Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.

The events of the Bunkerville standoff and the Malheur wildlife refuge occupation were both important confrontations with the government by the western land rights movement. Participants in and responders to the events engage in distinct moral judgments and rationales. Utilizing cultural schema analysis and moral foundations theory (MFT), I explored the differences in rationales and judgments made by participants and responders in their explicit, public moral discourses of both events. My analysis indicates that responders and participants defined and utilized the same moral foundations, but in distinct ways. Participants were more diverse in their invocation of moral foundations while responders centralized on judgments/rationales centered on harm/care and authority/subversion. I argue that the insights of content differences in construction/usage of moral foundations are a key contribution to the literature and usage of MFT. I further argue that future research on moral judgments utilizing MFT should endeavor to specify the moral and rational content of how moral foundations are employed, rather than simply documenting their distributions.

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Leader prototypes are our expectations for attributes a leader should possess, and these prototypes guide our perceptions and judgments of others with regard to leadership. This dissertation uses a connectionist perspective of leadership to investigate differences in perceptions and judgments of male and female leaders, and provides the first empirical test of Hogue and Lord's (2007) model for gender bias in leadership. In Study 1, leader prototypes are investigated as the mediating process through which perceptions of male and female leaders differ. Furthermore, leader and perceiver gender as investigated as contextual and person factors which impact the accessibility of leader prototypes, thus consequently impacting perceptions and judgments of leaders. The use of leader prototypes in remembering a leader's past behaviors reflects the use of a semantic memory system, where the leader behaviors recalled are influenced by our expectations of the leader, rather than whether the leader actually demonstrated those behaviors. Thus, masculine leadership behaviors demonstrated by a female leader may be discounted, and the leader behaviors recalled may be influenced by gender roles. Study 2 investigates an episodic memory intervention to increase the memory accuracy of leader behaviors as a means to reduce biases in judgments of female leaders. Overall, Study 1 results suggest that activation of agentic attributes; specifically tyranny and masculinity are impacted by leader gender, such that the accessibility of those attributes was higher for male leaders. Contrary to predictions, female leaders did not result in greater accessibility of communal attributes in the leader prototype. No impact of perceiver gender was seen on this mediation process. Subsequently, accessibility of these attributes impacts participants' perceptions and judgments of leadership. Study 2 results indicate behavior recognition accuracy of communal behaviors drives participants' negative perceptions and judgments of the female leader. Limitations and directions for future research are discussed. / Ph. D.