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The Quarterly Journal of Experimental Psychology Volume 65, 2012 - Issue 11
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Magnitude and accuracy differences between judgements of remembering and forgetting

Michael J. Serra Department of Psychology, Texas Tech University, Lubbock, TX, USACorrespondence[email protected]
&
Benjamin D. England Department of Psychology, Texas Tech University, Lubbock, TX, USA
Pages 2231-2257 | Received 16 Jun 2011, Accepted 27 Mar 2012, Published online: 25 May 2012

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Adam L. Putnam, Will Deng & K. Andrew DeSoto. (2022) Confidence ratings are better predictors of future performance than delayed judgments of learning. Memory 30:5, pages 537-553.
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Dillon H. Murphy & Alan D. Castel. (2021) Metamemory that matters: judgments of importance can engage responsible remembering. Memory 29:3, pages 271-283.
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Kenneth G. DeMarree, Kristin Naragon-Gainey & Abigail Giancola. (2019) Decentering constructs predict experience and tolerance of pain: evidence from a cold pressor study / Constructos relacionados con el descentramiento predicen la experiencia y la tolerancia al dolor: evidencia obtenida mediante la prueba del frío. International Journal of Social Psychology 34:3, pages 535-562.
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Tara T. Lineweaver & Jessica W. Brolsma. (2014) How you ask matters: An experimental investigation of the influence of mood on memory self-perceptions and their relationship with objective memory. Memory 22:8, pages 1103-1115.
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Articles from other publishers (13)

Lena Hildenbrand & Christopher A. Sanchez. (2022) Metacognitive accuracy across cognitive and physical task domains. Psychonomic Bulletin & Review 29:4, pages 1524-1530.
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Veit Kubik, Andreas Jemstedt, Hassan Mahjub Eshratabadi, Bennett L. Schwartz & Fredrik U. Jönsson. (2022) The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring. Metacognition and Learning 17:2, pages 375-398.
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Baike Li, Wenbo Zhao, Jun Zheng, Xiao Hu, Ningxin Su, Tian Fan, Yue Yin, Meng Liu, Chunliang Yang & Liang Luo. (2021) Soliciting judgments of forgetting reactively enhances memory as well as making judgments of learning: Empirical and meta-analytic tests. Memory & Cognition 50:5, pages 1061-1077.
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Carlee M. DeYoung & Michael J. Serra. (2021) Judgments of learning reflect the Animacy advantage for memory, but not beliefs about the effect. Metacognition and Learning 16:3, pages 711-747.
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Michaela Schmoeger, Matthias Deckert, Eva Loos & Ulrike Willinger. (2020) How influenceable is our metamemory for pictorial material? The impact of framing and emotionality on metamemory judgments. Cognition 195, pages 104112.
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Radka Jersakova, Richard J. Allen, Jonathan Booth, Céline Souchay & Akira R. O'Connor. (2017) Understanding metacognitive confidence: Insights from judgment-of-learning justifications. Journal of Memory and Language 97, pages 187-207.
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Michael J. Serra & Kenneth G. DeMarree. (2016) Unskilled and unaware in the classroom: College students’ desired grades predict their biased grade predictions. Memory & Cognition 44:7, pages 1127-1137.
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Katarzyna Zawadzka & Philip A. Higham. (2015) Judgments of learning index relative confidence, not subjective probability. Memory & Cognition 43:8, pages 1168-1179.
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Sandra Buratti & Carl Martin Allwood. 2015. Metacognition: Fundaments, Applications, and Trends. Metacognition: Fundaments, Applications, and Trends 17 38 .
Michael J. Serra & Robert Ariel. (2014) People use the memory for past-test heuristic as an explicit cue for judgments of learning. Memory & Cognition 42:8, pages 1260-1272.
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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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Maciej Hanczakowski, Katarzyna Zawadzka, Tomasz Pasek & Philip A. Higham. (2013) Calibration of metacognitive judgments: Insights from the underconfidence-with-practice effect. Journal of Memory and Language 69:3, pages 429-444.
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Sandra Buratti, Carl Martin Allwood & Sabina Kleitman. (2013) First- and second-order metacognitive judgments of semantic memory reports: The influence of personality traits and cognitive styles. Metacognition and Learning 8:1, pages 79-102.
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