Effect of multiple fluency cues on feeling of knowing (FOK) judgments

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dc.contributor Black, Sheila R.
dc.contributor McDougall, Graham J.
dc.contributor.advisor McDonough, Ian M.
dc.contributor.author Enam, Tasnuva
dc.date.accessioned 2019-02-12T14:31:28Z
dc.date.available 2019-02-12T14:31:28Z
dc.date.issued 2017-12
dc.identifier.other u0015_0000001_0003208
dc.identifier.other ENAM_alatus_0004M_13367
dc.identifier.uri http://ir.ua.edu/handle/123456789/5391
dc.description Electronic Thesis or Dissertation
dc.description.abstract 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.
dc.format.extent 44 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Psychology
dc.title Effect of multiple fluency cues on feeling of knowing (FOK) judgments
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.A.


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