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The Quarterly Journal of Experimental Psychology Volume 62, 2009 - Issue 1
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Why do people show minimal knowledge updating with task experience: Inferential deficit or experimental artifact?

Christopher Hertzog Georgia Institute of Technology, Atlanta, GA, USACorrespondence[email protected]
,
Jodi Price Georgia Institute of Technology, Atlanta, GA, USA
,
Ailis Burpee Georgia Institute of Technology, Atlanta, GA, USA
,
William J. Frentzel Georgia Institute of Technology, Atlanta, GA, USA
,
Simeon Feldstein Georgia Institute of Technology, Atlanta, GA, USA
&
John Dunlosky Kent State University, Kent, OH, USA
Pages 155-173 | Received 07 Aug 2006, Accepted 04 Nov 2007, Published online: 05 Jan 2009

Citations (19)

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Read on this site (8)

Michelle L. Rivers, John Dunlosky & Mason McLeod. (2022) What constrains people’s ability to learn about the testing effect through task experience?. Memory 30:10, pages 1387-1404.
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Marco Bartolucci & Federico Batini. (2019) Long term narrative training can enhance cognitive performances in patients living with cognitive decline. Educational Gerontology 45:7, pages 469-475.
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Mary B. Hargis, Carole L. Yue, Tyson Kerr, Kenji Ikeda, Kou Murayama & Alan D. Castel. (2017) Metacognition and proofreading: the roles of aging, motivation, and interest. Aging, Neuropsychology, and Cognition 24:2, pages 216-226.
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Jarrod C. Hines, Christopher Hertzog & Dayna R. Touron. (2015) Younger and older adults weigh multiple cues in a similar manner to generate judgments of learning. Aging, Neuropsychology, and Cognition 22:6, pages 693-711.
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Jodi Price, Lauren W. Jones & Michael L. Mueller. (2015) The role of warnings in younger and older adults’ retrieval-induced forgetting. Aging, Neuropsychology, and Cognition 22:1, pages 1-24.
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Christopher Hertzog, Jodi Price & John Dunlosky. (2012) Age Differences in the Effects of Experimenter-Instructed Versus Self-Generated Strategy Use. Experimental Aging Research 38:1, pages 42-62.
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Isabelle Tournier & Virginie Postal. (2011) Strategy selection and aging: Impact of item concreteness in paired-associate task. Aging, Neuropsychology, and Cognition 18:2, pages 195-213.
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MichaelJ. Serra & John Dunlosky. (2010) Metacomprehension judgements reflect the belief that diagrams improve learning from text. Memory 18:7, pages 698-711.
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Articles from other publishers (11)

Steven C. Pan & Michelle L. Rivers. (2023) Metacognitive awareness of the pretesting effect improves with self-regulation support. Memory & Cognition 51:6, pages 1461-1480.
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Kenji Ikeda. (2023) Uninformative anchoring effect in judgments of learning. Metacognition and Learning 18:2, pages 527-548.
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Michelle L. Rivers. (2023) Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect. Journal of Intelligence 11:7, pages 147.
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David J Frank & Dayna R Touron. (2019) The Role of Task Understanding on Younger and Older Adults’ Performance. The Journals of Gerontology: Series B 74:2, pages 264-274.
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Michael L. Mueller, John Dunlosky & Sarah K. Tauber. (2014) Why is knowledge updating after task experience incomplete? Contributions of encoding experience, scaling artifact, and inferential deficit. Memory & Cognition 43:2, pages 180-192.
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Robert Ariel, Jarrod C. Hines & Christopher Hertzog. (2014) Test framing generates a stability bias for predictions of learning by causing people to discount their learning beliefs. Journal of Memory and Language 75, pages 181-198.
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A. Nicole Burnett & Glen E. Bodner. (2014) Learnin’ ‘bout my generation? Evaluating the effects of generation on encoding, recall, and metamemory across study-test experiences. Journal of Memory and Language 75, pages 1-13.
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Michael L. Mueller, John Dunlosky, Sarah K. Tauber & Matthew G. Rhodes. (2014) The font-size effect on judgments of learning: Does it exemplify fluency effects or reflect people’s beliefs about memory?. Journal of Memory and Language 70, pages 1-12.
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Sarah K. Tauber, John Dunlosky, Katherine A. Rawson, Christopher N. Wahlheim & Larry L. Jacoby. (2012) Self-regulated learning of a natural category: Do people interleave or block exemplars during study?. Psychonomic Bulletin & Review 20:2, pages 356-363.
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Jessica M. Logan, Alan D. Castel, Sara Haber & Emily J. Viehman. (2012) Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal. Metacognition and Learning 7:3, pages 175-195.
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Eric D. Leshikar, Audrey Duarte & Christopher Hertzog. (2012) Task-Selective Memory Effects for Successfully Implemented Encoding Strategies. PLoS ONE 7:5, pages e38160.
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