No

The current study investigated whether there were age-related differences in episodic feeling-of-knowing (FOK) accuracy and whether accuracy was influenced by when the FOK judgments were made. Younger and older participants were randomly assigned to 1 of 4 conditions that manipulated the timing of the FOK in relation to cued-recall and recognition. Age-related differences in FOK accuracy were not reliable either when the FOK was immediate or when it was delayed. Moreover, FOK accuracy was above chance for both age groups. Remember/Know (RK) judgments correlated reliably with FOKs for unrecalled words for both age groups and did not vary by FOK timing. Verbal ability, but not education, health, or perceptual speed, correlated with FOK accuracy. These results suggest that rather than a general age-related deficit in episodic FOK accuracy, the presence of age-related differences in resolution might be influenced by individual differences in such factors as verbal ability and frontal functioning.

It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.

Le Feeling-of-Knowing (FOK) traduit l'expérience subjective de posséder une information en mémoire alors que l'on ne peut pas y accéder actuellement. Le jugement de FOK est une fonction métamnésique permettant d'évaluer l'état de sa mémoire lors de la récupération. Les capacités d'évaluation mnésique sont centrales pour guider la régulation du fonctionnement mnésique. L'objectif de ce travail était d'étudier les mécanismes à la base de la précision des jugements de FOK en mémoire épisodique. Trois expériences ont été menées afin d'examiner les effets de l'âge et de la division de l'attention lors des phases d'encodage, de rappel et de jugements de FOK sur la précision du FOK. Nos résultats révèlent que l'évaluation mnésique est coûteuse en ressources attentionnelles et suggèrent que les différences liées à l'âge sur la précision du FOK seraient dues à une réduction des ressources attentionnelles avec l'âge. La qualité de l'encodage et de l'évaluation mnsésique contribueraient au FOK / Feeling-of-knowing (FOK) represents the subjective experience that information is available in memory while this information cannot be currently accessed. The FOK judgement is a metamemory function that allows monitoring one's memory state in the course of retrieval. The ability to monitor stored information in memory is central to guide the regulation of memory functionning. The aim of this work was to study mechanisms underlying the accuracy of FOK judgements about information stored in episodic memory. Three experiments were conducted in order to examine effects of both aging and divided attention in each phase of an episodic FOK task on metamemory processes. Our findings indicated that monitoring required attentional resources, and supported the idea taht the age-related decline in episodic FOK accuracy was depending on attentional resources limitation associated with aging. The quality of memory encoding and the quality of memory monitoring eem essential to predict accurate FOK

Instances in which we cannot retrieve information immediately but know that the information might be retrieved later are subjective states that accompany retrieval failure. These are expressed in feeling-of-knowing (FOK) and Tip-of-the-tongue (TOT) experiences. In Experiment 1, participants with Parkinson's disease (PD) and older adult controls were given general questions and asked to report when they experienced a TOT state and to give related information about the missing word. The PD group experienced similar levels of TOTs but provided less correct peripheral information related to the target when in a TOT state. In Experiment 2, participants were given a Semantic (general knowledge questions) and an Episodic (word pairs) FOK task. PD patients failed to accurately predict their future memory performance (FOK) in response to both episodic and semantic cues. Results are interpreted in the context of recent frameworks of memory and metacognition.

Age differences in metamemory accuracy obtained for episodic memory – new information – compared to semantic memory – general knowledge information were compared in this study. Younger and older adults with no known cognitive impairments viewed pictures of famous faces for semantic memory and nonamous faces for episodic memory. Participants then viewed the faces again and had to provide the name for either semantic or episodic memory. After attempting recall for each face, participants made a Feeling-of-Knowing prediction about future recognition. Finally, each face was presented with the correct answer and three alternative answers. A gamma correlation was used to calculate prediction accuracy. Younger and older adults were equally accurate at predicting their recognition for semantic and episodic memory. The findings demonstrate that using the same materials and a within-subjects design, older adults do not show deficits in metamemory accuracy, even when predicting a type of memory that is typically impaired with age.

No description available.

Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.

<p>Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.</p>

Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.