Illusions of competence in monitoring one's knowledge during study

Asher Koriat, Robert A. Bjork

Research output: Contribution to journalArticlepeer-review

Abstract

The monitoring of one's own knowledge during study suffers from an inherent discrepancy between study and test situations: Judgments of learning (JOLs) are made in the presence of information that is absent but solicited during testing. The failure to discount the effects of that information when making JOLs can instill a sense of competence during learning that proves unwarranted during testing. Using a paired-associates task, the authors examined aspects of the cue-target relationships that seemed likely contributors to such illusions of competence. These aspects have the potential to create differential strengths of a priori and a posteriori associations, that is, the probability with which a cue, when presented alone, elicits the corresponding target versus the perceived association between the cue and the target when both are present. The authors argue that the former has the greater influence on later recall, whereas the latter has the greater influence on JOLs.

Original languageEnglish
Pages (from-to)187-194
Number of pages8
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume31
Issue number2
DOIs
StatePublished - Mar 2005

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language

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