heavily on their theory regarding the benefits of learning and were therefore insensitive to future learning. However, when considering learning from temporal distance or using a high-construal mindset, participants relied more heavily on their theory and were therefore better able to predict the benefits of future learning, thus overcoming the stability bias. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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