Test experience alleviates the foresight bias more effectively than study experience¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Monitoring resolution was enhanced by test experience but not by study experience: test-group gamma improved from .60 to .80 across blocks, while the study group's final gamma (.59) matched the test group's first block. → Koriat 2006 q3 i? In Experiment 3, test experience but not study experience increased JOLs' sensitivity to associative direction. → Koriat 2006 (2)

Evidence¶

Koriat 2006¶

Koriat, A., & Bjork, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34(5), 959-972. https://doi.org/10.3758/bf03193244

q3 · i? · causal · r2

Experiment 2 between-participants comparison (32 Hebrew-speaking undergraduates): test-group gamma rose from .60 to .80 [t(15) 4.11, p .001], while the study group's last-block gamma was only .59, significantly lower than the test group's [t(30) 3.08, p .005].

"This pattern suggests that monitoring resolution was enhanced by test experience, but not by study experience."

Koriat 2006 (2)¶

Koriat, A., & Bjork, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34(5), 959-972. https://doi.org/10.3758/bf03193244

q3 · i? · causal · r2

Experiment 3 (48 Hebrew-speaking undergraduates, Hebrew asymmetric pairs): the block associative direction interaction was significant for the test group [F(1,23) 5.86, p .05] but not for the study group, so "test experience, but not study experience, increased JOLs' sensitivity to associative direction".

"Thus, test experience, but not study experience, increased JOLs' sensitivity to associative direction."

Discussion¶

Related Claims¶

• Resolution of JOLs increases across study–test cycles, improving between Cycles 1 and 2 but not from Cycle 2 to Cycle 3 — related
• The foresight bias has behavioral consequences: learners allocate similar study time to backward and forward pairs despite markedly lower recall for backward pairs — related
• Monitoring resolution improves with study–test practice, with larger gains for backward than for forward pairs — related
• Repeated study–test practice reduces the foresight bias for backward pairs, with the illusion of competence disappearing by the fourth presentation — related