Abstract
Previous studies found that metamemory beliefs dominate the font size effect on judgments of learning (JOLs). However, few studies have investigated whether beliefs about font size contribute to the font size effect in circumstances of multiple cues. The current study aims to fill this gap. Experiment 1 adopted a 2 (font size: 70 pt vs. 9 pt) * 2 (word frequency (WF): high vs. low) within-subjects design. The results showed that beliefs about font size did not mediate the font size effect on JOLs when multiple cues (font size and WF) were simultaneously provided. Experiment 2 further explored whether WF moderates the contribution of beliefs about font size to the font size effect, in which a 2 (font size: 70 pt vs. 9 pt, as a within-subjects factor) * 2 (WF: high vs. low, as a between-subjects factor) mixed design was used. The results showed that the contribution of beliefs about font size to the font size effect was present in a pure list of low-frequency words, but absent in a pure list of high-frequency words. Lastly, a meta-analysis showed evidence supporting the proposal that the contribution of beliefs about font size to the font size effect on JOLs is moderated by WF. Even though numerous studies suggested beliefs about font size play a dominant role in the font size effect on JOLs, the current study provides new evidence suggesting that such contribution is conditional. Theoretical implications are discussed.
Highlights
Judgments of learning (JOLs) refer to people’s metacognitive predictions regarding the likelihood of remembering studied items on a later memory test, which is an important form of metamemory monitoring [1]
The results showed that the difference in beliefs successfully predicted the difference in JOLs across participants, which supports the belief hypothesis underlying the font size effect
Take the font size effect as an example: people presumably notice that some words are presented in large size and others shown in small size, which in turn stimulates them to retrieve their pre-existing beliefs regarding how font size relates to memory performance
Summary
Judgments of learning (JOLs) refer to people’s metacognitive predictions regarding the likelihood of remembering studied items on a later memory test, which is an important form of metamemory monitoring [1]. Take the font size effect as an example: people presumably notice that some words are presented in large size and others shown in small size, which in turn stimulates them to retrieve their pre-existing beliefs regarding how font size relates to memory performance (e.g., large words are easier to remember than small ones) People apply such beliefs to make JOLs. in natural learning situations, learners frequently encounter multiple cues rather than a single cue. As WF is a reliable factor affecting both memory and metamemory judgments, it is reasonable to manipulate it as another factor in the current study As both the dual-process model and the analytic-processing theory assume that beliefs about font size contribute importantly to the font size effect when font size is the only manipulated factor [4,6,11], the current study hypothesized that beliefs about font size may contribute to the font size effect even in circumstance of multiple cues.
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