Implicit Memory and Metacognition

By Lynne M. Reder | Go to book overview

Nelson T. O. ( 1987). "The Goodman-Kruskal gamma coefficient as an alternative to signal-detection theory's measures of absolute-judgment accuracy". In E. Roskam & R. Suck (Eds.), Progress in mathematical psychology (Vol. 1, pp. 299-306). Nijmegen, The Netherlands: Elsevier North-Holland.

Nelson T. O., & Dunlosky J. ( 1991). "The delayed-JOL effect: When delaying your judgments of learning can improve the accuracy of your metacognitive monitoring". Psychological Science, 2, 267-270.

Nelson T. O., & Narens L. ( 1990). "Metamemory: A theoretical framework and some new findings". In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-173). San Diego: Academic Press.

Nelson T. O., & Narens L. ( 1994). "Why investigate metacognition?" In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-26). Cambridge, MA: Bradford.

Patrick A. S., Harbluk J. L., & Lupker S. J. ( 1988). Analyzing the fate of unrecalled items. Paper presented at the Twenty-Ninth Annual Meeting of the Psychonomic Society.

Roediger H. L., Weldon M. S., Stadler M. L., & Riegler G. L. ( 1992). "Direct comparison of two implicit memory tests: Word fragment and word stem completion". Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1251-1296.

Schacter D. L. ( 1987). "Implicit memory: History and current status". Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501-518.

Schacter D. L., Bowers J., & Booker J. ( 1989). "Intention, awareness and implicit memory: The retrieval intentionality criterion". In S. Lewandowsky, J. C. Dunn, & K. Kirsner (Eds.), Implicit memory: Theoretical issues (pp. 47-65). Hillsdale, NJ: Lawrence Erlbaum Associates.

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APPENDIX: INSTRUCTIONS FOR EXPERIMENTS 1 AND 2

In this experiment, we are interested in collecting norms about the characteristics of words for future psycholinguistic research. You will be making ratings that will contribute to these norms in the various word rating tasks that follow.

Semantic Instructions: You are going to rate a series of words for pleasantness. As each word appears on the screen, think about the real world object it represents, and rate it for pleasantness on a scale of 0 (extremely unpleasant) to 7 (extremely pleasant). For example, if you see the word "platypus", you should think of a platypus and then decide whether a platypus is pleasant or not. If a platypus is extremely pleasant, you should assign a rating of 7. If you think a platypus is extremely unpleasant, you should assign a rating of 0. As you rate the words, you should study them carefully. For each word that appears, you will have 7 seconds to study it and make a rating. The word will always stay on the screen for 7 seconds,

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