PSYC 4033 : Final Study Guide
Megan final study guide
First lesson
• Meta memory is thinking about memory, Meta cognition is thinking about thinking.
• Spontaneous remembering is actually rather rare, more often, memories are cued.
• How do you know that you know your mother’s maiden name, but know that you do not
know my mother’s maiden name? The memory trace (mother’s maiden name) is the
target while the query/prompt is the cue.
• Meta memory – talking about different cues and targets.
• How do we know that we know something?
• When you study, at some point you decide to stop. Decide what you are studying is what
you know. As you asses you’re learning you decide that you have this. As you learn, you
are constantly assessing your learning- do you need more info or do I have it. Are we
actually able to do this? How do we make these judgments of learning (jol) and are they
accurate? When you study you often make immediate judgments of learning.
• Test; maintenance: lamp belt…repeated… how likely will you remember this? Later they
would recall? Next they did elaborate study and asked them to imagine not …lamp belt.
Repeated. Elaborative techniques are best for learning.
• The accuracy of immediate jsol. Study techniques that produce reliable increases in recall
have no effect on jsol.
• Two possibilities why we suck at this
1. The inability hypothesis- suggests that people have little conscious awareness of
their own mental processes. We are unable to do this, as we learn we don’t have
access to our memory. We are fundamentally unable to make this judgment. Not
correct because there is a difference.
2. The monitoring retrieval hypothesis- suggests that jsol are based on current
retrieval ability, when information is still in working memory. Whatever you are
thinking about now is in WM. Immediate judgment is bad because it is still in
WM It has to go to LTM.
• According to 1. If we delay jsol it should be inaccurate both times and 2. Delay should
have made it to long term memory. And delayed judgments are good.
• Inability vs. monitoring retrieval- subjects either immediately of hours later were asked to
match word pairs. It was found that delayed judgments are more accurate.
• during djsol you can access target or cue
1. Cue familiarity hypothesis- suggests that people can assess their familiarity with
the cue when making judgments. We first evaluate the cue
2. Jsol are not dependent on retrieval of any info. We study a word pair and evaluate
the cue we don’t try to retrieve anything
3. Assess ability hypothesis- suggests that people infer memory based on whatever
is retrieved, even partial info. Asses what you retrieve during delayed judgments.
How strong was the cue when you retrieve it?
4. Djsol depends on the amount and strength of retrieval info, what is retrieved is
what you evaluate. Sometimes you won’t retrieve something that is very strong.
• How are djsol made? Because the CFH doesn’t rely on memory retrieval, if people use
CF, they should be able to do it quickly right? Participants studied first and last name
pairs under 3 different conditions: JOL only, JOL + COVERT (FORCE) if this is correct
then there should be no difference, JOL + OVERT (MAKE SURE THEY DO IT) Then
participants retrieved last names given first names. Instead of just trying they had to
attempt to retrieve the target out loud.
1. High judgment of learning they do very well, far more likely to retrieve
2. Slight difference in making them do it
3. How long does it take to retrieve looking at response times? The higher the slower
they are. There is a difference in response time between just jol and overt/covert
jol so something must be going on.
4. When people are less confident the slower they get. Very low judgments of
learning should be really fast when there has been no target.
• The cue and target matters, if you don’t recognize the cue you make a quick judgment
that you don’t know. 2 stage models your decisions go from 1-2 first cues are presented.
Kathy Barra has not been studied, I have never heard that and have low familiarity, and
you very quickly make a jol.
1. Medium is not good
2. Stage 1- how familiar the question is and are there cues, familiarity matters
(Olivia Holmes, high you know it) if retrieval is successful you got it it’s a 10 in
the bag.
Document Summary
Decide what you are studying is what you know. As you asses you"re learning you decide that you have this. As you learn, you are constantly assessing your learning- do you need more info or do i have it. Next they did elaborate study and asked them to imagine not lamp belt. Elaborative techniques are best for learning: the accuracy of immediate jsol. Study techniques that produce reliable increases in recall have no effect on jsol: two possibilities why we suck at this, the inability hypothesis- suggests that people have little conscious awareness of their own mental processes. We are unable to do this, as we learn we don"t have access to our memory. We are fundamentally unable to make this judgment. Not correct because there is a difference: the monitoring retrieval hypothesis- suggests that jsol are based on current retrieval ability, when information is still in working memory. Whatever you are thinking about now is in wm.
