The Impact of Meta-memory Judgments on Undergraduate’s Learning and Memory Performance.

AbstractWe examined if using meta-memory judgments (MJ) to control restudy choices has a positive impact on undergraduate students’ memory performance. 72 undergraduates at the University of Exeter were divided into three groups. Group A, made MJ and restudied the words they chose (self- selection). Group B, also made MJ, but their restudy was matched to that of Group A. Group C, who did not have a chance to make MJ, were also matched to Group A for restudy opportunities. The results indicated that making MJ had a positive overall impact on memory performance if undergraduates were allowed to control their restudy opportunities. Groups B and C showed no differences in memory performance, which means that making MJ did not automatically improve memory performance. Group A restudied more of the words that they had rated as least well learned, and there were no significant differences between groups on restudied words.


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