Kw. Thiede et J. Dunlosky, DELAYING STUDENTS METACOGNITIVE MONITORING IMPROVES THEIR ACCURACY INPREDICTING THEIR RECOGNITION PERFORMANCE, Journal of educational psychology, 86(2), 1994, pp. 290-302
The accuracy of students' judgments of learning (JOLs) in predicting r
ecognition versus recall was investigated in 4 experiments. Students s
tudied paired associates and made JOLs, which occurred either immediat
ely after an item had been studied or shortly after an item had been s
tudied. Students then received tests of associative recognition or pai
red-associate recall. JOL accuracy was greater for delayed JOLs than i
mmediate JOLs, and the accuracy of JOLs was lower in predicting recogn
ition than recall. The latter finding occurred (a) regardless of wheth
er students had anticipated a recall test or a recognition test when m
aking JOLs and (b) regardless of whether JOLs had been cued by only th
e stimulus of an item or by the entire stimulus-response pair. Correct
guessing was shown to contribute to the lower accuracy of students' p
redictions of recognition.