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Abstract

Accurate metacognitive judgements are necessary to predict the likelihood of recalling information and engage in effective learning. The study explored how manipulating JOL question frame and the scale of assessment affected metacognitive accuracy. Ninety-Two participants (59 female) aged 18-69 (`M` = 27.58, SD = 12.56) completed a cued-recall task of sixty-six English noun word-pairs and made JOLs. The method of JOL assessment (0-100% scale or binary task) and the frame of the JOL question (likelihood of remembering or forgetting) were manipulated to form four between-subjects conditions. The study-JOL-recall procedure was repeated to form two test cycles. Framing had a minimal impact on JOLs when measured on 0-100% scales. For binary conditions, the effects of framing differed depending on test cycle. It was concluded framing effects may result from the selection of different anchors, and that binary tasks may be more sensitive to framing. This study has implications for how health professional, educators, and researchers may consider assessing the beliefs about memory of those they teach. The study highlights the way assessments are made can influence the accuracy of metacognitive beliefs. Hence further research into and development of methods to accurately assess metacognition in both laboratory and real-world settings is necessary.

Item Type:	Thesis - Honours
Authors/Creators:	Breen, RJ
Keywords:	judgements of learning, metacognition, cognition, underconfidence-with-practice effect
Copyright Information:	Copyright 2017 the author
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