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Browsing by Author "Enam, Tasnuva"

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    Effect of multiple fluency cues on feeling of knowing (FOK) judgments
    (University of Alabama Libraries, 2017-12) Enam, Tasnuva; McDonough, Ian M.; University of Alabama Tuscaloosa
    Metamemory is the process of inspecting and judging our own memory. One type of judgment is feeling of knowing (FOK) judgments that are similar to making self-evaluations during learning for later performance. These judgments are influenced by various kinds of fluency cues. Perceptual fluency is the ease of processing perceptual information and does not predict later memory performance while conceptual fluency is the ease of processing conceptual information and accurately predict later memory performance. In academic settings, if students learn to distinguish between accurate and inaccurate cues, they can use the knowledge to use accurate cues effectively for future performance. Past studies investigated the effect of single fluency cue on JOLs. In reality, however, making self-evaluation takes time like FOK judgments paradigm and unlike JOL judgments paradigm that may not be generalizable. Students are also influenced by multiple fluency cues. The present study investigated how multiple fluency cues, font size (large versus small) and level of processing information (deep versus shallow), influence FOK judgments. Seventy eight younger adults studied word pairs in large or small font size and were either directed for deep or shallow level of processing information. Results revealed a significant interaction such that font size was only accounted for when information was processed at a shallow level. Furthermore, participants were overall underconfident in their predictions for their memory performance. Results are discussed in terms of applications in everyday learning, making decisions and in academic settings.
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    Effects of Context and Age on Feeling of Knowing (FOK) Judgments
    (University of Alabama Libraries, 2020) Enam, Tasnuva; McDonough, Ian M.; University of Alabama Tuscaloosa
    In two experiments we wanted to examine how does age and context influence FOK ratings and recognition memory. In Experiment 1 we found age and context have no influence on FOK and recognition memory but influences subjective memory ratings such as recollection and familiarity to a greater extent. Older adults specifically seem to have higher subjective ratings for recollection and familiarity between old and new scenes compared to younger adults. In Experiment 2, explicit instruction was added to draw attention away from context. We found with explicit instruction, older adults have higher ratings overall for FOK judgments and higher subjective memory ratings for recollection and familiarity compared to younger adults. Results may help us to understand how FOK judgments are made as we age in addition to importance of contextual information in subjective memory in aging.
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    Individual Differences in Memory and Metamemory
    (2016) Enam, Tasnuva; McDonough, Ian
    Metamemory involves the process of inspecting and judging one’s own memory and related strategies (Hertzog, Dixon & Hultz, 1990). To ensure good memory, one must have good metamemory. For example, making a prediction based on previous knowledge requires strategic skills to efficiently encode and retrieve appropriate information when needed. The concept of metamemory provides a model through which strategic learning and recall skills can be designed in classrooms to enhance the education system. Furthermore, it provides a general framework for accessing the memory function of older adults and patients with neurological disorders. Consider potential memory difficulties in poor performing students, older adults, or even patients with dementia. Some of these apparent memory deficits might stem from impaired metamemory. Despite the importance of metamemory, this ability remains vague and poorly understood, and it is unclear why certain people have better metamemory than others. Gaining further insight into metamemory can identify why people differ in this ability and can allow more targeted interventions to enhance metamemory in settings such as the classroom, nursing home, and even in everyday life. Contrary to the common notion that metamemory represents a single ability, the proposed research tests the hypothesis that metamemory is comprised of multiple (but possibly overlapping) abilities.