9/3/2023 0 Comments Serial position effectIntrinsic cues include processing fluency, word-pair relatedness, or other characteristics that influence or are believed to influence memory. Koriat ( 1997) proposed a useful theoretical framework for evaluating the cues that inform JOLs whereby three types of cues inform metacognitive judgments: intrinsic, extrinsic, and mnemonic cues. When JOLs are made immediately after an item is studied, these judgments are often informed by the cues available during learning. To evaluate people’s awareness of their memory processes (i.e., metacognition Nelson & Narens, 1990 see also Dunlosky et al., 2016 Nelson, 1996), researchers often solicit judgments of learning (JOLs): metacognitive self-assessments of the likelihood of later remembering information (see Rhodes, 2016, for a review). Thus, serial position effects typically arise as a result of both encoding and retrieval processes. However, a delay between the encoding phase and the recall test generally reduces recency effects (Glanzer & Cunitz, 1966 Howard & Kahana, 1999 Waugh & Norman, 1965). Specifically, if the recall test immediately follows the study phase, participants often dump the most recently rehearsed items from working memory stores resulting in pronounced recency effects (Crowder, 1969). In contrast, the recency effect largely depends on the delay between the presentation of the final to-be-remembered item and the beginning of the recall test. For example, during a given item’s presentation, participants also often rehearse previously presented items resulting in primacy items getting the most rehearsal, leading to better memorability for primacy items (see Fischler et al., 1970 Rundus, 1971 Rundus & Atkinson, 1970). While primacy effects generally arise as a result of increased rehearsal, recency effects are largely attributed to the retrieval phase. Thus, participants may use forgetting and serial position information to guide encoding, indicating that fundamental properties of the memory system can be incorporated into the processes that guide metacognitive control. Specifically, participants may have monitored their output and, based on observations of forgetting middle items, transferred their learning of serial position effects from prior lists. Results revealed that self-paced study times oppositely mirrored serial position effects (i.e., briefer study times in the beginning and end of each list), and serial position effects were reduced in self-paced study conditions, particularly in participants initially studying under fixed conditions before self-pacing their study time. Specifically, participants were given lists of to-be-remembered words and studied each word for a fixed duration on initial lists, but self-paced their study time on later lists. The current study examined whether there are serial position effects in participants’ study time and whether they can learn about serial position effects under fixed encoding conditions and then transfer what they have learned to self-paced study conditions. Previous research indicates that learners may be aware of these effects under certain encoding conditions, but it is unclear whether metacognitive control is sensitive to serial position effects. Serial position effects involve the differential recall of information based on its temporal order at encoding.
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