Judgments of learning

What are the major classes of theories of metamemory? How do they suggest that people use the different types of information that are available when making metamemory judgments?

How accurate are judgments of learning and how are they made? What can be done to improve judgments of learning?

What is the difference between feeling-of-knowing judgments and the tipof-the-tongue state?

What are some of the unique characteristics of the tipof-the-tongue state? Why do they occur?

What is the difference between “remember” and “know” responses? What evidence is there that these tap into different memory processes?

What sort of cues are available to people when they are assessing whether they have learned something? Which are they more or less likely to use?

How effective are people at allocating their study time, and why? In what ways are people ineffective? What are more effective ways to allocate study time?

Solution: