Constraints on the Use of the Memorizing Effort Heuristic

Autor/inn/en	Laursen, Skylar J.; Fiacconi, Chris M.
Titel	Constraints on the Use of the Memorizing Effort Heuristic
Quelle	In: Metacognition and Learning, 17 (2022) 1, S.1-51 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laursen, Skylar J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-021-09273-9
Schlagwörter	Memory; Memorization; Heuristics; Metacognition; Context Effect; Learning Processes + Suchen Sie Ihr Suchwort? Gedächtnis; Gedächtnistraining; Heuristik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess
Abstract	Despite the naïve intuition that individuals' confidence in their future memory performance should increase with longer self-paced study time, it is commonly observed that the relation between invested study time and memory predictions (i.e., judgments of learning (JOLs)) is negative. This negative relation has been suggested to reflect use of the "memorizing effort heuristic," whereby participants infer that items that require more effort to learn are less likely to be subsequently remembered. Here, we report the results of two experiments along with a re-analysis of a prior published dataset (Laursen & Fiacconi, "Memory & Cognition," 49(3), 498-517, 2021) that place constraints on our current understanding of individuals' use of the memorizing effort heuristic. In Experiment 1 we presented difficult word pairs either in isolation or intermixed with relatively easier items to assess the impact of list context on individuals' use of the memorizing effort heuristic. Our results showed that in the presence of relatively easier items the negative relation between study time and JOLs for difficult items was absent. In Experiment 2, we sought to determine whether this same context-dependent shift also applied to individuals' predictions for others' memory performance. Interestingly, we found that, although individuals did apply the memorizing effort heuristic when making predictions regarding others' memory performance, they did not adapt their use of this heuristic in the same context-dependent manner as when they predict their own memory performance. Together, these findings point to the need for a more sophisticated understanding of the interplay between data-driven and goal-driven regulation of self-directed learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01