1. THE PHENOMENOLOGY OF HUMAN MEMORY Tulving’s “autonoetic” or “self- knowing” view Schacter: Remembering and the “role of the experiencer” Metacognition –Our knowledge about our own knowledge and skills, and cognition in general Metamemory –Our knowledge about the contents of our memory, our memory abilities, and theories about memory in general –Judgments can be based on Familiarity of cue or cue domain Accessibility of relevant target information Amount of competitors retrieved

2. JUDGMENTS OF LEARNING The design of a JOL experiment –Study a set of items –Judge “how well learned” was each item –Test memory at a later point “Calibration” often poor –May depend on when the JOL is done –Dunlosky & Nelson 2004: Integrative imagery vs. rote learning Immediate or delayed JOL

3. STUDY TIME AND JOL’s Do students widely distribute their study time? –Practicing the easy items: no pain, no gain –Practicing the hardest items: Laboring in Vain –Practicing the items most likely to benefit from practice: the Zone of Proximal Learning –Evidence that people do indeed allot study time to items “in the zone” Metcalf, 2006 (SEPA!)

4. OTHER METAMEMORIAL JUDGMENTS Feelings of knowing –When recall fails, judge the likelihood of recognition –In general, people well calibrated –Shimamura & Squire 1986: 24 sentences: e.g., “at the museum, we saw some relics made of clay” Recall target given sentence contexts FOK’s to failed recall, then recognition FOK/Rec GrouprecallrecogCorrel. Normal72%55%+.71 Alcoholics71%62%+.53 Korsakoff’s23%33%.00

5. Then decide about: decision time John owns a car TRUE 1280 Bob plays golf FALSE 1340 Fred plays golf DON’T KNOW ____ DECISIONS ABOUT IGNORANCE Glucksberg, 1980 How do we know we don’t know? Students study sentences: John owns a car Bob Doesn’t play golf Fred owns a bike etc