This research addresses the relation between predicting futureimemery performance (judgment of learning, or JOL) and subsequent self-paced study-time allocation. The results of three experiments support the main hypotheses: (1) recall increases with increasing JOL, (2) restudy increases JOL accuracy, and (3) study time is related to JOL. This last relation depends on the length of initial presentation time of the items. When the initial exposure trials were short, the most restudy time was allocated to the items judged hard to recall, but when the initial exposure times were long, the most restudy time was allocated to the uncertain items. Items studied longer were recalled equally well (Experiments 1 and 3) or to a lesser extent (Experiment 2) than items studied for a shorter time. It is hypothesized that during study time, subjects refine their JOLs for the items initially less well discriminated. © 1990 Psychonomic Society, Inc.

Do memorability ratings affect study-time allocation? / Mazzoni, Giuliana; Cornoldi, Cesare; Marchitelli, Giampiera. - In: MEMORY & COGNITION. - ISSN 0090-502X. - 18:2(1990), pp. 196-204. [10.3758/BF03197095]

Do memorability ratings affect study-time allocation?

Mazzoni, Giuliana;
1990

Abstract

This research addresses the relation between predicting futureimemery performance (judgment of learning, or JOL) and subsequent self-paced study-time allocation. The results of three experiments support the main hypotheses: (1) recall increases with increasing JOL, (2) restudy increases JOL accuracy, and (3) study time is related to JOL. This last relation depends on the length of initial presentation time of the items. When the initial exposure trials were short, the most restudy time was allocated to the items judged hard to recall, but when the initial exposure times were long, the most restudy time was allocated to the uncertain items. Items studied longer were recalled equally well (Experiments 1 and 3) or to a lesser extent (Experiment 2) than items studied for a shorter time. It is hypothesized that during study time, subjects refine their JOLs for the items initially less well discriminated. © 1990 Psychonomic Society, Inc.
1990
Neuropsychology and Physiological Psychology; Experimental and Cognitive Psychology; Psychology (all)
01 Pubblicazione su rivista::01a Articolo in rivista
Do memorability ratings affect study-time allocation? / Mazzoni, Giuliana; Cornoldi, Cesare; Marchitelli, Giampiera. - In: MEMORY & COGNITION. - ISSN 0090-502X. - 18:2(1990), pp. 196-204. [10.3758/BF03197095]
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1189745
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 89
  • ???jsp.display-item.citation.isi??? 96
social impact