When knowing more means less: the effect of fan on metamemory judgments.

The authors used a "fan" paradigm (J. R. Anderson, 1974) to test the accessibility and competition models of metamemory using judgments of learning (JOLs). JOLs in this study reflect one's confidence level in subsequently recognizing newly learned material. The number of facts, or "fan," associated with JOL-queried concepts varied from 1 to 3 associates. Results of 3 experiments indicated that as the level of fan increased, the magnitude of JOLs decreased. This finding was observed even when the fan effect (i.e., slower recognition as number of facts increase) was attenuated on a verification task in 2 of the experiments by manipulating the organization of the multiple concepts. The results supported the competition hypothesis (T. A. Schreiber, 1998; T. A. Schreiber & D. L. Nelson, 1998) as an important determinant of JOLs.

A limit on retrieval-induced forgetting.

Retrieving some members of a memory set impairs later recall of semantically related but not unrelated members (M. C. Anderson, R. A. Bjork, & E. L. Bjork, 1994; M. C. Anderson & B. A. Spellman, 1995). The authors investigated whether this retrieval-induced forgetting effect would generalize to testing procedures other than category-cued recall. Although the authors demonstrated a retrieval-induced forgetting effect using a category-cued recall task, they failed to show retrieval-induced forgetting on several different memory tests that used item-specific cues, including a category-plus-stem-cued recall test, a category-plus-fragment-cued recall test, a fragment-cued recall test, and a fragment completion task.

Mastery quizzes on the Web: results from a Web-based introductory psychology course.

Quizzes on the Web (QUEB) is a system for delivery of multiple-choice quizzes over the World Wide Web implemented as a set of Perl scripts. Items are contained in a text file and are randomly selected and ordered, and rich feedback is provided to the student. QUEB is in its fifth year of use as a mastery quiz system in an on-line psychology course. QUEB is highly rated by students, and its use is correlated with performance on examinations.

Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses.

We offered introductory psychology on the World-Wide Web (WWW) and evaluated the on-line format relative to the traditional lecture-test format, using a pretest-posttest nonequivalent control group design. Multiple sections of the introductory course were offered each semester; on-line and lecture sections were taught by the same instructor, the same textbook was used, and the same in-class examinations were taken. For on-line sections, mastery quizzes, interactive individual exercises, and weekly laboratory meetings replaced lectures. Increased content knowledge was greater for the students in the Web sections, as was in-class examination performance. Use of the WWW and computers for academic purposes increased more in the on-line sections, and the on-line students showed a greater decrease in computer anxiety. The students in the on-line sections expressed appreciation for course components and the convenience of the course, but the lecture sections received higher ratings on course evaluations than did the on-line sections. Learning and course satisfaction were dissociated in the two course formats.

Evaluation of a Web-based introductory psychology course: II. Contingency management to increase use of on-line study aids.

In a Web-based general psychology course, students were observed to postpone use of on-line study aids until 2 days prior to examinations, thus negating any influence of advance organizers (Taraban, Maki, & Rynearson, 1999). We attempted to modify this behavior by providing course credit in the form of short quizzes as rewards for using on-line study aids to preview each chapter. Some students received quizzes after previewing frequently asked questions (FAQ); other students received quizzes after previewing chapter outlines. Students who received quizzes for previewing FAQ pages accessed those pages more frequently than did students who received quizzes for previewing outline pages. Increased access to FAQs was associated with higher scores on FAQ-related midterm examination questions. However, the advantage on examination items was not apparent on a cumulative final examination. Navigational structures and reward values need to be considered when one is managing contingencies in Web courses.

Predicting performance on text: delayed versus immediate predictions and tests.

Delayed judgments of learning for word pairs are more accurate than immediate judgments of learning when the memory test is delayed. In the present experiment, I investigated a similar paradigm with text. Participants predicted performance on texts either immediately after reading the texts or after a delay following the reading of other texts, and tests were given either immediately or after a delay. Immediate ratings with an immediate test produced the most accurate predictions, and immediate ratings with a delayed test produced less accurate predictions. Delaying both the ratings and the test did not produce more accurate predictions than immediate predictions and a delayed test. The results for delayed judgments of learning with text were different from those with word pairs.

Egocentric spatial framework effects from single and multiple points of view.

