Monitoring one's knowledge during study is susceptible to a foresight bias (Koriat & Bjork, 2005). Judgments of learning (JOLs) are inflated whenever information that is present at study and absent, but solicited, at test, such as the targets in cue-target paired associates, highlights aspects of cues that are less apparent when those cues are presented alone. The present findings demonstrate that foresight bias can be alleviated by study-test experience (Experiment 1), particularly test experience (Experiments 2 and 3), and by delaying JOLs after study (Experiment 4) and that both foresight bias and its alleviation have behavioral consequences, as measured by study time allocation (Experiment 5). Collectively, the findings suggest that overconfidence and misallocation of study time arise from a mismatch that is inherent to education-that the answer is present at study and absent at test-and that alleviating the problem requires creating conditions at study that sensitize learners to retrieval conditions at test.
|Number of pages||14|
|Journal||Memory and Cognition|
|State||Published - 1 Jul 2006|
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Experimental and Cognitive Psychology
- Arts and Humanities (miscellaneous)