DELAYING STUDENTS METACOGNITIVE MONITORING IMPROVES THEIR ACCURACY INPREDICTING THEIR RECOGNITION PERFORMANCE

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.