In three experiments, we tested the one-place, one-perspective rule formulated by Franklin, Tversky, and Coon (1992). This rule proposes that subjects take a neutral, external perspective when they must use multiple viewpoints to make decisions about the locations of objects in memorized scenes. We compared responding from a single viewpoint with responding from two viewpoints. In Experiments 1 and 2, we used a sentence verification procedure, and in Experiment 3, we compared a true-false verification procedure with a six-alternative forced-choice procedure. Under these various conditions, we observed egocentric spatial framework effects in that above-below judgments were faster than front-back judgments and front-back judgments were faster than right-left judgments. When responding from two points of view in a single place, our subjects took multiple intrinsic perspectives rather than one neutral external perspective as proposed by the one-place, one-perspective rule.

The relationship between comprehension and metacomprehension ability.

We investigated the relationship between the ability to comprehend text and the ability to predict future performance and to assess past performance on text. Subjects were poor at predicting performance, which may be why prediction accuracy did not relate to measures of comprehension ability. Measures of comprehension ability did relate to the accuracy with which subjects assessed their performance on tests. Better and faster comprehenders judged their relative levels of test performance over sections of text more accurately than did poorer and slower comprehenders.

Does distraction reduce pain-produced distress among college students?

College students in four experiments placed their hands in ice water (the cold-pressor task) and reported their distress. They simultaneously engaged in different reaction-time (RT) tasks that varied in the amount of attention required for successful performance. In each experiment, which differed in numerous procedural details, RT, error-rate, and self-report measures all demonstrated that the distraction tasks differed in the degree of attention required. Greater distraction, however, failed to reduce physiological, self-report, or behavioral responses to the cold-pressor task. These data call into question the hypothesis that attention mediates the process whereby distraction tasks reduce pain-produced distress.

Memory for script actions: effects of relevance and detail expectancy.

Script actions that varied both in relevance to the script and in the expectancy of their details were developed. In Experiment 1, recall of these actions was tested. Actions of medium relevance were recalled better than actions of high or low relevance, whether or not details were presented. However, the unexpected details themselves were recalled better than the expected details. In Experiment 2, recognition was lowest for high-relevance actions but medium- and low-relevance actions did not differ. Actions with unexpected details were recognized better than actions with expected details, which tended to be better than generic actions. The results were interpreted as showing that both the relevance and the expectancy of the details in script actions are important in memory, but that the two dimensions may play different roles.

Recognition of added and deleted details in scripts.

Recognition of script actions that varied in specificity and expectancy of details was investigated. In Experiment 1, subjects indicated whether each action was the same or changed on an immediate or delayed yes/no recognition test. Changes that involved added details were recognized better than changes that involved deleted details. Unexpected added details were detected better than expected ones, but expectancy had no effect on deleted details. Experiment 2 tested whether the poor recognition of changes in actions with deleted details was due to a failure to retrieve those details. The recognition test was a forced-choice test with details present in the correct alternative, so their retrieval was not necessary for correct choices. Still, recognition of originally generic actions was better than recognition of originally detailed actions. Thus, a failure to retrieve details could not completely explain the results of Experiment 1. The subjects probably recognized originally generic actions better because they processed the material schematically so that the detailed actions subsumed the generic idea. Recognition decisions may then have been based either on the plausibility of the alternatives or on their familiarity within the experimental context.

Effects of level of processing and rehearsal on frequency judgments.

The effects of attention during encoding and rehearsal after initial encoding on frequency estimates were investigated in three experiments. Varying the level of processing affected the linear increase in frequency estimates as a function of actual frequency, but varying processing after encoding with remember or forget cues had the greatest effects on the intercept of the function relating judged to actual frequency. Deeper levels of processing improved performance in a frequency discrimination task, whereas remember and forget cues had only very small effects on performance. Materials that are easy to rehearse were compared with materials that are difficult to rehearse in Experiment 2. The results were interpreted as evidence against a covert rehearsal explanation of slope effects in frequency estimation tasks because materials that are difficult to rehearse tended to produce larger interactions between remember versus forget cues and frequency than materials that are easier to rehearse. In Experiment 3, an arithmetic task that was performed during word encoding affected the slope of the function relating judged to actual frequency, but the same task performed immediately after word presentation had no effect on frequency estimates. It was concluded that frequency is not stored automatically because attention during the initial stages of encoding affects it; however, attention devoted to processing after initial encoding does not affect the rate with which subjective frequency increases with repetitions.

Spatial memory of children and adults assessed in the radial maze.

