Judgments of learning are higher for easy than difficult items at all ages and increase with age, confirming the difficulty manipulation aligned with subjective difficulty¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Easy items received higher judgments of learning than difficult items in all age groups, and JoLs increased with age, with 10-year-olds' JoLs lower than both older groups'. → Gönül 2021

Evidence¶

Gönül 2021¶

Gönül, G., Tsalas, N., Paulus, M. (2021). The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09262-y

q3 · i? · causal · r2

GLMM on JoLs (5-point smiley scale) from the preliminary analyses of the study time allocation experiment. A main effect of age group, F(1, 727) = 8.468, p < 0.001, was also reported, with 10-year-olds' JoLs lower than 14-year-olds' and adults'.

"There was also main effect of item difficulty, F(1, 727) = 534.136, p < 0.001, with easy items receiving higher JoLs than difficult items."

Discussion¶

Related Claims¶

• Older adults show no reliable deficit in assessing item difficulty (EOL accuracy) — related
• Aging does not materially reduce the relative accuracy (resolution) of judgments of learning during encoding, with cross-sectional evidence of no age declines and even age-related increases in aggregate JOL resolution across ages 18 to 81 — related
• Younger and older adults select study items in an easy-to-difficult order, consistent with the region of proximal learning model — related
• Older adults allocate proportionally more study time to easy and medium items while younger adults allocate more to difficult items, yet older adults recall less despite studying more — related
• Recall is higher in untimed than timed conditions and for easy than difficult items, with a three-way age-by-condition-by-difficulty interaction driven by adults outperforming 10-year-olds on timed difficult items — related
• Self-regulation of study time increases with age: adults exceed 14-year-olds, who exceed 10-year-olds, though self-regulation is already established at age 10 — related
• Study time allocation becomes more strategic with age: older learners allocate relatively more time to difficult items, and the easy-difficult allocation gap is larger in the untimed condition — related
• Learning efficiency increases with age, with adults and 14-year-olds more efficient than 10-year-olds, and no age-by-condition interaction — related
• Time pressure weakens monitoring-based self-regulation of study time: gamma correlations between judgments of learning and study time are stronger in the untimed than the timed condition — related
• Item complexity moderates picture function effects, with informational pictures potentially helping on difficult items but hindering on easy ones — related