Slide 1Chapter IntroductionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionSlide 9MetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionSlide 16MetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionMetacognitionCognition, 8e by Margaret W. Matlin Chapter 6Cognition, 8eChapter 6 MetacognitionCognition, 8e by Margaret W. Matlin Chapter 6Chapter Introductionmetacognition—your knowledge about and control of your cognitive processesecological validityCognition, 8e by Margaret W. Matlin Chapter 6Metacognitionmetacognition•your knowledge and control of your cognitive processes•supervises the way you select and use your memory strategies•includes self-knowledge, metamemory, metacomprehensionCognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyIf you are confident about your performance on some memory task, is your memory indeed accurate?Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items•In general, people tend to be overconfident if you ask them to predict their total score on a memory test.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Items•In contrast, people tend to be accurate if you ask them to predict which individual items they will remember and which ones they will forget.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual Itemsforesight bias—when people overestimate the number of answers that they will supply on a future testStudying with the correct responses visible can lead to overly optimistic estimates.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual ItemsDunning and coauthors (2003)•estimate of total score after finishing exam•less competent students overestimated performanceCognition, 8e by Margaret W. Matlin Chapter 6Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Accuracy for Total Score Versus the Accuracy for Individual ItemsMetamemory can be highly accurate when people predict which individual items they'll remember and which ones they'll forget.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Score Immediately Versus After a Delay•People do not provide accurate memory estimates for individual items, if they make these estimates immediately after learning the items.•In contrast—if they delay their judgments—they are reasonably accurate in predicting which items they will recall.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Score Immediately Versus After a Delay•Delayed judgments are especially likely to provide accurate assessments of memory performance because they assess long-term memory.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionFactors that Influence People's Metamemory AccuracyMetamemory: Estimating the Scores on Essay Questions Versus Multiple-Choice QuestionsStudents are generally more accurate in estimating their scores on multiple-choice questions than on essay questions.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionIndividual Differences: Attention-Deficit/Hyperactivity Disorder and MetamemoryPeople with ADHD have difficulty paying close attention at school, at work, and in other activities.Do people with ADHD have difficulty with metamemory tasks?Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionIndividual Differences: Attention-Deficit/Hyperactivity Disorder and MetamemoryKnouse and coauthors (2006)—metamemory item-by-item•word pairs, estimate likelihood of recall, immediate vs. delayed estimate, ADHD and non-ADHD•calibration—a measure of people's accuracy in estimating their future performanceCognition, 8e by Margaret W. Matlin Chapter 6Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionIndividual Differences: Attention-Deficit/Hyperactivity Disorder and MetamemoryKnouse and coauthors (2006)—metamemory item-by-item•For immediate judgments, people with and without ADHD did not differ in accuracy; both groups were reasonably accurate in predicting future recall.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionIndividual Differences: Attention-Deficit/Hyperactivity Disorder and MetamemoryKnouse and coauthors (2006)—metamemory item-by-item•Also no group differences after delay; both groups were even more accurate in predicting future recall.•People with ADHD can be highly accurate in estimating their performance on an item-by-item basis.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionMetamemory About Factors Affecting Memory AccuracyMany students lack knowledge of memory strategies."All memory strategies are not created equal."Students may believe that some factors do have an effect on memory, although these factors actually do not have an effect.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionMetamemory and the Regulation of Study Strategies•coordinate memory and decision making•remember to spend more time on difficult materialCognition, 8e by Margaret W. Matlin Chapter 6MetacognitionMetamemory and the Regulation of Study StrategiesAllocating Time When the Task is EasyNelson and Leonesio (1988)•examined how students distribute their study time when they can study at their own pace•Students allocated more study time for the items that they believed would be difficult to master.Cognition, 8e by Margaret W. Matlin Chapter 6MetacognitionMetamemory and the Regulation of Study StrategiesAllocating Time When the Task is EasyNelson and Leonesio (1988)