To assess the development of accurate spatial memory and its relationship to organized search strategies, children (18-71 months old) and college students searched for rewards hidden at the ends of the arms of an eight-arm radial maze. Subjects made their first four choices in random order selected by the experimenter (forced choice) or in whatever order they wished (free choice). In some conditions, a retention interval was imposed between arm choices 4 and 5, followed by a resumption of the task. With free choice, accuracy of spatial memory increased linearly with age, and the proportion of tests on which the child entered four adjacent arms in sequence during the first four choices, a measure of organized searching, also increased linearly with age. Disrupting this sequential search strategy (forced choice) reduced accuracy for both children and college students, although the reduction with college students was small. Delays had minimal effects for children who met criterion at 0-delay and for college students. Although response patterns seem unimportant in accurate spatial memory in rats, systematic search strategies mature together with, and probably contribute to, the improvement of spatial memory with age in humans.

The role of verbal labels in the judgment of orientation and location.

In an earlier study it was found that judgments of right-left orientations and locations were more difficult than judgments of up-down only when spatial words were used in the tasks. Experiments are reported in which pictures of many objects were presented to eliminate the possibility that subjects in previous studies had used strategies specific to single-stimulus tasks. In experiment 1, right-left orientations were judged more slowly than up-down orientations both when the spatial words were used and when arbitrary letters replaced the spatial words. In experiment 2, judgments of the right-left locations of pictures took longer than judgments of their up-down locations only when spatial words were used in the task; the right-left difficulty was eliminated when arbitrary letters replaced the words. The differential effect of words and letters in location judgments seems to be due to the different coding strategies adopted by subjects under the two conditions. It is concluded that a right-left difficulty does not depend on the use of spatial terms: word and letter conditions yield different results only when the task permits different judgments to be made under the two conditions.

Metacomprehension of text material.

Subjects' abilities to predict future multiple-choice test performance after reading sections of text were investigated in two experiments. In Experiment 1, subjects who scored above median test performance showed some accuracy in their predictions of that test performance. They gave higher mean ratings to material related to correct than to incorrect test answers. Subjects who scored below median test performance did not show this prediction accuracy. The retention interval between reading and the test was manipulated in Experiment 2. Subjects who were tested after at least a 24-hr delay showed results identical to those of Experiment 1. However, when subjects were tested immediately after reading, subjects above and below median test performance gave accurate predictions for the first immediate test. In contrast, both types of subjects gave inaccurate predictions for the second immediate test. Structural variables, such as length, serial position, and hierarchical level of the sections of text were related to subjects' predictions. These variables, in general, were not related to test performance, although the predictions were related to test performance in the conditions described above.

Why is telling right from left more difficult than telling above from below?

Adults take longer to judge the locations of horizontal stimuli than to judge the locations of vertical stimuli. In order to determine the source of this difficulty with the horizontal dimension, the congruity between the locations of stimuli and verbal descriptions was judged in a reaction time (RT) task. Because bilateral symmetry of the nervous system may be related to the difficulty with horizontal stimuli, this was varied by using right-handed, left-handed, and ambidextrous subjects. However, this variable produced no significant effects in the RT task. Horizontal stimuli took longer than vertical stimuli whether the verbal description was encoded before or during the RT periods, suggesting that label encoding is not the entire source of the effect. However, when the verbal labels were eliminated entirely by having subjects learn and use stimulus-letter pairs, horizontal stimuli did not take longer than vertical stimuli. This suggests that perception of the stimulus is not the cause of the difficulty. Together, the experiments indicated that comparing horizontal labels to stimuli is the largest source of the difficulty in telling right from left. Reasons why adults have such a problem were discussed.

Processing locational and orientational information.

In choice reaction time (RT) tasks, college students verified the truth of displays expressing spatial relations between two objects. The relations werelocational (A is left of B) ororientational (A and B are horizontal). The objects were names of states in the United States, symbols, or letter arrays. The objects were memorized prior to the display (states and letters) or were presented as part of the display (symbols and letters). In the location tasks with both states and symbols, locatives were spatial (right, left, above, below) or compass (north, south, east, west). Distance between states was also varied. When location was judged, horizontally aligned stimuli resulted in slower responses than vertically aligned stimuli, independently of materials and locative set. Reaction time was inversely related to distance. When orientation was judged, responses to horizontal pairs of states were slower than responses to vertical pairs of states, responses to horizontal pairs of letters were faster than responses to vertical pairs, and RT did not depend upon the orientation of symbols. This pattern of results suggests that orientational judgments are influenced by type of materials and the entext to which the material has been encoded (i.e., memorized). Locational judgments reflect a potent source of difficulty not present in orientation tasks, namely, telling left from right. Alternative explanations of the right-left effect are discussed.