By John Dunlosky, Robert A. Bjork
This guide examines the interaction among metamemory and reminiscence. each one contributor discusses state of the art concept and study that, ultimately, showcases the symbiotic dating among metamemory and reminiscence. jointly, those chapters aid a imperative thesis, that's whole realizing of both metamemory or reminiscence isn't really attainable with no realizing their mutual effect. the muse for this quantity was once the existence and examine of Thomas O. Nelson, whose pioneering and influential study within the fields of metamemory and reminiscence continuously highlighted their built-in nature.
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Extra resources for Handbook of Metamemory and Memory
Sample text
Instead, it is a very special kind of judgment or commentary that involves a level of processing that we, here, call representational or cognitive (and that Nelson & Narens, 1990, 1994, called the object level) and a higher-level monitoring that we call metacognitive. A simple case of a cognition or a representation is a word or a symbol. A word is not the object in the world itself, but rather it refers to the object and is about the object. A memory is also a representation. It is not present in the world, but rather it is internal.
Essays in honor of Fergus Craik (pp. 28–47). New York: Psychology Press. , & Jönsson, F. (2005). A model for stochastic drift in memory strength to account for judgments of learning. Psychological Review, 112, 932–950. Spellman, B. , & Bjork, R. A. (1992). When predictions create reality: Judgments of learning may alter what they are intended to assess. Psychological Science, 3, 315–316. Taylor, K. (1970). An information-theory measurement of CVC trigram meaningfulness. Psychonomic Science, 21, 101–103.
J. , Wiley, New York, 2007. With respect to our main theme, Nelson and Narens’s (1990) model in Figure 3 is notable in highlighting the symbiotic nature of metamemorial and memory processes: Metamemory itself involves monitoring an underlying memory system, but then metamemory processes in turn can act on the memory system. Put differently (and in rather general terms), memory influences metamemory, and metamemory influences memory (cf. Koriat, Ma’ayan, & Nussinson, 2006). Accordingly, they act together to decide the fate of learning, retrieval, and long-term retention.