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Prediction accuracy and memory performance: Correlational and experimental tests of a metamemory hypothesis

Prediction accuracy and memory performance: Correlational and experimental tests of a metamemory... In the performance prediction paradigm both a prediction of subjects' own memory performance (P) and their actual performance (A) are assessed. Prediction accuracy (PA) has been regarded as a measure of memory monitoring which in turn was assumed to be related positively to memory performance. A popular approach to test this metamemory hypothesis is based on correlations between measures of PA and of A. This approach is reexamined critically with regard to two classes of problems. The first is concerned with the definitions of at least six different PA measures represented in the literature. The second refers to statistical artifacts resulting from the part-whole character of the correlations between PA and A. Proceeding from the conclusion that a valid test of the metamemory hypothesis is not possible on the basis of correlations of PA and A, we propose an experimental procedure that properly permits the testing of the hypothesis that the utilization of monitoring activities during learning yields higher levels of memory performance. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychological Research Springer Journals

Prediction accuracy and memory performance: Correlational and experimental tests of a metamemory hypothesis

Hasselhorn, Marcus; Hager, Willi
Psychological Research , Volume 51 (3) – Aug 24, 2004
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References (21)

Publisher
Springer Journals
Copyright
Copyright © 1989 by Springer-Verlag
Subject
Psychology; Psychology Research
ISSN
0340-0727
eISSN
1430-2772
DOI
10.1007/BF00309310
Publisher site
See Article on Publisher Site

Abstract

In the performance prediction paradigm both a prediction of subjects' own memory performance (P) and their actual performance (A) are assessed. Prediction accuracy (PA) has been regarded as a measure of memory monitoring which in turn was assumed to be related positively to memory performance. A popular approach to test this metamemory hypothesis is based on correlations between measures of PA and of A. This approach is reexamined critically with regard to two classes of problems. The first is concerned with the definitions of at least six different PA measures represented in the literature. The second refers to statistical artifacts resulting from the part-whole character of the correlations between PA and A. Proceeding from the conclusion that a valid test of the metamemory hypothesis is not possible on the basis of correlations of PA and A, we propose an experimental procedure that properly permits the testing of the hypothesis that the utilization of monitoring activities during learning yields higher levels of memory performance.

Journal

Psychological Research – Springer Journals

Published: Aug 24, 2004

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